WGU C909 OBJECTIVE ASSESSMENT EXAM
ACTUAL EXAM 300 QUESTIONS AND CORRECT
DETAILED ANSWERS |ALREADY GRADED A+||
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OA EXAM
A first-grade teacher in an urban school has 18
students from diverse backgrounds with varying
ability levels. Some of the students are reading
below grade level, while others struggle with
alphabetic knowledge and fluency. The teacher
would like to use DIBELS to help guide reading
instruction to enhance academic outcomes for
students.
How does this assessment help the teacher make
decisions about curriculum and instructional
strategies?
By understanding students' knowledge of sight
vocabulary and word-identification strategies, the
,teacher can increase or decrease decoding
strategies.
By understanding students' knowledge of letter-
sound relationships and phonics patterns, the
teacher can determine whether to increase or
decrease vocabulary instruction.
By understanding students' letter knowledge, sound-
symbol relationship, and skill at reading simple
sentences using word tiles, the teacher can increase
or reading instruction in comprehension -
....ANSWER...By understanding students' letter-name
knowledge, nonsense word decoding, and oral-
reading fluency, the teacher can increase or
decrease phonics-based or reading instruction in
comprehension.
A second-grade teacher in an urban, Title I school
has 14 students who are struggling with decoding.
Most of the students failed the recent reading
assessment. It appears that many students were
,guessing at initial consonant sounds and selecting
words from the word bank that were incorrect.
How will this assessment help guide the teacher's
decisions about curriculum and instructional
strategies?
The scores indicate that the teacher needs to focus
on phonics instruction to increase the students'
decoding skills.
The scores indicate that the teacher needs to select
a higher, grade-level primer to increase the
students' vocabulary knowledge.
The scores indicate that the teacher needs to have
students spend more time writing vocabulary words
to increase decoding skills.
, The scores indicate that the teacher needs to have
students do more independent reading in grade-
level texts to increase fluency and decoding -
....ANSWER...The scores indicate that the teacher
needs to focus on phonics instruction to increase the
students' decoding skills.
What is an example of a Tier 2 intervention in the
response to intervention (RTI) strategy for general
education students?
A counselor works with several students who are
struggling with the divorce of their parents.
A general education teacher uses direct instruction
during a vocabulary lesson on mammals.
A special education teacher works with one student
who has failed to make academic progress over a
period of four months.
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