Rica Practice Quiz 1 Section B

Choice B, C and D contain misleading statements. Remember to be sure you understand exactly what the question is asking. Choice A is the correct answer because it states the objective of this lesson with a specific instructional strategy. These boxes, known as Elkonin Boxes, help students understand that a word can be segmented into sounds and that those sounds can be isolated and reconnected.

Choice C is correct, D is incorrect because Tony is having difficulty reading the whole word.

Choice C is the best because Alan can self-monitor his reading selections, which helps the child in selecting reading selections he can understand.

Choice B includes some effective ways to provide letter recognition instruction.

When student assessment data is sorted into the benchmark, strategic, and intensive groups, the teacher is aware of the kinds of additional intervention strategies that can be employed based on the student's level of proficiency.

This strategy encourages reading of familiar text and enhances students' phrasing and oral expression. Choices A and D are only part correct. Although the teacher could assess how a student changes his speech to reflect the main character, choice A is wrong because it mentions independent reading levels. Choice D is incorrect because students are not completing literary analysis. Choice B is also incorrect because second-grade listening skills are not the focus of the question

Making mistakes with letters and their sounds is common for beginning readers and demonstrates the need and importance for explicit teaching in distinguishing between letter names and letter sounds. The student is in an early alphabetic stage of reading.

At this stage of spelling development, the student is confusing long vowel patterns. The student is aware of how long vowels are represented but is using them incorrectly. Some activities for children at this stage are word sorts and working in a word study notebook. A sequence the teacher might follow when working with this skill is to focus on the spelling patterns of one long vowel, compare and contrast short and long vowels and collect words that have the long vowel sound.

Syllabication is useful in supporting decoding and spelling of multisyllabic words. Choice A is incorrect because most of the top 100 words are one syllable words, which cannot be segmented into syllables. Choices C and D are also incorrect statements. Although knowledge of syllable division helps with decoding, word origin is not necessary for reading proficiency.

The greatest predictors of a child's success in beginning to read are a mastery of alphabetic principle, phonemic awareness, and concepts of print. The English-Language Content Standards for California Public Schools states that phonemic awareness skills such as rhyming, counting syllables, substituting sounds, and blending phonemes are kindergarten skills. Answer D is incorrect because "phonemic letter recognition" is not a reading term. Phonemes are single speech sounds, not letters.

The student needs explicit skills instruction with attention to vowel sounds. Activities could include word sorting. "Words Their Way", by Donald Bear provides many ideas for phonics and word instruction. Such as word sorting and games with words.

Students are referred to the Student Success Team only after the teacher has provided good diagnostic teaching (choice A), repetition of instruction with many opportunities for student practice (choice B), and a focus on key skills and understanding (choice C). If the student is still scoring at the intensive level after multiple assessments have been completed, then a referral to the Student Success Team is appropriate.

Choices A and C are not the most effective ways of teaching spelling. Looking at patterns in words should be part of every organized word study program. Looking at spelling patterns and vocabulary is most effective in teaching spelling. Teachers should provide systematic, explicit instruction in phonics and sight words during spelling instruction. D is incorrect because it suggests using phonemic analysis by spelling words aloud.

The errors this student is making show a lack of discrimination between two very similar consonant sounds. Some activities that would help this child with this skill are articulating phonemes, looking in a mirror and feeling the throat while articulating sounds, and reading/spelling contrasting pairs of words and establishing the distinctions.

Choices A, B and D are appropriate strategies for increasing reading fluency. Choice C is the least appropriate strategy for several reasons. Choice C mentions the teacher should record Maya's reading information, but it does not mention analyzing the data, which is the real reason for the assessment.