Which of the following statements best describes the what of the science of teaching reading

A first-grade teacher plans a small group activity in which students will use their knowledge of letter-sound knowledge to make words. The teacher prepares letter cards using letters (p, n, a, t, s, l) preprinted on cardstock and cut apart. During the small group lesson the teacher gives each student a set of cards. The teacher has the students name each letter and its sound as a review.
Then the teacher guides the students to make the word "sat" by moving the letter cards together. The students are then directed to make new words based on the directions the teacher gives. For example, "Change one sound in the word "sat" to make it say "sap". Students make a variety of words using the letters supplied by changing, removing, or rearranging the letters as necessary according to the teacher's directions. Each time a new word is made, the students sound out and pronounce the new word.In order for the making-words activity to successfully enhance the students' graphophonemic knowledge and word recognition, it is important that the teacher does which of the following?

Mrs. Jackson begins singing a transition song to kindergarten students. The students leave their table areas and come to their place on the carpet area for large group time. Once all students are seated and ready to learn, Mrs. Jackson states, "Today, we are going to play a game. I am going to choose something in the classroom and give you clues. Your job is to guess what it is. Ok - here we go. I spy with my little eye something red." Mrs. Jackson picks a couple of students to share their guesses before giving another clue. "It is something you can eat as a snack." Mrs. Jackson continues the game until a student provides the correct answer, an apple.
Next, Mrs. Jackson uses chart paper to begin creating an anchor chart. She places the label "Things" at the top of the paper and asks the students, "Now, what was the thing that I described." The students responded, "Apple!" Mrs. Jackson draws a picture of an apple on the anchor chart and asks, "Now, what were the clues I gave you to describe this thing." As students recounted each clue, Mrs. Jackson writes them next to the apple. Once all clues are recorded, Mrs. Jackson says, "Let's play again," and repeated the exercise using a clock, lamp, plant, and pair of scissors.
Which of the following most accurately represents the primary instructional goal of Mrs. Jackson's lesson?

A first-grade teacher plans a small group activity in which students will use their knowledge of letter-sound knowledge to make words. The teacher prepares letter cards using letters (p, n, a, t, s, l) preprinted on cardstock and cut apart.During the small group lesson the teacher gives each student a set of cards. The teacher has the students name each letter and its sound as a review. Then the teacher guides the students to make the word "sat" by moving the letter cards together. The students are then directed to make new words based on the directions the teacher gives. For example, "Change one sound in the word "sat" to make it say "sap". Students make a variety of words using the letters supplied by changing, removing, or rearranging the letters as necessary according to the teacher's directions. Each time a new word is made, the students sound out and pronounce the new word.
The teacher uses this activity in small groups on a regular basis, adding or changing letter cards as new letter sound correspondences are learned and mastered. This making-words activity is likely to promote students word recognition by:

A first-grade teacher plans a small group activity in which students will use their knowledge of letter-sound knowledge to make words. The teacher prepares letter cards using letters (p, n, a, t, s, l) preprinted on cardstock and cut apart. During the small group lesson the teacher gives each student a set of cards. The teacher has the students name each letter and its sound as a review.
Then the teacher guides the students to make the word "sat" by moving the letter cards together. The students are then directed to make new words based on the directions the teacher gives. For example, "Change one sound in the word "sat" to make it say "sap". Students make a variety of words using the letters supplied by changing, removing, or rearranging the letters as necessary according to the teacher's directions. Each time a new word is made, the students sound out and pronounce the new word.After the students make words using their letter cards, the teacher has the students participate in a word sort activity where students categorize the words by word families. This activity is most likely designed to —

Rub it on
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Which of the following answers best explains how the expository text helps build student vocabulary knowledge and development?

Mr. Flores teaches third grade. He is about to begin a new unit of study in reading. At the beginning of the first lesson, he provides each student with the following partially completed graphic organizer:
ElementWhat it isExampleAct CharactersThe people who play a role DialogueThe parts that are spoken out loud Script SettingThe time and place Stage Direction
During the lesson, Mr. Flores plans to review elements that may be familiar (i.e., characters, dialogue, setting), introduce students to elements that may be unfamiliar (i.e., act, script, stage direction), and ask students to locate and example of each element in a text from this literary genre. Which of the following literary genres will Mr. Flores focus upon during this unit of instruction?

B. The teacher says three different words, such as, "bed, said, hat." The student identifies which word does not rhyme.

D. The teacher shows three different picture cards, such as picture cards for a car, card, and star. The student matches the picture cards that rhyme.
E. The teacher shows a student a written list of three words, such as, "can, pan, ham." The student identifies the two words that rhyme.

B. The teacher says three different words, such as, "bed, said, hat." The student identifies which word does not rhyme.

D. The teacher shows three different picture cards, such as picture cards for a car, card, and star. The student matches the picture cards that rhyme.
E. The teacher shows a student a written list of three words, such as, "can, pan, ham." The student identifies the two words that rhyme.

Sets with similar terms

What is the science of teaching reading?

What is the science of reading defined?

What is the science of reading and why is it important?

What teachers should know about the science of reading?