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Science of Teaching Reading Exam with 100% correct answers
Developmental |Stages |of |Spelling |- |correct |answer |-Precommunicative |Stage Semiphonetic |Stage Phonetic |Stage Transitional |Stage Correct |Stage Developmental |Stages |of |Spelling: |Precommunicative |Stage |- |correct |answer |-The |child |uses |letters | from |the |alphabet |but |shows |no |knowledge |of |letter |sound |correspondences. |the |child |may |also | lack |knowledge |of |the |entire |alphabet, |the |distinction |between |upper |and |lower |case |letters, |and | the |left |to |right |direction |of |the |English |orthography. Developmental |Stages |of |Spelling: |Semiphonetic |Stage |- |correct |answer |-The |child |begins |to | understand |letter |sound |correspondence-- |that |sounds |are |assigned |to |letters. |At |this |stage, |the | child |often |employs |rudimentary |logic, |using |single |letters, |for |example, |to |represent |words, |sounds |and |syllables. |(U |for |you) Developmental |Stages |of |Spelling: |Phonetic |Stage |- |correct |answer |-Children |use |a |letter |or |group | of |letters |to |represent |every |speech |sound |that |they |hear |in |a |word. |Although |some |of |their | choices |do |not |conform |to |conventional |English |spelling, |their |attempts |to |spell |words |are | systematic |and |easily |understood |(the |letters |tak |for |take |and |en |for |in) Developmental |Stages |of |Spelling: |Transitional |Stage |- |correct |answer |-The |speller |begins |to | assimilate |the |conventional |alternative |for |representing |sounds, |moving |from |a |dependence |only |or |mainly |on |phonology |(sound) |for |representing |words, |to |evidencing |a |greater |understanding |of | common |letter |patterns |words |and |the |structure |of |words. |Some |examples |of |misspelling |typical |of |this |stage |are |egul |for |eagle, |and |higheked |for |hiked. Developmental |Stages |of |Spelling: |Correct |Stage |- |correct |answer |-At |this |stage, |spellers |know | common |letter |sound |relationships |and |generalizations |(rules) |for |spelling, |as |well |as |how |to |use | morphemic |information |in |spelling. |The |student |understands |how |to |spell |many |common |prefixes | and |suffixes, |silent |consonants, |alternative |spellings, |and |irregular |spellings. |A |large |number |of | learned |words |are |accumulated, |and |the |speller |recognizes |incorrect |forms.
Brian |writes |"hom" |for |the |word |home. |When |considering |the |developmental |stages |of |spelling, | Brian |uses--- |- |correct |answer |-Phonetic |Spelling In |phonetic |spelling, |students |use |their |knowledge |of |letters |and |graphemes |and |in |this |example, | Brian |has |used |a |letter |for |every |sound |heard |in |home. Suzie |writes |"spcl" |for |the |word |special. |When |considering |the |Developmental |Stages |of |Spelling, | Suzie |uses-- |- |correct |answer |-Semiphonetic |Spelling She |uses |some |knowledge |of |letter |sounds |relationships |but |does |not |use |vowels |in |this |example. Which |of |the |following |are |examples |of |informal |assessments |that |prekindergarten |teachers |can | use? -Progress |monitoring |measures -diagnostic |assessments -ongoing |observations -systematic |observations -portfolios |- |correct |answer |--ongoing |observations -systematic |observations -portfolios -ongoing |observations- |teachers |observe |their |students |work |and |play |in |a |variety |of |settings. | -systematic |observations- |teachers |choose |specific |children |to |observe |for |specific |purposes |for |a | specific |timeframe. | -portfolios- |teachers |collect |and |date |authentic |work |samples |over |time. |Portfolios |provide |a | powerful |overview |of |a |child's |development |and |serve |to |guide |instructional |decisions. A |recent |study |concludes |which |of |the |following |regarding |dyslexia |and |the |size |of |the |population | it |affects |in |the |US? |(looking |for |a |%) |- |correct |answer |-Dyslexia |affects |15-20% |of |the |population |in |America.
