STR Updated
Which of the following is NOT an essential component for creating valid assessments? A: clarity of language B: academic language C: appropriate level D: absence of bias
B
A first-grade teacher is forming reading intervention groups. All of the following assessments would be useful for this teacher to utilize except: A: a story retelling assessment. B: an oral reading fluency skills test. C: a reading interest inventory. D: a phonics skills assessment.
C
Assessment data will periodically need to be shared with stakeholders. Specifically for state-mandated assessment, who of the following options would be considered a stakeholder and therefore be provided assessment data? A: parents B: colleagues C: community members D: all of the above
D
How can illustrations support predictability in a text for early readers? A: Illustrations can signal changes in the established predictable text patterns of the story. B: Illustrations increase student engagement. C: Illustrations will provide details and specifics not covered by the text. D: Illustrations allow the story to be understood even when the words are read incorrectly.
A
When following the Response to Intervention (RtI) model, if a student doesn't respond well to Tier 1 strategies, what should a teacher do? A: Introduce small groups a couple of times each week to work on specific skills. B: Evaluate the student for special education services. C: Provide individualized, explicit, and systematic instruction. D: Remove the student from the general education classroom.
A
When ELL students hear phrases such as, "It's raining cats and dogs outside," or "This is just a drop in the bucket," they may be confused, as they probably need to have specific instruction in: A: segmentation. B: semantics. C: phonetic strategies. D: scaffolding.
B
In what ways do small-group conversational activities help improve oral language development? Select all answers that apply. A: Students are able to respond to each other in a low-stakes setting, which contributes to higher student involvement. B: Students are able to chat with their friends, relieving stress and clearing the mind for more learning. C: Students can respond to each other and learn to formulate arguments and express different views. D: The teacher can step back from the discussion and allow students to express themselves.
A & C
A teacher needs to perform a miscue analysis for her students in order to assess progress and current skill level. After choosing a sample text, which step should the teacher take in order to give the assessment successfully? A: Print copies of the sample text to record student errors. B: Use a video camera to record students reading the text. C: Determine the students' reading levels. D: Ask the students comprehension questions after completing the reading.
A
A third-grade teacher incorporates fluency practice throughout the school year. Just before the end of the first semester, he uses the district-provided fluency assessment to assess each student's reading fluency and compares the results to the fluency assessment scores from the beginning of the school year. This assessment is an example of: A: ongoing curriculum-based assessment. B: summative assessment. C: entry-level assessment. D: informal assessment.
A
A second-grade teacher advises parents to ask their children questions about the text when they read aloud at home. Which of the following is most likely to increase through the use of this questioning strategy? A: engagement B: comprehension C: fluency D: vocabulary
B
How does oral language development affect reading comprehension? A: Reading comprehension must be developed prior to fluency in oral language being achieved. B: Reading comprehension is enhanced by promoting oral language. C: A large oral vocabulary has no impact on reading comprehension. D: Development of phonological awareness does not impact reading comprehension.
B
What impact should the results of ongoing assessments have on instructional plans? A: The results should influence plans for the same unit in the following school year. B: They should only change future plans if the upcoming plans are directly related. C: They should change upcoming plans if goals are not met. D: They should not affect immediate plans, as the skills are unlikely to be related.
C
Which of the following is the primary benefit of requiring students to give oral book reports? A: They encourage students to share reading experiences and model how the book was enjoyable. B: They provide students with an opportunity to practice making formal presentations in front of a group. C: They require students to analyze every book they read. D: They show that students have read the books and understand the plots.
A
Which of the following would you NOT expect to see in a guided reading text for early readers? A: complex syntax B: repetitive text, with a sentences repeated throughout the text C: illustrations D: predictability
A
Differentiation is important for children during alphabetic instruction. Which of the following is a way that formal assessment could support differentiation? Select all answers that apply. A: determine a need for intervention B: fill learning gaps C: determine student strengths D: facilitate parent involvement
A & C
When communicating student exam results to stakeholders, it's important to ensure that they have a clear understanding of the context, methods, and results of the assessment data. This includes which of the following? Select all that apply: A: what was assessed B: what the performance indicates C: how it was assessed D: why it was assessed
A, B, C ,D
A second-grade teacher is emailing parents with a list of ideas that parents can use to support their children's literacy development. Which of the following suggestions is least likely to appear on that list? A: Find opportunities for your child to see you reading books. B: Encourage variety by providing new books and discourage your child from rereading books. C: Make time for your child to read aloud to you. D: Read aloud to your child.
