Foundations of Reading Practice Test (OAE 190)

Which of the following statements best describes the relationship between word decoding and reading comprehension in a begin reader's development?

A. Decoding skills and reading comprehension tend to develop independently of one another. B. Development of decoding skills has little effect on the development of reading fluency or reading comprehension. C. Reading comprehension contributes to and directly facilitates the development of decoding skills. D. Decoding skills are essential for the development of reading fluency to support reading comprehension. Answer: D

Which of the following sentences contains a pair of italicized words that differ from each other by one phoneme?

A. He took off his cap before he lay down to take nap. B. She walked down the lane to see the beautiful deep blue sea. C. They were distracted by the noise as the window shade retracted. D. After he bashed his toe, he sat down for a while and basked in the sun. Answer: A

A second-grade class is studying a social studies unit focused on geography (e.g., bodies of water, landforms) and its effects on people. So far, the students have learned about lakes, oceans, and bays. As part of the unit, the teacher reads aloud an informational passage that explains why human settlements near rivers historically have succeeded and grown. The teacher pauses regularly to discuss the reading, using a range of text-based questions to prompt discussion and promote students' literal, inferential, and evaluative comprehension. Part of the text appears below. Rivers have fresh water. Fish and other wildlife live in and near rivers. The soil near rivers is good for growing crops and grazing animals. But rivers provided towns with more than just what people needed to survive. Moving water provided a source of power that people could harness for industry. And, over time, large rivers became superhighways for travel and trade across great distances. Which of the following questions about this part of the text would most effectively target students' inferential comprehension?

A. How does living near a river help people meet their most basic survival needs, and where can you find that information in the text? B. Can you identify the reason why industry benefited from being near moving water? C. Do you think living near a river makes life easier or more difficult for people, and what information in the text makes you think so? D. Why are rivers beneficial for activities like growing crops and grazing animals? Answer: C

A group of fifth-grade students finishes reading a novel written in the first person. The teacher has the students work together to write a new account of a key scene as it might be reported by a different major character. Which of the following questions would be the most appropriate focus of a group discussion following the writing activity?

A. How does the narrative point of view in a story shape a reader's understanding of events? B. How do key structural elements in a narrative work affect the emotional impact of a story? C. How does the author use figurative language to foreshadow the resolution in a narrative? D. How do descriptive and expository writing affect a reader differently in a narrative text? Answer: A

Use the table below to answer the question. Line. Target Word Number of Speech Sounds 1 though. 2 2. best 3 3 fresh 5 4 scratch 6 In which line in the table is a word accurately matched to the number of phonemes the word contains?

A. Line 1 B. Line 2 C. Line 3 D. Line 4 Answer: A

Use the table below to answer the question that follows. Line Phonics Term Example Word 1 i-controlled vowel real 2 consonant trigraph scratch 3 vowel team stir 4 consonant blend mistake In which line in the table is the underlined portion of an example word accurately matched to the term that is used to describe the phonics element?

A. Line 1 B. Line 2 C. Line 3 D. Line 4 Answer: B

A group of first-grade students has mastered reading single-syllable words that follow the closed-syllable patterns VC, CVC, CVCC, and CCVC. The teacher would like to expand students' reading development by teaching them how to read two-syllable words that consist of closed syllables, such as picnic, muffin, trumpet, pretzel, invent, and frantic. The teacher could best promote the students' accurate, efficient reading of this type of word by teaching them to use which of the following decoding strategies?

A. Look at the vowels in a target word; if they are separated by two consonants, divide the word between the consonants (e.g., muf/fin), and then read each syllable from left to right. B. Look for recognizable single-syllable words within a target word (e.g., muff in muffin, ant in frantic), and then use that word as a starting point to decode the longer word. C. Sound out each of the letters of a target word from left to right, continuing to the end of the word, and then go back and blend the letter-sounds into recognizable syllables. D. Sound out and blend the first two letters in a target word; if you recognize the word, then stop, but if not, proceed to the next set of letters until you recognize the word. Answer: A

Sixth-grade students have just finished reading a chapter in a novel and are getting reading to write an entry in their response journals. The teacher could most effectively develop students' literary response skills by assigning which of the following journal prompts?

A. What new vocabulary words did you learn when reading this chapter? List and define the new words from the chapter. B. What happened in the chapter? Describe Theo or three events from the chapter. C. What do you think is the main idea or theme of the novel? Relate specific events in this chapter to the theme you suggest. D. Which characters are mentioned in this chapter? List each of the characters. Answer: C

A first-grade teacher creates poetry booklets for students to read each day as a morning "warm-up" activity to begin supporting their development of reading fluency. The teacher sequences the poems in the booklets according to phonics patterns and high-frequency words that students have recently learned. At the beginning of each week, the teacher works with small groups pf students to ensure that they can read their new poem-of-the-week accurately. For the rest of the week, students practice reading the new poem with a classmate from their group. They also practice reading aloud other poems in the fluency warm-up booklet that they have previously learned. Which of the following rationales best describes the advantage of using poems for fluency practice?

A. Poems frequently have predictable structures to support phonics development. B. Poetry resources are typically abundant in most classroom libraries. C. Poetry is meant to be read aloud and reread many times to construct meaning. D. Poems can be found in many lengths and address many topics. Answer: C

A fifth-grade teacher plans to use the passage below in a lesson focused on analyzing literary texts. Zander told me it didn't matter what the exact rules were, or what was "fair" according to Coach. What mattered most was the team winning against Sagamore and advancing to the next level. "So, okay? You in?" he asked me. I just looked at him without saying a word. I like Zander. He's funny, smart, popular - everything I'm not. So I wanted to day, Sure, let's do it. But I kept seeing Coach's face in my mind, like he was looking me right in the eye. "I don't know," I said slowly. Zander's eyes narrowed and his mouth set firmly shit. Oh, great, I thought. Now I'll have NO friends at school. The teacher is planning text-based questions to use in a post-reading discussion about the passage. Which of the following organizing questions would most effectively prompt students' higher-order analysis of this passage?

A. Who says "What matters most is the team winning" and how can you tell? B. How does the narrator describe the character names Zander and the character referred to as Coach? C. How does the author use dialogue to advance the plot? D. How are the narrator's relationships with Zander and Coach similar and yet different? Answer: D

Which if the following statements provides the best rationale for incorporating spelling instruction into a first-grade reading program?

A. Spelling instruction promotes phonological sensitivity by teaching students to break words into onsets and rimes and recognize common phonograms. B. Spelling instruction streamlines the reading process by focusing on a finite set of orthographic guidelines, which accelerates students' reading development. C. Spelling instruction facilitates students' vocabulary development by introducing them to new grade-level academic words throughout the school year. D. Spelling instruction reinforces students' knowledge of phonics patterns, which supports their development of automaticity and ability to construct meaning while reading. Answer: D

Which of the following principles is best illustrated by the words watched, wanted, and warned?

A. Spelling is often the best predictor of the pronunciation of a suffix. B. Open syllables are usually pronounced with a long vowel sound. C. The spelling of a suffix is often more reliable than its pronunciation. D. The second letter of a consonant blend is usually pronounced as the onset of the following syllable. Answer: C

A kindergarten teacher encourages beginning readers to "write" their own captions beneath their drawings. This practice is most likely to lead to which of the following outcomes?

