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WorksheetsRICA TEst
Total questions: 84
Worksheet time: 42mins
Teacher asked students to identify words in a sentence. Students were counting two syllables as two different words?
Had the word boundaries in it
Phonological awareness
both
Second grades and how they will motivate each other to practice words with irregular patterns?
Sing a songs
Quiz each other with new words or Whole class activities (Spelling Bee and Spelling Baseball)
TpR Activities in a small groups
Students' fluency was 98% and 39 words per minute. Student was like 51% below the norm.
The student need to work on word automaticity
The averange is wrong
Student was like 80% below the norm.
Teacher wanting students who were at atomicity level to read silently?
teacher modeling reading silently by picking up a book
It's a good strategy
We can use an intevention program
A student is adding E at the end of all words that he has spelled (lot-lote, put-pute, ball-balle).
Overgeneralization of ‘e’ students needs instruction in phonics rules
none of these
use spelling strategies for to fix mistakes
Teacher is trying to give words to a student moving from semi phonetic to phonetic spelling.
What kind of words should be given?
Overgeneralization of ‘e’ students needs instruction in phonics rules.
Chow, shop
To,too,two
Fun, sit
How should a teacher begin teaching an EL student phonemic rules?
Use native language sounds to start
Organize different strategies
Work in a small groups
Students who spelled wear to where, and forward to forward and to-too what type of instruction should the teacher provide students?
Reading lessons
The students requires conventional spelling instruction with homophones
Reading strategies
Math lesson on triangles, polygons, pentagons. What strategy should the teacher use to teach these words? She was also reading books about these words through other lessons.
none of these
She was pre-teaching vocabulary.
Greek, Latin roots Morphology of words
Bridge lesson about the vocabulary
Before teaching consonant blends, the student should Master what skill?
Vowel digraphs = OA, EW, OO, AI, OW, EA Basically, before blending, a child must know the individual sound.
Example:
VC = it, at, on…
CVC = MAT
CVCC = LOCK
CCVC = THAT
CVVC = SOAP
CVCE = MATE
Reading and writing
Vocabulary Skills
The teacher wants her first graders to write correct spellings. What should the teacher do?
Provide students with print in classroom, wall :
Concepts of print,t rich environmental print
Students should be Encouraged to write even though they make mistakes as this is part of developmental practices to improve the child’s spelling.
Spelling differents sounds and differents combination of vowel
none of these
The teacher said the word basketball, then asked the student to delete the word basket and say the word. The student replied “ball”, what is the teacher trying to check with the students?
Word consciousness
sound deletion with compound words
A first grader who demonstrates pre phonetic writing (just know what pre phonetic writing sample looks like you will have to choose one of the options given).
represent sounds.
Kindergarten teacher reads a sentence, writes it on the board, then draws squares around each word. What is the teacher trying to check for students’ understanding?
Word boundaries
Note: if the teacher is boxing each word in a sentence it would be word boundaries (basically concept about print), where the child must understand how many words are in a sentence and where a sentence starts and ends.
Structuring the primary school areas
all are correct
Identify the consonant blend
Brave
Ship
Chin
This
The teacher gave students a paragraph to read then the teacher paired students with partners. The partners read the paragraph and wrote 3 questions underline the passage. Then they exchanged their papers with their partners and answered the questions. The teacher is trying to achieve what with this kind of activity?
Cooperative Learning Activity creates Individual Accountability
In the cooperative classroom, students work together as a team to create and to learn, but ultimately every individual student is responsible for his or her own performance.
It is exactly to fulfill both positive interdependence and individual accountability that in every cooperative learning strategy students are given both the time to think/work alone and to interact with peers.
In this way students’ autonomy and cooperation are improved.
teamwork
none of these
What are potential benefits for a struggling 3th grader if he is assigned to write a text for younger students who are in kindergarten?
Student written text is a highly motivating technique because it provides a real life purpose for writing.
