Which best identifies the teacher's primary objective?

To reinforce student learning of segmenting and blending phonemes in words

To have students develop skill in manipulating syllables in easily decodable words

To allow students to practice isolating sound elements in phonetically irregular vocabulary

To help students apply knowledge of onset and rime to recognize common chunks in words

Which vocabulary learning strategy is best exemplified?

Providing repeated exposure to a new affix across subject areas

Connecting a new affix to those that are already known

Creating a semantic map to increase critical thinking about an affix

Explaining the use of an affix outside its academic applications

Praxis Teaching Reading Elementary 5205

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Question 1

A reading intervention teacher works with sixth-grade students on a passage about the properties of matter. The teacher reads the passage aloud to the students as they follow along. The students are then partnered to engage in repeated readings of the passage for a designated amount of time and to track their progress.

Which writing objective most closely matches the focus of the activity?

Your Answer: Option(s)

Correct Answer: Option(s) D

Rationale

Students will develop effective writing skills in technique and style.

The focus of the activity centers on repeated readings, which enhance students' fluency and expression, key components of technique and style in writing. By engaging with the text through reading aloud and partnered practice, students are likely to improve their ability to convey ideas effectively, thereby refining their overall writing technique.

A) Students will develop effective writing skills in topic and purpose.
This choice emphasizes understanding the central theme and intention behind writing. While knowing the topic is important, the activity described does not specifically target students' skills in identifying or articulating topic and purpose but rather focuses on fluency in reading.

B) Students will develop effective writing skills in organization and arrangement.
This option pertains to structuring ideas logically and effectively within a piece of writing. However, the activity does not involve organizing or arranging written material; instead, it is centered around improving reading fluency and comprehension, which are not directly related to organizational skills.

C) Students will develop effective writing skills in conventions and standards.
Conventions and standards focus on grammar, punctuation, and spelling in writing. The described reading intervention does not address these aspects; rather, it targets students' verbal fluency and expression, which are crucial for technique and style, making this choice less relevant.

D) Students will develop effective writing skills in technique and style.
This choice accurately reflects the goal of enhancing students' fluency and expression through reading practice. The emphasis on repeated readings helps students develop a more nuanced understanding of how to convey their writing effectively, thus improving their technique and style.

Conclusion
The activity described is primarily aimed at improving students' reading fluency, which directly contributes to their writing technique and style. By engaging in repeated readings, students enhance their ability to express themselves effectively, thereby aligning with the objective of developing writing skills in technique and style. Other options focus on different aspects of writing that are not the primary emphasis in this reading intervention.

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Students will develop effective writing skills in technique and style.

Developing reading fluency is the primary focus of the activity.

Complex disconnect hatch contains examples of a closed syllable.

To reinforce student learning of segmenting and blending phonemes in words.

Providing repeated exposure to a new affix across subject areas.

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Students will develop effective writing skills in technique and style.

Developing reading fluency is the primary focus of the activity.

Complex disconnect hatch contains examples of a closed syllable.

To reinforce student learning of segmenting and blending phonemes in words.

Providing repeated exposure to a new affix across subject areas.

Free Preview Ended

Unlock Full Access

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