A. The children's grasp of the alphabetic principle will be reinforced as they apply phonetic spelling. B. The children may become frustrated by the difficulty of the English spelling system and lose interest in writing. C. Because of the reciprocity between decoding and encoding, the children's reading process may be adversely affected by any uncorrected spelling errors. D. The children will tend to develop word-recognition skills by engaging in spelling practice. Answer: A

Two proficient readers are answering post-reading comprehension questions about a chapter in a content-area textbook. -The first student demonstrates exceptional recall of details from the chapter but has difficulty answering questions about the gift of the chapter. -The second student can give an outstanding summary of the chapter but has difficulty remember specific facts from the chapter. Which of the following best explains the most likely reason for the students' varied understanding of the text?

A. The first student is more proficient than the second student at using metacognitive comprehension strategies to make sense of the text. B. Each student applied different reading comprehension skills when reading the text. C. The second student is more proficient at reading for literal understanding than for inferential understanding. D. Each student brought a unique set of prior experiences to the reading of the text. Answer: B

Which of the following statements describes the most important reason for a fourth-grade teacher to assign a variety of high-quality trade books as a component of reading instruction?

A. The themes typically of children's literature tend to reinforce students' development of literal comprehension skills. B. Reading across genres contributes to students' developing understanding of the structures and features of different texts. C. Simplified syntax and controlled vocabulary provide necessary scaffolding for students who are not skilled readers. D. Reading diverse texts promotes students' development of phonological and phonemic awareness skills. Answer: B

Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness?

A. a student who, after being shown a letter of the alphabet, can orally identify its corresponding sound(s) B. a student who listens to the words sing, ring, fling and hang and can identify that hang is different C. a student who, after hearing the word hat, can orally identify that it ends with the sound /t/ D. a student who listens to the word magazine and can determine that it contains three syllables Answer: C

Use the information below to answer the following question. A third-grade teacher uses word matrices as a strategy for teaching structural or morphemic analysis skills. The teacher models for students how to create and use a word matrix to generate related words by combing a base word or root with one or more affixes. Following is a word matrix for the base word move. re move s un ing ed er ment The teacher supports students in generating the following list of words using this matrix: moves, moving, moved, mover, movement, movements, remove, removes, removing, removed, remover, unmoving, and unmoved. Two students in the class with a learning disability are successful in generating multimorphemic words when presented with a familiar base word and a simple suffix (e.g., -s, -I). However, when presented with a familiar prefix, base word or root, and suffix, they cannot generate any new words, with out without the support of the matrix. Which of the following strategies for differentiating the lesson would be most appropriate for supporting the students' development in structural or morphemic analysis?

A. allowing the students to construct their own matrices by choosing their own base words or root with which to work and then providing them with a different set of affixes than the ones used in the modeled matrix B. emphasizing basic orthographic guidelines related to the addition of affixes with the students rather than trying to promote their understanding of the underlying concept and skills of word construction C. having the students begin with a two-box matrix using a few common inflections and then gradually introducing one new derivational affix at a time and explaining how each affix changes the meaning of the base word D. providing the students with a greater number of affixes to choose from and allowing them to construct multisyllable nonsense words using the matrix rather than encouraging them to generate words that have meaning Answer: C

A fourth-grade student who reads on grade level and consistently performs well on spelling tests that are part of weekly study activities often misspells the same words, and other familiar words, in everyday writings. The following table shows examples of typical errors the student makes on class writing assignments and in informal notes to friends. Target Word Student Spelling form from split spilt printed pinted dependent depedent The student's overall spelling performance suggests that the student would benefit most from a targeted intervention focused on which of the following foundational skills?

A. applying common orthographic rules to inflected words B. sounding out and blending letter-sounds to decode a word C. discriminating between consonant and vowel sounds in words D. segmenting all the phonemes in a word sequentially Answer: D

A fifth-grade teacher is planning a literature study focused on how various elements of an author's craft are used to convey a poem's theme. The class includes students with a wide range of reading and language skills, including several advanced readers. In an early lesson, the teacher distributes a simple short poem and a printed copy of the graphic organizer shown below. Title/subject: __________________ Author/tome: _________________ Imagery: _______________________ Figurative language: ______ The teacher has students read the poem twice. First, they read it silently. Then, they follow along as the teacher reads the poem aloud. In keeping with evidence-based best practices in reading instruction, which of the following steps would be most effective for the teacher to implement next in this lesson?

A. asking students to complete the portions of the graphic organizer that they understand and then correcting any misunderstandings B. having students work with a classmate to discuss the poem's theme before they complete the graphic organizer C. using think-aloud and questioning to complete the graphic organizer on the board with students' support D. providing students with a copy of a completed graphic organizer for them to use as an example Answer: C

A fifth-grade student reads the sentence, "After playing wither her friends all day, Kaylee did her science homework, her geography project, and her English paper in one fell swoop." The student asks the teacher for support in understanding the meaning of the phrase one fell swoop. After explaining the phrase's meaning, the teacher could best deepen and extend the student's understanding of this idiomatic expression by:

A. asking the student to find other sentences in the text that use the words fell and swoop. B. discussing with the student additional examples of the phrase used in context. C. directing the student to look up different meaning of fell and swoop in the dictionary. D. showing the student how to create a tree diagram of the structure of the phrase. Answer: B

Students in a fourth-grade class read a text that includes the word indefensible, which is unfamiliar to some of them. Which of the following strategies for teaching the word would be most effective in both clarifying the meaning of the word and extending the students' understanding and use of an appropriate word-learning strategy?

A. asking the students to paraphrase the sentence that contains the word by substituting a synonym for the word B. having the students enter the word in their ongoing list of new vocabulary words and then look up its definition independently C. modeling for the students how to apply knowledge of morphology to construct the word's meaning and use context to confirm it D. using print and digital reference materials to explain the word's meaning to the students before they read the text Answer: C

A kindergarten teacher regularly elicits oral retellings of stories children have listened to or read as a way to assess their understanding of narrative text structures. The retell protocol the teacher uses has a child retell the story to a stuffed animal, names Storalee, as the teacher records notes and checks off story components. The teacher starts with the prompt, "Tell our friend Storalee the whole story because she has not heard it before." The teacher rates each child's understanding of the text's characters, setting, events, and relationships according to standards-based rubric descriptors for story elements. Which of the following components should be included in the story elements rubric to ensure that the assessment will provide information about children's understanding of the cause-and-effect relationships found in narrative texts?

A. assigning scores for the number of details about events children provide in their responses (e.g., providing who-what-where information about a story event) B. scoring the use of sequence transition words that children use to connect their retelling (e.g., first, next, after that, finally) C. creating a list of generic questions to use as prompts to ensure that children's retellings are as comprehensive as possible D. identifying evidence of children's use of injunctions (e.g., because, so, since) to connect the character's motivation to actions taken Answer: D

A kindergarten teacher is reading a big book to a group of children. The teacher periodically points to the beginning consonant of selected words and accentuates its initial phoneme as the teacher reads the word aloud, The teacher's practice is most likely to reinforce the children's:

A. awareness of word boundaries in text. B awareness of letter-sound correspondences. C. ability to segment the sounds of spoken words. D. ability to apply phonemic blending skills. Answer: B

A sixth-grade teacher is planning an instructional unit on summarizing informational text. In one lesson, the teacher will show students how to use the graphic organizer shown below to support them in identifying important ideas from an informational passage. Topic of passage: Main Idea Main Idea Main Idea Detail Detail Detail Detail Detail Detail Detail Detail Detail Which of the following learning goals would be most essential for the teacher to address in the lesson to develop students' ability to compose an effective summary from these kinds of notes?

A. citing evidence from the passage using direct quotes and paraphrasing B. developing a personal response to and interpretation of the passage C. noting unanswered questions that are raised in the passage D. analyzing the author's stylistic choices in the passage Answer: A

A third-grade teacher notes that students' vocabulary scores on a school-wide standardized achievement test are below the national average and below their performance on the comprehension and decoding subtests. In response to students' performance on the vocabulary measure, the teacher plans to take a more systematic and robust approach to vocabulary instruction. The teacher's use of the data best underscores the importance of which of the following approaches to reading assessment?

