Literacy practice
Which of the following choices represents the smallest unit of language that possesses semantic meaning? a. Phoneme b. Grapheme c. Morpheme d. Word stem
A (A phoneme is a unit of language that represents the smallest unit of sound. For instance, the k in "kit" or the ph in "graph" both represent English phonemes. Graphemes are written phonemes and can be alphabetic letters, numbers, characters, punctuation marks, and so on. Neither phonemes nor graphemes have semantic meaning unless they are used as part of a larger unit of language, such as the morpheme. Morphemes can be roots, prefixes, and suffixes. The word "rechargeable" is comprised of three morphemes: "re," "charge," and "able." Each component of this word has a meaning unto itself, but when combined with the others, each one is used to make a new word with a new meaning.)
When working with English Language Learners, the teacher should: a. Avoid idioms and slang, involve students in hands-on activities, reference students' prior knowledge, and speak slowly b. Speak slowly, use monosyllabic words whenever possible, repeat each sentence three times before moving to the next sentence, and employ idioms but not slang c. Use monosyllabic words whenever possible, repeat key instructions three times but not in a row, reference students' prior knowledge, and have students keep a journal of new vocabulary d. Have students keep a journal of new vocabulary, speak normally, and try not to treat the students differently because of their previous experiences
A (Avoid idioms and slang, involve students in hands-on activities, reference students' prior knowledge, and speak slowly. Teachers of English Language Learners should not employ idioms and slang in their instruction because these informal uses of speech are likely to confuse the students. Involving students in hands-on activities such as group reading and language play makes the experience both more meaningful and more immediate. New knowledge can only be absorbed by attaching it to prior knowledge, referencing what students already know is essential. Speaking slowly to English Language Learners is important because they are processing what is being said at a slower rate than a native speaker.)
Components of "explicit instruction" include: a. Clarifying the goal, modeling strategies, and offering explanations geared to a student's level of understanding b. Determining the goal, offering strategies, and asking questions designed to ascertain whether understanding has been reached c. Reassessing the goal, developing strategies, and determining whether further reassessing of the goal is required d. Objectifying the goal, assessing strategies, and offering explanations geared toward a student's level of understanding.
A (Clarifying the goal, modeling strategies, and offering explanations geared to a student's level of understanding. Explicit instruction is well organized and structured, and it offers easily understood steps and depends in part on frequent reference to previously learned materials.)
Which of the following processes used in writing is the most complex? a. Evaluation b. Application c. Comprehension d. Knowledge recall
A (Evaluation is the most complex of the thinking/writing strategies listed in these choices because it commonly incorporates the other thinking strategies.)
It is the beginning of the school year. To determine which second-grade students might need support, the reading teacher wants to identify those who are reading below grade level. She works with students one at a time. She gives each child a book at a second-grade reading level and asks the child to read out loud for two minutes. Children who will need reading support are those who read: a. Fewer than 50 words in the time given b. Fewer than 150 words in the time given c. More than 75 words in the time given d. The entire book in the time given
A (Fewer than 50 words in the time given. At the beginning of the school year, second-grade students should be able to read 50-80 words per minute. By the time they are well into the school year, second-grade-level reading is tracked at 85 words per minute.)
Of the following statements, which adheres to Information Literacy standards? a. Students accessing information must critically evaluate it and its sources before using it. b. Students accessing information can ascertain how much of it they need after they find it. c. Students accessing information efficiently sacrifice broader scope and incidental learning. d. Students accessing information ethically must eschew using it to attain specific purposes.
A (It is a standard of Information Literacy (IL) that students must use their own critical thinking skills to evaluate the quality of the information and its sources before they use it. Another standard is that the student should ascertain how much information s/he needs for his/her purposes first; deciding this after uncovering excessive information is inefficient)
All members of a group of kindergarten students early in the year are able to chant thealphabet. The teacher is now teaching the students what the alphabet looks like in written form. The teacher points to a letter and the students vocalize the correspondent sound. Alternatively, the teacher vocalizes a phoneme and a student pointsto it onthe alphabet chart. The teacher is using ________________ in her instruction. a. Letter-sound correspondence b. Rote memorization c. Predictive analysis d. Segmentation
A (Letter-sound correspondence. Letter-sound correspondence relies on the relationship between a spoken sound or group of sounds and the letters conventionally used in English to write them.)