B
Which of these abilities is the weakest connection between strong oral language skills and strong writing abilities? A: the ability to understand organization and text structure B: the ability to write longer paragraphs about a topic C: the ability to use grammatical structures correctly D: the ability to decode new words in a text
D
A kindergarten class has been working to learn all the letters and their corresponding sounds and will later learn about types of syllables and how those syllable types can affect the sounds letters make. Students who are not progressing as planned through the lessons on letter-to-sound correspondence most likely need differentiation in the form of: A: pacing. B: background knowledge. C: complexity. D: scaffolding.
A
A mentor advised a beginning teacher to plan an entire unit before the beginning of instruction. The unit plan includes objectives, activities, modifications, and assessments. What is the best instructional reason for this advice? A: It ensures that the content and learning activities are sequenced in a logical and coherent manner. B: It reduces stress on the teacher by organizing the instruction prior to teaching. C: It causes the teacher to evaluate whether the topic of the unit is appropriate for students' interests and skills. D: It assures that all curriculum objectives and topics can be addressed within the time limitations.
A
A small group of ELL students is struggling with recognizing how printed words and spoken language are related. Which activity below would best help the students develop this skill? A: The teacher reading aloud a familiar story to the group and pointing out the text and punctuation marks as she reads. B: Asking students comprehension questions during reading. C: Having the students read aloud to each other while the teacher listens and corrects. D: In turns, one student will say a word and the rest of the group will write it on paper.
A
A teacher is preparing her class to independently read an article about a new telescope being built by a group of scientists. During their pre-reading activity, the teacher purposefully includes challenging or unfamiliar vocabulary like "Magellan," "precision," and "resolution" in both the class discussion about telescopes and their anticipation guide. Which of the following best explains the teacher's reason for incorporating these words into their pre-reading activities? A: to encourage student recognition of the words and improve their ability to connect their oral vocabulary to their written vocabulary B: to help the students predict the focus of the text C: to increase student awareness of sound-letter correspondence D: to support word analysis skills while reading independently
A
A third-grade teacher is looking over the results of a student's oral reading fluency assessment. The results are as follows: Passage Assessment Level: Early third grade Accuracy rate: 93% Error rate: 1:10 (an average of 1 error for every 10 words read) Self-correction rate: 1:5 (makes an average of 1 self-correction per 5 errors) After examining these results, the teacher conferences with the student privately. Below is a transcript of their conference. Teacher: While you were reading, I noticed you used some good reading strategies. When you read the word add instead of ask, you made a face because it didn't sound right and reread it correctly. I could tell you were thinking about the story events, and that helped you fill in the right word. Let's take a look at another word (pointing to the word set in the passage). You read let. Let's read the first letter. What is it? Student: It's s. I see! It says set! Teacher: That's right! When you read let, it somewhat went with the passage, but didn't sound right. The word set goes well in the passage, and it also sounds correct when reading the text. The transcript of this teacher-student conference shows the teacher understands the importance of: A: pointing out the student's successes and providing constructive feedback to facilitate continued growth. B: pointing out the student's errors and providing targeted interventions to prevent the student from making the same mistake repeatedly. C: using a variety of student data to place students on an appropriate reading level and provide targeted interventions. D: encouraging students by pointing out successes within the assessment and providing positive feedback.
A
Based on the descriptions provided, which of the following students is most likely to be in Tier 2 of the three-tier Response to Intervention (RtI) model? A: a student who checks in and out every day with a mentor. B: a student who was recently evaluated for special education services. C: a student who is exceeding expectations and needs additional challenge D: a student who routinely meets with the school counselor for behavior management.
A
Henrique is an ELL student from Mexico. He really wants to improve his reading fluency. His parents ask his teacher for advice, and she informs them that while Henrique has strong reading accuracy and a fast reading rate, he is struggling a bit with his use of intonation and phrasing in reading. He thinks that Henrique would benefit from some additional practice with his: A: prosody. B: automaticity. C: accent. D: phonology.
A
How does a student's level of oral vocabulary impact their decoding and reading abilities? A: A student with a large vocabulary is more likely to recognize whether or not they have decoded a word correctly. B: A student with a large vocabulary will have greater knowledge of sight words, requiring them to decode less while they read. C: Oral vocabulary and decoding skills are unrelated. D: Students who have a wide vocabulary are typically students who have been read to extensively at home.