A. conducting both formal and informal reading-related assessments to plan instruction B. demonstrating knowledge of evidence-based strategies for assessing the major components of reading C. using results from reading assessments to guide instructional decision making D. determining students' current skills with respect to specific state grade-level standards Answer: C

According to evidence-based practices, which of the following resources in a first-grade classroom best supports phonics instruction as a major component of reading instruction?

A. decodable texts ties directly to the instructional scope and sequence of skills B. leveled texts considered to be at students' most accessible reading level C. predictable=patterned texts that are well supported by pictures D. themed alphabet books that accurately represent letter-sound relationships Answer: A

A second-grade class includes several expanding-level (advanced) English learners. The teacher typically previews a variety of texts to help select appropriate passages for English language arts instruction. Following is an excerpt from one of the texts the teacher is considering. Edward's and Jo's eyes met. Edward blinked. "There was a letter on the table a second ago. Where did it go?" Jo asked. Edward shrugged. "I wouldn't know," he said. "Don't give me that!" snapped Jo. Edward could see that his older sister was about to blow a fuse. "No need to bite my head off," he said. "It's got to be here somewhere!" As Jo turned around to scan the room, Edward quickly took the letter from his jacket pocket and chucked it under the table. The English learners are most likely to need support with which of the following comprehension challenges in this passage?

A. decoding irregularly spelled words such as wouldn't and know B. interpreting punctuation and usage associated with written dialogue C. recognizing less commonly used words such as blinked and shrugged D. understanding idiomatic meanings of some words and phrases Answer: D

When considering how to support students who are at risk for reading difficulties, an elementary school teacher first tries to align an individual student's profile with one of the following evidence-based reading-difficulties profiles. Profile 1: The student reads words accurately and efficiently but demonstrates needs in world knowledge and/or comprehension skills. Profile 2: The student demonstrates needs in decoding and word recognition but has strong word knowledge and comprehension skills. Profile 3: The student demonstrates needs in decoding and word recognition and also in word knowledge and comprehension skills. One advantage of the teacher keeping these general profiles in mind when considering whether a student may be at risk for reading difficulties is that it helps the teacher:

A. determine a direction for specific diagnostic probes (e.g., identifying gaps in phonics knowledge using a word-pattern survey). B. select a comprehensive intervention that systematically addresses all the essential components of reading. C. ensure that an intervention will take into account the interrelationships between reading, writing, listening, and speaking. D. incorporate principles of standards-based reading instruction into differentiation and intervention strategies. Answer: A

A fifth-grade teacher gives students a "reading planner" for an informational text that they will be reading independently. The reading planner contains various activities, including prompting students to summarize certain passages, to explain relationships between concepts according to specific information in the text, and to determine the meaning of domain-specific words based on appositives or appositive phrases embedded in the text. The reading planner is likely to be most effective for achieving which of the following instructional purposes?

A. developing students' ability to read the text evaluatively B. supporting students' development of prosodic reading skills C. encouraging students to read and interact closely with the text D. teaching students to adjust their reading rate based on text complexity Answer: C

A third-grade teacher has been conducting a series of ongoing assessments of a student's oral reading. Shown below is a sentence from a text, followed by a transcription of the student reading the text. The sample is representative of the student's typical oral reading performance. Text: Up ahead, Julia saw the overturned boat disappear over the waterfall's edge. Student: "Up ahead, Julie saw the overtired boat (pauses reading) overturned boat disappoint over the water's edge (pauses reading) sipper over the water's edge." Given the information provided, the teacher could best address this student's needs by providing targeted, evidence-based instruction focused on:

A. developing the ability to self-monitor reading comprehension. B. enhancing oral vocabulary development and use of word-learning strategies. C. improving reading accuracy by attending to all parts of a word. D. prompting the ability to track connected text. Answer: C

A sixth-grade teacher is planning explicit instruction to develop students' ability to read and understand sentences that have a complex sentence structure. Which of the following skills would be most effective for the teacher to focus on?

A. distinguishing between complex sentences that use passive and active voice B. deconstructing complex sentences into independent and dependent clauses C. identifying common transition words that link ideas in two or more sentences D. distinguishing between demonstrative and indefinite pronouns in a sentence Answer: B

Which of the following sets of words would be most effective to use when introducing students to the concept of structural/morphemic analysis?

A. late, gate, wait, eight B. afraid, obtain, explain, remain C. swim, swims, swam, swum D. pretest, retest, tested, testing Answer: D

A fourth-grade class will be comparing the treatment of a similar theme, "family ties," in stories from different countries. After students read the stories independently, the teacher plans to lead close readings focused on the influence of culture on the target theme. Which of the following teaching preparation strategies would be most essential and effective for achieving the goals of this lesson?

A. dividing the satires into coherent parts (e.g., beginning, middle, end) and composing a summary of key ideas or information conveyed in each section B. identifying passages key to comprehending the basic plot of each story and particular words or phrases the authors use that might be unfamiliar to students C. defining the ket story elements in each story (e.g., time, place, characters) and identifying similarities and differences between these aspects of the stories D. identifying passages in each story that are essential to understanding the author's perspective and key words or other stylistic choices that convey certain values Answer: D

A second-grade teacher is reading aloud a literary text to the class. Which of the following post-reading activities would be most likely to promote the students' comprehension of the story by enhancing their literary analysis skills?

A. encouraging the students to identify the key vocabulary words in the story B. discussing with the students how the characters in the story respond to major events and challenges C. asking the students to reread the story silently and respond to several literal comprehension questions D. having the students free write about the story in their reading response journals Answer: B

A second-grade teacher is working with a small group of students to improve their oral reading fluency. As part of lesson planning, the teacher analyzes the students' oral reading errors and plans instruction to address phonics knowledge and skills not yet mastered. The teacher's actions are likely to benefit the students' reading fluency most directly by:

A. encouraging the students to slow down and decode words letter by letter, a prerequisite of fluent oral reading. B. improve the students' reading accuracy, a key component of fluency. C. promoting the students' recall of a large number of grade-level words by sigh, a rep requisite of fluent oral reading. D> focusing the students on increasing their reading rate, a key component of fluency. Answer: B

A second-grade student demonstrates automaticity decoding grade-level regular and irregular words. However, the student frequently experiences poor text comprehension with informal texts. Which of the following steps should the teacher take first to promote the student's reading development?

A. evaluating the student's ability to apply grade-level phonics and syllabication skills when reading the target texts D. determining the rate of the student's phonological processing when reading the target informational texts C. evaluating the degree to which the student uses syntactic clues when reading the target informational texts D. using questioning to determine the student's vocabulary and background knowledge with respect to the target texts Answer: D

Skimming is likely to be the most effective strategy for accomplishing which of the following reading tasks?

A. evaluating the validity of information on an Internet website B. previewing a chapter in a content-area textbook C. synthesizing information from various sources for a research report D. studying specific facts for a content-area exam Answer: B

Early in the school year. a fifth-grade teacher analyzes the results of a developmental spelling survey to identify students' strengths and needs as spellers. Using this information, the teacher plans whole-group instruction for spelling elements and patterns the majority of students need to learn (e.g., fifth-grade prefixes and suffixes). However, some students have not yet mastered earlier spelling elements or patterns, while other students are ready to learn elements that are beyond the scope of the fifth-grade spelling curriculum. Which of the following approaches to spelling instruction would best address this diversity of skills?

