practice rs1

1.A student is adding E at the end of all

words that he has spelled (lot-lote,

put-pute, ball-balle).

• Overgeneralization of ‘e’ students needs

  instruction in phonics rules.

• attend to the sounds shared by words in the same word family.

• correspond to specific sounds

• recognize how the structure of a word relates to its meaning.

Tags

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

CCSS.RF.1.3F

Math lesson on triangles, polygons,

pentagons. What strategy should the

teacher use to teach these words? She

was also reading books about these words

through other lessons.

• She was teaching latin roots

• homophones

• She was pre-teaching vocabulary.

• Geometry

The teacher wants her first graders to

write correct spellings. What should the

teacher do?

• Students should be encouraged to

  write even though they make

  mistakes as this is part of learning.

• Students need to practice phonemic awareness.

• The teacher should target the student's penmanship.

• Provide students with print in

  classroom, wall

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

The teacher said the word basketball, then

asked the student to delete the word basket and

say the word. The student replied “ball”, what is

the teacher trying to check with the students?

• Word consciousness

• Object permanence

• The role of volume in communicating information.

• Identifying the initial sound in a word

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.K.3A

CCSS.RF.K.3B

CCSS.RF.K.3D

A first grader who demonstrates pre phonetic

writing (just know what pre phonetic writing sample

looks like you will have to choose one of the

options given).

• na

• TBD

Tags

CCSS.RF.1.3A

Identify the consonant blend

• Chin

• Ship

• Brave

• This

Tags

CCSS.RF.1.3A

What are potential benefits for a struggling 5th

grader if he is assigned to write a text for younger

students who are in kindergarten?

• Using context clues

• Language barrier

• Student written text is a highly motivating

  technique because it provides a real life purpose

  for writing.

• Social conventions relating to language use are likely to be similar in English and in the individual's first language.

Tags

CCSS.RI.1.9

CCSS.RI.2.9

CCSS.RI.4.8

CCSS.RL.1.5

CCSS.RL.4.5

Before teaching consonant blends, the

student should Master what skill?

• before blending, a child must

  know Kung Fu

• before blending, a child must

  know rhyme

• before blending, a child must

  know the individual sound

  VC = it, at, on...

  CVC = MAT

  CVCC = LOCK

  CCVC = THAT

  CVVC = SOAP

  CVCE = MATE

• before blending, a child must

  know the alphabet

Tags

CCSS.RF.1.3A

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-syllable words to reading words

with multiple syllables?

• the basic principles of phrase structure (e.g., the subject-predicate structure of sentences)

• Provide direct instruction on syllabication,

  look for affixes as in words and use contact to

  confirm the pronunciation of multisyllabic words.

• The most frequently occurring speech sounds in English and in the individual's first language are likely to be the same.

• recognizing sight words

Tags

CCSS.RI.3.10

CCSS.RI.4.10

CCSS.RI.5.10

CCSS.RI.6.4

CCSS.RI.7.4

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?

• Identifying a word that does not belong in a group of three spoken words.

• Applying phonics knowledge

• Assess his reading and target instruction to

  meet identified skills needs.

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A