A
Mr. Rick's classroom just received a new student from China. She speaks some English but her main language is Chinese. Her parents speak both Chinese and English in the home. Which accommodation would help her build her English oral language skills and ease the transition into an English-only classroom? A: Bring material into the classroom that relates to her Chinese heritage. B: Ask her parents to translate the assignments. C: Allow her to read material that is written in Chinese. D: Exclusively teach in English.
A
Ms. Garcia works with teachers, principals, and older students at her school to have them help guide the reading instruction once a week. After the reading, Ms. Garcia and the person with whom she collaborates have a discussion with the students and work to make a collage of the story's theme. Which of the following is the most likely primary goal of the activity? A: collaborating with other members of the school community to increase learner engagement and improve students' reading comprehension skills B: providing professional development between Ms. Garcia and the other teachers or principals C: introducing students to a variety of genres using a diverse pool of guest readers D: allowing students to meet other teachers, principals, and students throughout the school
A
Ms. Landers had planned to begin instruction on a new syllable pattern in class this week, but on the previous Friday, only half of the class showed proficiency with the previous skill. How should this information affect her plan for the upcoming week? A: She should plan to continue instruction focused on the previous week's skill with the struggling students before teaching them the new syllable pattern. B: She should continue whole-class instruction on the current skill. C: She should reassess the skill to ensure that the initial results were reliable. D: She should continue with the current plan but revisit the previous skill at a later date.
A
Paula is an ELL student from Mexico. Her mother, Natalia, is a fluent English speaker and is concerned with Paula's reading fluency. She asks Mrs. Dilbert, her ESL teacher, about the different ways that she can help Paula to practice at home. Mrs. Dilbert recommends all of the following except: A: Having Paula read "frustration level" texts, or texts that she can read at less than 90% accuracy, at home to challenge her. B: Practicing "choral reading" or reading aloud together with Paula. C: Modeling fluent reading to provide Paula with a strong example of what reading should sound like. D: Practicing repeated reading with Paula, asking her to read and then re-read the same text after receiving some corrections.
A
To support vocabulary development, which of the following activities would be particularly helpful to English Language Learners when assigning a text related to a new instructional unit? A: use visual images when pre-teaching unit vocabulary B: give all learners the opportunity to read new material independently and select vocabulary that they found challenging C: allow English language learners to work with native speakers on vocabulary assessments D: provide the opportunity to look up vocabulary words in the dictionary before beginning a new unit
A
Which of the following accommodations is most likely to be found in an IEP for a student who is a struggling reader? A: having the text read aloud to them B: being provided with a completed story map to support comprehension C: being exempt from the expectation of reading independently D: having their choice of reading materials
A
Which of the following best describes the purpose of an entry-level assessment? A: to align instruction with student needs B: to group students based on current skill level C: to preview the upcoming unit for the class D: to compare students' current understanding with their results from summative assessments of similar content from the year before
A
Which of the following describes the best use of a running record? A: to track student reading progress over a year B: to predict future assessment performance C: to identify the cause of under-performance on an assessment D: to track student performance on unit assessments over the year
A
Which of the following are appropriate ways for a teacher to encourage home involvement in promoting literacy development? Select all answers that apply. A: weekly communication through email with information about the week's literacy focus in class B: assigning students to write about their families C: hosting a parent night at which the teacher shares ways to improve phonological awareness D: asking students how often their parents read to them
A & C
Which of the following are appropriate ways for a teacher to help students develop literacy? Select all answers that apply. A: Provide flexible classroom seating to facilitate an easy transition between independent work and the opportunity to discuss their reading and writing with peers. B: Prevent overlap instruction in writing and speaking until students achieve mastery in reading. C: Expect students to provide text evidence for their answers. D: Require each student to read unfamiliar texts aloud to the class on a regular basis.
