WorksheetsSubway to Highway 1
Total questions: 72
Worksheet time: 36mins
A first grade teacher considers ways to help a new student who is beginning English learner development skills, phonemic awareness, and knowledge of English sounds. Which of the following steps will be most important for the teacher to take first?
Collecting a set of simple rhyming poems in English to practice reciting with the student.
Preparing a list of simple English words with different vowel sounds for the student to study.
Gaining some familiarity with the sound system of the student's primary "native" language
Making a study tape for the student by recording an oral reading of high-frequency English words.
A first-grade teacher leads a small group of beginning readers in a lesson focused on decoding simple words composed of letters that students have learned to sound out in isolation. The teacher begins by writing the word "sat" on the board. In keeping the research-based practices, the most appropriate step for the teacher to take next in this lesson would be to:
Teach the student to blend the sounds in the word 'sat' slowly and continuously without pausing.
Ask the students to suggest words they know that rhyme with sat and write these words on the board.
Teach students to first silently scan all the letters in the word sat and then pronounce the word aloud.
Have the students practice identifying the word sat in a variety of texts.
Which of the following strategies would best help a kindergarten teacher assess a student's ability to blend phonemes?
Say the words set, pet, and mp, then ask the child which one sounds different.
Say the words /s/, /e/, and /t/ separately, then ask the child to say them as one word.
Say the words sat, set, and sit then ask the child to say them with /m/ in place of /s/.
Say the word set, then ask the child to tap once for each sound the word contains.
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, and 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.
Asking the student to identify letters in the alphabet that correspond to the initial consonant sounds of several familiar spoken words.
Having the students 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.
Have students segment the sounds in the word 'cat'
/c/ /a/ /t/ in order.
What strategy is best used to teach phonemic awareness?
Saying the alphabet aloud
Sing "Old McDonald"
Say the individual sounds of a word.
A student who joins a first-grade classroom in October performs poorly on a phonemic-awareness activity. To address this student's reading needs, which of the following steps would be most important for the teacher to take first?
Engaging the student in a variety of beginning phonics games and activities.
Consulting informally with the special education teacher to see if the student might benefit from an individualized education program.
Conducting formal phonemic awareness assessments with the student.
Making immediate plans for a sequence of differentiated instruction for the student in phonemic -awareness skills.
Which of the following statements best explain why students continue to need systematic, explicit instruction to support and promote fluency even after they have achieve automaticity?
Vocabulary and academic language continues to be significant factors that disrupt students' fluency.
Students need continued guided practice in basic phonic patters and elements.
Students need continued guided practice in basic word identification skills.
High frequency irregular sight words continue to be significant factors that disrupt students fluency.
A third grade teacher develops a word list from a small group of students that includes words representing complex phonics patterns. After reviewing the list with students, the teacher allowed a different set of words that follow the same pattern and the student wrote down the word. This activity demonstrates the teachers awareness of the importance of which of the following:
Developing students recognition of common syllable patterns to support accurate reading and writing
Helping students understand use of invented spelling to reinforce their phonic skills and foster self expression.
Using writing activities to apply phonics knowledge to new words.
A first grade teacher provides students with explicit, systematic phonics instruction to promote their reading development. When designing activities to teach letter-sound correspondence, the teacher should:
Provide opportunities for students to practice sounds in context after studying the sounds in isolation.
Make certain that students have mastered vowel sounds before focusing on consonants.
Ensure that students master the spelling of practice words using the target sound before teaching a new sound.
Provide reading opportunity for student to whisper read.
Include instruction in related consonant blends when introducing individual consonants.
Prosody has which of the following characteristics:
Reading with excitement and correct intonation like teachers do. A good strategy is choral reading.
Variation in pitch and intonation.
Pronunciation of phonemes
Reading at a rapid rate
Co-articulation of word boundaries.
Prosodic reading both supports and is supported by the reader's_______________.
Word conciousness and enjoyment of words
Ability to recognize the internal structure of words.
Active comprehension processes.
Phonemic Awareness skills
Which of the following questions focuses most directly on a student's ability to read with prosody?
Can the student accurately provide a written description of the main idea and supporting details of a passage after reading the passage aloud?
Can the student demonstrate evaluative comprehension when responding to questions about a passage after reading it aloud?
