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PART 1 Matching Activity: (10 pts) _ ___ Scaffolding …
PART 1
Matching Activity: (10 pts)
____ Scaffolding 6. . _____ Digraph
____ Text-dependent questions 7. ______Blends
____ Phonological awareness 8. ______ Sight Words
____ Segmentation 9. _____ Syllabication
____ Morphology 10. _____ Automaticity
_____________________________________________________________
The division of words into syllables, phonemically according to their sound
The consciousness of the sounds in words. The ability to perceive syllables and rhymes.
Two letters used to spell a single sound.
The component of language that has to do with meaningful word parts such as roots and affixes.
Two or more letters that represent two or more sounds and can be called “clusters.”
Answers can directly be found in the text, can be inferred from the information in the text and/or combined with the reader’s knowledge.
The division of sentences into words, compound words into component words, words into syllables, syllables into onset and rime, and words into phonemes.
The support and guidance provided by an adult or capable peer to help a student function at a higher level.
A task that can be performed without attention or conscious effort.
Words that are recognized immediately, occur frequently, and are memorized.
Short Answer: (5 pts)
You discovered in a second grader’s writing sample that there are many mistakes in phonics that would translate into teaching objectives. Examine each problem exhibited by the student and state the problem on your response sheet.
The student writes bran for barn.
The student writes cate for cat.
The student writes bone for boil.
The student writes shot for shout.
The student writes tone for toy.
Multiple Choice (15pts)
A first-grade teacher is using the reading program adopted by her school district. The program includes decodable texts. The instructional advantage of using decodable texts with beginning readers is that:
decodable texts provide abundant practice with previously taught phonic elements and sight words.
decodable texts can provide beginning readers with a controlled vocabulary that will enable them to read more books.
books with controlled vocabulary are predictable and can be used as literature in a reading program…3
decodable texts allow the school to accumulate more books in primary classrooms.
Mr. Vasquez is planning a phonemic awareness instruction for his kindergarten class. He gives each student the Yopp-Singer assessment. He then uses the test data to determine student needs and form groups. When planning instruction groups using this assessment data, Mr. Vasquez should be primarily concerned with:
creating flexible skill groups and providing differentiated instruction.
balancing his phonemic awareness groups in a stimulating learning environment.
considering the classroom behavior and special needs of each student.
seeking outside intervention for students below grade-level standards.
In a May assessment of a kindergarten student’s performance, the teacher notes that the student is able to name the letters of the alphabet and has mastered print concepts. However, the student is unable to identify rhyming words. What should the teacher conclude about this student?
The student has completed most of the requirements of kindergarten and will be successful in first-grade reading.
The student has not mastered a phonemic awareness skill (that is, rhyming words) that should be mastered by the end of kindergarten.
The student will not be able to perform at grade level in first grade.
The student needs direct instruction and practice in phonemic letter recognition skills.
When evaluating a student’s reading, a primary teacher notes that when reading text orally, the student continually omits the silent e and reads:
hat for hate tap for tape cop for cope
What are the instructional implications of this behavior?
The student is performing poorly in spelling, and the teacher needs to focus on teaching silent e endings to the student.
The teacher needs to focus the student’s attention on making sense of what she is reading.
The teacher needs to have the student reread the passage to clarify meaning.
The student would benefit from more explicit skills instruction with attention to vowel sounds.
A third-grade student is confusing consonant pairs when writing in her daily journal. She writes JUNCL for jungle, EFRYONE for everyone, and CARROD for carrot. Which is an appropriate instructional strategy to use with this student?
The teacher should assign related workbook pages from their reading series to help this student overcome these errors.
The student would benefit from worthwhile practice in sound blending to make meaning of words.
The teacher needs to instruct the student in articulating phonemes.
The student needs to add similar words to her spelling lists and study them.
During daily writing, a third-grade student continually confuses long vowel sounds and writes hiev, for hive, bote for boat, and trea for tree. The instructional strategies the teacher should use to meet this student’s identified need include which of the following?
increasing independent reading, assigning additional homework with long vowel sounds, and making frequent assessments
providing crossword puzzles and word hunts and encourage independent reading, so the student can encounter similar vocabulary
developing weekly spelling words using the look-see-say method; sorting pictures; and adding vocabulary hunts
direct instruction in long vowel patterns, word sorts, and the use of word study notebooks and other activities to practice vowel patterns
A fourth-grade teacher is working on syllabication with her class. When she says “misunderstanding,” her students clap on the syllables and segment the word into mis-un-der-stand-ing. Next, she says “hospitality” and asks students to clap on the syllables and segment the word into hos-pi-tal-i-ty. Later, during a writing assignment, she encourages students to softly clap on syllables before writing difficult words. Which is the best reason for students to practice segmenting words?
Syllabication will increase their ability to encode the first 100 high-frequency words.
The ability to break words into syllables will have an impact on their spelling accuracy with multisyllabic words.
Syllabication helps students connect new words to existing words in their oral vocabularies.
