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You have parked next to a curb, facing uphill. Which way should you point your front wheels?

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A second-grade student scores well above the 50th percentile benchmark for fluency on the midyear benchmark assessment. However, the teacher notes that the student reads the text word-by-word in a choppy, disjointed manner and has difficulty answering comprehension questions afterward. Which of the following strategies would be most important for the teacher to include in an intervention designed to address the student's assessed needs?

Several students in a first-grade class have progressed from the partial-alphabetic phase of word-reading development to the full-alphabetic phase. Which of the following instructional activities would be most appropriate for promoting these students' word-reading accuracy and automaticity?

A kindergarten teacher frequently conducts think-alouds when reading aloud to the class. The following is a transcript of the teacher reading aloud an informational text called "Making a Bird Feeder." The teacher's think-aloud process is seen below in italics. Text: Making a Bird Feeder. Materials: one two-foot piece of string, one pinecone, honey, seeds, two bowls, one coat hanger Instructions: Step 1: Get the materials together. Step 2: Tie the string to the top and bottom of the pinecone.(Pausing) Hmm, I wonder why the instructions say to tie the string at each end? I'm going to keep reading and see. Step 3: Pour honey in one bowl and seeds into the other bowlStep 4: Hold the string at each end, dip the pinecone in the honey, and then dip it in the seeds.(Pausing) Oh! Now I know why the instructions say to tie the string to each end! If I didn't, I think I would get honey all over my hands, and they would become sticky. Step 5: Tie each pinecone birdfeeder to a coat hanger until you are ready to hang them outside to attract bird friends. Which of the following text analysis skills does the teacher model during this think-aloud?

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