TEXES 293 Science of Teaching Reading

In prekindergarten, which of the following would BEST represent the earliest skills on the continuum of development for knowledge and skills related to the alphabetic principle? A. A student names the first letter of their name B. A student writes the first letter of their name C. A student produces the correct sound for the first letter of their name D. A student identifies the letter associated with the sound of the first letter of their name

A. A student names the first letter of their name

E-books in audio and braille can be used to help students with which of the following disabilities? (Select all that apply) A. Blindness B. Deafness C. ADD D. ADHD E. Dyslexia

A. Blindness and C. ADD and D. ADHD and E. Dyslexia

Students that are in the pre-reading stage or pre-alphabetic stage would be categorized as which of the following? A. Emergent B. Beginning C. Transitional D. Advanced

A. Emergent

At the beginning of the school year, Ms. Ignacio, a fifth grade teacher, designs the following activity in which students interview one another. 1. The teacher guides students to brainstorm interview questions 2. The teacher types the questions and make copies of the "questionnaire" 3. Students interview one another in pairs with each student reading the questions and writing his/her partner's answers 4. Students discuss their findings in a whole-class discussion and then give their completed questionnaires to the teacher. As an informal assessment strategy, the interview activity designed by Ms. Ignacio is likely to be MOST useful in helping the teacher evaluate students' - A. Oral and written language proficiency B. Ability to apply vocabulary knowledge in a new context C. Understanding of differences between oral and written language D. Use of literal and inferential comprehension skills

A. Oral and written language proficiency

Which of the following are examples of FORMAL assessments that prekindergarten teachers can use? (Select all that apply) A. Progress monitoring measures B. Diagnostic assessments C. Ongoing observations D. Systematic observations E. Portfolios

A. Progress monitoring measures and B. Diagnostic assessments

Mrs. Smythe's kindergarten class is working on phonological awareness. Which of the following skills should she emphasize FIRST with her students? A. Recognizing and counting syllables in a word B. Recognizing the initial sound of a spoken word C. Making up a story while looking at pictures D. Learning that the English language is read from left to right

A. Recognizing and counting syllables in a word

Your student's parents have a busy work schedule, but they want to find time to have a discussion about their child. It becomes clear that scheduling an in-class conference is not likely to happen. What is a good alternative solution? (Select all that apply) A. Schedule phone calls B. Send weekly emails C. Create a classroom Web site D. Print this information for the child to give to her parents E. Visit their home

A. Schedule phone calls and B. Send weekly emails

A fourth grade social studies teacher is designing a lesson to help his students critically evaluate magazine articles on various topics. Which of the following activities would MOST likely accomplish that purpose? A. Have the students identify the major points in the article B. Have the students research each author's background and experience C. Find other articles that support the author's position and those that do not D. Determine which parts of the article are fact and which are opinion

D. Determine which parts of the article are fact and which are opinion

In order to nurture children's development as lifelong readers, which of the following are effective strategies? A. Assign students a book to read during class independently B. Have a wide variety of grade-level books in the class C. Reward the studnet every time a book is completed D. Discuss and share books that have been read for pleasure

D. Discuss and share books that have been read for pleasure

Based on current research, which of the following is NOT important in the selection of materials for teaching the alphabetic principle? A. Are more frequent used letter-sound correspondences taught before less frequently used letters? B. Does the order of letter sound introduction lead to the blending and decoding of words quickly? C. Are auditorily and visually similar letter sounds introduced separately? D. Does the program limit the number of letter-sound correspondences taught to one per week?

D. Does the program limit the number of letter-sound correspondences taught to one per week?

Which of the following statements BEST defines the role of phonemic awareness in emergent literacy? A. Phonemic awareness enhances students' oral language development by improving their pronunciation of individual spoken words B. Learning to distinguish the sequence of phonemes in spoken words helps students understand the directionality of printed text C. Phonemic awareness enhances students' oral language development by improving their listening comprehension D. Learning to distinguish the separate sounds in spoken words prepares students to match their listening comprehension

D. Learning to distinguish the separate sounds in spoken words prepares students to match their listening comprehension

A middle school teacher uses a knowledge rating chart to informally assess vocabulary knowledge. Students self-assess their knowledge of the words before an after the vocabulary study. If students know the vocabulary study. If students know the word, they should be able to use it correctly. If they have heard of it, they may or may not understand the word well. If they don't know it, this is a word absent from the vocabulary. Illustrated below is one student's self-assessment. "Ridicule" - Heard of it "Collapsed" - Know it "Manipulate" - Don't know it "Articulate" - Don't know it "Illiterate" - Heard of it "Unconditional" - Don't know it Using the illustrated example above, the teacher might next have the student - A. Make index cards of each word B. Define each word they don't know using a dictionary C. Use each word in a sentence D. Predict meanings of the words prior to reading

D. Predict meanings of the words prior to reading

Which of the following is an example of a studnet knowing semantic information? A. The studnet knows the inflectional and derivational affixes it combines with to produce complex words B. The student understands the context in which it is appropriate to use a word C. The student knows how a word functions in a sentence D. The student understands that a word like "tiger" can refer to a person or an animal

D. The student understands that a word like "tiger" can refer to a person or an animal

A first-grade teacher uses the video/recording feature of an iPad device to record her students retelling stories that they have read. After the students retells the story, the student and teacher listen to the retelling and discuss the content. Which of the following best describes this practice? A. The teacher was assessing listening comprehension B. The teacher was teaching the story elements C. The teacher was promoting prosody D. The teacher was using technology to support students' motivation to read

D. The teacher was using technology to support students' motivation to read

Which tier of words are the words of everyday speech and are usually learned in the early grades? A. Tier 2 B. Tier 3 C. Tier 4 D. Tier 1

D. Tier 1

Students in a first grade class have been learning to analyze and spell phonetically regular words. They recently learned VC patterns. Which of the following is the most appropriate to teach next? A. Identify individual phonemes B. Identify digraphs C. Vowel diphthongs D. VCe syllable patterns

D. VCe syllable patterns

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

D. Vocabulary knowledge

Fact or myth: Students need to know all letter-sound relationships before they begin learning about other aspects of literacy, such as comprehension.

