The primary area of difficulty for students who fall behind in their reading development is Quizlet

Which of the following skills represents an important component of phonemic awareness?
a. associating spoken sounds with letters
b. recognizing letters of the alphabet
c. demonstrating comprehension of oral language
d. orally blending sounds together to make words.

D. Phonemic awareness is the knowledge that spoken words are composed of a series of phonemes, and phonemic-awareness skills involve the ability to discern and manipulate individual phonemes in words. Orally blending phonemes into words is a key phonemic awareness skill foundational to learning to read an alphabetic language.

According to convergent research, which of the following factors provides the best predictor of a kindergarten child's later success in beginning reading?
a. the child's letter knowledge and phonemic awareness skills
b. the environment and teacher-pupil ratio of the child's kindergarten class
c. the educational and literacy levels attained by the child's parent's/ guardians
d. the child's background knowledge and exposure to cognitively challenging experiences

a. the child's letter knowledge and phonemic awareness skills

knowledge of the letters of the alphabet and phonological awareness form the basis of early decoding and spelling ability, and both have a strong correlation with later reading and spelling achievement . Components of research based early literacy programs should be reflective of the key predictors of reading development and include explicit instruciton focused on phonological processing and development of alphabetic knowledge

A third grade teacher is planning student groupings for differentiated instruction. Which of the following guiding principles should the teacher follow to promote the growth of all students?

a. students should be allowed to select their own reading groups, since they will be more likely to stay on task when working with peers of their own choosing
b. Student groups should remain flexible and change according to the results of ongoing assessment of individual students in each of the key areas of reading
c. Students should be reading texts on similar topics and themes in their reading groups, but each group should use texts at a different level of text complexity.
d. student groups should be heterogeneous by reading level and formed primarily according to the personal interests of students to maintain motivation levels.

b. Student groups should remain flexible and change according to the results of ongoing assessment of individual students in each of the key areas of reading

flexible grouping is a key principle of instruction and intervention based on scientifically based reading research. regularly assessing students' reading skills allows a teacher to monitor and adjust instructional groupings based on the data and as needed in order for instruction in a particular area of reading to be affective for all students in the group

Students in a fourth grade class are engaged in a lesson in which they are using close reading to infer the motivation of characters in a literary text. Pairs of students are reading a passage from the text chosen by the teacher and discussing their interpretation of characters' motivations using evidence from the text to support their claims. The teacher is moving around the room, checking in with students, according to components of effective reading instruction, which is the most appropriate as next step for this lesson?

a. reading an excerpt from an informational text with their partner, inferring the author's purpose and using textual evidence to support their claim
b. listening to the teacher read from a different passage in the text and model the process of determining a character's motivation based on evidence.
c. completing a brief individual assessment in which they read a new passage from the text, write their claims, and underline evidence in the text
d. transitioning to reading the text independently and using their literary response notebooks to record character's motivations and cite supporting textual evidence

d. transitioning to reading the text independently and using their literary response notebooks to record character's motivations and cite supporting textual evidence

effective reading instruction includes several essential components. These components are explicit explanation, teacher modeling, guided practice, and independent practice. In the scenario given the students are already on the guided practice component. They are practicing the new skill with a partner. Next, the teacher should provide the students with independent practice in order to reinforce learning and build their confidence in applying the new skill

At the beginning of the year, a third-grade teacher administers a whole class reading comprehension assessment in which students read a grade level narrative text and then retell the story in writing. Students may draw pictures or create other graphic organizers to support their retelling. The primary disadvantage to using this assessment for diagnostic purposes is that:

a. the teacher will likely use the results to compare students' skills and plan flexible homogeneous student groupings for instrucion
b. the results are not likely to provide reliable comprehension evidence for students who read significantly above or below grade level
c. students who do not understand basic story structure will likely have difficulty identifying main events and details in a narrative text.
d. written format of the text will likely prohibit students with weak composition skills from demonstrating their comprehension skills.

b. the results are not likely to provide reliable comprehension evidence for students who read significantly above or below grade level

After screening 1st graders in phonemic awareness skills, a student whose scores indicate they do not meet grade level expectations for readiness to begin instruction in phonics. Given this initial finding, which step would be next?

a. peer-tutor relationship between advanced student struggling student
b. evaluating student for eligibility to receive phonemic awareness interventions outside general education classroom
c. giving diagnostic phonemic awareness assessments to the students' to plan small group differentiated interventions
d. planning differentiated instruction for the students that does not require them to apply phonemic awareness skills

c. giving diagnostic phonemic awareness assessments to the students' to plan small group differentiated interventions

effective differentiated reading instruction in the elementary setting involves modifying instruction to address students' specific needs. Screening an entering class is the first step in determining whether students need differentiated instruction or intervention. Students who do not meet grade level expectations in foundational skills on the screening require additional assessments to identify the exact skill in which they need additional help and the level of help they require. The teacher can use the results of these diagnostic assessments to plan short term small group interventions that are differentiated to match the students' strengths and needs.

