TExES Science of Teaching Reading (STR) (293) V3

Teaching students to use contextual analysis when reading unfamiliar words is likely to help their accuracy by helping the student:

verify the accuracy of their reading by considering the word's meaning within the sentence.

Which of the following word sets would best support a lesson on structural analysis?

visit, revisit, visitor, visiting

While reading a passage, a student says "pan" instead of "pain." This is a decoding error of a word with a:

vowel digraph

A kindergarten teacher gives a spelling pretest to her students. One student turns in the following list of words. Which of the following mini-lessons should the teacher present to address this student's spelling difficulties? Student's Response Correct Word bot boat bok book bred bread blu blue

vowel digraphs

Word consciousness instruction works to foster a love of words. Which of the following instructional strategies would NOT generally be thought to serve this purpose?

weekly vocabulary list assignments and assessments

A kindergarten teacher reads a story in a big book aloud to the class. Once she has completed the story, she rereads the last page of the book and asks the class to clap once for each word. They repeat this activity a few times as students begin to grasp the idea. Which of the following skills is the teacher promoting with this activity?

word awareness

At the beginning of the school year, a kindergarten teacher plans various activities to begin informally assessing a wide range of her students' skills, including their emergent reading skills. During class, the teacher writes a sentence on the board and asks her class to clap for each word while she reads it aloud. Then, she reads the sentence again, this time asking the students to count how many words are in the sentence. The teacher is using this activity to evaluate which of the following skills?

word awareness

A first-grade teacher creates a fun, engaging story and writes the story on flashcards. The teacher writes unfamiliar words larger than the familiar words so they are easy for students to identify. As the teacher reads to the class, the teacher points to each word as he reads it. After reading through the story one time, the teacher reads the flashcards a second time and tells the students when he points to a word written in big letters to say the word along with him. Which of the following reading skills is this activity most promoting?

word recognition

When learning to decode, which type of words should be taught first?

words that follow the consonant-vowel-consonant (CVC) pattern

By the end of first grade, a student should be able to decode which syllable pattern, according to the Texas Prekindergarten Guidelines and TEKS for English Language Arts and Reading?

words with initial and final consonant blends, digraphs, and trigraphs

An early childhood teacher would offer which scenario to assess a student's phonological awareness?

"Stepping Sentences": an activity in which the teacher assigns groups of students a word and each group stands when their assigned word is called aloud, eventually forming a complete sentence. "Count the Words": an activity in which teacher says a short sentence aloud multiple times and the student places a number one, two, three, etc. on his/her desk depending on the number of words in the sentence. "Syllable Segmentation": an activity in which the teacher has a student clap on every syllable of a word that is called aloud.

The following sentence is missing several words. It can be ___(1)___ to find a moment to ___(2)___ your thoughts into the ___(3)___ when there are many people participating in a ___(4)___. A word with the prefix inter- would best fit in which of the following blanks?

(2)

Teachers are encouraged to use text frames throughout a text to prompt students to think about relationships between key ideas, concepts, and events in a text. This is likely to promote their comprehension of assigned texts. Which of the following statements about text frames is inaccurate?

A descriptive text frame includes questions about the order of events.

Ms. Smith is trying to help her student's distinguish between fact and opinion. She assigns an article and asks them to underline facts and circle opinions. What instruction could she give to help her students distinguish between the two?

A fact is something that could be proven true or false, even if the supporting evidence isn't included in the text.

The following sets of words could be used to demonstrate which of the following principles? -ful -ment bountiful merriment grateful judgment pitiful enlightenment careful embodiment boastful management

A root word that ends in y is usually changed to i when a suffix is added onto the end.

In what way does studying etymology benefit a student's spelling ability?

A solid understanding of Greek and Latin roots and word families will allow students to apply familiar spelling patterns to unfamiliar words.

Which of the following scenarios describes incidental vocabulary learning?

A student visits his grandparents and listens as his grandfather reads interesting articles from the newspaper aloud.

What is the difference between academic vocabulary words and high-frequency vocabulary words?

Academic vocabulary words are specific to particular content areas or necessary for comprehension-related tasks. High-frequency vocabulary words are selected based on how often students will encounter them in texts.

A teacher notices that her students are struggling with visualizing a story as she reads it aloud. Which of the following strategies could she implement to help students improve in this area?

After reading a section of the story out loud, the teacher asks the students to draw what they "saw" in their minds on a blank piece of paper.

Which of the following would best promote cultural awareness in kindergarten students? Select all answers that apply.

Allow students who would like to share out about their family's culture and traditions to do so when appropriate. Regularly read aloud books with characters of various ethnicities and cultures.

A second-grade teacher wants to assess her class's understanding of a short story they read as a class. The teacher has a number of written comprehension questions to ask, and she would like to have the students record their answers on paper. The class also has a small number of ELL students who are in the beginning stages of language proficiency. Which accommodation would be most appropriate for these students?

Allow the students to answer the questions verbally.

Ms. Winski, a second-grade teacher, notices that her newest English language learner is struggling to communicate with his peers. Which option below would best encourage her new student to practice speaking to and interacting with his classmates?

Allow time before and after activities for students to chat with their deskmates.

Which activity would help students practice the concepts of onset and rime?

Ask students to create as many words as possible by adding consonant sounds before the sound "-in."

Mr. Glaser, a kindergarten teacher, is looking for ways to assess his student's ability to summarize or retell reading material. Which activities could he use to help assess this skill? Select all answers that apply.

Ask students to draw what happened in the text. Drawing a picture of the story is an appropriate oral language activity for a kindergartener. Ask students individually to act out a scene from the text. Acting out a story is an appropriate oral language activity for a kindergartener.

While reading aloud to her students, Ms. Cearing hopes to improve students' reading comprehension. Which activity could she choose to accomplish this goal?

Ask students to pause and visualize what was just read in their minds.

Which of the following is one reasonable way for a teacher to assess a student's phonological awareness?

Ask the student to count the number of syllables in a word.

Which accommodation or activity below would be appropriate for an ELL student in the advanced high reading stage, according to the TELPAS Proficiency Level Descriptors?

Ask the student to make connections, predictions, and draw conclusions during reading.

A teacher is teaching her first-grade students the skill of decoding. She prepares the following activity for her class. Setup: Seat students in a circle. Prepare a bag with letter cards. Step 1: Introduce students to the rime -it. Show students how to use rime cards and letter cards to make words, like sit, bit, hit. Step 2: Give each student a rime card. Step 3: Have students take turns reaching into the bag and removing a letter. Have each student place the letter at the front of the rime card and pronounce the word. What could the teacher do to modify the activity for the English language learners in the class?

Ask the students if the word is real or nonsensical, and if it is real, have them use it in a sentence.

Which activity below would best help young students understand that written text has meaning?

Ask them to write a caption under a picture they created.

A first-grade teacher wants to work with her students on increasing their phonological awareness abilities. Which activity would best achieve this goal?

Asking students to finish a sentence or phrase with a rhyme.

Mr. Rick's classroom just received a new student from China. She speaks some English but her main language is Chinese. Her parents speak both Chinese and English in the home. Which accommodation would help her build her English oral language skills and ease the transition into an English-only classroom?

Bring material into the classroom that relates to her Chinese heritage.

A new student has arrived in Mrs. Turner's class. She is an English language learner and is showing some shyness and trouble communicating with both her classmates and Mrs. Turner. The student is doing well with written communication, so Mrs. Turner would like to focus some instruction on oral communication. Which strategy would be most beneficial for Mrs. Turner to use to encourage more oral communication skills?

Build in multiple partnering activities so the new student can meet and interact with her peers.

After mastering the decoding of CVCC words, a student should move on to which decoding skill?

CVCe

Which of the following best describes the relationship between the development of spelling and decoding skills?

Children generally develop decoding and spelling skills at the same time.

A 6th-grade teacher is asking students to compare a pair of persuasive articles about global warming. She would like to incorporate at least one question from each level of reading comprehension. Which of the following questions would fall under the category of evaluative comprehension?

Choose one article and explain the author's point of view. Then compare it with the point of view of the other article. Which do you agree with and why?

Which of the following best describes the difference between a consonant digraph and a consonant blend?

Consonant digraphs form a new sound, whereas consonant blends retain the letters' original sounds while blending them together.

How can a teacher best use reading to foster cultural awareness in their classroom?

Deliberately choose reading materials that explore a wide variety of cultures.

Which accommodation or activity below would be appropriate for an ELL student in the beginning writing stage, according to the TELPAS Proficiency Level Descriptors?

Demonstrate knowledge by listing or creating webs or other graphic organizers.

The words trying, writing, happening, heating demonstrate which of the following principles?

Depending on the ending letter of the root word, the addition of a suffix may impact the spelling of the root.

What is the name of a common tool teachers use to guide their high-frequency word instruction?

Dolch list

Which of the following would be the best way to assess a student's knowledge of phonics?

Evaluate the student's spelling when they write, especially when it includes unfamiliar words.

Which of the following tasks specifically requires a person to use tier-three vocabulary words?

Explain how to graph the answer to a math problem.

After reading an independently chosen novel, a teacher asks students to give a book report. During the presentations, the teacher discovers that most students are simply repeating the plot of the story and not including any level of literary analysis. How can the teacher best encourage more detailed literary analysis from her students before the next round of book reports?

Give students a list of guiding questions and sentence stems to answer and include in their reports.

A small group of students is ready to begin decoding compound words. The teacher instructs students to break the word down into its two separate terms by putting a slash between them or covering each half with a finger. Once the students have shown mastery of segmenting the compound words into halves, they move on to determining the meaning of these words. Which activity below would best achieve this goal?

Give students word tiles to create their own compound words and ask them to write a definition of the newly formed compound word.

A first-grade teacher assigns a three-sentence writing assignment to students. As students begin working, the teacher notices a student asking another student how to spell the word fish. The teacher asks the student if she can sound the word out, and the student says, "/fff/.../iii/.../ssshhh/," but she can't think of the letters to write. Which of the following strategies could the teacher implement to help this student encode letters and write them down?

Give the student letter/sound picture cards in which each letter of the alphabet is in the shape of something that starts with that letter.