students |select |books |they |can |read |on |their |own, |she |needs |to |determine |they |are |at |the | independent |reading |level. |It |is |very |important |when |students |are |going |to |be |reading |for |fun |that | they |read |books |that |are |on |their |independent |reading |level. |This |level, |along |with |the | instructional |and |frustration |levels, |is |usually |found |by |administering |an |informal |reading |inventory |to |the |student. What |does |an |IRI |mean? |- |correct |answer |-Informal |Reading |Inventory. | Frequently |used |to |place |readers |in |materials |of |appropriate |difficulty. |The |purpose |of |an |IRI |is |to | provide |greater |insight |into |a |student's |reading |level. |It |does |not |provide |a |specific |diagnosis; | rather, |it |provides |the |classroom |teacher |and |understanding |of |a |child's |abilities, |which |in |turn |may |lead |to |more |accurate |instruction. |There |are |commercially |available |IRIs |and |teacher |made |IRIs. | They |are |intended |to |assess |a |child's |reading |behavior |in |the |materials |actually |used |in |his |or |her | classroom |instructional |program. What |is |an |TPRI? |- |correct |answer |-Texas |Primary |Reading |Inventory What |is |DIBELS? |- |correct |answer |-The |Dynamic |Indicators |of |Basic |Early |Literacy |Skills What |is |the |best |way |to |teach |sight |words? |- |correct |answer |-Using |Creative |ways |to |expose |the | students |to |the |words |in |multiple |situations |and |contexts. | Expose |the |students |to |them |as |much |as |possible |so |that |they |will |learn |to |recognize |them | immediately. |In |Order |to |do |this, |they |must |see |them |as |much |as |possible, |in |isolation |as |well |as |in |many |different |types |of |contexts |as |possible. Mr. |Collins |reads |a |narrative |text |to |his |2nd-grade |class. |After |reading |the |text, |he |pairs |up | students |and |gives |each |pair |a |set |of |picture |cards |that |represent |events |from |the |story. |Mr. | Collins |asks |students |to |work |with |their |partners |to |place |the |picture |cards |in |order. |Once |each | pair |completes |this |task, |Mr. |collins |asks |the |student |to |take |turns |retelling |the |story |to |their | partner. |What |reading |skill |is |being |promoted |in |this |oral |language |activity. | -Student's |use |of |oral |language |promotes |their |ability |to |listen |actively |and |ask |relevant |questions | to |clarify |information -Student's |use |of |oral |language |enables |them |to |identify, |use |and |explain |the |meaning |of |different | words |from |the |story.
-Student's |use |of |oral |language |assists |with |their |ability |to |apply |phonetic |knowledge |and |decode | words |from |the |story. | -Student's |use |of |oral |language |assists |with |their |comprehension |of |the |story. |- |correct |answer |- Student's |use |of |oral |language |assists |with |their |comprehension |of |the |story In |this |reading |activity, |students |are |primarily |using |oral |language |to |retell |story |events |from |the | text |in |the |order |in |which |they |occured. Regarding |oral |language |development, |which |of |the |following |is |true? -Students |who |experience |difficulties |with |understanding |what |other |people |say |may |have |an | expressive |language |disorder. -Students |who |experience |difficulties |with |conveying |their |thoughts |to |other |people |may |have |a | receptive |language |disorder. | -Students |who |have |a |language |disorders |demonstrate |difficulties |in |meeting |major |milestones |of | oral |language |development -Few |students |require |early |intervention |and/or |special |education |services |for |a |speech |or |language |impairment. |- |correct |answer |--Students |who |have |a |language |disorders |demonstrate |difficulties |in | meeting |major |milestones |of |oral |language |development Although |every |child |develops |language |at |their |own |pace, |major |milestones |provide |a |guide |for | normal |oral |language |development. Mrs. |Gomez |just |welcomed | 2 |new |students |who |are |English |learners |into |her |first |grade |classroom. |Both |students |are |at |the |Beginning |level |of |EL |proficiency |in |listening |and |speaking. |To |support | their |oral |language |development |in |English, |which |of |the |following |activities |would |best |help |these | two |ELLs |begin |to |make |a |cross |language |connection? -activities |that |expose |these |students |to |words |in |their |native |language |and |English |that |are |similar |in |spelling |and |meaning. | -Activities |that |introduce |these |students |to |sounds |that |are |common |and |uncommon |in |their |native |language |in |English. -Activities |that |familiarize |these |students |with |similarities |and |differences |for |grammatical |usage |of | the |parts |of |speech |in |their |native |language |and |English |
