practice teaching reading praxis

Place the following oral language milestones in the order in which they are developed, earliest to latest. -responding to simple questions with a "yes" or "no" -using content-related vocabulary correctly during conversations -making an oral presentation that is appropriate for the given audience -answering questions using complete sentences and a variety of sentence structures

1. responding to simple questions with a "yes" or "no" 2. answering questions using complete sentences and a variety of sentence structures 3. using content-related vocabulary during conversations 4. making an oral presentation for the given audience

After reading a short story with the class, a teacher asks students to write about two ways that Coyote is clever. A student, Devon, responds as follows. The ferst way hes clever is that he can Shot bowinerows The Next way hes clever is that He noes howto get to the moon Which of the following best describes Devin's writing skill? (A) Devon uses evidence from the text and knows that each syllable of a word contains a vowel sound. (B) Devon spells most high-frequency words correctly and inserts spaces between individual words. (C) Devon understands one-to-one letter- sound correspondence and knows how to apply capitalization and punctuation rules. (D) Devon shows an understanding of story structure and knows how an author uses details to portray characters.

A. Devon uses evidence from the text and knows that each syllable of a word contains a vowel sound

A sixth-grade teacher selects several domain- specific vocabulary words from a textbook before starting a new chapter. In planning an instructional strategy, the teacher chooses the new vocabulary words because they are essential to understanding the new topic. An instructional technique that requires students to gain the deepest level of vocabulary knowledge is the most appropriate instructional technique for the teacher to select. Based on the teacher's goal, which of the following research-based techniques is best for the teacher to include in the instructional plan? (A) Having students create original sentences using the words and apply word meanings across contexts (B) Creating activities in which students categorize words and generate multiple meanings for each word (C) Presenting new vocabulary in an authentic context by asking students to use the words to complete framed sentences (D) Telling students to associate an unfamiliar word with a definition and a synonym or an antonym

A. having students create original sentences using words and apply meanings across contexts

A fourth-grade teacher works with a group of English learners (ELs) on academic vocabulary words. The students discuss the words "house," "bill," and "state," which appear in a social studies text. Before the students read the text, the teacher asks them to write down the definition they already know for each word. Which of the following strategies will best help the students determine the meaning of the vocabulary words while reading? A. Underlining the vocabulary words as they read and using the text around the words to figure out the alternate definitions B. Looking up the vocabulary words in a dictionary and writing down the definitions on a piece of paper to refer to while reading C. Locating synonyms for the vocabulary words in a thesaurus and replacing them in the text with similar terms D. Examining the part of speech for each vocabulary word and using it to help determine its meaning in context

A. underlining the vocabulary words as they read and using the text around the words to figure out the alternate definitions

A dialogue between a teacher and a student follows. Teacher: What is a nocturnal animal? Student: An animal that stays awake at night. Which of the following probing questions best ensures that the student understands the vocabulary with no misconceptions? (A) Can you give me an example of a nocturnal animal? (B) Does a nocturnal animal have any special characteristics? (C) What is a diurnal animal? (D) Where do nocturnal animals live?

B. Does a nocturnal animal have any special characteristics?

Fourth-grade students are researching animals using informational texts. They complete the inquiry chart (I-chart) below to record what they find in various texts. Topic Question 1:Where do elephants live? Question2:What do elephants eat? Question 3:Do elephants live together? What do I/we already know? In Africa Grass and plants using their trunks ? Source 1 African elephants live in the savanna. Some elephants live in forests leaves. twigs. fruit. bark. grass and roots Female elephants live together and male elephants live together Source 2 African. Southeast Asia and South Asia Adult elephants eat about 330 pounds of plants every day They care for each other and are sad when their family dies Source 3 Elephants like to live near water Elephants spend about 18 hours a day eating Families have between 3 and 25 elephants Which of the following is the most important pedagogical reason for having students complete an I-chart? A. It enables students to evaluate the reliability of expository texts. B. It encourages students to build on their prior knowledge of a topic. C. It supports students' understanding of content vocabulary. D. It promotes students' understanding of expository text features.

B. It encourages students to build on their prior knowledge of a topic.

A class prepares to read a science text about an unfamiliar, complex process. The best way the teacher can support students' successful reading of the text is to (A) guide students to continue reading when they come to an unfamiliar word in order to search for context clues (B) assign a small portion of text, and then pause for discussion and student questions before moving on (C) make dictionaries available to students so that they can look up the meanings of challenging vocabulary words before reading each section of the text (D) ask students to do a quick write-up about the process using their background knowledge, and then ask them to share their writing with a partner

B. assign a small portion of text, and then pause for discussion and student questions before moving on

1. A third-grade teacher notices that many students in class exhibit poor reading fluency when asked to read sentences or longer passages aloud and plans to incorporate activities to support fluent reading behaviors. Which THREE of the following activities best accomplish the teacher's objective? A. Encouraging students to record events from a story while they read B. Engaging in choral reading as a class for a page of text C. Asking questions during and after reading a familiar text D. Modeling one sentence at a time aloud for students to imitate E. Providing students with a script to practice and read orally in front of their peers

B. engaging in choral reading as a class for a page of text d. modeling one sentence at at time aloud for students to imitate e. providing students with a script to practice and read orally in front of their peers

During a lesson on how to conduct online research, a teacher introduces guidelines to students about how to determine whether information is credible. Which of the following statements describes the most important guiding principle of assessing the reliability of sources? (A) Using only primary sources for research (B) Evaluating sources based on their authority, relevance, and accuracy (C) Examining the information to ensure it is thorough enough for the topic (D) Incorporating resources that are blogs or wikis, no matter the type of research

B. evaluating sources based on their authority, relevance, and accuracy

A third-grade teacher has completed a running record and a spelling inventory for each member of the class. One student misread the words "big," "chat," and "pen" during the running record. On the spelling inventory, the student was able to successfully complete all beginning and ending consonants in CVC pattern words. Which of the following is the best instructional focus for the student? (A) Digraphs (B) Short vowels (C) Word-attack skills (D) Long vowels

B. short vowels

A second-grade teacher is reading the text Click, Clack, Moo: Cows That Type by Doreen Cronin to the class. The teacher reads the sentence, "The cows were growing impatient with the farmer." The teacher stops reading after this sentence and says to the class, "Hmm... I wonder what the word 'impatient' means? I know that the farmer just got another note from the cows that said they won't give any milk. I bet that makes the farmer really mad! I'm going to keep reading to see whether I can figure out what impatient means." The teacher is using which of the following? (A) A miscue analysis (B) A semantic-feature analysis (C) A think-aloud strategy (D) A running record

C. a think-aloud strategy

Which of the following is most appropriate for a teacher to use when organizing flexible groups for reading instruction? (A) Current standardized reading assessment results when developing long-range goals (B) Results from a variety of assessments when forming balanced mixed-ability groups (C) Formal and informal measures when targeting students' short-term common needs (D) A teacher-prepared survey when determining students' authentic reading interests

C. formal and informal measures when targeting students' short-term common needs

A sixth-grade teacher engages students in an activity that integrates reading and writing in a social studies unit of study. In the note-taking format shown, students take notes on the right side of the organizer as they read part of a chapter in the textbook. When the reading is complete, the students summarize the main ideas and read the notes they have recorded to develop questions that the notes would answer. Questions Answered by the Notes: Notes: Summary of Notes: Which of the following best identifies the long- range goal of the instructional technique used to support students' learning? (A) Providing direct instruction to help students learn the conventions of formal academic writing (B) Supporting students' ability to paraphrase a variety of facts that can be later used as a source in other writing assignments (C) Fostering students' critical-thinking skills and processing of key concepts and ideas in a content area (D) Showing students that writing can be used to initiate oral discussions and generate a diversity of views about an author's purpose