A kindergarten teacher is creating a unit on tigers to focus on the letter "T". Which of the following activities best contributes to the students' understanding of this alphabetic principle?

Giving students a collection of pictures and having them label only the objects that begin with the letter "T".

Which of the following should a teacher do before giving the first science textbook reading assignment to a class?

Go through the text with the class pointing out headings, pictures, key words, definitions, and other assistance available on the page.

Mrs. Howes recognizes that a few of her first grade students are struggling to spell basic first grade words like "back," "but," or "pig." In what way(s) could she help her students develop phonemic awareness and improve spelling skills? Select all answers that apply.

Have students generate a list of words in the same word family as their struggle word. Using word families would will help the students see repeat spellings and spelling patterns, which will help them correctly spell the words in the future. Practice identifying phonemes one-on-one with the teacher. Students need to be able to hear and correctly identify phonemes before they can use those in spelling. Asking students to identify problem phonemes would help.

Follow-up activities are crucial to enhancing young students' listening skills. After listening to a story, which of the following activities would be most appropriate for a class with many English Language Learners?

Have the students perform a skit about the events in the story.

In a kindergarten class, several students have mastered the letter-sound relationships for the consonant letters g, d, and b. In addition, the students have mastered the short vowel sound for the letter o. This group of students also consistently uses initial and final consonant sounds correctly when spelling words during writing time. In order to help this group of students develop along the continuum of knowledge and skills related to the alphabetic principle, the teacher should take which of the following steps?

In a small group, read simple, decodable texts containing the letter sounds students have mastered, modeling how the letter sounds combine to form words.

Which accommodation or activity below would be appropriate for an ELL student in the intermediate speaking stage, according to the TELPAS Proficiency Level Descriptors?

Incorporate opportunities to practice answers in a low-stakes environment such as sharing with a partner.

A kindergarten teacher is redesigning her during-reading comprehension questions to be sure she has questions available that align with all students' oral language proficiency levels. Which question would be appropriate to ask of an ELL student in the early production stage of second language acquisition?

Is the mother feeling sad or happy?

How does instruction regarding word families support spelling instruction?

It demonstrates that in words containing the same sounds made by a group of letters, the sounds will often be represented with the same spelling.

Which of the following best explains why the word "hyperbole" is a tier-three vocabulary word?

It is primarily used in a specific content area.

How should fluency practice for a struggling reader differ from fluency practice for a student who is on or above grade level?

It should use a text at the student's reading level regardless of how far below grade level that is.

A first-grade teacher is assessing a student's reading. After listening to the student read a passage aloud, which of the following describes the best way for the teacher to assess the student's reading comprehension in this setting?

Listen to the student give an oral summary of the passage.

After completing instruction and practice with their first set of sight words, a kindergarten teacher plans to assess the student's ability to read the sight words. Which of the following best describes the most logical way to assess students' sight word reading skills?

Listening to students read aloud a list of the sight words.

Which of the following describes a way that spelling instruction can support the decoding skills of early readers?

Memorizing common letter patterns through spelling can then be applied to unfamiliar words with similar structures when reading.

Emmett, a new ELL student, sits down with his teacher for a quick diagnostic assessment of his phonemic awareness. The teacher asks Emmett to identify English letters, read or repeat some words, and answer a few conversational questions. Emmett is able to identify and name all 26 letters, but could only correctly pronounce 50% of the words, both those he read himself and those he repeated. The teacher wants to provide Emmett with some time to practice pronouncing phonemes only found in English. Which activity below will best achieve this goal?

Model for Emmett how to make a sound and let Emmett practice with a mirror.

A second-grade class is about to read a complex article on space exploration. The majority of students are reading at grade level. The teacher previews any new or challenging vocabulary with the class and conducts a brief KWL discussion before reading. As the students begin reading, the teacher notices that James, Courtney, and Lyla are moving very slowly through the sentences, using their fingers to track the words and whispering quietly to themselves as they decode. When the teacher asks a comprehension question about what they've read so far, no one is able to answer correctly. What accommodation could the teacher provide in order to help these students comprehend the text while still maintaining the rigor of the activity?

Move the students to a separate table and play a recording of the text while they read along.

Which of the following activities would most help Mr. Hanson's students work on inferential comprehension skills?

Mr. Hanson asks various students to explain possible effects of different events in the narrative.

Which of the following best describes a characteristic of a high frequency word?

None of the above

Which of the following statements about phonemic awareness is most accurate?

Phonemic awareness is an early indicator of students becoming strong readers.

Mrs. Morgan has been working to teach her kindergarten students alphabetic principles. Monday, she began by describing the sound made by the letter s. Which of the following would be the most logical next step of instruction?

Point out examples of "s" in familiar words and names.

A teacher noticed that a number of her new kindergarten students are struggling with the difference between a letter, a word, and a sentence. Which of the following strategies would be best to improve the students' understanding of print concepts?

Point to and orally read words on signs, posters, calendars, etc. This would continue to reinforce print concepts. Read oversized books so students can watch the teacher point out the words.

Which of the following activities would best help a teacher assess a student's understanding of the alphabetic principle?

Point to different objects around the room and ask the student to identify the first letter in the name.

A teacher needs to make accommodations to a nonfiction reading comprehension assignment for an English language learner who is in the beginning stages of language development. Which accommodation would be most appropriate for this student's ability level?

Provide a graphic organizer and simple, direct instructions.

Which accommodation or activity below would be appropriate for an ELL student in the advanced listening stage, according to the TELPAS Proficiency Level Descriptors?

Provide definitions and examples of complex vocabulary before reading.

Which of the following activities would best support a student's ability to decode multisyllabic words?

Provide practice matching prefixes, roots, and suffixes to create new words.

Which of the following instructional strategies would be most beneficial when providing Tier Two vocabulary instruction to a group of struggling readers?

Provide the students with sentence stems that they can incorporate new words in context.

A teacher wants to model for students how to pull the main idea(s) from a nonfiction text. Which activity below would be the most effective way to demonstrate this for the students?

Read a text that's projected for the class and take notes in the margins while reading.

In what order should a literary analysis be conducted?

Read the text, choose an area to analyze, collect textual evidence, write or speak a summary of the analysis.

Mrs. Harper is assessing her students' word awareness. Which of the following activities would best demonstrate word awareness?

Reading a sentence aloud and asking the student how many words were in the sentence.

How does oral language development affect reading comprehension?

Reading comprehension is enhanced by promoting oral language.

Which is an accurate statement about effective reading instruction?

Reading comprehension is increased when reading fluency is increased.

A teacher is planning out her phonological awareness instructional activities. To properly scaffold instruction in phonological awareness, a teacher should present skills in which order?

Rhyming, Onset Identification, Phoneme Blending, Phoneme Manipulation

Which prompt below would a teacher use to assess a student's understanding of phoneme substitution?

Say the word "cat." Now change the last sound in "cat" to /r/. What is the word now?

Before beginning a new unit, a teacher provides her class with a list of new vocabulary terms they will encounter. Other than defining the words as they are used and front loading lessons with new vocabulary, which activity would help students successfully identify and understand the words in context?

Sorting words based on similarities in structure, meaning, or parts of speech.

How does speaking vocabulary differ from reading vocabulary?

Students are exposed to more varied and higher-level vocabulary while reading.

In what ways do small-group conversational activities help improve oral language development? Select all answers that apply.

Students can respond to each other and learn to formulate arguments and express different views. Students are able to respond to each other in a low-stakes setting, which contributes to higher student involvement.

Over the course of the semester, a first-grade teacher has been reading fiction and non-fiction texts with students about the natural world. The words rocks, soil, water, streams, lakes, ocean, and wind have come up often in the texts. A recent science experiment asked students to describe the sizes, colors, and textures of different types of soil they gathered from a recent nature walk. The class walks to a nearby lake to look for frog eggs, tadpoles, and frogs after talking about the life cycle of a frog. They discussed the terms eggs, tadpole, gills, toad, frog, and leap. As part of each activity, the teacher adds to the word wall list on the wall of the classroom. Every day during class, the teacher points to the wall and invites the students to use the newly acquired terms in their writing and speaking. The activities show the teacher implementing which of the key principles of effective vocabulary instruction as described in the Texas Essential Knowledge and Skills for First Grade?

Students should be given opportunities to use their newly-acquired vocabulary words expressively.

Which of the following describes the best way for elementary students to learn decoding skills?

Students should practice decoding words in books that are at their reading level.

An ESL teacher is reading a narrative with her class of English language learners. She provides the students with only the first half of the reading and then asks them to write an ending to the story with a partner. After reading their endings aloud to the class, she then asks the students to explain what details in the story helped them to write their endings. This strategy is likely to be most effective in promoting which of the following English-language proficiency standards in reading?

Students will make predictions about and draw conclusions from a text.

Which of the following would not be one of the appropriate strategies to promote letter identification among first-grade students at the beginning of the school year?

Students write the alphabet in order every morning when they come into class.

A first-grade class is presented with a series of word webs. In the middle is a single word, and below the main word is a circle and a square. The teacher writes two words on the board and asks students to think about the meaning of the given words and then write the synonym in the circle and the antonym in the square. Once everyone has answered, the class reviews the correct answer and repeats the activity with the next word. Incorporating activities like this into the classroom demonstrates the teacher's understanding of what component of vocabulary study?

Studying the relationships among words will benefit a student's reading comprehension and writing abilities.

Phonemic awareness is a strong predictor of future reading success and is, therefore, a key part of literacy instruction. Based on current research, which of the following best describes a successful approach to phonemic awareness instruction for elementary-aged students?

Teachers should explicitly teach phonemic awareness to young students, and teachers of older students should continue to directly teach phonemic awareness as needed for students still struggling with the skill.

A preschool aged child points to the sign that says "Target" and identifies the letters in the word, but tells her mom that the sign says "store." What does this demonstrate about the child?

The child has developed print awareness.

Mrs. Lewis is a bilingual teacher and frequently encourages her students' parents to talk a lot with their children at home whether during chores, daily tasks, or shopping to help build their children's vocabulary. A parent contacts Mrs. Lewis wondering how increased conversation will help their child read. Which of the following would be the most appropriate response by Mrs. Lewis?

