An English language learner regularly skips or misreads high-frequency prepositions while reading connected texts. In order to best help this student
... [Show More] develop accuracy and automaticity, the teacher should:
provide practice readings that use the high-frequency prepositions and that include illustrations of the preposition in action.
A first-grade teacher plans her reading lessons so that they always include time for the teacher to read at least part of the text aloud to students. What is one way in which teacher-modeled reading can benefit students' fluency skills?
Listening to the teacher read will help students learn to develop prosody in their own reading.
A pre-K teacher has children participate in the following activities:
clapping syllables in students' names
counting syllables in days of the week
standing up if their names contain a specific number of syllables
These types of activities help students to:
develop phonological awareness by using meaningful words.
A second-grade teacher would like to help students develop their phonological awareness skills by teaching them to decode words faster as they read. Which of the following concepts should the teacher focus on to help students achieve this goal?
how to separate words into syllables
A third-grade class has been studying mammals and reptiles, and the teacher would like to help students synthesize all the information they have learned about both types of animals. The teacher seats students in pairs and asks them to fill in a blank Venn diagram. Next, the teacher conducts a class discussion in which each pair of students shares their organizer and she records their findings in a whole-group version, shown here:
(Venn Diagram)
The teacher distributes another blank copy of the organizer to each student, along with two articles to read, one on amphibians and one on crustaceans. Using this organizer could help students retain the new information they learn by:
providing a system for recording commonalities and differences between the topics.
A third-grade class has been studying mammals and reptiles, and the teacher would like to help students synthesize all the information they have learned about both types of animals. The teacher seats students in pairs and asks them to fill in a blank Venn diagram. Next, the teacher conducts a class discussion in which each pair of students shares their organizer and she records their findings in a whole-group version, shown here:
(Venn Diagram)
Creating this type of graphic organizer will help students develop their reading comprehension skills by:
showing them how to compare and contrast differences and similarities.
A first-grade student is reading aloud and mispronounces the following words: after, old, ask, and what. The student could benefit from additional instruction in which of the following areas?
automatic recognition of high-frequency words
A class of first-grade students has been learning how to decode words. Which of the following lessons would be the best way to teach them to decode words ending in the inflectional morpheme -ed?
teaching students to read the -ed by itself and then decode the front of the word before the inflection before adding them together
A first-grade teacher has recently conducted oral timed reading assessments. She records the number of words per minute a student completes as well as any miscues and self-corrections made by the student.
The teacher meets privately with each student to share the results. The teacher meets with Tim first. She noted in Tim's reading that he made a number of miscues but did not pause to acknowledge them or attempt to self-correct. Tim read at an above-average speed, completing the reading 20 seconds faster than his peers. Some of his errors included saying "dark" for "bark," "nap" for "map," and "jab" for "gab." Previously Tim has been able to read grade-level texts with 95% accuracy, but on this assessment he scored closer to 75%.
During the conference, the teacher should be sure to:
tell the student the ways in which he read well as well as provide actionable areas of improvement.
A first-grade teacher has recently conducted oral timed reading assessments. She records the number of words per minute a student completes as well as any miscues and self-corrections made by the student.
The teacher meets privately with each student to share the results. The teacher meets with Tim first. She noted in Tim's reading that he made a number of miscues but did not pause to acknowledge them or attempt to self-correct. Tim read at an above-average speed, completing the reading 20 seconds faster than his peers. Some of his errors included saying "dark" for "bark," "nap" for "map," and "jab" for "gab." Previously Tim has been able to read grade-level texts with 95% accuracy, but on this assessment he scored closer to 75%.
Based on the results of the assessment, which activity would best address the errors made by Tim and improve his oral reading in the future?
modelling reading with appropriate speed and having Tim practice reading more slowly and with expression
When working with English language learners on phonemic awareness and phoneme identification, it is most appropriate to select words that:
include sounds used in both English and the student's native language.
A small group of first-grade students are in the pre-alphabetic stage of reading development. In order to remediate these students and move them into the partial alphabetic stage, the teacher should provide instruction on:
letter-sound correspondence and letter names.
A kindergarten teacher is working with a small group of Chinese-speaking English language learners who have just moved to the school district. The students are confident readers when the text is written in Chinese but they struggle when presented with a text in English. In order to ease the transition to English written texts, the teacher should begin with a basic lesson on:
English print concepts such as left-to-right, top-to-bottom print directionality.
A teacher is reading aloud to the class from a retelling of "Jack and the Beanstalk," and during the reading she pauses to think aloud. Below is part of her think-aloud along with the text she is reading. The teacher's dialogue is italicized.
Once upon a time, there lived a boy named Jack. He and his mother lived in a tiny cottage on a farm near the outskirts of town. They didn't have much money, and the shelves in the pantry were bare. The harvest was over, but not much food was saved for the winter. Oh no, what will they do in the winter without food? I wonder how they can get some money. Maybe they have crops from the harvest to sell.
Jack's mother decided that they must sell their cow. "Please take the cow to town and sell her so we can buy some food," Jack's mother said. So off Jack went with the cow in tow. I bet a cow will sell for $400. They'll be able to buy so much food!
On his way to town, Jack met a man on the side of the road. "Hey there, lad, that's a nice looking cow! I'd like to buy it! Here are five magic beans that, when planted, will grow to reach the sky!"
Jack was amazed, and quickly said yes. He held the magic beans in his hand and thought, "Wow! Magic beans! Mother will be so happy." Hmmm...I wonder. I think my mother would be very disappointed and sad if I came home with only five beans instead of money. Do you think his mother will be happy with Jack?
During this think-aloud, the teacher is modeling which of the following text analysis skills?
Making Predictions
A first-grade teacher assigns a three-sentence writing assignment to students. As students begin working, the teacher notices a student asking another student how to spell the word fish. The teacher asks the student if she can sound the word out, and the student says, "/fff/.../iii/.../ssshhh/," but she can't think of the letters to write. Which of the following strategies could the teacher implement to help this student encode letters and write them down?
Present several read alouds as a targeted phonics intervention and have students work on pronouncing the words containing digraphs and blends.
A classroom is working on phonemic awareness using Elkonin boxes. Students need to place a chip in the box for each phoneme in the word. The teacher says a word aloud, then scans the room to see how students are answering before displaying the correct box on the board. As the activity continues, she notices many students making the mistake represented below.
Word: CHAT
Based on this Elkonin box answer, the students are having trouble with:
identifying the number of syllables in the word. [Show Less]