A & C
A classroom teacher divides the class into pairs and gives each student a folder containing a picture of a recognizable person like a fireman or a doctor. They do not show the picture to their partner and describe the image in detail until their partner is able to correctly identify the person. Which of the following describes one of the goals of this lesson? A: improve student attention to details B: further developing oral language and listening skills C: increase student awareness of public servants in their community D: provide an opportunity for students to practice appropriate questioning as an audience member
B
A first-grade teacher would like to have a general idea of how many of her students understood the day's lesson that introduced L blends. What type of assessment would be most useful in this situation? A: an oral assessment in which the teacher calls the students up to her desk to read aloud a short sentence containing an L-blend word during independent reading time B: an informal assessment in which the teacher walks around the room observing the students while they complete their practice activity C: an entry-level assessment in which students are tested on their knowledge of L blends and other similar sounds D: a formal assessment in which the teacher asks students to identify and produce L blends
B
A kindergarten teacher is planning to read the book Pete the Cat: Five Little Pumpkins, by James Dean, to the class and ask some text-dependent questions. The teacher has several English Language Learners in the classroom and wants to ask developmentally appropriate questions. In the book, five pumpkins sit on a gate, fly in the air, and trick or treat, among other fall activities. The book talks about each pumpkin, from number one to number five, and each one's unique characteristics. At the end of the story, the pumpkins are shown walking away from the reader, ready to have fun. On one page of the text, the pumpkins are scared because the wind has blown out the candles. The picture in the book shows just the pumpkins' scared eyes and the lights out all around them. The teacher says, "All we can see are the pumpkins' eyes. How do you think they are feeling right now?" A student answers, "Sad. It dark." This response is expected of a student at what level of English proficiency? A: beginning B: intermediate C: advanced D: advanced high
B
A second-grade teacher has the long-term goal for their students to read grade-level texts with sufficient accuracy and fluency to support comprehension, a state learning standard. Which of the following is not an example of a short-term goal that would serve as a scaffold for this long-term goal? A: recognizing text features associated with informational texts B: increasing student reading levels by one grade level C: distinguishing long vowel sounds from short vowel sounds D: recognizing and understanding the meanings of five n
B
A student who struggles with reading motivation would most benefit from: A: flexible grouping. B: student choice. C: variation in difficulty of independent practice. D: variation in difficulty of assigned reading.
B
A teacher is creating a reading fluency handout for parents so that parents can support the students' reading development at home. Which of the following suggestions would be the most valuable to include in the handout? A: Ensure your child is reading multiple texts one level above his/her current reading level aloud throughout the week. B: Have your child read aloud the same book multiple times while listening to them. C: Parents should read every night before bed and talk about what was read with their child in the morning. D: Make sure your child reads silently for 30 minutes each night.
B
A third-grade student who is a struggling reader has shown some improvement in reading fluency but is still struggling to decode multisyllabic words. The student has an IEP that requires test questions but not reading passages as a whole to be read aloud. How can the student's teacher best support their reading development? A: by continuing with the current plan because the student's reading fluency is improving over all B: by providing specific instruction on structural analysis C: by requesting that the IEP is changed to require reading words and phrases aloud at the student's request D: by requesting that the IEP is changed to include reading entire passages aloud
B
A third-grade teacher reads a fictional story to the class and bases activities on one character of the story. The teacher assigns the same story to be read that night with parents/guardians and provides questions based on another character. Which of the following would this lesson best promote? A: text organizing and vocabulary B: reading for a purpose and fluency C: reading of expository text and word recognition skills D: phonetic skills and automaticity
B
Each week, Mr. Rivera has his students read books assigned to them in their book boxes. After reading, they rate the books on a scale of 1-5 and write down one topic that they liked and one topic that they did not like. What can Mr. Rivera do with the information he is collecting? A: He can use this information to assign reading quizzes covering what they liked and did not like. B: He can use this information to select future independent reading books for his students. C: He can use this information to discover students' hobbies and interests for personalized writing assignments. D: He can use this information to assess his students' reading comprehension levels.
B
Lincoln is a student in Ms. Johnson's 2nd-grade class who lacks self-regulation skills. He is impulsive and often disrupts the class. Ms. Johnson is always reminding him to stay on task and engage in appropriate behaviors. Based on the Response to Intervention (RtI) model, which of the following Tier 2 strategies is most likely to help this student? A: Sending Lincoln to meet with the school counselor for behavioral training during class time. B: Developing a self-monitoring chart, which Lincoln can use to record his behaviors daily. C: Setting consistent schedules, procedures, and daily routines for Lincoln and his classmates to follow. D: Ignoring the problem behaviors, so as not to draw unnecessary attention to Lincoln.
B
Mateo and his family moved to the United States from Colombia last year. Mr. Daniels, Mateo's third-grade ESL teacher, is a bit worried about Mateo's reading comprehension skills and thinks that he would benefit from additional practice at home with his family. The problem is that he doesn't think that Mateo's parents speak any English. What should Mr. Daniels do? A: Inform Mateo's parents that he is struggling in school and advise them to get additional help. B: Speak with Mateo's parents about the importance of reading aloud with Mateo and the value of discussing stories, whether in English or Spanish. C: Give Mateo a list of local libraries and other community resources that he can use. D: Encourage Mateo's parents to learn English and practice reading at home with Mateo.
