A second-grade teacher analyzes the summary results of a student's oral reading fluency measure, shown below. Book level: Early second grade Accuracy rate: 92% Error rate: 1:12 (average of 1 error for every 12 words read) Self-correction rate: 1:6 (average of 1 self-correction for every 6 errors) After reviewing the summary results, the teacher has a conference with the student. A transcript of part of their conference is shown below. Teacher: I noticed that you used some very good strategies. When you read the word of instead of off, you could tell it didn't sound right in the sentence, and you fixed it right away. Of and off look a little alike, but they're not the same. I also noticed that you were thinking about what is happening in the story, and you used that to help decide whether a word you read makes sense. Let's look at this word right here (pointing to the word rolls in the text). You read goes. Let's check the first letter. What is it? Student: It's r. Oh! It says rolls! Teacher: Yes! When you read goes, it made sense, but it didn't sound right. Rolls makes sense, and it also sounds right.The student-teacher conference described in this scenario best reflects the teacher's awareness of the importance of:

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