The development of a student's language skills are intertwined, and increasing the student's vocabulary will allow students to recognize more words while reading

A third-grade teacher is introducing a new unit on the different forms of energy and notices one of the English Language Learners in the class is struggling to complete a science lab worksheet. The teacher reviews the student's data and notices he scored in the 70th percentile for words correct per minute on a recent fluency assessment. He also scored an 80 on a recent reading comprehension assessment. Given this data, which of the following statements best explains why this student is experiencing difficulties?

The student does not have enough prior knowledge about the topic to be successful on the lab worksheet.

A teacher notices that a student has misspelled the words "pain" and "boat" as "pane" and "bote." Based on this observation of the student's spelling, which of the following would be a reasonable assumption for the teacher to make about the student's decoding skills?

The student may struggle to decode vowel digraphs.

When administering an oral reading fluency assessment, which of the following behaviors would indicate that a student has difficulties in the area of rate?

The student reads slowly and deliberately.

A student is struggling to decode the unfamiliar word "lemur" while reading an article about Madagascar. He raises his hand and asks the teacher for help. The teacher would like to use the embedded phonics approach to instruct the student. Which option below is the best representation of the embedded phonics approach to instruction?

The teacher asks the student to reread the sentence, and when he comes to the word the teacher provides the initial sound and lets the student guess the whole word.

A student is struggling to decode the unfamiliar word "grate". He raises his hand and asks the teacher for help. The teacher would like to use the analytic phonics approach to instruct the student. Which option below is the best representation of the analytic phonics approach to instruction?

The teacher breaks the word into its onset and rime and has the student blend the sounds together.

A kindergarten teacher notices a student in class is writing "b" when he means to write "d", and vice versa. Which of the following activities would help this student improve his understanding of letter directionality?

The teacher has the student say each letter while tracing its shape on paper.

A kindergarten teacher is working to help her students learn the names and shapes of the letters in the alphabet. Which of the following activities would best support this goal?

The teacher names a letter and writes it on the board, and the children use playdough to form the shape of the letter at their table.

Which of the following strategies would help a group of students develop an understanding of text directionality?

The teacher reads to the class daily from oversized books, discussing the front and back covers before beginning, and pointing to the words as she reads them.

During a phonics lesson, the teacher gives each student a small strip of paper. The teacher holds the paper an inch from her face and models how the paper moves when she makes the sound /p/. Then she asks the students to hold up their papers and make the /p/ sound, watching to be sure the paper is pushed back with each sound. How can activities similar to this be beneficial to ELL students learning to pronounce difficult phonemes that may not occur in their native language?

The visual cue that the sound is being made can help students learn to create any sounds not present in their native language.

During a classroom discussion about a nonfiction text, the teacher writes the following series of sentence stems on the board and encourages students to use them while speaking and responding to the questions and each other. When students forget to use the stems, the teacher encourages them to repeat what they said with a chosen stem included. I think .... because.... I agree with .... because.... The text says ... so that means.... This reminds me of .... and.... Even though ... I think... In what way do these sentence stems encourage a student's development of oral language skills?

They encourage students to speak using more grammatically complex sentence structures.

A reading teacher has designed a lesson focused on skimming and scanning texts for significant features. What is the purpose of developing this skill?

This skill will help students locate information more quickly.

For a student just beginning to learn English, what would be the advantages of using visuals and having the student point to pictures or act out vocabulary words?

This strategy allows a student who cannot yet speak English to learn vocabulary and gain confidence.

Jessica is a student-teacher observing Mr. Preston's science class. Mr. Preston gives Jessica his lesson plan to follow along with during the lesson. On the lesson plan, she sees a note stating, "Encourage students to use Tier II words in their writing assignment." When she asks Mr. Preston what this means, he explains:

Tier II words are frequently occurring words that are important for comprehension. Students often encounter these words in reading, but don't always use them in oral and written responses.

To ensure that students understand the vocabulary in the text, a teacher leads his students in a contextual analysis, in which the goal is to infer the meaning of words by looking closely at the surrounding text. What words are students most likely to highlight in this activity?

Tier III words

The ELL students in a high school biology class are having trouble understanding some low-frequency content-specific words. The teacher determines that it's best to translate them or briefly explain them in English or in the ELL's native language. These are likely to be:

Tier III words.

A prekindergarten teacher uses a combination of informal and formal assessments to evaluate her student's alphabetic knowledge and understanding of the alphabetic principle. Which of the following assessments is an example of the teacher informally assessing her student's alphabetic knowledge?

Using playdough, ask her class to form the letter "B" and observe what shapes the students create.

This strategy allows a student who cannot yet speak English to learn vocabulary and gain confidence.

Using varied contexts with instruction will best support student memory of new words.

Mr. Simmons wants his class to compare and contrast information about a subject using a variety of genres. Which of the following instructional strategies should Mr. Simmons use?

Venn diagrams

A class is about to read a complex nonfiction article about Jacques Cousteau and the deep-sea. The text has several unfamiliar terms throughout. Which of the following activities would be the best supplement to the reading in order to ensure the class can comprehend the main idea of the text and understand the vocabulary used?

Watch a slideshow with pictures of specific concepts or terms from the text before reading.

After reading an informational text about butterfly migration, the teacher asks her students to respond to a series of comprehension questions. Which of the following questions is a literal question?

What is the first stage of a butterfly's life cycle?

A teacher wants to model for students how to determine the meaning of words within a nonfiction text. Which activity below would be the most effective way to demonstrate this for the students?

While reading aloud to the class, the teacher pauses to define vocabulary terms using context clues.

How is teaching word consciousness different from typical vocabulary instruction?

Word consciousness should be driven by curiosity and interest, while typical vocabulary instruction is based on defining words, comprehension, and clarity of language.

The Texas Essential Knowledge and Skills (TEKS) provide guidelines regarding the oral language skills children are expected to learn at each grade level. A first-grade teacher is preparing an oral language lesson for her class. Which of the following activities best represents an activity that would match the TEKS guidelines for oral language instruction in the first grade?

Working in pairs, one student will provide oral instructions to another student on how to recreate a simple drawing that only the first student can see. At the end, the students will compare the original drawing with the recreation.

Which of the following interventions would be most appropriate for a student who continues to struggle to learn how to read grade-level texts fluently?

Working with a reading specialist daily to practice decoding skills and reading strategies.

A kindergarten teacher has recently introduced a small group of students to consonant blends. The students have practiced saying words with blends, identifying them in written words, and distinguishing between spoken words that do or do not have a blend. In order to continue to practice consonant blends and develop the student's mastery of them more fully, the teacher should have the students do what next?

Write short sentences with words that contain consonant blends.

Which of the following syllable types is the first syllable of the word "excellent"?

a closed syllable

A third-grade teacher is planning an activity where students are given 60 seconds to read a text, marking how far they were able to read in that time. The teacher then asks them to repeat their reading, attempting to make it further in the text. Which of the following readers would most benefit from this fluency activity?

a fluent reader working on speed

A third-grade teacher is assessing a student's phonics skills. She has noticed the student is able to read familiar words with ease but is often stumped by new words even if they would be considered easily decodable. Which of the following assessments would be the most useful for the teacher to determine how best to support this student?

a nonsense words test

Which of the following texts would be the best choice to accurately assess a third grade ELL student's reading comprehension?

a story about an elementary student struggling with friend conflict in school

A teacher says aloud 2-3 words and asks the students to identify whether or not the words rhyme. Which of the following describes a student who would best benefit from this activity?

a student just beginning to develop phonological awareness

Which of the following syllable types is the first syllable in "eating"?

a vowel team syllable

Which of the following syllable types is the last syllable in the word "rename"?

a vowel-consonant-e syllable

A prekindergarten teacher uses frequent read alouds to help students build various early reading skills. She chooses the books carefully to ensure they are engaging to as many students as possible so they can benefit from the skills she is modeling. Which of the following is not a criterion she looks for in the books she chooses for read alouds?

above-level level vocabulary

A first-grade teacher includes planned vocabulary instruction over the following words: identify describe support consider Students will work with these words in various ways and use them across all subject areas. Which of the following best describes the category of this group of vocabulary words?

academic vocabulary

Fluency is measured by which three criteria?

accuracy, prosody, and speed

A student's understanding of the alphabetic principle can be informally and formally assessed in many ways. Which of the following could NOT be used as a measure of a student's understanding of the alphabetic principle?

accurately singing the ABCs song

A student demonstrates weakness in story retelling. To improve the student's story retelling, the next step the teacher should take is to:

administer further assessments to determine whether the weakness is related to decoding issues, vocabulary issues, or general comprehension issues.

A fourth-grade teacher writes the word "do" on the board and models for the class how adding "re" and "un" to the beginning of "do" impacts the word's meaning. She then provides her class with the following list: re un mis de She asks the students to consider the list with a partner to see which examples from the list could be added to the beginning of the word "use" to create a new word. What concept is the focus of this teacher's lesson?

affixes

In which of the following ways could the teacher scaffold the paragraph writing activity to accommodate for a student in the beginning stage of English language proficiency?

allow the student to create an illustrated storyboard timeline of a person's life

An English language arts teacher has several English language learners from Mexico in her class. At the start of the year the ELLs were assessed, and the results determined that they all have strong literacy skills in Spanish. Because of this, which of the following should not need to be explicitly taught to these students?

alphabetic awareness Readers of alphabetic languages (such as English and Spanish) understand that letters have names and sounds and that letters combine to form words, phrases, and sentences. They will need to be taught the different letter names and sounds, but not the concept of letters and sounds. basic metacognitive strategies A student with a high level of literacy in his or her native language should be able to transfer their metacognitive skills from one language to another.

A teacher projects an image and asks her kindergarten students to write down the letter that image starts with on their white boards. Then the class holds up their answers for the teacher to visually assess, and they start again with a new image and letter. This activity is assessing students':

alphabetic principle.

A first-grade teacher uses a variety of approaches when providing phonics instruction. In one lesson, she works with a small group of students explaining the concepts of onsets and rimes, then practicing decoding words while switching out different letters as the onset. What type of phonics instruction is the teacher using in this lesson?

analytic phonics approach

An example of evaluative comprehension is when a reader:

analyzes the word choice of the author.