A. expanding the number of spelling elements addressed in whole-group instruction B. creating individual spelling lists for each student in the class C. providing differentiated spelling homework to the students who vary from the norm D. planning differentiated instruction using flexible grouping Answer: D

A second-grade teacher frequently conducts spelling inquiry workshops with students to deepen their understanding of various orthographic guidelines. For example, in one inquiry, the teacher gives students a set of words that follow the silent-e syllable pattern and that include the inflectional ending -ing, -ed, or -s. Students work with a classmate to sort the base words according to whether the word drops the silent e when adding the inflection. After sorting the words, the students must analyze each list to generate a rule describing the conditions that require an e-drop. The following is a completed chart by one pair of students. What is the rule for dropping silent e? Inflected words WITH an e-drop shaking staring baking shared biked hoped smiling joked living Inflected words WITHOUT an e-drop shakes stares bakes shares bikes hopes smiles jokes. lives Some pairs of students, such as the pair whose work is shown, correctly sort the words, but they still cannot generate an orthographic rule for when to drop the silent e. The teacher could best support these students by prompting them to:

A. explain how different types of morphemes come together to create more complex words. B. examine the consonant/vowel patterns of the base words and suffixes on both sides of the chart. C. describe what feature all the base words had in common before an inflectional suffix was added. D. identify all the long-vowel and short-vowel pattern words on either side of the chart. Answer: B

Which of the following strategies would be most appropriate to use to promote second-grade students' ability to analyze key ideas and details in a literary text?

A. explicitly teaching students the key features and conventions of different literary genres B. prompting students to evaluate the significance of a story's setting with respect to its theme C. asking students text-dependent who, what, where, when, why, and how questions about story elements D. encouraging students to clarify their understanding of a story by reflecting on their personal experiences Answer: C

Which of the following tasks requires the most advanced level of skill along the phonological awareness continuumm?

A. orally segmenting the phonemes in the word chimp and then substituting short /o/ for short /I/ to make a new word, chomp B. orally segmenting the word wonderful into won/der/ful and then tapping the number of syllables in the word C. listening to the words place and plunk and then orally segmenting each word into its onset and rime D. listening to the words fiddle and fresh and then determining that both words begin with the same phoneme, /f/ Answer: A

Before beginning a new content-area reading passage, a fourth-grade teacher asks students to think of words related to the topic of the text. The teacher writes the words on the board ad then asks the students to suggest ways to group the words based on meaningful connections. The teacher also encourages them to explain their reasons for grouping particular words together. This series of activities is likely to promote the students' reading development primarily by helping them:

A. extend and reinforce their expressive and receptive vocabularies related to the text's topic. B. infer the meaning of new vocabulary int he text based on word derivations. C. strengthen and extend their understanding of the overall structure of the text. D. verify word meanings in the text by incorporating syntactic and semantic clues into their word analysis. Answer: A

Which of the following activities would be most effective for a teacher to use to promote students' strategic reading of literary texts?

A. giving students bookmarks that list reading comprehension strategies with brief descriptions of their features and steps for their use B. leading students in frequent small-group discussions and close readings focused on relevant strategies (e.g., skimming, rereading) to use for different academic tasks and purposes C. reminding students to practice newly learned strategies (e.g., scanning for specific details) during independent reading and then enter the strategies they used in their reading logs D. pairing students with a classmate after a reading assignment and asking them to share which reading comprehension strategy they used Answer: B

Which of the following instructional strategies would be most effective in promoting students' decoding of multisyllable words that are not multimorphemic?

A. giving students opportunities to read literature featuring predictable text containing multisyllable words B. teaching students how to divide multisyllable words into syllables according to common syllable types C. prompting students to sound out and blend the individual phonemes that compose multisyllable words D. developing and reinforcing students' recognition of high-frequency multisyllable words using flash cards Answer: B

An entering second-grade student performs well below benchmarks on the universal screening for oral reading fluency. These results are aligned with the teacher's observation that the student does not read with fluency when reading aloud during daily reading activities. At this stage of reading development, the factor that is most likely disrupting the student's reading fluency is that the student does not:

A. have the phonics knowledge and skills needed to decode the words in the texts. B. know the meaning of most of the vocabulary words that appear in the texts. C. know how to deconstruct the complex language structures used in the texts. D. have sufficient background knowledge related to the text's topics. Answer: A

A fifth-grade teacher is planning a literature study focused on how various elements of an author's craft are used to convey a poem's theme. The class includes students with a wide range of reading and language skills, including several advanced readers. Over the course of the unit, the class reads and analyzes the themes of several, increasingly complex, grade-level poems. Near the end of the unit, the teacher will have students practice literary analysis skills on an unfamiliar grade-level poem. According to evidence-based best practices, which of the following differentiation strategies would be most appropriate for the teacher to use with advanced readers during this lesson?

A. having advanced readers work independently at their own pace while other students work in small, heterogeneous groups to analyze a poem B. having all students work in small heterogeneous groups to analyze a poem, with advanced readers assigned a leadership role C. having all students work in small, homogenous groups to analyze a poem at an appropriate level of complexity for the group D. having students work independently to analyze a poem, and having students who complete their work early analyze a second poem Answer: C

A fourth-grade teacher is planning a lesson focused on promoting students' recognition of distinguishing features of prose, poetry, and drama. The teacher plans to begin the lesson by having students follow along as the teacher reads aloud three short passages - a chapter from a novel, a narrative poem, and a scene from a play. Afterward, the teacher plans to lead a whole-class discussion about the passages. Which of the following post-reading activities would be most effective in helping the students prepare for the discussion and achieve the lesson's objective?

A. having students meet in small groups of four or five to consider the question, "Which of the three passages affected you most powerfully?" B. asking students to take notes in their literature journals while they reread the three passages silently and then review their notes before the discussion C. having pairs of students use a graphic organizer to compare how major story elements such as setting, characters, and plot are conveyed in the three passages D. asking individual students to free write for two minutes in response to the prompt, "Which of the three passages did you like best, and why?" Answer: C

A third-grade class includes students with delays in foundational reading skills. Two students also have delays in language expression and comprehension The teacher is considering ways to best support the students' reading development. The teacher would also like to provide appropriate supports for the students during the planned biweekly whole-class close-reading routine, in which the teacher will engage the students in reading and rereading a variety of complex literary informational passages. Which of the following strategies for differentiating collaborative text-based discussions for the students with language-expression challenges would best enhance their participation in the text-based discussions and their overall language development?

A. having the students discuss texts with each other instead of in a larger group B. pairing the students with an advanced reader who can model appropriate responses to questions C. asking the students key-detail questions that have the answers right in the text D. providing the students with relevant sentence or language frames to scaffold their response Answer: D

A third-grade class that includes several English learners is preparing to read a text about the life cycles of various organisms (e.g., plants, mammals, reptiles). Which of the following teaching strategies would be most effective in promoting the English learners' comprehension of the text?

A. having the students look up unknown English words using bilingual dictionaries and then make vocabulary lists in both languages B. pairing English learners with students whose home language is English and asking the latter to explain any unknown vocabulary C. activating the students' prior knowledge about the topic and providing visual aids such as illustrations to clarify new vocabulary D. giving the students a list of new vocabulary with definitions and having them try to construct original sentences using the words Answer: C

A third-grade student performs below grade-level expectations in word-reading accuracy on informal assessments. Since the majority of the student's errors are with multisyllable words, the teacher plans to provide the student with daily explicit instruction for one week on the use of syllable-division strategies for reading multisyllable words. The teacher will then reassess the student at the end of the trial period. The primary benefit of this approach to informal assessment is that it:

A. helps the teacher determine whether the student has the potential for improvement with short-term intervention. B. provides the teacher with nationally normed benchmarks with which to compare the student's progress. C. provides opportunities to engage a student who is not a skilled reader in authentic reading activities. D. contributes evidence that can be used to diagnose the student's specific reading disability. Answer: A

Considerations of validity in test construction relate most closely to:

A. how a particular examinee's test performance relates to a preestablished standard. B. whether the test questions effectively measure their specified content. C. how a particular examinee's test performance compares to the performance of other examinees. D. whether the test results are likely to be repeatable with a similar examinee test group. Answer: B

Several children in a kindergarten class have mastered orally blending sets of spoken sounds together to make words. Which of the following additional skills demonstrated by the children would best indicate that they are ready to begin instruction in decoding simple words?

