Before teaching consonant blends, the student should Master what skill?

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 Kung Fu

before blending, a child must know rhyme

before blending, a child must know the alphabet

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?

Provide direct instruction on syllabication, look for affixes as in words and use contact to confirm the pronunciation of multisyllabic words.

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

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

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?

Assess his reading and target instruction to meet identified skills needs.

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

What is a consonant blend? (This answer is not on the test, it's just an example of what it is.-know this for test it’s helpful)

A consonant blend is when two or more consonants are blended together, but each sound may be heard individually in the blend. The most common beginning consonant blends include, bl, br. cl , cr. dr, fr. tr. fl, gl, gr. pl, pr, sl, sm, sp and “last”.

Prosodic reading for the development of what?

It reflects the reader’s understanding of the structure of sentences, punctuation, and to a large extent, the author’s purpose

Midway through the year, a second-grade teacher notices that a student is below grade level in their reading levels. What should she do?

Assess the student and plan instructions based on his need.

Make a referral for the student to be placed in Special Ed.

Consult with a more experienced teacher on different strategies she can use.

Hold a meeting with the parents and describe all the student’s weaknesses.

There is a question similar to this one...a kindergarten teacher plays the following game with her students where she says a word (like a child’s name or simple CVC word) and the students try to guess the name or sounds. What is she trying to teach?

How to recognize that words are made up of sounds.

There was a question about teaching a kinder class student about difficult sounds.

The answer had b and d in it. Similar letters should be taught at different times, never together. Use multisensory practice. e.g. Form letters from left to right, top to bottom. Thumbs up is a good b/d reminder. Playdoh. Having a visual cue is very important in teaching reverse letters.

When reading texts aloud, a second-grade English learner often makes errors in pronunciation that are unrelated to their ability to accurately decode the word. The teacher’s best response would be to?

Analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.

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

When reading texts aloud, a second-grade English learner often makes errors in pronunciation that are unrelated to their ability to accurately decode the word. The teacher’s best response would be to?

Analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.

I'm not sure it's possible to imply much of anything from this data.

After looking in the attic, I gave up my search for the records.

Which of the following instructional activities would best help upper elementary English Learners develop intonations and rhythms of the English language to support fluent reading?

Giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads aloud again.

They ran down the street, but they couldn't catch the ice cream truck.

learn how to spell their own names.

The teacher says the following words, pig, pt, doll and asks the student to choose the one that sounds odd. The student says “doll”. The teacher says, cat, can, ball, and asks the student to again choose the word that sounds odd. The student says, “ball” What does this activity demonstrate?

Phonemic awareness based on beginning sounds

having the student listen to the teacher read aloud a set of words with the same beginning sound (e.g., train , trap , trouble ) and then repeat the words

having the student listen to a tape-recorded story while looking at the book and then answer several simple questions about the story

Teacher asks students to provide information (about a topic, something like this) and writes the words students provided on the board creating a web graphic organizer, what is the next step?

Phonemic awareness based on beginning sounds

recognizing how many phonemes are contained in a word relating phonemes to letters

Teacher asks students to provide information (about a topic, something like this) and writes the words students provided on the board creating a web graphic organizer, what is the next step?

Organize the words into categories

counting and blending the phonemes in a word

At the beginning of 2nd grade, a teacher notices that her students have letter sound recognition knowledge but copies words from texts to write. (What can the teacher do to promote word building or more writing.... something like this

Display words on walls etc. this is the only option that seemed right to me from the list

provide reading opportunities for students to practice sounds in context after studying the sounds in isolation.

make certain that students have mastered vowel sounds before focusing on consonants.

(addition to what is on the doc) This assessment best demonstrates which phonological awareness skill?

helping them learn to use etymology to improve spelling and decoding of multisyllabic words.

motivating them to improve their spelling and decoding through the use of systematic study skills.

What are the rules for the sound of the consonant and consonant diagraph?

Each consonant has it’s own sound. This is what I put b. Depends on th e vowel following the consonant c. One sound

reassuring her that it is okay for now to express herself in writing by spelling words as they sound.