In order to support his student's development of word recognition skills, the teacher should strive to develop their abilities in which of the following areas?

application of phonics generalizations

Which TWO strategies can be used to assess a student's reading comprehension skills? Select all answers that apply.

assigning a short essay question which requires students to include three details from the text asking a student to identify the main idea of a story that the teacher read aloud

Students will learn to read phonetically regular words in a simple to complex progression. Of the skills provided, which of the following skills would most likely be the earliest skill mastered?

blending onsets and rimes

Mrs. Albertson has a new ELL student arriving in her class next week. Mrs. Albertson spends some time researching what cognates exist between the two languages. She reads a bit on typical grammatical structures and cultural norms that might be new or different for the student. Mrs. Albertson finds images from the student's culture that are relevant to the classroom setting and prints a photo along with the word in both languages to post around the room. All of these strategies are beneficial for helping ELL students acquire a second language because they:

build on the student's prior knowledge and language skills to make connections with English, making it easier for the student to master the English concepts.

Students in a kindergarten class participate in the following activities during daily circle time: singing nursery rhymes stomping out the number of syllables in animal names playing a game of I Spy to identify objects that rhyme with a given sound These activities will help students to:

build phonological awareness skills by playing with language in an engaging way.

Ms. Jennings incorporates time into her class's weekly schedule to provide opportunities for students to choose a book that they have already read and read it aloud to either her or a classmate. Which of the following is most likely Ms. Jenning's goal for this activity?

build student fluency

How should a teacher strategically coordinate spelling instruction with decoding?

by linking the teaching of spelling rules with practice in decoding words that demonstrate the rule

A kindergarten teacher is beginning work on phoneme segmentation in her class. She has prepared a small-group activity in which she shows the group a picture of an object or an animal with a simple one-syllable name and asks the students to segment the word and identify the individual sounds. For example, if she shows them a picture of a bat, they would be expected to respond /b/ /a/ /t/. There are still several students who continue to struggle to isolate individual phonemes in words. How can she best support these students in the context of this activity?

by placing the students who are still struggling to isolate individual phonemes into one small group and asking them to identify just the first sound of each item pictured

A kindergarten student is falling behind as the class progresses through phonetic instruction. She has memorized most of the sound-to-letter pairings, but as the class prepares to move on to more complex letter combinations, the teacher is concerned that she will not be able to catch up without additional help. How should the teacher support this student's phonetic skills development?

by providing additional instruction and practice, either small-group or individualized, to ensure mastery of these skills

A third-grade teacher has identified a word identification issue with a student. The teacher listens to the student read aloud, marking the miscues or words that he is unable to decode in order to better plan intervention. The teacher marked the following words while listening to the student read aloud: south awful spoil toy painter real How can the teacher best provide intervention support for this student?

by providing direct instruction and practice for vowel teams

A first-grade student often confuses the capital letters I and T and the lowercase letters h and n. How should a teacher adapt reading instruction to support this student?

by using small-group instruction time to continue working on letter recognition

Which list of words would best be described as tier one vocabulary words?

car, chair, boat

ELL students may struggle with specific parts of the English language depending on their native language. Inflectional suffixes can be particularly challenging as they can influence the spellings of roots and vary in their pronunciations. Of the provided options, which of the following would be the most effective example of a way to support ELL student understanding of inflectional suffixes?

comparing the pronunciation of "heated" and "walked"

A third-grade teacher is going to read a story about two children visiting the aquarium. Which of the following activities is the best way to introduce the text to promote comprehension?

complete a KWL chart

Which of the following skills is NOT assessed using a reading assessment focused solely on oral fluency?

comprehension

A kindergarten teacher begins each class by reciting the Pledge of Allegiance. The teacher has a poster with the words to the Pledge of Allegiance and taps each word as the class recites the Pledge. By tapping the word on the poster in correlation with reciting the word, the teacher is best demonstrating which of the following?

concepts of print

A first-grade teacher would like to model metacognitive reading strategies with her students. Which of the following activities would be best for the teacher to implement to accomplish this goal?

conducting a think aloud in which the teacher reads the text orally, stopping along the way to ask questions and model making predictions

Before reading a literary piece, an elementary teacher will ask the class, "What do you know about...?" Which of the following best describes the purpose of this question?

connect to the student's schema

When administering a word inventory, a teacher notes the following errors made by a student by marking the word with an asterisk. shop* catch wheel graph* chart* bottle whistle* wiggle pickle apple dirt born north* orbit curl mouth* head boy hook stay Based on these errors, in which area does the student need intervention?

consonant digraphs

The following words demonstrate which phonetic letter-sound relationship? please, gem, cent, knight, rough

consonant irregularities

A first-grade student encounters the following sentence in a text while reading aloud to her teacher: I wanted to live on the moon. The student first read the word as /l/ /ī/ /v/, then corrected herself and read it as /l/ /ĭ/ /v/. What approach to word analysis is this student demonstrating?

contextual analysis

A second-grade student is reading aloud from a text. He gets to the following sentence and pauses at the underlined word. Sarah read the poster on the wall. The student looks ahead to the rest of the sentence and thinks to himself, "What would she read on the wall? Signs hang on walls, but this doesn't start with "s." What else do I know that hangs on walls and starts with "p?" Maybe a poster?" The student is using what word identification strategy to decode the unfamiliar word?

contextual analysis

While reading aloud in front of the class, the teacher comes across the word "desirable." The teacher then points to clues in the surrounding text that help the students to understand what "desirable" means. What is the teacher modeling?

contextual analysis

A second-grade teacher recently read her class a story called "The Garden" from the book Frog and Toad are Friends by Arnold Lobel. The teacher is implementing a reading protocol where she has the students focus on a different aspect of the story each time she reads it aloud. During the first reading, the teacher has students focus on the sequence of events in the story. While reading the story a second time, the teacher would like to focus on the differences between the two main characters, Frog and Toad. Specifically, the physical and character traits that make them each unique. To accomplish this goal, the teacher should have students:

create a chart in which they compare the characterizations of Frog and Toad.

A teacher asks students to come to her desk and read aloud a list of familiar and unfamiliar words. As the students read, the teacher makes a note of any incorrect pronunciations. Which skill is the teacher assessing?

decoding

For their morning work, a teacher has students dissect the word "disconnected." The students are required to break the word into a prefix, root word, and suffix. Which of the following skills will this help develop?

decoding

A second-grade student typically spells most words accurately in her writing and is able to read familiar words, but she struggles to read new words accurately. Which of the following would best support this student?

decoding skills

An ESL teacher presents an activity to her beginning-level ELLs in which she introduces predictable spelling patterns in word families to ELLs. Which of the following skills is this activity mainly helping the students develop?

decoding skills

A student who is typically a strong reader and specifically loves to read fiction narratives struggles more with content specific informative texts. The teacher regularly implements pre-reading and during-reading activities for the class as a whole, but which of the following strategies would be the most helpful for this specific student when reading the more challenging informative texts?

decrease reading rate

While reading, a student comes across the unknown word "sanitize." He notices in the sentence the words "dirty, " "but," and "now clean." He determines that sanitize must be the opposite of dirty. Which strategy did he use to define the unknown word?

defining meaning from context clues

A student comes across the unknown word "resurface" while reading a story taking place on a lake. She thinks about how "surface" means top of the lake and determines that "resurface" must mean coming up to the top again. Which strategy did she use to define the unknown word?

defining meaning from structural clues and morphology

While reading, a student comes across the unknown word "extracellular." He notices the prefix "extra-" and determines that the word means something like "having more cells." While he did not correctly define the word, which strategy did he use in his attempt to define the unknown word?

defining meaning from structural clues and morphology

A third-grade teacher models how to annotate texts for her class. Then, they work together to annotate a paragraph about space. Together they circle confusing words, underline important ideas, and highlight things that surprise them. Throughout the rest of the school week, the teacher asks students to apply this same annotating technique to a short story and an article about a historical figure. What concept is the teacher demonstrating with this lesson?

demonstrating the application of comprehension strategies in all subjects

A teacher provides a list of terms and asks students to add the suffixes -ship, -er, and -or to the words. For example fix + -er = fixer. Once students have added a suffix and created a new word, they discuss how the suffix has changed the meaning and part of speech of the original word. This activity is introducing students to:

derivational affixes.

The TEKS for English Language Arts and Reading establish a framework for the development of reading comprehension skills across grade levels. According to the TEKS, which of the following reading comprehension skills are second graders expected to perform without teacher support?

describe a character's traits

A student needs the ability to fluently read a text in order to be able to freely focus their attention on which of the following tasks?

determining the main idea

A preschool teacher asks her class to share their favorite foods. As the children share, she writes the foods they say onto the board. Next, she goes through the list with the class to see if there were any repeat foods and counts how many times each item was repeated. Which of the following best describes the purpose of this activity?

developing an awareness that speech corresponds to writing

Which of the following is not a goal teaching word consciousness?

developing dictionary skills

A teacher has several Arabic speakers in her class with a beginning level of English proficiency. When reading aloud to her class, the teacher uses an interactive whiteboard to project the text onto a large screen in front of the class. Then, she uses a pen tool to point to each word as she reads. This main purpose of this is to demonstrate English:

directionality

A teacher hands each student in her class a stack of flashcards with one word on the front. The students are told to sort the words into two columns. Which word below is sorted incorrectly? hop boat cod goat sock hope dome joke

dome

There are several English language learners in a class. Before starting to read a text on a new topic, what should the teacher do to increase the likelihood of student comprehension?

draw on students' prior knowledge and experiences

A teacher is reading aloud to her class. At the end of a paragraph, she stops to ask the students a question like, "Where do you think the tiger is headed now?" In asking a question like this, the teacher is trying to:

encourage students to make predictions based on textual evidence.

During a lesson on adjectives, a teacher uses the Language Experience Approach (LEA) and individually asks students about their favorite animal. The teacher writes down the students' thoughts while they speak. In order to help the students focus on adjectives but still maintain the LEA teaching approach, the teacher should:

encourage the student to include more detail by asking guiding questions.

