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science of teaching reading- certify teacher prep
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Mr. |Lathan's |fourth-grade |social |studies |students |are |engaged |in |the |following |activity: Each |student |is |assigned |a |reading |buddy. Each |buddy |reads |a |section |from |the |social |studies |text |aloud |while |the |other |listens. After |the |reader |finishes |the |listener |asks |questions |focused |on |the |reading |which |both |then | discuss. After |the |discussion |the |listener |briefly |summarizes, |out |loud, |what |the |section |was |about. In |order |to |best |improve |his |students' |speaking |ability, |Mr. |Lathan |should |implement |which | additional |activity? |- |correct |answer |-partners |take |turns |describing |to |each |other |what |they |have | learned |from |their |reading |and |their |discussion |of |the |text Mr. |Lathan's |fourth-grade |social |studies |students |are |engaged |in |the |following |activity: Each |student |is |assigned |a |reading |buddy. Each |buddy |reads |a |section |from |the |social |studies |text |aloud |while |the |other |listens. After |the |reader |finishes |the |listener |asks |questions |focused |on |the |reading |which |both |then | discuss. After |the |discussion |the |listener |briefly |summarizes, |out |loud, |what |the |section |was |about. how |would |this |acitivity |tend |to |improve |students' |comprehension |skills? |- |correct |answer |-it |would |improve |students' |engagement |with |the |text |and |increase |their |comprehension which |of |the |following |describes |a |phoneme? |- |correct |answer |-the |smallest |linguistic |unit |that |has | a |meaning |or |grammatical |function
the |book |corduroy |by |dan |freeman |is |an |example |of |a |book |that |is |ideal |for |which |grade- |level | student? |- |correct |answer |-kindergarten sandy's |parents |want |to |be |more |informed |on |sandy's |assignments, |grades, |behavior, |and |overall | expectations |in |the |classroom. |what |would |be |the |most |effective |method |for |the |teacher |to | communicate |that |information |to |the |parents |on |a |regular |basis? |- |correct |answer |-schedule |in | class |conferences at |the |beginning |of |the |tear, |a |kindergarten |teacher |notices |most |students |in |the |class |lack |an | understanding |of |ways |oral |language |connects |to |print. |which |of |the |following |activities |will |best | help |students |understand |this |connection? |- |correct |answer |-using |the |language |experience | apporach the |following |is |an |example |of |a |behavior |from |a |prekindergarten |student |(around | 48 |months |of | age): the |child |relates |experiences |from |a |field |trip, |using |specific |words |to |describe |what |she |saw |and | did, |such |as |naming |the |tolls |the |firefighter |uses. select |from |the |following |examples |of |instructional |strategies |that |accurately |supports |the |above | behavior. |- |correct |answer |-the |teacher |provides |and |reads |to |children |a |variety |of |concept- |related |books which |of |the |following |examples |would |help |a |student |have |the |best |learning |gains |in |vocabulary |- | correct |answer |-repeated |exposure |of |vocabulary |words |in |authentic |contexts mrs. |sawnson |is |attempting |to |help |students |select |books |they |can |read |on |their |own. |as |part |of | this |process, |she |must |determine |each |student's |independent |reading |level. |in |order |to |accomplish | this |task |effectively, |mrs. |sawnson |should |select |boooks |in |which |students |- |correct |answer |-have | 5 |words |or |less |word |recognition |errors |per | 100 |words |of |text mrs. |sawnson |is |attempting |to |help |students |select |books |they |can |read |on |their |own. |as |part |of | this |process, |she |must |determine |each |student's |independent |reading |level. |in |order |to |determine | her |student's |independent |reading |level, |mrs. |swanson's |best |approach |would |be |to |- |correct | answer |-administer |an |informal |reading |inventory |to |each |student