Myth

Which of the following is NOT an example of an effective instructional strategy for informational texts that prekindergarten teachers may use with their students? A. After reading an informational text, have different centers for students to continue the plot, examine characters, or explore the setting B. Read informational books aloud regularly C. After reading an information book aloud, engage students in creating a graphic organizer using information from the text D. While reading an informational text, ask questions that are relevant to the text

A. After reading an informational text, have different centers for students to continue the plot, examine characters, or explore the setting

A sixth grade teacher has assigned a novel study to the students in second period. The students were placed in cooperative groups of 5 and assigned a novel written by the same author. Each group is expected to read and discuss the assigned novel. Based on the above scenario, the teacher chose cooperative groups as an approach to reading instruction. Which of the following is MOST LIKELY the rationale for this choice? A. Cooperative learning is linked to increased read motivation and comprehension B. Cooperative learning allows for one-on-one instructional time for teachers and students C. Cooperative learning provides an opportunity for higher-level readers to peer tutor lower-level readers D. Cooperative learning is the instructional method predominantly used in the middle grades

A. Cooperative learning is linked to increased read motivation and comprehension

Several students in a first-grade class have progressed from the partial-alphabetic phase of word-reading development to the full-alphabetic phase. Which of the following instructional activities would be most appropriate for promoting these students word-reading accuracy and automaticity? A. Having the students practice reading simple closed-syllable words in isolation and in decodable texts B. Modeling the use of contextual strategies to read unfamiliar words C. Increasing the amount of time the students spend practicing reading irregular high-frequency words D. Supporting the students in reading predictable texts in a variety of genres

A. Having the students practice reading simple closed-syllable words in isolation and in decodable texts

A reading specialist teacher works with a first grade teacher to plan explicit instruction in letter sounds. The teacher begins the lesson by writing the letter "n" on the board and says, "This is the letter 'n', It makes the /n/ sound." The teacher then has the students name the letter and sound three times . Students say, "This is the letter 'n'. It makes the /n/ sound." The students then stand up and write the letter in the air with their finger while saying the letter's name and sound. The students then sit at their desk and write the letter 3 more times while stating the name and sound. In planning this activity, what is the appropriate NEXT STEP in explicitly teaching the letter-sound correspondences for "n"? A. Help children read words by blending the /n/ sound with sounds of other letters they have learned B. Read a list of high-frequency words that begin with "n" C. Display and read several words such as "nut", "nice", and "nose". Tell the students that these words begin with the /n/ sound as well D. Display and read a list of words, some with "n" and some without, having children echo read the words with the /n/

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

Read the following developmental accomplishments of literacy acquisition by a student, and then select which age(s) these accomplishments would fall under for a skilled reader. - Comments on characters in a book - Recognizes specific books by cover - Listens to stories - Pretends to read books A. Less than 1-year-old B. 1-year-olds C. 2-year-olds D. 3-year-olds E. 4-year-olds

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

Which term means to make words using cards containing base words and cards containing affixes? A. Morphological awareness B. Phonics C. Phonemic awareness

A. Morphological awareness

A prekindergarten teacher is preparing an introductory lesson focusing on isolating/identifying the initial sound in spoken words for a small group of children whose informal assessments indicate they are ready to learn this skill. The group includes an English learner. Which of the following instructional supports would best promote the English learner's success in achieving the instructional goal of this lesson? A. Selecting stimulus words for the lesson that have sounds common to both English and the English learner's home language B. Developing an alternative lesson for the English learner that focuses on skills that fall earlier along the phonological awareness continuum C. Conducting tasks with the English learner that require the child to segment and blend the sounds of simple spoken English words D. Encouraging the English learner's family to engage in word play activities with their child such as reciting home-language nursery rhymes

A. Selecting stimulus words for the lesson that have sounds common to both English and the English learner's home language

Mrs. Bennett is a fifth grade teacher. She plans to implement an activity called Question the Author. During this activity, Mrs. Bennett will pair up students together and give each pair a text that is divided into different sections. For each section, students take turns reading and stop at the end of their section to pose questions of the author. Fr example, students may ask, "What is the author saying here? Why do you think the author used this particular wording?" Which of the following statements does NOT accurately represent a sound rationale for Mrs. Bennett's use of this activity? A. The Question the Author activity will help students identify important information from texts using teacher-generated questions B. The Question the Author activity will help students learn to form questions to ask themselves while reading C. The Question the Author activity will help students become more aware of their thinking while reading D. The Question the Author activity will help students learn to generate questions related to bias, injustice, and power

A. The Question the Author activity will help students identify important information from texts using teacher-generated questions

A fourth grade teacher words with a small group of students reading an expository passage titled "The Lone Star State." Many of the students are English learners. The teacher asks, "What do you think this passage will be about?" Most of the students are reluctant to respond. One student responds that the passage may be a science passage about the ways stars are formed. After the group reads the first paragraph, the teacher initiate the Reciprocal Questioning strategy by asking the students questions about the paragraph. What might the teacher do NEXT to promote students' reading development? A. The group will read the next paragraph, and the students will ask the teacher questions about the paragraph B. The group will communicate the main idea of the paragraph C. The teacher will teach summarization skills D. The group of students will take turns reading aloud the rest of the passage

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

A reading specialist teacher works with a first grade teacher to plan explicit instruction in letter sounds. The teacher begins the lesson by writing the letter "n" on the board and days, "This is the letter 'n'. It makes the /n/ sound." The students then stand up and write the letter in the air with their finger while saying the letter's name and sound. The students then sit at their desk and write the letter 3 more times while stating the name and sound. After this lesson, the teacher makes word cards of the regular words the students read during the lesson. Which of the following activities using the word cards would be MOST effective in promoting the reading skills targeted in this lesson? A. The teacher adds the cards with "n" to a set of cards from previous lessons that are used to practice regular words for instant word recognition B. The teacher calls out a word from the cards and the students spell the word aloud C. Students sort the cards based on the initial sound D. The teacher shows the word card to the students and students brainstorm a list of words that rhyme with the word on teh card