Awareness of syllabication and word origin is necessary for students to become proficient readers.
What are the instructional implications regarding a primary student who reads the word yell as will?
The student needs added practice with letters and blending sounds into words.
Some examples of activities that would benefit the student are picture sorts and spelling puzzles.
Maintenance of critical word skills is imperative to this student’s progress.
The ability to distinguish between letters and sounds is apparent, and the child should be moved to the next level.
Some effective ways to teach letter recognition to kindergarten students include the use of:
a pocket chart, reciting nursery rhymes, and singing songs.
magnetic letter sorts, creating alphabet books, and calling students’ attention to a morning message.
clapping syllables, word segmentation, and blending.
alphabet-sound charts, sound boxes, and the modeling of stretching words when writing.
A teacher prepares a lesson using a series of boxes that correspond to the number of sounds that are heard in a word. For example, a kindergarten teacher provides her students with the following boxes along with round plastic markers. Next, the teacher pronounces the word c-a-t slowly, stretching the word into its sounds. Finally, she asks the students in her reading group to move their plastic markers into the boxes as she says the sounds in the word. Why is this lesson effective for these students?
These students are learning to segment the sounds in a word that is spoken.
These students are “playing with language,” which research has shown is an essential precursor to reading.
The teacher is guiding these students in an activity that develops their oral language and has proven to be an indicator of early reading success.
The teacher understands that similar activities help students to develop an interest in language and how it works and will help them develop into proficient readers.
A fourth-grade teacher is working with Tony, a student who is trying to decode the word upsetting. Read the following dialog and use it to answer the question about their conversation.
Teacher: Can you read this word?
Student: Yes. It’s upsing.
Teacher: Does upsing make sense?
Student: No. I guess not.
Teacher: You’ve read part of the word. Try again.
Student: Oh! It’s upping.
Teacher: You’ve read the first syllable and the last syllable. Now I want you to focus on the middle part of the word. Can you try the word again?
Student: up-set-ting.
Teacher: You just read all of the syllables in the word. Try to put them together quickly to read the word.
Student: upsetting, upsetting. I got it. The word is upsetting!
Teacher: Great job! You figured out the word upsetting.
Based on the preceding conversation, this student would most clearly benefit from:
participating in a systematic, organized phonics program.
paying attention to structure and syntactic cues.
explicit instruction and guided practice decoding multisyllabic words.
systematic instruction in decoding prefixes and suffixes.
Which of the following are not examples of phonological awareness tasks?
deleting and identifying word boundaries
distinguishing initial, medial, and final sounds
blending sounds together
adding letters to form words
A teacher uses a Big Book to do a shared reading with her students. What are some advantages of using this strategy?
The children can hear good quality literature, which fosters good reading, good listening skills, and better study skills.
Kids can self-select their books and read independently. The teacher can explicitly teach phonemic awareness skills that students will later read independently.
Word attack skills can be taught in context, building from simple to complex.
The teacher can directly instruct concepts of print, such as title, author, left/right direct print, and table of contents.
A fifth-grade teacher notices that some of her English Language Learners and speakers of nonstandard English are unable to read fluently. The best strategy for her to use with those students would be to:
systematically use reading books in which the students can correctly read all the words.
encourage shared reading and prosody as part of an organized word study program.
explicitly teach English intonation patterns, phrasing, and syntax, and give students the opportunity to practice rereading.
differentiate instruction by choosing books that are on the students’ reading levels.
Which of the following statements about phonics instruction is false?
The most effective phonics programs are systematic, with skills taught in a predetermined, logical sequence.
Effective phonics programs provide ample opportunities for students to apply what they are learning about letters and sounds to the reading of words, sentences, and stories.
Systematic phonics is the most important component of literacy and should be the focus of all reading instruction.
Explicit phonics is most effective when it begins in kindergarten.
PART 2
Essay Questions (30 pts)
1. Michelle, a second grader, is doing well with the exception of being
able to do a specific task that you, as her teacher, have been practicing with the class. When you say a word such as clap and ask the students to take off the first sound and replace it with an /f/ sound, Michelle gets confused and won’t respond at all.
What is Michelle struggling with, and what directed lesson
would you do to help her? Describe the lesson briefly and tell why it
would be effective.
2. Timmy is a first grader who lacks appropriate expression when he reads. What is
Timmy’s reading problem and briefly explain a strategy that you would use to
address this area. Tell why this strategy would be effective.
3. Your guided reading group struggles when the words star, fern, born, and stir.
What is the problem? Describe a directed lesson that you would do with the
group. Include teacher modeling, student practice, and assessment (basically into-through-beyond). Tell why this lesson would be effective.
EXTRA CREDIT (10pts)
A second-grade teacher notices that a student is struggling with writing. While the student is able to generate numerous ideas, the writing does not have a sense of order or focus. Identify the writing strategy with which this student is struggling. Then, explain an activity that you would use to help address this student’s needs and explain why it would be effective.