A sixth-grade student is able to decode most words fluently and has a borderline/acceptable vocabulary, but his reading comprehension isquite low. He can be helped with instructional focus on: a. Strategies to increase comprehension and to build vocabulary b. Strategies to increase comprehension and to be able to identify correct syntactical usage c. Strategies to improve his understanding of both content and context d. Strategies to build vocabulary and to improve his understanding of both content and context
A (Strategies to increase comprehension and to build vocabulary. The student should receive instruction focused on just those areas in which he is exhibiting difficulty. Improved vocabulary will give him greater skill at comprehending the meaning of a particular text. Strategies focused on enhancing comprehension together with a stronger vocabulary will provide the greatest help.)
A child in kindergarten is mostlikely to be referred to a speech-language pathologist if s/he does not correctly produce which of the following phonemes? a. /p/ as in pepper or poppies b. /Ʒ/ as in mirage or measure c. /v/ as in velvet, valve, value d. /s/ as in see, yes, or asking
A (The /p/ sound is among the earliest phonemes to develop, from ages 1.5 to 3 years old. The /Ʒ/ phoneme (B) has the oldest age norm for normal development—5.5 years to 8.5 years old is a typical range for children to acquire correct production of this sound. The /v/ sound (C) typically develops in most children from the ages of 4 to 8 years. Most children develop correct articulation of the /s/ sound (D) by 2.5 to 4 years old. Hence,not all kindergarteners, who are typically around 5 years old, areexpected to master phonemes with acquisition norm ranges older than 5-8 years. A 5-year-old is mostlikely to be referred for SLP evaluation if s/he does not correctly produce /p/, which children normally develop by around 3 years old.)
Scholars have identified three kinds of major connections that students make when reading: connecting text to self, text to the world, and text to text. Which of the following student statements best reflect(s) the connection of text to the world? a. "These mythic gods have more power, but feel and act like humans." b. "This novel is set during a period I learned about in my history class." c. "I can relate to how the main character felt about being controlled." d. All three statements equally reflect connection of text to the world.
A (The student making this observation is connecting reading of a mythological text (presumably Greek or Roman) s/he reads to the world—in this instance, to human nature—by noting that despite greater powers, the gods' emotional reactions and behaviors are like those of humans.)
Which assessment will determine a student's ability to identify initial, medial, blended, final, segmented, and manipulated 'units'? a.Phonological awareness assessment b. High-frequency word assessment c. Reading fluency assessment d. Comprehension quick-check
A (The words in this question prompt are most often used to refer to sounds made while reading. Initial/onset, medial, and final sounds are decoded in the beginning, middle, and end of words. When a teacher needs to assess an emergent or struggling reader's ability to differentiate between sounds in words, he or she may use a phonological awareness assessment. This tool will provide the teacher with information about the student's current ability to decode or encode words.)
What is a mnemonic device? a. A saying or image used to help remember a complex concept b. A tool that increases physical relaxation during a test c. An old-fashioned torture device involving repeated testing d. A tool for selecting answers on tests
A (Mnemonic devices are a way to aid in memorization. The concept to be memorized is linked to a device: an easily remembered song, saying, or image. To remember the concept, one needs only to remember the device.)
Of the following, which statement is true about instruction in the alphabetic principle? a. Letter-sound relationships with the highest utility should be the earliest ones introduced. b. The instruction of letter-sound correspondences should always be done in word context. c. Letter-sound relationship practice times should only be assigned apart from other lessons. d. Letter-sound relationship practice should focus on new relationships, not goover old ones.