According to RTI which of the following would be application of tier 2 instruction?

a. providing strategic, targeted intervention or extension in the core curriculum to students who need reinforcement or vertical extension of specific skills
b. implementing weekly or biweekly diagnostic assessments to students at high risk for reading failure to catch them as soon as they begin to fall behind peers
c. providing explicit intensive instruction designed to meet the needs of students who are performing significantly above or below grade level
d. implementing small group instruction immediately following whole group instruction to address the needs of students who did not master the lesson's content

a. providing strategic, targeted intervention or extension in the core curriculum to students who need reinforcement or vertical extension of specific skills

Rti model is three overlapping tiers that are intended to provide support to students for varying periods of duration and in varying levels of intensiveness. The more instructional support a student needs the higher up the model the student goes. for below grade level students in areas of reading, tier 2 instruction is intended to remediate deficiencies and provide support the students need to be successful in tier 1. For students exceeding expectations on reassessments tier 2 is intended to extend instruction in the core skill by differentiating for pace, content, and or complexity

In building phonemic awareness, which skill would be most appropriate to teach first?

a. blending individual sounds orally to create simple spoken word
b. generating words that rhyme with a spoken word
c. identifying the initial sound of regular CVC words that are presented orally
d. segmenting a spoken word into it's component sounds

c. identifying the initial sound of regular CVC words that are presented orally

according to convergent research, a teacher can best help students begin to isolate the very first sound they hear in a spoken word by focusing initial instruction in phonemic awareness on simple CVC words

phonemic awareness is difficult for young children to develop primarily because:

a. young children's pronunciation of words often lacks clarity
b. it requires young children to ignore a words's meaning and attend only to its form
c. young children are just developing the social skills necessary to work in instructional groups
d. its development is contingent on young children's learning the alphabetic principle simultaneously

b. it requires young children to ignore a words's meaning and attend only to its form

young children perceive spoken message as a whole meaning unit. Understanding that the message is made up of smaller parts is a difficult enough concept for a young child to comprehend, but at least the child will have meaning associations for most words. Phonemic awareness requires child to be able to take a new perspective on oral language and perceive a word for something other than its meaning associations.

according to systematic phonics instruction, which of the following topics would be most appropriate to introduce last?

a. consonant digraphs
b. CVCe words
c. r controlled vowels
d. CVCC and CCVC words

c. r controlled vowels

effective phonics instruction is sequenced according to the increasing complexity of linguistic units. Also, phonics/spelling patterns should introduced beginning with patterns that are more consistent. R controlled vowels are difficult since they can make a variety of sounds depending on the word

first grade student has mastered basic phonics skills yet struggles to recognize sight words. Which approach would be most effective for the teacher to use first?

a. pointing out the regular elements in the target sight word and then focusing on irregular sounds
b. requiring students write definitions and compose sentences with the sight words
c. having students read and reread grade level texts that contain many sight words
d. arranging students to listen to audio recordings of texts that feature sight words

a. pointing out the regular elements in the target sight word and then focusing on irregular sounds

students must be able to decode with accuracy. since student has good phonics skills, the teacher should build on the foundation by pointing out the regular features. it will help provide the student with a frame of reference for remembering the sight word

which of the following approaches to teaching phonics is most effective according to SBRR

a. using systematic program of phonics instruction primarily with students who are identified at risk for reading failure
b. teaching particular phonics skills as needed when they appear in a text that students are reading and the text is complex
c. teaching daily whole class lessons of systematic sequential phonics beginning with students' entry into kindergarten
d. teaching phonics explicitly and systematically to small groups of students based on the results of ongoing assessments

d. teaching phonics explicitly and systematically to small groups of students based on the results of ongoing assessments

in all kindergarten and first grade classes students exhibit a wide range of phonics knowledge. Students will demonstrate varying degrees of understanding of the alphabetic principle. Research shows that students make the most progress when grouped according to their developmental level for phonics instruction.

