MTEL Foundations of Reading

Category - Foundations of Reading

Use the information below to answer the questions that follow. 
 
A first-grade teacher creates poetry booklets for students to read each day as a morning "warm- up" activity to begin supporting their development of reading fluency. The teacher sequences the poems in the booklets according to phonics patterns and high-frequency words that students have recently learned. At the beginning of each week, the teacher works with small groups of students to ensure that they can read their new poem-of-the-week accurately. For the rest of the week, students practice reading the new poem with a classmate from their group. They also practice reading aloud other poems in the fluency warm-up booklet that they have previously learned.

The teacher has arranged for various adult volunteers to participate during the morning "fluency warm-up." According to evidence-based instruction, the teacher could best use the volunteers to support students' development of prosody by:
  1. Providing the volunteers with unfamiliar poems for individual students to practice reading aloud "cold" to a volunteer.
  2. Having the volunteers time individual students' oral reading and then show the students how to record and track their own fluency data on a weekly basis.
  3. Showing the volunteers how to model appropriate oral reading of a target poem and engage students in echo reading.
  4. Asking the volunteers to monitor pairs of students to make sure both students are practicing a target poem and reminding them to take turns, if needed.
Explanation
Correct Response: C. Option C is correct because an important component of evidence-based fluency instruction is providing students with explicit models of prosodic reading—reading that has the phrasing, pacing, and expression of spoken language. Echo reading is a strategy in which a fluent reader reads aloud a small portion of a shared text, and a student or students immediately reread the same short passage, echoing the model's performance. In Option C, the volunteer would provide an individual student with an explicit model of prosodic reading followed by scaffolded practice through the use of echo reading. Options A, B, and D are incorrect because having the volunteers listen to the students engage in a "cold" reading of a text (A), time the students' reading rate (B), or monitor the students' on-task behavior (D) would not provide the students with modeling of or instruction in prosodic reading. 
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