B
Of the following, which is the most important feature of an instructional assessment? A: The class average is a score of 80%. B: The learning objectives are assessed and do not vary significantly from the material the students were taught. C: It contains questions of varying difficulty. D: Each assessment has various methods of assessment so each student has an opportunity to be assessed in their learning technique.
B
Which of the following activities best promotes students' understanding of how oral language relates to literacy? A: utilizing ongoing assessments of vocabulary lists B: modeling the writing of words or phrases C: listening to a CD or a person reading orally D: practicing the development of a schema before stories are read
B
Which of the following classroom scenarios would NOT be specifically benefited by the use of small group instruction? A: a third-grade class with multiple English language learners B: a first-grade class that presents classroom management challenges, such as struggling to remain on task C: a kindergarten class with students who entered with a wide range of alphabetic awareness D: a fifth-grade class with students at a wide range of reading levels
B
Why is oral reading often used instead of silent reading when assessing a student's reading skills and determining their reading level? A: Oral reading for the assessment allows the teacher to compare their oral reading ability to their silent reading ability. B: Hearing the frequency and types of errors can help the teacher determine why the student struggled with the passage. C: Most students comprehend better when reading aloud, so it provides an opportunity to push beyond their comfort zone. D: Pronunciation errors are the most important part of determining student reading level, and they can only be determined by listening to students read aloud.
B
A first-grade teacher generally focuses on introducing one new reading or phonics skill a week. Some of the students are struggling to master each new skill in that time frame while others are ready to move on more quickly. As the teacher shifts away from the whole-class setting for this instruction, how can they change instruction within the small-group setting to support these different learners? Select all answers that apply. A: by skipping easy skills for some students B: by revisiting past skills for those who need it C: by adjusting pacing to fit their needs D: by using flexible grouping
B & C
A first-grade teacher tells her students to pick out a book from the library specifically to be taken home with instructions to ask a parent or older sibling to read it aloud to them. After reading, the student and their parent or sibling will discuss a few questions asking them to identify the main problem and determine if and how it was resolved. Which of the following would this homework assignment promote? Select all answers that apply. A: character analysis B: plot analysis C: fluency development D: metacognitive skills
B & C
Which of the following are the best ways for a teacher to help students develop independent reading skills? Select all answers that apply. A: Pick all student reading for them to be sure it is a good fit. B: Provide in-class time for students to choose independent reading books and some time for quiet reading. C: Facilitate peer conversations about their reading. D: Only allow students to choose their independent reading books from teacher-selected lists.
B & C
After her students take an important exam, Ms. Lesley always sends them home with a document explaining their assessment results for their parents. Which of the following can be done to ensure that non-native parents understand the results? Select all that apply: A: noting that parents can call her with any questions B: including charts and graphs on the document C: ensuring that students get the document signed by their parents D: providing a translated version of the document
B & D
A first-grade class has recently finished reading the story The Three Little Pigs. After reading, the teacher asks students to complete the organizer below with their table partners. Somebody Wanted But So Then Complete Sentence ________________________________________________________________________________________ After completing the organizer, the teacher asks several students to share the sentence they wrote. One student shares the following sentence: "The pigs wanted to build houses but the wolf wanted to blow them down." The teacher then says, "So, then what happened?" The teacher brings in several building materials (toothpicks, marshmallows, tape, toilet paper rolls) for the students to use to construct their own mini-houses. Students then put their mini-houses in front of a fan to see how they would hold up against a "big bad wolf." After their house goes in front of the fan, students use a chart to record what they used to build their house and how the materials behaved in front of the fan. After every student has participated, the teacher holds a class discussion comparing and contrasting which materials built the best house and why. These class activities help the students: A: develop their listening skills as they take questions from other students. B: develop their metacognitive skills as they think about their own thinking during the activity. C: develop their oral language skills as they discuss the results of the experiment. D: develop their interpersonal skills as they use the guidelines set forth for class discussions.