A. The teacher adds the cards with "n" to a set of cards from previous lessons that are used to practice regular words for instant word recognition

Mrs. Jackson begins singing a transition song to kindergarten students. The students leave their table areas and come to their place on the carpet area for large group time. Once all students are seated and ready to learn, Mrs. Jackson states, "Today, we are going to play a game. I am going to choose something in the classroom and give you clues. Your job is to guess what it is. Ok - her we go. I spy with my little eye something red." Mrs. Jackson picks a couple of students to share their guesses before giving another clue. "It is something you can eat as a snack." Mrs. Jackson continues the game until a students provides the correct answer, an apple. Next, Mrs. Jackson uses chart paper to begin creating an anchor chart. She places the label "things" at the top of the paper and asks the students, "Now, what was the THING I described." The students responded, "Apple!" Mrs. Jackson draw a picture of an apple on the anchor chart and asks "Now, what were the clues I gave you to describe this THING." As students recounted each clue, Mrs. Jackson writes them next to the apple. Once all clues are recorded, Mrs. Jackson says, "Let's play again." and repeats the exercise using a clock, lamp, plant, and a pair of scissors. Which of the following MOST accurately represents the primary instructional goal of Mrs. Jackson's lesson? A. To promote students' development of vocabulary and oral sentence structures to describe and label nouns B. To help students learn to differentiate between nouns and adjectives C. To develop students' ability to make inferences D. To promote students' ability to create grammatically correct sentences

A. To promote students' development of vocabulary and oral sentence structures to describe and label nouns

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

A. Vocabulary knowledge assessment

A principal analyses scores for a reading assessment used by primary reading teachers. Through analyses, the principal finds that the scores are very inconsistent throughout the classrooms. Which of the following questions should the principal ask about the assessment? A. "Are the tests administered in a standardized way?" B. "Are the scores reliable?" C. "Which criteria are measured?" D. "Are the scores valid?"

B. "Are the scores reliable?"

A second grade teacher points to the word "grain" on the board, underlines the letters "ai" in the middle of the word, and pronounces the word /grraaan/, emphasizing the long "a" sound. She explains to the class that when two vowels appear between two consonants, readers should pronounce the long vowel sound in the first vowel. Then she repeats the steps with other similar words providing multiple opportunities for students to practice. Which of the following concepts is the teacher primarily addressing? A. Phonemic awareness B. Alphabetic principle C. Fluency D. Schema

B. Alphabetic principle

A second-grade teacher periodically conducts reading interest surveys with individual students. The teacher could best use the results of these assessments for which of the following instructional purposes? A. Determining the level of parent/guardian involvement in students' literacy development B. Assisting students in selecting books for independent reading time C. Selecting texts at students' instructional level for small-group reading lessons D. Identifying appropriate reading activities for students to complete at home

B. Assisting students in selecting books for independent reading time

Which of the following groups of words would be considered Tier 1 words? A. Formulate, specificity, faltered B. Chair, bike, pencil C. Triangle, square, triangle D. Stomach, intestine, colon

B. Chair, bike, pencil

Of the following lessons, which should be taught first? A. Show students examples of multimorphemic words that they are familiar with B. Define morphemes and how they differ from phonemes C. Teach students prefixes, roots, and affixes D. Have students establish a routine for identifying morphemes in words

B. Define morphemes and how they differ from phonemes

Which of the following is NOT a likely contributing factor in difficulties with reading comprehension? A. Difficulties with word recognition or fluency B. Difficulty in understanding the meaning of function words C. Limited prior or background knowledge D. Deficits in strategy use

B. Difficulty in understanding the meaning of function words

Among the following words, which one would NOT be useful in demonstrating structural analysis as a decoding strategy? A. Photography B. Fantastic C. Construction D. Inspector

B. Fantastic

The first step in helping a student learn about a topic is to understand it completely yourself. Choose from the list below the compound morpheme(s). A. Rhinoceros B. Hotshot C. Tree D. Unwanted E. Predisposition

B. Hotshot

A classroom teacher is not proficient in the language spoken by a few of the students in the classroom. Which of the following would be appropriate sheltered English adaptations the teacher could use? I. Give the students time to express knowledge through pictures, pointing, or manipulatives II. Demonstrate concepts with body actions III. Give students more wait time IV. Use pictures instead of text to demonstrate concepts A. I and II B. I, II, and, III C. I, II, III, and IV D. IV only

B. I, II, and, III

Based on research, which of the following is NOT an explicit, systematic activity for building fluency? A. Repeated oral reading B. Independent silent reading C. Peer-assisted, or partner, reading D. Teacher-modeled reading

B. Independent silent reading

A kindergarten teacher is planning instruction for a small group of students who have mastered the letter-sound relationships for the consonants "m", "s", "t", and "p" and for the short-vowel sound of the letter "a". The students also consistently spell words using both initial and final consonant sounds in their daily writing. Given this information, which of the following instructional activities would be most appropriate for the teacher to use with these students to promote their transition for the NEXT STEP along the continuum of development of knowledge and skills related to the alphabetic principle? A. Exploring the letter-sounds for letter names that do not contain the sound that the letter represents (ex. "h" and "w") B. Introducing the students to early decodable texts featuring known letter-sound relationships and modeling how to sound out the words C. Consolidating the students' knowledge of letters that contain the letter's sound at the beginning of the letter's name (ex. "b", "d", "j", "k", and "q") D. Practicing writing each letter of the alphabet in response to a spoken prompt of the letter's sound to build motor memory for letter-sound relationships

B. Introducing the students to early decodable texts featuring known letter-sound relationships and modeling how to sound out the words

Which term means to make words by adding different beginning sounds to a list of rimes? A. Morphological awareness B. Phonics C. Phonemic awareness

B. Phonics

Which of the following is NOT an example gf a multi-modal text? A. Print-based chapter book B. Print-based picture book C. Print-based graphic novel D. Web-based e-book

