An open syllable contains

a long vowel not followed by a consonant

a short vowel and ends in a consonant

a long vowel followed by a consonant-silent e

a long vowel not followed by a consonant

a short vowel followed by the letter r

A first-grade student has excellent word attack and decoding skills but is struggling to recall details and comprehend text. Which of the following should the teacher have the student focus on when reading?

Attending to punctuation and phrasing

Which THREE of the following questions target phoneme manipulation?

What happens when you take the f off of the word flip?

Can you clap each word in the sentence, 'I am mad'?

Can you name a word with the same ending sound as the word cap?

What word do you get when you add /s/ to the beginning of the word lap?

What do you have to do to change the word pan to the word pin?

Reading & Language Arts Praxis 5002

Q 1 / 72 00:00

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Question 1

After giving students the meanings of the words automobile and autopilot, a teacher asks students to guess the meaning of the word autobiography. Which of the following best identifies the objective of the lesson?

Your Answer: Option(s)

Correct Answer: Option(s) B

Rationale

Breaking down base words into parts.

The lesson aims to help students understand the structure of words by analyzing their components, specifically focusing on the root word 'auto' and its application in different contexts. This method enhances vocabulary skills through morphological analysis.

A) Memorizing common suffixes
This choice suggests a focus on suffixes, which are not the primary focus of the lesson. While understanding suffixes can aid vocabulary development, the lesson emphasizes analyzing the root word 'auto' rather than memorizing suffixes attached to different words.

B) Breaking down base words into parts
This is the correct answer, as the lesson specifically involves teaching students to dissect the words 'automobile' and 'autopilot' to infer the meaning of 'autobiography.' By understanding the base word 'auto,' students learn to apply their knowledge to deduce meanings in new contexts.

C) Applying knowledge of prefixes
The lesson does not primarily target prefixes but rather focuses on the root ‘auto,’ which means ‘self.’ Although prefixes can modify meanings, the lesson centers on the consistent use of the root across different words, making this choice less relevant.

D) Accessing high-frequency sight words
This option relates to recognizing commonly used words in reading, which does not align with the lesson's objective. The focus is on understanding word structure rather than simply recognizing sight words without analysis.

Conclusion
The objective of the lesson is to enhance students' understanding of word formation by breaking down base words into parts. By analyzing 'auto' in various contexts, students can grasp the underlying meanings of related terms. This morphological approach fosters deeper vocabulary comprehension, enabling them to tackle unfamiliar words effectively.

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Breaking down base words into parts.

An open syllable contains a long vowel not followed by a consonant.

Nest is best categorized as a decodable word for an early reader.

Attending to punctuation and phrasing is essential for comprehension.

A, D, and E target phoneme manipulation.

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Breaking down base words into parts.

An open syllable contains a long vowel not followed by a consonant.

Nest is best categorized as a decodable word for an early reader.

Attending to punctuation and phrasing is essential for comprehension.

A, D, and E target phoneme manipulation.

Free Preview Ended

Unlock Full Access

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