You can get better opportunities to assesst the students
none of these
While listening to students read, a second grade teacher notices that students are struggling when approaching multisyllabic words. Which of the following is the teacher’s most effective response to help students transfer the knowledge of reading single-syllable words to reading words with multiple syllables?
Provide direct instruction on syllabication, look for affixes as in words and use contact to confirm the pronunciation of multisyllabic words.
The sound could help the student
Both are correct
A first grade teacher notices one of her students is struggling with reading. He is in the lowest achieving group. The teacher has tried some strategies to improve his reading but seems to make no progress. The next step the teacher should take in working with the student is to?
Assess his reading and target instruction to meet identified skills needs.
Support him in a small groups
Do extra work for him
What is a consonant blend?
jk
Two letters that hear both letters. Ex. bl, br. cl , cr. dr, fr. tr. fl, gl, gr. pl, pr, bl, bd.
hg
Prosodic reading for the development of what?
It means read a book with syllabic sounds
It means to read with appropriate expression natural It reflects the reader’s understanding of the structure of sentences, punctuation, and to a large extent, the author’s
It means that the student doesn'te read very well
Midway through the year, a second-grade teacher notices that a student is below grade level in their reading levels. What should she do?
To assess the student and plan instructions based on his need - yes 12/22 I thought the same assess and plan instructions based on her needs. Not B
Consult with a more experienced teacher on different
none of these
a kindergarten teacher plays the following game with her students where she says a word (like a child’s name or simple CVC word) and the students try to guess the name or sounds. What is she trying to teach? Like if the letter was “M” she would pick a student name like “Jack” and say “Mack” instead.
How to recognize that words are made up of sounds.
She is teaching phomenes
none of these
There was a question about teaching a kinder class student about difficult sounds.
The answer had b and d in it.
Teaching in small groups
one on one instruction
Early in the school year, a first grade teacher wants to conduct an assessment of students ability to read grade appropriate words, including phonetically regular words and high-frequency irregular sight words. Which of the following informal assessments would be most appropriate and effective for this purpose?
The teacher prepares a list of grade-appropriate words, asks each student to try reading the words aloud and records the results.
Teach in a small groups
none
When reading texts aloud, a second-grade English learner often makes errors in pronunciation that are unrelated to their ability to accurately decode the word. The teacher’s best response would be to?
Similar letters should be taught at different times, never together. Use multisensory practice. e.g. Form letters from left to right, top to bottom. Thumbs up is a good b/d reminder. Playdoh. Having a visual cue is very important in teaching reverse letters.
Analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.
Like if the letter was “M” she would pick a student name like “Jack” and say “Mack” instead.
Which of the following instructional activities would best help upper elementary English Learners develop intonations and rhythms of the English language to support fluent reading?
Giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads aloud again.
Analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.
both of these
A term used to classify literary works into categories such novels, mysteries, historical fiction, biography, short story, and poems.
Place
Genre
characters
What is the type of Genre?
Essay
novel
Biography
The teacher says the following words, pig, pt, doll and asks the student to choose the one that sounds odd. The student says “doll”. The teacher says, cat, can, ball, and asks the student to again choose the word that sounds odd. The student says, “ball” What does this activity demonstrate?
A term used to classify literary works into categories such novels
Phonemic awareness based on beginning sounds
Sounds
Teacher asks students to provide information about a topic of signs and writes the words students provided on the board creating a web graphic organizer, what is the next step?
Organize the words into categories
Phonemic awareness
both
(instead of consonant blends, my test said Digraphs) (just know the difference between blends and diagraphs)
Essay
Master CVC Example, of consonant blends are pl in play and spr in spring, and bl in blend.
Consonant digraphs are two-letter combinations that make one sound. For example, ph in phone, sh in share, ch chair, ph in digraph.
novel
At the beginning of 2nd grade, a teacher notices that her students have letter sound recognition knowledge but copies words from texts to write. (What can the teacher do to promote word building or more writing.... something like this
Provide students with 1st grade reading material until they master it.
