1. To apply a multisensory approach while teaching third graders how to ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers, which of the following activities should the teacher use?
A. Implement an interactive game where students spin a wheel to choose questions and then locate and indicate the answers in the text. Correct
B. Show a video summarizing the text and then have students write down their questions and answers.
C. Organize a craft session where students create visual aids related to the text before answering questions.
D. Have students listen to an audio recording of the text and then answer questions in a workbook.
Explanation
The interactive game involves visual (spinning wheel), kinesthetic (locating/indicating in text), and auditory (discussing questions) elements, making it multisensory while directly tying answers to explicit text evidence. Option B is primarily visual/passive, C focuses on crafts without direct text reference for answers, and D is auditory followed by written work without multisensory engagement.
2. In order to meet the first-grade standard of asking and answering questions about key details in a text through a RICH (relevancy, inclusiveness, creativity, hands-on) teaching approach, which activity should a teacher implement?
A. Students work in pairs to write a summary of the text.
B. Students search for classroom items that correspond to the key details in the text during a scavenger hunt. Correct
C. Students individually read sections of the text and then color in pictures related to the key details from the story.
D. Students are shown a video summarizing the text and then asked to write down key details.
Explanation
A scavenger hunt is hands-on, creative, inclusive (group/pair movement), and relevant to key details by connecting text to real objects. Option A is writing-focused (not hands-on), C is individual coloring (limited creativity/inclusiveness), and D is passive video viewing followed by writing.
3. How does structured literacy instruction differ from whole language approaches?
A. Incorporating systematic and explicit teaching of phonics Correct
B. Focusing on teaching reading as a natural process
C. Encouraging students to rely solely on sight word recognition
D. Emphasizing the use of context clues over decoding skills
Explanation
Structured literacy uses explicit, systematic phonics instruction based on the science of reading. Whole language treats reading as natural (like learning speech), emphasizes meaning/context over decoding, and often relies on sight words and cues.
4. What is the term for the ability to recognize and understand the meaning of words?
A. Phonological awareness
B. Vocabulary Correct
C. Morphology
D. Phonics
Explanation
Vocabulary refers to knowing word meanings. Phonological awareness is sound manipulation, phonics is letter-sound relationships, morphology is word parts/structures.
5. Why is the science of reading important in literacy instruction?
A. The science of reading is only useful for students with learning disabilities
B. not for typical learners.
C. Literary success is more about memorizing vocabulary and grammar rules than understanding the science behind reading.
D. Literary success is more about a student’s motivation and interest in reading than the instructional methods used to teach reading. Correct
E. By incorporating the science of reading into instruction
F. educators can identify and address reading difficulties early on
G. leading to improved reading outcomes for students.
Explanation
The science of reading provides evidence-based practices that benefit all students, allowing early intervention and better outcomes. Motivation is important but secondary to effective instruction; it applies to all learners, not just those with disabilities.