ELA and Reading

Pragmatics

-Describes how context can affect the interpretation of communication. -Describes the hidden rules of communication understood by native speakers of the same language ("common sense rules"- not immediately evident to ELLs) Ex. "

How many... 1. Graphemes 2. Phonemes

26 graphemes to represent 44 phonemes

Before students decide to use a dictionary, they first must do which of the following? Select all that apply. A. Determine whether the meaning can be obtained through the use context or structural clues. B. Determine whether the meaning of the word is absolutely necessary to understand the information intended. C. Determine whether an electronic translator can do the work faster. D. Determine whether students have access to these type of resources as home.

A, B (A, B) Using a dictionary while reading can be distracting and unproductive. Based on that assumption, teachers must guide students to determine if they can arrive at the meaning through context (A), or if the meaning of the word is absolutely necessary to understand the reading (B). If students cannot get meaning through these means, then the use of the dictionary should be allowed. The use of electronic translators (C) can also take time and can distract students from the reading. The availability of dictionaries or similar resources at home (D) should not be considered here, since these activities are generally done at school. (801-008 Vocabulary Development)

In the context of a comprehensive or balanced literacy program, which of the following are the THREE main benefits of the shared reading experience? A. Children can gain in sight vocabulary as the teacher points to words and the students read with the teacher. B. Children will be better able to complete worksheets about the story when they read with the teacher. C. Emergent readers can gain in concepts of print. D. As children read with the teacher, they receive scaffolding, experience success, and are able to see that they can become stronger as readers.

A, C, D (A, C, D) Options (A), (C), and (D) are correct. Option (B) is incorrect because asking students to complete comprehension questions on a worksheet is not an objective of shared reading. Students are more apt to comprehend a story if they can read the words accurately, but discussing the story is a more authentic way to foster comprehension and build upon the interactivity of shared reading. (801-004 Literacy Development)

During reading group activity, Ms. Lueck often asks her second graders to orally retell the main ideas of a story they have just read together. This is an example of which type of assessment? A. Informal B. Norm-referenced C. Criterion-referenced D. Standardized

A. (A) An oral retelling is an informal assessment that seeks to determine what a student can recall about a story. It might be scored using a checklist that the teacher created. (B) is incorrect because norm-reference tests compare a student's achievement to grade- or age-level peers, typically in a bell curve. (C) is incorrect because criterion-referenced tests are often more formal and have a target or uniform criteria that students must meet to "pass" the test. (D) is incorrect because an oral retelling is harder to score objectively and is thus typically not standardized. (801-013 Assessment of Developing Literacy)

During the pre-reading stage of the shared book experience, teachers can increase interest in the story by A. encouraging students to make predictions based on the title and the pictures. B. encouraging students to draw a picture representing the main idea of the story. C. encouraging students to draw pictures representing the characters of the story. D. introducing students to the author's biography and other books written by the author.

A. (A) By guiding children to notice the title, major headings, and pictorial clues, they can make predictions about the story. Approaching the story content in this way can increase a child's interest in reading because they want to corroborate their predictions with the actual content of what they read. Options (B), (C), and (D) are incorrect because they describe activities typical of the post-reading stage, not the pre-reading stage. (801-007 Reading Comprehension and Applications)

Bilingual students must have a strong academic vocabulary in one of their languages in order to be able to identify which of the following? A. Cognates B. Inflectional morphemes C. Context clues D. Idiomatic expressions

A. (A) Most cognates are part of academic vocabulary. Therefore, students must have a strong academic vocabulary in the first language (L1) to be able to identify similar words in the second language (L2). English has only eight inflectional endings (B), so it should not be a real challenge for ELLs to understand inflectional morphemes, i.e., third-person singular (s), short (s) and long plurals (-es), present progressive (-ing), regular past tense (-ed), past participle (-en), comparative (-er), and superlative (-est). Implementing context clues requires multiple skills and knowledge, not only strong vocabulary development. Understanding and recognizing idioms (D) requires not just vocabulary knowledge but also a deep understanding of culture, as well as the context of communication. (801-008 Vocabulary Development)

A cloze passage is a reading passage that has about every fifth word deleted and replaced with a blank. Students read the passage and must decide what would be the best, most appropriate word to put in the blank for the sentence to reflect the context of a narrative. Cloze passages are designed to A. assess reading comprehension. B. assess listening comprehension. C. guide students to identify the main idea of a piece of writing. D. guide students to define words based on the context of a story.

A. (A) By leaving strategic blanks throughout the reading passage, the reader draws upon semantic (meaning-based) and syntactic (grammar-based) clues to construct information consistent with the passage. To accomplish this, students must have a clear understanding of the text. Cloze passages are not traditionally used to assess listening comprehension (B), nor to define words (D). It would be too cumbersome to have students read aloud and expect them to provide the missing words or to define them. Getting the main idea is a byproduct of reading comprehension; however, the cloze passage goes beyond the identification of the main idea (C). (801-013 Assessment of Developing Literacy)

Charts, tables, and graphs are commonly used in language arts to A. summarize information. B. entertain the audience. C. present detailed explanations of a topic covered in class. D. contradict information presented orally.

A. (A) Charts, tables, and graphs can be used to present, summarize, and/or complement the message being conveyed. These are not designed to provide detailed explanations (C) of topics covered in class. Regardless of how they present data, students must be aware that data should never be used merely to entertain (B) and certainly not to contradict (D) any of the information they wish to convey. (801-007 Reading Comprehension and Applications)

Identify the informal activities/instruments used to assess oral communication skills in Pre-K students. A. Teacher observation checklists, retelling stories, and anecdotal records B. Multiple-choice tests, cloze tests, and an informal reading inventory C. Audio-taped conversations, written cloze tests, and standardized achievement tests D. Repetition drills, choral reading, and chants

A. (A) Checklists, retelling stories, and the use of anecdotal records are examples of informal assessment measures commonly used to assess the development of communication skills among ELLs. The informal nature of these assessment strategies eliminates the stress associated with formal assessment procedures. Multiple-choice, cloze tests, and informal reading inventory (B) are not generally used to assess oral communication skills. Audiotaping can be used to assess oral language development, but written cloze tests and standardized achievement tests (C) are not. Repetition drills, choral reading, and chants (D) are generally used to assess pronunciation, which is only one component of oral communication skills. (801-001 Oral Language)

A rubric to rate the writing skills of children in first grade should not place heavy emphasis on the mastery of spelling because A. the use of phonemic and invented spelling is part of specific stages of writing development in children. B. the use of standard spelling is not important in the development of compositions. C. spelling addresses visual memory and should not be given great value. D. the development of standard spelling requires students to use structural and phonics rules effectively.

A. (A) Children go through predictable stages of spelling development. During the initial stages, children invent words and use phonics skills as a foundation for spelling, which often results in nonstandard spelling. (B) and (C) are incorrect because spelling might not be the most important element in writing, but it is definitely important for effective writing. (D) is incorrect because it does not address the question. It just indicates that spelling requires phonics and structural rules, but it does not say why a rubric should not place heavy emphasis on spelling. (801-011 Written Communication)

Introducing the multiple versions of stories like Cinderella can help students understand how a theme can be developed from different points of view. Moreover, this kind of literature can help students in the development of A. critical reading. B. literal recall. C. repairing understanding. D. retelling checklist.

A. (A) Comparing and contrasting variations of a fairy tale, such as Cinderella, can foster higher-order thinking skills and critical reading. Students will have to analyze the new story to determine how it related to the traditional version, and how the theme is treated. Options (B), (C), and (D) are not focusing specifically on such higher-level reading as it relates to comparing and contrasting across multiple texts. (801-007 Reading Comprehension and Applications)

How is knowledge of a student's instructional reading level useful when planning reading instruction? A. It can help match the student to the right text for guided reading. B. It can be used to form groups that last all year long. C. It can be used to plan instruction for all subject areas. D. The teacher can read a class set of novels with the entire class.

A. (A) Instructional reading levels are texts that a student can read with at least 90%-94% accuracy. Students should be matched with text that has a readability level that is best suited for their instructional level for supported instruction such as in guided reading. (B) is incorrect because teachers should use grouping for instruction in a more flexible fashion. (C) is incorrect because the student may have differing levels of ability in other subject areas. (D) is incorrect because it does not provide an example of more individualized reading instruction. Additionally, whole-class reading does not take into account each student's reading level. (801-013 Assessment of Developing Literacy)

Identify one common strategy used to guide students to retrieve prior knowledge and to link it with new knowledge. A. KWL charts—Know, wants to know, and has learned B. Semantic mapping and dictionaries C. Brainstorming discussions about future topics D. Lecturing about the topic for the day

A. (A) KWL charts have been used effectively to link prior knowledge with new knowledge. Semantic mapping and dictionaries (B) are not the best options to link current knowledge with new knowledge. Brainstorming about the topic of the day can help, but is less effective when linked to future topics. Lecturing about the topic should be part of the lesson, not part of the initial activity to discover how much students know about the topic. (801-007 Reading Comprehension and Applications)

Identify the factor that most likely can affect the development of early literacy among preschool children. A. Parents read frequently to their children and have books available at home. B. Parents teach children to use the dictionary and guide them to select the best definition based on the context of the words. C. Parents have available reference materials and electronic translation programs to promote early bilingualism among children. D. Parents take their children to the library and bookstores to obtain books.