Display words on walls etc. this is the only option that seemed right to me from the list - is this the right answer
both
What are the rules for the sound of the consonant and consonant diagraph?
Two letters conbinations
Each consonant has it’s own sound. This is what I put . Depends on the vowel following the consonant. One sound
both are correct
a rule of consonant blends, which would make.........
(a.) correct.
sound
Vowel
why students with automaticity still need phonics instruction.
*consonant digraphs are two-letter
Academic language and vocabulary continue to be a struggle with students
All need continued guidance in phonics instruction
both
A third grade teacher is working with a small group of phonics issues. They were working on a previous lesson. The teacher is also working on a new one for the whole class. What is the purpose of this?
Academic language and vocabulary
The answer is D as they are using writing strategies on top of the new phonics
struggle with students
A pre teaching lesson with -ight words like tonight, bright, height, etc...
the better choice is to chunk the lesson for students to understand..
Something similar
Sounds and voice
A student who knew their letter sounds but could not decode a word. The question asked you what strategy you would use to help the student decode.
Sound segmentation and sound blending
new phonics lesson
Prosodic features
changing the letter M from Mack to J and for Jack. The teacher would write this on the board and the students had to figure out the new word of the day. So the teacher deleted the initial sound and added a new consonant. What this activity is preparing the students for.
sound deletion activity o Phoneme substitution
sound segmentation
sound segmentation
Know the following terms: phonological awareness , phonemic awareness, phoneme, phonics, consonant digraphs, spelling stages, structural analysis, and morphology What are the 3 aspects of fluency?
sound deletion activity,
accuracy, rate, and prosody (or expression)- Word Analysis and Fluency
new consonant.
Know and understand the stages of spelling development. A picture with letters
Word Analysis and Fluency
Pre Phonetic or Semi phonetic Stage (semiphonetic stage: letter-sound correspondence.
fluency
Kindergarten student and his drawing. It had letters written under the drawing MSTVRWV. He said that it was a tiger. I believe it asked what stage the student is in?
Each word contains a vowel letter names are different from letter sounds.
purpose of prosodic reading
about a triangle
What is the purpose of prosodic reading?
Reading for enjoyment
letter sounds.
none
Long sound is .....
CVCe
hola
chh
A math/science question about a triangle.
Reading for enjoyment
Greek and latin roots..Morphology
Long sound
A kindergarten student wrote “ILVMIBBSISR” What stage is he not in? question had different wording.
Writing consists of discrete words
Work in small groups
work in pairs
Spelling assessments for higher grades something like A 5th grade teacher is studying the history of the United States during the colonial period the teacher wants students to calculate correctly when they engage in writing activities associated with b unit. Which strategy something is likely to be students spelling of unit related vocabulary
Spelling assessments
Preparing a list of key words on the unit and give the students a spelling test.For this one, I picked the one about learning the origin of the word. (I think i picked this one as well) Etymology
unit related vocabulary
An oral language assessment in January where the teacher records a student’s performance on separate copy of a text noting the student’s writing time and they’re calculating a student’s oral reading fluency score. The teacher annotates the passage appears below based on the student’s results of reading performance during the assessment instruction for the student should focus primarily on.......
Prephonetic
encouraging the student to use context strategies to improve decoding progress. - Something about patterns and errors regarding fluency… and in it had an assessment that the student does not recognize all scores automatically and needs to apply
spelling development.
A teacher is helping students learn the orthographic generation for adding suffixes to words ending in “Y” in addition to promoting their spelling development thi type of lesson is likely to promote student’s reading development by enhancing?
Developing vocabulary knowledge
adding suffixes
promote student’s reading
There was one about new vocabulary for a science and what strategy would help students understand where they come from.
teacher and students discuss the MORPHOLOGY of each word
Developing vocabulary knowledge
none
A teacher writes a sentence on the board and draws a square around each word. What is the teacher doing or showing?
the book says she is showing word boundaries.