C
A first-grade teacher teaches three sight words per week during the course of the fall semester. This includes reading books and playing games containing the words. At the end of six weeks of instruction, she has students take turns individually reading all the sight words taught over the six week period from the word wall. The teacher then records the percentage of words each student reads correctly as a grade in the grade book. Which of the following assessment types is this teacher utilizing? A: norm-based assessment B: diagnostic assessment C: summative assessment D: formative assessment
C
A kindergarten teacher has implemented reading instruction to help students master the basics of phonological awareness, phonics, and print awareness. Instruction is systematic and explicit, and the teacher presents skills in an order consistent with the developmental reading continuum. To best meet the instructional needs of each student throughout the year, the teacher should: A: introduce new phonics skills in several ways to account for various learning styles. B: provide uniform instruction to everyone in the class to provide equal learning opportunities. C: frequently assess each student's reading development and adjust instruction accordingly. D: regularly send home results of student assessments to increase parental involvement.
C
A kindergarten teacher is creating a unit on the alphabet. She assigns each student a letter and asks them to bring an item from home that begins with the letter they are assigned. The students then recreate the alphabet using the items from the students' homes. This activity promotes the development of alphabetic principle through: A: students creating a word wall. B: students working in groups to cooperate in learning. C: collaboration with families. D: anchor activities
C
A kindergarten teacher is planning to read the book Pete the Cat: Five Little Pumpkins, by James Dean, to the class and ask some text-dependent questions. The teacher has several English Language Learners in the classroom and wants to ask developmentally appropriate questions. In the book, five pumpkins sit on a gate, fly in the air, and trick or treat, among other fall activities. The book talks about each pumpkin, from number one to number five, and each one's unique characteristics. At the end of the story, the pumpkins are shown walking away from the reader, ready to have fun. The teacher turns to the page in the book where the pumpkins are flying and says, "What are the pumpkins doing?" When calling on students, the teacher should expect a student with a beginning level of oral language proficiency to respond by: A: saying a complete sentence about the flying pumpkins. B: responding in a partial or simple sentence about what the pumpkins are doing. C: pointing to the flying pumpkin in the book while the teacher holds it open. D: offering a complete sentence as well as an explanation of the events on the page.
C
A new student has arrived in Mrs. Turner's class. She is an English language learner and is showing some shyness and trouble communicating with both her classmates and Mrs. Turner. The student is doing well with written communication, so Mrs. Turner would like to focus some instruction on oral communication. Which strategy would be most beneficial for Mrs. Turner to use to encourage more oral communication skills? A: Listen to the student read aloud and identify areas of strengths and weaknesses in the reading. B: Ask the student to read a short passage to Mrs. Turner and then answer some guided questions. C: Build in multiple partnering activities so the new student can meet and interact with her peers. D: Provide the student with a list of phrases and words to practice using in everyday conversations.
C
A teacher is creating an end-of-unit test for an elementary classroom. The teacher must ensure that the test questions: A: allow students to apply the content to new material. B: require various levels of thinking. C: are aligned with the instructional objectives. D: are all different from the previous year's test.
C
A third-grade teacher is looking over the results of a student's oral reading fluency assessment. The results are as follows: Passage Assessment Level: Early third grade Accuracy rate: 93% Error rate: 1:10 (an average of 1 error for every 10 words read) Self-correction rate: 1:5 (makes an average of 1 self-correction per 5 errors) After examining these results, the teacher conferences with the student privately. Below is a transcript of their conference. Teacher: While you were reading, I noticed you used some good reading strategies. When you read the word add instead of ask, you made a face because it didn't sound right and reread it correctly. I could tell you were thinking about the story events, and that helped you fill in the right word. Let's take a look at another word (pointing to the word set in the passage). You read let. Let's read the first letter. What is it? Student: It's s. I see! It says set! Teacher: That's right! When you read let, it somewhat went with the passage, but didn't sound right. The word set goes well in the passage, and it also sounds correct when reading the text. Which of the following strategies would be the most appropriate for the teacher to implement in subsequent class periods to help this student continue to improve? A: conduct read alouds during circle time modeling reading with accuracy, inflection, and appropriate reading rate B: seat the student with another student struggling to monitor comprehension for partner reading activities C: provide small group instruction to this student and other peers working on self-monitoring strategies D: assign the student lower level texts to read and offer higher-level texts as reading accuracy improves
C
As the first semester ends, a third-grade teacher is adjusting her lesson plans for spring by working on an outline of skills to cover in whole-group instruction. Which of the following should the teacher use to guide these revised lesson plans? A: results of formal assessments B: informal assessments and teacher observations C: all of the above D: state curriculum standards
C
Follow-up activities are crucial to enhancing young students' listening skills. After listening to a story, which of the following activities would be most appropriate for a class with many English Language Learners? A: Ask a partner questions about the story and record his/her answers. B: Act out parts of the story after writing about main points. C: Have the students perform a skit about the events in the story. D: Write answers on a worksheet.
