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Question 1 of 20
How does a clapping exercise contribute to young learners’ decoding of multisyllabic words?
Question 2 of 20
Which of the following activities best supports the teaching of vowel-r syllables?
Question 3 of 20
A teacher is using a multisensory approach to teach phonics. Students manipulate tiles to spell words the teacher says. Which of the following should be on each tile to support the teacher’s learning objective?
Question 4 of 20
Which of the following features defines a multisensory approach to teaching phonics to young learners?
Question 5 of 20
At the end of the school day, a teacher has students complete an exit slip assignment. The assignment shows that roughly a third of students are struggling with the phonics concepts the teacher taught that day. How should this result influence the teacher’s instruction or assessment?
Question 6 of 20
Which of the following statements describes an advantage of including pseudo-words on a word reading test?
Question 7 of 20
A teacher is using the SSTaRS (i.e., Stress, Show, Tell, Relate, Say) method to teach vocabulary. Which of the following statements describes the value of the “relate” step of SSTaRS?
Question 8 of 20
Which of the following scenarios shows a teacher using the Frayer Model to teach vocabulary?
Question 9 of 20
Which of the following instructional methods becomes more necessary as a teacher introduces increasingly complex vocabulary words to young learners?
Question 10 of 20
A teacher’s goal for the day is to help her students become better at decoding new words. In the lesson, the teacher introduces the concept of prefixes and provides examples during direct instruction/modeling. By the end of the lesson, most students can identify simple prefixes and create new words using them. Which of the following skills do students improve during this lesson?
Question 11 of 20
Teaching young learners how to use a dictionary and context clues when reading supports which of the following instructional goals?
Question 12 of 20
A teacher who combines explicit instruction and many opportunities for practicing new phonics skills is encouraging which of the following in young learners?
Question 13 of 20
Having young learners read aloud in class supports which of the following literacy skills?
Question 14 of 20
Which of the following statements is true regarding the instruction of fluency, comprehension, and vocabulary?
Question 15 of 20
Which of the following is an example of a formal literacy assessment?
Question 16 of 20
Which of the following strategies is an example of a teacher using environmental changes to support students’ listening comprehension?
Question 17 of 20
In a first-grade class, a teacher has students perform a guided reading exercise wherein students read aloud to one another in small groups. Throughout the activity, the teacher moves among the groups to offer feedback on students’ oral reading skills. This activity supports the development of which reading fluency skill?
Question 18 of 20
A primary school teacher begins a lesson by teaching new vocabulary and asking students to describe how the words are similar and different. The teacher then uses analogies to help students understand these new words. Lastly, the teacher has students read a story that features the new vocabulary words. What was the purpose of the instruction leading up to the reading?
Question 19 of 20
A teacher starts a “Words of the Week” activity to help students learn new vocabulary words. Every week, the teacher posts five new vocabulary words throughout the classroom. Helping students comprehend these words requires which of the following systematic instructional activities?
Question 20 of 20
In a second-grade classroom, a teacher reads aloud a poem about an everyday object without saying what the object is. The teacher then asks students what they think the poem is about. After students propose answers, the teacher asks, “What did you feel when I read the poem to you?” Which of the following reading skills does this lesson help students develop?
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