C. fostering students' critical-thinking skills and processing of key concepts and ideas in a content area

A fourth-grade teacher presents the word "mobile" to students when discussing cell phones and states that sometimes a cell phone is called a "mobile phone." The teacher then presents the class with the words "automobile" and "mobilize" and asks them to explain, based on their knowledge of these two words, why it makes sense to refer to a cell phone as a "mobile phone." The teacher is focusing instruction on which of the following? (A) Context clues (B) Letter-sound correspondence (C) Morphology (D) Syntactic knowledge

C. morphology

Which of the following instructional strategies best completes the chart? Reading Comprehension: Directed reading- thinking activity Inquiry chart Think pair-share Reading Fluency: Shared reading Partner reading ? Writing: Sentence combining Paragraph hamburger Revising Vocabulary: Word hunts Possible sentences Word walls (A) Semantic feature analysis (B) Brainstorming (C) Readers' theater (D) Anticipation guide

C. readers' theater

Place the reading strategies in the list in order according to when the strategy is used: before, during, or after reading. Click and drag each strategy to the appropriately labeled box. Summarizing, Self-monitoring, Setting a purpose 1. Before reading 2. During reading 3. After reading

1. Before reading: setting a purpose 2. During reading: self-monitoring 3. After reading: summarizing

Which of the following text-dependent questions best focuses students to think about the craft and structure of a text? (A) What did the main character do when he saw the letter? Why? (B) Have you ever read another story like this? How are they similar? (C) How has Ma and Karin's relationship changed over the course of the story? What changed it? (D) How did the author describe Bradley's uncle? Why did the author choose to describe him that way?

D. How did the author describe Bradley's uncle? Why did the author choose to describe him that way?

Which of the following actions best reflects an understanding of the research on teaching the alphabetic principle to young students? (A) Teaching students the letters and their corresponding sounds in alphabetical order (B) Introducing students to similar-sounding or similar-looking letters in close succession (C) Introducing students to the long vowel sounds before introducing them to the short vowel sounds (D) Teaching students continuous vowel and consonant sounds before teaching stops, or clipped sounds

D. Teaching students continuous vowel and consonant sounds before teaching stops, or clipped sounds

A student demonstrates mastery in spelling the CVC and CVCe pattern words. The next spelling word pattern that will be focused on during explicit instruction are vowel digraphs. Which of the following instructional activities best supports directed instruction of vowel digraphs? (A) Picture sorts (B) Elkonin boxes (C) Open-word sorts (D) Closed-word sorts

D. closed-word sorts

1. A team of first-grade teachers writes formative common assessments that will determine whether students possess certain beginning literacy skills. Place the best assessment description with each literacy element. Phonological awareness, phonics, fluency, comprehension a. Providing students with a base word and telling them to write new words by adding letters to the base b. Giving students short lists of rhyming words and asking them to verbally add a word to each list c. Assigning students to work with a partner to orally retell a story the teacher has read to the class d. Instructing students to read an unfamiliar passage aloud three times in a row.

Phonological awareness: b. Giving students short lists of rhyming words and asking them to verbally add a word to each list. Phonics: a. Providing students with a base word and telling them to write new words by adding letters to the base Fluency: d. Instructing students to read an unfamiliar passage aloud three times in a row. Comprehension: c. Assigning students to work with a partner to orally retell a story the teacher has read to the class

Place each description beside the spelling stage it exemplifies. -using inflectional endings, changing spellings when needed -writing words with long vowel patterns and r-controlled vowels -writing the beginning and ending consonant sounds of words -drawing random capital or lowercase letters, numbers, or other symbols

Stage 1: Emergent Spelling- drawing random capital or lowercase letters, numbers, or other symbols Stage 2: Letter-Name Alphabetic Spelling- writing the beginning and ending consonant sounds of words Stage 3: Within Word Pattern Spelling- writing words with long vowel patterns and r-controlled vowels Stage 4: Syllables and Affixes Spelling- using inflectional endings, changing spellings when needed

The student selects a text that has too high a reading level. The student chooses the same book repeatedly. The student is overwhelmed with selecting a text. The student no longer enjoys a book he or she has. a. Encourage the student to select a book by a favorite author or topic b. Suggest the student read the book using paired reading with a parent c. Ask the student about his or her interests and explain how the books are organized in the library d. Provide several book choices and encourage the student to determine the readability of a text before making a selection

The student selects a text that has too high a reading level.-b. Suggest the student read the book using paired reading with a parent The student chooses the same book repeatedly. - a. Encourage the student to select a book by a favorite author or topic The student is overwhelmed with selecting a text.- c. Ask the student about his or her interests and explain how the books are organized in the library The student no longer enjoys a book he or she has been reading.- d. Provide several book choices and encourage the student to determine the readability of a text before making a selection

Which type of writing is each? expository, persuasive, narrative, descriptive a. Think about the protagonist and antagonist and write a short story using a modern setting. b. think about whether or not Tom Sawyer and Huckleberry Finn should really be friends and write an essay that explains your reasons. c. think about the emotions included in the text and write about these with cadence and rhythm d. think about how the text was structured and write an essay that explains and provides examples of the characteristics of the author's style

a. Think about the protagonist and antagonist and write a short story using a modern setting-narrative b. think about whether or not Tom Sawyer and Huckleberry Finn should really be friends and write an essay that explains your reasons- persuasive c. think about the emotions included in the text and write about these with cadence and rhythm- descriptive d. think about how the text was structured and write an essay that explains and provides examples of the characteristics of the author's style-expository

A first-grade teacher notices during guided reading that a student has difficulty decoding words such as "ran," "pet," "him," and "hot." Which of the following is the most appropriate way for the teacher to confirm the student's difficulty? A. Administering a phonemic-awareness assessment in which the student breaks spoken words into individual phonemes B. Choosing an appropriate passage for the student to read aloud and noting how many words the student can read in 1 minute C. Checking for understanding by asking explicit questions after the student has completed reading a grade-level passage D. Presenting a list of grade-level high-frequency words for the student to read aloud

a. administering a phonemic awareness assessment in which the student breaks spoken words into individual phonemes

1. A fourth-grade teacher intends to use student performance data to guide lesson planning for small-group reading and remediation of specific skills. Which THREE of the following actions are most appropriate for using the data to inform instruction? A. Analyzing data prior to adjustment of instructional goals and delivery B. Analyzing data after the adjustment of instructional goals and delivery C. Analyzing data to determine summative descriptions of performance D. Analyzing data to determine formative descriptions of performance E. Analyzing data to determine norm-referenced descriptions of performance

a. analyzing date prior to adjustment of instructional goals and delivery b. analyzing data after the adjustment of instructional goals and delivery d. analyzing data to determine formative descriptions of performance

A fourth-grade teacher works with a small group of students who decode well but demonstrate poor comprehension. Through various informal assessments, the teacher determines that the students do not effectively apply knowledge of prefixes, suffixes, roots, and bases when words change form, and therefore students often lack understanding of academic text. Which THREE of the following activities best help students improve morphological analysis for better reading comprehension? A. Combining word parts written on cards to form new words B. Making lists of words with similar affixes in a vocabulary notebook C. Completing a cloze by using a bank of word parts to fill in blanks in sentences D. Examining word affixes and roots on semantic map posters E. Studying words with common bases and roots for a spelling quiz

a. combining word parts written on cards to form new words c. completing a cloze by using a bank of word parts to fill in blanks in sentences d. examining word affixes and roots on semantic map posters