Can the student connect elements in a passage to other sources, including personal experiences, after reading the passage aloud?
Can the student accurarely read aloud a grade-appropriate passage in a manner that sounds like natural speech?
Which of the following factors will most disrupt a second-grade student's fluency in respects to accuracy:
The student does not regularly use mega cognitive strategies to monitor comprehension.
A student is more familiar with the text structures of narrative texts than those of expository text.
The student does not recognize common inflected morphemes when they appear in unfamiliar words.
A student is not familiar with common textual features that help support comprehension.
In a curriculum based oral reading fluency assessment conducted in September, a second grade student has an accuracy rate of 98%, reading rate of 39 words per minute, or just words below 50% of our benchmark 51 words per minute. These results, such as the teacher should plan instruction for the student that focus on which of the following ready fluency:
Promoting the students automatic word recognizition (automaticity)
Textual comprehension
Prosody
Which of the following informal assessments would be most appropriate and effective to administer at the beginning of the school year to assess first grade students understanding of letter sound correspondence?
Asking individual students to rrecite the alphabet while following the letters on an alphabetical chart with their finger.
Showing individual students a picture card and asking them to identify another word that begins with the same sound.
Having individual students sesgment the sounds of single-syllable words from a word list in the teacher read-aloud
(dog=/d/ +/o/+ /g/
Asking individual students to say the sound a letter makes as the teacher points to individual letters in a randomly organized list of letters.
Part A
A teacher is helping students learn orthographic generalization for adding suffixes to words ending in "y". In addition to promoting their spelling development, this type of lesson is likely to promote students' reading development by:
Developing vocabulary knowledge
Enhancing decoding skills
Building academic language
Improving pronunciation of words.
Part B
In an oral fluency assessment in January, a second-grade student reads aloud an unfamiliar passage selected by the teacher, while the teacher records the student's reading performance on a separate copy of the text, noting the student's reading time and then calculating the stuednts oral reading fluency score. The teachers annotated copy of the passage appears below:
Based on the students assessment results and reading performance during the assessment, fluency instruction for this student should focus primarely on_____________.
Encouraging and supporting the student's continued progress in the area of reading rate.
Teaching the student to use self-monitoring for comprehension to support prosodic reading.
Encouraging the student to use context strategies to improve decoding accuracy.
Providing the student with corrective feedback to increase accurate reading.
Part B
In an oral fluency assessment in January, a second-grade student reads aloud an unfamiliar passage selected by the teacher, while the teacher records the student's reading performance on a separate copy of the text, noting the student's reading time and then calculating the stuednts oral reading fluency score. The teachers annotated copy of the passage appears below:
Based on the pattern of errors in this assessment most clearly suggest that this student:
Does not recognize words automatically.
Applies word analysis skills to .decode multisyllabic words
Relies heavily on contextual clues of word recognition.
Does not have the oral vocabulary to support recognition of many words.
A third grader likes to read and demonstrates strong word recognition skills, but he typically reads aloud in a halting manner and sometimes has difficulty answering comprension questions after reading aloud a simple text. To help address the student's reading difficulty, the teacher selects familiar texts at his independent reading level and then marks appropriate phrasing, as illustrated below:
Example: Once upon a time/In a kingdom by the sea/ a brave young princess/decided to explore.
How does this support the students reading difficulty?
Enhances his auditory awareness and ability to segment sounds in words as he reads aloud.
Helping him learn how to recognize and convey idea units as he reads aloud.
Guiding him to apply a variety of words identification strategies as he reads
Improving his ability to analyze grammatical structures as he reads.
A kindergarten teacher bases a number of reading-related activites on "Sound of the Day" for one activity, children substitute the sound of the day for the sound in each of their names (e.g., if /m/ is the sound of the day, Jack becomes Mack) and call each other by their "new" names. This activity is most likely to promote the reading level development of students by:
Promoting the recognition of word boundaries
Preparing them to learn about concepts of onset and rimes
Helping them understand how sound relates to print.
Promoting their development of basic syllabication skills.
When reading aloud familiar nursery rhymes, a kindergarten teacher occasionally substitutes rhyming words for the words of the original text, such as:
Twinkle, twinkle, little car" or "One, two, chuckle my boo"
Students are asked to identify the "mistakes." This activity could best be used to assess students____________.