A (While there is no consensus among experts as to any universal sequence of instruction for teaching the alphabetic principle through phonics instruction, theydo agree that,to enable children to start reading words as soon as possible, the highest-utility relationships should be introduced earliest. For example, the letters m, a, p, t, and sare all used frequently, whereas the xin box, the sound of eyin they, and the letter a when pronounced as it is in wanthave lower-utilityletter-sound correspondences. Important considerations for the alphabetic principle are to teach letter-sound correspondences in isolation, not in word context)
Which of the following choices would be the best comprehensive project for a 4th-grade class at the end of the school year? a. An open-book, cumulative test that measures the students' understanding of various concepts and genres through multiple choice, short-answer, and short-essay questions. b. Assign children to a group in which they will read and adapt a short play. Each group will perform its play with costumes and stagingwhile the rest of the class will serve as audience members. Audience members will write short responses to what they have seen, which will be shared with the performers. c. Each student picks a topic about which they would like to conduct independent research. The students will read a variety of texts from different sources to learn more about the topic and then use that information to create a presentation for the class. The use of technology and media is encouraged in presentations. d. The students take a field trip to the local university to visit the English Department. The students are permitted to sit in on a class lecture and speak to professors about the program. Students also get a chance to interact with college students and find out what literacy skills are most important for a successful college experience.
B (In this project, students will engage in almost every aspect of literacy in a group context. Students must first accurately read and comprehend a short play; they will also use their writing skills to adapt the play to their specific purposes by cutting or adding text. The teacher can gauge the students' interpretive skills by the way they perform their play. By splitting the students into groups, the teacher can provide each student the chance to interpret and perform, as well as to experience the performances. Audience members receive additional practice with listening and interpreting when they generate responses to the performances. Group members can evaluate the effectiveness of their performances based on responses from the audience.)
Of the following, which represents an indirect way in which students receive instruction in and learn vocabulary? a. Being exposed repeatedly to vocabulary in multiple teaching contexts b. Being exposed to vocabulary when adults read aloud to them c. Being pre-taught specific words found in text prior to reading d. Being taught vocabulary words over extended periods of time
B (Indirect ways in which students receive instruction and learn vocabulary include through daily conversations, reading on their own, and being read aloud to by adults. Direct instruction and learning in vocabulary include teachers' providing extended instruction exposing students repeatedly to vocabulary words in multiple teaching contexts)
"Coarticulation" affects: a. Blending awareness b. Phonemic awareness c. Sequencing d. Aural awareness
B (Phonemic awareness. Vocalizing words involves arranging a series of continuous, voiced, unvoiced, and stop sounds. As one sound is being uttered, the tongue and lips are already assuming the shape required by the next sound in the word. This process, which is not conscious, can distort individual sounds. One sound can slur into another, clip the end of the previous sound, or flatten or heighten a sound. For children who have difficulty hearing distinct phonemic sounds, individual instruction may be required.)
Which of the following best explains the importance prior knowledge brings to the act of reading? a. Prior knowledge is information the student gets through researching a topic prior to reading the text. A student who is well-prepared through such research is better able to decode a text and retain its meaning. b. Prior knowledge is knowledge the student brings from previous life or learning experiences to the act of reading. It is not possible for a student to fully comprehend new knowledge without first integrating it with prior knowledge. c. Prior knowledge is predictive. It motivates the student to look for contextual clues in the reading and predict what is likely to happen next. d. Prior knowledge is not important to any degree to the act of readingbecause every text is self-contained and therefore seamless. Prior knowledge is irrelevant in this application
B (Prior knowledge is knowledge the student brings from previous life or learning experiences to the act of reading. It is not possible for a student to fully comprehend new knowledge without first integrating it with prior knowledge. Prior knowledge, which rises from experience and previous learning, provides a framework by which new knowledge gained from the act of reading can be integrated. Every act of reading enriches a student's well of prior knowledge and increases that student's future ability to comprehend more fully any new knowledge acquired through reading.)