B. Print-based picture book

A kindergarten teacher plays the following game with students. She says, "Guess whose name I'm going to say now? " She then says the initial sound of student's name (ex. /m/ for "Mary"), and the children try to guess the name. This activity is likely to promote the reading development of student primarily by helping them - A. Blend separate sounds in words B. Recognize that a spoken word is made up of sounds C. Understand the principles of phonics D. Learn how to spell their own names

B. Recognize that a spoken word is made up of sounds

Which of the following instructional activities for fourth graders would BEST prepare students to understand the concept of literary theme? A. Students work in small groups to prepare a dramatic enactment of a meaningful scene from a story students have read B. Students read familiar fables and fairy tales and the teacher guides students to discuss the moral or meaning of each story C. Students read an age-appropriate story and then work with a partner to list meaningful events and central characters in the story D. Students read the first half of a story, outline the sequence of events, and then predict what the moral of the story will be

B. Students read familiar fables and fairy tales and the teacher guides students to discuss the moral or meaning of each story

A third-grade English learner has grade-level decoding skills and scores around the grade-level benchmark for words correct per minute on oral reading fluency measures. However, the student's text comprehension is mixed. The student comprehends some literary and informational texts with ease, yet struggles with others. Given this evidence, when the student is having difficulty with a text, the teacher's best INITIAL response should be to - A. Provide the student with a list of probing questions to answer after the student finishes reading the text B. Talk with the student to informally assess the extent of the student's background knowledge about the text's topic or setting C. Advise the student to read the text more slowly and to focus on comprehension rather than decoding accuracy D. Encourage the student to develop a written summary of the text's key events or central ideas as the student is reading the text

B. Talk with the student to informally assess the extent of the student's background knowledge about the text's topic or setting

In the story "Space Pet" (Clarke 1957), the crew members in a space station are alerted to a problem with their air supply system when a pet canary faints because of a lack of oxygen. Students reading this story may have difficulty wit the word "oxygen". What would be the BEST way to teacher the students the word "oxygen"? A. Read to the students the correct definition from the dictionary B. Teach them why canaries are used to monitor oxygen levels C. Make a list of difficult words for the students to look at before doing the reading (including oxygen) D. Hand out dictionaries to the students to use when necessary whenever they come across a word that is unfamiliar

B. Teach them why canaries are used to monitor oxygen levels

A kindergarten teacher designs an activity in which a student uses the Alphabet Arc. Each arc has the alphabet written or placed in an arc shape to help students gain knowledge of the alphabet with hands-on activities. Magnetic letters are used as manipulatives for phonics activities with the arc. Students participate in phonics activities with the arc on a regular basis, studying letters and their sounds, and using letters to form simple words and practice word patterns (ex. tan/fan and mat/sat). After the initial step of having a student place the alphabet on the arc in the correct order, the teacher wanted to determine whether the student is prepared to spell simple words. Which of the following informal assessment strategies would be most effective for this purpose? A. The student attempts to spell simple words that have the same initial consonants (tap, tape, and tan) B. The student attempts to make words that have the same rimes but different onsets (tap, cap, and rap) C. The student attempts to make short vowel words (sit, cat, and rot) D. The student attempts to duplicate words the teacher makes on the arc

B. The student attempts to make words that have the same rimes but different onsets (tap, cap, and rap)

Which tier of words are specific to a domain or field of study and are key to understanding a new concept within a text? A. Tier 2 B. Tier 3 C. Tier 1 D. Tier 4

B. Tier 3

Mr. Batista's sixth grade class has been studying volcanoes. He designs the following activity for the class, which includes a number of English learners. Paragraph-Building Activity 1. The teacher leads a whole-class discussion on a topic related to the science unit on volcanoes. 2. Students form heterogeneous cooperative learning groups with three or four students in each group. The students in each group continue discussing the topic. 3. Each student writes one or two sentences about the topic on sentence strips. 4. The members of the group then decide how to put the various sentences together, editing the sentences as necessary to form a comprehensible paragraph about the topic and correcting any errors in grammar or spelling. After participating in this activity, all of the students review the chapter in their science text about volcanoes. The paragraph building activity designed by Mr. Batista is LIKELY to promote English learners' reading development primarily by helping them - A. Apply knowledge of common text structures to improve comprehension as they read B. Transfer skills from oral language to written language C. Use a variety of word identification strategies D. Understand the differences between spoken and written English

B. Transfer skills from oral language to written language

Before assigning students a new science or social studies text, a third-grade teacher introduces important Tier Three terms from the text. As part of the introduction, the teacher leads students in applying morphemic analysis skills to the words and also discusses new concepts related to the words. The teacher's actions best reflect an understanding of which of the following factors that can disrupt reading fluency and affect comprehension? A. Lack of automaticity in decoding grade-level words B. Unfamiliarity with a text's content C. Unfamiliarity with complex grammatical structures D. Limited phonics knowledge of skills

B. Unfamiliarity with a text's content

A first grade student is reading a story aloud. The student attempts to read the sentence, "Jill likes to play on a swing." Printed below is an excerpt from the student's comments as he attempts to read the sentence. Student: Jill likes to play on a (make a /s/ sound)..... I don't know that word. Sing? Swim? No, that's not it. Swing? Maybe that word is "swing". In the comments above, the student MOST clearly demonstrates which of the following reading skills? A. Applying knowledge of word roots to analyze and identify an unfamiliar word B. Using graphophonic cues to help analyze and decode an unfamiliar word C. Applying knowledge of affixes to analyze and identify an unfamiliar word D. Using word families to help analyze and decode an unfamiliar word

B. Using graphophonic cues to help analyze and decode an unfamiliar word

According to research on the regularity of English words, what percentage of English words in phonetically regular? A. 13 % B. 87 % C. 37 % D. 50 %

D. 50 %

The primary grade teachers at Mount Lilac Elementary school, give each student a phonemic awareness assessment each fall. Which of the following assessment results would be a possible indication that a student might need additional assessment, evaluation, or intervention? A. A kindergarten student is unable to segment a word with three or four phonemes B. A kindergarten student is unable to blend the onset and rime of a one syllable word. C. A second grader is unable to recognize when a word has had a phonemic change D. A second grader is unable to delete one phoneme from a blend in the final positron of a word