A. identifying ket parts of a book consistently, such as the front, back, and title, when prompted by the teacher and pointing to the first page B. tracking print directionality with a pointer on a big book of a predictable text after the teacher models reading and tracking the text C. identifying letter-sound correspondences consistently for several high-utility letters, such as a, m, t, and s, when prompted by the teachger D. recalling the letters of the alphabet in sequence when prompted by the teacher using an alphabet banner and the alphabet song Answer: C

A first-grade teacher administers a spelling assessment midway through the school year. Afterward, the teacher analyzes students' spelling errors and categorizes the errors according to their most likely cause. Phonemic Awareness - The spelling error indicates difficulty perceiving all the sounds in words. Code - The spelling error indicates a code-based difficulty (i.e., mastery of specific phonics/morphemic elements and associated orthographic patterns). Several students in the class make spelling errors that primarily fall under the category of phonemic awareness. The students' spelling development would benefit most from an intervention focused on promoting their ability to apply which of the following foundational skills?

A. identifying orally the onset and rime of a series of spoken words B. substituting target phonemes in spoken words to create new words C. segmenting sequentially all the phonemes that make up a spoken word D. blending orally presented phonemes sequentially to produce a target spoken word Answer: C

A first-grade teacher periodically administers spelling surveys to help assess students' phonics knowledge. The following tables show one student's performance on a spelling midway through the school year and again two months later. Dictated Student Dictated Student Word Spelling Word Spelling set set set set star ster star star drive driv drive drive peach pech peach peche turn tarn turn turn join joyn join joyn The students performance on the second administration of the spelling survey indicates that the student has progressed with respect to which of the following phonics elements?

A. initial and final consonants B. long-vowel teams and diphthongs C. consonant digraphs and blends D. silent e and r-controlled vowels Answer: D

A third-grade class includes students with delays in foundational reading skills. Two students also have delays in language expression and comprehension The teacher is considering ways to best support the students' reading development. The teacher would also like to provide appropriate supports for the students during the planned biweekly whole-class close-reading routine, in which the teacher will engage the students in reading and rereading a variety of complex literary informational passages. The teacher wants to support the students with literacy delays in developing self-confidence and self-efficacy as readers. Which of the following strategies would be most appropriate for this purpose?

A. instructing the students explicitly in how to use various word-reading and comprehension-repair strategies to solve reading challenges B. requiring the students to engage in more independent reading in the classroom and at home C. evaluating texts that will be used in reading instruction with the students for text complexity to ensure that the texts are always easily accessible D. balancing the students' exposure to authentic literary and informational texts in a diversity of genres Answer: A

Having kindergarten children practice tracing the letters of the alphabet in sand is most appropriate for children who need additional support in:

A. internalizing the alphabetic principle and letter-sound correspondences. B. recognizing that print carries meaning. C. understanding the relationship between spoken and written language. D. developing letter-formation skills. Answer: D

A second-grade class includes several students who are developing-level (intermediate) English learners. The teacher is planning to use a whole-class read-aloud to provide instruction in making inferences when reading informational text. Which of the following differentiation strategies would best support students with diverse language abilities win making text-based inferences?

A. inviting the English learners to read the passages that will be used in the lesson in advance and to refer back to the printed copies of the passages during the lesson B. offering the English learners alternative, literal comprehension-building activities (e.g., "Fill in the blank: The authors said ___. The text was mostly about ___.") C. collecting a variety of reference materials for the classroom, and making them freely available to the English learners as needed during instruction D. providing the English learners with sentence frames to scaffold the lesson (e.g., "I think that ___. I think so because I read ___ and because I know that ___.") Answer: D

According to basic principles of evidence-based, systematic phonics instruction, which of the following common English letter combinations would be most appropriate for a first-grade teacher to introduce first?

A. ir B. kn C. th D. oi Answer: C

If a standardized test is said to lack reliability, the test:

A. is not measuring what it is supposed to measure. B. has not proven to be useful as an instructional intervention. C. gives fluctuating scores in different administrators. D. has poor predictive value relative to students' classroom performance. Answer: C

A sixth-grade student encounters the following sentence in a short story. She experiences a sense of déjà vu as she walked down the street of the strange new city. The student asks the teacher about the meaning of déjà vu in the sentence. The teacher could best respond by advising the student to take which of the following steps?

A. making note of the word in a vocabulary log, and then studying the word after finishing the story B. using context clues in the sentence to guess the meaning of the word, and then trying out that meaning in the sentence C. looking up the word in the dictionary, and then paraphrasing the sentence using the dictionary definition D. breaking the word into its component parts, and then comparing the parts to the meanings of similar known words Answer: C

A third-grade teacher periodically reads aloud from a chapter in content-area textbooks using think-aloud while reading. Following is an example. "The moon does not shine on its own. The sun's light reflects off the moon." Hmm. I'm imagining that the sun is like a flashlight shining on the moon in the dark. "As the moon rotates, only the part that faces the sun is visible from the Earth." I'm not quite sure what 'visible' means, but it sounds kind of like vision, which I know has to do with eyes. It probably means the part that we can see from the Earth. Now, that makes me wonder - why do we see different amounts of the moon at different times?> Let's see if the next part of the chapter explains this..." The teacher's practice is most likely to promote students' reading comprehension of informational texts by:

A. modeling for them metacognitive comprehension strategies. B. giving them an example of fluent oral reading. C. summarizing for them the main ideas of an expository text. D. exposing them to new vocabulary in context. Answer: A

A prekindergarten teacher asks a small group of children to listen to and repeat what the teacher says. First, the teacher says the word mop and then pronounces it as /m/ and [short op]. Next, the teacher says the word take and then pronounces it as /t/ and [long ak]. This activity is likely to promote the children's phonological awareness primarily by:

A. modeling how to separate the syllables in spoken words. B. showing them how to segment words into onsets and rimes. C. promoting their awareness of each phoneme in a spoken word. D. teaching them how to distinguish between consonants and vowels. Answer: B

A sixth-grade teacher gives students several essays that present contrasting opinions on a current social issue. The teacher then asks students to consider the following questions as they read the texts. 1. What is the author's opinion on the issue? 2. How might the author's background influence the opinion? 3. What evidence does the author use to support the opinion? These questions support students' reading comprehension primarily by prompting them to"

A. monitor comprehension of informational texts. B. identify the theme in expository texts. C. draw inferences from informational texts. D. analyze points of view in expository texts. Answer: D

A third-grade teacher notes that students' vocabulary scores on a school-wide standardized achievement test are below the national average and below their performance on the comprehension and decoding subtests. The teacher decides to collect ongoing data related to vocabulary instruction. The teacher records examples of students' use of new vocabulary during class discussions and has students turn in weekly examples of how they use new words in their writing. The teacher also has students maintain a vocabulary journal in which they develop definitions for new Tier Two and Tier Three vocabulary in their own words, making visual representations of word meanings, and analyze changes to a word's form and meaning when affixes are added. This approach to informal assessment benefits literacy instruction primarily by allowing the teacher to:

A. monitor various dimensions of students' vocabulary development across multiple language modes. B. use anecdotal and theoretical data for tracking students' vocabulary learning and evaluating their progress. C. monitor students' learning progress in ways that can be easily quantified and charted. D. use portfolio assessment to evaluate students' progress in each essential component of reading. Answer: A

When considering how to support students who are at risk for reading difficulties, an elementary school teacher first tries to align an individual student's profile with one of the following evidence-based reading-difficulties profiles. Profile 1: The student reads words accurately and efficiently but demonstrates needs in world knowledge and/or comprehension skills. Profile 2: The student demonstrates needs in decoding and word recognition but has strong word knowledge and comprehension skills. Profile 3: The student demonstrates needs in decoding and word recognition and also in word knowledge and comprehension skills. The teacher is planning progress monitoring for students whose reading performance fits one of the three profiles and who will be receiving differentiated instruction or an intervention to address their identified needs. Which of the following guidelines would be most important for the teacher to follow when planning progress-monitoring for this purpose?