A student spells the following words correctly: "chat," "fish," "shape," and "church." Which of the following spelling patterns has the student mastered? (A) Digraphs (B) Blends (C) Short vowels (D) Long vowels

a. diagraphs

Mr. Krause's fourth-grade students are having difficulty answering text-dependent comprehension questions. He plans to use the question-answer relationship (QARQ A R) strategy to help students comprehend the types of questions being asked. The QARQ A R strategy supports students in A. distinguishing between textually explicit and textually implicit questions B. identifying the text structure presented in the questions asked C. determining whether the question requires an answer or is hypothetical D. using words directly from the question to formulate a complete response

a. distinguishing between textually explicit and textually implicit questions

1. Students in a fifth-grade class are working on writing personal narratives. After examining their first drafts, the teacher realizes the students need additional scaffolding to be successful. Which of the following instructional methods will best help students develop their personal narratives? A. Giving students a list of lively, descriptive, emotional, and precise words to consider using B. Reminding students that varying sentence structure makes writing more interesting C. Providing students with a review and checklist for how to write effective thesis statements D. Encouraging students to support key details with logic, facts, and quantifiable evidence

a. giving students a list of lively, descriptive, emotional, and precise words to consider using

A kindergarten teacher sets a benchmark goal for students to quickly recognize a set of ten new sight words within a three-week instructional time period. The teacher introduces the words by using flash cards and engages students in a series of activities that reinforce learning within authentic contexts. During this time, the teacher also creates a small-group workshop activity in which students view each word printed in large letters on a card, say the word, and then use pipe cleaners to form the word. Which of the following is the primary benefit to students of participating in the workshop activity? A. Improving long-term memory of a nondecodable word by engaging multiple student senses in learning B. Building a student's reading fluency by improving the ability to flexibly apply phonological awareness skills C. Increasing a student's ability to use several sensory modalities to phonetically decode and recognize an unknown word D. Reinforcing recognition of a word through a student's ability to connect visual language symbols with sounds that the symbols represent

a. improving long-term memory of nondecodalbe words by engaging multiple student senses in learning

1. A third-grade student recently qualified for gifted services. The student typically receives perfect or near-perfect scores on classroom work and writing assignments and does not need to study or prepare in advance for comprehensive examinations. Which of the following is most important when assessing the student? A. Modifying assessments for the student so as to increase their rigor B. Involving the student in devising any assessment to be given C. Exempting the student from taking assessments in favor of independent study D. Placing the student in an alternate location during assessments to reduce testing time

a. modifying assessments for the student so as to increase their rigor

A second-grade teacher reviewed data from the midyear literacy screening and compared them to the data from the beginning-of-the-year literacy screening. The data revealed that the students who were grade-level readers at the beginning of the year showed very little growth in reading comprehension, and two-thirds of the emergent readers were ready to be placed with the grade-level readers. Which of the following strategies will best help accelerate the growth of the grade-level readers? A. Playing recordings of interesting stories that are above the students' reading level and discussing character development, plot, and theme B. Using guided reading groups to assign students texts at their independent reading level and asking them to complete comprehension questions C. Telling students to practice silent reading with texts at their instructional level and requiring them to journal about setting, conflict, and resolution D. Using guided reading groups to assign students texts at their frustration level and practicing the use of context clues to define new words

a. playing recordings of interesting stories that are above the students' reading level and discussing character development, plot, and theme

Which of the following is the best way for a teacher to assess students' phonological awareness? (A) Saying the word "lamp" and asking students to come up with rhyming words (B) Asking students to identify the letter at the beginning of the word "desk" (C) Distributing the letter cards "b," "a," and "t" and asking students to order the letters to create a word (D) Displaying the written word "cat" and asking students to sound it out as they tap each letter

a. saying the word "lamp" and asking students to come up with rhyming words

Which of the following is the most effective strategy for building and extending students' vocabulary knowledge? A. Showing students how to use roots and affixes to determine meanings B. Asking students to use unfamiliar words in a sentence C. Asking students to look up the definitions of unfamiliar words to determine meanings D. Requiring students to memorize the spelling of unfamiliar words

a. showing students how to use roots and affixes to determine meanings

Which of the following statements about the correlation between phonemic awareness and reading development is best supported by research? A. Students' reading skills advance as students develop greater phonemic awareness. B. Weak phonemic awareness has virtually no impact on reading skills after the third grade. C. Students with weak phonemic awareness often acquire strong decoding skills to compensate. D. Poor reading skills in the later grades are solely the result of weak phonemic awareness in the early grades.

a. students' reading skills advance as students develop greater phonemic awareness

1. A team of fifth-grade teachers collaboratively provide explicit instruction to support the development of students' listening skills. The teachers select a series of videos and recorded books to build students' background knowledge, vocabulary, understanding of text structures, and inferencing abilities. The teachers' actions best indicate an understanding of which of the following research-based findings related to the connection between listening and reading comprehension? A. The influence of listening comprehension on reading comprehension increases over time, since both require the application of similar language processes. B. Content presented orally is of greater interest to and easier for students to process than reading a text that requires proficient word-recognition skills. C. As students develop more advanced literacy skills over the elementary years, the influence of listening comprehension on reading comprehension lessens. D. Students who lack basic decoding skills will need effective instruction in listening to learn content and limit the gap between reading and listening comprehension.

a. the influence of listening comprehension on reading comprehension increases over time, since both require the application of similar language processes

Ms. Dorsey, a second-grade teacher, begins a lesson by reviewing the story grammar of conventional short fiction. She reminds students that most stories have a beginning that includes information about the setting and the main characters. Then an event introducing a goal or problem occurs, followed by a series of events in which the characters attempt to solve the problem. At the end of the story, the goal or problem is finally resolved. Which of the following best explains the teacher's rationale for instructing students in recognizing story grammar in fictional texts? A. To provide a framework that helps students to comprehend and retain story information B. To improve skill in noticing how character traits change over the course of a story C. To support interest and motivation to engage in wide, independent reading activities D. To use the understanding of repetition in fictional plot development to write an original story

a. to provide a framework that helps students to comprehend and retain story information

1. The instructional strategy list-group-label is most effective for teaching which of the following? A. Vocabulary B. Phonics skills C. Concepts D. Phonological awareness

a. vocabulary

A second-grade teacher guides students in using Elkonin boxes to write letters in boxes under pictures. Which of the following phonics concepts does the strategy best reinforce in the example shown? Words: boat, soap, road A. Vowel digraphs B. Schwa sounds C. Short vowels D. Consonant blends

a. vowel diagraphs

1. Which of the following literacy activities best demonstrates a first-grade student applying the literacy principle of decoding and encoding as reciprocal skills? A. Writing teacher-dictated sentences that include words in the CVCV C V C V pattern following instruction and word-sort activities using the pattern B. Reading a story about a little boy's family pet and recording a spontaneous retelling of the tale for classmates to listen to as a literacy workshop activity C. Attending closely as a teacher reads a picture book aloud and provides instruction in the various components of print literacy skills D. Reading a short fictional story independently and creating a story map through a series of drawings that illustrate major story elements

a. writing teacher-dictated sentences that include words in the CVCV C V C V pattern following instruction and word-sort activities using the pattern

1. At the beginning of the school year, second-grade teachers meet to collaborate on a comprehensive instructional plan to teach students the five-step writing process. The teachers set a goal of creating a systematic writing program that will result in students requiring less direct guidance and support while moving toward independence over the course of the year. In which of the following teaching models are students engaged in the writing process at the most independent level? A. A teacher and students talk and think aloud as they share in the task of creating a writing piece. B. A teacher observes as students apply their writing skills to produce a draft during the creation of a writing piece. C. A teacher thinks aloud while composing a writing piece and explaining the strategies that are being used. D. Students contribute ideas for a writing piece as the teacher transforms the thoughts into writing.

b. A teacher observes as students apply their writing skills to produce a draft during the creation of a writing piece

1. A fifth-grade teacher wants students to create semantic gradients like the ones below to expand their understanding of known vocabulary words. The teacher provides students with a children's thesaurus to help them complete the assignment. Which of the following is a major limitation of using only a thesaurus for this activity? A. The students may not be able to spell the words correctly. B. A thesaurus does not distinguish between shades of meaning. C. Students cannot distinguish between synonyms and antonyms. D. The thesaurus does not have a wide variety of words in it.