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

What is a monophthong? A. A complex vowel composed of a sequence of two different configurations of the vocal organs B. The vowel and any consonants that follow it C. A simple vowel composed of a simple configuration of the vocal organs D. Any consonants that occur in the rhyme, after the nucleus

C. A simple vowel composed of a simple configuration of the vocal organs

Which of the following sets of words would be most appropriate to categorize as Tier Two words? A. fossil, air, soil B. Clock, book, floor C. Arrange, observe, predict D. Custom, shelter, community

C. Arrange, observe, predict

In which scenario, should the teacher move on to an independent lesson of identifying morphemes? A. During a group assignment, the student is assigned to identify roots and affixes in text but struggles to understand and accomplish the task B. During an oral lecture, the student is learning about roots and affixes but struggles to understand the concept C. As a group assignment, the student is assigned to identify roots and affixes in text. He successfully accomplishes the task D. A student struggles to complete an assignment while being assisted by a peer

C. As a group assignment, the student is assigned to identify roots and affixes in text. He successfully accomplishes the task

Students in a kindergarten class are learning to blend word parts. Which of the following phonemic skills is most appropriate for the teacher to work on next? A. Naming beginning sounds in words B. Blending the initial consonants in words C. Blending individual phonemes in words D. Blending the final consonant sounds in words

C. Blending individual phonemes in words

Which of the following lists gives the correct order for the expected development of phonological skills from most basic to advanced? A. Phoneme awareness, counting syllables, recognizing and producing rhyming pairs B. Counting syllables, producing rhyming pairs, recognizing rhyming pairs, phoneme awareness C. Counting syllables, recognizing rhyming pairs, producing rhyming pairs, phoneme awareness D. Phoneme awareness, recognizing rhyming pairs, producing rhyming pairs, counting syllables

C. Counting syllables, recognizing rhyming pairs, producing rhyming pairs, phoneme awareness

Mr. Woodlawn selects at least one general vocabulary word from class reading to highlight each day. He chooses words that students have a general concept about but that may be more sophisticated than ones they use regularly. Besides discussing the meaning of the words an dhow the word is used in the story or text, which of the following would most help students internalize the word for future use? A. Repeat the word several times, paying attention to correct pronunciation B. Search for the words in other texts as they read that week C. Create and share original scenarios in which they might use that word D. Add the word to a list of class vocabulary words

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

Which of the following instructional activities does NOT encourage development of print awareness in school children? A. Teaching a lesson about the parts of a book (cover, title page, author, illustrator) B. Using a "big book" to read a story aloud C. Demonstrating the motions to the song "Twinkle, Twinkle, Little Star" D. Helping a student write his name

C. Demonstrating the motions to the song "Twinkle, Twinkle, Little Star"

Mr. Batista's sixth grade class has been studying volcanoes. He designs the following activity for the class, which includes a number of English learners. Paragraph-Building Activity 1. The teacher leads a whole-class discussion on a topic related to the science unit on volcanoes. 2. Students form heterogeneous cooperative learning groups with three or four students in each group. The students in each group continue discussing the topic. 3. Each student writes one or two sentences about the topic on sentence strips. 4. The members of the group then decide how to put the various sentences together, editing the sentences as necessary to form a comprehensible paragraph about the topic and correcting any errors in grammar or spelling. After participating in this activity, all of the students review the chapter in their science text about volcanoes. Which of the following BEST describes one important way in which this activity is likely to benefit English learners? A. Analyzing and editing individual sentences improves the reading fluency of English learners by helping them chunk text as they read B. Combining sentences into paragraphs encourages English earners to employ a variety of word identification strategies C. Discussing and writing about a content-area topic supports English learners' reading of texts by reinforcing key vocabulary, language structures, and schemata D. Arranging sentences in a meaningful order helps English learners develop skills for locating and retrieving information from content-area texts

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

Which of the following groups of words would be considered Tier 2 words? A. Chair, bike, pencil B. Triangle, diamond, square C. Formulate, specificity, itemize D. Brain, nervous system, hypothalamus

C. Formulate, specificity, itemize

Which of the following is an example of an open syllable? A. Turn B. Ape C. Go D. Tea

C. Go

A teacher is creating a list of high-frequency, irregular sight words. Which of the following sets of words would be appropriate to include in the list? A. Jump, sale, moon B. Thank, mine, seen C. Have, mother, been D. Back, store, down

C. Have, mother, been

Ms. Habib is teaching a unit on fiction to her fourth-grade class. To begin, students read several simple fairy tales and discuss the moral or meaning of each one. The teacher then assigns a more complex story and leads a discussion about the moral of the story after students finish reading it. This instructional strategy is most likely to promote students' reading proficiency by — A. Guiding students to analyze the relationship between plot and character in literary text B. Fostering the students' ability to distinguish an author's use of fact versus opinion in a text C. Helping students identify and understand the theme of a literary text D. Enhancing the students' ability to use self-monitoring strategies to clarify the meaning of a text

C. Helping students identify and understand the theme of a literary text

A reading specialist teacher works with a kindergarten teacher to design an activity in which students use the Alphabetic Arc. Each arc has the alphabet written or placed in an arc shape to help students to gain knowledge of the alphabet with hands-on activities. Magnetic letters may be used as manipulative for phonics activities with the arc. Students participate in phonics activities with the arc on a regular basis, studying letters and their sounds, and using letters to form simple words and practice word patterns (ex. tan/fan or mat/sat) The alphabet arc is MOST LIKE:Y to promote students' reading proficiency by: A. Using repetition to promote sight word fluency B. Helping students learn new words through embedded phonics instruction C. Helping students learn new words through analogy with letter patterns in familiar words D. Helping students learn to read new words by apply synthetic phonics instruction