A. (A) Reading to children and having books available for them provide children with reading readiness skills and can promote interest in reading. Option (B) is incorrect because the use of dictionary skills is not developmentally appropriate for preschool children. Option (C) is incorrect because the children might not be ready for electronic translation programs, and translation is not the best strategy for promoting literacy development. Option (D) is incorrect because getting books for children without additional support will not develop early literacy among children. (801-004 Literacy Development)

Mr. Rosales is working with a group of students having reading comprehension problems. He notices that students often start reading a text but lose their concentration and abandon the task. They frequently fail to understand the main idea and details of the story. Which of the following is the most effective strategy to support students with this type of reading behavior? A. Rereading B. Evaluating C. Judging D. Semantic cueing systems

A. (A) Rereading is a common and widely used comprehension strategy with students that lose concentration when reading unfamiliar text. Expanding on pre-reading activities and guiding them to reread the story can improve comprehension and their confidence to deal with the text. Through repeated exposure to the text, students can repair comprehension and develop a better understanding of the story. Options (B), (C), and (D) all focus on higher-order thinking skills that first assume the reader has a good literal understanding of the text. Rereading is more effective in terms of repairing or fixing comprehension at a more basic level. (801-013 Assessment of Developing Literacy)

Identify the instructional activity for viewing and representing for first-grade students that also involves higher-order thinking. A. Sketching an image of what a character might be thinking or feeling during a story B. Developing a PowerPoint presentation with embedded clip art C. Creating a video response to a story D. Designing a newsletter related to a social studies unit

A. (A) Sketching a character is developmentally appropriate for students in first grade for viewing and representing and involves creating a visual depiction of a character that can then be discussed. Options (B), (C), and (D) are more appropriate activities for students in grades 3-6. (801-011 Written Communication)

Mr. Jennings presented his sixth grade students with the documentary An Inconvenient Truth, which features former U.S. Vice President Al Gore. After the movie, students gathered in groups and conducted an Internet search to read critiques of the film and to learn more about the topic of climate change. Later, students were asked to use the information gathered to determine if global climate change is scientific fact or fallacy. Which of the following is the main purpose of this kind of activity? A. To guide students to interpret data based on a variety of sources B. To guide students to use the Internet to support their education C. To guide students to understand the positions of the two leading American political parties regarding climate change D. To guide students to understand that this type of film is an example of valueless propaganda

A. (A) Students are viewing and studying a variety of sources to compare different points of view to arrive at conclusions. The use of the Internet (B) to support education is just one component of the purpose of the lesson. Studying the position of the two leading political parties (C) and how propaganda works (D) are also by-products of the project, but they do not constitute the main purpose of the lesson. (801-012 Viewing and Representing)

Marcus can separate a word into syllables by tapping as he says the word. However, he has problems telling what the word is when the teacher says "th-at" or "b-ed." Based on this description, Marcus needs additional support with what type of phonological skill? A. Blending onset and rime B. Rhyme recognition C. Phoneme segmentation D. Syllable deletion

A. (A) The child is having problems with blending an onset (such as b in bed) and a rime (such as ed in bed), which is part of phonological skill development. Option (B) is incorrect because the scenario described does entail the child providing or identifying a rhyming word. Option (C) is incorrect because the task described requires blending, not segmenting. Option (D) is incorrect because the task does not require the child to say a word again and delete one of the syllables. (801-002 Phonological and Phonemic Awareness)

Mrs. Henao is working with a group of third-grade students who are below grade level in reading. She wants to assess their progress every six weeks to get a comprehensive measure of both their decoding and comprehension skills. Which of the following assessment tools would be most appropriate to assess their reading skills in these domains? A. An informal reading inventory B. A timed one-minute oral reading test C. A running record D. A phonics screening tool

A. (A) The correct answer is (A). A variety of measurement tools are used to assess reading growth and progress in decoding and comprehension. The correct choice is an informal reading inventory because it specifically measures accuracy in decoding and comprehension of text at both the literal and inferential levels. A timed test (B) is used to measure the fluency rate (accuracy and rate) of decoding but doesn't specifically measure comprehension. A running record (C) is used more for beginning readers and usually measures just the decoding aspect of reading, although it can also give insight into the comprehension of content. Similarly, a phonics screening tool (D) might help the teacher to assess the decoding aspect, but would not let the teacher know how well the student is developing comprehension skills. (801-013 Assessment of Developing Literacy)

Mrs. Thompson has directed her students to create a PowerPoint presentation on the history of visual media. Before working on such a presentation, students need to pick a topic to create their presentation. Which of the following would be the most appropriate topic for such a presentation? A. The evolution of billboards on the highway B. Using Twitter in school C. The internet is a superhighway D. You email me, I email you

A. (A) The correct answer is (A). The most appropriate topic would be for students to research the evolution of billboards on the highway. Options (B), (C), and (D) are incorrect because they represent examples of electronic media, not visual media. (801-012 Viewing and Representing)

Identify the statement that best describes the advantages of using the language experience approach to teach reading to language-minority students. A. When students' language is the basis of what they read, students are more apt to be able to say the words and learn words as they read what they dictated. B. It uses the vocabulary and the experience common to both language-minority and mainstream students. C. It minimizes the possibility of errors due to idiomatic expressions from both L1 and L2. D. It facilitates reading by ensuring a positive match between L1 and L2.

A. (A) The correct answer is (A). Through the language experience approach (LEA), a student dictates and the teacher writes what the student said. Because the written text is what the student said, the student is familiar with the words and can more easily read with the teacher and then independently. Option (B) is incorrect because the student may or may not use words common to mainstream students. Option (C) is incorrect because students will use their own vocabulary in the story. Option (D) is incorrect because the main purpose of LEA is not to contrast L1 and L2. (801-004 Literacy Development)

Mr. Travolta uses DRTA (Directed-Reading-Thinking-Activity) regularly during his guided reading groups. The main purpose of this instructional activity is to A. make predictions about a text, and confirm or correct predictions as one reads. B. interpret the text according one's own background knowledge. C. pose questions to students related to the themes of the text. D. develop oral language abilities

A. (A) The correct answer is option (A) because the purpose of the DRTA is to guide students to become active readers. Making predictions about a story guides them to read to confirm or reject predictions. Interpreting the text (B) is part of the outcome of the DRTA, but the main benefit of the strategy guides the learner to read with a purpose. The student must read first to understand the text and perhaps ask questions about the themes (C) represented. Developing oral language (D) could take place as students discuss what they read, but it does not constitute the main idea of the activity. (801-009 Reading, Inquiry and Research)

During the first reading of the shared book experience, the teacher reads the whole story in an enthusiastic and dramatic manner. The main purpose of this activity is A. to make the content understood by children so they can enjoy it and corroborate their earlier predictions about it. B. to introduce decoding skills and the main idea. C. to introduce unknown vocabulary and decoding skills to the children. D. to review the parts of the book, check for comprehension, and practice the use of contextual clues.

A. (A) The first reading is designed to communicate the content of the story and by doing so, children will determine if their predictions were accurate. Choice (B) is incorrect because activities involving decoding strategies that determine the main idea are usually addressed after the initial activity. Choices (C) and (D) are incorrect because the parts of the book and the vocabulary of the story are usually introduced prior to reading the story. (801-007 Reading Comprehension and Applications)

A teacher presents to her kindergarten students an enlarged version of a poem each week, and guides students to read the poem with the teacher each morning during the week. As the teacher reads the poem, the teacher says, "I will point to each word. Please read with me and look at each word while I point to a word."What is the instructional value of this kind of activity? A. The children can learn that print in English moves left to right and that space separates words. B. The children can learn to read nonfiction as they follow along. C. The children can learn how to segment sounds of words. D. The teacher can help students learn how to write letters of the alphabet.