Learning to construct a reading response would be most beneficial in enhancing which language skill? a. Oral presentation b. Comprehension c. Fluency d. Learning a second language
B (Reading responses can take various forms. The most common form of reading response is likely to be targeted student writing. Students may use journals, worksheets, or other formats to construct written responses to something they have read. The purpose of this type of assignment can range from fostering an appreciation of written text to helping a student prepare for an activity in class. Students may also engage in creating an oral reading response in the form of a presentation or debate. Ultimately, reading response increases a student's capacity to understand what he or she has read and to analyze personal responses to the text)
Third-grade students typically receive their spelling word lists each Monday so that they can practice them at home before the test on Friday. While their teacher is pleased that the students usually receive high grades on spelling tests she observes that they misspell those same words when writing in journals or doing classwork. How should this teacher modify her instruction? a. Post a list of vocabulary words when the students are writing to help them recall correct spellings. b. Integrate spelling words into writing, reading, grammar, phonics, and other activities to help students learn the words in a variety of contexts. c. Provide more time, such as a two-week period, between tests so that students have more time to study. d. Review the words before certain activities to increase immediate recall of correct spellings.
B (Spelling is often taught in a systematic way. Students receive words and memorize them for quizzes and tests. However, spelling is related to many aspects of language and must be treated as a dynamic subject. Integrating the words into other parts of language instruction will help students not only learn how to spell correctly, but also to recall meanings of words and various rules of English spelling and grammar. By using the same words in different subjects, the students will retain the information more readily than if they study the words intensely for one week in only one context.)
Regarding these elements of print awareness in literacy development, which is true? a. All students with normal development can differentiate printed words from spaces. b. To identify initial and final letters in words, students must identify words vs. spaces. c. The only students not automatically knowing left-right directionality are certain ELLs. d. Being able to identify basic punctuation is not important to reading comprehension.
B (Students must be able to distinguish between printed words and the spaces between them to identify the first and last letters of each word, as spaces are the boundaries between words. It is not true that all normally developing students can tell words from spaces)
Which adult would be most effective in helping a student who frequently mispronounces sounds both in reading and in conversation? a. A whole language specialist b. A speech pathologist c. A paraprofessional d. A psychologist
B (There are many different adults who can assist children in acquiring various types of language. If a child inconsistently mispronounces certain sounds in reading, he or she may simply needa reminder or instruction from a teacher. Often, children will not acquire knowledge of certain letters or sounds until a certain age. However, the child in this scenario mispronounces words consistently both in reading and in conversation. This combination suggests that the child is not physically able to make certain speech sounds. A speech-language pathologist can assist in determining whether or not the child's mispronunciations indicate the need for therapy. This type of therapist can also work directly with the child to help him or her learn how to make certain sounds.)
Some of the students in Mr. Smith's fourth-grade class cannot decode words well enough to read fluently in class. He knows they are well behind grade level and that he needs to provide them with activities that will allow them to be successful, building skills and confidence at the same time. Which activity would be best for this purpose? a. Enlist the parents' help by sending home a weekly list of sight words that the students can practice and memorize, decreasing the need to decode when they read. b. Show the students how to create words out of movable alphabet tiles or magnetic letters, building (encoding) words as they sound them out. c. Provide the children with early childhood readers that contain only very simple words so that the children will not feel bad as they read. d. Allow those children having trouble to stop each time they reach a challenging word and sound it out carefully, recording it to a list that will be studied for homework.
B (This prompt focuses not only on reading fluency skillsbut also on the issue of the young reader's confidence. It is very common for students who feel unsuccessful at reading to avoid the skill altogether. The teacher in this question realizes something important: it is vital to build a student's confidence with reading as he or she builds skill.)
A fourth-grade teacher had her students write haiku in order to promote the students' ____________. a. Reading comprehension b. Vocabulary c. Word identification skills d. Confidence
B (Vocabulary. The tightly controlled syllabic requirements will cause students to search for words outside their normal vocabularies that will fit the rigid framework and still express the writer's intended meanings. Often, students will rediscover a word whose meaning they know, but they don't often use.)
Which of the following involves evaluative reading comprehension? a. Identifying an author's point of view b. Explaining the author's point of view c. Identifying the main idea of the text d. Predicting what will happen in a text
B (is an example of evaluative reading comprehension.)
Research has found which of the following outcomes occur for students via revision and rewriting? a. Students only correct their mechanical errors in revisions. b. Students often incorporate new ideas when they rewrite. c. Students retain their original writing goals during revision. d. Students' planning in prewriting is unaffected in rewriting.
B (Researchers have found that the writing processes both form a hierarchyand are observablyrecursive in nature. Moreover, they find that when students continually revise their writing, they are able to consider new ideas and to incorporate these ideas into their work. Thus, they do not merely correct mechanical errors when revising)
A student identifies a text to read independently. According to an informal reading inventory the teacher just conducted, the student understands 48 percent of words in isolation that this text includes; reads words contained in this text with 90 percent accuracy in context; andcorrectly answers 68 percent of comprehension questions at this text's reading level. What does this indicate to the teacher? a. This text is at the student's independent level; the teacher approves the student's selection. b. This text is at the student's frustration level; the teacher helps the student find another text. c. This text is at the student's instructional level, and the teacher approves it for guided reading. d. This text is at some reading level that cannot be identified only from the student information.
B (One set of criteria suggested for use with informal reading inventories (Pumfrey, 1976) equates the independent reading level (A)to knowing 95-100 percent of words in isolation, 99-100 percent accuracy reading words in context, and answering comprehension questions 90-100 percent correctly; the instructional level (C)to knowing 60-94 percent of words in isolation, 95-98 percent accuracy reading words in context, and answering comprehension questions 70-89 percent correctly; and the frustration level with knowing below 50 percent of words in isolation, reading below 95 percent of words accurately in context, and answering below 70 percent of comprehension questions correctly. Hence,the text described is at the student's frustration level and too difficult. Because the student information identifies reading levels below these suggested criteria for the frustration level, choice Dis incorrect.)
Caret, carrot, to, two and too share something in common. They: a. Are nouns b. Are monosyllabic c. Are homophones d.Represent things in nature
C (Are homophones. Homophones are words that are pronounced the same but differ in meaning. For example, a bride wears a 2 caretring, but a horse eats a carrot.)
Since, whether, and accordingly are examples of which type of signal words? a. Common, or basic, signal words b. Compare/contrast words c. Cause-effect words d. Temporal sequencing words
C (Cause-effect words. Signal words give the reader hints about the purpose of a particular passage. Some signal words are concerned with comparing/contrasting, some with cause and effect, some withtemporal sequencing, some with physical location, and some with a problem and its solution. The words since, whether, and accordingly are words used when describing an outcome. Outcomes have causes.)
A teacher is working with a student who is struggling with reading. The teacher gives him a story with key wordsmissing: The boy wanted to take the dog for a walk. The boy opened the door. The _____ ran out. The ____ looked for the dog. When he found the dog, he was very _______. The student is able to fill in the blanks by considering: a. Syntax. Often, word order gives enough clues that a reader can predict what happens next. b. Pretext. By previewing the story, the student can deduce the missing words. c. Context. By considering the other words in the story, the student can determine the missing words. d. Fallacies. By checking for common errors of thought, the student can determine the missing words.
C (Context. By considering the other words in the story, the student can determine the missing words. The student is depending on the information supplied by the rest of the story. This information puts the story into context.)
Which of the following ways of presenting information is best for showing change over time? a. Tables b. Maps c. Graphs d. Charts
C (Depending on their type, graphs can be used to compare quantities or values at the same point in time (or irrespective of time), or to show changes in quantities or values over time. For example, a bar graph can show different numbers of students in different categories, different test scores, etc. next to each other for comparison, or different numbers yearly, monthly, weekly, daily, etc. Line graphs only show changes in values over time.)
__________ is the overall choice of language you make for your writing; __________ are the specific words from a given discipline that you use when writing within or about that discipline. a. Vocabulary; diction b. Vocabulary; jargon c. Diction; vocabulary d. Style; vocabulary
C (Diction refers to your overall choice of language for your writing, while vocabulary refers to the specific words in a discipline that you use when writing in or about that discipline—not vice versa (A))
A teacher is teaching students analogizing. She is teaching them to: a. Identify and use metaphors b. Identify and use similes c. Identify and use groups of letters that occur in a word family d. Identify and use figures of speech
C (Identify and use groups of letters that occur in a word family. Analogizing is based on recognizing the pattern of lettersin words that share sound similarities. If the pattern is found at the end of a family of words, it is called a rhyme. Some examples of rhyme are rent, sent, bent, and dent. If the pattern is found at the beginning of the family of words, it is frequently a consonant blend such as street, stripe, or strong, in which all the letters are pronounced, or the pattern is a consonant digraph, in which the letters are taken together to represent a single sound such as in phone, phonics, or phantom.)
Which statement is most accurate about social contexts of L1 and L2 acquisition? a. Both L1 and L2 learning can occur in equally varied natural and educational contexts. b. L1s are only learned in natural contexts, while L2s are learned in educational contexts. c. Variations in L2 proficiency can result from the different contexts of learning the L2s. d. L2s are not a speaker's natural language and so are never learned in natural contexts.
C (L2s can be learned in a number of educational contexts, such as being segregated from the L1, formally taught via the medium of the L1, through submersion, or within the language classroom but not used to communicate outside it, among many others. They can also be taught/learned in several natural contexts: as the majority language to members of ethnic minority groups, as the official language of a country where learners speak a different language, or for international communication purposes separate from the L1 or official language. Therefore, it is not accurate that L2s are never learned in natural contexts (B and D). Unlike L2s, L1s are always first acquired in natural contexts, meaning choice A is inaccurate.)
Which choice describes the most complete method of displaying student achievement or progress in language arts? a. A written report or story that demonstrates a student's knowledge of grammar, spelling, comprehension, and writing skills. b. Either a norm-or criterion-referenced test that breaks language skills into small subsets and provides achievement levels for each skill. c. A portfolio containing a log of stories or books the student has read, rates of reading fluency, writing samples, creative projects, and spelling, grammar, and comprehension tests/quizzes. d. A year-end project in which the student presents what he or she has learned from a student-chosen book; the student must read an excerpt of the story and display a visual aid highlighting important information from the story or literary techniques used by the author.
C (Literacy skills are various and include a number of different sub-skills: reading fluency, comprehension, application of knowledge, listening, speaking, grammar, spelling, writing, and more. It is important for teachers to track student development for lesson design and to communicate with the student, future teachers, and parents. Therefore, it is best to keep samples of a variety of assessments, including descriptions of reading fluency, writing samples, projects, and formal assessments of grammar, spelling, and other skills. All of these skills develop simultaneously, but at different rates. Therefore, it is impossible to judge a student's literacy based only on one measure of assessment.)
A teacher has a child who does not volunteer in class. When the teacher asks the student a question the student can answer, she doesso with as few words as possible. The teacher isn't sure how to best help the child. She should: a. Leave the child alone. She is clearly very shy and will be embarrassed by having attention drawn to her. She is learning in her own way. b. Ask two or three highly social children to include this girl in their activities. She is shy, and she probably won't approach them on her own. c. Observe the child over the course of a week or two. Draw her into conversationand determine if her vocabulary is limited, ifshe displays emotional problems, or if her reticence could have another cause. Note how the child interacts with others in the class. Does she ever initiate conversation? If another child initiates, does she respond? d. Refer her to the school counselor immediately. It is clear the child is suffering from eithera low IQ or serious problems at home.
C (Observe the child over the course of a week or two. Draw her into conversationand determine if her vocabulary is limited, if she displays emotional problems, or if her reticence could have another cause. Note how the child interacts with others in the class. Does she ever initiate conversation? If another child initiates, does she respond? Until the teacher monitors the child's verbal abilities and habits, she cannot determine if the lack of interaction suggests a learning disability, an emotional problem, or simply a shy personality. The teacher should informally observe the child over a period of time, noting if and when she initiates or responds to oral language,if she is reading with apparent comprehension, if her vocabulary is limited, and the degree to which the child is interested in understanding.)
With a teacher's guidance, a class brainstorms main ideas, topics, or concepts from a text. Students choose a select number of these ideas and copy them onto separate index cards. The students then individually review the text, recording any supporting evidence on the notecard with the applicable main idea. This activity would be an excellent pre-lesson for teaching which skill set? a. Working as a group to interpret a text and write an appropriate and realistic sequel, focusing on interpretive comprehension and creative writing. b. Silent reading as a form of comprehension practice. c. Organizing ideas for writing a cohesive and persuasive essay or research paper that asserts supported arguments with valid supporting evidence. d. Literal and figurative comprehension, as well as contributing to group discussions via oral communication skills.
C (Once the students' notecards have been checked and edited for accuracy, they can easily be used to demonstrate the process of organizing ideas in an essay or research paper. Students can use their notecards as aids for making their outlines. They simply have to arrange the notecards in an appropriate order and add pertinent information to bridge the ideas together in their writing.)
Which text(s) are likely to foster the greatest enthusiasm for and increase comprehension in reading and literature among students? a. An all-in-one textbook that includes all reading material for the year, study guides, and sample test questions b. A small range of texts with common content, format, and difficulty c. A variety of texts, including books, magazines, newspapers, stories from oral traditions, poetry, music, and films d. A small selection of current best-selling books for children, some of which the children may already have read and liked
C (Students can easily become bored or disinterested in reading if they are not exposed to a variety of reading texts. Also, reading can be overwhelming or frustrating for students who are still learning to read fluently or to comprehend what they read. By incorporating media, oral stories, and various types of print, students of all ability levels can build both fluency and comprehension skills. This approach also enables the teacher and students to discuss the relationship between all aspects of literacy, including speaking, listening, thinking, viewing, and reading.)
In the Three Cueing Systems model of word recognition in reading instruction, which system most relates to how words are assembled into meaningful language? a. Phonological b. Semantic c. Syntactic d. Pragmatic
C (The Syntactic Cueing System is that set of cues available in the syntax. Syntax is the sentence structure and word order of language.)
The source of the silent bin the English word debt was originally... a. A Middle English word. b. A voiced Old English b. c. From Latin etymology. d. The Greek etymology.
C (The etymology, or origin, of the English word debt,is the Latin word debitum. It came into English during the Middle English form of the language)
Of the three tiers of words, the most important words for direct instruction are: a. Tier-one words b. Common words c. Tier-two words d. Words with Latin roots
C (Tier-two words. Tier-two words are words that are used with high frequency across a variety of disciplines or words with multiple meanings. They are characteristic of mature language users. Knowing these words is crucial to attaining an acceptable level of reading comprehension and communication skills.)
Among four categories of media that teachers instruct students to identify, in which one are books primarily classified? a. Media used in one-on-one communication b. Media used for entertainment c. Media to inform many people d. Media for persuading people
C (When teaching students about various media types, the four categories listed as choices are ways to classify them. Option C includes books, newspapers, websites, and radio news broadcasts.)
A teacher is working with a group of third graders at the same reading level. Her goal is to improve reading fluency. She asks each child in turn to read a page from a book about mammal young. She asks the children to read with expression. She also reminds them they don't need to stop between each word; they should read as quickly as they comfortably can. She cautions them, however, not to read so quickly that they leave out or misread a word. The teacher knows the components of reading fluency are: a. Speed, drama, and comprehension b. Cohesion, rate, and prosody c. Understanding, rate, and prosody d. Rate, accuracy, and prosody
D (Rate, accuracy, and prosody. Fluent readers are able to read smoothly and comfortably at a steady pace (rate). The more quickly a child reads, the greater the chance of leaving out a word or substituting one word for another (for example, sinkinstead of shrink). Fluent readers are able to maintain accuracy without sacrificing rate. Fluent readers also stress important words in a text, group words into rhythmic phrases, and read with intonation (prosody).)
