NEW
Font size
WorksheetsSDE1
Total questions: 77
Worksheet time: 39mins
A first-grade teacher considers ways to help a new student who is beginning English learner development skills and 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 basic familiarity with the sound system of the student’s primary 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 practice, 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 student to suggest words they know that rhyme with “sat” and write these words on the board
teach students to first scan all the letters silently in the word “sat” and then pronounce the word aloud
have the students practice identifying the word sat in a variety of connected 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 “map”. Then ask the child which one sounds different
say the sounds /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, medial, or final of a spoken word (what sound do you hear at the end of the word “step”?)
having the student listen to a tape-recorded story while looking at the book and then answer several questions simple questions about the story
asking the student to identify the letters in the alphabet that correspond to the initial consonant sounds of several familiar spoken words
having the student listen to the teacher read aloud a set of words with the same beginning sound (train, trap, trouble) and then repeat the words
What strategy is best used to teach phonemic awareness?
saying the alphabet aloud
sing “old McDonald”
break apart words from a list
say the individual sounds of a word
A student who joins a first-grade classroom in late 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 the 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 achieved automaticity?
vocabulary and academic language continue to be significant factors that disrupt student’s fluency
students need continued guided practice in basic phonics patterns 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 did a dictation activity with a different set of words that follow the same pattern, and the student wrote down the word. This activity demonstrates the teacher’s awareness of the importance of?
developing students’ recognition of common syllable patterns to support accurate reading and writing -
helping students understand use of invented spelling to reinforce their phonics skills and foster self expression -
helping students understand how the morphology of words relates to spelling patterns
using writing activities to give students opportunities 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 reading opportunities for student 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
Prosody have which of these characteristics?
a. 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
Prosodic reading both supports and is supported by reader’s
a. word consciousness and enjoyment of words
b. ability to recognize the internal structure of words
c. active comprehension process -
d. phonemic awareness skills
Which of the following questions focuses most directly on a student’s ability to read with prosody?
a. can the student writing accurate description of the main idea and supporting details of a passage after reading the passage aloud
b. can the student demonstrate evaluative comprehension when responding to questions about a passage after reading it aloud
c. can the student connect elements in a passage to other sources, including personal experiences, after reading the passage aloud
d. can the student accurately read aloud a grade appropriate passage in a manner that sounds like natural speech
Which of the following questions focuses most directly on a student’s ability to read with prosody? -
a. can the student writing accurate description of the main idea and supporting details of a passage after reading the passage aloud
b. can the student demonstrate evaluative comprehension when responding to questions about a passage after reading it aloud
c. can the student connect elements in a passage to other sources, including personal experiences, after reading the passage aloud -
can the student accurately 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, with respect to accuracy? -
a. 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 texts
c. the student does not recognize common inflected morphemes when they appear in unfamiliar words
a student is not familiar with common textual features that can 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 focuses on which of the following dimensions of reading fluency?
a. enhancing the student's contextual word analysis skills (word analysis)
b. promoting the students word recognition (automaticity)
c. textual comprehension
d. automaticity
Which of the following informal assessments would be the most appropriate and effective to administer at the beginning of the school year to assess first grade students understanding of letter sound correspondence? -
a. asking individual students to recite the alphabet while following the letters on an alphabetic 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 segment the sounds of single syllable words from a word list in the teachers read aloud (dog = /d/ + /o/ + /g/)
asking individual students to say the sound a letter makes the teacher points to individual letters in randomly organized list of letters
A teacher is helping students learn orthographic generalizations 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?