C
In which of the following ways could the teacher scaffold the paragraph writing activity to accommodate for a student in the beginning stage of English language proficiency? A: allow the student to write a paragraph with another student in the same stage of language proficiency B: allow the student to use sentence stems while writing the paragraph C: allow the student to create an illustrated storyboard timeline of a person's life D: allow the student to use a bilingual dictionary while writing the paragraph
C
Mrs. Lewis is a bilingual teacher and frequently encourages her students' parents to talk a lot with their children at home whether during chores, daily tasks, or shopping to help build their children's vocabulary. A parent contacts Mrs. Lewis wondering how increased conversation will help their child read. Which of the following would be the most appropriate response by Mrs. Lewis? A: The student's reading skills will not be benefited by the parent's increased conversation with the student B: It is the responsibility of the parent to incorporate reading skills with everyday activities C: As students are able to become more fluent and increase their vocabulary, they will naturally be inclined to read to use and exercise their knowledge D: The development of a student's language skills are intertwined, and increasing the student's vocabulary will allow students to recognize more words while reading
C
Ms. Winski, a second-grade teacher, notices that her newest English language learner is struggling to communicate with his peers. Which option below would best encourage her new student to practice speaking to and interacting with his classmates? A: Assign an oral report to give before the whole class. B: Plan small group activities to discuss the main ideas from the class' reading assignment. C: Allow time before and after activities for students to chat with their deskmates. D: Assign the new student a buddy who also knows the same first language.
C
Systematic and explicit reading instruction is necessary because: A: it prevents teachers from inadvertently reteaching reading skills from the previous year. B: it helps ensure that all skills are mastered within the assigned time frame. C: reading skills are scaffolded, build in complexity, and rely on mastery of earlier skills. D: it helps ensure that a student moving from one school to another will receive uninterrupted reading instruction.
C
Which of the following best describes the degree to which an assessment accurately measures what it intends to measure? A: reliability B: agility C: validity D: predictability
C
Which of the following terms means that a test produces the same scores when given in the same conditions? A: absence of bias B: legibility C: reliability D: validity
C
A kindergarten teacher is providing the parents of her students with guidance on how to best support their children's phonological and phonemic awareness from home. Which of the following would be the most impactful specifically for phonemic and phonological awareness? A: singing the ABCs often B: observing text in their environment C: reading with their child every day and discussing the story D: singing songs that contain rhymes and making up new rhymes
D
A prekindergarten class contains several students who have had very little exposure to printed text. What strategies should the teacher implement to help this group of students develop print and phonological awareness? A: invite students to choose their independent reading books for silent reading time to increase student engagement B: have students read one alphabet reader a week with a partner who has achieved a higher level of print awareness C: dedicate a portion of daily instruction to introducing sight words and practicing them until students achieve automaticity D: conduct read alouds using predictable texts and practice rhyming words using nursery rhymes and games
D
A reading teacher has built 50 minutes into her weekly schedule each week for students to read a book of their choice. What is the biggest benefit of using class time for student-led independent reading? A: It allows the teacher to catch up on lesson plans and grading during this time. B: Students will be able to meet classroom reading goals without reading at home. C: Students can practice reading lessons learned that week under the guidance of the teacher. D: It promotes the idea that reading is pleasurable and enjoyable.