MORPHOLOGY of each word
both
The teacher is reading/teaching a few words like sight-site what skill is she teaching?
Phonetic
homophones
consonants
The student is writing/or reading a few words and he made mistakes with “ch” and “sh” which skill is the student needing help with
consonant digraphs
Sounds
Vowels
First grade teacher trying to teach her students decoding. Students know individual letter sounds but cannot blend. She started by writing the word SAT on the board and according to the reading. What is the next step she should take in the lesson?
Teacher should show them to blend sounds continuously
the teacher says the sounds /s/ /a/ /t/ And the children do it to teach them blending words
both
Question on Automaticity helps/prepare students to (something along those lines)
Phonic Instruction
blending words
none
I also got a question on a characteristic of consonant blends/What is a characteristic of consonant blends. What is a characteristic of consonant blends: and I put that.......
Characteristics
they retain their own sound
sounds
Automaticity in phonemic awareness is a skill required to obtain for what type of instruction?
Phonic skills
Consonants
both
What is a consonant blend?
Two consonants blended to retain its original sound
hgggf
it a tipy of sound
5th grade teacher helping a student in affix and syllable stages of spelling
Inflectional endings
work in a small groups
work in pairs
what is an inflectional ending?
Teacher arranges words in alphabetical order on the wall students put letters under the words. - see words on wall
helping a student in affix
none
Based on the student’s reading performance on this assessment instruction to increase the fluency should focus primarily on:
Promoting the student’s automatic word recognition
Enhancing the student’s contextual analysis skills.
Improving the student’s academic-language skills.
Early in the school year, a first-grade teacher wants to conduct an assessment of students’ ability to read grade-appropriate words, including phonetically regular words and high-frequency irregular sight words. Which of the following informal assessments would be most appropriate and effective for this purpose?
The teacher prepares a list of grade-appropriate words asks each student to try reading the words aloud, and records the results.
The teacher meets individually with students and asks each student to write a list of words the student knows how to read.
The teacher allows each student to select a grade-appropriate text from the classroom library and asks each student to try reading the text aloud.
Which of the following approaches would be most effective in helping first -grade students who have the prerequisite decoding skills learn to decode words that end in the inflectional morpheme -ing
Using think-aloud during a guided reading to model how to use contextual analysis as a strategy for recognizing words ending in -ing
Explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection
Having students practice reading word lists that include words ending in both the more familiar rime -ing as well as the inflection -ing
In the word chimpanzee, which of the following pairs of letters is a diagraph?
ch
mp
an
ee
A first-grade teacher provides students with explicit, systematic phonics instruction to promote their reading development. When designing activities to teach letter-sound correspondences, the teacher should:
Make certain that students have mastered vowel sounds before focusing on consonants.
Provide reading opportunities for students to practice sounds in context after studying the sounds in isolation
Ensure that students master the spelling of practice words using the target sound before teaching a new sound.
A kindergarten teacher plays the following game with students. The teacher says, “Guess whose name I’m going to say now?” The teacher then says that initial sound of a student’s name 9e.g., /m/ for mariko), and the children try to guess the name. This activity is likely to promote the reading development of students primarily by helping them:
Blend separate sounds in words.
Recognize that a spoken word is made up of sounds
Understand the principles of phonics
Learn how to spell their own names.
Which of the following informal assessments would be most appropriate to use to assess an individual student’s phonemic awareness?
Asking the student to identify the sound at the beginning, middle, or end of a spoken word (e.g., “what sound do you hear at the end of step? - answer said initial, medial, and final.