Comprehension of main ideas and supporting details
Ability to perceive unexpected changes in sound patterns.
Awareness of letter-sound correspondences
Skill in blending individual phonemes
A kindergarten teacher has designed an "alphabet bingo" game. Each student has a card with some of the letters of the alphabet printed on it and sets the loose tiles. When the teacher calls out, "B" for example, students try to find a tile with a "B" on it and match it to a "B" on their cards. The activity is likely to be most effective in promoting which of the following reading skills?
Associating the names of the letters with their shapes
Identify sounds that correspond to different letters.
Understand the directionality of print.
Recognizing that a spoken word consists of separate sounds.
A kindergarten teacher wants to assess a student's ability to focus attention on the sounds in words. Which of the following assessment stategies would be most appropriate and effective for this purpose?
Provide a list of words that begin with the letters b and d. Ask the students to circle all the words that beging with the letter b.
Give several examples of rhyming words and then ask the students to say whether the pairs of spoken words rhyme.
Ask the students to circle the picture on a worksheet that corresponds to each word read aloud by the teacher from a short list.
Model how to find "hidden words" (e.g., seperate and then give the student a hidden-words worksheet to complete)
Children in a kindergarten class work in teams to decorate cardboard cutouts of letters. With the help of their teacher and the physical education teacher, each team figures out how to "look like the letter" assigned to the teach (e.g., two students face each other and hold hands to form the letter "H") The teacher photographs eacch team's "human letter" and displays the photos with the decorated letters. This activity most clearly demonstrates which of the following principles of effective reading instruction?
Visually oriented activities can be especially helpful in strengthening the decoding skills of students with varied reading needs.
Interdisciplinary activities can strengthen students' phonemic awareness and understanding of letter-sound correspondences.
Kinesthetic activities can be especially helpful in improving the phonologicall awareness of students who are visual learners.
Multisensory activities can help promote the letter recognition skills of students with varied reading needs and learning styles.
A first grade teacher notices that a student is is a phonetic speller has begun placing a silent -e at the end of most words. The practice most likely reflects:
Difficulty in discrimination between vowels and consonants
The normal tendency students in this stage of spelling development to overgeneralize phonics rules.
Difficulty in distinguishing sounds within words
The normal tendency of students in this stage of spelling development to ovver use vowels.
A kindergarner shows her teacher a picture she has drawn of her kitten and says, "see, it says tigger." Based on the word sample the student appears to have developed some understanding of the concept that____________.
Thre is a difference between drawing and writing.
Letter names differ from letter sounds.
Printed text is directional
Every English word must contain a vowel
Several students in a second-grade class typically make the following types of errors in their writing (see chart) These errors suggest that the students benefit most from spelling instruction that focuses on:
The use of morphology as a spelling strategy.
The use of etymology as a spelling strategy.
The spelling of high-frequency irregular sight words.
The spelling of commonly long-vowel patterns.
To help student's spelling skills, a second-grade teacher dictates a set of words. Shown below is one student's written performance on the assessment. See chart.
This assessment suggests that the student is experiencing difficulty in which of the following areas?
Consonant blends
Vowel digraphs
Consonant digraphs
"R" controlled vowels
A 5th grade teacher is studying the history of the United States during the colonial period. The teacher wants to help students spell the units related vocabulary correctly when they engage in writing activites associated with the unit. The strategy is likely to be most effective in improving student's spelling of unit related vocabulary.
Showing them copies of original documnts from the colonial period, having them identify words that have since changed spelling (e.g., waggon, shoppe) and then having them analyze these spelling changes.
Making sure that they understand their research papers and other writing assignments for this unit will be graded on spelling as well as on content.
Having them categorize and study new words by common features (e.g., worth with a common suffix such as taxation, revolution;words with a common root such as colony, colonial, colonizing)
Preparing a list of key words related to the unit and each week adding a few of the words from this list to the students' regularly scheduled spelling tests.
At the beginning of the school year, a thirg-grade teacher wants to conduct an assessment of students' decoding abilities. Which of the following assessments would be most effective for this purpose?
The teacher observes students during classroom reading activities and makes anecdotal notes.
Each student read aloud a grade-appropriate passage while the teacher notes any miscue or errors
The teacher asks students to identify the initial, medial, and finals sounds of a spoken word.