b. a thesaurus does not distinguish between shades of meaning

Example #1a. Dylan ate lunch ate Joe's Pizzeria. b. Joe's Pizzeria is Dylan's favorite restaurant to go to on weekends. Dylan ate lunch at Joe's Pizzeria, his favorite restaurant to go to on weekends. Example # 2 a. Ms. Tyler is Sally's favorite teacher. b. Ms. Tyler is kind and always fair to everyone in the class. Ms. Tyler, Sally's favorite teacher, is kind and always fair to everyone in the class. A teacher engages students in a discussion of how the two sentences in each of the preceding examples are combined into one sentence. The teacher's goal can best be identified as providing instruction in which of the following rules of grammar? a. Complete sentences contain a subject, a verb, and a stand-alone idea. b. Appositives are modifying nouns or phrases that eliminate wordiness and redundancy. c. Dangling modifiers can be avoided by writing in the active rather than the passive voice. d. Parallelism means that phrases in the same sentence have the same grammatical structure.

b. appositives are modifying nouns or phrases that eliminate wordiness and redundancy

1. While reading a short passage from a realistic fiction story aloud to the class, a student reads the following sentence. "I didn't think what I had done was so bad, but my mother sure knows how to make a mountain out of a molehill." The teacher focuses the students' attention on the author's use of the phrase "to make a mountain out of a molehill" as an example of figurative language. Which of the following teacher actions is the most appropriate next step in helping students understand the phrase? A. Having students recall other texts in which an author has used other unique linguistic structures B. Asking students to decide whether the literal meaning of the phrase is the author's intended message C. Adding the phrase to a student-created poster of author's tools used to convey meaning by using language in interesting ways D. Requiring that students write explanations of their personal reactions to the author's purpose for selecting the phrase to convey meaning

b. asking students to decide whether the literal meaning of the phrase is the author's intended message

1. During a phonics lesson, a third-grade teacher provides direct instruction to a small group of students on how to decode multisyllabic words by identifying the syllable types found within the word and applying the phonics rules that govern each. The beginning of the teacher's instructional sequence with students is shown below. Teacher: Listen and tell me what you hear that is the same in each of these words:" sudden," "velvet," "kitten," "napkin," "contest." Student: Each of these words has two syllables. Teacher: Correct. Do you hear anything else that is the same? Student: Each syllable in the words has a short vowel sound. Teacher: That's right. Now I'm going to show you the words on this chart. What do you notice? Student: Each syllable contains one vowel followed by a consonant. When continuing the discussion with students, the teacher should inform students that each of the words presented in the lesson contains which of the following syllable types? A. Vowel digraph syllable B. Closed syllable C. Final stable syllable D. Open syllable

b. closed syllable

After presenting a group writing assignment to students, a third-grade teacher plans to introduce technology to foster group collaboration. Which of the following uses of technology would best help the teacher meet this goal? A. Having the students take turns at a computer station B. Employing an online document-sharing service C. Setting up a group chat on a social-media platform D. Utilizing an online bulletin board

b. employing an online document-sharing service

1. After reading the passage, the teacher asks students to make an inference about what is shown by King George's description of himself in sentence 3 versus his perception of the American colonists in sentence 4. Which of the following methods initiated by the teacher will best help students make inferences? A. Discussing the value of the dialogue for providing information B. Examining the use of a simile to create comparisons C. Considering the inclusion of many of the capitalized words D. Analyzing the presence of hyperbole for dramatic effect

b. examining the use of a simile to create comparisons

1. A teacher designs a lesson on black holes as part of a unit on the solar system. Before reading the following paragraphs to the students, the teacher underlines words that are likely to be unfamiliar to them. Which of the following instructional strategies is most appropriate to use to develop students' deep understanding of the meaning of the targeted underlined words? A. Having students refer to a dictionary or science Web site to locate the etymology of each underlined word, study it, and record it in a reading journal B. Having students create a visual organizer that displays a definition, synonyms and antonyms, examples and nonexamples, and one or two contextual uses for each underlined word C. Asking students to independently locate each underlined word in a reference source, write the definition of each word using their own words in a journal, and share personal findings with peers D. Asking students to add the underlined words to personal word banks in their journals, use each word in a sentence, and prepare note cards to use for periodic review and practice activities

b. having students create a visual organizer that displays a definition, synonyms and antonyms, examples and nonexamples, and one or two contextual uses for each underlined word

1. A kindergarten teacher plans a lesson designed to give students guided practice in learning a phonological awareness skill. Having students participate in which of the following activities best meets the teacher's goal? A. Asking students to follow along as the teacher moves a finger from left to right while orally reading a line of text in a picture book B. Having students say the word "airplane" and then asking them to say it again without pronouncing "air" C. Distributing a set of plastic letters to students and having them use the manipulatives to form decodable words D. Cutting a student's name card into individual letters and modeling how to put the letters together to form the name

b. having students say the word "airplane" and then asking them to say it without pronouncing "air"

1. A first-grade student struggles when reading words with long-vowel patterns. Which of the following strategies will best help the student master words such as "train," "fight," and "mow"? A. Identifying words with open syllables in an assigned piece of text B. Memorizing individual word patterns to decode new words C. Segmenting individual phonemes to decode new words D. Singing nursery rhymes that contain words with similar patterns

b. memorizing individual word patterns to decode new words

1. The data is based on a recent assessment of fourth-grade students reading a short passage. The teacher analyzes the data to identify areas most in need of improvement. Which of the following instructional strategies will best meet the needs of Molly, Marcy, and Don? Students Vocabulary Comprehension Fluency Molly 75% 68% 60% Marcy 73% 65% 60% Don 72% 70% 55% A. Giving the students review activities and games to practice unknown words B. Pairing the students to read aloud and provide feedback to each other C. Providing the students with graphic organizers to use while reading D. Encouraging students to read more books at home for pleasure

b. pairing the students to read aloud and provide feedback to each other

1. A teacher prepares two visuals to model the components of a particular type of writing. A video clip of an advertisement featuring a well-known athlete as the spokesperson for a popular brand of shoe A pamphlet for mobile phone insurance that features images of damaged and cracked mobile devices The visuals best facilitate instruction about which of the following types of writing? A. Narrative B. Persuasive C. Expository D. Descriptive

b. persuasive

Which of the following is the ability to recognize that words in oral language are made up of a variety of sound units? A. Alphabetic knowledge B. Phonological awareness C. Letter knowledge D. Print awareness

b. phonological awareness

A third-grade teacher's reading instruction includes sources from multiple content areas. During a science lesson, students are reading a trade book about plants; the book contains many new and difficult vocabulary words, such as "chlorophyll," "germinate," and "photosynthesis." Which of the following teaching activities will best help the students develop an understanding of the new words? A.Making lists of words from the science book to post on a word wall in the classroom B. Planning direct instruction using multimedia methods to introduce words in rich contexts C. Having students assume definitions for the new words and relate them to words they already know D. Giving the students Venn diagrams to sort the new vocabulary into well-defined categories

b. planning direct instruction using multimedia methods to introduce words in rich contexts

1. During a small-group literacy workshop, a teacher reads a classic fairy tale aloud to students. While reading, the teacher stops to discuss how good readers adjust the pitch and volume of their voice, use punctuation cues to attend to proper phrasing, and read with natural expression. The teacher's instruction primarily emphasizes which of the following components of reading fluency? A. Accuracy B. Prosody C. Automaticity D. Rate

b. prosody

Which of the following phonemic manipulations is the most complex and is generally developed last by most students? A. Change the /m/ in "mouse" to /h/. B. Say "frame." Say it again without the /r/. C. What word is made when "bl" and "oom" are combined? D. Say "doughnut." Now say it again, but don't say "dough."

