7. Which learning goal best addresses the teacher's intention?
Answer: C
Students will build knowledge in reading fluency.
The learning goal that best addresses the teacher's intention is for students to build knowledge in reading fluency. By using three-part tables to form multisyllabic words, students are likely engaging in activities that enhance their ability to read smoothly and accurately.
A) Students will build knowledge in reading comprehension.
While reading comprehension is important, the primary focus of forming multisyllabic words through the use of three-part tables does not directly target comprehension skills. Instead, this activity primarily supports the development of fluency, as it emphasizes the ability to recognize and pronounce words effectively.
B) Students will build knowledge in sound recognition.
Sound recognition is related to phonemic awareness, but the activity described focuses more on the construction and pronunciation of multisyllabic words rather than solely on identifying individual sounds. Therefore, while sound recognition may be a component, it is not the main goal of the teacher's intention.
C) Students will build knowledge in reading fluency.
This option accurately reflects the teacher's intention. The process of forming multisyllabic words using three-part tables is designed to enhance students' reading fluency, allowing them to read longer and more complex words with greater ease and confidence.
D) Students will build knowledge in letter recognition.
Letter recognition is a foundational skill for early reading development, but the task of forming multisyllabic words extends beyond simply recognizing letters. It involves applying knowledge of phonetics and word structure, which aligns more closely with the goal of improving reading fluency.
Conclusion
The correct answer, C, is definitively right as it captures the essence of the teacher's intention to enhance reading fluency through the use of multisyllabic word formation. The other options, while related to reading skills, do not directly address the specific focus on fluency that is central to the activity described.