Each student silently reads a grade appropriate passage and the answers comprehension questions.
Which of the following divisions of the word strongly distinguishes the words onset and rime.
st/rong
stron/ng
s/trong
str/ong
Which of the following is a characteristic of the consonants in a consonant blend?
Each of the consonants retains its original sound
The sound associated with one or more of the consonants is omitted.
The sound of consonants depends on the vowel that follows them
The sound of consonants depends on their position within the word.
In general, a first-grade teacher should begin providing English phonemic-awareness instruction for English learners as soon as they demonstrate:
The ability to pronounce most vowel sounds in English
Some basic understanding of English stories that are read aloud
The ability to recite the English alphabet
Some basic comprehension of oral English.
A kindergarten teacher should begin instruction in word reading as students have:
Learned a set of letter sounds that allow the formation of two-letter or three-letter words.
Mastered the sounds that most commonly correspond to the letters of the alphabet.
Demonstrate the ability to write all uppercase and lowercase letters.
Demonstrate the ability to produce rhyming words.
Illustrated below is a set of word cards that a first-grade teacher is using with a small group of beginning readers.
Writing carries meaning in different ways than pictures do
Every sentence needs to include both a subject and a predicate
Individual sounds are made up of separate sounds.
A sentence consists of separate words arranged in a particular order.
A first-grade teacher has designed the following as one activity to build the literacy skills of a student who has a reading disability. The teacher will use color charts and asks the student to arrange the blocks from the left to right as the teacher says a sequence of words. Such activities would be most useful for promoting the students__________.
Reading fluency
Understanding of word boundaries
phonics awareness
Recognition of letter names
Which of the following factors would be most likely to cause a significant disruption in a first-grade student's development of reading.
Lack of word conciousness
A limited knowledge of content vocabulary
Lack of familiarity with academic language
A limited sight-word vocabulary
Automaticity in word recognition supports student development of reading fluency primarily by:
Allowing them to direct their efforts on the meaning rather than on decoding each word.
Enhancing their familiarity with more complex academic language and textual structures.
Providing them with a range of metacognitive strategies useful to understand the meaning of a text.
Fostering their appreciation for the relationship between written texts and spoken language.
The primary reason for promoting pre-readers phonemic awareness is that such is required in order for children to___________.
Benefit from phonics instruction
Understand that the print they see is in the environment carries meaning
Recognize the names and shapes of individual letters
Develop an extensive site word vocabulary
Which of the following morphemes in an inflectional ending?
-al
-ize
-ly
-ed
A fourth-grade teacher notices that some students are having difficulty spelling words with -ed and -ing endings. Which of the following strategies is likely to be most effective in improving the student's spelling of such words?
Showing the students concrete examples of words that follow common syllable patterns and having them practice spelling these words.
Helping the students memorize the correct spelling of words of this type by posting challenging high-frequency words on a word wall.
Providing the students with explicit review of orthographic rules for adding inflections to verbs and additional practice applying these rules.
Planning instructional activities to reinforce the students' understanding og letter-sound correspondence and key phonics blending skills
In which of the following types of accentuated syllable is a single vowel letter most likely to represent its long sound?
CVC
CVCe
CVCC
VCC
Mastery of the following skills best indicates a student's readiness for explicit instruction in reading Vce and CVCe pattern words such as ate and home?
Recognized inflected endings in single-syllable words
Decoding most short vowel phonics patterns in single syllable words
Recognizing at least ten high frequency sight words
Decoding most vowel digraphs in single-syllable and two-syllable words
A first-grade teacher reads aloud a short sentence to a student, then asks the student to identify the number of words in the sentence. For words of more than one syllable, the student counts each syllable as one word. The result of this informal assessment suggests that the student may need help:
Understanding that words are made up of sounds
Recognizing the boundaries between words
Understanding that print carries meaning.
Connecting oral language to reading.
Which of the following activities would be most effective in encouraging second-grade students to use their developing phonics knowledge to promote their accurate spelling of regular single-syllable words?
Having individual students sort a set of 20 words (e.g., boat, low, rope) into different groups of letter sound (e.g., oa words, ow words, and oCe words that make long o)
Having pairs of students quiz each other on the spelling of words that follow recently taught complex phonics patterns.