A. monitoring students' weak skills as well as their strong skills with the same frequency B. using standardized, norm-referenced assessment instruments C. selecting assessment instruments or techniques that will show even small improvements D. emphasizing group-administered assessments over individual assessments Answer: C

Use the information below to answer the question that follows. A teacher poses the following question to fourth-grade students. What words can you think of that have the word "act" in them? Using student responses, the teacher creates the following web on the board. acts react acted enact acting overact actor interact active action act inactive activity deactivate actual playact transaction actually enactment activate activation activism The technique is likely to be most helpful for enhancing the students' awareness of:

A. morphemic structure. B. compound words. C. syllable patterns. D. Greek roots. Answer: A

Use the information below to answer the following question. A third-grade teacher uses word matrices as a strategy for teaching structural or morphemic analysis skills. The teacher models for students how to create and use a word matrix to generate related words by combing a base word or root with one or more affixes. Following is a word matrix for the base word move. re move s un ing ed er ment The teacher supports students in generating the following list of words using this matrix: moves, moving, moved, mover, movement, movements, remove, removes, removing, removed, remover, unmoving, and unmoved. Which of the following words that the students generated contains a derivational suffix?

A. moves B. moving C. moved D. mover Answer: D

A fifth-grade teacher plans to have students read a chapter about the American Revolutionary War from their social studies textbook. The following is an excerpt from the chapter. The Battle of Bunker Hill took place on June 17, 1775. At the time, the American army occupied the area from Cambridge to the Mystic River. American troops gathered in Cambridge Common on the evening of June 16, 1775, and set out for Bunker Hill. Upon reaching Bunker Hill, however, officers decided to move to Breed's Hill, a smaller hill closer to Boston. Given this excerpt from the chapter, which of the following graphic organizers would best promote students' awareness of the chapter's text structure?

A. outline B. Venn diagram C. timeline D. semantic map Answer: C

A third-grade teacher observes that students who can read aloud fluently also demonstrate greater comprehension of expository texts. The best explanation for this is that fluent readers:

A. possess a self-awareness that allows them to use metacognitive skills efficiently. B. have already developed the base of background knowledge typically covered by textbooks. C. have well-developed skills for decoding any level of text word by word. D. are able to focus their full attention and cognitive resources on the meaning of a text. Answer: D

A prekindergarten teacher is reading a storybook to the class so that the children can see the words and pictures while the teacher points to the line of print. This activity best contributes to the children's emergent reading development primarily by:

A. promoting their development of letter-recognition skills. B. helping them recognize the function of spaces between words. C. developing their arenas of left-to-right directionality, D. promoting their understanding of letter-sound correspondence Answer: C

During a series of integrated science and literacy lessons, a third-grade teacher plans to have students read several articles from a children's magazine about new technologies for cleaning up pollution in the oceans. After they read the articles, students will work in small groups to create a graphic organizer comparing and contrasting two of the solutions. To prepare students to integrate information across texts in this activity, which of the following steps would be most essential for the teacher to take?

A. providing a brief history of the environmental movement in the United States B. providing explicit instruction in how to identify the most important points and key details presented in the texts C. providing students with opportunities to share their personal responses to the articles D. providing explicit instruction in discipline-specific conventions of scientific writing (e.g., use of passive voice, quantitative data) Answer: B

A second-grade teacher wants to ensure that students become automatic in recognizing the orthographic patterns they are explicitly taught during decoding instruction. According to evidence-based best practices, which of the following instructional strategies best prompts students' automatic recognition of a new orthographic pattern to support proficient reading?

A. providing instruction in the new orthographic pattern implicitly when it arises in the context of reading a shared text or it appears in a text selected for comprehension instruction B. providing practice with phoneme-grapheme mapping and various reading and spelling activities that focus on words containing the new orthographic pattern C. emphasizing the use of the three-cueing systems, especially context clues, to decode words that contain the new orthographic pattern D. emphasizing a tactile-kinesthetic approach when introducing new words that follow the new orthographic pattern Answer: B

A third-grade teacher is planning differentiated reading instruction for an entering-level English learner who has grade-level reading skills in a language that uses the Roman alphabet. The teacher could best accelerate the student's progress in reading English by using which of the following approaches?

A. providing instruction to promote the student's development of the alphabetic principle by drawing explicit connections between oral and written language B. supporting the student in identifying consonant sounds that both languages have in common while systematically teaching common English syllable types to introduce English vowel patterns and pronunciations C. introducing systematic, explicit phonics skills to the student by showing the student how to sound out and blend the letter-sounds in simple English words D. modeling how to use textual and graphic context clues to decode unfamiliar words in texts while providing the student with predictable, illustrated texts to use in practicing context as a word-identification strategy Answer: B

A second-grade teacher works several times a week with a Tier 2 intervention group. At the beginning of the intervention, all the students in the group had strengths in oral reading fluency and challenges in text comprehension. As instruction proceeds, which of the following actions best aligns with key principles of a Multi-Tiered Systems of Support (MTSS) model of instruction?

A. providing reading materials written at the most accessible level for the students B. adjusting instruction for individual students according to their responses to the intervention C. changing materials and resources frequently according to students' interests D. following a scripted intervention program verbatim with the students from beginning to end Answer: B

A third-grade class includes students with delays in foundational reading skills. Two students also have delays in language expression and comprehension The teacher is considering ways to best support the students' reading development. The teacher would also like to provide appropriate supports for the students during the planned biweekly whole-class close-reading routine, in which the teacher will engage the students in reading and rereading a variety of complex literary informational passages. Which of the following guidelines for planning effective reading instruction for these students best addresses the evidence-based recommendation that foundational reading skills should be taught in conjunction with building a foundation for reading comprehension?

A. providing sufficient time for the students to engage in sustained silent reading with self-selected texts in class to practice new skills and strategies independently B. using decodable texts ti promote the students' ability to read a text with fluency while also selecting complex, grade-level texts for read aloud and text analysis C. utilizing state standards from lower grade levels in order to address gaps in the students' reading skills and accommodate their limited reading comprehension D. focusing more on modeling oral reading of texts with adequate expression to facilitate the students' comprehension than on developing their decoding or fluency skills Answer: B

A third-grade teacher has students work on their oral reading fluency each day using a repeated-reading approach. Students work with a classmate to take turns reading an assigned grade-level text and timing each other's oral reading fluency rate. Some students in the class are currently participating in Tier 2 interventions to address identified gaps in grade-level decoding skills. The teacher differentiates the repeated-reading activity for these students by selecting texts that are aligned with the decoding skills they have been studying. According to evidence-based best practices, which of the following additional modifications to the activity should the teacher make in order to improve the students' oral reading performance with their assigned text?