A kindergarten student is in the semiphonetic stage of spelling development and is hesitant to write longer pieces because she is concerned about misspelling words. The teacher should take which of the following steps to encourage further development of the student's reading and writing skills?

encouraging her to keep sounding out words and spelling to the best of her abilities

A language arts teacher has students use a data notebook to monitor their reading fluency and progress. Each month the students set a new reading goal and monitor their progress towards that goal during the month, utilizing their data notebooks. Which of the following is the greatest benefit of this process?

encouraging students to self-monitor their reading progress

The skills in the list below relate to which component of reading? Maintaining a consistent rate while reading Pronouncing words with accuracy Reading with expression

fluency

A second-grade teacher has been using fictional texts during small group instruction with several English Language Learners. Each of the four students has achieved a different proficiency level when it comes to reading and summarizing text. Two of the students seem ready to focus on making inferences about text, whereas the other two require more direct instruction on basic comprehension skills. The teacher would like to use texts that all four students can relate to and find accessible. Which of the following types of fictional text would be best for the teacher to utilize during this activity?

folktales

After observing that a student is not a fluent reader, the teacher should first:

formally assess the student's reading fluency to identify possible causes.

A classroom teacher divides the class into pairs and gives each student a folder containing a picture of a recognizable person like a fireman or a doctor. They do not show the picture to their partner and describe the image in detail until their partner is able to correctly identify the person. Which of the following describes one of the goals of this lesson?

further developing oral language and listening skills

A third-grade teacher has just taught a lesson on identifying and describing the setting when reading a story. Which of the following activities could be used as a formative assessment to assess this new skill at the end of class?

giving students a one-page story and asking them to describe the setting in one sentence

A first-grade teacher would like her students to be able to work on whole-word reading (identifying words automatically) while using the phonics skills she has taught the past few class periods. The students have shown an ability to successfully sound out and blend words that follow predictable phonics patterns. Which of the following approaches would best provide students the opportunity to practice these skills?

giving students opportunities to sound out words that follow a regular phonics pattern and then having them read the words normally in a short text

Which strategy would be most likely to help a kindergarten student who struggles to visually differentiate between the appearance of the letters p and q?

giving the student tracing exercises focusing on the shape and direction the letter faces

Phonics can be difficult for English language learners because English:

has a deep orthography.

Over the course of the semester, a first-grade teacher has been reading fiction and non-fiction texts with students about the natural world. The words rocks, soil, water, streams, lakes, ocean, and wind have come up often in the texts. A recent science experiment asked students to describe the sizes, colors, and textures of different types of soil they gathered from a recent nature walk. The class walks to a nearby lake to look for frog eggs, tadpoles, and frogs after talking about the life cycle of a frog. They discussed the terms eggs, tadpole, gills, toad, frog, and leap. As part of each activity, the teacher adds to the word wall list on the wall of the classroom. Every day during class, the teacher points to the wall and invites the students to use the newly acquired terms in their writing and speaking. After the trip to the pond, the teacher asks students to write a journal entry describing what they experienced during the field trip and to include a description of the life cycle of a frog. To accomplish this, students will need to include the terms eggs, tadpole, gills, and frog. She notices a group of English Language Learners, as well as some students with lower reading scores, are unable to describe the order of the life cycle correctly. Which of these extension activities would be the best for the teacher to implement to help students learn these vocabulary words and use them in their writing?

have students draw the life cycle of a frog and include the required terms in the diagram

A second-grade class is halfway through a class novel. The teacher is designing a formative assessment to determine each student's ability to make a prediction. Which of the following approaches should the teacher take when designing the assessment?

have students guess what happens next in the text and provide support with text evidence

First-grade teachers can formally and informally assess the development of their students' phonological awareness in all of the following ways except:

having the student read silently and write down certain syllables.

Which of the following is an important component of choral reading? Select all answers that apply.

hearing the teacher model oral reading Hearing a story read fluently by the teacher is a component of choral reading. Hearing the story or sentences read by the teacher first, before a student reads it aloud independently, can improve reading fluency. reading aloud Reading aloud is a component of choral reading, and it is important to help build reading fluency.

A kindergarten teacher pulls individual students aside and asks them to tell their favorite memory from the weekend. As the student talks, the teacher writes down the words on a paper then asks the students to illustrate the story above the words. What is the teacher hoping to accomplish through this activity?

help students understand the connection between oral and written language

Cindy continues to write the word "hole" when she means "whole." Cindy needs further instruction in:

homophones.

Mr. Harper wants to assess his students' reading fluency by listening to each student orally read a section from a selected text. Which of the following would NOT be a good indicator for Mr. Harper to use in assessing the students' reading fluency?

how clearly students are able to pronounce words according to the norms of standard English

A first-grade teacher is using the strategy of phoneme-grapheme mapping to help students master necessary phonics skills. The teacher reads students short, predictable texts focused on a particular letter sound, such as short i or short o. At the end of one week of reading a particular short text, the teacher presents a small group of students with the chart below. The teacher calls out one target word from the books at a time while students write the word and separate the phonemes on the chart. The students are told to put only one sound in each box. bag b a g run r u n jog j o g Considering the fundamentals of phonics instruction, these activities help students to understand:

how to effectively decode and encode text while reading and writing.

Brandon is having a difficult time reading the word "slippery" and soon after asks for help with the word "underneath." Which of the following strategies would best support Brandon learning to decode these and other multisyllabic words independently?

identify the different syllables of the word by circling them and then sounding out the word by syllables

An elementary class is using Elkonin boxes to work on phonemic awareness skills. The teacher instructs the students to put a chip in the box for each phoneme in the word. The teacher says a word out loud at the front of the room and then pauses for students to complete their boxes. During the activity, she notices students making the two mistakes shown below. These Elkonin box responses show the students are struggling with:

identifying consonant digraphs as one sound.

While reading a big book to the class, a preschool teacher routinely points to the illustrations and asks students to identify plot points, feelings, or interesting features in the illustration. By doing so, the teacher is reinforcing the idea that:

illustrations carry meaning relevant to the written text.

A third-grade class contains students at various levels of English language proficiency. Some have been learning English for less than a year. This week, the teacher has been conducting read alouds featuring biographies as part of a unit on book genres. So far, the teacher has read from the following biographies: Abraham Lincoln, Martin Luther King, and Harriet Tubman. However, next week, the teacher plans to incorporate excerpts from biographies on Caesar Chavez and Frida Kahlo. Then, the students will pick another person of interest, conduct research, and complete the organizer below: After the organizers are complete, the teacher tells students to take the information they have learned and form a paragraph summarizing the most important aspects of their research. At a later date, students will revise and edit their paragraphs with a peer and then read them aloud individually to the class. By including biographies on the lives of Caesar Chavez and Frida Kahlo, the teacher is demonstrating the importance of:

including culturally relevant texts in the curriculum.

Mrs. Wright is reading a fiction story aloud to her class. She stops throughout to model the think-aloud strategy. In her think-aloud moments, she makes predictions about what will happen next and reflects on what the characters learn throughout each plot event. What level of reading comprehension is she modeling for her students?

inferential comprehension

The morphemes -ed, -er, -est, -ing, and -s are examples of:

inflectional morphemes. Inflectional morphemes are affixes, usually suffixes, that change the word's form but keep the word's original meaning. affixes. These are all examples of affixes, specifically suffixes.

A third-grade student reads below grade level, and the teacher is planning how to best support her fluency development within the upcoming week's lesson plans. Which of the following would best support this student?

instructing the student to "whisper read" a book on her independent reading level during independent reading time

Sandra, a kindergarten student, is struggling with oral reading. Her teacher asks Sandra to read a small passage privately and determines that one of Sandra's weaknesses is that she needs to phonetically read words like "play" and "here." Which area of instruction would benefit Sandra the most?

instruction in high-frequency word recognition

A new science unit is being introduced and has many unfamiliar words. During introductory activities, the teacher reads a passage and pauses to have students repeat vocabulary words. They practice pronunciation and discuss the meaning before moving on. This method is referred to as:

interactive reading.

A kindergarten teacher is planning to read the book Pete the Cat: Five Little Pumpkins, by James Dean, to the class and ask some text-dependent questions. The teacher has several English Language Learners in the classroom and wants to ask developmentally appropriate questions. In the book, five pumpkins sit on a gate, fly in the air, and trick or treat, among other fall activities. The book talks about each pumpkin, from number one to number five, and each one's unique characteristics. At the end of the story, the pumpkins are shown walking away from the reader, ready to have fun. On one page of the text, the pumpkins are scared because the wind has blown out the candles. The picture in the book shows just the pumpkins' scared eyes and the lights out all around them. The teacher says, "All we can see are the pumpkins' eyes. How do you think they are feeling right now?" A student answers, "Sad. It dark." This response is expected of a student at what level of English proficiency?

intermediate

An elementary-school English language arts teacher has several English learners in her class. At the start of every school year, when speaking with the parents and/or guardians of her students, she mentions the importance of continuing to read with their children in their native language. She mentions this because she knows that:

literacy skills in one language can transfer to another.

