If a teacher identifies a student’s weakness in morphemic analysis, what should be included in the response?

Including evidence from the exhibit specifically related to the skill of morphemic analysis is essential because it provides concrete, objective data to support the identification of the student's weakness. This evidence can come from assessments, student work samples, or observations that demonstrate the student's difficulties in breaking down words into their root forms and affixes, which is crucial for understanding the meaning of words.

By centering the response on this targeted evidence, the teacher can effectively communicate the student's specific area of need to stakeholders, such as parents, other educators, or intervention specialists. This evidence-based approach ensures that any instructional strategies proposed later are grounded in the student’s actual performance, which fosters a focused and effective intervention plan aimed at improving the student's skills in morphemic analysis.

In contrast, unrelated reading strategies, a summary of the entire reading program, or comparisons to peers’ skills would not directly address the identified weakness and could distract from the specific goal of improving the student’s morphemic analysis abilities.