a. developing vocabulary knowledge
- b. enhancing decoding skills
c. building academic language
d improving pronunciation of words
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 students reading performance on a separate copy of the text, noting the students’ reading time and then calculating the students oral reading fluency score. The teacher’s annotated copy of the passage appears below. Based on the student’s assessment results and reading performance during the assessment, fluency instruction for this student should focus primarily on:
a. encouraging and supporting the students continued progress in the area of reading rate
b. teaching the student to use self-monitoring for comprehension to support prosodic reading
c. encouraging the student to use context strategies to improve decoding accuracy
d. providing the student with corrective feedback to increase accurate reading
The pattern of errors in this assessment most clearly suggests that this student -
a. does not recognize most words automatically
b. applies word analysis skills to decode multisyllabic words
c. 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 comprehension questions after reading aloud a simple text. To help address the student’s reading difficulty, the teacher selects familiar texts at his independent reading levels and then marks appropriate phrasing, as illustrated below: EX: once upon a time / in a kingdom by the sea/ a brave young princess / decided to explore -
a. enhancing his auditory awareness and ability to segment sounds in words as he reads aloud
b. helping him learn how to recognize and convey idea units as he reads aloud
c. guiding him to apply a variety of word identification strategies as he reads
d. improving his ability to analyze grammatical structures as he reads
A kindergarten teacher bases a number of reading related activities on “sound of the day” for one activity, children substitute the sound of the day for the sound in each of their names (if /m/ is the sound of the day, Jack becomes Mack). This activity is most likely to promote the reading development of students by:
- a. promoting the recognition of word boundaries
- b. preparing them to learn about concepts of onset and rimes
- c. helping them understand how sounds relates to print
d. promoting their development of basic syllabication skills
When reading aloud a 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 be used to assess students - a. comprehension of main ideas and supporting details - b. ability to perceive unexpected changes in sound patterns - c. awareness of letter sound correspondences - d. skill in blending individual phonemes
a. comprehension of main ideas and supporting details
- b. ability to perceive unexpected changes in sound patterns
- c. awareness of letter sound correspondences
- d. 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? -
a. associating the names of the letters with their shapes -
b. identify sounds that correspond to different letters
- c. understanding the directionality of print
d. 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 strategies would be most appropriate and effective for the purpose? -
a. provide a list of words that beginning with the letters b & d and ask the students to circle all the words that begin with the letter b
- b. give several examples of rhyming words and then ask the student to say whether pairs of spoken words rhyme
- c. ask the students to circle the picture on a worksheet that corresponds to each word read aloud by the teacher from a short list -
d. model how to find “hidden words” (example rat in separate) and then give the student a hidden words worksheet to complete
Children in a kindergarten class work in teams to decorate cardboard cutout 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 team (two students face each other and hold hands to form the letter H). The teacher photographs each 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? -
a. visually oriented activities can be especially helpful in strengthening the decoding skills of students with varied reading needs
b. interdisciplinary activities can strengthen students phonemic awareness and understanding of letter sound correspondences
- c. kinesthetic activities can be especially helpful in improving the phonological awareness of students who are visual learners
d. 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 who is a phonetic speller has begun placing a silent e at the end of most wors. The practice most likely reflects? - a. difficulty in discriminating between vowels and consonants - b. the normal tendency of students in this stage of spelling development to overgeneralize phonics rules - c. difficulty in distinguishing sounds within words - d. the normal tendency of students in this stage of spelling development to over use vowels
a. difficulty in discriminating between vowels and consonants
- b. the normal tendency of students in this stage of spelling development to overgeneralize phonics rules
- c. difficulty in distinguishing sounds within words -
d. the normal tendency of students in this stage of spelling development to over use vowels
A kindergartner shows her teacher a picture she has drawn of her kitten and says, “see, it says tigger”. Based on the work sample the student appears to have developed some understanding of the concept that … - a. there is a difference between writing and drawing - b. letter names differ from letter sounds - c. printed text is directional - d. every English word must contain a vowel
- a. there is a difference between writing and drawing -
b. letter names differ from letter sounds
- c. printed text is directional -
d. every English word must contain a vowel
. Several students in a second grade class typically make the following type of errors in their writing
a. the use of morphology as a spelling strategy -
b. the use of etymology as a spelling strategy
- c. the spelling of high frequency irregular sight words
- d. the spelling of commonly occurring long vowel patterns
To help assess student’s spelling skills a second grade teacher dictates a set of words. Shown below is one student’s written performance of the assessment -
a. consonant blends -
b. vowel digraphs
- c. consonant digraphs
d. “r” controlled vowels
A 5 th grade teacher is studying the history of the United States during the colonial period. The teacher wants to help students spell units related vocabulary correctly when they engage in writing activities associated with the unit. The strategy is likely to be most effective in improving students spelling of unit related vocabulary.
a. showing them copies of original documents from the colonial period, having them identify words that have since changed spelling (waggon, shoppe) and then having them analyze these spelling changes -
b. making sure that they understand that their research papers and other writing assignments for this unit will be graded on spelling as well as on content -
c. having them categorize and study new words by common features (words with a common suffix, such as taxation, revolution; words with a common root such as colony, colonial, colonizing) -
d. preparing a list of key words related to the unit and each week adding a few of the words from the list to the students regularly scheduled spelling test
At the beginning of the school year, a third grade teacher wants to conduct an assessment of students decoding abilities. Which of the following assessment methods would be most effective for this purpose?
