WGU C909 OBJECTIVE ASSESSMENT EXAM ACTUAL EXAM QUESTIONS AND CORRECT DETAILED ANSWERS WITH RATIONALES

Page 1 of 97 SUCCESS! 1 WGU C909 OBJECTIVE ASSESSMENT EXAM ACTUAL EXAM QUESTIONS AND CORRECT DETAILED ANSWERS WITH RATIONALES 2024 -2025 The 3rd grade teacher has completed a lesson on describing a character's traits. The assessment requires students to choose a character from a book they are reading and identify three traits and give evidence from the text which supports the text. the teac her will review the results and plan the next lessons. The assessment is... - ANSWER✔✔formative. Phonics instruction teaches: - ANSWER✔✔the relationship between letters and sounds in written form Phonics instruction has an impact on a child's: - ANSWER✔✔both reading and writing ability Teaching students that the letters ph represent the /f/ sound is an example of what type of instruction? - ANSWER✔✔phonics Phonics instruction is most effective when it begins in: - ANSWER✔✔kindergarten or first grade Which of the following is an approach used for phonics instruction? - ANSWER✔✔-children learning the letters or letter combinations that represent sounds Page 2 of 97 SUCCESS! 2 -children using word parts or families to identify unknown words -children learning to segment words into sounds and writing letters for these sounds Effective phonics instruction may improve: - ANSWER✔✔-fluency -word recognition -spelling Phonics instruction - ANSWER✔✔is one component of a reading program The best way to teach letter -sound relationships is to: - ANSWER✔✔-use an "I do", "We do", "You do" teaching method -provide ample practice to all students -continue to practice one set of skills until all students achieve mastery Phonics instruction is effective for which of the following groups of children? - ANSWER✔✔all beginning readers Discuss the stages of reading development - ANSWER✔✔Emergent readers develop an understanding of the alphabet, phonological awareness, and early phonics. Early fluent readers are more automatic, with more energy devoted to comprehension than word attack. Fluent Page 3 of 97 SUCCESS! 3 readers move from "learning to read" to "reading to learn." Reading is done with expression and proper pauses. Explain the Gradual Release of Responsibility. - ANSWER✔✔An entire instructional cycle during which students learn new skills and knowledge and gradually assume increased responsibility for this learning. Explain various strategies for vocabulary development. - ANSWER✔✔Integration —connecting new vocabulary to prior knowledge Repetition —encountering/using the word/concept many times Meaningful use —multiple opportunities to use new words in reading, writing and soon discussion Explain the Balanced Literacy Framework - ANSWER✔✔read aloud, guided reading, shared reading, independent reading, and word study. What reading skills are taught within the Balanced Literacy Framework? - ANSWER✔✔Concepts of Print, Phonological/Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension . Why is a morning message helpful for emergent readers? - ANSWER✔✔To read and address different teaching points through a daily message Page 4 of 97 SUCCESS! 4 Why is it important to include a variety of levels and student -created print materials in a balanced literacy environment? - ANSWER✔✔To build the basic skills necessary for literacy development by demonstrating to students with disabilities the function and utility of language in an intentional, purposeful, and intensive way . What is the definition of phonemic awareness? - ANSWER✔✔an oral language ability that students demonstrate when they can play with the sounds in words. For example, they can change a sound in word to make a new word, blend sounds together to make a word, or break words into individual sounds. It helps students read by sounding out and blending letter sounds together, and to spell by breaking apart the sounds in a word. Explain the Alphabetic Phase - ANSWER✔✔Categories used to clarify the text -based elements of the complex, interactive relationships among the many influences on reading skills Pre-alphabetic: - ANSWER✔✔identifies few letter names or distinguishes few phonemes in words or recognizes few written words, each primarily in a limited context (less than 1st grade) Partial alphabetic: - ANSWER✔✔identify the names and major sounds of most consonants. Likely to use some of these letter -sound associations as decoding and spelling cues. Full alphabetic: - ANSWER✔✔decode many words letter -by-letter. Likely use initial and final letters as decoding cues. Recognize many words by sight, produce fewer miscues when decoding aloud