C. Helping students learn new words through analogy with letter patterns in familiar words

Which of the following statements is NOT true regarding assessment of EL students? A. Students should be assessed in the same language in which they are begin instructed B. A variety of assessments should be used to determine learning and language proficiency of students with limited English proficiency C. It is not possible to diagnose a reading disability in a student's second language until he or she has full oral language proficiency in that language D. When available, information about a child's proficiency in language and reading in his native language can be used to help understand assessment results in the second language

C. It is not possible to diagnose a reading disability in a student's second language until he or she has full oral language proficiency in that language

Mr. Lathan's fourth-grade social studies students are engaged in the following activity: - Each student is assigned a reading buddy. - Each buddy reads a section from the social studies text aloud while the other listens. - After the reader finishes the listener asks questions focused on the reading which both then discuss. - After the discussion the listener briefly summarizes, out loud, what the section was about. How would this activity tend to improve students' comprehension skills? A. It would provide an incentive to students to practice their reading of the text ahead of time B. It would make reading more enjoyable by promoting it as a social activity C. It would improve students' engagement with the text and increase their comprehension D. It would allow students to connect new knowledge with existing knowledge about social studies

C. It would improve students' engagement with the text and increase their comprehension

Mr. Nicewander teaches prekindergarten. While observing instruction, he noticed several of his students regularly experiences challenges with phonemic awareness. To address the needs of these students, Mr. Nicewander wants to implement a variety of instructional strategies that build students' phonemic awareness skills. Which of the following instructional strategies would be the LEAST appropriate for Mr. Nicewander to use? A. Model segmenting two-, three-, and four-word sentences into separate words B. Play rhyming games with picture cards that rhyme C. Model how to hold a book right-side-up and turn the pages in the book one at a time from front to back D. Identify words in tongue twisters that begin with the same sound

C. Model how to hold a book right-side-up and turn the pages in the book one at a time from front to back

Ms. Grant is a fourth grade teacher and has several English learners in her class. Each of these students are in the Advanced or Advanced High stage of English language acquisition in the listening, speaking, reading, and writing language domains. Ms. Grant wants to prepare her students to participate in a structured debate, so she begins planning a unit of instruction. In her unit, Ms. Grant has included several interactive lessons to develop her students' understandings about argumentation and effective use of argumentation in a debate format. Of the following, which would be the MOST appropriate language and literacy supports for speaking among Ms. Grant's English learners during this unit of instruction? A. Ms. Grant should not force English learners who are in the silent period to speak B. Ms. Grant should provide English learners with sentence stems and frames to use in their verbal responses C. Ms. Grant should include frequent opportunities for English learners to speak and practice using content-based and abstract terms in lengthy academic discussion D. Ms. grant should provide English learners with additional time to process and communicate their verbal responses

C. Ms. Grant should include frequent opportunities for English learners to speak and practice using content-based and abstract terms in lengthy academic discussion

An effective way to teach syllables is to break them down into a tree or structure. What are the two sub categories that are below the rime of a syllable? A. Coca B. Onset C. Nucleus D. Coda E. Rime

C. Nucleus and D. Coda

Being able to connect speech sounds with the printed letters they represent us a description of - A. Phonemic awareness B. Structural analysis C. Phonics D. Comprehension

C. Phonics

Which of the following is NOT a true statement about phonological processing skills? A. Students with dyslexia often lack phonological awareness skills. B. Phonological awareness is a potent predictor of ear reading acquisition. C. Phonological awareness involves the relationship between phonemes and graphemes D. Phonemic awareness helps children learn to read and spell

C. Phonological awareness involves the relationship between phonemes and graphemes

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

C. Poetry

A third-grade teacher wants to broaden students' understanding of their own culture and the cultures of others through the reading of literary texts. Which of the following strategies would MOST effectively address this goal? A. Students research a well-known author from a different culture and write a report about the author's life and works B. The teacher reads aloud and discusses passages selected from a variety of literary texts written by authors who have diverse cultural backgrounds C. Students read folk tales and other literature from various cultures and discuss the similarities and differences D. The teacher includes a variety of texts by diverse authors in the classroom library and provides frequent opportunities for students to read independently

C. Students read folk tales and other literature from various cultures and discuss the similarities and differences

Which of the following writing samples produced by students in a first grade classroom relies MOST on the use of alphabet letter names as a spelling strategy? A. I PLD W MI DOG TD. (I played with my dog today.) B. U R MI BST FN. (You are my best friend.) C. TM LIKS TO RN FAS. (Tim likes to run fast.) D. MY STR WEN TO THE PK. (My sister went to the park.)

C. TM LIKS TO RN FAS. (Tim likes to run fast.)

A teacher is going to assign a book for the class to read. The book contains words that the teacher suspects will be difficult for the students to understand. What strategy should the teacher take in helping these students understand the vocabulary? A. Pre-teach words that the teacher predicts will be unfamiliar to the students B. Read to the students the correct definition from the dictionary C. Teach students the concepts of the vocabulary in context of the story D. Make a list of difficult words for the students to look at before doing the reading

C. Teach students the concepts of the vocabulary in context of the story

What is the most important action that takes place during storybook reading time to children? A. The children listening B. The teacher reading C. The children discussing D. The teacher talking

C. The children discussing

A second grade teacher wants to assess students' ability to apply knowledge of phonics to spell words correctly. Which of the following assessment strategies would be MOST effective for this purpose? A. The teacher embeds misspelled words in a paragraph, and students identify the misspellings B. Students use their knowledge of phonics rules to pronounce a set of nonsense words prepared by the teacher C. The teacher dictates a set of words for the student to write and then the teacher analyzes how the students encode different sounds D. Students are given a set of words that follow common spelling patterns and studnet substitute new initial letters to make new words

C. The teacher dictates a set of words for the student to write and then the teacher analyzes how the students encode different sounds

The teacher considers ways to use word relationships and the students' prior knowledge to explain vocabulary knowledge. Which of the following strategies would best enhance word recognition? A. A homonym activity would enhance word recognition B. A mapping activity would enhance word recognition C. The use of synonyms would enhance word recognition D. The use of analogies would enhance word recognition

