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During Independent Workshop, a first-grade teacher has her students work in groups of three in order to rehearse for reader’s theater presentations that are performed weekly. This strategy supports:

A kindergarten teacher notices a student can clap syllables in words but struggles with identifying beginning sounds. Which skill should the teacher prioritize next according to the continuum of phonological awareness development?

A second-grade student reads a leveled text aloud with 90% accuracy but struggles to answer inferential questions about the passage. Based on this data, which instructional focus is most appropriate?

A direct lesson that would support spelling development for a fifth-grade class is:

After reviewing the miscue analysis for her second-grade students’ fluency, a teacher notices that 60% of her students missed words such as quietly, practiced, wondered, toward, nervous, and routines. This data informs her that she needs to conduct explicit instruction in the area of:

It is important for a teacher to explicitly teach tier three vocabulary to elementary students for all the following reasons except:

A kindergarten teacher claps out the parts of the word “butterfly” with students. This activity primarily focuses on which skill?

Ms. Lopez, a second-grade teacher, wants to improve her students’ reading fluency rate. She plans to implement strategies that will help her students read more quickly and accurately while maintaining comprehension. Which of the following strategies would be the most effective for Ms. Lopez to teach her students about fluency rate?

The comprehension strategies that are commonly taught to use explicitly during reading are:

A running record assesses all of the following fluency indicators except for: