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Matteo is still securing his knowledge of letter-sound relationships. He knows most of his letters and sounds, but cannot always recall them quickly and easily when he is reading. Which of the following actions by the teacher provides the LEAST amount of support for helping Matteo make the initial sound of a word?

Tell Matteo to get his mouth ready to make the first sound.

Which of the following describes a phoneme?

a class of speech sounds identified by a native speaker as the same sound

The first step in helping a student learn about a topic is to understand it completely yourself. Choose from the list below the simple morpheme(s).

rhinoceros tree

Breaking down words into smaller units, also known as chunking, helps a reader determine a word's pronunciation by matching it to a word in their listening vocabulary. The words construct, destruct, structure, and obstruct all have the same "chunk" (struct). This chunk is also known as the — (Select all that apply.)

stem roots

The tricky thing about idioms for a learner is that they are not based linguistically, but rather socio-culturally. Instead of literally, the idiom is meant to be understood conceptually.

to fracture the femur, tibia, and/or fibula - to wish someone good luck a slice of a cake - something very easy to do 10 cents and 12 - something very common

Ms. Alsandor notices that several of the English learners in her six grade class are having trouble using verb tenses correctly in everyday speech. What is the best first step she should take to help them?

D.When speaking with students, incorporate some of the phrases students had trouble with and use the opportunity to model correct verb tense.

A prekindergarten teacher wants to plan instructional activities to help students understand the concept of rhyme. Which of the following should the teacher plan first?

Do these two words rhyme: cut, hut?

Which of the following is an example of a student knowing morphological information?

The student knows the inflectional and derivational affixes it combines with to produce complex words.

Which of the following is most likely to foster print awareness among preschoolers?

The teacher models one-to-one match by pointing words in the lyrics while singing a popular song that the entire class knows.

Students in a first grade class have been learning to analyze and spell phonetically regular words. They recently learned VC patterns. Which of the following is the most appropriate to teach next?

VCe syllable patterns

Being able to connect speech sounds with the printed letters they represent is a description of —

Phonics

A first grade student is reading a story aloud. The student attempts to read the sentence, "Jill likes to play on a swing." Printed below is an excerpt from the student's comments as he attempts to read the sentence. Student: Jill likes to play on a [makes a /s/ sound].... I don't know that word. Sing? Swim?No, that's not it. Swing? Maybe that word is swing. After identifying the word swing, the student turns to the teacher and asks, "Is that right? Is it swing?" Which of the following teacher prompts would most likely be effective in eliciting helpful information about the student's use of word-identification strategies?

"Tell me how you figured out that the word was swing ."

A sixth grade teacher has assigned a novel study to the students in second period. The students were placed in cooperative groups of 5 and assigned a novel written by the same author. Each group is expected to read and discuss the assigned novel. The students in each cooperative group are expected to discuss the book they had been assigned. The goal of discussion, as an instructional strategy, is which of the following?

Student-led discussions help students understand and interpret literature.

Which of the following would indicate that an end-of-year first grade student would benefit from extra instructional help and might need further evaluation or intervention?

The student can name just a few letters with automaticity.

A student who successfully identifies how many morphemes are in the word ads will have which of the following thought processes?

The student notices the morphemes ad (root) + s (inflectional affix). Therefore, the student concludes that ads has two morphemes.

A middle school teacher informally assesses a student's comprehension of text and general background knowledge by using the cloze procedure. The student is directed to write in the provided blank spaces the word the author might have used to complete a sentence. After the student fills in the blanks the teacher checks the answers using the key. The following excerpt is taken from a part of the cloze passage used for the assessment. The student's answers are in the blanks, and the partial key is included under the excerpt. The teacher could assume the student used the word author instead of blogger because—

both words fit contextually in the sentence.

A fluency scale can be used to help determine whether a reader is fluent or non-fluent. Which of the following best describes a reader who is NOT reading fluently?

reads primarily word-by-word

The classroom teacher listens to a student's oral reading and determines that the student is lacking prosody. Which of the following is NOT a component of prosodic reading?

using a monotone voice while reading

using graphophonic cues to help analyze and decode an unfamiliar word

Mr. Reed assigns the class to look at a bunch of pictures of food items and then instructs them to match the food items to their corresponding words.

vocabulary development

A second grade teacher has just taken a running record on a student and is determining if the student should remain at the same text level for further instruction or move to a more difficult text. Which of the following elements is the LEAST important for the teacher to take into consideration?

vocabulary knowledge

Read the following sentence and then choose how many possible meanings it can have when spoken. I didn't say he stole the money.

Read the following developmental accomplishments of literacy acquisition by a student, and then select which age(s) these accomplishments would fall under for a skilled reader. Comments on characters in a book. Recognizes specific books by cover. Listens to stories. Pretends to read books. More than one choice is correct. Select ALL choices that apply.

A. Less than 1-year-old B. 1-year-olds C. 2-year-olds

A third grade teacher works with a struggling reader. The child reads grade-level material at 35 words per minute and has trouble with sight words. Which of the following answers best describes the child? Select all that apply.

A. The student lacks reading fluency. B. The student has weak decoding skills

Which THREE of the following instructional strategies promote and reinforce students' development of alphabet knowledge?

A. Use alphabet chants and songs to introduce letter names. C. Use students' names to introduce letter names and shapes. D. Use a wide variety of manipulatives, such as chalkboards, clay, dry erase boards, finger paint, foam letters, letter stamps, magnetic letters, and pipe cleaners to explore letter names and shapes.

A reading specialist teacher works with a first grade teacher to plan explicit instruction in letter sounds. The teacher begins the lesson by writing the letter 'n' on the board and says, "This is the letter 'n', It makes the /n/ sound". The teacher then has the students name the letter and sound three times. Students say, "This is the letter 'n', it makes the /n/ sound". The students then stand up and write the letter in the air with their finger while saying the letter's name and sound. The students then sit at their desk and write the letter 3 more times while stating the name and sound. In planning this activity, what is the appropriate next step in explicitly teaching the letter-sound correspondences for 'n'?

A.Help children read words by blending the /n/ sound with sounds of other letters they have learned.

Mrs. Jamison is attempting to teach her students to develop better word attack skills by teaching them to use structural (morphemic) analysis. One of the first things she will need to do is —

A.develop students' ability to recognize prefixes and suffixes.

Teacher: In today's lesson, we will begin learning about multisyllabic words. These are words with more than one syllable. We'll begin with compound words. Compound words are made up of two smaller words. So, you can use the small words you know to read big words! Most of the time, you can even figure out the meaning of a compound word by looking at the smaller words that form it. You already use compound words in your everyday speech. For example, homework is a compound word. It is made up of the words home and work. We know that homework is school work that is done at home. By telling the students that they "already use compound words" in their everyday speech, and then giving an example of one word (homework), what teaching technique is this teacher implementing?

Activating Background Knowledge

The boy went to school yesterday. He surprised his wife and bought flowers for her birthday. The football game went into overtime. Everyone dislikes Monday mornings.

Adverb - Yesterday Preposition - for Adjective - fotball Noun- Monday

Which TWO of the following are examples of informal assessment techniques and tools that a teacher may use to monitor a student's comprehension of informational texts? Select all that apply.

B. Ask the student questions about basic ideas from a newspaper article they read. Use anecdotal notes to document student responses. C. Ask the student to read a passage that describes a major historical event. Have them complete a graphic organizer to create a chronology of events.

Research has shown that in order to assist children, especially those who struggle with spelling, teachers need good content knowledge, or knowledge about language. Such informed teachers are better able to analyze student spelling performance (including error analysis) and design instruction that targets the needs of individual children. Having said that, what is phonetics? Select all that apply.

B. the study of the minimal units that make up language

A kindergarten teacher asks a student to say the word make without the /m/. The student responds by saying "ake." The teacher then asks, "What's coat without the /c/?" The student responds by saying "oat." As an informal assessment strategy, this activity would be most effective in evaluating the student's —

B.ability to delete phonemes in a word.

Ms. Greene is planning a small group activity for an upcoming reading lesson. She recently administered a reading comprehension test to her third grade students. After reviewing the assessment results, Ms. Greene wants to use differentiated instruction to address students' learning needs. She plans to divide students into three different groups based on their test performance and implement small group reading activities to improve their understandings. Which of the following represents the most appropriate instructional plan to meet students' learning needs?

Below Level ✓ Read aloud text excerpt to students. ✓ Use think-alouds while reading to emphasize important information ✓ After reading, model how to use a graphic organizer to organize important text information. On Level ✓ Provide students with a text excerpt.✓ Have students take turns reading text excerpt aloud.✓ After reading, have students work together to answer a set of teacher-generated questions. Above Level ✓ Provide students with a text excerpt. ✓ Have students read text excerpt independently.✓ While reading, have students generate questions on their own. ✓ After reading, have students share their questions and work together to answer them.

An effective way to teach syllables is to break them down into a tree or structure. What are the two sub categories that are below the rime of a syllable?

C. Nucleus D. Coda

Which of the following are examples of informal assessments that prekindergarten teachers can use?

C. ongoing observations D. systematic observations E. portfolios

The primary grade teachers at Mount Lilac Elementary school, give each student a phonemic awareness assessment each fall. Which of the following assessment results would be a possible indication that a student might need additional assessment, evaluation, or intervention?

C.A second grader is unable to recognize when a word has had a phonemic change.

Which of the following questions would be the LEAST helpful for a reader to ask himself to self-monitor his reading?

Did I read with expression?

Of the following statements, which one does not represent an appropriate understanding about differentiated instruction?

Differentiated instruction consistently places students in homogenous groups that focus on the same literacy skill.

Ms. Hurley is a kindergarten teacher. She plans to read aloud a predictable text during the next reading lesson. During this lesson, Ms. Hurley wants to focus on developing understandings about book handling among her students. Which of the following teacher behaviors would align with this lesson objective?

During the lesson, Ms. Hurley models how to identify the front and back cover of the book, how to find the top and bottom on each page, and how to turn pages in the book.

E. a subfield of linguistics that studies linguistic meaning and how expressions convey meaning

Read the following definition and then select which answer it corresponds to. A theory of grammar that holds that human language is shaped by a set of basic principles that are part of the human brain (and even present in the brains of small children

Generative Grammar

A fourth grade teacher uses syllabication activities to promote student reading proficiency. The teacher begins by reviewing the six common syllable types. The teacher then teaches and models the following steps for the VCCV syllable division strategy. The teacher then writes several more words on the board and guides students' practice of the syllable division strategy. Based on the previous activity, which of the following activities is the most appropriate next step?

Have students look for words with the VCCV syllable pattern in connected text. Students choose a word and show a classmate how to read the word based on the newly acquired syllabication strategy.

Being able to hear and distinguish separate words in a sentence is an easier phonological task than being able to distinguish phonemes within a word. Which of the following class activities would help students develop the skill of being able to segment a sentence into separate words?

Have students use concrete manipulatives and push one into a new box for each new word they hear you say in a sentence.

Which of the following statements about phonics and English learners is not true?

If an English learner experiences difficulty with specific speech sounds, the teacher should make a referral to the school's speech language pathologist.

Based on research, which of the following is NOT an explicit, systematic activity for building fluency?

Independent silent reading

Mrs. Vanderslice knows that it is important for readers to be able to monitor their own comprehension while reading. Which of the following describes an effective strategy she can teach her students to apply when something in reading doesn't make sense?

Model for students how to stop when something doesn't make sense when reading. Identify what part is confusing and reread to try and clarify understanding.

According to research, which of the following is NOT a justification for teaching the six common syllable types as a strategy for reading multisyllabic words?

Most syllable division principles, rules, and generalizations are unreliable and discredit the necessity of teaching syllable types.

Mr. Gentry is a second grade teacher. He is planning instruction to promote his students' understanding of words with common inflectional endings. Mr. Gentry wants to focus specifically on the -ing inflectional ending during an upcoming lesson. Which of the following instructional activities would be an effective way for him to promote initial understandings for this inflectional ending among students?

Mr. Gentry asks students to stand up and wave their hand. He asks, "What are you doing?" Mr. Gentry writes the word (waving) on a large piece of chart paper. Next, Mr. Gentry asks students to hop up and down. He asks, "What are you doing?" Mr. Gentry adds the word (hopping) to the chart paper. Mr. Gentry asks students to look at the words on the chart paper and describe any similarities that they see.

Mr. McGregor teaches kindergarten. He currently has several English learners in his classroom whose home languages are more phonetically regular than English. Which of the following differentiated instructional approaches should Mr. McGregor use to support English learners' development of alphabet knowledge?

Mr. McGregor should use assessment to determine the alphabet knowledge of each English learner and provide intentional differentiated instruction that supports their different learning needs.

Mrs. Clarinton is working with her first grade students on recognizing phonemes. She is presenting them with various words and asking them to count the phonemes in them. Another activity Mrs. Clarinton has planned is to have students attempt to spell various words given to them orally and then to analyze the spelling results of each student. Which end-result will this activity most likely assist Mrs. Clarinton to measure for her students?

Phonics skills

Ms. Liu is a second grade teacher and planning reading instruction for the next day. Ms. Liu wants to deepen students' understandings of complex informational text, so she selects a text that addresses content students are learning about in social studies. While previewing the text, Ms. Liu recognizes several challenging vocabulary terms that may be difficult for students. Which of the following activities should Ms. Liu include in her lesson plan to best support students' comprehension of this complex text?

Pre-teach challenging vocabulary terms.

Which of the following instructional practices is the least effective way for teachers to address high-frequency words during instruction?

Provide students with opportunities to practice high-frequency words in isolation.

Mrs. Zellwender reads a short story to her sixth graders. Afterwards, she asks them to write a paragraph telling what they think the theme of the story is and explain why. When reviewing these paragraphs, she notices that many students simply summarized the story rather than telling a possible theme. Based on her evaluation, what is the next best instructional step for Mrs. Zellwender to take?

Review the definition of "theme". Read a story together and discuss possible themes and whether they can be supported with text evidence.

An elementary school teacher uses running records as an assessment to help her determine students' instructional reading level and use of reading strategies. Which of the following best describes the timing of when a teacher should use running records?

Running records should be taken on an ongoing basis throughout the year.

Which of the following steps is the LEAST beneficial for helping English learners prepare to take a standardized test?

Spend the majority of class time on practice tests.

Mr. Donovan is a 3rd grade teacher and wants to assess his students' use of complex sentences in spoken language. He conducted several recent observations of student talk during group time and recorded his observations in the form of anecdotal notes. While reviewing his anecdotal notes, Mr. Donovan identified six students who seem to rely upon simple sentences while speaking. Based on these findings, Mr. Donovan wants to plan a small group activity to promote how these students understand and use sentence structures of increasing complexity. He gathers short sentences from picture book texts and writes them on individual index cards. During the small group activity, Mr. Donovan shows the students two of the index cards and selects a student to read the short sentences aloud. Then, Mr. Donovan asks the students to work together to create a single sentence using both short sentences. Which of the following objectives would be most appropriate for this small group activity

Students will be able to use conjunctions to combine simple sentences into compound sentences.

A sixth grade teacher uses a knowledge rating chart to informally assess vocabulary knowledge. Students self-assess their knowledge of the words before and after the vocabulary study. If students know the word, they should be able to use it correctly. If they have heard of it, they may or may not understand the word well. If they don't know it, this is a word absent from their vocabulary. Illustrated below is one student's recorded assessment. The teacher deliberately incorporates structural analysis into vocabulary lessons. Which of the following strategies would best promote students' understanding of the meanings of the vocabulary words on the list?

The teacher analyzes the prefixed words and word derivations.

A new kindergarten teacher has asked for your help in determining an appropriate way to assess a student's ability to produce rhymes. Which of the following informal assessment techniques is most likely to give the kindergarten teacher the information she seeks?

The teacher gives the student three rhyming words, the student is asked to give another word that follows the pattern (e.g. The teacher says, "sip, dip, flip, What is another word that rhymes with sip, dip, and flip?" The student says, "rip").

Ms. Lee recently conducted a quick individual reading assessment with each of her first grade students to assess their reading needs. The assessment consisted of ten different sentences with challenging sentence structures. During the assessment, the student read each sentence aloud, Ms. Lee asked a related question, the student provided a response, and Ms. Lee recorded the student's response. Below is one of the assessment items, along with the interaction between Ms. Lee and five of her students. Assessment Item: (Student reads aloud.) The cat was chased by the dog. Ms. Lee: What happened?Student Response: The cat chased the dog. How should Ms. Lee interpret these assessment results and inform her instruction planning?

These students appear to have misunderstandings with sentences that contain passive verb constructions. Ms. Lee should plan an instructional intervention for these students on both the active and passive voice.

Mrs. Torres notices that one of her students uses reading strategies such as decoding very well, but still lags behind in her reading pace. Which one of the following options would be the LEAST helpful in helping this student to practice reading at a quicker pace?

Time the student reading a page and then challenge her to read it faster while you time her again.

Children who can identify letters quickly and accurately have an advantage in learning to read. Which of the following principles should help guide a teacher when planning instruction on letters?

To help letter knowledge develop and become automatic, songs, chants, and games that review letters are helpful.

Mrs. Gutierrez teaches a kindergarten class with a large population of English learners and students whose families have moved here from other countries. When planning phonological awareness and phonemic awareness activities for her class, which of the following is the LEAST effective step Mrs. Gutierrez can take to provide extra support for these students?

Use instructional materials that do not have picture support so that students will focus more closely on the sounds in the words.

Consider the typical continuum of development for phonics skills. Which of the following shows a correct order of phonics skills development from simplest to most complex, as described in the Texas Prekindergarten Guidelines and TEKS for ELAR?

Use letter-sound relationships to decode CVC words. Decoding words with initial and final consonant blends. Decoding words with silent letters.

Mr. Hefner recently administered a print concepts assessment among his kindergarten students. While analyzing each student's correct and incorrect responses, he noticed a small group of students appeared to struggle with directionality. Which of the following would be the most appropriate differentiation strategy that Mr. Hefner may incorporate into future instruction?

While reading text aloud, Mr. Hefner should model directional tracking by using finger pointing to physically demonstrate how letters, words, and lines of text are read.

Mrs. Gomez just welcomed two new students who are English learners into her first grade classroom. Both students are at the Beginning level of English language proficiency in listening and speaking. To support their oral language development in English, which of the following activities would best help these two English learners begin to make cross-language connections?

activities that introduce these students to sounds that are common and uncommon in their native language and English

There are many different strategies to help spell a word correctly. Which of the following statements represents the best approach to using these strategies?

be flexible in which strategy to use depending on the word to be spelled

Which of the following describes a derivational affix?

bound morphemes attached to a stem that change word's lexical category or meaning

Sandy's parents want to be more informed on Sandy's assignments, grades, behavior, and overall expectations in the classroom. What would be the most effective method for the teacher to communicate that information to the parents on a regular basis?

create a classroom Web site

Which of the following instructional activities does not encourage development of print awareness in school children?

demonstrating the motions to the song, "Twinkle, Twinkle, Little Star"

Which of the following refers to obtaining or developing of something from an original source?

derivation

Complete the following statement. Differentiated instruction promotes students learning by —

designing purposeful instruction with appropriate levels of difficulty for students.

Which of the following is NOT a likely contributing factor in difficulties with reading comprehension?

difficulty in understanding the meaning of function words

A sixth grade teacher uses a knowledge rating chart to informally assess vocabulary knowledge. Students self-assess their knowledge of the words before and after the vocabulary study. If students know the word, they should be able to use it correctly. If they have heard of it, they may or may not understand the word well. If they don't know it, this is a word absent from their vocabulary. Illustrated below is one student's recorded assessment. The knowledge rating chart described above is likely to increase vocabulary primarily by helping students —

evaluate one's understanding of words and to monitor their vocabulary growth.

A third grade teacher is planning instructional activities to promote students' reading fluency. Which of the following activities would be most effective in helping third grade students read aloud in a natural, fluid, and expressive manner?

having students participate in Readers Theatre and other choral reading activities

A second grade student reads slowly and has trouble decoding words like also and over. The student most likely —

needs practice sight words.

A first grade teacher provides students with explicit, systematic phonics instruction to promote their reading development. When designing activities to teach letter-sound correspondence, the teacher should —

provide reading opportunities for students to practice sounds in context after studying the sounds in isolation.

In her response to "It was funny," the teacher used the word amusing to —

purposefully model an alternative word that the child is not accustomed to using.

Which would be the least efficient method for a teacher to communicate to the parents basic information such as grades, homework, test results, class procedures, etc. on a regular basis?

schedule in class conferences

If a student is asked to alphabetize to the third letter, which of the following options would be first on the list (from Z to A)?

seal

The cloze technique is an especially useful method for assessing students' understanding of English language structures because it requires students to —

select appropriate words based on their grammatical function as well as on their meaning.

Which of the following phonemic awareness skills is usually developed last and often after the age of six?

sound deletion

A fourth grade English-as-a-Second-Language teacher is working with a group of students who are about to begin some pre-vocational training. It is important for these students to learn certain sight words before beginning this training. Which of the following words would the teacher most likely want to focus on teaching as sight words?

through, light, said, there

An elementary teacher uses synonyms as a strategy to define general vocabulary. The teacher's goal is to —

use student background knowledge to learn new words.

When selecting which words, or parts of words, a student might write, Mr. Sherwin draws upon his knowledge of his students' reading and writing. Which of the following guidelines should Mr. Sherwin follow?

words that are at the student's zone of proximal development in reading and writing

Mrs. Collins, a first grade teacher, is planning reading instruction based on students' instructional reading levels. When selecting books for emergent readers in her class, which of the following features of text will be most appropriate for instruction with these students?

words written in a large and simple font

A third grade student struggles to comprehend text. The teacher notices the child devotes too much attention to decoding and not enough attention to the meaning of the text. The teacher could most likely help the student by —

working on fluency skills

Sarah applies many strategies to read increasingly more difficult texts, but she often does not self-monitor her reading. What is the best approach for the teacher to take when Sarah is reading to help Sarah become more independent with self-monitoring?

Allow the student to finish the phrase, sentence, or page she is reading to see if she will notice her mistake.

Mr. Collins is a first grade teacher. He just read a narrative text to the class. Mr. Collins wants to determine the extent to which each student recognizes the beginning, middle, and end of the story. Which of the following assessment approaches would be the mostappropriate?

Meet with students in a one-to-one manner so they may complete a simple retelling of the story.

Phonemic awareness is a predictor for success in reading. Which of the following is NOT a true statement about phonemic awareness skills?

Phonemic awareness involves the relationship between phonemes and graphemes in words.

Students in a kindergarten class are learning to blend word parts. Which of the following phonemic skills is most appropriate for the teacher to work on next?

blending individual phonemes in words

Read the following vocabulary and then select which category it belongs to: Book, girl, sad, run

everyday vocabulary

Mrs. Swanson is attempting to help students select books they can read on their own. As part of this process, she must determine each student's independent reading level. In order to accomplish this task effectively, Mrs. Swanson should select books in which students —

have 5 or less word recognition errors per 100 words of text.

Which of the following statements does NOT reflect the relationship between reading instruction, assessment, and instructional planning?

All assessment should occur at the end of an instructional unit.

A third grade teacher collected the following WCPM (words-correct-per-minute) information from an English learner. Each reading was taken on a text that the student had not read before. For each administration, the teacher has the student "picture walk'', or preview, the text. Then the student reads the text for one minute as the teacher notes errors in oral reading. Based on your knowledge of fluency, which of the following can be determined about this English learner?

The student's fluency is below the expected level for third grade. The teacher should monitor the student's progress more frequently.

A kindergarten teacher hands a book with predictable and patterned text, closed and faced down, to a child and asks her to open it and to point to the words as the teacher reads it. What skill does this activity most likely nurture in the student?

print awareness

When figurative language or word play comes up in a book that she is reading aloud to her students, Mrs. Conley usually takes time to discuss what the word or phrase means. What is the LEAST likely purpose for doing this?

to teach students to rely on the literal meaning of text

A first grade student is reading a story aloud. The student attempts to read the sentence, "Jill likes to play on a swing." Printed below is an excerpt from the student's comments as he attempts to read the sentence. Student: Jill likes to play on a [makes a /s/ sound]...I don't know that word. Sing? Swim?No, that's not it. Swing? Maybe that word is swing. After identifying the word swing, the student turns to the teacher and asks, "Is that right? Is it swing?" The teacher wants to encourage the student to use semantic and syntactic cues to verify the word. Which of the following teacher responses to the student's question would best address this goal?

"Now try reading the sentence again and see whether swing makes sense."

Between which ages do children typically show rapid growth in literacy, as they experiment with writing by forming scribbles, random strings of letters, and letter-like forms?

3-4

A third grade teacher collected the following WCPM (words-correct-per-minute) information from an English learner. Each reading was taken on a text that the student had not read before. For each administration, the teacher has the student "picture walk'', or preview, the text. Then the student reads the text for one minute as the teacher notes errors in oral reading. Which of the following is the best activity to provide the teacher with the most information following the one minute reading on February 18th?

A.The student gives a retelling of the text.

Mrs. Dothan's fourth grade class is reading the book, The Best School Year Ever, by Barbara Anderson. Mrs. Dothan wants to make sure that her students keep up with their reading assignments and understand the character and plot developments as they read. Which of the following activities would be most appropriate for accomplishing this?

Have students keep a book journal and make an entry relating to character and plot development for each reading assignment.

Ms. Romanchuk notices that one of her students is decoding words fairly accurately, but is not noticing when the word that is said does not make sense in context. Which of the following actions would provide the LEAST support for her student in using semantic cues?

Have the student locate known sight words in the text, prior to reading.

Mrs. Nelson is a kindergarten teacher. She frequently uses questioning as a formative assessment technique during guided reading. While working with each small group, Mrs. Nelson makes anecdotal notes to record her observations of students' behaviors and responses. During her planning time, Mrs. Nelson reviewed her anecdotal notes from a recent guided reading lesson that focused on inferencing. During this lesson, students took turns reading from a text. As students read, Mrs. Nelson asked strategic questions (e.g. How did you know _____?) that led them to make inferences and support their responses with evidence. Below is an excerpt of her anecdotal notes from one of her small groups: Based on these assessment results, which of the following would be the most appropriate instructional plan for the next guided reading lesson?

Students should take turns reading a different text. As students read, Mrs. Nelson should use think alouds to model how to make inferences using background knowledge and text information.

According to the Texas Prekindergarten Guidelines, each school district that has a district-wide enrollment of 20 or more ELLs in any language classification in the same grade level must offer a bilingual education program by offering dual language instruction in prekindergarten through the elementary grades, using one of the following four bilingual program models: Transitional bilingual/early exit Transitional bilingual/late exit Dual language immersion/two-way Dual language immersion/one-way Read the following characteristic of one of the programs and then select which one it pertains to: Half of the class is proficient in a foreign language, while the other half is proficient in English. Students of opposing languages are encouraged to work together in learning each other's language.

dual language immersion/two-way

Students that are in the pre-reading stage or pre-alphabetic stage would be categorized as which of the following?

emergent

A teacher is creating a list of high-frequency, irregular sight words. Which of the following sets of words would be appropriate to include in the list?

have, mother, been

Which of the following words ends in a stop consonant sound?

mop

Which of the following is NOT a possible cause of dysfluent reading?

prosodic reading with intonation

Which of the following describes a morpheme?

the smallest linguistic unit that has a meaning or grammatical function

Which of the following words would be the best answer to use for teaching an elementary school student how to use structural analysis on a word?

unhappy

Mrs. Martin shows her students how to clap the syllables in longer words before trying to write them. What is the most likely purpose for this strategy?

Clapping the syllables helps students to hear the word in chunks.

One effective strategy teachers can employ is to categorize words based on real-world settings (e.g. shopping, outdoors, sports, work, etc.). Mr. Johnson is teaching a lesson on words from the "Outdoors" chapter. Within this category of words, there are sub-categories that distinguish each type of outdoor vocabulary. Read the following words and then select which sub-category Mr. Johnson should place them inside of. flood, drought, hurricane

D. extreme

Mrs. Morrison is teaching her second grade students strategies to find answers in text to literal comprehension questions. Which of the following shows the easiest and most clear type of question Mrs. Morrison could use to begin modeling this strategy for her students?

Pause while reading a passage and ask a question that has just had the answer stated verbatim in the passage.

Ms. Larson teaches at a preschool where she helps young children develop beginning literacy skills. Which of the following would be the best way to assist children to develop their earliest literacy skill?

Read aloud to children while they look at the book and the words.

A teacher is developing instructional activities to promote the literacy development of a small group of young children who are English Learners. The teacher plans an activity in which the students tell stories in English while the teacher writes what the students say. Which of the following guidelines would be most important for the teacher to follow when writing the stories told by the English Learners?

Reinforce the students' understanding of the relationship between written and oral language by making sure that students see the teacher writing down their exact words.

A teacher plans to increase reading fluency among a group of struggling readers. Which of the following would be least effective in improving fluency?

The teacher might have the students race each other to see who can read a passage the quickest.

Letters with continuous sounds are often easier to articulate than those with stop sounds and so these sounds are often taught first. Which of the following sets of letters have all continuous sounds?

f, l, m, s, r

A second grade class includes a number of English learners who are at the speech emergent stage of English acquisition and are emergent readers in English. When considering instructional strategies to use with her class, the teacher should consider using strategies that:

incorporate opportunities for students to discuss content with their peers.

A teacher writes a list of words on the board and then tells students to choose one word at random, and then find as many combinations as possible to combine that word to other words on the board. This type of activity is designed to help the students —

learn new compound words.

Mr. Austin is planning a reading lesson for his first grade students. The lesson objective is the recognition of characteristics and structures of informational texts. Which of the following skills would be most appropriate for Mr. Austin to address?

recognizing the central idea and supporting evidence

Mr. Sanders is a third grade teacher. His class includes: 10 students who read on grade level 5 students who read above grade level 6 students who read below grade level 5 English learners who have varying proficiency levels in listening, speaking, reading, and writing Mr. Sanders is preparing to begin teaching a new science unit that focuses on changes to Earth's surface. Since this is the first time that students will encounter this information during instruction, Mr. Sanders plans to incorporate several lessons that build students' background knowledge through reading. To meet the different learning needs of students in his class, which THREE of the following instructional strategies use differentiated instruction appropriately? Select all that apply.

A. Mr. Sanders reads a passage from the science textbook aloud and asks different types of questions before, during, and after reading. B. Mr. Sanders provides students with multiple texts written on different levels for an instructional topic. D. Mr. Sanders reads a passage from the science textbook aloud. While reading, Mr. Sanders stops at pre-determined places in the text and uses think-alouds to discuss information that was read.

Ms. Tan is planning an animal science unit for her kindergarten class. Ms. Tan has several English learners in her class whose native language is Spanish. Each of these students is at the Intermediate level of English language proficiency in listening and speaking. For the first lesson, Ms. Tan wants to lead an interactive activity with the class where students sort animals by their physical characteristics. To support oral language development among her English learners during this lesson, which of the following should Ms. Tan do to help facilitate language transfer?

Create and post an anchor chart that displays animal cognates in English and Spanish with related pictures.

Select from the following skills those that are considered "word-level", as opposed to "text-level".

Decoding Word Recognition Spelling

An objective description of a speakers' knowledge of a language (competence) based on their use of the language (performance).

Descriptive Grammar

Students in a fourth grade class have been reading and discussing a story. Which of the following informal assessment strategies would likely be most effective in evaluating students' ability to analyze story elements and make personal connections with the text?

Each student pretends to be a character from the story and writes a journal entry reflecting on the significant events of the story.

To help a group of first grade students who are having trouble hearing when two words rhyme, which of the following activities would be LEAST effective in helping them develop this skill?

Have the students do an open sort where they group word cards by similar spelling features.

Regarding oral language development, which of the following statements is true?

Students who have language disorders demonstrate difficulties in meeting major milestones of oral language development.

Mr. Johnson assigned the students to analyze a text. He specifically wants them to analyze the audience of the text. Which of the following choices would a student answer when analyzing the audience of the text?

What would the reader have to be interested in to read this text?

Students sometimes incorrectly assume synonyms are all equally interchangeable in a sentence. Select form the answers below the correct synonym to complete the sentence. "The air was (blank) with the smell of sulfur and the sound of gunfire."

filled

Mrs. Benton teaches her students the Questions-Answer Relationship strategy to help students know different approaches to answering comprehension questions. Which of the following types of questions require both information from the text and student prior knowledge?

"Author and You" - To answer the question, the student must combine his own ideas and experiences with information the author gives in the text.

Which of the following statements represents the least appropriate consideration for assessment in phonics and other word identification skills?

Only teachers in prekindergarten and kindergarten should administer assessments for phonics and other word identification skills.

Consider the continuum of development in the comprehension and analysis of informational texts. Which are the appropriate grade levels for the following student expectations? Click and drag the correct answers to their appropriate response boxes.

Fifth Grade - Features such as insets, timelines, and sidebars to support understanding Kindergarten - Titles and simple graphics to gain information Second Grade- Features and graphics to locate and gain information

Mr. Johnson assigned the students to analyze a text. He specifically wants them to analyze the organization of the text. Which of the following choices would a student answer when analyzing the organization of the text?

Why is the information presented in this order?

Miss Andres has administered the Texas Primary Reading Inventory (TPRI) to her first grade students. The results of this screening show that several of her students are at risk for reading difficulties. What is the next best step for Miss Andres to take with these students?

Supplementary instruction should be provided for these students.

Each week, Mrs. Reese selects a big book for her class to enjoy together in a shared reading time. Early in the week, Mrs. Reese introduces the book and reads it to the class. The text of the big book is visible to the entire class. By the end of the week, most of the students are joining in and reading with her. Which of the following is NOT a benefit of shared reading which will help promote students' fluency?

The group setting for reading does not allow the teacher to individualize reading instruction.

A fourth grade teacher works with a small group of students reading an expository passage titled "The Lone Star State." Many of the students are English learners. The teacher asks, "What do you think this passage will be about?" Most of the students are reluctant to respond. One student responds that the passage may be a science passage about the ways stars are formed. After the group reads the first paragraph, the teacher initiates the Reciprocal Questioning strategy by asking the students questions about the paragraph. What might the teacher do next to promote students' reading development?

The group will read the next paragraph, and the students will ask the teacher questions about the paragraph.

The teacher considers how to incorporate structural analysis into the vocabulary lessons. Which of the following strategies would best promote students' understanding of the meanings of these vocabulary words?

The teacher analyzes the prefixed words and words with similar endings (-ate).

Mrs. Coronado teaches fifth grade ESL at Reginald Elementary School. Her students have a wide array of English language proficiency but recently she discovered that most of her students were having difficulty understanding multisyllabic words with prefixes and suffixes. Mrs. Coronado would like to plan an activity that leads to the purposeful use of morphemic analysis as a word learning strategy. Which of the following activities is best suited to achieve this purpose?

Given a specific root, students work with a partner to create a list of words with the root then write definitions for the words on their list.

A first grade teacher is trying to get her students to recognize the sound made by the letter b. Which of the following activities is most likely to accomplish that?

Have students clap once every time they hear the sound of the letter b in a story the teacher reads to them.

Of the following lessons, which should be taught last?

Have students establish a routine for identifying morphemes in words.

Have students look for words with the VCCV syllable pattern in connected text. Students choose a word and show a classmate how to read the word based on the newly acquired syllabication strategy.

Mrs. Shaw is teaching a unit on biographies. Which of the following assignments is most likely to reflect cultural diversity and deepen students' knowledge of how literature can develop an understanding of people's lives as they relate to the culture and environment in which they live?

Have students select two biographies to read that are about individuals from two different cultures. Have students compare the subjects of the biographies with a special emphasis on how their lives were shaped by their surroundings.

A first grade teacher confers with a reading specialist teacher to plan the following small group lesson on blending words sound by sound. The teacher prepares the lesson by giving each student the following plastic letters, laid out separated with wide spaces. The teacher has the students point to the first letter "m" and with students say /m/ and hold the /mmm/ while moving it the "m" toward the "a". When the "m" and "a"' are next to each other, then say /a/. The students then pronounce the "m" and "a" together - "ma". The teacher and students say, /maaaaaaaa/ while moving the letters toward the "t". When "ma" is next to the "t", then say, /t/. The students use their finger under the letters to read a fast pronunciation of the word: /mat/. The blending activity described above is NOT likely to promote which of the following decoding instruction goals?

Help children use context to confirm words decoded using letter-sound knowledge.

A middle school teacher uses a knowledge rating chart to informally assess vocabulary knowledge. Students self-assess their knowledge of the words before and after the vocabulary study. If students know the word, they should be able to use it correctly. If they have heard of it, they may or may not understand the word well. If they don't know it, this is a word absent from their vocabulary. Illustrated below is one student's self-assessment. Using the illustrated example above, the teacher might next have the student —

predict meanings of the words prior to reading.

During a write-aloud activity, the teacher says, "Willie just told us he saw a tiger on our field trip to the zoo. I am going to write Willie's name before I write the name of the animal he saw at the zoo. I will make the 'w' a capital letter because the first letter of everyone's name begins with a capital letter." Right after writing Willie's name the teacher writes the word tiger and proceeds with, "I just wrote the word tiger. Should I begin the next word next to the 'r in tiger or should I leave a space before I begin the next word?" In this activity, to which of the following skills is the teacher contributing?

print awareness

Yusef is a fourth grader who reads at grade level. Lately, when choosing a book to read, Yusef always selects books from a series that is written in a very formulaic style that does little to extend his conceptual or language development. The teacher's best response to this behavior would be to —

provide Yusef with books with similar themes or on similar topics that are more challenging for him.

A first grade teacher plans the following small group lesson on blending words sound by sound. The teacher prepares the lesson by giving each student the following plastic letters, laid out separated with wide spaces. The teacher has the students point to the first letter "m" and with students say /m/ and hold the /mmm/ while moving it the "m" toward the "a". When the "m" and "a"' are next to each other, then say /a/. The students then pronounce the "m" and "a" together - "ma". The teacher and students say, /maaaaaaaa/ while moving the letters toward the "t". When "ma" is next to the "t", then say, /t/. The students use their finger under the letters to read a fast pronunciation of the word: /mat/. In order to apply the newly acquired blending strategy, the teacher is most likely to follow this activity with which of the following?

reading of connected text in an appropriate decodable text

Which of the following represents the second tier of the Response to Intervention (RtI) instructional model?

the teacher performs small group interventions

Several English learners in Mrs. Night's 1st grade class are having a particular difficulty with sight words. Sight words are most likely difficult for these students because —

they are irregular words which are difficult to decode using graphophonemic knowledge.

Ms. Appleby is a kindergarten teacher. She conducts read aloud activities regularly during reading instruction using high-quality, culturally relevant texts. During a recent read aloud activity, Ms. Appleby stopped reading the story aloud at designated places and had her students pantomime the actions of the main character.The teacher's most likely reason for this is ___

to develop students' understanding and make connections to the main character

to make the segmenting of words into phonemes less abstract.

Mr. Sherwin uses Interactive Writing daily in his first grade classroom, often in the form of a "Morning Message" or "News of the Day". Sometimes he orally composes the message as he writes and sometimes the students tell what should be written. As he writes, he "thinks aloud" and models different writing skills. Students get to participate by writing parts of the text. At the end, the class reads the text they have created together. What is the LEAST likely purpose of this activity?

to teach a predetermined list of words and skills

The paragraph-building activity designed by Mr. Batista is likely to promote English learners' reading development primarily by helping them —

transfer skills from oral language to written language.

While the class is telling their "News of the Day", one of Mr. Sherwin's students, Tania, wants to write, "My friend is coming to my house to play." To help students with concepts of both reading and writing, which of the following skills is the LEAST likely one for Mr. Sherwin to focus on if most of his students are at the level of emergent reader and writer?

the "i before e" rule in the word friend

A sixth grade teacher has assigned a novel study to the students in second period. The students were placed in cooperative groups of 5 and assigned a novel written by the same author. Each group is expected to read and discuss the assigned novel. Based on the previous information, several students are having trouble keeping up with the rest of their group in reading the novel. The teacher suspects that the students are having trouble with fluency. Which of the following would NOT be an assessment you would recommend?

vocabulary knowledge measure

Mr. Gomez has been teaching his third grade students how to analyze informational text. He is creating a lesson plan and wants to informally assess his students while they practice using a specific text analysis skill with a partner. Below is an excerpt of Mr. Gomez's lesson plan. 1. Provide students with a copy of an informational text passage containing multiple paragraphs. 2. Remind students that they may analyze informational text using different text analysis skills. 3. Tell students that today they will practice determining the main idea of a paragraph and identifying details that support the main idea. 4. Read the first paragraph aloud. After reading, use think-alouds to model how to determine the main idea for this paragraph. 5. Use think-alouds to model identifying details that support the main idea for this paragraph. 6. Pair up students and have them work together to practice using this text analysis skill with the remaining paragraphs. 7. While students are working, _________ to gauge their understandings. 8. Use ______ to document student performance.

watch, listen, and ask a few questions anecdotal notes

A beginning first grade teacher confers with a reading specialist teacher in school about the difficulties several English learners are having with orally segmenting three- and-four-phoneme words. Based on a convergence of research evidence, which of the following pieces of advice should the reading teacher give?

Continue with oral phoneme segmentation activities but begin linking sounds to letters and print as soon as possible.

Mrs. Shipman is a first grade teacher and recently administered a teacher-made nonsense word fluency test to her students. Below are the results from one of her students, Damion. During the test, Mrs. Shipman noted that Damion accurately produced each sound and then went back to blend correctly. However, Damion's reading was extremely slow and laborious. Based on Damion's assessment results, which of the following instructional interventions would be most appropriate?

Mrs. Shipman should provide frequent opportunities for Damion to practice quick sound drills using a blending board.

Mr. Kano uses the Picture Word Inductive Model in his second grade class to help his students develop content vocabulary. He posts a large picture related to a subject the class is studying. As the class discusses the picture, Mr. Kano labels elements of the picture the students know. Which of the following language skills is LEAST likely to be developed during this activity?

blending sounds in words

Which of the following instructional supports best represents an appropriate linguistic accommodation for classroom discussions among English learners who are in the Intermediate stage of English language proficiency?

provide answer choices for students to use in their verbal responses

A student who frequently mixes up letters when pronouncing words (i.e. biving doard instead of diving board) would best benefit from which type of intervention?

reading disability training

A fourth grade teacher designs an instructional activity in which students work in small groups to create a different ending to an adventure story they have read. Each group then shares with the class their new version of the story. This activity is likely to promote students' reading proficiency primarily by —

having them apply their understanding of the elements of literary texts.

Ms. Hollister's fourth grade class is beginning a unit on deserts. She starts the unit by having the students form small groups and list everything they know about deserts. Then the whole class meets to share their lists, and Ms. Hollister asks the students to help her arrange their ideas into a concept web. The class's partially completed concept web is shown here. Creating such a web is likely to promote students' ability to retain and use information that they read about a topic by —

helping student learn to use categories to organize their thinking about the topic.

A first grade teacher plans a small group activity in which students will use their knowledge of letter-sound knowledge to make words. The teacher prepares letter cards using letters (p, n, a, t, s, l) preprinted on card stock and cut apart. During the small group lesson the teacher gives each student a set of cards. The teacher has the students name each letter and its sound as a review. Then the teacher guides the students to make the word "sat" by moving the letter cards together. The students are then directed to make new words based on the directions the teacher gives. For example, "Change one sound in the word "sat" to make it say "sap". Students make a variety of words using the letters supplied by changing, removing, or rearranging the letters as necessary according to the teacher's directions. Each time a new word is made, the students sound out and pronounce the new word. The teacher uses this activity in small groups on a regular basis, adding or changing letter cards as new letter sound correspondences are learned and mastered. This making-words activity is likely to promote students word recognition by:

helping students read regular words.

Mrs. Hightower is a second grade teacher. Mrs. Hightower knows her students' learning needs are diverse, so she incorporates differentiated instructional approaches into her daily lesson plans. Below is an excerpt of an upcoming science lesson plan that focuses on how to analyze informational text. 1. Provide students with a copy of an informational text passage about science safety 2. Ask students to ____ 3. Show students different visuals that represent science safety to_______ 4. While reading, stop frequently and ask _____ 5. After reading, engage students in completing

2. Preview the text 3. make connections with prior knowledge 4. different types of questions 5. a graphic organizer

What are examples of students with print disabilities? Select all answers that apply.

A. blindness B. frequent daydreaming or distractedness while reading D. partial blindness E. dyslexia

Ms. Steinway reviews her kindergarten students' writing each week to help inform her instructional decisions. She notices that three of her students are often writing the initial letter in a word, but leaving off letters that represent the medial or final sounds when writing a word. Which of the following is the LEAST helpful step Ms. Steinway can take to help these students progress in their writing?

Add the missing letters on the students' papers before returning them so that they have a visual model of how the words should look.

Adrian, a fourth grader with a learning disability, demonstrates strong math computational abilities but has difficulty interpreting and solving word problems. Which of the following comprehension strategies is likely to be most effective in facilitating Adrian's understanding of word problems?

After reading a problem silently, Adrian and a partner reread it aloud and then discuss and write down each step of the problem.

Which of the following additions to the activity described in the previous page would most effectively use oral language interactions to promote the students' reading comprehension?

After reading their story, partners meet again to discuss the story and talk about how their predictions compare with the actual story.

Mr. Parker is a first grade teacher who serves many English learners in his classroom. While observing students informally, Mr. Parker noticed that several of his English learners consistently have trouble following oral instructions that involve a sequence of actions. To promote development for this aspect of oral language among these students, Mr. Parker plans to incorporate different instructional supports and collect data during systematic classroom observations. Which of the following instructional supports would notprovide Mr. Parker with assessment information concerning each student's ability to follow oral instructions that involve a short, related sequence of actions?

Avoid giving multi-step oral instructions.

A kindergarten teacher wants to plan instructional activities to enhance her students' ability to blend and segment onset and rime. Which of the following instructional activities is least likely to help accomplish this goal?

B.The teacher says, "cow " and " boy", the student says, "cowboy"

Mr. Woodlawn selects at least one general vocabulary word from class reading to highlight each day. He chooses words that students have a general concept about but that may be more sophisticated than ones they use regularly. Besides discussing the meaning of the word and how the word is used in the story or text, which of the following would most help students internalize the word for future use?

Create and share original scenarios in which they might use that word.

The first step in helping a student learn about a topic is to understand it completely yourself. Choose from the list below the complex morpheme(s).

D. unwanted E. predisposition

Mrs. Salazar, a kindergarten teacher on your campus, is concerned about a student's oral language development. Mrs. Salazar is concerned because her student, Trevor, uses 'baby talk', uses statements such as 'me have juice', and tends to speak in sentences of 3 to 5 words. Additionally, Trevor seems to have limited interaction with peers but answers correctly and appropriately when asked a direct question. Based on the observations of Mrs. Salazar, which of the following oral language deficits warrants further evaluation of Trevor's oral language?

Deficits in syntactical structure

Mr. Batista's sixth grade class has been studying volcanoes. He designs the following activity for the class, which includes a number of English learners. Paragraph-Building Activity 1. The teacher leads a whole-class discussion on a topic related to the science unit on volcanoes. 2. Students form heterogeneous cooperative learning groups with three or four students in each group. The students in each group continue discussing the topic. 3. Each student writes one or two sentences about the topic on sentence strips. 4. The members of the group then decide how to put the various sentences together, editing the sentences as necessary to form a comprehensible paragraph about the topic and correcting any errors in grammar or spelling. After participating in this activity, all of the students review the chapter in their science text about volcanoes. Which of the following best describes one important way in which this activity is likely to benefit English learners?

Discussing and writing about a content-area topic supports English learners' reading of related texts by reinforcing key vocabulary, language structures, and schemata.

Mrs. Shin is a prekindergarten teacher. She plans to read aloud a predictable text during the next reading lesson. During this lesson, Mrs. Shin wants to focus on developing alphabet knowledge among her students. Which of the following teacher behaviors would align with this lesson objective?

During the lesson, Mrs. Shin draws students' attention to the lower- and-upper-case forms of individual letters, as well as similarities and differences in their shapes.

Which of the following statements about phonics and English learners is true?

It may be difficult for English learners to differentiate certain phonemes in English.

Which of the following is a pair of words that Mr. Barrera could use to help show students how a familiar word can help you learn the meaning of an unknown word that has the same morpheme?

Known word: octopus Unknown word: octagon

Mr. Clampett notices that Tamekah is often leaving off suffixes when she reads. He provides direct instruction and practice on noticing and applying suffixes to words when reading. Which of the following would provide the most appropriate assessment for Mr. Clampett to determine if Tamekah has learned and is applying this skill?

Listen to Tamekah read a passage that has several words with suffixes in it.

A teacher wants to take advantage of students' oral language strengths to promote their reading proficiency. She begins planning a variety of activities for this purpose. In one activity, students will choose a partner and select a storybook from the class library. Before they begin reading the book, the partners will read the title and look at the illustrations. Based on this preview, the partners will discuss their predictions about the story (e.g., what may happen, who the main characters are). Which of the following steps would be most important for the teacher to take when introducing the activity described above?

Model for the class how to make predictions about a story based on its title and illustrations.

Mr. Hall is a fourth grade teacher. He has been working on developing students' reading comprehension and wants to focus on summarizing during the next lesson. Of the following instructional activities, which one would not align with Mr. Hall's instructional focus?

Mr. Hall reads a story aloud to the class. After reading, he has students complete a graphic organizer by themselves. The graphic organizer has designated spaces where students combine what they know with story details to form new understandings.

Mr. Jorgenson is a first grade teacher who wants to begin implementing explicit phonics instruction in a systematic manner. Which of the following is the most efficient way for Mr. Jorgenson to address his students' different learning needs effectively?

Mr. Jorgenson should administer a phonics assessment to determine the proficiency levels of his students. Using the phonics assessment data, Mr. Jorgenson should create homogenous small groups. Mr. Jorgenson should then meet with each small group separately for phonics instruction.

Mr. Joshi is reviewing assessment results for a test he recently administered to his fifth grade class. The test was an end-of-unit assessment that included items related to the analysis of story elements for fiction texts. Although most of the class performed satisfactorily with each of the three unit objectives, three students did not demonstrate mastery with some of the unit objectives. Below is a summary of the assessment results for these three students. Based on these assessment results, which of the following would the most appropriate instructional strategy for Mr. Joshi to improve understandings with the unit objectives among these students?

Mr. Joshi should plan individualized instructional interventions for each student. He should also closely monitor each student's progress and administer a follow-up assessment to evaluate the effectiveness of interventions.

Mrs. Lilly is a kindergarten teacher and recently administered an individual oral language assessment to each of her students. Mrs. Lilly analyzed the assessment results to identify patterns in students' performance and noted that several students scored low on test items related to listening and speaking. Mrs. Lilly wants to differentiate her instruction to meet the instructional needs of students, so she is planning a series of interactive activities for students to practice listening and speaking skills in meaningful contexts. For the first activity, Mrs. Lilly will read a text aloud to the whole class and then pair up students to engage in a simulated telephone conversation. During their telephone conversation, students will talk about the text as long as they can. When the pair ends their conversation, each student will share one comment that their partner made to the class. For the simulated telephone conversation, which of the following would be the most appropriate way for Mrs. Lilly to pair up students?

Mrs. Lilly should form pairs with students of different skill levels.

Ms. Fleet is a second grade teacher. She is creating her lesson plans for the upcoming week and wants to incorporate explicit spelling instruction each day. Ms. Fleet determined that the focus for the week would be on multisyllabic words with closed vowel syllables. Which of the following would be an ideal teaching strategy for Ms. Fleet to include in her lesson plans?

Ms. Fleet gives each student a dry erase board. Ms. Fleet calls out a multisyllabic word with one or more syllables that end in a consonant (e.g., signal). Students write the word on their dry erase boards, underline each syllable, and circle the vowels. After Ms. Fleet conducts a quick check of students' work, she continues the activity using a different multisyllabic word with one or more syllables that end in a consonant.

Ms. Fragoso is a third grade teacher. During an upcoming reading lesson, she plans to use the following task with students: I have such a fit When these words don't fit! What does the underlined word in this sentence mean? What other words in the sentence gave clues about the meaning of this word? Which of the following best represents the primary goal of this task?

Ms. Fragoso is teaching students how to use semantic and syntactic clues to determine word meanings for homographs.

Ms. Redlin administered a beginning-of-the-year reading assessment to each student in her kindergarten class to determine their individual reading readiness. Below are the results for items related to letter identification from one of her students, Lexie: An asterisk in the above-shown results indicates correct identification during the assessment. Based on Lexie's performance, which of the following instructional strategies would be the least appropriate to promote her continued development with letter identification?

Ms. Redlin should have Lexie use magnetic letters to practice identifying the upper- and-lower-case letters in her first name.

Ms. Townsend wants to design an activity for her prekindergarten students to practice using new academic language structures in meaningful contexts. Which of the following activities would best achieve Ms. Townsend's objective?

Ms. Townsend has small groups of students interact in a dramatic play center with a restaurant theme.

Mrs. Jantzen has a group of students who are reading and writing at an advanced level compared to their peers in class. Since these students have already mastered the grade-level goals for applying the alphabetic principle, what is the best approach for Mrs. Jantzen to take for planning instruction for these students?

Observe the types of errors the students are making in the reading and writing they are doing at their current level. Use this knowledge to plan phonics instruction at students' instructional level.

A kindergarten teacher has several students who need to improve basic phonemic awareness skills. The teacher conferences with parents on ways to help these students at home. Which one of the following activities would the teacher most likely recommend?

Play rhyming and sound games.

A first grade teacher uses small group instruction to provide extra support for a group of students who are having trouble hearing the sounds in the words they want to write. Which of the following activities would NOT be useful to help her students develop this skill?

Show students how to refer to written lists of high-frequency words and content words to help with writing.

Mrs. Ramirez facilitated oral language development during small group interactions with her students. She was deliberate about her word choice and language during her discussion with students. Read the following dialogue between Mrs. Ramirez and a student. Which of the teacher prompts is a weak response?

That's right - toys!

A reading teacher plans to use the following chart to help a group of first graders who are having difficulty segmenting words into phonemes. In the activity, students will move one counter for each sound heard in CVC words that the teacher presents orally. For struggling readers in first and second grades, rapid progression from phonemic awareness to letter-sound knowledge is necessary for developing reading proficiency. Additionally, phonemic awareness training is most beneficial for struggling readers when combined with letter-sound instruction. Which of the following modifications to the previous activity best incorporates letter-sound instruction?

The teacher has the students segment a CVC word with known letter-sound correspondences. Then the teacher gives the students plastic letters that correspond with the sounds the students just segmented. The students place the letters in the corresponding boxes and blend the word together.

Ms. Waters is a second grade teacher and has been working to promote reading comprehension among her students. She recently administered a reading comprehension assessment that consisted of 10 questions. Below are the assessment results for the number of questions each student answered correctly. Based on these assessment results, which of the following would the most appropriate instructional strategy for Ms. Waters to improve students' reading comprehension?

Use assessment results to form homogenous small groups based on student performance. Within each small group, design instructional interventions that target specific learning needs.

A teacher should provide support for a beginning writer to know how to use concepts of print in his organization of written text. Which of the following is the LEAST helpful strategy for providing this support?

Use small pieces of paper for writing so that students have less space to fill.

Mr. Edwards is an elementary teacher with many English learners in his class. He knows that a language-rich environment at home helps students learn, and he likes to be a resource for the parents of his students in helping them provide this. Which of the following is a true statement that would be helpful to share with parents?

Vocabulary development in both a child's native language and English contribute to achievement in English reading comprehension.

Ms. Hollister's fourth grade class is beginning a unit on deserts. She starts the unit by having the students form small groups and list everything they know about deserts. Then the whole class meets to share their lists, and Ms. Hollister asks the students to help her arrange their ideas into a concept web. The class's partially completed concept web is shown here. Ms. Hollister gives each student a copy of the concept web developed by the class. She could best help students make use of the web to learn and retain facts from their reading by asking them to —

add continuously to the web as they encounter and organize new information in their reading.

Mrs. Swanson is attempting to help students select books that they can read on their own. As part of this process she must determine each student's independent reading level. In order to determine her students' independent reading level, Mrs. Swanson's bestapproach would be to —

administer an informal reading inventory to each student.

Breaking down words into smaller units, also known as chunking, helps a reader determine a word's pronunciation by matching it to a word in their listening vocabulary. The words development, descent, deconstruct, and debunk all have the same "chunk" (de-). This chunk is also known as the — (Select all that apply.)

affix prefix

Which of the following lists gives the correct order for the expected development of phonological skills from most basic to advanced?

counting syllables, recognizing rhyming pairs, producing rhyming pairs, phoneme awareness

Complete the following statement. Emergent reading comprehension instruction includes all of the following except —

deep discussions of literary texts.

Vowels are often divided into which two categories?

diphthong monophthong

Read the following vocabulary and then select which category it belongs to:chlorophyll, phonology, bandwidth, and chemophobia

discipline specific vocabulary

Mrs. Graton's sixth grade language arts class is studying modern British novels. There are a number of English learners in the class. Which of the following strategies will best facilitate these students involvement in class discussions and promote their comprehension of the texts?

distributing the ELL students in mixed groupings of other students for discussion of cultural references

Mrs. Clarinton is working with her first grade students on recognizing phonemes. She is presenting them with various words and asking them to count the phonemes in them. Of the following words, which one has four phonemes?

little

Which of the following high-frequency words is also an example of an irregular word?

Students in a middle school class frequently use Venn diagrams to clarify their understanding of informational texts. To assess a student's comprehension of a passage about comets and meteoroids, the teacher asks the student to use facts from the text to complete a Venn diagram. This strategy is likely to be particularly useful in helping the teacher evaluate the student's ability to —

organize textual information by analyzing similarities and differences.

Mr. Hyde often uses phonemic awareness activities during transition times in his first grade classroom. One activity he does is called "slow motion" and he says a word, but instead of saying it all together, he says each sound slowly and separately. Students try to put the sounds together and tell what the word is. What phonemic awareness skill is the class practicing?

phoneme blending

Mr. Dirks is a third grade teacher who is planning an upcoming reading lesson. Before the lesson begins, he will post several large pieces of chart paper around the classroom with the following labels: Similes, Metaphors, and Onomatopoeia. At the beginning of the lesson, Mr. Dirks will divide the class into groups of three to five students and give each group one pad of sticky notes and several texts. He will inform his students that they are "language hunters" and will work together in their small groups to identify examples of similes, metaphors, and onomatopoeia in real texts. Mr. Dirks will further explain that when students locate an example in a text, they should write the example on a sticky note and place this sticky note on the correctly labeled chart paper. Mr. Dirks needs to locate appropriate texts in the school's library for this activity. Which of the following literary genres would provide students with more exposure to examples of figurative language?

poetry

Mr. Morris wants to reinforce his 1st grade students' use of grade-level instructional language. He creates a word wall and regularly adds new words during instruction. Mr. Morris also incorporates the word wall into instruction by reviewing the words and playing interactive word wall games. Below are examples from Mr. Morris's word wall: above - below before - between - after inside - outside left - right top - middle - bottom up - down Based on these examples, what type of grade-level instructional language is Mr. Morris reinforcing?

positional and directional words

A third grade student is struggling in reading. The teacher notices the child devotes too much attention to decoding and not enough attention to the meaning of the text. The teacher could best help the student by —

working on fluency skills.

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