How should teachers best instruct students in writing? a. In connection with reading only b. By itself to focus student attention c. With relation to reading and speaking d. Related to listening, reading, and speaking
D (Teachers should instruct students in writing not in isolation)
The MLA guidelines for citing multiple authors of the same source in the in-text citations of a research paper are to use the first author's name and "et al" for the other(s) in the case of... a. More than one author. b. Two or three authors. c. Three or more authors. d. Four or more authors.
D (The MLA guidelines for citing multiple authors of the same work in in-text citations (for both print and online sources) dictate using the first author's name plus "et al" for the other authors when there are four or more authors. If there are two (options A and B) or three (options B and C) authors, the guidelines say to name each author, either in a signal phrase [for example, "Smith and Jones note that... (45)" or "Smith, Jones, and Gray have noted... (45)"] or in a parenthetical reference ["(Smith, Jones, and Gray 45)."].)
The questions in this test can give you an idea of what kinds of questions you might find on the actual test; however, they are not duplicates of the actual test questions, which cover the same knowledge but may differ somewhat in form and content. The preceding sentence is which of the following sentence types? a. Simple b. Complex c. Compound d. Compound-complex
D (This is an example of a compound-complex sentence. A compound (C) sentence contains two independent clauses—two simple sentences—connected by a coordinating conjunction.)
When a teacher instructs elementary school students in analyzing phonetically regular words, which of the following would most represent a sequence from simpler to progressively more complex? a. Long vowels, short vowels, consonant blends, CVC (consonant-vowel-consonant) and other common patterns, individual phonemes, blending phonemes, types of syllables, onsets and rimes b. Onsets and rimes, short vowels, consonant blends, long vowels, blending phonemes, CVC and other common patterns, types of syllables, individual phonemes c. Types of syllables, onsets and rimes, CVC and other common patterns, consonant blends, blending phonemes, individual phonemes, long vowels, short vowels d. Individual phonemes, blending phonemes, onsets and rimes, short vowels, long vowels, consonant blends, CVC and other common patterns, types of syllables
D (To instruct students in word analysis following a sequence progressing from simpler to more complex, teachers would first introduce individual phonemes (speech sounds); then the blending of two or more individual phonemes; then onsets and rimes, i.e., phonograms and word families (e.g., -ack, -ide, -ay, -ight, -ine, etc.); then the easier short vowels, followed by the more difficult long vowels; then blends of individual consonants; then CVC (consonant-vowel-consonant) words (e.g., bag, hot, red, sit, etc.) and other common patterns of consonants and vowels in words; and then the six most common types of syllables (closed, VCe, open, vowel team, r-controlled, and C-le).)
Which student is most likely to need referral to a reading specialist for assessment, special instruction, or intervention? a. Annabel: a 2nd-grade student who tends to skip over words or phrases when she reads, affecting her comprehension of the text b. Cliff: a kindergarten student who is already reading simple chapter books with his parents at home or in class c. Noelle: a 1st-grader who avoids any activity in which she must read, both aloud and silently, preferring to ask an adult to read the text for her first d. Barrett: a 3rd-grader who often confuses the sounds of certain letters, such as /b/ and /d/ or /v/ and /u
D (Teachers will observe a variety of developmental arcs when teaching readingsince all students learn differently. It is very important to understand which instances are normal in the course of learning and which signal a learning difficulty. Barrett is still exhibiting confusion over certain letter-sounds, typically when the letters look similar. At his age, thisdifficulty could suggest that Barrett has an issue with reading that could be addressed by a reading specialist. The other three choices describe normal behaviors that are commonly exhibited by children when they are learning to read. Choice C, Noelle, may describe an instance in which a student is having a learning problem. However, the teacher will need more information about Noelle's reading skills besides her reluctance to read before making a determination about how to proceed.)