A. (A) The teacher is introducing the concept of directionality in English (left to right, top to bottom). The teacher is also emphasizing word boundaries and the space that separated words from each other. Option (B) can be ruled out because there is no information to determine the type of poem being read. Option (C) is incorrect because the teacher is not making an attempt to segment words into phonemes. This activity is not focusing on letter identification, which rules out option (D). (801-004 Literacy Development)

A teacher is listening to one student read aloud while other students are reading silently during the guided reading group instruction. The student hesitates in reading the last word of this sentence: I will eat something. The teacher covers the word, thing, and asks the student to read the first part of the word, some, and then the second part, thing. What is the teacher primarily teaching the child? A. The teacher is showing the student how to use word parts/structural analysis/morphemic analysis to identify an unknown word. B. The teacher is showing how to use syntax to identify an unknown word. C. The teacher is showing the child how to use semantics to identify an unknown word. D. The teacher is helping the student apply phonics generalizations.

A. (A) The teacher is showing the student how to use word parts/structural analysis/ morphemic analysis to identify an unknown word, because the teacher is showing the student how to examine the two words of a compound word. Option (B) can be ruled out because syntax relates to the way words can be put together in English, and the teacher's prompt did not focus upon syntax. Option (C) is also out because semantics relates to meaning, and the teacher's prompt did not focus upon meaning or what would make sense. Finally, option (D) is incorrect because the teacher's prompt did not focus upon letters and their sounds. (801- 013 Assessment of Developing Literacy)

Identify the most appropriate strategy to promote oral language development among kindergarten children. A. Use dramatic play, songs, and rhymes. B. Introduce activities where students listen for comprehension. C. Lead students to memorize and to recite poems. D. Help students in the preparation of formal presentations using technology.

A. (A) The use of games and fun activities is ideal to engage and promote oral language development among young learners. Introducing listening activities (B) can also be used, but students at this age respond better to dramatic play and fun activities. Memorizing (C) and preparing formal presentations (D) might not be appropriate for students at this early stage of development. (801-001 Oral Language)

After students went on a field trip, Mrs. Davis asks her students to draw a picture about their favorite part. How could Mrs. Davis effectively build upon the drawing activity to foster reading and writing development of her English learners in first grade? A. She could ask each student to dictate a sentence about the drawing and write that under the picture for the student to read with her. B. She could let students take the picture home to share with parents. C. She could just let the students draw so they do not feel uncomfortable by using language in difficult ways. D. She could ask them take the picture home to share with siblings.

A. (A) Using the shared writing/language-experience approach is effective because it shows students how thinking, talking, reading, and writing relate. Also, students are more apt to remember the words because the writing is their own words, and the sentence is short enough for them to remember. The drawing (C) provides a springboard for the talking, reading, and writing. The students can gain from sharing the drawing with parents (B) and siblings, but this alone does not foster reading and writing development, which does need to be done in ways that do not overwhelm rather than not being done (D). (801-012 Viewing and Representing)

Mrs. Davis shared a quality wordless picture book that conveys an Aesop fable. Which statement provides an accurate description of this teaching practice? A. All students can gain from having the opportunity to understand and interpret a story through looking at high-quality illustrations. B. The teacher should not let advanced students read that book because it is too easy. C. Less advanced students need to learn words, not read a wordless text. D. Students do not need to know about an Aesop fable, and should be reading textbooks.

A. (A) Visual literacy is important to develop, and an Aesop fable represents a type of literature students should know, contrary to option (D), so this is a valuable learning opportunity. Students do need to make gains in reading words, (B) and (C), but students also need to learn how to interpret illustrations. (801-012 Viewing and Representing)

A new student has been assigned to Mrs. Zeichner's classroom. Mrs. Zeichner observes what the child has written during writing workshop: I LIK MAKRONE, and when the child read what he wrote, he said, "I like macaroni."What can Mrs. Zeichner learn about the child's development in phonemic awareness from this writing sample? A. The child is able to account for all of the sounds in words, which is shown in his invented spellings. B. The child does not understand phonics. C. The child does not have a strong sight vocabulary. D. The child is learning to spell words incorrectly by using invented spelling.

A. (A) When children spell words as they sound, they use "invented spelling" to communicate, and this practice helps foster and demonstrate phonemic awareness. Invented spelling does not hamper development in learning to spell because the ability to account for sounds is necessary in learning to read and spell, and children who use invented spelling learn conventional spellings as they gain in exposure to print and have systematic instruction in spelling. The child does demonstrate knowledge of some conventional letter-sound correspondences (B), but one sample is not adequate to determine the child's knowledge of using phonics and sight words to spell (D). (801-010 Writing Conventions)

Internal Grammar

According to Chomsky, humans posses this set of linguistic principles that are activated potentially for all languages.

Mr. Chapman is a third-grade teacher at a school that is implementing a balanced reading program. Which of the following TWO sets of learning experiences will he include to provide the major components of a balanced literacy program? A. Having students read fiction and nonfiction B. Reading aloud, shared reading, guided reading, and independent reading C. Shared writing and independent writing D. Having students complete worksheets to check comprehension of stories students read

B, C (B,C) Options (B) and (C) are correct. A balanced reading program is one in which the teacher provides reading to students (reading aloud), reading with the students (shared reading and guided reading), and reading by the students (independent reading). The teacher also provides writing with students (shared writing) and writing by students in the nature of independent writing or a writing workshop. Students do need to read both fiction and non-fiction, but that relates to providing an array of types of reading materials toward establishing a literate environment, and these could be a part of shared reading, guided reading, and independent reading (A). However, having students complete worksheets is not considered to be a cornerstone of such a program, but teachers would have discussions about stories students read (D). (801-004 Literacy Development)

Identify the main benefit of using a thesaurus. A. It helps in the recognition of words in print. B. It can expand the vocabulary repertoire of the child. C. It can identify the appropriate definition of words. D. It can identify various definitions of words.

B. (B) A thesaurus presents synonyms and can help students in using a variety of words, thus enhancing students' receptive and productive vocabulary. Thesauri are not designed to help students recognize words in print (A). In addition, it would be tedious to find a word by trying to look up its synonyms. Options (C) and (D) describe the function of dictionaries, not thesauri. (801-008 Vocabulary Development)

Running records, teacher observations, and speaking checklists are examples of what type of assessment? A. Teacher-developed assessment instruments B. Informal literacy assessment C. Formal literacy assessment D. Objective literacy instruments

B. (B) All three instruments, running records, teacher observations, and the checklist, are examples of informal assessment. Option (A) is incorrect because at least one of the instruments, running records, is not a teacher-developed instrument. Option (C) is incorrect based on the information previously stated. Option (D) is incorrect because all three instruments require some level of subjectivity. (801-013 Assessment of Developing Literacy)

Mrs. London frequently leads students in choral reading to promote reading fluency. What is the main purpose of the activity? A. To emphasize listening and speaking skills B. To teach the intonation pattern of the language C. To integrate music through choral singing D. To make the class more enjoyable

B. (B) Mastering correct word identification and the intonation patterns of the language and practicing choral reading can lead to reading fluency. Reading fluently in turn can improve reading comprehension because students do not have to struggle decoding words. Students also pay attention to meaning as they read with appropriate intonation, letting all students participate. Emphasizing listening and speaking skills (A) is not the primary purpose of this activity. There is no connection between choral reading and choral singing (C). Making the class more enjoyable (D) is important, but is not the main intent of the activity. (801-006 Reading Fluency)

Identify the statement that best describes the role of parents and caregivers in the acquisition of a child's first language. A. Parents are responsible for explicitly introducing the rules of the language. B. Parents facilitate and contextualize communication, thus facilitating language development. C. Parents structure the development and progression of the first language. D. Parents indirectly introduce the social language children need to succeed in school.

B. (B) Parents function as facilitators in the initial communication with the child. Through language modeling in a low-anxiety environment, parents can guide children to discover language. Parents generally do not expose children explicitly (directly) to the rules of the language. This task is generally done in school. Most parents will not make an effort to structure and guide language development of their children (C); instead, they guide children to use the language as a tool of communication. Parents develop mostly the social language needed for initial exposure to school. However, most of the formal language development required to be successful academically is done in school. (801-001 Oral Language)

A teacher reads aloud a version of the traditional literature "Three Little Pigs"tale in which one of the pigs narrates the story, and on another day, the teacher reads aloud a version of the "Three Little Pigs"in which the wolf narrates the story. What is a primary aspect of comprehension the teacher can help students understand from reading these two different versions? A. The teacher can help students understand text structure of expository texts. B. The teacher can help students understand a point of view. C. The teacher can help students understand nonfiction. D. The teacher can help students learn how to take notes.