- a. the teacher observes students during classroom reading activities and makes anecdotal notes
b. each student reads aloud a grade appropriate passage while the teacher notes any miscue or errors
- c. the teacher asks students to identify the initial, medial, and final sounds of a spoken word
- d. each student silently reads a grade appropriate passage and then answers comprehension questions
. Which of the following division of the word strongly distinguishes the words onset and rime? -
a. st/rong
b. stro/ng
c. s/trong
d. str/ong
Which of the following is a characteristic of the consonants in a consonant blend? -
a. each of the consonants retains its original sound
b. the sound associated with one or more of the consonants is omitted
- c. the sound of consonants depends on the vowel that follows them
d. the sound of consonants depends on their position within the word
In general, a first-grade teacher should begin providing their English phonemic awareness instruction for English learners as soon as they demonstrate:
a. the ability to pronounce most vowel sounds in English
b. some basic understanding of English stories that are read aloud
c. the ability to recite the English alphabet
d. some basic comprehension of oral English
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 the color charts and asked the students to arrange the blocks from left to right as the teacher says a sequence of words. Such activity would be most useful for promoting the students -
a. reading fluency
b. understanding of word boundaries
- c. phonics awareness
d. recognition of letter names
Difference between phonics skills and phonemic skill? -
a. phonemic awareness is the general understating that spoken language can be represented by print, while phonics requires knowledge of particular letter sound associations -
b. phonemics awareness is the ability to associate sounds with letters, while phonics refers to knowledge of common spelling patterns -
c. phonemic awareness involves a general understanding of the alphabetic principle while phonics includes letter blending skills -
d. phonemic awareness is the ability to distinguish individual speech sounds while phonics requires knowledge of letter sound correspondence
. Which of the following factors would be most likely to cause a significant disruption in a first grade students development of reading?
a. lack of word consciousness
b. a limited knowledge of content vocabulary
- c. lack of familiarity with academic language
d. a limited sight word vocabulary
A second grade student generally misreads more than one 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
a. reread a text as many times as needed to be able to read it error free
b. practice reading a variety of grade level texts to slow rate than the student has been using -
c. listen to an audio recording of a text prior to reading it independently
d. practice reading a variety of texts written at the students independent reading level
Automaticity in word recognition supports student development of reading fluency primarily by:
a. allowing them to direct their efforts on the meaning rather than on decoding each word
b. enhancing their familiarity with more complex academic language and textual structures
c. providing them with a range of metacognitive strategies useful to understand the meaning of a text
d. other
The primary reason for promoting pre-readers phonemic awareness is that such awareness is required in order for children to?
a. benefit from phonics instruction
b. understand that the print that they see is in the environment carries meaning
- c. recognize the names and shapes of individual letters
d. develop and extensive sight word vocabulary
Which of the following morphemes is an inflectional ending? -
a. al -
b. ize -
c. ly -
d. 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 students spelling of such words?