C. The use of synonyms would enhance word recognition

Which tier of words are more likely to appear in written texts than in speech and can be compared to academic vocabulary? A. Tier 1 B. Tier 4 C. Tier 2 D. Tier 3

C. Tier 2

A third grade student struggles to comprehend text. The teacher notices the child devotes too much attention to decoding and not enough attention to the meaning of the text. The teacher could most likely help the student by - A. Using flashcards to help the student learn vocabulary words B. Trying a language experience story with the student to make meaningful connections to print C. Working on fluency skills D. Improving decoding skills with syntactic cues

C. Working on fluency skills

Based on current reading research, which of the following is the expected end-of-year reading fluency rate for normally progressing second grade students? A. 120-140 wcpm (words correct per minute) B. 100-120 wcpm (words correct per minute) C. 70-90 wcpm (words correct per minute) D. 80-100 wcpm (words correct per minute)

D. 80-100 wcpm (words correct per minute)

In reading, students who are in the multiple viewpoints stage or construction and reconstruction, would be categorized as which of the following? A. Emergent B. Beginning C. Transitional D. Advanced

D. Advanced

Izzy has a habit of reading each word and then pausing before beginning the next word. Which of the following is NOT a strategy the teacher can use to help Izzy move more efficiently from reading one word to the next? A. Teach, model, and practice with Izzy how to "get her mouth ready" to start forming the next word just as soon as she is done saying the one she is currently reading B. The teacher moves her finger along the text as Izzy reads it as a cue to keep moving forward to the next word C. Use an index card and cover the text as Izzy reads to move her attention visually forward to the next word D. Assign Izzy reading passages that are shorted in length so that extra time take between words will not have as great an effect

D. Assign Izzy reading passages that are shorted in length so that extra time take between words will not have as great an effect

Mr. Kano uses the Picture Word Inductive Model in his second grade class to help his students develop content vocabulary. He posts a large picture related to a subject the class is studying. As the class discusses the picture, Mr. Kano labels elements of the picture the students know. Which of the following language skills is LESST likely to be developed during this activity? A. Oral language development B. Using references to find correct spelling C. Hearing and recording the sounds in words D. Blending sounds in words

D. Blending sounds in words

SPF stands for "sun protection factor" - how well a sunscreen works at keeping the sun's burning rays from roasting your skin. When you buy sunscreen, make sure you get some with an SPF of greater than 15 (SPF 45 and higher products only a bit more than 30 does...) and that your sunscreen blocks both UVA and UVB rays (types of light). You'll need to get a bottle, shake it, fill up a handful, and slather it all over your body. (Yes, we said "handful". You need that much for good coverage.) Put it on 30 minutes before you go out in the sun. Don't forget to cover your face, lips, hands, forearms, shoulders, ears, back of your neck, under your chin, and the top of your head. Watch your eyes - it could sting! If you-re worried about breaking out, try a gel sunscreen. And if your skin reacts badly to one brand, try another. Not all sunscreens have the same ingredients. Protecting your skin is important. Remember, if you're like most people, exposure to the sun will cause almost all of its damage to your skin before your 18th birthday. Be careful out there! Which of the following answers best explains how the expository text helps build student vocabulary knowledge and development? A. By using simple words the student can decode B. By including advanced words like "slather" C. By using parenthesis to explain concepts like "UV rays" D. By promoting word analysis through the use of context clues

D. By promoting word analysis through the use of context clues

A preschool teacher wants to assess a child's concept of print. The teacher begins by allowing the child to examine a children's book and then asks the child some simple questions. Which of the following teacher questions would be MOST appropriate in this context? A. What do you think this book is about? B. Can you tell me what sound any of these letters make? C. What can you tell me about how books work? D. Can you show me where to start reading?

D. Can you show me where to start reading?

A first grade teacher plans a small group activity in which students will use their knowledge of letter-sound knowledge to make words. The teacher prepares letter cards using letters (p, n, a, t, s, and l) printed on cardstock and cut apart. During the small group lesson the teacher gives each student a set of cards. The teacher has the students name each letter and its sound as a review. Then the teacher guides the student to make the word "sat" by moving the letter cards together. The students are then directed to make new words based on the directions the teacher gives. For example, "Change one letter in the word "sat" to make it say "sap". Students make a variety of words using the letters supplied by changing, removing, or rearranging the letters as necessary according to the teacher's directions. Each time a new word is made, the students sound out and pronounce the new word. In order for the making-words activity to successfully enhance the students' grapho-phonemic knowledge and word recognition, it is important that the teacher does which of the following? A. Include the making of words that are not in the students' vocabulary B. Use each word in a sentence to insure students gain meaning from the words as they spell them C. Incorporate letter-sound correspondences that are new to the students to promote discovery learning D. Carefully control the words students are asked to make by only including words that are spelled with letter-sound correspondences that students have been taught

D. Carefully control the words students are asked to make by only including words that are spelled with letter-sound correspondences that students have been taught

A teacher assesses a kindergarten student by requiring the child to identify the front of the book, the directions of the print, the top of the page, the line order, the word order, and the letter order. The teacher is assessing the child's - A. Emergent literacy B. Structural analysis skills C. Print connections D. Concepts about print

D. Concepts about print

A teacher assesses a kindergarten students by requiring the child to identify the front of the book, the direction of the print, the top of the page, the line order, the word order, and the letter order. The teacher is assessing the child's - A. Emergent literacy B. Structural analysis skills C. Print connections D. Concepts about print

D. Concepts about print

Mrs. Taft wants to help her students move towards independence in recognizing and using word families and spelling patterns . She has groups of students look for ways to group words cards in ways that are visually similar. A follow-up activity is to find more words that match the patterns in that week's reading. What is the LEAST likely purpose for these activities? A. To heighten students' awareness of spelling patterns in words B. To be flexible with word knowledge in a variety of contexts C. To help students make independent discoveries about spelling patterns D. To learn a specific set of word family grouping