I had a question about why students with automaticity still need phonics instruction.

Academic language and vocabulary continue to be a struggle with students) All need continued guidance in phonics instruction (I chose this one)

giving her a spelling list of high-frequency sight words to copy and learn each day.

reassuring her that it is okay for now to express herself in writing by spelling words as they sound.

A third grade teacher is working with a small group of phonics issues. They were working on a previous lesson. The teacher is also working on a new one for the whole class. What is the purpose of this? The answer is D as they are using writing strategies on top of the new phonics lesson

A pre teaching lesson with -ight words like tonight, bright, height, etc... the better choice is to chunk the lesson for students to understand..

helping her make a list of words that she already knows how to spell correctly.

Another MC question had a student who knew their letter sounds but could not decode a word. The question asked you what strategy you would use to help the student decode.

Two of the options were blending or segmenting. I put that the student needs to practice blending, so make sure you are familiar with sound segmentation and sound blending

make certain that students have mastered vowel sounds before focusing on consonants.

provide reading opportunities for students to practice sounds in context after studying the sounds in isolation.

In a kindergarten class each day there is a new SOUND of the day. The teacher prompts all students to replace the FIRST LETTER of their classmates name for the day. Ex. Today's sound of the day is /m/. Jacks name would be Mack. What activity is this preparing students for?

In this question, sound deletion activity, *sound deletion or substitution wasnt an option.i put prepare them for the concept of rime and onset.

The student recognizes the base word but is unaware of phonological shifts that apply to the derived form.

The student applies syllabication and phonics rules correctly but does not recognize the word.

2.Kindergarten student and his drawing. It had letters written under the drawing MSTVRWV. He said that it was a tiger. I believe it asked what stage the student is in? (This is the TIGGER question)

each word contains a vowel Answer choices (there is p a difference between drawings and letters, there is 12/20/22, 12/20/22 12/2212/2312/231/19 directionality in print,

having the student look for the letters within the text of a favorite picture book

encouraging the student to observe closely as the teacher writes the letters

repeating the name of each letter several times as the student points to the letter

What is the purpose of prosodic reading?

increasing their vocabulary knowledge.

improving their letter recognition skills.

enhancing their understanding of story elements.

A math/science question about a triangle.

Greek and latin roots..Morphology

providing the student with supplemental practice writing lists of words that are spelled with the target letters

providing the student with a supplemental handwriting workbook that describes the formation of the target letters in a series of steps

The question said: A kindergarten student wrote down “ILVMYBBSISR”. He told the teacher it says “I love my baby sister.” This shows that the student does not understand which concept?

Writing consists of discrete words

Spelling assessments for higher grades something like A 5th grade teacher is studying the history of the United States during the colonial period the teacher wants students to calculate correctly when they engage in writing activities associated with b unit. Which strategy something is likely to be students spelling of unit related vocabulary

about learning the origin of the word. I think i picked this one as well Etymology

ensure that students master the spelling of practice words using the target sound before teaching a new sound.

provide reading opportunities for students to practice sounds in context after studying the sounds in isolation.

An oral language assessment in January where the teacher records a student’s performance on separate copy of a text noting the student’s writing time and they’re calculating a student’s oral reading fluency score. The teacher annotates the passage appears below based on the student’s results of reading performance during the assessment instruction for the student should focus primarily on

encouraging the student to use context strategies to improve decoding progress

providing modeling and guided student practice sounding out simple, regular words subvocally and then reading them aloud normally

using teacher read-alouds followed by echo reading and then choral rereading of the students' favorite texts that include some simple words

Something about patterns and errors regarding fluency... and in it had an assessment that the student does not recognize all scores automatically and needs to apply (look at #27 ctc).

promoting the student's automatic word recognition.

Relies heavily on context clues

enhancing the student's contextual analysis skills.

There was one about a third class was working on how take off the “y” and add inflectionally. Ending and ask how will this improve students.

Developing vocabulary knowledge

improving the student's academic-language skills.

There was one about new vocabulary for a science and what strategy would help students understand where they come from.

teacher and students discuss the MORPHOLOGY of each word

The student is unfamiliar with syllabication rules governing medial consonants.