D
A second-grade teacher has both native English speakers and English Language Learners in the class. The teacher informally assesses each student for language skills. Which of the following should be selected for further evaluation by the teacher? A: an English language learner who best learns new vocabulary through multiple exposures to the word B: a newly-enrolled English Language Learner who struggles with conversations with native English speakers C: a native English speaker who uses incorrect verb tenses when telling a story D: a native English speaker who cannot clearly verbalize ideas in conversations with peers
D
A second-grade teacher recently received a new student who has been diagnosed with dyslexia. Which of the following approaches should the teacher implement during reading instructional time? A: a technology-based curriculum with speak-to-text software B: a text-heavy curriculum with daily silent reading time C: a modified curriculum with adapted texts and large print books D: a multimodal curriculum with various literacy activities
D
A teacher is developing an assessment to determine what students have learned during the semester. Which of the following is the most important for the teacher to consider as she develops this test? A: that the test questions include a variety of levels of difficulty B: that there is a greater emphasis on the material covered during the last grading period C: that there are a variety of question types on the test D: that the test is carefully aligned to the material taught throughout the semester
D
How are daily learning objectives related to reading developed? A: by determining what skills are naturally connected to a specific text or theme B: by analyzing the results of the summative assessments from the previous year to determine which skills should be covered more extensively C: by referencing daily learning objectives laid out in the state curriculum documents D: by analyzing the steps necessary to reach long-term goals that are based on state learning standards
D
How can teachers ensure that ELL students and their families receive clear and appropriate information about assessment results? A: by scheduling meetings with the parents and a translator to discuss results B: by ensuring that the student fully understands the results so that they can explain them to their parents if necessary C: by relying on the school counselor to be responsible for communication with parents who do not speak English D: by offering a translated copy of results
D
If a teacher is using assessment to guide class instruction, which of the following assessments would NOT be useful? A: an entry-level assessment B: an ongoing curriculum-based assessment C: an informal assessment D: a summative assessment
D
In order to accurately individualize instruction, a teacher should: A: create cohesive lesson plans that build upon each other with no room for adjustment. B: allow students to guide themselves through the set curriculum at their own pace. C: give weekly formal assessments to monitor growth. D: frequently assess students' strengths and adjust lesson plans to mirror students' knowledge.
D
Mr. Hernandez is concerned about his son's reading fluency. He feels that his son has a solid understanding of English, strong grammar, and a limited accent, and he doesn't understand why reading is so difficult for him. His ESL teacher explains to Mr. Hernandez that reading fluency takes time, and while the factors that he mentioned are important, the three components of fluency that his son needs to work on are: A: syntax, phonetics, and morphology. B: pragmatics, pronunciation, and intonation. C: grammar accuracy, word stress, and semantics. D: reading accuracy, automaticity, and prosody.
D
Sally has an extensive oral vocabulary but is having difficulty in learning how to read, due to a reading disability. How is Sally's extensive oral vocabulary most likely going to help her as she learns decoding techniques for reading? A: using prefix and suffix clues to determine the meaning of a word B: using syntax clues to determine the meaning of a word C: relating compound words to simple words already known D: recognizing the meaning of a word after sounding out the word
D
Which of the following describes an appropriate way to incorporate leveled texts into classroom instruction? A: Provide lists of leveled books and only allow students to choose books from the list that match with their level. B: Discreetly help students find books on their level and discourage them from reading above level books when reading independently. C: The teacher should know the book levels and student reading levels. When teaching a text whole class, ensure that the book is at a low enough level for all students, even if it is much below the reading level of some high achievers. Require all students to read books on their level when reading independently. D: Guide students toward appropriately leveled books for independent reading but allow them to push beyond their assigned level if they find a book especially interesting.
D
Which of the following is a characteristic of a congruent assessment? A: standardized format similar to the style of a state-mandated assessment B: covers only content and information explicitly and directly taught in class C: absence of bias D: clear alignment with learning objectives and content covered in class
D
Which of the following is the best approach for demonstrating the importance of independent reading to your students? A: Accommodate some in class independent, student choice reading by inviting students to read at their desk if they finish an assignment early. Also set high expectations for independent reading each night at home. B: Since it will be impossible to ensure that students are completing their at home reading expectations, focus mostly on building in class time for independent reading. C: Conserve class time for instruction by establishing clear expectations for independent reading, and ask parents to sign reading logs in order to ensure compliance. D: Set aside specific in class reading time, where they will also see you reading, while also establishing expectations for independent reading at home.
D
Which of the following is the most appropriate way for an elementary teacher to use technology in the process of a student choosing an independent reading book? A: Elementary aged children should not be using technology to help choose books. B: The teacher should use technology, their knowledge of the student's interests, and the student's reading level to choose a book for the student. C: Students can enter keywords related to their interests into the search function of websites to get lists of books on that topic. D: With teacher and/or library training and oversight, students can use search functions on computers to find books in their school library that relate to their interests.
D
Which of the following strategies would not meet the needs of diverse learners? A: consider students' interests when selecting reading materials B: provide opportunities for alternative assessment C: group students by learning styles D: use one modality of instruction
D
Which of the following terms means that a test measures what it is supposed to measure? A: absence of bias B: legibility C: reliability D: validity
D