A second-grade class is reading a nonfiction text about gardening. The teacher asks, "According to the article, what is the most important part of a successful garden?" This question tests what level of comprehension?

literal

A second-grade resource reading teacher is working with her students on nonfiction text. When they encounter an unfamiliar word, she encourages them to use different techniques such as sounding out the word, looking for known prefixes or suffixes, and determining meaning within context. What other technique might be helpful when encountering a new word?

looking at nearby pictures for hints

Which of the following would best promote the increase of students' reading vocabulary?

make time for students to engage in independent reading

Which of the following would be the most appropriate activity to support kindergarten students' letter-sound understanding?

making a letter sound while tracing the letter with a pencil and paper

A teacher wants to help his students with sight word recognition. Which activity would best meet this goal?

matching word pairs printed on flash cards

Which of the following best describes the primary purpose of having a student retell a story they read?

measuring the student's level of comprehension

A second-grade teacher models a think-aloud for her students. As she reads a text, she stops periodically and makes a prediction aloud, asks herself a question about the text, or summarizes what she just read. What reading skill is she modeling for her students?

metacognition

Conducting a structural analysis would be the best strategy for students to use to decipher the meaning of which of the following words?

mislead

A third-grade class is reading a biography of a famous inventor. Before reading, the teacher shows images of some of the inventions and the class discusses how they have interacted with the inventions in their lives. While reading, the teacher pauses to ask herself, "Why did he switch from copper to aluminum for the outside? Let me read this again." Then reviews the text aloud to find the answer. The teacher's actions while reading best depict her knowledge of which factor of reading comprehension?

monitoring for comprehension while reading

Mrs. Mathers is reading aloud with her class. As she reads she periodically stops and asks students questions about the text to clarify important plot developments and to explain the main ideas in the text. Which of the following is Mrs. Mathers most likely trying to accomplish?

monitoring students' comprehension of the text

A third-grade student is reading aloud from a text. She gets to the following sentence and pauses at the underlined word. The park felt distasteful and dreary now that the rose bushes had been removed. The student looks at the unknown word. She recognizes the letters "dis-" at the beginning and "-ful" at the end. She thinks to herself, "If I remove those, I can see what's in the middle." She covers "dis" and "ful" with her finger to focus on the middle of the word. She quickly decodes the word "taste," then removing her fingers she reads the word correctly and continues on with the rest of the sentence. The student is using what word identification strategy to decode the unfamiliar word?

morphemic analysis

Which of the following components of a writing system exist in all languages?

morphology Morphology refers to the study of words, how they are formed, and their relationship to other words in the same language. All languages have morphemes, although they differ quite a bit. phonology Phonology refers to the sound systems of a language. All languages have phonology. orthography Orthography refers to the set of conventions for writing a language. All languages have orthography. semantics Semantics refers to the study of sentence meaning. All languages have semantics.

Which of the following are acceptable resources to verify the meaning of unfamiliar words?

online dictionary print dictionary glossary

A kindergarten teacher is conducting a phonological awareness assessment on one of her students. Teacher: Look at this picture I'm holding up. What is it? [The teacher shows a picture of a pig ]. Student: A pig? Teacher: That's right, a pig. What's the very first sound you hear in the word pig? Student: /p/ Teacher: Good. If I take away the /p/ sound, what sound is left? Student: /ig/ Teacher: What's another word that also ends with the /ig/ sound? Student: Dig. Teacher: Good job. Which of the following aspects of phonological awareness does this assessment cover?

onset sounds and rhyming words

A second-grade teacher is planning a series of lessons on syllable awareness to support her students' decoding and encoding skills. While some lessons will reinforce prior learning, others will help them apply their understanding of syllables to more challenging, multisyllabic words. Which of the following outlines the syllable types that are represented in the word "recycle."

open syllable, open syllable, final stable

Which of the following is most important in promoting reading comprehension across all content areas?

oral reading fluency

Which of the following is not a reasonable way to support struggling readers with a comprehension activity?

pairing them with a partner to read the text aloud

Which of the following words contain a closed syllable? Select all answers that apply.

pan "Pan" ends with a consonant, so it is a closed syllable. request The word "request" contains two syllables, the first is open and the second is closed.

Which of the following pairs of words are homophones?

phase and faze

After a student has mastered letter-sound correspondences, what is a likely next step in their reading instruction?

phoneme blending

During a short story reading, a teacher points out an example of alliteration. "The story says, 'Timmy took his time traveling down the trail.' What sound do we hear repeated in that sentence? I'll read it again. 'Timmy took his time traveling down the trail.'" What phonemic awareness skill are the students practicing?

phoneme identification

A kindergarten asks her teacher how to spell the word "list." First, before helping her spell the rest of the word, the teacher responds by slowly saying the word, and asking her student what the first sound is. What skill is the teacher supporting by slowly saying the word and asking the student to determine the first sound?

phoneme isolation

Which of the following phoneme related skills would be taught last?

phoneme manipulation

Which of the following competencies is demonstrated by identifying the four sounds that form the word "help"?

phoneme segmentation

A teacher shows a student a written letter and asks the student to say the sound the letter makes. Next, the teacher says a sound and asks the student to write the letter. The student is demonstrating mastery in:

phoneme-grapheme correspondence.

A first-grade student is reading aloud from a text. He gets to the following sentence and pauses at the underlined word. Tim is taking the test. The student makes the sound associated with each letter. "/t/ /e/ /s/ /t/." After sounding out each letter, the student correctly pronounces "test." The student is using what word identification strategy to decode the unfamiliar word?

phonemic analysis

A teacher verbally provides a student with a word and asks them to repeat it back, saying each individual sound heard in the word. What is the teacher assessing with this activity?

phonemic awareness

Which of the following concepts involves understanding that spoken words consist of a sequence of individual sounds?

phonemic awareness

Which of the following is not a component of print concepts?

phonemic awareness

While working one-on-one with a student, the teacher administers a nonsense word test. Which of the following skills is the teacher most likely trying to assess?

phonics

A second-grade teacher is administering a nonsense word assessment to one of her students. Which of the following skills is the teacher targeting with this assessment?

phonics and word analysis

A first-grade teacher reads a Dr. Seuss book aloud and asks students to show a thumb up when they hear words that sound the same at the end. This activity best reinforces which of the following?

phonological awareness

Emelia is an ELL student with a high level of English language proficiency, but she is struggling to comprehend the text her English teacher assigned her. It does not follow a typical sentence structure and contains a great amount of figurative language. Emelia is most likely reading a:

poem.

A new ELL student has entered Mrs. Bain's second-grade classroom. The student has had very minimal exposure to English prior to moving to the United States. In order to help the student progress, Mrs. Bain researches similarities between the first and second languages and provides English reading and writing lessons that capitalize on these similarities. Mrs. Bain is using what strategy to encourage English acquisition?

positive language transfer

A teacher partners students into groups of three during a unit on oral communication. Each trio is given a double-sided flashcard with a situation and scenario to improvise. Front Situation: Discussing a new video you watched on YouTube. Scenario: Person A is himself. Person B is his best friend. Back Situation: Discussing a new video you watched on YouTube. Scenario: Person A is himself. Person B is Person A's grandmother/grandfather. Two group members improvise a conversation based on either the front or back scenario while the third member sits and listens. After a few minutes, the teacher asks the class to flip the card over and repeat the activity with the new scenario. The teacher asks the third, non-speaking group member to write down any differences between the two conversations. As person C is listening, he is listening for which type of cue?

pragmatic

The statement, "Ask students to recall a time when they felt disappointed and what they did to feel better" is most appropriate in which of the following sections of a kindergarten language arts lesson plan?

pre-reading strategy

A third-grade teacher assigns her students a short informational text about pill bugs. Before they begin, each student creates a KWL chart in their reading notebooks and works with a partner to fill in the "know" and "want to know" columns. The teacher then creates a large version on the board and the class contributes ideas to fill in the first two columns of the class chart. They will complete the final column after they have read the text. There are several intermediate ELL students in the class. How can the teacher differentiate this activity to help them be successful?

pre-teach important and unfamiliar vocabulary, and provide a word bank with definitions to reference as they read

A third-grade teacher reads the following passage from a story: "As Jimmy was brushing his teeth before going to bed, he heard a terrible roar come from the garage. Jimmy didn't know what could be making that terrible noise, but he left a light on in the closet while he slept that night." The teacher then asks students questions about their thoughts on the events of the passage and what might be happening. Which of the following would this activity best promote?

predicting

Which of the following best describes the segment "pre" in "prescribe."

prefix

Which set of words below would fall into the category of tier two words?

prevent, contrast, diagram

As a teacher reads a large print book to the class, she points to each word as she moves along the page. This instructional strategy is beneficial for teaching:

print awareness.

A teacher is reading a unique, large print text to her class. As she turns the pages, she points to the words and identifies places in which the text is larger or smaller and other pages that have the text oriented vertically and upside down. By pointing out these irregularities, the teacher is building student's understanding of:

print concepts.

A kindergarten teacher incorporates the use of Big Books into the daily lesson, pointing to each word as she reads. Which of the following would this activity best reinforce? Select all answers that apply.

print orientation skills Watching the teacher point to words while she reads would reinforce the concept that writing moves from left to right, and top to bottom. grapheme skills A grapheme is a symbol, letter, or combination of letters that represents a single sound. These skills could be reinforced through the use of Big Books.

Which of the following would best promote students' knowledge about how printed words represent specific sounds?

provide labels for commonly referred to items around the classroom

A kindergarten class schedules regular opportunities for students to participate in show and tell. The teacher structures opportunities to share to the whole class, small groups, and pair and share formats. Which of the following is most likely the main instructional purpose of these show and tell activities?

provide opportunities for oral language development for students at various comfort levels

A third-grade class contains students at various levels of English language proficiency. Some have been learning English for less than a year. This week, the teacher has been conducting read alouds featuring biographies as part of a unit on book genres. So far, the teacher has read from the following biographies: Abraham Lincoln, Martin Luther King, and Harriet Tubman. However, next week, the teacher plans to incorporate excerpts from biographies on Caesar Chavez and Frida Kahlo. Then, the students will pick another person of interest, conduct research, and complete the organizer below: After the organizers are complete, the teacher tells students to take the information they have learned and form a paragraph summarizing the most important aspects of their research. At a later date, students will revise and edit their paragraphs with a peer and then read them aloud individually to the class. The teacher notices some students who normally complete assignments easily are struggling to fill in the boxes within the organizer. Which of the following scaffolding strategies should the teacher implement to help these students with the assignment?

provide the students with sentence stems to guide their writing

A third-grade class has been studying mammals and reptiles, and the teacher would like to help students synthesize all the information they have learned about both types of animals. The teacher seats students in pairs and asks them to fill in a blank Venn diagram. Next, the teacher conducts a class discussion in which each pair of students shares their organizer and she records their findings in a whole-group version, shown here: The teacher distributes another blank copy of the organizer to each student, along with two articles to read, one on amphibians and one on crustaceans. Using this organizer could help students retain the new information they learn by:

providing a system for recording commonalities and differences between the topics.

The teacher distributes another blank copy of the organizer to each student, along with two articles to read, one on amphibians and one on crustaceans. Using this organizer could help students retain the new information they learn by:

providing a system for recording commonalities and differences between the topics.