b. say "frame." say it again without the /r/

1. Which of the following is a primary benefit of including mentor texts in an instructional program to develop students' writing abilities? A. Improving students' skill in applying standard English conventions in their own writing by focusing on an author's accuracy in written expression B. Showing examples that students can emulate of how an author communicates ideas through elements such as word choice, text structure, and point of view C. Allowing students to self-assess their writing pieces by using writing models to create rubrics that clearly describe elements of effective writing D. Encouraging students to progress through the steps in the writing process fluently and quickly by allowing them to use models that demonstrate the relationship between writing and oral language

b. showing examples that students can emulate of how an author communicates ideas through elements such as word choice, text structure, and point of view

A teacher focuses on the following skills while working with a group of students. Clarifying a purpose for reading Previewing a text before reading Monitoring understanding by adjusting reading speed Checking for understanding after reading a text The teacher is primarily developing students' ability to A. draw conclusions from information or clues they find in a text B. use metacognitive strategies to think about and have control over their reading C. activate background knowledge to help them understand what they are reading D. synthesize information in a text to explain what the text is about

b. use metacognitive strategies to think about and have control over their reading

1. A fifth-grade student applies metacognitive strategies learned during instruction while reading a novel of choice during free-reading time. While conferencing with the teacher about the novel, the student mentions that there are many unfamiliar vocabulary words in the text. Which of the following metacognitive strategies is best for the teacher to suggest when helping the student decipher unknown vocabulary? A. Making notes in the margins of the novel B. Using context clues and knowledge of affixes C. Completing a self-created graphic organizer while reading D. Going back to reread text for clarification

b. using context clues and knowledge of affixes

1. While explicitly and systematically teaching phonics to students, a teacher wants to ensure proper phonics maintenance. Which of the following strategies will best meet the teacher's goal? A. Highlighting examples of words in texts that introduce a new spelling pattern B. Using index cards to review previously taught sound-letter relationships C. Orally manipulating onsets and rimes in word families as a class D. Modeling how to break words apart into sounds with small groups

b. using index cards to review previously taught sound-letter relationships

In order to develop students' spelling skills a teacher presents the following words to the class. Chin Shut Draw Rash Which of the following strategies best utilizes a multisensory and recursive approach to teaching the spelling of these words? A. Chanting a poem with the digraph sounds found in the words B. Using letter tiles to build previously learned CVC words along with the new words C. Completing a work sheet that matches pictures with the correct digraphs in the words D. Writing each new word and similar CVC words multiple times

b. using letter tiles to build previously learned CVC words along with the new words

A kindergarten teacher prepares to use an interactive read-aloud to enhance students' vocabulary knowledge. Which of the following best describes a guideline the teacher should adhere to when selecting the vocabulary words the students will learn? A. Words that are abstract in meaning should be chosen, because they require more frequent exposure before students can conceptualize them. B. Words that are used multiple times should be chosen, because they provide students with repeated exposure in a meaningful context. C. Words that represent a variety of disparate themes should be chosen, because they help to broaden students' background knowledge. D. Words that are unique to an individual text should be chosen, because they are not likely to be seen elsewhere by students.

b. words that are used multiple times should be chosen, because they provide students with repeated exposure in a meaningful context

1. When planning instruction to support students' reading development, a third-grade teacher includes the following activities. Engaging students in reader's theater Requiring students to participate in repeated readings Modeling fluent reading of various genres Providing opportunities for independent reading By engaging students in the activities listed, the teacher best demonstrates an understanding of which of the following principles related to growth in literacy? A. A reader's ability to consistently process all genres of text at a rapid rate results in deeper comprehension of complex ideas. B. A reader's participation in oral reading activities with peers promotes the reader's interest in wide reading of complex texts. C. A reader who can fluently and automatically decode words can give full attention to comprehending a written text. D. A reader's exposure to texts in various genres allows the reader to absorb linguistic differences in authors' writing styles.

c. a reader who can fluently and automatically decode words can give full attention to comprehending a written text

Which of the following strategies is most likely to be effective in motivating elementary students to read independently in school? A. Reminding students that reading is crucial to being successful in the future B. Providing extrinsic rewards such as free time when students read more C. Allowing students to choose texts about topics that interest them D. Engaging students in critical thinking activities during guided reading

c. allowing students to choose texts about topics that interest them

A kindergarten teacher is helping students develop concepts about print. The teacher can best achieve the goal by using which of the following approaches? A. Helping students understand that a new word is formed when adding certain sounds to the beginning of a familiar word B. Having students identify a missing word in a familiar text when only one vowel in the word is provided C. Asking students questions about the number of words in a sentence and where a sentence begins and ends in a paragraph D. Creating word-family charts so that students can see that words look alike when their endings sound alike

c. asking students questions about the number of words in a sentence and where a sentence begins and ends in a paragraph

1. A teacher selects words from a storybook and places them in a pocket attached to the back cover. The student removes all the familiar words from the pocket and attempts to find the remaining words within the text of the story. Which of the following is the instructional purpose of the activity? A. Enhancing reading fluency B. Developing phonemic awareness C. Building sight word vocabulary D. Recognizing initial consonants in words

c. building sight word vocabulary

1. Which of the following instructional strategies is best for a first-grade teacher to use with emergent readers? A. Teaching a minilesson on a specific skill and asking students to complete independent practice of that skill B. Demonstrating two or three reading objectives in one lesson and facilitating guided practice for each of the objectives C. Designing a series of lessons with one reading objective and providing modeling, think-alouds, and guided practice of the objective D. Providing students with time to read independently and helping them select books with proper leveling, content, and interest factors

c. designing a series of lessons with one reading objective and providing modeling, think-alouds, and guided practice of the objective

1. The table shown represents data gathered by a classroom teacher after administering diagnostic reading assessments to a second-grade class over the course of the school year. Shown are the data for a specific student as well as the class averages. AVERAGE NUMBER OF WORDS READ CORRECTLY PER MINUTE Fall Winter Spring Grade 2 class average 51 72 89 Daniel 48 67 80 Which of the following instructional supports is best justified by the data shown? A. Enhancing self-monitoring strategies B. Strengthening vocabulary development C. Developing greater reading fluency D. Increasing text comprehension

c. developing greater reading fluency

A preschool teacher works with a small group of students in a center and asks them to walk around the room to find and name groups of five objects or pictures that begin with the same sound. Students first find a bat, a ball, a box, a boat, and a bug. Then they identify a chair, a chart, a chain, a chick, and a cherry. Which of the following early literacy concepts is best supported by the instructional activity? A. Distinguishing letter-sound correspondence in printed words B. Locating the onset and rime of words commonly used in class C. Developing phonological awareness by recognizing alliteration D. Building vocabulary based on items that are accessible in class

c. developing phonological awareness by recognizing alliteration

Which of the following reading skills is the most important prerequisite to understanding an author's purpose? A. Creating mental images while reading B. Eliminating unnecessary information C. Distinguishing between facts and opinions D. Making personal connections to the text

c. distinguishing between facts and opinions

1. A teacher notices that a student reads fluently but struggles to understand the text afterward. Which of the following strategies is best for the teacher to implement to help increase the student's understanding? A. Lowering the readability level of text the student is reading B. Limiting comprehension questions about the text to literal questions C. Encouraging the student to think about connections with the text D. Requiring the student to do increased time trials of short passages of text

c. encouraging the student to think about connections with the text

A teacher has students read the following passage during a science lesson. The teacher then refers to the same passage during the reading block to demonstrate the structure of certain forms of informational text. Not all stars are the same, and it is important to understand their properties. There are five parameters of stars that we can measure. Luminosity is the measure of how much energy is emitted by the star. Stars also have their own size and temperature. The mass of stars can be measured, and we can also determine their composition. The passage best demonstrates which of the following text structures? A. Generalization B. Sequence C. Enumeration (lists) D. Classification

c. enumeration (lists)