first grade student demonstrates mastery decoding irregular sight words and words that follow phonics patterns already taught. When planning fluency instruction for this student, the teacher should focus on which goals first?

a. reinforcing accuracy
b. building automaticity
c. increasing reading rate
d.reading prosodically

a. reinforcing accuracy

once accurate decoding of sight words and phonics patterns has been taught, the teacher should begin to focus on developing the students' ability to recognize these known words and phonics patterns automatically, without having to decode each regular word letter by letter or pause to recall each irregular sight word.

third grade teacher would like to improve student ability to read with appropriate phrasing. In addition to listening to appropriate phrasing being modeled by the teacher and other proficient readers during instruction and read alouds, which acitivity would promote achievement of this goal?

a. adding diagonal marks to a copy of a grade level text to indicate phrase boundaries, then reading it aloud to the teacher or a peer mentor.
b. taking turn reading aloud lines of a poem with a partner, in which ease of the lines of the poem represent a unique, meaningful phrase
c. listening to audio recordings of unfamiliar literary and informational texts read aloud with appropriate expression by a proficient reader/actor
d. writing original picture books for younger students and placing one phrase per page, as the student would want the text to be read aloud

a. adding diagonal marks to a copy of a grade level text to indicate phrase boundaries, then reading it aloud to the teacher or a peer mentor.

by adding diagonal marks between phrase boundaries in a text, the student would need to read the text first silently, reflecting consciously on each phrase. Afterward, the student has the opportunity to test out this phrasing by reading to the teacher for feedback

which of the following examples of academic discourse includes several tier 2 vocab words?

a. after predicting a potential outcome for experiment, compare response to your partner, make sure to justify your prediction
b. before you read, write down three things you already know about aquatic animals and three things you want to learn
c. please write in your journal in the voice of the protagonist from today's short story. Use what you know about the setting and other characters
d. in your writing today, you will need to think about the primary source we read yesterday and how the civil war split and changed families

a. after predicting a potential outcome for experiment, compare response to your partner, make sure to justify your prediction

tier 2 vocab words are general academic words used across disciplines. They are often more precise or subtle ways to say simple things.

knowledge of latin morphemes would be most useful for a student learning the meaning of which of the following sets of words?
a. chronological, philanthropy, organize
b. dysfunctional, telescope, omnivore
c. ambidextrous, circumnavigate, erupt
d. homogenize, hyperthermia, tripod

c. ambidextrous, circumnavigate, erupt

morphemes are the smallest unit of language that convey meaning. the words in the correct response are latin roots as opposed to greek

students in a fifth grade class have read magazine articles about snack foods. Which of the activities related to the article would be most effective in developing students' ability to interpret the author's point of view?

a. writing a descriptive paragraph about a snack food that would appeal to the author
b. creating a graphic organizer categorizing snack food the author wrote about
c. outlining the main ideas and supporting details the author presented in the article
d. creating an ad for the snack food the author featured

a. writing a descriptive paragraph about a snack food that would appeal to the author

in the activity described, students must identify characteristics the author values in snack food in order to write about one. thus interpret the author's point of view - the author's implicit argument about snack food in the article

6th grade teacher plans lesson to analyze how the narrator's point of view influences the tone of a story. after describing the two points of view to students, which is appropriate next?

a. reading aloud the same narrative told from first and third person
b. facilitating a class discussion of how first and third person points of view affect the description of events in several stories
c. presenting examples of first and third person points of view in familiar stories
d. creating a graphic organizer that compares and contrasts the presentation of events from first and third person points of view

c. presenting examples of first and third person points of view in familiar stories

to support the goal, teacher begins by defining and then presenting familiar examples to reinforce understanding.

use standard to answer question
Determine how words and phrases provide meaning to works of literature, including imagery, symbolism, and figurative language (e.g., similes, metaphors, hyperbole, or allusion).

5th grade teacher wants to promote student progress toward achievement of standard. Which activity on figurative language would be most appropriate for this purpose

a. using figurative language in a written response to a poem
b. identifying examples of FL in a poem
c. evaluating how FL in a poem appeals to readers's emotions
d. discussing how to use context clues to interpret figurative language in a poem

d. discussing how to use context clues to interpret figurative language in a poem

before they can understand how FL affects meaning of poems, they have to interpret it first. effective way would be using context clues