A. providing the individual students with explicit teacher feedback with respect to their reading accuracy and prosody between readings B. increasing the amount of time the students spend daily engaged in the repeated oral reading activity by having them read the text ten times C. reminding the students to llo at the pictures for clues whenever they do not immediately recognize a word in the assigned text D. having the students engage in silent reading practice instead of participating in the oral reading activity Answer: A

An entering third-grade student with a specific learning disability demonstrates reading comprehension that is below grade-level expectations. The student can read aloud narrative texts that are aligned with second-grade expectations with accuracy and fluency; however, the student does not consistently remember key details or events after reading the texts. In keeping with evidence-based best practices, which of the following strategies would be most appropriate for the teacher to try first to support the student's reading comprehension with literary texts?

A. providing the student with explicit instruction in story elements using a graphic organizer B. engaging the student in repeated oral reading of grade-level texts with explicit teacher feedback C. providing the student with explicit instruction and guided practice in grade-level, Tier Three vocabulary D. having the student practice reading two- and three-sentence grade-level narrative paragraphs Answer: A

A first-grade teacher creates poetry booklets for students to read each day as a morning "warm-up" activity to begin supporting their development of reading fluency. The teacher sequences the poems in the booklets according to phonics patterns and high-frequency words that students have recently learned. At the beginning of each week, the teacher works with small groups pf students to ensure that they can read their new poem-of-the-week accurately. For the rest of the week, students practice reading the new poem with a classmate from their group. They also practice reading aloud other poems in the fluency warm-up booklet that they have previously learned. The teacher has arranged for various adult volunteers to participate during the morning "fluency warm-up." According to evidence-based instruction, the teacher could best use the volunteers to support the students' development of prosody by:

A. providing the volunteers with unfamiliar poems for individual students to practice reading aloud "cold" to a volunteer. B. having the volunteers time individual students' oral reading and then show the students how to record and track their own fluency data on a weekly basis. C. showing volunteers how to model appropriate oral reading of a target poem and engage students in echo reading. D. asking the volunteers to monitor pairs of students to make sure both students are practicing a target poem and reminding them to take turns if needed. Answer: C

A second-grade teacher pairs students with appropriate, accessible texts for a pair-reading activity. During the activity, two students sit side by side and take turns reading an entire short text aloud. Over a period of several days, the pairs of students read and reread a large number of accessible texts together. This activity best promotes students' development of:

A. reading rate and automaticity. B. prosodic reading skills. C. comprehension skills and strategies. D. new phonics skills. Answer: A

As students begin to read, the ability to blend phonemes orally contributes to their reading development primarily because it prepares students to:

A. recognize high-frequency words in a text automatically. B. combine letter-sounds to decode words. C. guess the meaning of unfamiliar words from their context. D. divide written words into onsets and rimes. Answer: B

A first-grade teacher creates poetry booklets for students to read each day as a morning "warm-up" activity to begin supporting their development of reading fluency. The teacher sequences the poems in the booklets according to phonics patterns and high-frequency words that students have recently learned. At the beginning of each week, the teacher works with small groups pf students to ensure that they can read their new poem-of-the-week accurately. For the rest of the week, students practice reading the new poem with a classmate from their group. They also practice reading aloud other poems in the fluency warm-up booklet that they have previously learned. By halfway through the school year, a majority of students in the class are making good progress reading the poems with fluency. However, a handful of students still read the poems haltingly, word by word, and ignore punctuation. Which of the following explicit, evidence-based strategies would best transition the students away from word-by-word reading during the daily poetry activity?

A. shifting the students from poetry to a broader range of narrative and informational texts B. establishing a weekly poetry performance to motivate the students to read with more expression C. building the students' background knowledge with respect to each poem's theme and literary device D. adding phase-cues to the students' poetry booklets and modeling how to read aloud in phrases Answer: D

A first-grade teacher designs the following activity. 1. Divide students into pairs. 2. Have the two students sit back-to-back. 3. Give a student in each pair a picture of a familiar object to describe. 4. Have the second student try to name the object based on the description. 5. If the second student cannon determine the target object, instruct the student describing the object to use more precise language (e.g., describing the object's color, texture, size, use). 6. The student pairs switch roles and repeat steps 2-5. This activity is likely to contribute to students' literacy development primarily by:

A. showing them how to distinguish shades of meaning among words with similar denotations. B. developing the ability to categorize words according to their function. C. promoting their oral language development and listening comprehension. D. encouraging them to develop their oral presentation skills. Answer: C

A fourth-grade student tries to decode the word accumulate in a science article by using syllabication skills. In order to read the individual syllables of the word after dividing them correctly, the student would need to be proficient in decoding which of the following syllable types?

A. silent e, closed, vowel team B. vowel team, constant + le, silent e C. closed, open, silent e D. open, silent e, vowel team Answer: C

Fourth-grade students silently read an assigned text for part of the English language arts block and then meet for a small-group discussion of the text in another part of the block. During the silent reading portion, the teacher instructs the students to use stick-on notes to bookmark passages where they make predictions, as or answer questions, or encounter an unfamiliar word. In addition, to anchoring the group discussions in the text, this practice benefits students primarily by increasing their:

A. silent reading fluency. B. metacognitive awareness while reading. C. level of reading enjoyment. D. ability to concentrate during reading. Answer: B

A second-grade teacher regularly reviews spelling patterns previously taught. The teacher also provides students with multiple opportunities to read and write connected text that features words containing the spelling patterns and to engage in word sorts comparing new and previously taught spelling patterns. These types of instructional activities are likely to promote students' reading skills primarily by developing their:

A. skill in identifying and categorizing common word families by their rimes. B. accuracy and automaticity reading words that follow the target phonics patterns. C. automatic recognition of and fluency reading texts containing high-frequency words. D. knowledge of the meaning and usage of common, grade-level vocabulary words. Answer: B

A teacher is selecting words to use to assess students; ability to segment the individual phonemes in spoken words. Which of the following words would require the highest level of skill with regard to orally segmenting phones?

A. stamp B. catch C. fudge D. chase Answer: A

A kindergarten teacher regularly elicits oral retellings of stories children have listened to or read as a way to assess their understanding of narrative text structures. The retell protocol the teacher uses has a child retell the story to a stuffed animal, names Storalee, as the teacher records notes and checks off story components. The teacher starts with the prompt, "Tell our friend Storalee the whole story because she has not heard it before." The teacher rates each child's understanding of the text's characters, setting, events, and relationships according to standards-based rubric descriptors for story elements. Which of the following strategies would be most appropriate for the teacher to use to differentiate the retelling assessment for children who are advanced readers?

A. substituting literal comprehension questions for the oral retelling B. replacing the fictional narrative text with an informational text to summarize, such as a social studies or science text C. recording the children's oral retelling so that they can listen to it later D. asking the children to elaborate on specific story elements, such as characters' responses to events and challenges Answer: D

A third-grade teacher notes that students' vocabulary scores on a school-wide standardized achievement test are below the national average and below their performance on the comprehension and decoding subtests. The type of reading assessment described in the scenario that compares students' reading performance to the performance of students in a national sample group can best be categorized as:

A. summative. B. norm referenced. C. curriculum based. D. benchmark. Answer: B

Some children in kindergarten class have had limited prior exposure to storybooks read aloud and/or limited prior experiences discussing narrative texts. Their teacher wants to develop their knowledge of story structure. According to evidence-based best practices, which of the following instructional approaches is most likely to accelerate the children's understanding of the causal nature of story events?