1. A teacher begins a new unit on writing a persuasive letter. Which of the following instructional methods is best for the teacher to use during the planning stage? A. Providing students with a predetermined list of topic options B. Pairing students to share sentences orally before writing them C. Helping students determine appropriate goals for their letters D. Presenting a checklist to students for evaluating their letters

c. helping students determine appropriate goals for their letters

1. After reading the excerpt aloud to students, the teacher deduces that the students are struggling with understanding several unfamiliar vocabulary words. The teacher asks students to identify the top three most difficult words that they cannot define. The words are "rebellious," "regiments," and "traitor." Which of the following teaching methods best helps students learn the meaning of the words in the excerpt? A. Having students read the sentences aloud and look for context clues B. Advising students to look up the words on their electronic devices and create electronic flash cards C. Instructing students to refer to a list of common affixes that break the words into parts that they can define D. Dividing students into groups to study one assigned word and make a word map for classroom display

c. instruction students to refer to a list of common affixes that break words into parts that they can define

1. A teacher selects both fiction and nonfiction texts that all students in a guided reading group can read independently with 95 percent accuracy. The teacher instructs the students to read the texts aloud together chorally four times over a period of time. Which of the following changes to the activity best facilitates reading fluency? A. Including only texts that students can read with 100 percent accuracy B. Choosing either all fiction or all nonfiction texts C. Modeling how to read the selected texts before asking the students to read them D. Introducing key vocabulary words before having students read the texts

c. modeling how to read the selected texts before asking the students to read them

1. A teacher provides students with sentences to use to determine the meanings of words according to their contexts. Which of the following sentences best fulfills the teacher's purpose? A. "Decomposers" are beneficial to the environment. B. Please "reanalyze" the errors in the assignment. C. "Omnivorous" animals prefer eating both plants and meat. D. My "radius" is broken, but the doctor says the injury is not life threatening.

c. omnivorous animals prefer eating both plants and meat

1. A first-grade teacher wants to use an analytical approach to instruct students in phoneme-grapheme correspondence. Which of the following instructional scenarios is best for the teacher to use? A. Teaching the class one letter-sound relationship per week in order of the alphabet B. Assisting students with identifying an unfamiliar word as they read connected text by teaching a specific letter-sound relationship C. Presenting students with previously learned words to assist them in learning specific letter-sound relationships and patterns D. Teaching students individual letter-sound relationships and then blending the sounds together to form a recognizable word

c. presenting students with previously learned words to assist them in learning specific letter-sound relationships and patterns

1. A group of students have an accuracy rate of 94% and above on a recent running record. Which of the following activities will best help improve the development of the students' reading skills? A. Continuing to read books at the current level because students are succeeding B. Reading familiar books with a partner of a lower reading level C. Reading books at the next level with teacher support D. Listening independently to audiobooks from the next level

c. reading books at the next level with teacher support

Which of the following should a teacher do to best help students who are revising their own writing? A. Give the students a minilesson on how to identify errors in subject-verb agreement. B. Identify grammatical errors in the students' writing that need correction. C. Recommend that students elaborate and use words to make images more specific. D. Require students to use dependent clauses to make simple sentences more elaborate.

c. recommend that students elaborate and use words to make images more specific

A first-grade teacher selects a picture book that retells the well-known fairy tale Goldilocks and the Three Bears to read aloud to the class. Following the first oral reading of the text, the teacher distributes a graphic organizer with a set of questions for students to answer as the text is read again. During the second reading, the teacher pauses at different parts of the story and asks students to independently answer one of the questions related to that part of the story on the work sheet. A portion of the graphic organizer the teacher uses is shown below. Question The Story Says I Say And So I Believe... The teacher's instructional method best engages students in which of the following thinking processes related to successful reading comprehension? A. Making decisions about what is going to happen next in a story by connecting existing knowledge to new information an author gives as a text is read B. Determining what is important in a story and recording it in the student's own words C. Searching a story to reach a conclusion based on clues an author gives and prior knowledge to construct meaning that goes beyond what is literally stated D. Creating mental images of the events happening in a story that support recall of main ideas

c. searching a story to reach a conclusion based on clues an author gives and prior knowledge to construct meaning that goes beyond what is literally stated

A kindergarten teacher uses bright-colored chalk to write individual letters on sheets of black construction paper. Students take turns pointing a flashlight at and naming the letter on each sheet. Which of the following instructional objectives does the activity target? A. Improving phonological awareness skills B. Building understanding that words are made by sequencing letters C. Supporting learning of the alphabetic principle D. Reinforcing knowledge of using phonics as a decoding strategy

c. supporting learning of the alphabetic principle

A kindergarten teacher assesses students' understanding of concepts of print at the beginning of the year. The results of one student's assessment are shown. Concepts of Print Assessment September May Can you point to the front cover of the book? Yes Can you point to the picture at the top of the book? Yes Can you show me one letter? Yes Can you show me where to read after this word? No Based on the data, which of the following instructional methods will best promote the student's understanding of print conventions? A. Teaching letter-sound relationships explicitly and in isolation B. Activating the student's background knowledge of concepts that are important to the content of the text C. Using a finger to draw attention to letters and words in the text during a shared reading D. Previewing the text to make predictions about its content before a shared reading

c. using a finger to draw attention to letters and words in the text during a shared reading

1. While assessing students' reading ability, a teacher notices that many students struggle with words like "enough," "sign," "night," "through," and "was." Which of the following instructional strategies has the greatest impact on building students' automatic recognition of such words? A. Using an interactive whiteboard to show each word for students to copy into a journal B. Providing activity sheets with each word for students to trace in pencil or crayon C. Using an activity in which students read each word aloud, build each word with plastic letters, and write each word D. Providing each word on a card for students, placing the cards on a ring, and having students practice the words independently

c. using an activity in which students read each word aloud, build each word with plastic letters, and write each word

By guiding students to fill in the blanks, the teacher best supports student learning in which of the following areas? I like to _______. I like to _______, and after that I like to ______. When I ______, I like to _______. My brother didn't go to _______, because he _____. A. Combining two or more sentences B. Expanding sentences with different parts of speech C. Writing a variety of sentence types D. Applying punctuation rules to simple sentences

c. writing a variety of sentence types

During a reading conference, a teacher notices that a student is unable to answer basic comprehension questions about a book after reading it. Which of the following actions is best for the teacher to take first? (A) Preparing an outline of the plot to assist the student in recalling important details (B) Encouraging the student to reread the parts of the book that were difficult to understand (C) Conducting a mini-lesson on active reading strategies the student can use while reading (D) Administering an informal assessment to identify the skills with which the student is struggling

d. administering an informal assessment to identify the skills with which the student is struggling

1. To address the fluency difficulties faced by students in a guided reading group, the teacher decides to implement readers' theater lessons. Which of the following instructional steps will best support the students' improvement of reading fluency? A. Permitting the students to work as a group to select a text based on their collaborative interests B. Assigning each student a character part prior to reading the text as a group C. Modeling the reading of three possible texts for students to decide on one D. Asking students to read the text independently and orally before choosing character parts

d. asking students to read the text independently and orally before choosing character parts