B. (B) Reading a similar tale narrated by different characters and points of view, the students can learn to understand how point of view can differ and how the perspective changes, depending on the narrator. Options (A) and (C) can be ruled out because the story is fiction, not expository or informational text. Option (D) is incorrect because in this kind of activity, the teacher generally does not guide students to take notes while listening to the respective versions of the story. (801-004 Literacy Development)

Identify the statement that best describes sight words. A. Sight words are prevalent in environmental print. B. Sight words can occur frequently in print. C. Children decode sight words using semantic and structural clues. D. Children have difficulty spelling sight words.

B. (B) Sight words occur frequently in writing, and often the best way to teach them is by instant recognition. Option (A) is not correct because environmental print does not necessarily contain sight words. Street signs and store names can have long and very unique names that cannot be taught as sight words. Option (C) is incorrect because sight words are taught to be recognized instantly. Students may analyze their structural or semantic representation when encountering an unknown sight word, but high-frequency words need to be taught so students can read a text fluently. Option (D) is incorrect because some sight words are short and easy to spell. Because they occur so frequently in reading, spelling is facilitated. (801-005 Word Analysis and Identification Skills)

A teacher provides a mini-lesson on how to add information to a rough draft by modeling for the students. The teacher shares a draft of a writing sample on a screen and proceeds to read the piece aloud. The teacher tells the students about a sentence the teacher needs to add. The teacher then shows the students how that can be done by writing the sentence at the bottom, and using an arrow to show where the sentence should go. Identify the statement that best describe the value of this teaching practice. A. The students are learning about conventions of writing. B. The teacher is showing students that writing rough drafts can entail making revisions to write more clearly and how to make revisions. C. The teacher is demonstrating topic selection. D. The teacher is helping students expand their vocabulary.

B. (B) Students are learning that rough draft writing can provide writers the opportunity to revise content, and by modeling the students will develop a better understanding of how they can apply revision techniques. Option (A) is incorrect because the teacher is teaching spelling, punctuation, and usage, which are addressed in the final draft after a publishing conference. Option (C) can also be ruled out because the teacher is not helping students select a topic to write. Option (D) is not correct because the teacher is not focusing upon vocabulary or word choice through this mini-lesson. (801-011 Written Communication)

Grapho-phonemic differences across a first and a second language can result in A. syntactic interference between L1 & L2. B. language interference at the phonological and spelling levels. C. faulty lexical transfer across languages. D. semantic differences.

B. (B) The answer is (B) because the term grapho-phonemic describes the connection between letters and sounds in alphabetic languages. Differences between the grapheme-phoneme in two languages can result in language interference. Phonological interference does not necessarily affect syntax (A). Lexical interference (C) and semantic differences (D) can occur, but not as frequently as interference at the phonological level. (801-003 Alphabetic Principle)

Identify the number of syllables and the number of phonemes present in the word thought. A. Two syllables and three phonemes B. One syllable and three phonemes C. Three syllables and six phonemes D. Two syllables and three phonemes

B. (B) The correct answer is (B). The word thought is a long word, even though it is monosyllabic. It has three phonemes. The word contains two consonant digraphs, th and ght, and a vowel digraph, ou, representing one sound each for a total of three sounds. Options (A), (C), and (D) are incorrect based on the previous explanation. (801-001 Oral Language)

Identify the strategies that lead the child from the stage of learning to read to the stage of reading to learn. A. Expose children to different kinds of stories. B. Introduce children to different kinds of texts, and teach how to scan to locate and retrieve information. C. Allow students to read without interruptions for at least 20 minutes a day. D. Introduce the concepts of connotation and denotation in words and phrases.

B. (B) The main purpose of reading to learn is to obtain content information efficiently and effectively. One way to accomplish this task is to make students aware of the format used in the content areas and to guide them to retrieve the information by reading for the main idea or scanning for information. Option (A) is incorrect because it addresses reading stories, which, while important in literacy development, fails to embrace students' need to acquaint themselves with informational texts of content areas and to learn how to read to gain content effectively. Option (C) is incorrect because it does not address the issue of helping students learn how to read and retain information through strategies, such as note-taking. Option (D) is incorrect because it addresses only the issue of vocabulary development—connotation and denotation. (801- 009 Reading, Inquiry and Research)

During a literature-circle discussion, a group of fourth graders produces a response journal with ideas about the short story they have read to share with their peers. In small groups, the students share their ideas about the text in an open-ended discussion. The purpose of having students bring the written response journal to the group is to develop their ability to do which of the following? A. Express their thoughts in an imaginative way with others. B. Plan and organize their thinking in writing before sharing their thoughts with the group. C. Use grammar, spelling, and punctuation in conventional ways. D. Share ideas, especially for the less talkative students.

B. (B) The primary purpose of having a response notebook is to organize thinking about the key ideas and themes relating to the book. Organizing written notes also connects to students' ability to share these ideas orally. Option (A) is incorrect because expression, while important, is not the primary purpose of the writing component and its connection with sharing ideas orally in the literature circles. Option (C) is incorrect because grammar development and a focus on mechanics and conventions are not the primary objectives of a literature response activity. What is key is the ability to express ideas. Option (D) is incorrect because writing and planning don't necessarily assist shy students in their ability to express themselves. (801- 001 Oral Language)

Jeannie reads and understands words in books written for students well above her chronological age. However, she does not write on grade level and does not use words she can read. What statement can explain this discrepancy? A. She has problems communicating with other students. B. Her productive vocabulary is lagging behind her receptive vocabulary. C. She does not have a chance to practice book words in her daily speech. D. Her listening vocabulary is smaller than her speaking vocabulary.

B. (B) The receptive vocabulary describes those words that people understand but rarely use in conversation (productive vocabulary). Having a larger receptive than productive vocabulary is a common characteristic even among native English speakers. The information does not indicate that the student is having communication problems with other students (A). Option (C) focuses on speaking, not writing. The scenario does not provide information about the student's speaking vocabulary. Option (D) focuses on oral language, not written language. Typically, listening vocabulary development comes before speaking, but the scenario focuses on reading and writing. (801-008 Vocabulary Development)

According to the Report of the National Reading Panel of 2000, what is the most important single language component that can predict reading success? A. Reading readiness B. Vocabulary development C. Socio-economic status D. Phonological awareness

B. (B) Vocabulary development is the most important factor not only for reading success, but also for language development in general. Reading readiness (A) and phonological awareness (D) are important factors mostly for initial reading success. Belonging to a specific social class (C) can have an impact on initial reading success. Students from middle class backgrounds generally bring to bear a larger and more sophisticated vocabulary than children of poverty. Thus, vocabulary development undergirds reading success. (801-008 Vocabulary Development)

Mara is a fifth grade ELL without prior schooling in L1. She is having problems connecting the letters of words with the sound they represent. She can recognize the name and logos of stores and a few sight words, but she cannot decode written communication as such. Based on this information, Mara is having problems with which of the following? A. Morphemic analysis B. Letter-sound correspondence C. Morpheme-allomorphs correspondence D. Sound system in L2

B. (B) The student is having problems connecting the letters or letter strings with the appropriate sound. This is a typical problem for students who have not mastered the alphabetic principle in English. Options (A) and (C) are incorrect because the scenario does not highlight problems in identifying morphemes (basic units of meaning) or with an alternate pronunciation of morphemes (allomorphs). These problems crop up when the past-tense morpheme has alternate pronunciations, such as in the words wanted—/ ed/, walked—/t/, and reviewed—/d/. Having problems with the sound system (D) is too broad and does not address the real issue in the scenario. (801-003 Alphabetic Principle)

A teacher is taking a running record. An English learner has made a miscue or word substitution as indicated below. What can the teacher learn from analyzing the student's miscue? Student: The children pulled the wagon across the street. Text: The children pulled the wagon along the street. A. The student does not understand what a wagon is, so the teacher needs to address that. B. The student is using knowledge of English syntax, but the teacher needs to help the student learn to read and distinguish the differences of along and across. C. The student is not paying attention to the initial position of letters in words. D. The student's miscue does not interfere with meaning, so the teacher does not need to address this.