mr. |vincent |teaches |fifth |grade |at |a |very |diverse |school. |in |his |class, |mr. |vincent |has |several |english |learners |who |range |from |the |beginning |to |advanced |high |stages |in |listening, |speaking, |reading, |and |writing. |mr. |vincent |wants |to |promote |oral |language |development |among |his |english |learners | during |content |area |instruction, |throughout |his |lessons, |mr. |vincent |provides |students |multiple | opportunities |to |engage |in |partner, |small |group, |and |whole |group |discussion. | which |of |the |following |responses |least |represents |how |mr. |vincent |support |students' |oral |language | development |during |discussion- |based |activities? |- |correct |answer |-when |needed, |mr. |vincent | should |hold |conferences |with |english |language |learners |as |needed |to |prepare |them |for |the |content |in |discussion |based |activities mrs. |brinley |is |starting |a |new |unit |on |writing |personal |narratives |in |which |students |will |write |about |a |special |event |that |has |happened |in |their |lives. |after |students |have |selected |a |topic, |she |has |them |work |in |pairs |to |tell |each |other |their |stories |orally |and |ask |each |other |questions |about |their | stories |before |they |begin |writing |their |rough |draft. |what |is |the |LEAST |likely |purpose |of |this |step? |- | correct |answer |-to |practice |use |of |correct |grammr ms. |waters |recently |welcomed |a |new |student, |lee, |into |her |first |grade |classroom. |lee |is |an |english | learner |from |south |korea. |ms. |waters |observed |lee |closely |for |the |first |week |and |noticed |that |he | appeared |to |be |in |the |beginning |state |of |english |language |acquisition, |as |he |frequently |struggles |to |understand |simple |directions |and |conversations. |which |of |the |following |supports |would |be |most | appropriate |to |support |lee |during |activities |that |involve |listening? |- |correct |answer |-ms. |waters | should |speak |in |a |slow, |concise |manner |and |use |gestures |for |added |emphasis |or |learn |several |key | words |and |phrases |in |korean |and |use |them |during |instruction |to |reinforce |related |words |and | phrases |in |english mr. |chavez |is |a |second |grade |teacher |who |has |several |english |learners |in |his |class. |he |is |planning | the |next |lesson |in |his |fraction |unit, |which |will |focus |on |halves, |fourths, |and |eighths. |to |meet |the | content, |language, |and |literacy |needs |of |all |students, |which |of |the |following |lesson |activities |should |mr. |chavez |implement? |- |correct |answer |-mr. |chavez |places |each |student |with |a |partner. |working | together, |each |pair |of |students |draw |the |different |shapes |with |shading |that |represents |examples | showing |halves, |fourths, |or |eighths. |when |students |finish, |each |pair |shares |their |drawings |with |the | class. mrs. |lilly |is |a |kindergarten |teacher |and |recently |administered |an |individual |language |assessment |to | each |of |her |students. |mrs. |lilly |analyzed |the |assessment |results |to |identify |patterns |in |students' |
performance |and |noted |that |several |students |scored |low |on |test |items |related |to |listening |and | speaking. | mrs. |lilly |wants |to |differentiate |her |instruction |to |meet |the |instructional |needs |of |her |students, |so | she |is |planning |a |series |of |interactive |activities |for |students |to |practice |listening |and |speaking |skills | in |meaningful |contexts. |for |the |first |activity, |mrs. |lilly |read |a |text |aloud |to |the |whole |class |abnd | then |pair |up |students |to |engage |in |a |simulated |telephone |conversation. |during |their |telephone | conversation, |students |will |talk |about |the |text |as |long |as |they |can. |when |the |pair |ends |their | conversation |each |student |will |share |one |comment |that |their |partner |made |to |the |class. | for |the |simulated |telephone |conversation |- |correct |answer |-mrs. |lilly |should |form |pairs |with | students |of |different |skill |levels a |reading |teacher |plans |to |use |the |following |chart |to |help |a |group |of |first |graders |who |are |having | difficulty |segmenting |words |into |phonemes. |in |the |activity, |students |will |move |on |counter |for |each | sound |heard |in |CVC |words |that |the |teacher |presents |orally. |for |struggling |readers |in |first |and | second |grade, |rapid |progression |from |phonemic |awareness |to |letter- |sound |knowledge |is |necessary |for |developing |reading |proficiency. |additionally, |phonemic |awareness |training |is |most |beneficial |for |struggling |readers |when |combined |with |letter- |sound |instruction. |which |of |the |following | modifications |to |the |previous |activity |best |incorporates |letter- |sound |instruction? |- |correct |answer |- a |teacher |writes |the |words |on |the |board |as |the |students |segment |the |sounds, |the |teacher |then | asks |students |to |name |each |letter |sound. |then |the |teacher |demonstrates |the |blending |of |the |words which |of |the |following |tasks |is |likely |to |appear |on |a |phonemic |awareness |screening? |- |correct | answer |-decoding |CVC |words students |in |a |kindergarten |class |are |learning |to |blend |word |parts. |which |of |the |following |phonemic |skills |is |most |appropriate |for |the |teacher |to |work |on |next? |- |correct |answer |-blending |individual | phonemes to |help |a |group |of |first |grade |student |who |are |having |trouble |hearing |when |two |words |rhyme, | which |of |the |following |activities |would |be |least |effective |in |helping |them |develop |this |skill? |- | correct |answer |-have |the |students |do |an |open |sort |where |they |group |word |cards |by |similar | spelling |features mr. |kano |uses |the |picture |word |inductive |model |in |his |second |grade |class |to |help |his |students | develop |content |vocabulary. |he |posts |a |large |picture |related |to |a |subject |the |class |is |studying. |as | the |class |discusses |the |picture, |mr. |kano |labels |elements |of |the |picture |the |students |know. |which |
children |who |can |identify |letters |quickly |and |accurately |have |an |advantage |in |learning |to |read. | which |of |the |following |principles |should |help |guide |a |teacher |when |planning |instruction |on |letters? |- |correct |answer |-to |help |letter |knowledge |develop |and |become |automatic, |songs, |chants, |and | games |that |review |letters |are |helpful a |kindergarten |student |is |having |trouble |using |one- |to- |one |correspondence |when |reading |a |text. | which |of |the |following |steps |would |provide |the |least |amount |of |scaffolding |to |help |the |student | understand |and |apply |this |concept? |- |correct |answer |-explicitly |tell |the |child |that |she |will |point |to | the |next |word |for |every |word |she |says which |of |the |following |statements |does |not |accurately |represent |a |consideration |that |teacher | should |have |when |developing |alphabet |knowledge |among |english |learners? |- |correct |answer |-since | some |phonemes |differ |between |english |and |english |learners' |home |languages, |this |prohibits | transferrable |phonetic |skills |across |languages which |three |of |the |following |instructional |strategies |promote |and |reinforce |students' |development | of |alphabet |knowledge? |- |correct |answer |-a. |use |alphabet |chants |and |songs |to |introduce |letter | names c. |use |students' |names |to |introduce |letter |names |and |shapes d. |use |a |wide |variety |of |manipulatives, |such |as |chalkboards, |clay, |dry |erase |boards, |finger |paint, | foam |letter, |letter |stamps, |magnetic |letters, |and |pipe |cleaners |to |explore |letter |names |and |shapes there |are |many |different |strategies |to |help |spell |a |word |correctly. |which |of |the |following | statements |represents |the |best |approach |to |using |these |strategies? |- |correct |answer |-be |flexible |in | which |strategy |to |use |depending |on |the |word |to |be |spelled prescriptive |grammar |- |correct |answer |-a |set |of |rules |designed |to |give |instructions |regarding |the | socially |embedded |notion |of |the |"correct" |or |"proper" |way |to |speak |or |write generative |grammar |- |correct |answer |-system |of |grammatical |rules |that |allow |speakers |to |create | possible |sentences |in |a |language descriptive |grammar |- |correct |answer |-describes |a |language |- |the |way |that |people |use |it |- |w/out | judging |whether |the |utterance |is |correct |or |incorrect
representative |grammar |- |correct |answer |- structural |analysis |- |correct |answer |-the |process |of |using |familiar |word |parts |(base |words, |prefixes, | and |suffixes) |to |determine |the |meaning |of |unfamiliar |words. synonym |- |correct |answer |-A |word |that |means |the |same |as |another |word emergent |reading |comprehension |- |correct |answer |-