A fourth-grade teacher uses a variety of personal narrative writing samples as models to provide instruction in the characteristics of the genre. Following the instruction and a review of steps in the writing process, the teacher assigns a project in which students are asked to write personal narrative stories. Jennifer, a student, begins the process of writing a personal narrative to share with peers about an adventure that happened during a recent family camping trip. She uses a story-map organizer as a prewriting strategy to focus on the basic elements of the genre as they relate to the experience. Jennifer then uses the information in the graphic organizer to write a draft. Next, she begins the revision step in the writing process and while rereading the draft pauses to consider her audience. Through reflection on her work, Jennifer decides to return to the graphic organizer to add more vivid language and details to make the writing piece more exciting to classmates. Jennifer's actions best demonstrate an understanding of which of the following essential components of effective writing? A. Maintaining a focus that the purpose of writing is to inform an audience about a chosen topic of inquiry B. Having adequate background knowledge on a subject to be able to work through the writing process independently C. Patterning personal writing pieces on ideas in exemplary texts that show varied linguistic structures to make writing interesting D. Being flexible and moving recursively through the stages of the writing process to best meet targeted goals

d. being flexible and moving recursively through the stages of the writing process to best meet targeted goals

1. A teacher who is working with students on decoding multisyllabic words in text writes the following words on an anchor chart after students encounter them in their readings for the week. Multisyllabic words: common butter flutter swimming Which of the following activities will best help the students divide the words into syllables? A. Marking off syllables by using a dot between vowels and consonants B. Examining long-vowel sounds in the words with a stable-final syllable C. Identifying stressed and unstressed vowels in each of the words D. Breaking up closed-syllable words based on consonant splitting

d. breaking up closed-syllable words based on consonant splitting

1. The teacher gives the student and assignment to annotate the text while reading it a second time. One of the students, Logan, annotates a portion of the text as shown (in parentheses) (9) How could a few colonies hold out against a powerful empire? (10) He'd just send a few more (He is going to send more troops over to fight and kill colonists. This would make the people who are left change their mind about wanting to leave England) regiments over and then watch the Americans come around! (I think this means he wants good and right things all the time.) (11) It never occurred to George the Third that he might not be right. (12) "I wish nothing but good," he once said, "therefore everyone who does not agree with me is a traitor or a scoundrel. (A traitor is someone who betrays someone else. Someone who betrays a king would be punished, maybe by death. A scoundrel is a bad person and a liar. King George believes he is right and anyone who doesn't agree with him is wrong) (The circled sentence(11) is the most important because he was wrong but he was too overconfident to see it). The primary purpose for Logan's annotation of the text is to A. make a personal connection to the king as portrayed in the story B .help develop mental visual imagery of life during the American Revolution C. prepare for an exam with questions about the major story elements D. connect reading and writing by considering examples of characterization

d. connect reading and writing by considering examples of characterization

1. The following sentence appears in a nonfiction book that fourth-grade students are reading in class. Unfamiliar words selected by students are underlined in the excerpt. The duck-billed platypus is a peculiar animal in that its snout, which does not look like a nose, helps it recognize sources of food. Which of the following instructional methods will best help students understand and retain the meaning of the new words? A. Asking students to look up the definitions of the words and write them in their reading journals B. Helping students find easily understood synonyms for each word and write them in place of the new vocabulary C. Advising students to examine the use of each word in context and narrow connotations for the words to a singular context D. Discussing each new word by asking students probing questions that require the students to support their answers with reasoning

d. discussing each new word by asking students probing questions that require the students to support their answers with reasoning

1. When using a newspaper article for a shared reading activity, no students in the class can explain the meaning of the word "absence" in the following passage. Sam was chosen because he is considered the best investigator of mechanical failures. The bridge collapsed overnight, yet the video shows no people, animals, or warnings of a problem. Sam read the report twice, yet he still could not overcome the absence of cause and gain a clear understanding about the factors that explained the disaster. Based on the passage, which of the following teacher-directed questions is most appropriate for students learning to identify the meaning of unknown words? A. Which definition in the dictionary explains the meaning of the word "absence"? B. Was Sam confused because there were no people or animals near the bridge? C. How would you use the word "absence" in a sentence? D. Do the surrounding words offer a clue about the meaning of the word "absence"?

d. do the surrounding words offer a clue about the meaning of the word "absence"?

1. Criteria such as timeliness of information, professional affiliation, bias, and domain suffixes all relate to which of the following factors? A. Considering ethical issues that may arise when designing assessments B. Respecting cultural knowledge and prior learner experiences when designing instruction C. Tailoring content, process, products, and learning environment to meet individual learner needs D. Evaluating and selecting reference materials for student use in classroom research

d. evaluating and selecting reference materials for student use in classroom research

Ms. Jones introduces visualizing as a comprehension skill to her first-grade students using a short passage of text. Which of the following strategies illustrates how to best introduce the skill? A. Allowing the students to read the passage independently and draw an illustration to match it B. Assigning partners to illustrate the passage that is read aloud by the teacher C. Demonstrating how to summarize the passage using a story map with pictures D. Explaining the process in detail and modeling it by thinking aloud while reading the passage

d. explaining the process in detail and modeling it by thinking aloud while reading the passage

passage with circled words. The teacher uses the format of the passage to conduct a think-aloud strategy that supports students' comprehension of informational writing within the context of viewing and analyzing an authentic text. The teacher's instruction primarily models for students that comprehension improves when a reader A. is familiar with identifying an author's purpose in conveying information in a wide variety of literary genres B. analyzes the degree to which transition words and phrases are repeated in a text to achieve coherency C. can evaluate the degree to which the vocabulary an author selects communicates new ideas in a clear, concise manner D. has knowledge of organizational patterns and cue words found in various fiction and nonfiction text structures

d. has knowledge of organizational patterns and cue words found in various fiction and nonfiction text structures

1. As part of a social studies unit on the American Revolution, a sixth-grade teacher plans to prepare students to read a short historical nonfiction novel about the Boston Tea Party. Which of the following prereading strategies will best assist the teacher in building students' background knowledge and improving their general understanding of the topic? A. Providing time for students to skim the text and create a list of new vocabulary words and ideas that the author discusses B. Encouraging students to look at the illustrations in the text and discuss with a partner what they see in the images C. Presenting a list of statements about the topic and having students indicate whether they agree or disagree with each one D. Having students visit approved Web sites before reading the text to view video clips and primary documents related to the topic

d. having students visit approved websites before reading the text to view video clips and primary documents related to the topic

1. A teacher laminates pictures of book covers for several favorite read-aloud stories and places them in the retelling center. Student A chooses a cover and, without showing it to Student B, describes the beginning, middle, and end of the story. Student B guesses which story Student A is describing. The activity is best suited to reinforce which of the following literacy skills? A. Developing oral reading fluency B. Conveying a point of view C. Visualizing a book's story elements D. interpreting a communicated message

d. interpreting a communicated message

A first-grade teacher informally assesses students' reading skills by periodically conducting running records. The teacher measures individual student progress in reading rate, word-recognition accuracy, and comprehension of fictional text. Which of the following actions can the teacher take to best use the data to guide instruction? A. Holding a conference with each student to provide immediate feedback regarding performance in the assessed literacy areas B. Creating small groups of students with mixed abilities to engage in hands-on activities that reinforce recently introduced literacy skills C. Providing whole-class direct instruction in recognized areas of weakness by using alternate teaching strategies to improve student skill mastery D. Organizing flexible groups comprising students with similar strengths and weaknesses to reteach or enrich targeted skills

d. organizing flexible groups comprising students with similar strengths and weaknesses to reteach or enrich targeted skills

A teacher sets up an intervention lesson using a three-pocket chart holder for a student struggling with spelling. The teacher chooses the word "fog" because it appears in a picture book that is familiar to the student. The teacher then places an alphabet card representing individual letters of the word in each pocket and flips the cards over so the letters do not show. The teacher then asks the student to find the correct sound-letter placement of the word by pronouncing a sound and asking questions such as "Where is the /g/ in fog?" The activity primarily targets the student's understanding of which of the following? (A) High-frequency sight words (B) Short vowel sounds (C) Initial consonant sounds (D) Phoneme segmentation

d. phoneme segmentation

1. The two best predictors of a beginning reader's future reading success are alphabetic knowledge and the development of A. phonics skills B. reading fluency C. sight word recognition D. phonemic awareness

d. phonemic awareness

1. Which of the following instructional techniques is most effective in teaching students the phonemic awareness skill of segmentation? A. Having students identify the odd sound in a sequence of three or four spoken words B. Saying a sequence of individual sounds and asking students to combine them to form a word C. Asking students to recognize the common sound in a set of three one-syllable words D. Pronouncing a word and having students position plastic counters in a row to represent each sound

d. pronouncing a word and having students position plastic counters in a row to represent each sound