a. showing the student concrete examples of words that follow common syllable patterns and have them practice spelling these words
b. helping the students memorize the correct spelling of words of this type by posting challenging high frequency words on a word wall
c. providing the students with explicit review of orthographic rules for adding inflections to verbs and with additional practice applying these rules
- d. planning instructional activities to reinforce the students understanding of letter sound correspondence and key phonic blending skills
In which of the following types of accented syllable is a single vowel letter most likely to represent its long sound? -
a. CVC -
b. CVCe -
c. CVCC -
d. VCC
Mastery of which of the following skills best indicates a students readiness for explicit instruction in reading VCe and CVCe pattern words such as ate and home? -
a. recognizing inflected endings in single syllable words -
b. decoding most short vowel phonics patterns in single syllable words
- c. recognizing at least ten high frequency sight words
d. decoding most vowel digraphs in simple 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 the syllable as one word. The results of this informal assessment suggest that the student may need help:
a. understanding that words are made up of sounds
b. recognizing the boundaries between words
c. understanding that print carries meaning
d. 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? -
a. having individual students sort a set of 20 words (boat, low, rope) into different groups of letter combinations that spell the same sound (oa words, ow words, and oCe words that make long o) -
b. having pairs of students quiz each other on the spelling of words that follow recently taught complex phonics patterns
- c. having the whole class compete in various spelling games (spelling bee, spelling baseball) that focus on grade level words that follow complex spelling patterns (throw, right, thought)
d. 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 it says, “I love my baby sister” EX: ILVMIBBSSTR
a. writing consists of discrete words -
b. print carries meaning -
c. writing represents spoken language -
d. language can be segmented into phonemes
. Students in a middle school class have been reading and discussing a math test. To help promote the student’s 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? -
a. the students prepare for a spelling quiz by taking a pretest on the vocabulary words -
b. the teacher calls on students to spell the vocabulary words aloud -
c. the teacher and the students discuss the morphology of each word -
d. the students study a list of the vocabulary words with definitions
A third-grade teacher regularly plans spelling instruction focusing on specific complex spelling patterns (one unit focuses on the phonogram ight, and the words right, light, sight, and tonight). This approach to spelling instruction also promotes students reading development primarily by: -
a. supporting their ability use metacognitive strategies effectively during reading -
b. developed their knowledge of sound bases on literary devices such as rhyming and alliteration -
c. enhancing their ability to recognize larger chunks of letter when decoding unfamiliar words -
d. expanding their oral 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? -
a. modeling appropriate silent reading behaviors for the students by reading a text independently as the students read the assigned passages
b. providing the students with the same target passage and ensuring that it is written at or below the students independent reading level
c. monitoring the students silent reading during the activity by holding them accountable for comprehension of the passage -
d. having the students 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? -
a. teach the students how to use context clues to determine the meaning of sight words -
b. have students make a list of sight words they already recognize and sight words they want to learn
c. model for students how to sound out sight words that students are likely to encounter while reading
d. 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:
a. segment words into phonemes
b. recognize letter sound correspondence
c. blend phonemes within words (instruction)
d. 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: -
a. enhance students reading and spelling accuracy and automaticity -
b. promote students understanding and facility using an expanding oral vocabulary
c. foster students explicit knowledge of academic language structures
d. increase student repertoire of metacognitive and textual based comprehension strategies
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? -
a. having the student list words that can be formed from letters in each pair of the word (angel, angle, age, gel) -
b. 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 -
c. providing a worksheet on which the student must match each of the similarly spelled words with the appropriate definition -
d. giving the students additional guided practice and reading the words in context noting differences with a highlighter (ang, an,)
A first-grade teacher plans word-sort activity for students who frequently interchange s and sh when spelling words he can read correctly. The teacher has the student read aloud a set of CVC and CCVC word cards and then separate them into two piles, words that begin with s and words that begin with sh. This activity is likely to promote the students spelling skills primarily by: -
a. expanding his vocabulary knowledge to support his spelling development -
b. motivating him to apply and assess his spelling skills across the curriculum -
c. helping him apply his phonics knowledge to improve his spelling accuracy -
d. building his reading fluency to complete his spelling development
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? -
a. having the student list words that can be formed from letters in each pair of the word (angel, angle, age, gel) -
b. 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 -
c. providing a worksheet on which the student must match each of the similarly spelled words with the appropriate definition -
d. giving the students additional guided practice and reading the words in context noting differences with a highlighter (ang, an,)
A first-grade teacher plans word-sort activity for students who frequently interchange s and sh when spelling words he can read correctly. The teacher has the student read aloud a set of CVC and CCVC word cards and then separate them into two piles, words that begin with s and words that begin with sh. This activity is likely to promote the students spelling skills primarily by: -