The student applies syllabication and phonics rules correctly but does not recognize the word.

the teacher says the sounds /s/ /a/ /t/ And the children do it to teach them blending words

having the student work on inflectional suffixes

introducing the student to higher-level derivational suffixes

I also got a question on a characteristic of consonant blends/What is a characteristic of consonant blends. What is a characteristic of consonant blends: and

teaching the student the content planned for the following lesson

What is a consonant blend?

Two consonants blended to retain its original sound

giving her a spelling list of high-frequency sight words to copy and learn each day.

fostering their phonological awareness.

5th grade teacher helping a student in affix and syllable stages of spelling

was, what is an inflectional ending? -ed

introducing the student to higher-level derivational suffixes

Based on the student’s reading performance on this assessment instruction to increase the fluency should focus primarily on:

Promoting the student’s automatic word recognition

having the student work on inflectional suffixes

introducing the student to higher-level derivational suffixes

Early in the school year, a first-grade teacher wants to conduct an assessment of students’ ability to read grade-appropriate words, including phonetically regular words and high-frequency irregular sight words. Which of the following informal assessments would be most appropriate and effective for this purpose?

The teacher prepares a list of grade-appropriate words asks each student to try reading the words aloud, and records the results.

learn how to spell their own names.

Help him increase his reading rate to improve his understanding of the continuity between words and sentences in the paragraph.

Which of the following approaches would be most effective in helping first -grade students who have the prerequisite decoding skills learn to decode words that end in the inflectional morpheme -ing

Explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection

creating a writing center in the classroom, stocked with paper and writing implements

stopping frequently during read-alouds to carefully pronounce and define important words

A kindergarten teacher plays the following game with students. The teacher says, “Guess whose name I’m going to say now?” The teacher then says that initial sound of a student’s name 9e.g., /m/ for mariko), and the children try to guess the name. This activity is likely to promote the reading development of students primarily by helping them:

recognize that a spoken word is made up of sounds.

blend separate sounds in words.

learn how to spell their own names.

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, middle, or end of a spoken word (e.g., “what sound do you hear at the end of step?)

having the student listen to a tape-recorded story while looking at the book and then answer several 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 (e.g., train , trap , trouble ) and then repeat the words

practice rs1

Authored by Marisa Castro

Mathematics

1st Grade

CCSS covered

Used 4+ times

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49 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.RF.1.3F

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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).

TBD

Tags

CCSS.RF.1.3A

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Identify the consonant blend

Chin

Ship

Brave

This

Tags

CCSS.RF.1.3A

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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

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practice rs1

1.A student is adding E at the end of allwords that he has spelled (lot-lote,put-pute, ball-balle).

Math lesson on triangles, polygons,pentagons. What strategy should theteacher use to teach these words? Shewas also reading books about these wordsthrough other lessons.

The teacher wants her first graders towrite correct spellings. What should theteacher do?

The teacher said the word basketball, thenasked the student to delete the word basket andsay the word. The student replied “ball”, what isthe teacher trying to check with the students?

A first grader who demonstrates pre phoneticwriting (just know what pre phonetic writing samplelooks like you will have to choose one of theoptions given).

Identify the consonant blend

What are potential benefits for a struggling 5thgrader if he is assigned to write a text for youngerstudents who are in kindergarten?

Before teaching consonant blends, thestudent should Master what skill?

A first gradeteacher notices one of her students is strugglingwith reading. He is in the lowest achieving group.The teacher has tried some strategies to improvehis reading but seems to make no progress. Thenext step the teacher should take in working withthe student is to?

Access all questions and much more by creating a free account

Similar Resources on Wayground

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Discover more resources for Mathematics

1.A student is adding E at the end of all
words that he has spelled (lot-lote,
put-pute, ball-balle).

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.

The teacher wants her first graders to
write correct spellings. What should the
teacher do?

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?

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).

What are potential benefits for a struggling 5th
grader if he is assigned to write a text for younger
students who are in kindergarten?

Before teaching consonant blends, the
student should Master what skill?

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?