73. A kindergarten teacher works with a student who enjoys listening to read-alouds of both new and favorite books, knows basic concepts of print, and recognizes a few high-frequency words. Which of the following teacher actions will best help the student move beyond the emergent reading level?
Answer: A
Providing explicit instruction in letter-sound correspondence to help blend sounds into words will best help the student move beyond the emergent reading level.
Explicit instruction in letter-sound correspondence is essential for students at the emergent reading level as it equips them with the foundational skills necessary to decode words. By helping the student blend sounds into words, the teacher can enhance their reading capabilities and foster greater independence in reading.
A) Providing explicit instruction in letter-sound correspondence to help blend sounds into words
This option is correct because it directly addresses the need for foundational reading skills that are crucial for advancing beyond the emergent reading level. By focusing on letter-sound correspondence, the teacher enables the student to decode words independently, which is a vital step in developing reading proficiency.
B) Planning opportunities for timed demonstration of oral reading fluency using multiple paragraphs
This option is incorrect as it emphasizes oral reading fluency, which may not be suitable for a student who is still emerging in their reading skills. At this stage, the student requires more focus on decoding and phonemic awareness rather than fluency, which typically comes after mastering basic reading skills.
C) Modeling the completion of graphic organizers to track story elements
While this choice is beneficial for comprehension, it does not directly support the foundational skills needed to progress from the emergent reading level. Understanding story elements is important, but without the ability to decode words, the student may struggle to engage fully with the text.
D) Demonstrating the use of context clues to make meaning from unknown words
This option is not the best choice because it assumes the student has sufficient decoding skills to attempt to read unfamiliar words. At the emergent level, the focus should be on building the ability to sound out words before relying on context clues for comprehension.
Conclusion
Providing explicit instruction in letter-sound correspondence is the most effective action for helping the student progress beyond the emergent reading level, as it builds essential decoding skills. Other options, while useful in their own right, do not address the immediate need for foundational reading skills that are necessary at this stage of literacy development.