Phonological |awareness |is |the |ability |to |recognize |and |manipulate |sounds |in |words. |Phonological | awareness |instruction |should |be |systematic |and |explicit. | What |are |the | 4 |developmental |levels |of |phonological |awareness? |- |correct |answer |-word | awareness syllable |awareness onset-rime |awareness phonemic |awareness A |2nd |grade |teacher |points |to |the |word |'grain' |on |the |board, |underlines |the |letters |'ai' |in |the | middle |of |the |word, |and |pronounces |the |word |/grrrraaaan/, |emphasizing |the |long |'a' |sound. |She | explains |to |the |class |that |when |two |vowels |appear |between |two |consonants, |readers |should | pronounce |the |long |vowel |sound |in |the |first |vowel. |Then |she |repeats |the |steps |with |other |similar | words |providing |multiple |opportunities |for |students |to |practice. |Which |of |the |following |concepts |is | the |teacher |primarily |addressing? | -phonemic |awareness -alphabetic |principle -fluency -schema |- |correct |answer |--alphabetic |principle Letter |sound |knowledge, |decoding, |word |recognition |and |sight |word |reading |are |all |skills |included | in |the |alphabetic |principle |and |are |taught |in |the |order |listed |here. THe |teacher |is |explicitly |teaching |decoding |CVVC |words. |Because |the |English |language |is |alphabetic, |decoding |is |an |essential |and |primary |means |of |recognizing |words. A |first |grade |teacher |has |several |students |who |are |having |difficulty |applying |the |alphabetic | principle. |When |assessed |on |letter |knowledge, |the |students |know |the |letter |sounds; |however, |they |still |seem |to |have |difficulty |with |blending |the |sounds |together |to |pronounce |words. | What |further |assessment |would |you |suggest |the |teacher |give |to |pinpoint |the |nature |of |the | students' |difficulties? -an |informal |assessment |of |the |students' |phonemic |awareness -a |running |record |and |miscue |analysis
-an |informal |assessment |of |irregular |word |reading -a |test |of |alphabet |naming |- |correct |answer |--an |informal |assessment |of |the |students' |phonemic | awareness First |graders |who |are |poor |decoders |typically |lack |proficient |phonemic |awareness. |In |order |to |gain | a |better |understanding |of |students' |decoding |abilities, |an |assessment |of |phonemic |awareness |is | necessary. A |first-grade |teacher |has |several |students |who |are |having |difficulty |applying |the |alphabetic | principle. |When |assessed |on |letter |knowledge, |the |students |know |the |letter |sounds; |however, |they |still |seem |to |have |difficulty |with |blending |the |sounds |together |to |pronounce |words. | Based |on |the |scenario |above, |in |which |of |the |following |areas |would |the |students |most |likely | benefit |from |the |explicit |instruction? -letter-sound |correspondences -sight |word |reading -phonological |awareness -blending |strategies |- |correct |answer |--blending |strategies Because |these |students |are |having |difficulty |using |their |letter |sound |knowledge |as |a |decoding | strategy, |explicit |instruction |in |blending |strategies |would |be |greatly |beneficial. |The |use |of |plastic | letters |or |letter |cards |would |increase |the |students |understanding |of |how |to |blend |words. Mrs. |Taft |wants |to |help |her |students |move |towards |independence |in |recognizing |and |using |word | families |and |spelling |patterns. |She |has |groups |of |students |look |for |ways |to |group |word |cards |in | ways |that |are |visually |similar. |A |follow-up |activity |is |to |find |more |words |that |match |the |patterns |in |that |week's |reading. | What |is |the |LEAST |likely |purpose |for |these |activities? | -to |heighten |students' |awareness |of |spelling |words |in |patterns -to |be |flexible |with |word |knowledge |in |a |variety |of |contexts -to |help |students |make |independent |discoveries |about |spelling |patterns