Children will often develop an awareness of many print concepts and form a basic understanding of the alphabetic principle intuitively through text interactions and being read to even before beginning school. Which of the following would be the best way for a kindergarten teacher to support a new student who has not yet developed an awareness of text directionality?

providing direct instruction on text directionality and pointing to words as they are read when reading aloud to the student

A prekindergarten teacher reads aloud to her class each day. While reading, she will point at the text as she reads to reinforce the alphabetic principle, and she asks questions both during and after reading to improve comprehension skills. What other type of activity should this teacher regularly include to support her students' prekindergarten comprehension skills?

providing time for student questions and comments about the stories read aloud

Which of these strategies is the LEAST effective for developing student vocabulary?

providing weekly word lists for students to study and memorize

James is a student in Mrs. Marsh's third-grade class. He currently reads right around grade level with 90% accuracy and comprehension. James tells Mrs. Marsh that he watched the Percy Jackson movies over the weekend and decided to check out Mythology: Timeless Tales of Gods and Heroes from the city library so he can read more about Greek gods and goddesses. He pulls the book out of his bag and hands it to his teacher. Mrs. Marsh holds the 384-page book in her hands, scans a few pages of text, and tells James, "I am very excited that you are interested in Greek mythology. It's one of my favorite genres to read. I think this text might be too complicated for you to read. It is a very long book and I noticed quite a few challenging vocabulary words like 'pinnacle,' 'firmament,' and 'venerated,' to name a few. I also don't see any footnotes that would help define these challenging words like there are in the stories we read in class. Would it be okay if I found something for you to check out from our library instead?" Mrs. Marsh has primarily used which measure of text complexity to assess that this text is too challenging for James?

quantitative

There are three parts considered when determining text complexity. Each part is made up of a variety of components that are evaluated either by a computer program or a person using their professional judgment. Sentence length, text cohesion, and the frequency of difficult words are all factors considered when determining which measure of complexity?

quantitative measures

Mr. Blaschke wants to develop his students' fluency while reading. Which activity would best help him achieve this goal?

read short excerpts of poetry, demonstrating how to pause and add proper inflection

A story map would be a reasonable tool for a student requiring support in which of the following skills?

reading comprehension

A teacher wants to promote students' vocabulary development. Which of the following would be the best approach for the teacher to utilize when selecting texts to read aloud to students?

reading from a wide variety of genres and texts

An elementary classroom contains several English Language Learners with different native language backgrounds. The teacher gives these students a series of word sort activities featuring various word endings (such as -ed, -ing, -er, and -est). This type of activity shows students how to:

recognize and use inflectional word endings they are unfamiliar with.

A teacher pulls students aside and presents them with a flashcard with large print text on it. The student is asked to then say the word on the card. Some of the words on the cards include "people," "about," "what," and "said." Which skill is the teacher assessing?

recognizing high-frequency words

A second-grade teacher reads a poem aloud to the class and has the students write all the rhyming words on their paper. In this poem, all the rhyming words end with the same spelling pattern. The students are then asked to underline the beginning letters of the rhyming words. Which of the following does this activity best promote?

recognizing segmentation building on word families increasing spelling abilities

A three-year-old prekindergarten student is noticeably struggling with his oral skills compared with the other students in his class, so the teacher begins more formal observations to document his oral language skills. Which of the following skills should the teacher NOT expect the three-year-old to demonstrate when speaking?

regularly talking about the past and future

A kindergarten teacher begins by asking a student in the class to share the first letter of their name. She repeats the letter, writes the letter on the board, then says the student's name with extra emphasis on the first sound. Next, she asks the class to practice making the sound with her, pointing to the letter on the board each time they make the sound. Which of the following best represents the skill focus for this activity?

reinforcing the relationship between phonemes and letters

The development of reading comprehension skills is important in elementary students. Which of the following is the LEAST important strategy in promoting reading comprehension among elementary students?

relate oral language to semantics

A student who is struggling with phoneme substitution would be unable to:

replace the letter /o/ in "dog" with /i/ and correctly say "dig."

The following is a list of vocabulary words for third-grade students presented at the start of a new vocabulary week. seam bias bobbin baste gather woven topstitch needle grain feed The teacher has chosen these words because the students will be reading a short story in which the main character makes a living by sewing. Even though the words are related to the upcoming text and could be valuable during a pre-reading activity, they are not the best choice of words for targeted vocabulary instruction. When choosing targeted vocabulary words for instruction and in order to present the most learning opportunities, the words should:

represent words that students will encounter and use frequently across subject areas.

In preparation for an upcoming unit, a second-grade teacher has identified a list of vocabulary words that will support students' learning. After providing direct instruction on the words' meanings, the teacher is considering how to best support student learning of these new words. Which of the following activities is LEAST likely to help these words become part of the students' working vocabulary?

requiring students to copy definitions into their writer's notebooks

Which of the following best describes a way that a teacher could use student writing to develop new vocabulary?

requiring students to use the editing process to intentionally vary the vocabulary used in the piece of writing.

A second-grade teacher responds to a parent who has reached out for reading guidance for their child. She has noticed that the child frequently rereads books that he has read before and she asks the teacher for help finding new books that he would find interesting. The teacher agrees to help the child find new books, but suggests the parent allow him to spend some of his time rereading old favorites. This suggestion best demonstrates the teacher's awareness of which concept related to reading development?

rereading familiar texts supports fluency development

In order to demonstrate comprehension of a text, a teacher could ask a student to:

retell part of the text.

A kindergarten teacher is planning the next syllabication skill to teach her students who are already blending syllables to form multisyllabic words. Based on the guidelines provided by the Kindergarten TEKS for English Language Arts and Reading, what skill would she most likely teach next?

segmenting and manipulating multisyllabic words

Which type of cueing system is being activated in the scenario below? A teacher creates a series of word lists like the example below, with the topic word at the top and descriptors below. Students are asked to read through the lists, draw a line through any terms that don't belong, and add any words they think are missing.

semantic

When ELL students hear phrases such as, "It's raining cats and dogs outside," or "This is just a drop in the bucket," they may be confused, as they probably need to have specific instruction in:

semantics.

A kindergarten teacher gives a small group of students four cards, each one numbered with a one, two, three, or four. Then, the group receives a bucket of plastic kitchen food (ex. egg, biscuit, banana, watermelon). The teacher models the activity by saying "bis-cuit," clapping once during the "bis-" part of the word, and once during the "-cuit" part. Then, the teacher places the piece of food under the correct number. Students conduct this process for the rest of the food on the table and sort each piece into the right category, one, two, three, or four. The teacher's main goal for this activity is for students to learn how to:

separate words into syllables.

A third-grade teacher assigns her students a short informational text about pill bugs. Before they begin, each student creates a KWL chart in their reading notebooks and works with a partner to fill in the "know" and "want to know" columns. The teacher then creates a large version on the board and the class contributes ideas to fill in the first two columns of the class chart. They will complete the final column after they have read the text. The following class day, the teacher revisits one paragraph from the text. The paragraph describes the pill bug's life cycle, describing the bug's growth and change over its lifespan. Based on the topic, which text structure is most likely to describe the organization of this paragraph?

sequential order

An English language arts teacher is leading her class in a phonics lesson. She says a short sentence that includes one or more words that contain the phonics feature being targeted. She asks students to listen carefully and then write what they heard. The teacher notices that the Spanish-speaking ELLs struggle more than other students to spell the following word pairs: at/ate, bit/bite, and hop/hope. What are the ELLs struggling to distinguish between?

short and long vowels

A student has recently mastered identifying individual phonemes by segmenting or isolating them from spoken and written words. In order to continue progressing along the continuum of decoding skills, the student should receive instruction and practice with:

short vowel, closed syllable CVC words.

Which assessment should a teacher conduct to determine a student's proficiency and development in spelling?

short writing prompt

A third-grade class has been studying mammals and reptiles, and the teacher would like to help students synthesize all the information they have learned about both types of animals. The teacher seats students in pairs and asks them to fill in a blank Venn diagram. Next, the teacher conducts a class discussion in which each pair of students shares their organizer and she records their findings in a whole-group version, shown here: Creating this type of graphic organizer will help students develop their reading comprehension skills by:

showing them how to compare and contrast differences and similarities.

A first-grade teacher creates a fun, engaging story and writes the story on flashcards. The teacher writes unfamiliar words larger than the familiar words so they are easy for students to identify. As the teacher reads to the class, the teacher points to each word as he reads it. After reading through the story one time, the teacher reads the flashcards a second time and tells the students when he points to a word written in big letters to say the word along with him. Which of the following is this activity most likely to help first-graders learn?

sight words

Which word recognition skill is a first-grade classroom most likely practicing if the teacher is using the following word list? you the from come give

sight words

Blocks with letters that are used by students to build words from the word wall would be effective for work with:

sight words.