B. (B) The student is using knowledge of English syntax because what the student said can be said in English. However, the teacher needs to help the student learn to read and distinguish the differences between along and across because the student did not recognize the word along. Option (A) is incorrect because the student's miscue does not indicate that the student does not know what a wagon is. A wagon can be pulled across a street, so the student's miscue is logical. Option (C) can also be ruled out because the student's response shows that he/she is paying attention to the initial position of the letter a in along and across. Finally, option (D) is incorrect because the miscue does change the description of what took place in the story. Also, the student needs to know how to read the word along, so the teacher should not ignore the miscue even though what the child said could be said in English. (801-013 Assessment of Developing Literacy)

In her science class, Ms. Navas teaches her fifth graders Greek and Latin affixes as an advanced organizer for daily lessons. Today she is working on inventions and their contribution to society. Based on that, she introduces and defines the following affixes and stems: micro, tele, scope, phone, and graph. Then, she guides students to create words with the affixes. What is the main purpose of this activity? A. To use phonemic awareness as a foundation for learning B. To use the structural clues to recognize words C. To use semantic clues to improve decoding skills D. To use phonics to decode words

B. (B) The teacher is using the meaning of morphemes as a foundation for improving word identification and vocabulary development in the content areas. She is taking advantage of the multiple morphemes common between the Greek and Latin languages, and English. The use of phonemic awareness (A), semantic clues (C), and phonics (D) is minimal in this type of analysis and most likely unnecessary for the fifth graders. (801-005 Word Analysis and Identification Skills)

Daniele is a third grader having problems identifying prefixes and suffixes in the words she reads and writes. When asked to identify the free morpheme of the word predetermined, she identified the segment mine as the answer. Based on the scenario, what might be the rationale for her answer? A. She is confused with suffixes and prefixes. B. She did not understand that the segment mine is not a free morpheme in that context. C. She does not understand the concept of free morpheme. D. She did not understand that free morphemes constitute the main component of the word.

B. (B) The word mine is a free morpheme when used in isolation; however, it is not a free morpheme in the word predetermined (B). There is no evidence to suggest that the student is having problems with suffixes or prefixes (A). Since she recognized that the segment mine can be classified as a free morpheme in certain conditions, there is no evidence to suggest that she does not understand the concept of free morphemes (C and D). (801-001 Oral Language)

Identify the set of words that does not adhere to typically used phonic generalizations. A. Green, meat, feet B. Said, come, break C. Hope, road, blow D. Car, stir, blow

B. (B) The words said, come, and break represent irregular spellings because they do not adhere to phonics generalizations. Two vowels are together in said and break, but the two vowels together do not make the long vowel sound as they do generally or in the patterns of words, such as in wait and meat. The pattern of vowel-consonant-silent e signals the long vowel sound, such as in home, so come is irregular. The two vowels together do make the long vowel sound as they do generally for the words of option (A). The two vowels together do make the long vowel sound as they do generally for words of option (C) because in blow, the w is a vowel and ow represents the long o sound in many words, such as in snow and know. The words in the set in option (D) also are regular in presenting r-controlled vowels, another phonics generalization. (801-005 Word Analysis and Identification Skills)

Identify the statement that best describes the connection between reading and writing. A. The development of reading and writing is sequential. B. The development of reading and writing skills are interrelated and developed concurrently. C. The development of reading and writing is controlled by the structure of the language. D. The development of reading and writing is controlled by the age of exposure to the language and the type of strategies used to teach them.

B. (B) There is a close connection between decoding (reading) and encoding (writing). Skills from reading can transfer to writing and vice versa. Contrary to popular belief, the skills of reading and writing are developed concurrently, as opposed to sequentially (A). The structure of English (C) does not regulate the development of reading and writing. Instead it reinforces concepts in both skills. Age of exposure (D) to the language does not play a vital role in establishing the connection between reading and writing. (801-011 Written Communication)

Identify the strategy that teachers can use to foster development in phonological awareness. A. Repeated reading B. Oral retelling C. Tongue twisters D. Think-pair-share

C. (C) The correct answer is (C). Phonological awareness involves listening and the ability to hear and make distinctions in oral language. It includes the ability to hear distinct sounds, use alliteration and recognize rhyming words. Tongue twisters foster development in phonological awareness because they involve the use of rhyming words, along with the ability to hear and use words that begin with the same initial sound (alliteration). Repeated reading (A) primarily develops fluency, whereas oral retelling (B) and think-pair-share (D) help students develop comprehension skills. (801-002 Phonological and Phonemic Awareness)

By second grade, students are generally guided to discontinue the practice of pointing to the words being read. What is the rationale for this change of strategy? A. Students get tired of pointing to the words while reading. B. Students find this practice annoying and typical of younger children. C. This practice can interfere with the development of reading fluency. D. This practice is archaic and does not seem to help in the reading process.

C. (C) Pointing to the words as they are read is designed to establish the connection between speech and print. However, after the skill has been mastered, it is discontinued so students can engage in fluent reading. (A) and (B) are incorrect because they offer non-substantial reasons for the strategy change. (D) is incorrect because the practice of pointing to the words as they are being read is not archaic; it is indeed an effective practice for beginning readers. (801-005 Word Analysis and Identification Skills)

A mid-year benchmark language arts assessment that provides teachers with information about program impact is identified as which of the following? A. A criterion-referenced assessment B. An informal assessment C. A summative assessment D. A formative assessment

C. (C) A summative assessment is given at the end of a specific assessment period. Data gathered from such an assessment is used for reporting purposes and to determine program impact. A criterion-referenced assessment (A) describes the type of instrument used to conduct assessment, which can be formative or summative. Informal assessment (B) describes any type of assessment done as part of the teaching process. It is generally formative in nature. Formative assessment (D) is also ongoing and occurs while students are learning information. This type of assessment helps teachers make instructional decisions and adjustments to the class. (801-013 Assessment of Developing Literacy)

Alliteration is a technique frequently used to begin developing students' reading skills as it aims to strengthen students' phonological and phonemic awareness. Which sentence is an example of an alliteration? A. Maria bought a muffin for my mom. B. Maria baked a large muffin for my mom. C. Maria made muffins for Mom. D. Maria baked a muffin in a large oven.

C. (C) Alliterations are created when words in a sentence or poem begin with the same phoneme. The option that best represents this concept is (C). Four of the five words in option (C) begin with the phoneme /m/. The rest of the options do not consistently use the same phonemes at the beginning of the words. (801-002 Phonological and Phonemic Awareness)

The development of academic vocabulary is best introduced in contextualized situations, and it should be presented A. in isolation. B. in context. C. explicitly. D. in school.

C. (C) Because of its complexity, academic vocabulary should be presented through direct instruction (explicitly) and in contextualized situations, so students develop a better understanding of the word and the concept(s) it represents. Presenting language in isolation (A) has not been successful. This activity is often boring and lacking the rigor necessary for the children to internalize the meaning of the words. (801-008 Vocabulary Development)

Definitions of words are best introduced in which of the following ways? A. Inductively B. Deductively C. Contextually D. In context-reduced situations

C. (C) Definitions of words are best introduced contextually and with follow-up application of the new terms. Option (D) is thereby eliminated because it states the near-opposite of the correct answer. A definition can be presented inductively (A) or deductively (B), but neither will affect its effectiveness. (801-008 Vocabulary Development)

What is the main difference between percentages and percentiles in test scoring? A. Both are standardized scores but only the percentile ranking can be used to make placement decisions. B. Both scores are used to make instructional decisions, but only the percentages can be used to decide if a child can be promoted or should be retained. C. Percentile scores compare the performance of students with a larger group, while percentages illuminate the mastery of learning targets. D. Percentages compare the performance of students nationwide, while percentiles compare the performance of students at the local level.

C. (C) Percentiles "are scores below which a specific percentage of the distribution falls" (Frankfort-Nachmias and Leon-Guerrero 2011: 183). Percentiles identify how a given student scored compared with other students who took the test during the same administration. This system uses the number of items answered correctly to rank students based on performance. Students who score above the mean are considered more competitive than those who score below the average (mean). This type of score is used to identify academic potential and predict how well students will do in the future. Conversely, percentages identify the proportion of items answered correctly. Using this measure, students are not competing against each other but rather assessed for their mastery of the learning targets or standards. Based on this explanation, options (A), (B), and (D) can be ruled out. (801-013 Assessment of Developing Literacy)

A third-grade teacher provides students with a readers' theatre script that features stories the students have read previously during guided reading. Which of the following statements best describes the value of this instructional practice? A. The students are gaining in phonemic awareness as they hear words read aloud. B. Readers' theatre experiences help students learn about text structure of chapters in textbooks. C. The students are practicing reading materials at their independent reading level in a rewarding way, so the students can make gains in fluency. D. The students will stay busy while the teacher works with another guided reading group

C. (C) Students gain in fluency when they read again text that is at their independent reading level because the text is easy for students as they recognize words and understand the content. Option (A) can be ruled out because the students are not focusing upon the sounds of words as they read aloud the script with others. Option (B) can be quickly ruled out because the students are not working with the text structure of chapters. Option (D) can also be ruled out because teachers should not focus solely upon keeping students busy while working with another group of children. Students do need to engage in learning experiences while the teacher provides guided reading instruction to a small group of students, but the focus should be upon providing beneficial learning experiences. (801-006 Reading Fluency)

Ms. Jefferson has guided first-grade students to read polysyllabic words until they can read them fluently. Later, students are asked to separate the words into syllables, and finally she guides students to identify the main stress in each word. What skill is Ms. Jefferson emphasizing? A. Alphabetic awareness B. Reading fluency C. Phonological awareness D. Syllabication

C. (C) Syllabication and word stress are part of the concept called phonological awareness. Option (A) is incorrect because the activity goes beyond establishing the connection between letters and sounds typical of the alphabetic principle. Option (B) is incorrect because the development of fluency goes beyond the analysis of individual words. The development of phonological awareness is a prerequisite for the development of fluency. Option (D) is incorrect because the concept of syllabication is only one of two elements presented in the scenario—syllabication and word stress. (801-003 Alphabetic Principle)

In addition to the intelligibility of the communication, what should teachers take into account when assessing the speaking ability of native English speakers? A. The role of language interference in the oral production of the child. B. The impact of socio-economic status and the influence of the students' first language. C. The impact of regional and social dialectical variations. D. The value of speech therapy in the development of native pronunciation.