What |is |an |r-controlled |syllable? |- |correct |answer |-R-controlled |syllables |contain |one |of |the |r- controlled |vowel |pairs: |AR, |OR, |IR, |UR, |or |ER. | Examples: |car, |burn, |girl, |her, |short. What |are |Consonant |+LE |syllables? |- |correct |answer |-Consonant |+ |LE |syllables |are |made |up |of |a | consonant |followed |by |LE, |such |as |tle, |cle, |and |zle. Unlike |other |syllable |types, |these |syllables |do |not |form |words |on |their |own, |but |are |always |a |part | of |a |multisyllable |word, |such |as |puzzle |or |turtle. | Examples: |dribble, |cable, |muzzle, |apple, |tremble, |and |stumble. Starla |is |a |first-grade |student |who |is |developing |her |skill |at |decoding |words, |but |she |sometimes | gets |stuck |after |making |just |the |initial |sound |or |initial |segment |of |a |word. | Which |of |the |following |strategies |provides |the |most |support |for |helping |Starla |read |through |parts | of |the |word? -After |Starla |reads |the |first |chunk |of |a |word, |remind |her |to |read |more |of |the |word. -The |teacher |writes |the |word |one |segment |at |a |time |on |a |dry |erase |board. | -The |teacher |uses |a |card |to |hid |e |part |of |the |word |and |shows |Starla |just |one |segment |of |the |word | at |a |time. -The |teacher |prompts |Starla |to |use |her |finger |to |break |the |word |into |chunks. |- |correct |answer |-- The |teacher |writes |the |word |one |segment |at |a |time |on |a |dry |erase |board. | Having |the |word |written |on |the |dry |erase |board |simplifies |the |task |for |the |child |because |it |is |now | isolated |(temporarily) |from |the |rest |of |the |text. |The |teacher |can |provide |varying |levels |of |support | based |on |the |needs |of |the |student. |The |teacher |could |write |the |word |just |one |letter |at |a |time | while |the |student |makes |that |sound. | The |words |could |also |be |written |just |one |chunk |at |a |time. |The |teacher |could |use |the |same |method |but |with |magnetic |letters |for |an |even |higher |level |of |support. What |is |a |consonant |digraph? |- |correct |answer |-A |consonant |digraph |is |two |adjacent |consonants | that |make |a |unique |sound. |'CK' |makes |the |/k/ |sound. |It |is |not |possible |to |separate |the |sounds |in | digraphs |sound.
Example: |ch |does |not |make |the |/k/ |and |the |/h/ |sound. |It |makes |the |/ch/ |sound. What |is |a |diphthong? |- |correct |answer |-A |diphthong |is |a |complex |vowel |composed |of |a |sequence | of |two |different |configurations |of |the |vocal |organs. What |is |a |monophthong? |- |correct |answer |-A |monophthong |is |a |simple |vowel |composed |of |a | simple |configuration |of |the |vocal |organs. VOwels |are |often |divided |into |which |two |categories? |- |correct |answer |-Diphthong |and | monophthong. What |is |Phonetics? |- |correct |answer |-Phonetics |is |the |study |of |the |minimal |units |that |make |up |a | language. What |is |phonology? |- |correct |answer |-Phonology |is |the |study |of |how |sounds |are |organized |within |a |language |and |how |they |interact |with |each |other. The |student |recognizes |the |word |in |oral |language |and |is |able |to |pronounce |it. What |is |Morphology |- |correct |answer |-Morphology |is |the |component |of |mental |grammar |that |deals |with |types |of |words |and |how |words |are |formed |out |of |smaller |meaningful |pieces |and |other | words. | The |student |knows |the |inflectional |and |derivational |affixes |it |combines |with |to |produce |complex | words. What |is |Syntax? |- |correct |answer |-The |syntax |is |a |component |of |mental |grammar |that |has |to |do | with |how |sentences |and |other |phrases |can |be |constructed |out |of |smaller |phrases |and |words. | The |student |knows |how |a |word |functions |in |a |sentence. What |is |semantics? |- |correct |answer |-Semantics |is |a |subfield |of |linguistics |that |studies |linguistic | meaning |and |how |expressions |convey |meaning. |The |student |understands |that |a |word |like |tiger |can |refer |to |a |person |or |an |animal.