D. To learn a specific set of word family grouping

Based upon skills delineated in the ELAR TEKS, which of the following BEST represents appropriate learning objective for the recognition and analysis of characters within a literary text? A. Grade 1 - "Students will describe the main events, the problem, and the resolution in a story that is read aloud." Grade 3 - "Students will analyze the sequence of events, the conflict, and the resolution in a story." Grade 5 - "Students will analyze the rising action, climax, falling action, and resolution in a story." B. Grade 1 - "Students will discuss topics and determine the theme of a story using text evidence with adult assistance." Grade 3 - "Students will infer the theme of a story and be able to distinguish its theme form topics." Grade 5 - "Students will infer multiple themes within a story using text evidence." C. Grade 1 - "Students will describe the setting in a story." Grade 3 - Students will explain the influence of the setting in the plot of a story." Grade 5 - "Students will analyze the influence of the setting on the plot of a story, including the historic and cultural setting." D. Grade 1 - "Students will describe the main characters in a story and the reasons for their actions" Grade 3 - Students will explain the relationships among the major and minor characters in a story." Grade 5 - "Students will analyze the relationships of and the conflict among the characters in a story."

D. Grade 1 - "Students will describe the main characters in a story and the reasons for their actions" Grade 3 - Students will explain the relationships among the major and minor characters in a story." Grade 5 - "Students will analyze the relationships of and the conflict among the characters in a story."

Ms. Hollister's fourth grade class is beginning a unit on deserts. She starts the unit by having the students form small groups and list everything they know about deserts. Then the whole class meets to share their lists, and Ms. Hollister asks the students to help her arrange their ideas into a concept web. Creating such a web is likely to promote student's ability to retain and use information that they read about a topic by - A. Encouraging students to attend to new information on the topic rather than to familiar instruction B. Providing students with the vocabulary they need to make sense of their reading C. Prompting students to assess the accuracy of their prior knowledge of the topic D. Helping student learn to use categories to organize their thinking about the topic

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

Which of the following groups of words would be considered Tier 3 words? A. Chair, bike, table B. Car, play, toilet C. Calibrate, itemize, vary D. Lava, circumference, aorta

D. Lava, circumference, aorta

Which of the following statements BEST defines the role of phonemic awareness in emergent literacy? A. Phonemic awareness enhances students' oral language development by improving their pronunciation of individual spoken words B. Learning to distinguish the sequence of phonemes in spoken words helps students understand the directionality of printed text. C. Phonemic awareness enhance students' oral language development by improving their listening comprehension D. Learning to distinguish the separate sounds in spoken words prepares students to match their listening comprehension

D. Learning to distinguish the separate sounds in spoken words prepares students to match their listening comprehension

Ms. Thompson is teaching the first lesson of a grammar unit to her 4th grade students. She begins by writing the following sentences on the board: Timothy is the boy WHO always wears blue. This is the book THAT I need for class. The evening is WHEN I eat dinner. Ms. Thompson then reads the first sentence aloud to students and asks, "Which words in the sentence do the word "who" refer to?" Ms. Thompson calls on individual students to respond and repeats the exercise. Based on the beginning part of the lesson, what specific part of speech is Ms. Thompson addressing? A. Prepositions B. Adjectives C. Conjunctions D. Relative pronouns

D. Relative pronouns

Which of the following phonemic awareness skills is usually developed last and often after the age of six? A. Blending of onset and rhyme B. Matching words with the same initial sounds C. Compound word deletion D. Sound deletion

D. Sound deletion

The parents of a kindergarten student tell the teacher that their child can recognize and name all letters of the alphabet and can recognize some common words in the environment. The parents wonder whether the child should now be encouraged to read simple words at home. Which of the following recommendations would be MOST appropriate for the teacher to make? A. Pause periodically when reading story books aloud to focus the child's attention on the differences between uppercase and lowercase forms of letters B. Focus on words in familiar texts to encourage the child to apply word-identification strategies (ex. Look at this word. How can we figure out what it is?) C. Use common words in the environment to explore the idea that some words are spelled as they sound while others are not. D. Take advantage of opportunities to begin pointing out letter-sound associations in familiar words (ex. "M" make a /m/ sound. "M" is for Mommy.)

D. Take advantage of opportunities to begin pointing out letter-sound associations in familiar words (ex. "M" make a /m/ sound. "M" is for Mommy.)

In general, the BEST strategy for helping beginning readers identify function words such as "to", "the", and "of" would be to - A. Encourage students to apply phonic analysis to such words B. Provide instruction in the use of context clues C. Develop students' structural analysis skills D. Teach such words as sight vocabulary

D. Teach such words as sight vocabulary

Ms. Michaels has an English learner in her class who is having difficulty with reading. She is unsure whether the student just needs extra time to acquire more proficiency in English or whether there is a possible learning disability. Which of the following would indicate that there might be a need for additional assessment to determine if there is a disability? A. The student can read at grade level in his native language, but is unable to do so in English B. Formal and informal assessments show that the student is making consistent progress even though he is not reading at grade level C. When analyzing reading errors, the teacher notices that this student makes very specific types of errors that are typical of other students that have the same linguistic background D. The student has achieved good oral language fluency, but demonstrates difficulty with phonological awareness, word recognition, and decoding of real and nonsense words

D. The student has achieved good oral language fluency, but demonstrates difficulty with phonological awareness, word recognition, and decoding of real and nonsense words

Ms. Alsandor notices that several of the English learners in her sixth grade class are having trouble using verb tenses correctly in everyday speech. What is the best FIRST STEP she should take to help them? A. Assign extra practice in a grammar workbook B. Tell students that they need to works on verb tenses C. Plan for instruction and review on verb tenses D. When speaking with students, incorporate some of the phrases students had trouble with and use the opportunity to model correct verb tense

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

Ms. Vickery is planning reading comprehension assessment for her fourth grader students. The class just completed reading of narrative text, and Ms. Vickery wants to determine the extent to which students understood the underlying meaning of the story. Which of the following questions stems should Ms. Vickery use to achieve her objective? A. Who, what, when, where, how? B. Describe..... C. What do you think about _____________? D. Why is ______________ significant?

D. Why is ______________ significant?