A. teaching story elements explicitly, such as main character, goal or problem, and resolution, as part of the daily read-aloud B. rereading favorite stories to children and letting them dress up like the characters C. having children practice putting photocopies of pictures taken from storybooks in the order in which they occurred in the book D. asking text-dependent questions about the key details in story events Answer: A

In the years since the report by the National Reading Panel (2000) was published, evidence-based research has conclusively documented that which of the following phonics approaches is most effective in prompting beginning readers' reading and spelling development?

A. teaching students common phonograms or word families that share the same orthographic rime (i.e., ending letter sequence with a common pronunciation) B. introducing students to printed words that are likely to be in their oral vocabularies to support them in making effective guesses based on a txt's context (e.g., the pictures) C. providing embedded phonics to "phonics in context," in which the teacher primarily offers support reading a word when a student cannot read a word in connected text D. focusing on grapheme-phoneme correspondences, in which students are taught explicit to sound out each letter or letter combination in a word and blend the letter-sounds together Answer: D

A group of third-grade students reads a poem aloud accurately but without much expression. Before asking the students text-dependent questions about the poem's content, the teacher spends time focusing on phrase-cueing. For example, the teacher asks the students to "Read the phrase that tells us _______" or "Identify the phrase that describes _____". After focusing on ket phrases, the teacher conducts an expressive oral reading of the poem, focusing on proper pausing and expression, especially with respect to the phrases they discussed. Finally, the teacher leads the students in an expressive choral reading of the poem. Engaging the students in these activities prior to discussion the meaning of the poem demonstrates the teacher's understanding of:

A. the concept that poetry must be read aloud in order for readers to fully appreciate it. B. the importance of accuracy as the foundation of reading fluency and comprehension. C. the role of fluency as a bridge between simply decoding a text and comprehending it. D. the interrelationships between the three key indicators of oral reading fluency. Answer: C

A teacher is working with a group of learners who exhibit the following characteristics. The students can accurately read single-syllable words that feature closed, open, and silent-e syllables; and vowel-team syllables that make a long-vowel sound. The students can accurately read multisyllable words that feature closed and open syllables. Which of the following sets of words includes appropriate types of syllables to provide the students with practice applying their knowledge of a syllable types to read decodable multisyllable words?

A. treadmill, healthy, pleasant B. council, county, avoid C. table, pickle, candle D. reveal, combine, explain Answer: D

Over the course of the school year, a sixth-grade student who had been a fluent, proficient reader in previous years has become increasingly inconsistent in comprehending grade-level literary and informational texts assigned in class. The results of informal, curriculum-based assessments indicate that the students still meets grade-level expectations in vocabulary knowledge, but the student's reading rate and comprehension have dropped below grade-level expectations. The teacher observes that the student does not read smoothly when reading aloud sentences that contain more than one clause, and the student often comments about "getting lost in the sentence." The teacher is also aware that the student tends to choose fiction and graphic novels for independent reading that are written well below grade-level expectations. The student's overall reading profile suggests that the student would likely benefit most from explicit instruction focused on promoting the student's:

A. understanding of important features of skilled and prosodic oral reading. D. ability to deconstruct complex academic language and interpret its meaning. C. skill in applying contextual analysis and other work analysis strategies. D. development of automaticity recognizing grade-level high-frequency words. Answer: B

A second-grade teacher divides the class into small groups and provides a copy of the following instructions to each group. Students work collaboratively to complete the activity. Afterward, each group shares their results with the whole class during a teacher-led discussion. Look at the word fair in these two sentences: 1. It isn't fair that Juan got an extra scoop of ice cream. 2. Simon and Mei-Yin went to the fair and rode the merry-go-round. How are these words the same? How are they different? Can you think of sentences that show two different ways to use each of the words below? saw bow root run play fly spell wind The activity and related discussion would best promote students' ability to:

A. use semantic and syntactic clues to identify the meaning and pronunciation of homographs. B. apply structural clues to decode and identify the meaning of printed words. C. find and use synonyms for common words to expand their receptive and expressive vocabularies. D. associate related vocabulary words and sort them into meaningful groups. Answer: A

A first-grade teacher would like to promote students' development of accurate decoding to support their oral reading fluency and reading comprehension. The teacher could most effectively promote first graders' accuracy by teaching them how to:

A. use semantic and syntactic context clues in a text for word identification. B. apply phonics skills and knowledge of common syllable types and inflections to read words. C. memorize sets of grade-level words posted on classroom word walls by theme. D. sound out the first letter of a word and then guess the word based on a text's illustrations. Answer: B

A fifth-grade class silently reads an informational text. In subsequent informal assessments, several students are able to read the text orally with fluency, but they demonstrate poor overall comprehension of the text. The teacher could most appropriately address these students' needs by adjusting future instruction in which of the following ways?

A. using informational texts that are written at the students' independent reading level B. providing the students with explicit instruction in grade-level-appropriate test-taking strategies C. introducing a text's key vocabulary and supporting the students in close reading of key passages D. emphasizing reading skill-building activities that focus primarily on narrative texts Answer: C

A second-grade teacher frequently reads aloud informational books related to grade-level content in social studies, science, and the arts. The teacher supports students in developing their own questions during and after the read-aloud and then helps them conduct research on their questions using grade-level resources the teacher has collected on these topics. In keeping with evidence-based best practices; providing direct instruction in which of the following aspects of informational text would be most essential to students' success and growing independence in using informational texts for personal research?

A. using text features to locate specific information in a text B. presenting information gained from a text in charts and tables C. using an outline to organize collected information in a logical format D. distinguishing between implied and explicitly stated information in a text Answer: A

A fifth-grade teacher is about to begin a new unit on ecosystems, with an emphasis on the movement of matter among the various components of an ecosystem. Which of the following types of vocabulary words from the unit would be most appropriate for the teacher to pre-teach?

A. words that are conceptually challenging B. high-frequency, phonetically irregular words C. high-frequency words that have multiple meanings D. multisyllable words made of two or more syllable types Answer: A

A kindergarten teacher engages a small group of children in the following Say It and Move It activity. The teacher says a two-phoneme word slowly (e.g., ape, been day, eat, go, she, toe). The children slowly repeat the word. The children move a plain wooden block as they say each phoneme, lining up the two blocks left to right. Once the children demonstrate mastery of this activity, which of the following strategies would be most appropriate for the teacher to use next to build the children's phonemic awareness?

A. writing pairs of words on the board that differ by one phoneme (e.g., ape, cape) and pointing out to the children that the second word contains more phonemes than the first B. exchanging the plain blocks for alphabet blocks and then helping the children do the Say It and Move It activity with relevant letter blocks, using pairs of words that have two and three phonemes (e.g., go, goat) C. saying a pair of words that differ by one phoneme (e.g., bee, beach) and encouraging the children to generate pairs of words that rhyme with the target words (e.g., tea, teach) D. displaying pictures for a pair of two- and three-phoneme words that differ by a single phoneme (e.g., toe, toad) and having the children complete the Say It and Move It activity for each word in the pair Answer: D

A teacher is planning reading instruction for a small group of students who exhibit the following characteristics. -The students can point accurately to words in predictable texts after listening to and following the teacher reading aloud and tracking the text several times using a big book format. -The students can identify the beginning and final sounds of simple three-phoneme words presented orally and can sometimes identify a word's medial sounds. -The students have developed sound-symbols associations for the majority of consonant sounds and some vowel sounds. -The students can read several high-frequency words in simple texts. -The students can spell words with an accurate beginning consonant sound and sometimes an accurate final consonant sound. Given these characteristics, the students are most likely beginning to transition to which of the following phases of word reading?

A.partial alphabetic B. full alphabet C. consolidated alphabetic D. consolidated graphs-syllabic Answer: A