A teacher scores student writing samples using criteria that define expectations for different levels of proficiency. Which of the following tools is the teacher most likely using? A. Anecdotal notes B. Checklist C. Scoring guide D. Rubric

d. rubric

A primary purpose of a criterion-referenced reading benchmark is to A. identify a student's level of mastery of a curriculum-based skill as beginning, developing, or proficient B. compare a student's mastery of a specific skill to that of peers who have previously taken the same assessment C. evaluate student skill mastery by reporting performance with raw scores, percentile ranking, and grade equivalents D. set the standards for student skill mastery along with a time frame indicating when the level of mastery should be achieved

d. set the standards for student skill mastery along with a time frame indicating when the level of mastery should be achieved

A first-grade teacher engages students in phonemic awareness activities. Students have worked on segmenting and blending words and are now working on phoneme deletion. Which of the following activities best incorporates the target concept? (A) Asking students to guess which classmate's name will be said by enunciating the first phoneme only and repeating several times (B) Directing students to look at picture cards and telling them to identify one word in a series of four containing a different vowel sound (C) Presenting students with a colored tile that represents one phoneme and adding a different colored tile representing a new sound (D) Showing students a word made of three different colored tiles containing three phonemes and removing one colored tile to create a new word

d. showing students a word made of three different colored tiles containing three phonemes and removing one colored tile to create a new word

While conducting a think-aloud to demonstrate a word-learning skill for use in decoding multisyllabic words, the teacher states, "I look for parts of the word I know." By using this technique, the teacher provides instruction that focuses primarily on A. phonics B. knowledge of cognates C. etymology D. structural analysis

d. structural analysis

1. A kindergarten teacher introduces phonics concepts to students early in the school year and works on explicitly teaching short vowel sounds and consonant sounds. Which of the following activities best helps students work on the described phonics concept? A. Sorting one-syllable words that are closed and not closed B. Using letter tiles to practice vowel digraphs C. Highlighting words with CVCEC V C E patterns in a passage D. Teaching word families that follow CVCC V C patterns

d. teaching word families that follow CVCC V C patterns

1. Which of the following statements about the relationship between reading and writing development is best supported by research? A. Both reading and writing are markedly similar with regard to activity, strategy, and purpose. B. Reading and writing are innate skills for which the human brain is naturally wired. C. Developing readers and writers proceed through the same stages to reach proficiency. D. The skills of decoding in reading and encoding in writing reflect similar learning.

d. the skills of decoding in reading and encoding in writing reflect similar learning

As students read a complex piece of text, a teacher asks them to record their reactions in the margin, including their questions, summaries, and personal connections. The primary purpose of the activity is to ensure that students (A) develop strong sequencing skills (B) apply word-analysis strategies effectively (C) identify the organizational structure of the text (D) think strategically about what and why they are reading

d. think strategically about what and why they are reading

1. Ms. Kirkpatrick, a fifth-grade teacher, writes the following sentences on the whiteboard. While walking through the woods, I saw a vixen and her six pups. I was amazed at the beauty of the red pelt that covered her body. The teacher begins a lesson on ways to determine the meaning of the unknown underlined word in the sentence by sharing ideas aloud with students while mentally processing information the author provides. Ms. Kirkpatrick then writes her thoughts on the board, indicating that what the unknown word describes must be an animal, a female, and have red fur. The teacher's instructional strategy helps students to develop word knowledge by figuring out the meaning of an unknown word using primarily which of the following types of context clues? A. Giving information about word meaning by using signal words that show contrast to the unknown word B. Looking for other words or phrases that define an unknown word directly and clearly in the sentence in which it appears C. Restating a word's meaning by using other terms in a sentence with similar meanings to the unknown word's meaning D. Unlocking a word's meaning that is not directly described but needs to be inferred based on information given by an author

d. unlocking a word's meaning that is not only directly described but needs to be inferred based on information given by an author

1. A teacher reviews the following student scores on a standardized reading test with the goal of determining the areas in which the student will require additional instruction. 75th percentile in vocabulary knowledge 85th percentile in decoding 40th percentile in comprehension 70th percentile in fluency Based on the data, which of the following activities best addresses the student's needs? A. Reviewing high-frequency words B. Identifying context clues in sentences C. Listening to an audio version of the text D. Using a plot chart to track the events in a story

d. using a plot chart to track the events in a story

1. A fifth-grade teacher has students self-select topics of interest for a research report related to a social studies unit. Before students begin the report, the teacher conducts a series of lessons on how students can appropriately use multiple print and electronic resources to gather information. Then the teacher reviews the steps of the writing process with students before directing them to begin working on the report. Which of the following student actions best demonstrates to the teacher that students have a grasp of the recursive nature of the writing process while they are working on the report? A. Following the outline generated in the prewriting stage during the drafting and revision process in order to make the task of writing easier B. Evaluating the organization of the report to determine whether the transitions move readers smoothly from one subtopic to another C. Recognizing during the drafting stage that adequate content related to a prewriting subtopic is unavailable and eliminating that content from the report D. Using a tool such as a checklist during each stage of the writing process to self-evaluate the inclusion of necessary elements in effective expository text

d. using a tool such as a checklist during each stage of the writing process to self-evaluate the inclusion of necessary elements in effective expository text

A first-grade teacher works with small groups of students to teach them how to develop their writing skills. Which of the following methods best fosters the students' ability to use correct mechanics, such as punctuation and capitalization, in their own writing? A. Assigning work sheets from a workbook to complete B. Having students copy rules in their copybooks for reference C. Emphasizing pauses indicated by punctuation during read-alouds D. Using mentor texts to encourage imitation of effective writing

d. using mentor texts to encourage imitation of effective writing

1. A teacher gives students strips of paper like the ones shown in the figure. ___at ____en _____ ______ _____ _______ The teacher asks the students to add different letters to the front of the letter patterns to create as many words as they can. The activity best develops students' understanding of which of the following? A. Consonant digraphs B. Schwa sounds C. Syllable types D. Word families

d. word families

A fifth-grade class is reading the narrative nonfiction story Can't You Make Them Behave, King George? by Jean Fritz. The story details the life of George IIIthe third who was king of England when the American Revolution was fought. Read the excerpt below and answer the questions that follow. (1) Firm, firm, firm. (2) From now on he would be firm. (3) After the Battle of Lexington and the Battle of Bunker Hill, King George said he felt strong as a lion. (4) People would soon see, he said, that Americans would back down, meek as lambs. (5) Instead, on July 4, 1776, Americans declared their independence. (6) Naturally King George was annoyed. (7) But he wasn't worried. (8) How could children, however rebellious, succeed against a firm father? (9) How could a few colonies hold out against a powerful empire? (10) He'd just send a few more regiments over and then watch the Americans come around! (11) It never occurred to George the Third that he might not be right. (12) "I wish nothing but good," he once said, "therefore everyone who does not agree with me is a traitor or a scoundrel

questions 89-91

1. A teacher recognizes that organizing a class word wall by syllable type will help provide an ongoing visual reference for students during both direct instruction and independent writing activities. To incorporate this resource with content-based instruction, the teacher uses the word wall during a unit that focuses on geography. Place each word next to the syllable type that it best exemplifies. Inlet, harbor, stream, lake r-controlled, vowel consonant -e, closed syllable, vowel team

r-controlled: harbor vowel consonant -e: lake close syllable: inlet vowel team: stream