Having the whole class compete in various spelling games (e.g., spelling 'bee', spelling 'baseball') that focus on grade level words that follow complex spelling patterns (e.g., throw, right, thought)
Having small groups of students invent plausible phonetic spellings for a group of grade level irregular sight words.
A five year old writes the following sentence and tells his kindergarten teacher that is says "I love my baby sister"
ILVMIBBSSTR
This writing sample suggests that the student has NOT yet developed the concept that ________.
Writing consists of discrete words
Print carries meaning
Writing represent spoken language
Language can be segmented into phonemes
Students in a middle school class have been reading and discussing a math test. To help the students' reading proficiency, the teacher targets a number of vocabulary words in the test, such as triangle and pentagon. These words are the focus of several instructional activities. Which of the following strategies would best help the students learn how to spell the vocabulary words?
Students prepare for spelling quiz by taking a pretest on the vocabulary words.
The teacher calls on students to spell the vocabulary words aloud
The teacher and the students discuss the morphology of each word.
The students study a list of the vocabulary words with definitions.
A third-grade teacher regularly plans spelling instruction focusing on the specific complex spelling patterns (e.g., one unit focuses on the phonogram -ight and words right, light, sight, and tonight) This approach to spelling instruction also promotes students' reading development primarily by________.
Supporting their ability to use metacognitive strategies effectively during reading
Developed their knowledge of sound based on literary devices such as rhyming and alliteration
Enhancing their ability to recognize large chunks of letters when decoding unfamiliar words
Expanding their vocabulary knowledge to support development of automatic word recognition
A third-grade teacher regularly assigns students who have achieved automaticity extended passages to read silently to promote their reading fluency. Which of the following steps would be most important for the teacher to take to ensure that this activity is effective in supporting fluency development?
Modeling appropriate silent reading behaviors for the students by reading a text independently as the students read the assigned passages
Providing the students with the same target passage and ensuring that it is written at or below the students' independent reading levels
Monitoring the students' silent reading during the activity by holding them accountable for comprehension of the passage
Having the student use a repeated oral reading procedure with a selected portion of each passage before they read the passage silently.
Which of the following instructional strategies is likely to be most effective in reinforcing students' recognition of high frequency, irregular sight words?
Teach the students how to use context clues to determine the meaning of sight words
Have students make a list of sight words they already recognize and sight words they want to learn
Model for students how to sound out sight words that students are likely to encounter while reading
Incorporate a cumulative review of sight words into daily reading instruction
A first grade student is able to pronounce the separate sounds in words as she attempts to read aloud, but she remains unable to decode most words. This student is likely to benefit most from instruction designed to help her:
Segment words into phonemes
Recognize letter sound correspondence
Blend phonemes within words (instruction)
Understanding how to divide words into syllables
At the elementary level, systematic instruction in phonemic and word analysis skills is effective in supporting students' literacy development primarily because these skills__________.
Enhance students reading and spelling accuracy and automaticity
Promote students understanding and facility using an expanded oral vocabulary
Foster students' explicit knowledge of academic-language structures
Increase students' repertoire of metacognitive and textual based comprehension strategies
Which of the following instructional strategies would be most effective to use with early elementary students who have mastered grade-level decoding but have not yet achieved automaticity?
Offering the students extrinsic rewards for reading a specified number of pages in a given week.
Assigning the students grade-level passages and reading respondes activities that must be completed in class.
Having the students whisper read decodable texts while the teacher monitors each student for accuracy.
Timing the students as they practice silently reading a series of unfamiliar passages as quickly as possible.
A teacher conducts an assessment of a students' oral reading and accuracy. This type of assessment would best be used to determine whether the student can______.
Use textual evidence to support comprehension
Decode text automaticity
Apply background knowledge to an unfamiliar text
Read text without expression
The teacher is trying to give words to a student moving from semi-phonetic to phonetic spelling, What kind of words should be given?
Chow, shop
To, too, two
cvc words such as fun, sit
Carry, carried, carries
Automaticity in phonemic awareness is a skill that requires to obtain what type of instruction?
Phonic skills
increased vocabulary (reinforcing language)
Increasing reading rate
increasing fluency
What are the rules for the sound of the consonant and consonant digraph?