C. (C) Teachers often fail to take into account the role of dialectical variations in the speech of children, when assessing their speaking ability. For example, the speech of West Texas speakers might appear nasalized and slow for speakers from, say, New York City or Boston. However, this type of variation should not be used against the child when assessing language development. Options (A) and (B) are both incorrect because both make reference to second language learners, and the question is dealing with native English speakers. Option (D) is irrelevant because teachers assess the pronunciation of all children, without taking into account whether they have had speech therapy. (801-001 Oral Language)

One of the advantages of Tier 3 vocabulary words is their historical connection with the Greek and the Latin languages. A large number of these words have affixes that have meaning on their own, and can guide students in the words' decoding and comprehension. Which of the following words best represents this example? A. Smiles B. Reviewed C. Phonology D. An informal reading inventory

C. (C) The Greek word phonology is composed of two graphemes—phone (sound) and logy (study of a subject). The rest of the options represent words that contain inflectional morphemes only (ed, s, ing...). (801-008 Vocabulary Development)

Connectors are used in writing to create cohesive and coherent compositions. Connections like "on the contrary," "conversely," and "on the other hand" are commonly used in compositions addressing A. opinion. B. sequencing. C. contrast. D. results.

C. (C) The connectors are guided to compare and contrast ideas and to identify the preference of the author. Options (A), (B), and (D) are incorrect because the connectors presented do not call for opinions, sequencing, or results. (801-010 Writing Conventions)

Effective writing requires students to tailor compositions to their audience or to the purpose of an occasion. To accomplish this, the writing portion of the Texas basic skills exam uses A. multiple-choice questions. B. specific instructions to guide children in the writing sample. C. writing prompts. D. a series of questions to guide the development of the writing sample.

C. (C) The correct answer is (C). A state writing exam provides a prompt to guide children to produce the writing sample. In responding to the prompt, students have to address the audience, purpose, and occasion implied in it. Option (A) is incorrect because the multiple-choice portion of a test does not require the student to actually write or compose. Option (B) is incorrect because this type of test item assesses proofreading skills, not the ability to compose or establish content. Option (D) is incorrect because the instructions do not contain specific questions to guide the writing. (801-011 Written Communication)

Which of the following summaries best describes aspects of the writing process of competent writers? A. Completing an initial draft and proofreading for errors in spelling, punctuation, and usage. B. Completing an initial draft, revising for the accuracy of the content, and publishing. C. Brainstorming for ideas, completing an initial draft, revising content, proofreading for errors in spelling, punctuation, and usage, and writing a final draft. D. Writing an initial draft, sharing it with peers, reviewing it for errors, and publishing.

C. (C) The correct answer is (C). Brainstorming for ideas, completing an initial draft, revising content, proofreading for mechanical errors (in spelling, punctuation, and usage), and writing a final draft—these are all aspects of what a competent writer does to produce a piece of writing. Options (A), (B), and (D) are incorrect because they do not contain all the facets necessary to carry out and complete the writing process. (801-011 Written Communication)

English writing samples from Spanish-dominant ELLs may contain which key feature? A. The stories are simple in content and written in a linear fashion. B. The stories might have complex sentence patterns and sophisticated words from Spanish. C. The stories might be perceived as disjointed and lacking a logical sequence. D. The stories might switch from Spanish to English within the same sentence.

C. (C) The correct answer is (C). The English writing samples of ELLs from a Spanish background often follow a curvilinear progression and might include multiple stories embedded within the narrative. This deviation from the linear progression expected in English writing creates the impression that the story is disjointed and lacks coherence. Based on the previous explanation, option (A) is incorrect—children might not produce compositions following a linear progression. The compositions of children might contain complex sentences and an occasional use of Anglicized words or even Spanish words, but these features do not represent the main characteristics of English compositions of Latino children. Based on this explanation, choices (B) and (D) are incorrect. (801-011 Written Communication)

Identify the most appropriate strategy to meet the needs of children at the emergent stage of writing development. A. Identify errors in the writing sample and guide children to self-correct. B. Provide a prompt and guide children to write a composition based on it. C. Provide a shared writing or language experience in which the teacher writes what the child says. D. Allow the child to read for at least 30 minutes every day.

C. (C) The correct answer is (C). The most appropriate strategy to use at the emergent stage of writing is to provide a shared writing or language experience in which the child dictates and the teacher writes what the child says. When the teacher writes down the dictated story, the child can see the connection of oral and written work. Options (A) and (B) are incorrect because the children at the emergent stage don't have sufficient command of written language to correct their own writing or write a composition based on prompts. Option (D) is incorrect because reading for 30 minutes a day without any kind of explicit or implicit writing support might not be effective for children at the emerging stage for writing. (801-010 Writing Conventions)

In a writing workshop lesson, Mrs. Romero writes the phrase, "My dog, Marly," and then she adds lines extending from the phrase as she talks briefly about the following: finding him at the shelter, favorite treats, bath time, play time. Why would Mrs. Romero primarily use this approach? A. Mrs. Romero wants the students to know about her dog. B. Mrs. Romero is modeling using phonics by talking as she says words. C. Mrs. Romero is categorizing information about a topic. D. Mrs. Romero is showing students how to proofread work.

C. (C) The correct answer is (C). The teacher is categorizing information about a topic, using webbing. Through a web, she is breaking down a topic by categories, modelling the selection and identification of components of a writing. Mrs. Romero may want to share her experiences, and this shows students how she draws upon her life in writing (A), but using a web is primarily being done to show how to help students organize their writing, and not use phonics (B) nor proofread (D). (801-012 Viewing and Representing)

Ali is a sixth grade advanced English learner experiencing problems with some English sounds. These problems often make his pronunciation incomprehensible to native speakers. Ali tells the teacher that he can conceptualize the standard pronunciation in his mind, but when it comes out, it comes out wrong. What strategy can the teacher use to address this pronunciation problem? A. Ask the student to spend more time in the language laboratory, listening to authentic discourse. B. Guide the child to read a list describing all the pronunciation problems typical of English learners. C. Isolate key pronunciation problems, identify the sounds involved, and describe how the sounds are produced. D. Describe the articulators involved in the production of each English phoneme.

C. (C) The correct answer is option (C) because the student is having problems with specific sounds; teachers can isolate those sounds and introduce the place and manner of articulation used to produce them. This strategy works better with mature students (such as 6th graders). For younger learners, the best strategy is to model the pronunciation. Guiding students to spend time in the language laboratory (A) is a generic strategy that does not address the immediate problem of the child. Developing a list of all problems typical of ELLs (B) is not necessary, since the child is having problems with specific sounds only. Describing the articulators involved in each English sound (D) might be too cumbersome for the child. (801-001 Oral Language)

A second-grade student began writing a composition about his friend in the following way: (1) George is my friend. (2) Mary is my best friend. (3) Rachel are my friends too. What type of support does this child need to write a more cohesive and standard writing sample? A. Spelling and agreement instruction B. Use of active and passive voices C. Agreement and sentence connectors D. Use of appropriate capitalization and punctuation

C. (C) The three sentences can be combined with appropriate connectors to avoid repetitions. In this particular case, the conjunctions can be used to create compound sentences. Sentence 3 shows faulty agreement, which suggests that the child can also benefit from this kind of instructional support. (A) and (B) are incorrect because the writing sample does not show problems with spelling or the use. (801-013 Assessment of Developing Literacy)

Knowledge of the two words used to create compound words can help students in the interpretation of the compound word. However, there are examples of compound words in which the meaning of the two components does not contribute to, and often interferes with, the interpretation of the new word. Identify the set of compound words that fall into this category. A. Doghouse, autograph, and boathouse B. Greenhouse, White House, and mouthwash C. Butterfly, nightmare, and brainstorm D. Horseshoe, birdhouse, and underground

C. (C) The words butterfly, nightmare, and brainstorm may confuse students because they do not provide a reliable point of view to comprehend their meaning. Options (A), (B), and (D) are incorrect because they contain information to help children in the comprehension process. Words such as doghouse, underground, and mouthwash provide clear indications of the intended meaning. (801-005 Word Analysis and Identification Skills)

A two-year-old child using a crayon to scribble on manila paper is focusing on A. expressing his thoughts and ideas. B. drawing personal symbols that represent objects in the environment. C. the texture of the paper and the color and shape of the marks being made. D. repeating themes to achieve photographic realism.