a. expanding his vocabulary knowledge to support his spelling development -
b. motivating him to apply and assess his spelling skills across the curriculum -
c. helping him apply his phonics knowledge to improve his spelling accuracy -
d. building his reading fluency to complete his spelling development
Developing second grade students syllabic analysis skills promotes their word identification primarily by helping them: -
a. use context clues to identify the meaning of unfamiliar syllables in words -
b. recognize familiar syllable patterns to support decoding - relationship
c. understanding similarities between spoken and written forms of syllables -
d. categorize multisyllabic words by their semantic
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? -
a. offering the students extensive rewards for reading a specified number of pages in a given week
- b. assigning the students grade level passages and reading responses activities that must be completed in class -
c. 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
Reading rate can be used as a reliable indicator of elementary students reading fluency provided that rate is considered in relation to which of the following measures? -
a. level of synthetic development -
b. decoding accuracy -
c. level of engagement while reading -
d. vocabulary knowledge
A teacher conducts an assessment of a student’s oral reading and accuracy, this type of assessment would be best used to determine whether the student can: - a. use textual evidence to support comprehension - b. decode text automatically - c. apply background knowledge to an unfamiliar text - d. read text without expression
a. use textual evidence to support comprehension -
b. decode text automatically -
c. apply background knowledge to an unfamiliar text -
d. read text without expression
Students in a first-grade class have mastered decoding regular CVCC words by sounding out and blending the individual sounds of the words decoding instruction for students. What is the next step for the student’s instruction? -
a. sounding out and blending irregular sight words -
b. teaching common, regular cvce words -
c. sounding out both regular and irregular cvcc words -
d. teaching regular ccvc and cvvc
The teacher is trying to give words to a student moving from semi phonetic to phonetic spelling. What kind of words should be given? -
a. chow, shop -
b. to, too, two -
c. cvc words sound patterns such as Fun, sit -
d. carry, carried, carries
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? -
a. practicing alliteration, rhyming, blending, and segmentation (practicing BARS) -
b. brainstorming -
c. sorting word -
d. practicing letter identification
While listening to students read, a second grade teacher notices that students are struggling when approaching multisyllabic words. Which of the following is the teachers’ most effective responses to help students transfer the knowledge of reading single-syllable words to reading words with multiple syllables? -
a. divide multisyllabic words into single syllable words -
b. help with onset and rimes -
c. memorize high frequency words -
d. learn about the base of the word
What are the rules for the sound of the consonant and the consonant digraph?
a. sounds of consonants with 1 or more consonants omitted
b. sounds of consonants depend on the vowel that comes after
c. sounds of consonants are heard individually?
d. sounds of consonants depending of the word -e. consonants retain original sound
Once a student has mastered short vowel cvc words what should be focused on next? -
a. regular and irregular cvc words -
b. CVCe words -
c. CCVC -
d. CVCC
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: -
a. consonant digraphs
- b. onsets and rimes -
c. diphthongs -
d. consonant blends
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? -
a. assess his reading and target instruction to meet identified skills needs -
b. request the help of specialists at her school such as the reading specialist, or counselor to make a joint decision on how to best help the student -
c. send home more homework for the child to practice reading skills with his parents -
d. read more often with the child to help develop confidence, and provide buddy reading time with more capable students
A kindergarten student recognizes letters and their sounds but struggles to decode them in words when tested on phonemic awareness. What strategy will help the student to decode? -
a. sound deletion activity -
b. blending -
c. phonemes -
d. segmenting
Midway through the year, a second grade teacher notices that a student is below grade level in their reading levels. What should she do? -
a. make a referral for the student to be placed in special education setting -
b. consult with a more experienced teacher on different strategies she can use -
c. hold a meeting with the parents and describe all the student’s weaknesses -
d. assess the student and plan instructions based on his need
A third-grade teacher receives a spelling list that is dictated by his teacher. Based on the list, what can the student benefit from? (table, tabel, share, sharde, night, nite, presses, pressis, tallest, tallist ) -
a. student needs greater phonemic awareness -
b. has one to one letter sound correspondence
- c. needs to improve phonic patterns and inflectional endings -
d. regrading short vowel syllables instruction
After teaching consonant blends, the students should master what skill? -
a. short vowels -
b. long vowel ending blends and word families -
c. something about open closed syllables -
d. cvcc or ccvc words
Automaticity in phonemic awareness is a skill required to obtain what type of instruction? -
a. phonic skills
b. increased vocabulary (reinforcing oral language skills) -
c. increasing reading rate -
d. increasing fluency
Identify the consonant blend -
a. chin -
b. ship -
c. brave -
d. this
A first-grade teacher is going over and reteaching a vowel pattern before reading a passage? What activity would be most useful for promoting the students? -
a. increasing reading rate -
b. enhancing accuracy -
c. read with expression
- d. become familiar with words
. Before mastering multisyllabic words, what should students master? -
a. short vowel sounds in single syllable -
b. 1 st single syllable then double multisyllable -
c. learning about morphology of the word/base word -
d. CVCe words or something with long vowel sounds