While listening to a student read, a teacher records the following errors in pronunciation. Word Student Pronunciation Cologne ku-log-neh Sword s-WOR-d Raspberry RASP-ber-rie Based on the errors in all three words, the student is struggling with which phonics pattern?

silent letters

When teaching decoding skills, what kind of words should a teacher use first out of the following choices?

single, closed-syllable words

A prekindergarten teacher is working with an ELL student who is in the early production stage of second language acquisition and uses their home language as the foundation of instruction. According to the Texas Prekindergarten Guidelines, which of the following instructional elements should the teacher incorporate to encourage the student's second language acquisition?

slowly increasing the amount of English language used in instruction

Which activity would best help students master common vowel spelling patterns?

sorting words based on spelling patterns

A first-grade student is struggling to decode words containing multiple syllables. While investigating what could be causing the problem, the teacher notices that she is able to read and spell single-syllable words accurately most of the time. What skill should the teacher revisit to help improve this student's decoding skills?

structural analysis

During a decoding exercise, a first-grade teacher noticed a student could not decode new words when particular suffixes were added to the word. This student would most benefit from which of the following instruction?

structural analysis

A student is attempting to determine the pronunciation and meaning of a word while reading a sentence. Which of the following could help with this unfamiliar word? Select all answers that apply.

structural analysis contextual analysis

Which of the following best describes the segment "able" in "unforgettable."

suffix

A second-grade teacher wants to improve his student's reading fluency. Which activity would be an effective way to achieve this goal?

supervised oral reading

Which of the following words contains a vowel digraph?

sweep

A kindergarten teacher has been working with her students on blending onsets and rimes. Most of the class is struggling to grasp this new skill. The teacher recognizes the need to back up and review a previous skill before continuing with whole-class instruction on blending onsets and rimes. Which of the following would be the most reasonable skill for her to review with her class?

syllable awareness

A kindergarten teacher is preparing a lesson related to phonological development. She provides each of her students with an Elkonin box and tokens. She then writes the following words on the board and says each word aloud: hippo alligator giraffe lion baboon The students then consider how the sounds that make up each word are grouped together. They fill in one box with a token for each unit of pronunciation that contains one vowel sound. What phonological skills is this activity best designed to support?

syllable awareness

At the beginning of the school year, a kindergarten teacher plans various activities to begin informally assessing a wide range of her students' skills, including their emergent reading skills. During class, the teacher writes a sentence on the board and asks her class to clap for each word while she reads it aloud. Then, she reads the sentence again, this time asking the students to count how many words are in the sentence. Following the activity, the teacher determines that most of her students have mastered word awareness. Which of the following skills would the teacher most likely teach next?

syllable awareness

When teaching the alphabetic principle, which step should happen first?

teach letter-sound relationships

A third-grade class is working on an Earth Science unit. The teacher has students read a series of articles on topics that will be covered throughout the unit. Within the articles are bolded vocabulary words the students will be tested over at the end of the semester. In order to help students familiarize themselves with these words, the teacher tells them to make a Frayer model in their notebooks for each word they are expected to know. The teacher creates the following model with the students while introducing the activity: The teacher would like to encourage students to use their Frayer Models to incorporate more vocabulary words into their daily writing journals. The teacher could accomplish this goal by:

teaching students how to use a thesaurus to look up additional synonyms to add to their organizers, and subsequently, their writing.

A first-grade English learner makes many mistakes when pronouncing words because he sometimes uses the letter-sound correspondence he learned from his first language to sound out words in English. Which of the following steps can the teacher take to help him pronounce words correctly?

teaching the student which letter sounds in his native language transfer to English and which do not

Which of these abilities is the weakest connection between strong oral language skills and strong writing abilities?

the ability to decode new words in a text

A prekindergarten teacher meets with small groups of students on a regular basis. During one small group lesson, the teacher reads an alphabet book focused on the letter p. Then, the teacher shows a set of flashcards of words that begin with the letter p. The teacher shows the first card, which has the letter p written in the upper left hand corner, a picture of a pig in the center, and the word pig written at the bottom. The teacher says "p," makes the /p/ sound, and says "pig" while pointing to the picture. Then, each student is invited to repeat the same sounds individually while looking at the card. This activity helps students learn which of the following developmental reading concepts?

the alphabetic principle

A third-grade teacher plans to use the Frayer Model graphic organizer for upcoming vocabulary lessons. What does her use of the tool demonstrate about her understanding of vocabulary development?

the importance of active engagement and critical thinking to vocabulary retention

The onset of a word is:

the initial phoneme or sound in a word.

Reading comprehension is:

the process through which a reader creates meaning and understanding from a text.

A third-grade teacher assigns students an expository text to read with a set of five questions. More than half the class misses the same question about the article's main idea. Which of the following topics should the teacher cover to help students with this concept?

the purpose of titles, subtitles, and topic sentences

Which of the following syllables types is the last syllable in "star"?

the r-controlled syllable

Which of the following best describes the alphabetic principle?

the understanding that words are composed of letters that represent sounds

Which strategy would best help students to self-monitor and reflect upon a text during reading?

think-aloud

A first-grade teacher is planning a series of phonics lessons. Before beginning the lessons, the teacher administers a pre-test to each student on the skills that will be covered. After the lessons, the teacher administers a post-test to each student. The following is an example of one student's assessment. Pre-Test Word List Student Reads Post-Test Word List Student Reads shop hop thin tin dish dist wish which three three sheep sheep cheese chee chair care when hen wheel what What is the teacher's purpose in administering this assessment?

to determine how much students learned from the series of lessons

At the beginning of the year, during open house, a preschool teacher always welcomes her class by reading aloud one of her favorite books. She holds the book up for everyone to see the words and pictures, and she uses her finger to move along the text as she reads. She then encourages parents to also track their progress through books at home by tracing the line of text as they read. Which of the following is the teacher's reason for this suggestion?

to help students develop an understanding of print orientation

A prekindergarten classroom is broken into small groups of 3 or 4. Each group is given a variety of moldable, sensory materials such as playdough, kinetic sand, clay, and rice bins. Students are asked to choose the material they would like to work with. The teacher will call out a letter, and the students need to create that letter using their chosen material. Then the group will check each other's work to see if everyone made the same letter. The teacher walks around the room providing feedback as needed. The primary purpose of this activity is:

to practice and develop alphabetic knowledge in a novel way.

Students in a kindergarten class have recently learned how to decode words that end with -at. Their teacher writes the word mat on a chart and asks the students to suggest other words that end with the -at sound while listing them on the paper underneath. After a few minutes, they have the following list of words: mat bat flat cat sat that What is the most likely goal of this activity?

to reinforce spelling and decoding skills

A first-grade teacher builds upon the phonics foundations already established in kindergarten. Since students progress at different rates, instruction will need to be differentiated to meet individual students' needs. Based on the progression of decoding skills, which of the following groups of words will be taught last?

toy, pout, clown

All of the following are parts of phonemic awareness except:

translating phonemes.

Which of the following is the best definition of a compound word?

two complete words that have joined together as one word with a new meaning

Vowel digraphs are defined as:

two vowels that make only one sound.

A first-grade teacher takes three small square tiles and sits across from one of her students. She says, "I'm going to say a word and then its sounds: mat ... /m/ ... /a/ ... /t/." Then she passes the tiles across the desk to the student and says, "Can you think of another one-syllable word with three sounds?" This activity furthers the student's reading abilities by helping them:

understand that words are made up of separate sounds.

In order to help her students understand that text has meaning, a prekindergarten teacher regularly reads aloud from big books, pointing to the words as she reads them. What other skill from the Texas Prekindergarten Guidelines does this activity support?

understanding print directionality

Inferential comprehension is when a reader:

understands information that is not stated explicitly.

Decoding is the ability to understand and use sound-letter relationships to pronounce written words. Before being able to decode students should first be able to:

use phonemic awareness and phonics.

A student with strong phonics knowledge is able to:

use relationships between symbols and sounds to read and write words.

To support vocabulary development, which of the following activities would be particularly helpful to English Language Learners when assigning a text related to a new instructional unit?

use visual images when pre-teaching unit vocabulary

A first-grade teacher is reading aloud from an instructional text on the life cycle of a butterfly. During the reading, she stops to think-aloud with the goal of teaching the class a specific reading skill. Here is an excerpt of the think-aloud with the teacher's dialogue in italics. There are four parts to the life cycle of a butterfly. First, a butterfly lays an ovum, or egg, on a leaf. I wonder what an "ovum" is. I'm going to reread the sentence before and look at the phrases around the word to see if I can figure it out. The word "egg" is right after, and that makes sense. The butterfly chooses a plant that can provide the larvae with food. Once born, the tiny caterpillar starts eating and molts its skin often. I wonder what the word "larvae" means. After reading before and after the word, it seems like the next sentence calls the "larvae" a "tiny caterpillar." You might see pieces of skin coming off the larvae as it grows. Then, the larvae forms a pupa, or chrysalis. Inside the chrysalis, the pupa is growing into a butterfly. Finally, the chrysalis opens and a beautiful butterfly emerges to dry its wings and fly away. I wonder if a pupa and a chrysalis are the same thing? It seems like the words are used close together and that they both mean the home where the butterfly grows. While conducting this think-aloud, the teacher is modeling which aspect of textual analysis?

using context clues

Beyond word memorization, students must learn to read new words using which of the following skills? Select all answers that apply.

using context clues This is a good way to help determine unfamiliar words. using structural cues such as prefixes, suffixes, and roots This is a good way to help read unfamiliar words. using decoding skills This is a good way to help read unfamiliar words.

While evaluating a student's reading performance, Mr. Daniels identifies two problem areas. The student struggles to correctly read unfamiliar three-syllable words. The miscues from these words are causing comprehension issues after the fact. In order to help the student improve his comprehension, which activities should Mr. Daniels provide?

using context clues to decode for meaning

A first-grade teacher would like to improve her students' ability to track print when it appears on consecutive lines in a book. Several students in the class have a good understanding of the alphabet, corresponding letter sounds, and simple decoding, but they struggle to understand longer lines of text. Which of the following strategies could she use as she models reading a short paragraph containing simple vocabulary in front of the class?

using her finger to touch each word while reading slowly from left to right on the page

A third-grade teacher reads students a book about the day a little girl found a lost dog and returned it to its owner. First, it tells the story from the little girl's perspective. The girl worries about how scared and lost the dog must feel. Then it tells the story from the dog's perspective. It is discovered the dog was actually enjoying the adventure. The teacher asks the class to find an event from the story where the girl incorrectly thought the dog was afraid. What is the focus of this activity?

using literary analysis to evaluate how the narrator influences the story

Students will use a variety of tools to identify words and determine their meaning when they encounter unfamiliar words in context. What approach are students using when they apply their use of structural cues to determine word meaning?

using their knowledge of roots and affixes to determine a word's meaning

A second-grade teacher has an intermediate ELL student in her class. She noticed that the student struggles with oral instructions and needs differentiation for listening activities. Which of the following supports or accommodations would be most appropriate for an intermediate student?

using visual and verbal cues, including gestures, to reinforce spoken words

A first-grade teacher is working with students to improve their automaticity of sight words. The class includes several students whose native language is not English. In order to help this group read sight words automatically and accurately, the teacher should first implement which of the following strategies?

utilize short, repetitive readings containing sight words as well as illustrations to match the events of the text