What |is |Inferential |Comprehension? |- |correct |answer |-The |ability |to |read |between |the |lines; |it | requires |the |reader |to |bledn |the |literal |content |of |a |selection |with |prior |knoweldge, |intuition |and | imagination |to |interpret |the |new |information. What |is |Evaluative |comprehension? |- |correct |answer |-This |requires |the |reader |to |move |beyond |the | text |to |consider |what |they |think |and |believe |in |relation |to |the |message |in |the |text. |This |level |of | understanding |provides |the |foundation |for |more |advanced |comprehension. What |is |Reciprocal |questioning? |- |correct |answer |-Reciprocal |Questioning |is |a |strategy |where |the | teacher |models |appropriate |questioning |(higher-level |questions). The |teacher |and |students |take |turns |asking |questions |after |reading |short |text |selections |(a | paragraph). Since |the |teacher |began |modeling |after |the |first |paragraph, |the |students |would |ask |questions |after | the |next |paragraph. A |student |who |frequently |mixes |up |letters |when |pronouncing |words |(i.e. |biving |doard |instead |of | diving |board) |would |best |benefit |from |which |type |of |intervention? -grammar |review -one |on |one |reading |tutorial -reading |disability |training -phonological |awareness |training |- |correct |answer |--reading |disability |training This |example |is |an |indicator |that |the |student |may |have |dyslexia. Although |reading |and |writing |abilities |continue |to |develop |throughout |the |life |span, |research |has | shown |that |the |most |important |period |for |literacy |development |is- -between |ages | 2 |and | 10 -between |ages | 10 |and | 14 -between |ages | 0 |and | 8 -between |ages | 6 |and | 10 |- |correct |answer |--between |ages | 0 |and | 8
Research |has |shown |that |the |early |childhood |years, |from |birth |to |about |age |8, |are |the |most | important |period |for |literacy |development. Which |of |the |following |scenarios |most |accurately |represents |second-language |acquisition? -If |given |high |quality |classroom |instruction |that |effectively |supports |second |language |acquisition, | English |learners |will |develop |English |language |proficiency |at |similar |rates. -Without |comprehensible |input, |second |language |acquisition |is |difficult. | -Grade |level |knowledge |and |skills |should |be |the |primary |consideration |when |planning |instruction | for |students |who |are |English |learners. -English |learners |often |exhibit |the |same |proficiency |levels |in |listening, |speaking, |reading, |and | writing. |- |correct |answer |--Without |comprehensible |input, |second |language |acquisition |is |difficult. | Comprehensible |input |encompasses |all |the |ways |in |which |a |teacher |may |make |language | meaningful |to |English |learners |when |they |cannot |understand |all |the |words |and |structures. Mr. |Hyde |often |uses |phonemic |awareness |activities |during |transition |times |in |his |first-grade | classroom. |One |activity |he |does |is |called |"slow-motion" |and |he |says |a |word, |but |instead |of |saying | it |all |together, |he |says |each |sound |slowly |and |separately. |Students |try |to |put |the |sounds |together | and |tell |what |the |word |is. |What |phonemic |awareness |skill |is |the |class |practicing? -phoneme |blending -phoneme |segmentation -phoneme |substitution -phoneme |deletion |- |correct |answer |--phoneme |blending Mr. |Hyde |is |giving |students |practice |in |phoneme |blending. |Students |hear |each |phoneme |in |the | word |separately |and |then |must |blend |them |together |to |be |able |to |hear |the |word |they |make. |This | is |a |precursor |to |reading |when |they |will |blend |the |sounds |of |the |letters |they |see |together |and |hear |the |word |that |the |sounds |make |when |blended |together.