Having the student listen to a tape-recorded story while looking at the book and then answer several simple questions about the story
Having the student listen to the teacher read aloud a set of words with the same
beginning sound
A question about a Kinder teacher playing a bingo game with students where the teacher says a word like Jack and deletes the first letter J. The word becomes ack, and replaces it with each student’s first letter name such as M and mack
Substitution (?) phonemic awareness - How to recognize words are made up of sounds
Jack and deletes the first letter
M and mack
teaching a lesson with endings with igh, such as sight, light, right, and what is the teacher using this lesson to support?
words sounds
ryming/alliteration
phonemic awareness
There was a question with Nursery Rhymes. It read something like “ One, Two, buckle my CHOO, and something else. It asked what are you teaching or trying to teach
Letter word correspondence
sounds
none
There was a question about and ELD student and how you would help the student with Phonics.
Tester choose “to learn about the students home language first and then plan lessons to help the student.”
with songs and letters
with movies
A question about a 2nd grade that came to the class in October and how struggling with Phonimic Awareness. What would you do?
DO ASSESSMENTS and then plan
Create a individual plan for her
Talk to support team about your concerns
The child uses symbols from the alphabet but shows no knowledge of letter-sound correspondences.
Precommunicative stage
Semiphonetic stage
Phonetic stage
Transitional stage
Semiphonetic stage
The child begins to understand letter-sound correspondence ? that sounds are assigned to letters.
The child uses symbols from the alphabet but shows no knowledge of letter-sound correspondences.
The child may also lack knowledge of the entire alphabet
The child uses a letter or group of letters to represent every speech sound that they hear in a word.
Semiphonetic stage
Phonetic stage
Correct stage
Which of the following informal assessments would be most appropriate to use to assess an individual student's phonemic awareness?
asking the student to identify the sound at the beginning, middle, or end of a spoken word (e.g., "What sound do you hear at the end of step?")
having the student listen to a tape-recorded story while looking at the book and then answer several simple questions about the story
having the student listen to the teacher read aloud a set of words with the same beginning sound (e.g., train, trap, trouble) and then repeat the words
A kindergarten teacher is preparing a student for a phonemic awareness assessment.
Teacher: What is this a picture of? [The teacher displays a picture of a boat.]
Student: A boat?
Teacher: A boat, that's right. Now, let's say the word boat together very slowly: /b/.../ō/.../t/. [The student pronounces the word with the teacher.]
Teacher: How many sounds do you hear? /b/.../ō/.../t/ . . . [The teacher slowly repeats the word.]
Student: Three?
Teacher: That's right, three. Now, I'd like you to do this for some more words. This assessment would be an appropriate way to test the student's ability to perform which of the following phonemic awareness tasks?
counting and blending the phonemes in a word
identifying onsets and rimes
recognizing how many phonemes are contained in a word
relating phonemes to letters
More sophisticated spelling, use of phonics knowledge; making vowels, chunks of letter patterns is ...... Example ( I see the sci)
Transitional stage
Phonetic Stage
Precommunicative stage
What is the best example of correct and automatic
Conecction of each sound in word ( my nis dres)
Child demostrates good grasp of basic spelling conventions like ( desk - door)
Child writes random letter that do no match to sounds ( I j on A)
Which of the following instructional activities would best help upper- elementary English Learners develop intonations and rhythms of the English language to support fluent reading?
Leanding a class discussion on an age- appropriate topic, then having each student read aloud a section of a text tha is written about the same topic.
Giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads it aloud again.
encouraging the students to practice reading aloud a text in which stressed words and punctuation marks are highlighted.
A 4th grade student who usually reads at grade level is struggling to comprehend one specific academic topic in her science book. Which of the following reasons is most common?
Multisyllabic words are tripping the student up
The student's semiphonetic listening skills haven't developed yet
The student's sight word skills need to improve
The student lacks academic language understanding in the topic being covered
All of the following words are considered technical academic vocabulary words except which?
Acquisition
Pivot
Fulcrum
Research
As student who is currently in 5th grade loves reading. She frequently reads for enjoyment, and this love for reading has sprouted since she started school years ago. The more this student reads, the better she gets at reading. Which of the following best fits this student's story?
Student's story map
Assessment levels
Progress summary
Matthew's Effect
