Early reading training

How many letters are there in the English language? How many sounds?

26 letters, 44 sounds

How many phonemes are in the word shape?

3

Which of these best describes a decodable text?

A text that is controlled to include only the sound-spelling patterns that students have explicitly been taught.

A kindergarten teacher is using a reader for his students to read independently. The text was only introduced once the students had some command of the following phonemes /k/, /m/, /f/. /l/, and the phonogram or word base at. The reader includes the following text: pg. 1 The cat is fat. pg. 2: The mat is flat. pg. 3: The fat cat sat on the mat. This scenario best demonstrates the teacher's awareness of which of the following concepts related to students' development of beginning reading skills?

Beginning readers need decodable texts that are carefully sequenced to progressively incorporate words that are consistent with the letter-sound relationships that have been taught to the new reader.

A first-grade teacher is working with a small group and modeling how to read a text. The text contains mostly words that the students know and/or can decode easily. Then the teacher has the students reread it and by doing this the teacher is supporting:

Comprehension

Which of the following strategies would be most effective in promoting second graders' decoding of multisyllable words?

Encouraging students to compare the parts of new multisyllable words with known single-syllable words

Your district has just adopted new high-quality instructional materials for reading foundational skills instruction. You are having lunch with a colleague when she expresses skepticism about being required to use the new materials. What information could you share to help her understand why she should use them? Select three:

High quality instructional materials allow teachers more time to focus on internalizing lessons and adapting them to meet their students' needs. Assignments from high-quality instructional materials are more likely to be aligned to grade-level standards than those that are curated or created. High-quality instructional materials can support all students by ensuring that all students have access to grade-level instruction and assignments.

Which of the following statements best aligns with the current research on the impact on high-quality instructional materials?

High-quality instructional materials can lead to student achievement, but only if they are implemented with skilled fidelity.

According to Scarborough's Rope model of reading, what are the two main "strands" of skilled reading?

Language comprehension and word recognition

Which of the following best outlines the process of reading development?

Learning to read is a complex cognitive process that unfolds in much the same way across all students' brains. While some students will learn to read without direct instruction, most students need systematic, explicit instruction to become proficient readers.

Phonological Awareness is an umbrella term that that means hearing, identifying and manipulating all units of oral language, including words, syllables, and other word parts. Which of the following are examples of activities to support phonological awareness?

Rhyming: "bat" and "hat" Separating words into onset-rime: "/k/ - /at/" Naming words that begin with the same sound: "cat" and "cake" Segmenting words by syllables. "catapult"- ca-ta-pult All of the Above

A teacher wants to support struggling readers in her class by providing leveled readers for them to read at their "reading level." Why does this approach not support what we know from cognitive science about the process of learning to read?

Students should be selecting their own texts to read to model the experience of what adult readers do. Students do not have one "reading level" because the ability to comprehend a text depends on their ability to decode the words and understand the meaning of words. This will vary from text to text for each student, depending on their fluency, background knowledge, and vocabulary.

A teacher is reviewing one student's dictation work and notices the following errors: PEAS = Spears COLOL = Color TEE = Tree What is the pattern in this student's errors?

The student is deleting or substituting for liquid R.

A kindergarten teacher begins every year by teaching her students the alphabet and the sound for each letter. Given what we know about sounds-first reading instruction, what should the teacher do instead?

The teacher should follow a systematic phonics program that begins by introducing sounds and then teaches the most common spellings of those sounds.

While listening to a student read aloud, the teacher hears the student struggling with the word, "school" in the sentence, "Mom and dad take Tommy to school." Based on the research of a sounds first approach, the teacher should do the following:

Use the meaning of the sentence to help the student correctly guess the word (i.e., Where might Mom and Dad take their son? Where does your mom bring you in the mornings?)

What are the three primary components of fluency?

accuracy, rate, prosody

For each word, determine the number of syllables and morphemes:

bookworm:2,2 unicorn:3,2 hogs:1,2 enjoyable:4,3

A prekindergarten teacher frequently engages children in circle time activities such as the activities described below. The teacher leads children in clapping the syllables of each classmate's name. The teacher helps children count how many syllables they hear in their classmates' names. The teacher has children with the same number of syllables in their names stand up and clap their classmates' names as a group. According to convergent research, activities such as these are most effective in helping young children:

build phonological awareness by attending to the phonological structure of meaningful words such as names.

A second-grade student scores well above the 50th percentile benchmark for fluency on the midyear benchmark assessment. However, the teacher notes that the student reads the text word-by-word in a choppy, disjointed manner and has difficulty answering comprehension questions afterward. Which of the following strategies would be most important for the teacher to include in an intervention designed to address the student's assessed needs?

engaging in oral reading following teacher modeling using texts that are phrase-cued to approximate speech

What are the critical competencies of research-based, sounds first reading foundational skills instruction (as codified in the TN Academic Standards for Literacy)?

fluency, comprehension, phonological and phonemic awareness, phonics and work recognition

Several students in a first-grade class have progressed from the partial-alphabetic phase of word-reading development to the full-alphabetic phase. Which of the following fluency activities would be most appropriate for promoting these students' word-reading accuracy and automaticity?

having the students practice decoding simple closed-syllable words in isolation and in decodable texts

The smallest unit of sound is a phoneme. Phonemes distinguish one word from another in a particular language. What is the smallest form in a word that has meaning?

morpheme

A second-grade student scores well above the 50th percentile benchmark for fluency on the midyear benchmark assessment. However, the teacher notes that the student reads the text word-by-word in a choppy, disjointed manner and has difficulty answering comprehension questions afterward. Which of the elements of fluency does this student need support with?

prosody

Early success in acquiring reading skills usually leads to later successes in reading as the learner grows, while failing to learn to read before the third or fourth year of schooling may be indicative of life-long problems in learning new skills. The term used to describe this phenomenon is:

the Matthew Effect

A kindergarten teacher reads a decodable text about cats with a small group of students and then incorporates the content of the text into an interactive writing lesson. First, the teacher has students orally generate several sentences that relate to the actions of the cat in the story. The teacher then says, "Those are great sentences. Help me write them on the chart paper." For each decodable word in a sentence, the teacher pauses to prompt the students to listen to the sounds of the word and use their knowledge of the letter-sound correspondences that they practiced in the decodable text to identify which letter the teacher should write next. This scenario best demonstrates the teacher's awareness of which of the following concepts related to students' development of beginning reading skills?

the importance of fostering students' motivation to read and write