Being |able |to |connect |speech |sounds |with |the |printed |letters |they |represent |is |a |description |of- -phonemic |awareness -structural |analysis -phonics -comprehension |- |correct |answer |--Phonics What |is |a |letter |with |a |continuous |sound? |- |correct |answer |-a, |e, |f |,i |,l |,m |,s |, |r When |you |articulate |the |sounds, |you |can |stretch |out |the |sound |continuously |without |having |a |set | stopping |point. |This |makes |it |easier |to |both |articulate |and |emphasize |the |sound. Mr. |watkins |is |a |first |grade |teacher. |He |wants |to |address |high |frequency |words |during |reading | instruction |on |a |regular |basis. |While |planning |instruction |what |principles |should |Mr. |Watkins |keep | in |mind? |- |correct |answer |--teach |high |frequency |words |once |students |have |foundational | understandings |with |letter |sound |correspondences, |phonemic |awareness, |and |word |concepts -teach |high |frequency |words |in |groups |with |similar |patterns -practice |reading |high |frequency |words |in |authentic |texts. When |teaching |students |the |names |of |letters |and |their |sounds, |which |of |the |following |is |the |best | approach |to |follow? -Teach |one |letter |a |week |in |the |same |order |as |they |are |in |the |alphabet -teach |high |utility |letters |before |low |utility |letters -Teach |all |the |vowels |first, |followed |by |all |the |consonants. -Teach |letter |pairs |that |are |similar |visually |at |the |same |time |so |students |can |learn |the |difference. |- | correct |answer |--teach |high |utility |letters |before |low |utility |letters High |utility |letters |such |as |m, |s, |a,t |,p |occur |frequently |in |many |words. |Low |utility |letters |such |as |x | and |z |occur |much |less |frequently. |There |is |not |a |hard |and |fast |rule |about |a |specific |order |for | teaching |letters, |but |children |will |have |many |more |opportunities |to |apply |their |knowledge |when | they |have |high |utility |in |their |knowledge |bank.
Which |of |the |below |scenarios |is |an |example |of |a |teacher |assigning |a |student |with |an |activity |that | is |WITHIN |its |zone |of |proximal |development? -After |successfully |learning |vocabulary |through |pictures |and |definitions, |the |student |is |assigned |to | contextualize |the |vocab |within |a |reading |or |listening |text. | -After |a |student |struggles |to |successfully |use |words |to |talk |about |the |people |in |his |life, |the |student |is |then |assigned |to |write |about |someone |he |knows |and |what |connection |he |has |to |other |people |in |his |family -After |successfully |contextualizing |the |vocab |within |a |reading |or |listening |text, |the |vocabulary |is | then |presented |to |the |student |through |pictures |or |definitions. -After |a |student |struggles |to |understand |an |assignment |while |being |assisted |by |a |peer, |the |teacher | assigns |the |same |assignment |to |the |student |to |be |completed |independently. |- |correct |answer |-- After |successfully |learning |vocabulary |through |pictures |and |definitions, |the |student |is |assigned |to | contextualize |the |vocab |within |a |reading |or |listening |text. | In |the |scenario, |contextualizing |the |vocab |within |a |text |is |appropriate |follow |up |activity |because |it | is |the |next |logical |step |for |the |student |in |learning |the |vocabulary |and |isn't |a |big |leap |in |difficulty. | This |would |likely |be |within |the |student's |zone |of |proximal |development. What |is |the |correct |order |for |Morphemic |Analysis |lessons? 1-5 |- |correct |answer |-1- |Define |morphemes |and |how |they |differ |from |phonemes 2- |Teach |students |prefixes, |roots, |and |affixes 3- |Show |students |examples |of |multi-morphemic |words |that |are |familiar |to |them 4- |Have |students |establish |a |routine |for |identifying |morphemes |in |words. 5- |Give |students |words |in |context |to |practice |identifying |morphemes A |fluency |scale |can |be |used |to |help |determine |whether |a |reader |is |fluent |or |non-fluent. |Which |of | the |following |best |describes |a |reader |who |is |NOT |reading |fluently? -reads |primarily |word-by-word -reads |with |expression -reads |words |grouped |together |in |line |with |the |author's |use |of |syntax