C. (C) Two-year-old children are primarily concerned with sensory experiences in their earliest art activities. (A) is incorrect because children do not begin to self-express in their artwork until around age five years. (B) is incorrect because children do not begin to use personal symbols in their artwork until around age four years. (D) is incorrect because children do not begin to repeat themes or be concerned with photographic realism until the middle years of elementary school. (801-010 Writing Conventions)

Asking students to make use of visual elements, such as graphics, while they are reading a piece of text allows them to identify ways in which these elements can be used as strategies to interpret and make sense of the information they are reading. Based on this information, which of the following statements best supports this idea in instructional practice? A. Students will collect illustrations to create a group collage. B. Students will talk about the author and illustrator of a picture book. C. Students will create a chart in which they identify the reasons why the author of a newspaper article may have chosen to include pictures in his or her story. D. Students will compare and contrast main characters in a story.

C. (C) With the exception of (C), all the other response options focus primarily on the text or images created and less on the role that the graphics have in complementing the message being conveyed. Having students actually create a chart during or after they discuss the author's reasoning for choosing visual elements does provide students with an opportunity to understand that there is a direct connection between the use of the graphics and the text that accompanies it. (801-009 Reading, Inquiry and Research)

Dan is an eight-year-old whose oral communication has significantly improved over the past two months. He is beginning to use relative pronoun clauses when speaking and more sophisticated constructions. However, his teacher has discovered that he still struggles when using subordinate clauses. Based on this current limitation, Dan might have problems with the following type of sentence: A. I like the cars, but I dislike motorcycles. B. He wants to sleep until late in the morning. C. If you want me to go, I will need to start getting ready now. D. My mom and my dad are real Texans.

C. C) The correct answer is (C). A subordinate clause is a dependent clause that needs the information of a second clause to present the entire message. In option (C), the phrase "If you want me to go" does not convey a complete message; it needs the second part of the sentence ("I will need to start getting ready to go now") to make sense. Option (A) represents an example of coordinate clauses — two clauses joined by a coordinated conjunction. Options (B) and (D) contain main, or independent, clauses, which can stand alone as sentences. That is, they contain a subject and a verb, and express a complete thought. (801-002 Phonological and Phonemic Awareness)

When teaching the grapheme-phoneme correspondence of the English alphabet, teachers must: A. Make the activity interesting to all students. B. Monitor the children so they do not pronounce the letters with a foreign accent. C. Create an atmosphere of cooperation among students from diverse ethnic and linguistic backgrounds. D. Control the inconsistency of the grapheme-phoneme correspondence of English by presenting consistent sounds first.

D. (D) The grapheme-phoneme correspondence in English is not consistent. English uses 26 letters to represent 44 sounds. Consonants are more consistent than vowel sounds. For that reason, we introduce consonants before vowels or consonant digraphs. Making instruction interesting (A) to students or promoting cooperation (C) among students are not the primary reasons for teaching the grapheme-phoneme correspondence of English. Teaching pronunciation (B) is not the key purpose of teaching the grapheme-phoneme connection. The real purpose is to guide students to see the connection between the two components. (801-003 Alphabetic Principle)

Mr. Martinez is going to be introducing the Dolch words to his first-grade students. Before showing the list of words to his students, Mr. Martinez explains that these words are the most frequently used words in English. Which of the following words should not be included in the list that Mr. Martinez is going to show to his students? A. a B. had C. but D. awesome

D. (D) The introduction of sight words can expedite students' decoding skills and it can also help develop fluency among early readers. From the options presented, the only word that is not in Dolch's list is (D) "awesome." (801-005 Word Analysis and Identification Skills)

During a writing workshop for first grade students, the teacher holds a conference with a child to discuss her rough draft. The child has written the following: [I luv my mom. She is the best mom. She allways makes me pancakes on the morning.] What can the teacher conclude about the student's writing ability to establish the content of the writing? A. The student does not know how to focus on a topic. B. The student spells many words correctly in writing about a topic. C. The student needs to learn more about punctuation because the child only shows knowing how to use a period. D. The student has provided some elaboration, but needs to provide more details to develop the topic.

D. (D) The student has started to tell why he loves his mom and thinks she is the best mom, but adding more details would provide clarity in communicating. The student does focus on one topic (A). In establishing content, the focus is on clear, vivid presentation of ideas, not the mechanics (B) of writing, which pertains to spelling, punctuation, capitalization, and usage. The mechanics of writing are addressed once content is established during a publishing conference (C). (801-011 Written Communication)

Chang, a Mandarin speaker in second grade, has difficulty understanding how phonemes are put together to create words in English. He struggles when the teacher asks him to sound individual phonemes, and to identify syllables in words. What might be a rationale for this kind of problem? A. English is a syllabic language, while Mandarin is a pictorial language. B. English is a very difficult language for Chinese speakers. C. The native language of the student does not use English phonemes. D. Phonemic and phonological awareness is not an important feature of the native language of the child.

D. (D) The correct answer is option (D) because English is an alphabetic language that uses phonemic and phonological awareness to introduce reading. In phonemic awareness, the letters (graphemes) are used to connect to the individual sounds (phonemes) of the language. Option (A) is a false statement: English is an alphabetic language, not syllabic. Additionally, Mandarin is a logographic language that uses some pictographs and ideographs in its writing system. Syllabication is part of the process of phonological awareness, which constitutes a key process to introduce reading. English or any other new language is difficult for anyone new to the language (B). Option (C) is a true and obvious statement: Mandarin does not use English phonemes, but it does not qualify as the best answer. (801-001 Oral Language)

As part of the celebration of Martin Luther King Day, fifth graders are getting ready to implement readers' theater on a book about the Civil Rights Movement. In preparation for the presentation, the teacher guides the students through several activities. Which of the preparation activities is less likely to help them get ready to implement readers' theatre? A. Working in groups to develop the characters in the story B. Modifying the story so that they can all play a part in the actual performance C. Rehearsing the parts that each student is supposed to read D. Watching a video version of the story

D. (D) Readers' theatre is a student-centered activity. Students read the story, summarize it, work in groups, develop the characters and story line, and implement the activity. While watching a video version of the story (D) can help students get into the characters of the story, this activity is not required to implement readers' theatre. Thus, options (A), (B) and (C) are typically used as part of the preparation to implement readers' theatre. (801-006 Reading Fluency)

Newly fluent readers can read with relative fluency and comprehension. Which cueing system is NOT one they would use to obtain meaning from print? A. Semantic cueing systems B. Structural cueing systems C. Visual cueing systems D. Kinesthetic cueing systems

D. (D) Semantic, structural, and visual cueing systems are all used by newly fluent readers to aid in their comprehension of texts. Punctuation does need to be observed by readers and clarifies what is presented in a text, but when identifying words, readers rely upon the visual cues based upon the look of the letters or the word, structure cues based upon whether a word would sound correct according to language structure or syntax, and meaning cues based upon what would make sense. (801-004 Literacy Development)

Luke's mother has commented that her two-year-old is constructing sentences with only two or three words at a time. For instance, she says that Luke responds by saying, "no more play" and "mommy milk more." She suggests that he has heard his brothers use phrases like these. Luke uses these two phrases frequently. Based on the information above, in which stage of language acquisition is Luke at this point? A. Babbling stage B. Holophrastic stage C. Two word stage D. Telegraphic stage

D. (D) As seen in the scenario, Luke is clearly in the telegraphic stage. He is using chunks of words and phrases he has heard others use and is including them in his linguistic repertoire. Based on this explanation, options (A), (B), and (C) are incorrect. (801-002 Phonological and Phonemic Awareness)

Derivational morphemes in English A. occur only as suffixes. B. are of foreign origin. C. are native to English, and have been modified to modernize the language. D. can change the syntactic classification and meaning of the word.