Sounds of consonants with 1 or more consonants omitted
Sounds of consonants depend on the vowel that comes after
Sounds of consonants are heard individually
Sounds of consonants depending on the word
Consonants retain original sound
After students master CVC. What skills should be focused on next?
Regular and irregular CVC words
CVCe
CCVC
CVCC
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-syllabic words with multiple syllables?
Divide multisyllabic words into single syllable words
Help with onset and rimes
Memorize high frequency words
Learn about the base of the word
Midway through the year, a second-grade teacher notices that a student is below grade level in their reading levels. What should the teacher do?
Make referral for the student to be placed in Special Education
Consult with a more experiences teacher on different strategies to be used
Hold a meeting with the parents and describe all the students's weaknesses.
Assess the student and plan instructions based on his needs.
A first-grade teacher is going over and reteaching a vowel pattern before reading a passage. This activity will be most useful for promoting the students________.
Increasing reading rate
Enhancing accuracy
Read with expression
Become familiar with words
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 pairs each students with a partner for shared oral reading of simple texts and makes anecdotal notes on their performance
The teacher meets individually with students and asks each student to write at 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
The teacher prepares a list of grade-appropriate words, asks each student to try reading the words aloud and records the results.
A fourth-grade student who reads grade-level narrative texts with fluency and excellent comprehension is struggling (with fables) to read aloud a grade-level content-area passage about a topic with which the student is familiar. The student reads the passage hesitantly, frequently stopping to reread clauses or entire sentences. Afterward, the student demonstrates limited comprehension of what was read. Which of the following factors is most likely disrupting the students fluent reading of this text?
Insufficient background knowledge to support basic comprehension of the text
lack of experience with the academic language structures used in the text
insufficient monitoring of comprehension while reading the text
Lack of grade-level word analysis skills for accurate decoding of the words in the text.
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 the initial sound of a student's name (e.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 approaches would be most effective in helping first-grade students who have the prerequisite decoding skills to decode words in the inflectional morpheme -ing
Explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection
Using think-aloud during a guided reading to model how to use contextual analysis as a strategy for recognizing words ending in -ing
Having students practice reading word lists that include words ending in both the more familiar rime -ing as well as the inflection -ing
Teaching the inflectional ending -ing in the context of an instructional unit on identifying open and closed syllables in multisyllabic words
A kindergarten teacher is pointing to words in a big book as she reads aloud. What is she teaching?
Words and print have meaning
Repeating it back to the students while omitting the initial letter sound.
Model letter formation
Students are able to distinguish between sounds
Show relations of what individual sound look like in print
A second grade student generally misreads more than one of out of every ten words when reading grade level texts. In order to promote the student's reading fluency, the teacher should have the student:
Reread a text as many times as needed to be able to read it error free.
Practice reading a variety of grade level texts to slow rate than the student has been using.
Listen to an audio recording of a text prior to reading it independently.
Practice reading a variety of texts written at the student's independent reading level.
Developing second-grade student syllabic analysis skills promotes their word identification primarily by helping them:
Use context clues to identify the meaning of unfamiliar words
Recognize familiar syllable patterns to support decoding
Understanding similarities between spoken and written forms of syllables
Categorize multisyllabic words by their semantic relationships
After teaching consonant blends, the student should master what skill?
Short vowels
Long vowel ending blends and word families
Something about open closed syllables
CVCC or CCVC words
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 diagraphs
Onset and rimes
Diphthongs
Consonant blends
A middle school teacher wants to help a student with a mild learning disability improve his accurate decoding and spelling of words that have similar sounds but different meanings such as Angel/angle and dessert/desert. Which of the following instructional activities would be most effective for this purpose?
Having the students list words that can be formed when letters in each pair of the word (Angel, angle, age, gel)
Having the student use a dictionary to look up the definitions of the similarly spelled words and then write down an original sentence with each of the words
Providing a worksheet on which the student must match each of the similarly spelled words with appropriate definition
Giving the students guided practice and reading the words in context nothing differences with a highlighter (ang-, an-)
A first grade teacher notices one of her students is having difficulty during a variety of phonological awareness activities. Which instructional strategies are likely to be most effective in addressing phonemic awareness weakness?
Practicing alliteration, rhyming, blending, and segmentation
Brainstorming
Sorting word
Practicing letter identification