Small |group |activity |with |the |letter |cards |p, |n, |a, |t, |s, |l | Then |the |teacher |guides |the |students |to |make |the |word |"sat" |by |moving |the |letter |cards |together. | The |students |are |then |directed |to |make |new |words |based |on |the |directions |the |teacher |gives. |For | example, |"Change |one |letter |in |the |word |"sat" |to |make |it |say |"sap". |Students |make |a |variety |of | words |using |the |letters |supplied |by |changing, |removing, |or |rearranging |the |letters |as |necessary | according |to |the |teacher's |directions. |Each |time |a |new |word |is |made, |the |students |sound |out |and | pronounce |the |new |word. | In |order |for |a |making-words |activity |to |successfully |enhance |the |students' |graphophonemic | knowledge |and |word |recognition, |it |is |important |that |the |teacher |does |which |of |the |following. | -include |the |making |of |words |that |are |not |in |the |students' |vocabulary. | -use |each |word |in |a |sentence |to |ensure |students |gain |meaning |from |the |words |as |they |spell |them. -incorpor |- |correct |answer |--carefully |control |the |words |students |are |asked |to |make |by |only | including |words |that |are |spelled |with |letter-sound |correspondences |that |students |have |been | taught. Guidelines |for |decoding |instruction |indicate |that |quality |decoding |instruction |provides |children |with |opportunities |to |use |their |knowledge |of |letter |sounds |to |practice |decoding. Mrs. |Salazar, |a |kinder |teacher, |is |concerned |about |a |student's |oral |language |development. |Mrs. |S |is |concerned |because |her |student |uses |'baby |talk' |such |as |"me |have |juice" |and |tends |to |speak |in | sentences |of | 3 |to | 5 |words. |Additionally, |the |student |seems |to |have |limited |interaction |with |peers | but |answers |correctly |and |appropriately |when |asked |a |direct |question. |Based |on |the |observations | of |Mrs. |Salazar, |which |of |the |following |oral |language |deficits |warrants |further |evaluation |of |the | student's |oral |language? -Inadequate |receptive |language -deficits |in |syntactic |structure -delayed |phonological |awareness -adequate |expressive |vocab |- |correct |answer |--deficits |in |syntactic |structure
The |student |displays |difficulties |using |pronouns |appropriately. |Although |children |continue |to | develop |and |revise |syntactic |structures |into |adolescence, |most |children |have |adequately |mastered | syntax |by |the |age |of | 4 |to |engage |in |simple |conversations |with |teachers |and |peers. How |many |phonemes |in |fox? |- |correct |answer |-4 |phonemes /f//o//k//s/ How |many |phonemes |in |plan? |- |correct |answer |-3 |phonemes /p//l//a//n/ How |many |phonemes |in |sight? |- |correct |answer |-/s//i//t/ How |many |phonemes |in |shin? |- |correct |answer |-/sh//i//n/ How |many |phonemes |in |bent? |- |correct |answer |-/b//e//n//t How |many |phonemes |are |in |the |English |language? |- |correct |answer |-44 |phonemes |for | 26 |letters What |skill |is |the |lesson |targeting? Pair |work: |Listen |and |say |the |words. |Then, |with |a |partner, |find |the |words |in |the |pictures. |Write | their |number |into |the |corresponding |box. |Can |you |find |all |of |them? -speaking -vocabulary -grammar -language |in |context |- |correct |answer |-vocabulary The |focus |is |on |elarning |words |via |images
