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PHONICS LETRS UNITS 5-8 STUDY PAPER
LATEST COMPLETE QUESTIONS AND
ANSWERS 100% VERIFIED SOLUTIONS
BUNDLED EXAMS FOR GUARANTEED PASS
◉In teaching the word invisible, the teacher broke it into the parts in - vis - ible and talked about the meanings of the parts. Which aspect of language was emphasized? Answer: morphology ◉The Hart and Risley study (1995) identified a "30-million-word" gap. This gap refers to: Answer: the difference in the number of words heard by preschool children raised in high- and low-language family environments. ◉According to research on differences in word growth, which of the following is NOT true? Answer: The gap in word knowledge automatically decreases by the end of grade 2. ◉Which of the following is least likely to narrow the vocabulary gap between language-rich and language-poor students? Answer: watching children's television programs
◉To introduce a Tier 2 vocabulary word explicitly and systematically before reading, which of these strategies would be the least effective? Answer: asking students to write the word 10 times until they can spell it ◉Students must learn the meanings of several thousand new words every year if they are going to meet grade-level expectations for vocabulary growth. About how many of those word meanings should teachers aim to teach explicitly and thoroughly per week? Answer: 10- 12 ◉When a student is an accurate but slow reader, which of the following practices is most effective? Answer: Focus instruction on foundational reading skills that address multiple aspects of language. ◉In what way should the vocabulary instruction of English Learners (ELs) be distinguished from the vocabulary instruction of native English speakers? Answer: They may need to learn the meanings of the Tier 1 words in a passage. ◉To select the best vocabulary words to teach before reading a text, the teacher should prioritize which types of words? Answer: words that are central to understanding key meanings in the passage ◉A primary-grade teacher who wants to implement research-based vocabulary instruction should try to emphasize: Answer: word
◉Which technique would be least relevant for teaching an informational passage about the difference between frogs and toads? Answer: outlining the elements of story grammar ◉Which of the following activities would help students identify cohesive ties in a text? Answer: having students draw arrows between pronouns and their referents ◉Which kind of text structure organization is suggested by the topic sentence, "Here are some easy steps for making pancakes"? Answer: process (time sequence) ◉Which of the following would be a good example to use while teaching students to identify compound sentences? Answer: The rain came but the team played on. ◉Which criterion best describes a high-quality text for use in read- alouds or comprehension instruction? Answer: It is worth rereading for new meanings. ◉When students are still learning foundational reading skills, the recommended division of instructional time between word work and language comprehension is: Answer: about 30-40 minutes on word work during a 90-minute reading lesson.
◉The research consensus on the teaching of comprehension strategies during reading instruction indicates that: Answer: strategy instruction is more effective in grades 4 and up than in grades 1-3. ◉During a teacher-mediated reading of a story such as The Three Little Pigs, which of these questions is most likely to facilitate construction of a mental model of the texts meanings? Answer: "What have we learned so far about the third pig?" ◉One of the most important follow-up activities to deepen student understanding of and memory for the content of a specific text is: Answer: retelling or summarizing the text, either orally or in writing. ◉Students with comprehension weaknesses benefit from teachers actively mediating comprehension because these students: Answer: typically make fewer, lower-quality inferences on their own. ◉Which one of the following is not a key difference between narrative and informational text? Answer: its appropriateness for classroom libraries in all grades ◉Dialect differences characterize students in many regions of the United States. Research supports handling these language differences by: Answer: explicitly contrasting "home language" with "school language" in frequent, brief lessons.
◉Writing is sometimes called the "quintessential mental juggling act" because: Answer: it requires more cognitive, motor, and language skills than any other academic activity. ◉Which of the following sentence-writing skills is the most challenging for students to learn? Answer: writing complex sentences beginning with adverbial phrases ◉The act of transcribing words into print by hand or by keyboarding is part of which phase of the writing process? Answer: translating ◉The most important reason for systematically teaching and valuing good handwriting and spelling is that: Answer: mastery and automaticity enable higher quality compositions. ◉Which statement best describes the relationship between foundational writing skills (handwriting, spelling, punctuation, capitalization) and composition? Answer: An equal emphasis on learning foundational skills and composition will work best for most students. ◉Which of the following sentence-writing skills is the most challenging for students to learn? Answer: writing complex sentences beginning with adverbial phrases
◉The most practical way for teachers to assess student progress in writing is to use: Answer: all of the above. ◉ Once students decode well, which statement describes the relationship between vocabulary and reading comprehension? Answer: Vocabulary is the best single predictor of reading comprehension.