D. (D) Derivational morphemes can change the meaning of a word and its syntactic classification. For example, if we add the suffix ly to the word happy, the word changes from an adjective ( happy) to an adverb ( happily). However, if we add the prefix un to the same base word, it does not change its syntactic classification; instead, it changes its meaning, from happy to unhappy. Derivational morphemes can happen in multiple positions, not only as a suffix (A). Inflectional morphemes or endings are the only morpheme of this kind that happened only in final positions. Some of the derivational morphemes are of foreign origin (B). A large number of derivational morphemes are native to English, but only inflectional morphemes are all native to English. (801-005 Word Analysis & Identification Skills)

All of the following are characteristics of emergent readers EXCEPT: A. Use illustrations in the texts they are reading to aid in their comprehension B. Develop awareness of the story structure C. Represent the stories read through the use of visual images and drawings D. Engage in self-correction when text does not make sense to them

D. (D) Emergent readers will make use of various strategies for understanding print and make meaningful use of texts. They begin to develop the awareness of the story's structures. They will also use illustrations to understand what they are reading and use visual imagery to represent their stories. Although some emergent readers may begin to use self-correction, it is typically not a characteristic of emergent readers (D). (801-004 Literacy Development)

Mr. Michel provides guiding questions to guide Tamara's writing. A couple of the questions are "What evidence do you need to prove your thesis to skeptics?" and "What would you say to convince them?" Based on this information, what type of writing is Tamara developing? A. Narrative writing B. Expository writing C. Descriptive writing D. Persuasive writing

D. (D) In trying to convince the reader of something, posing a question relating to reasons why the argument might be convincing will help the writer to see the reader's point of view. In narrative writing (A), expository writing (B), and descriptive writing (C), the need to convince may be present; however, it is more essential in the very nature of persuasive writing. (801-011 Written Communication)

Students eventually have to be familiar with the types of media used in school. These types of media available in school can be organized into the following three major categories: A. Print, social, and electronic B. Visual, electronic, and social C. Electronic, social and print D. Print, electronic, and visual

D. (D) Media can be organized into three large categories: print, electronic, and visual. The remaining three options refer to social media as a separate classification; however, social media fall under the broader category of electronic media. (801-012 Viewing and Representing)

A kindergarten teacher holds up a puppet and tells the children, "Mr. Dog talks differently than we do when we say a word. Mr. Dog is going to say a word, and let's try to figure out what Mr. Dog is saying: /b/ /at/. The students say, "bat." The teacher repeats this process, using the following words as a basis: rat, mat, hat, sat. What is the primary reason for using this instructional approach? A. The teacher is helping students gain in phonics, which is important for word identification. B. The teacher is helping students how to segment words. C. The teacher is developing phonological awareness of syllables. D. The teacher is helping students learn about onsets and rimes, which can prepare them for learning word families when they read the words.

D. (D) Phonological awareness includes understanding of onsets (the initial phonological unit) and rimes (the letters that follow), which can prepare students for learning word families (such as the at word family) when they read and spell words. The teacher is not focusing on relating letters and sounds, which is a component of phonics (B). The teacher is focusing on the sounds of a word, and students are listening, not viewing letters. The teacher is not saying a word, and then asking the students to segment the word into individual sounds, such as saying "bat"and students saying /b /a/ /t/ (B). The teacher is not asking to listen for syllables in words (C), either. (801-002 Phonological and Phonemic Awareness)

A textbook chapter focuses upon types of transportation. In introducing new words, the teacher presents the word transportation. The teacher points out to the students that transportation is related to the word transport, and that port means to carry and that trans means across. What is the teacher trying to achieve? A. The teacher is guiding students to understand the text structure of the chapter. B. The teacher is helping students gain in phonemic awareness. C. The teacher is helping the students make gains in phonics by relating letters and sounds. D. The teacher is using morphemic analysis to help students learn about word structure.

D. (D) The teacher is using morphemic and structural analysis to help students learn an unknown word. The teacher is helping the students understand word structure by presenting a root word ("port") and prefix ("trans"). The teacher could subsequently present other words with this same root, such as portable, import, and export and words with the same prefix, such as transform. Option (A) is incorrect because the teacher is not pointing out how the information is organized by looking in the chapter. Option (B) can also be ruled out because the teacher is not helping students with phonemic awareness. Option (C) can also be eliminated because the teacher is not helping students with phonics by focusing on sounds represented by letters. (801-009 Reading, Inquiry and Research)

Identify the number of phonemes in the word through. A. Seven B. Two C. Four D. Three

D. (D) The word contains seven graphemes (letters), but only three phonemes (sounds). Based on this explanation, the rest of the options are eliminated. (801-006 Reading Fluency)

A fifth-grade language arts teacher guides students to make entries on a class blog about an article about banning books in the United States. This way of having students disseminate information would primarily include which of the following types of media? A. Media literacy B. Print media C. Visual media D. Electronic media

D. (D) Using the Internet (via a blog) to compose, read, or write is an example of employing electronic media. Media literacy (A) is a broader category that is not aligned with the question. Print media (B) are the precursors of electronic media, including traditional newspapers, newsletters, and magazines. Visual media (C) include both print and electronic media. We want to cite only the latter, so option (D) is the best response. (801-009 Reading, Inquiry and Research)

If a child is reading an average of 90 to 94 percent of the words correctly, he or she is reading at the A. independent level. B. frustration level. C. comprehension level. D. instructional level.

D. (D) When a child can read 90% to 94% of the words in a text, he or she is reading at the instructional level. If the child can read 95% to 100% of the words, then the child is reading at the independent level (A). If the child is reading less than 90% of the words correctly, he or she is at the frustration level (B). The term comprehension level (C) is not a technical descriptor used to describe the concept of word recognition. (801-013 Assessment of Developing Literacy)

Mr. Maduro developed a social studies test for third grade English learners. The test had illustrations to improve students' comprehension. For beginner ESL children, he read the questions to be sure that language did not interfere in the process. These testing modifications are an example of A. formative evaluation. B. effective test-taking skills. C. content validity. D. accommodations.

D. (D) When testing for content, teachers need to be sure that language does not interfere in assessing the content objectives. To minimize the effect of language in comprehension, teachers provide linguistic accommodation. Technically, teacher-made examinations are generally part of formative evaluation; however, the scenario provides information to go beyond this simple concept. The teacher is not providing specific test-taking skills (B). He is not addressing the content validity of the test (C) either. Content validity is a term to suggest that the test questions assess the content covered in class. (801-013 Assessment of Developing Literacy)

During writing workshop instruction, fourth-grade students have been writing personal narratives. Now the teacher wants to introduce students to the process used to write research reports. What initial instruction does the teacher need to provide to make the transition to learning a new form of writing? A. The teacher needs to remind students to use the Internet responsibly. B. The teacher needs to make sure English learners have another assignment because it might be too difficult for them. C. The teacher needs to make sure the students can spell words they might use in the report. D. The teacher needs to provide instruction and examples of the format and content required in a research report.

D. D) The teacher will need to provide demonstrations and guided practice of each aspect of writing a report, such as how to select a topic, locate information, take notes without copying, organize information, and write drafts. If the teacher simply tells students what to do, the students will not have a clear understanding of how to engage in the various aspects of writing a report, so reminding is not sufficient (A). English learners need to engage in academic writing, and they can participate if the teacher provides ample scaffolding through mini-lessons, and lets students work together in productive ways (B). Students can check for accurate spelling through publishing conferences when students write their final draft of the report, so teaching words initially is not the best way to use instructional time (C). (801-009 Reading, Inquiry and Research)

Graphemes

Individual letters in a word. Ex. "through" has 7 graphemes that represent only 3 sounds (phonemes).

Lexicon

Refers to the vocabulary of a language Vocabulary is said to be one of the most variable and rich components of a language b/c meanings of words change based on context and historical framework.

Language Acquisition

Results from the combination of 3 main components: 1. Innate abilities and mechanism of the learner 2. Exposure to the speech of caretakers and parents 3. The interaction of children in their immediate linguistic environment *Parents, caretakers, etc. play an active role! Children hear language being used and are provided reasons to communicate.

Phonemes

The basic units of sound.

Morphemes

The smallest representation of meaning

Phonology

The study of sound systems in a language.

Morphology

The study of the structure of words and word formation

Syntax

The ways in which words are organized and arranged in a language. 4 most common sentence patterns: 1. Katrina was a hurricane (Subject-Intransitive Verb-Predicate Nominative) 2. The hurricane was destructive (Subject-Intransitive Verb-Predicate Adjective) 3. FEMA provided lodging to the people (Subject-Transitive Verb-Direct Object-Indirect Object) 4. Spike Lee won an award (Subject-Transitive Verb- Direct Object)