A kindergarten teacher is reading a big book to a group of children. The teacher periodically points to the beginning consonant of selected words and accentuates its initial phoneme as the teacher reads the word aloud. The teacher’s practice is most likely to reinforce the children’s: 

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? 

A third-grade student performs below grade-level expectations in word-reading accuracy on informal assessments. Since the majority of the student’s errors are with multisyllable words, the teacher plans to provide the student with daily explicit instruction for one week on the use of syllable-division strategies for reading multisyllable words. The teacher will then reassess the student at the end of the trial period. The primary benefit of this approach to informal assessment is that it: 

Use the table below to answer the question that follow.  Line Phonics Term Example Word 1 l-controlled vowel real 2 consonant trigraph scratch 3 vowel team stir 4 consonant blend mistake

The small, sac-like structures in the lungs where gas exchange takes place are called _________________.

A prekindergarten teacher asks a small group of children to listen to and repeat what the teacher says. First, the teacher says the words mop and then pronounces it as /m/ and . Next, the teacher says the word take and then pronounces it as /t/ and . This activity is likely to promote the children’s phonological awareness primarily by: 

Use the information below to answer the two questions that follow. A kindergarten teacher regularly elicits oral retellings of stories children have listened to or read as a way to assess their understanding of narrative text structures. The retell protocol the teacher uses has a child retell the story to a stuffed animal, named Storalee, as the teacher records notes and checks off story components. The teacher starts with the prompt, “Tell our friend Storalee the whole story because she has not heard it before.” The teacher rates each child’s understanding of the text’s characters, setting, events, and relationships according to standards-based rubric descriptors for story elements.  Which of the following components should be included in the story elements rubric to ensure that the assessment will provide information about children’s understanding of the cause-and-effect relationships found in narrative texts? 

A prekindergarten teacher is reading a storybook to the class so that the children can see the words and pictures while the teacher points to the line of print. This activity best contributes to the children’s emergent reading development primarily by: 

Use the table below to answer the question that follows.  Line Target Word Number of Speech Sounds 1 though 2 2 best 3 3 fresh 5 4 scratch 6

A teacher is planning reading instruction for a small group of students who exhibit the following characteristics.  The students can point accurately to words in predictable texts after listening to and following the teacher reading aloud and tracking the text several times using a big book format.  The students can identify the beginning and final sounds of simple three-phoneme words presented orally and can sometimes identify a word’s medial sound.  The students have developed sound-symbol associations for the majority of consonant sounds and some vowel sounds.  The students can read several high-frequency words in simple texts.  The students can spell words with an accurate beginning consonant sound and sometimes an accurate final consonant sound.  Given these characteristics, the students are most likely beginning to transition to which of the following phases of word reading?