This tests reading strategies. Stop and reread to fix mistakes. Good readers check their work. This helps you understand better.

This question tests using context to confirm or self-correct word recognition (CCSS.RF.1.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary). When we read, we need to CHECK if what we read makes sense. If something doesn't make sense, doesn't sound right, or doesn't match the picture, we need to STOP and FIX IT (self-correct). We use CONTEXT CLUES to help us: (1) MEANING - Does the sentence make sense? Does the word fit what the sentence is about? (2) PICTURE - Does the word match what the picture shows? (3) PRIOR KNOWLEDGE - Does this make sense with what I know about the world? (4) SOUND - Does the sentence sound right (grammar)? Good readers use these clues to check their reading and fix mistakes. If we read a word wrong, we REREAD (read again) to look more carefully and figure out the right word using context clues. Reading is THINKING - we think about whether what we read makes sense, and if it doesn't, we fix it! In this sentence, the context is about playing outside on nice weather days, so 'funny' wouldn't fit the meaning while 'sunny' does, using prior knowledge that we play outside when it's sunny. Choice A is correct because the word 'sunny' makes sense in the sentence as it fits the meaning of good weather for playing and aligns with what we know about the world. Choice B represents accepting a word that ignores meaning, which is incorrect because 'funny' doesn't fit the context of weather; students make this error because they focus on visual similarity without checking if the sentence makes sense overall.

This tests if words make sense. I know my name is correct. Know means you learned something. No means the opposite of yes.

This tests if words make sense. Cats have a tail, not tall. A tail is the long part on their back. Tall means very high up.

This tests if words make sense. Birds can fly in the sky. They have wings to fly. Fry means to cook food.

This tests if words make sense. I want a snack makes sense. Want means you would like something. Went means you already left.

This question tests using context to confirm or self-correct word recognition (CCSS.RF.1.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary). When we read, we need to CHECK if what we read makes sense. If something doesn't make sense, doesn't sound right, or doesn't match the picture, we need to STOP and FIX IT (self-correct). We use CONTEXT CLUES to help us: (1) MEANING - Does the sentence make sense? Does the word fit what the sentence is about? (2) PICTURE - Does the word match what the picture shows? (3) PRIOR KNOWLEDGE - Does this make sense with what I know about the world? (4) SOUND - Does the sentence sound right (grammar)? Good readers use these clues to check their reading and fix mistakes. If we read a word wrong, we REREAD (read again) to look more carefully and figure out the right word using context clues. Reading is THINKING - we think about whether what we read makes sense, and if it doesn't, we fix it! In this sentence, the context is about a dog moving quickly, so if a student reads 'ruins' instead of 'runs,' they can tell it's wrong because 'ruins' doesn't make sense in the sentence and isn't logical with prior knowledge about dogs. Choice A is correct because this recognizes that 'ruins' doesn't make sense, signaling the need to self-correct using meaning clues. Choice B represents no self-monitoring, which is incorrect because ignoring meaning leads to reading nonsense; students make this error because they don't monitor comprehension and just decode without thinking.

This question tests using context to confirm or self-correct word recognition (CCSS.RF.1.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary). When we read, we need to CHECK if what we read makes sense. If something doesn't make sense, doesn't sound right, or doesn't match the picture, we need to STOP and FIX IT (self-correct). We use CONTEXT CLUES to help us: (1) MEANING - Does the sentence make sense? Does the word fit what the sentence is about? (2) PICTURE - Does the word match what the picture shows? (3) PRIOR KNOWLEDGE - Does this make sense with what I know about the world? (4) SOUND - Does the sentence sound right (grammar)? Good readers use these clues to check their reading and fix mistakes. If we read a word wrong, we REREAD (read again) to look more carefully and figure out the right word using context clues. Reading is THINKING - we think about whether what we read makes sense, and if it doesn't, we fix it! In this sentence, the context is about Jamal going somewhere, so reading 'want' instead of 'went' doesn't fit the meaning of past action to a park. Choice B is correct because 'went' makes sense in the sentence, fitting the meaning and sounding right grammatically. Choice A represents accepting a word that ignores meaning, which is incorrect because 'want' changes the sentence to nonsense; students make this error by focusing on visual cues without checking context.

This question tests using context to confirm or self-correct word recognition (CCSS.RF.1.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary). When we read, we need to CHECK if what we read makes sense. If something doesn't make sense, doesn't sound right, or doesn't match the picture, we need to STOP and FIX IT (self-correct). We use CONTEXT CLUES to help us: (1) MEANING - Does the sentence make sense? Does the word fit what the sentence is about? (2) PICTURE - Does the word match what the picture shows? (3) PRIOR KNOWLEDGE - Does this make sense with what I know about the world? (4) SOUND - Does the sentence sound right (grammar)? Good readers use these clues to check their reading and fix mistakes. If we read a word wrong, we REREAD (read again) to look more carefully and figure out the right word using context clues. Reading is THINKING - we think about whether what we read makes sense, and if it doesn't, we fix it! In this sentence, the context is about a mouse moving away, so reading 'rag' instead of 'ran' doesn't sound right or make sense, using syntactic and meaning clues to signal the error. Choice B is correct because this strategy uses rereading to make it sound right and fit the meaning, employing context to self-correct. Choice A represents no correction and accepting the error, which is incorrect because ignoring sound and meaning leads to poor comprehension; students make this error by not monitoring if the sentence sounds grammatical.

This question tests using context to confirm or self-correct word recognition (CCSS.RF.1.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary). When we read, we need to CHECK if what we read makes sense. If something doesn't make sense, doesn't sound right, or doesn't match the picture, we need to STOP and FIX IT (self-correct). We use CONTEXT CLUES to help us: (1) MEANING - Does the sentence make sense? Does the word fit what the sentence is about? (2) PICTURE - Does the word match what the picture shows? (3) PRIOR KNOWLEDGE - Does this make sense with what I know about the world? (4) SOUND - Does the sentence sound right (grammar)? Good readers use these clues to check their reading and fix mistakes. If we read a word wrong, we REREAD (read again) to look more carefully and figure out the right word using context clues. Reading is THINKING - we think about whether what we read makes sense, and if it doesn't, we fix it! In this sentence, the context is about birds moving in the sky, so if a student reads 'fry' instead of 'fly,' they can tell something is wrong because 'fry' doesn't make sense with what we know about birds (prior knowledge) and doesn't fit the meaning of the sentence. Choice C is correct because this strategy uses context clues by rereading to check meaning and prior knowledge, helping readers stop, think about what would make sense, and fix errors when something doesn't fit. Choice A represents no self-monitoring and ignoring meaning, which is incorrect because good readers must check if their reading makes sense; students make this error because they rush without monitoring comprehension, accepting nonsense instead of fixing it.