Final Guide Flashcards
A first-grade teacher administers a spelling assessment midway through the school year. Afterward, the teacher analyzes students’ spelling errors and categorizes the errors according to their most likely cause.
Phonemic Awareness—The spelling error indicates difficulty perceiving all the sounds in words. Code—The spelling error indicates a code-based difficulty (i.e., mastery of specific
phonics/morphemic elements and associated orthographic patterns).
Several students in the class make spelling errors that primarily fall under the category of phonemic awareness. The students’ spelling development would benefit most from an intervention focused on promoting their ability to apply which of the following foundational skills?
segmenting sequentially all the phonemes that make up a spoken word
Which of the following statements provides the best rationale for incorporating spelling instruction into a first-grade reading program?
Spelling instruction reinforces students’ knowledge of phonics patterns, which supports their development of automaticity and ability to construct meaning while reading.
Use the table below to answer the question that follows.
Phonics Term: Example Word
Line 1: l-controlled vowel; real
Line 2: consonant trigraph; scratch
Line 3: vowel team; stir
Line 4: consonant blend; mistake
In which line in the table is the underlined portion of an example word accurately matched to the term that is used to describe that phonics element?
Line 2
A second-grade teacher regularly reviews spelling patterns previously taught. The teacher also provides students with multiple opportunities to read and write connected text that features words containing the spelling patterns and to engage in word sorts comparing new and previously taught spelling patterns. These types of instructional activities are likely to promote students’ reading skills primarily by developing their:
accuracy and automaticity reading words that follow the target phonics patterns.
A first-grade teacher periodically administers spelling surveys to help assess students’ phonics knowledge. The following tables show one student’s performance on a spelling survey midway through the school year and again two months later.
One Month:
Dictated Word; Spelling
set set; star ster; drive driv;
peach pech; turn tarn; join joyn
Two Months:
Dictated Word; Spelling
set set; star star; drive drive; peach peche; turn turn; join joyn
The student’s performance on the second administration of the spelling survey indicates that the student has progressed with respect to which of the following phonics elements?
silent e and r-controlled vowels
A third-grade teacher is planning differentiated reading instruction for an entering-level English learner who has grade-level reading skills in a language that uses the Roman alphabet. The teacher could best accelerate the student’s progress in reading English by using which of the following approaches?
supporting the student in identifying consonant sounds that both languages have in common while systematically teaching common English syllable types to introduce English vowel patterns and pronunciations
An entering second-grade student performs well below benchmarks on the universal screening for oral reading fluency. These results are aligned with the teacher’s observation that the student does not read with fluency when reading aloud during daily reading activities. At this stage of reading development, the factor that is most likely disrupting the student’s reading fluency is that the student does not:
have the phonics knowledge and skills needed to decode the words in the texts.
A third-grade class that includes several English learners is preparing to read a text about the life cycles of various organisms (e.g., plants, mammals, reptiles). Which of the following teaching strategies would be most effective in promoting the English learners’ comprehension of the text?
activating the students’ prior knowledge about the topic and providing visual aids such as illustrations to clarify new vocabulary
According to evidence-based practices, which of the following resources in a first-grade classroom best supports phonics instruction as a major component of reading instruction?
decodable texts tied directly to the instructional scope and sequence of skills
