Final emergent literacy

When a reader relates what is being read to his or her life or world events, he or she is: a. evaluating. b. not paying attention. c. making connections. d. monitoring.

C

When a student knows left-right and top-bottom page orientation and recognizes a sentence in a text, he or she is using: a. phonics. b. structural analysis. c. concepts of print. d. phonology.

C

When students need to see the relationship among ideas as part of their prior knowledge, which of the following strategies would be best to use? a. picture walk b. anticipation guide c. semantic mapping d. prequestioning

C

What type of text consists of main ideas and supporting details? a. narrative text b. expository text c. predicable text d. none of the above

B

Concepts and ideas acquired by a student are known as: a. prior knowledge. b. fluency. c. diagnosis. d. decoding.

A

Effective prior knowledge activation can be accomplished in teaching reading by: a. using a variety of strategies. b. learning one or two strategies and using them repeatedly. c. always reading the text aloud. d. all of the above

A

For students who need to focus on applying the phonics skills they have been taught, you should use the: a. Decodable Text Reading Routine. b. Read-Aloud Routine.​ c. Shared Reading Routine. d. Cooperative Reading Routine.

A

Reading aloud books containing many rhyming words and having students chant lines of the text will help students develop: a. phonemic awareness. b. concepts of print. c. structural analysis. d. spelling.

A

Reading comprehension is a process in which individuals construct meaning by: a. interacting with text. b. using a dictionary. c. collaborative projects. d. reading quickly.

A

Research shows that readers who use analogy must first learn: a. some letter-sound correspondences. b. all letter names. c. all cueing systems. d. concepts of print.

A

The ultimate goal of literacy instruction is for students to: a. read authentic literature. b. learn skills. c. pass state tests. d. receive intervention.

A

What term is defined as the ability to read words quickly and accurately? a. automaticity b. readability c. authenticity d. decodability

A

When using the strategy of generating and answering questions, an important element is: a. integrating old and new information. b. asking oneself questions about the text and reading to find answers. c. answering questions in workbooks. d. making up test questions and providing the answers.

A

Which group of students will benefit from daily independent writing? a. all students b. only proficient writers c. grades 3-6 d. grades 5-8

A

Which of the following applies to the intervention block of the Comprehensive Balanced Reading Program? a. It is provided in addition to the other six blocks for those who need extra instruction. b. It is provided instead of the other six blocks for those who need extra instruction. c. It is designed to replace classroom instruction. d. It requires varied amounts of time depending on the grade level.

A

Which of the following is a strategy for helping students independently activate their prior knowledge for expository text in particular? a. K-W-L b. anticipation guides c. role playing d. projects

A

Which of the following is the best description of decodable texts? a. texts that contain a high percentage of words that use the sound-letter relationships the children have been taught and a limited number of high-frequency words b. texts for students with limited reading ability who are unable to use phonics rules c. texts in which all the words follow phonics rules and there are no high-frequency words d. texts that do not require preteaching any skills or vocabulary words

A

Which of the following statements about schema theory is correct? a. Individuals understand what they read as it relates to what they already know. b. Individuals understand what they read based on rote memory. c. Individuals understand what they read depending on their intelligence. d. none of the above

A

Which of the following teaching strategies for activating prior knowledge would be most effective in helping students overcome misconceptions in prior knowledge? a. anticipation guide b. brainstorming c. structured previews d. quick writing

A

When explicitly teaching letter-sound associations, you must always include: a. concepts of print. b. segmentation. c. fluency. d. making words.

B

Which statement about comprehension strategies is most true? a. All strategies work with any type of text, but modifications may be needed. b. Some strategies work only with one kind of text. c. Once students show competence in reading, they no longer need to use strategies. d. Each strategy should be taught thoroughly before moving on to teach the next.

A

Which statement about literacy learning is correct? a. Students go through stages. b. Students develop literacy all alone. c. Students start at the non-fluent stage. d. Students need no help with literacy learning.

A

Within a school, all teachers should teach the same strategies and: a. use the same instructional language during modeling. b. require students to memorize the procedures. c. include strategy use on every test. d. have students write strategies in their journals.

A

During the "Reading and Responding to the Text" part of a literacy lesson, which of the following best describes what determines the mode of reading and level of support that is needed? a. the number of new key vocabulary words students will meet b. the difficulty and complexity of the text and the needs of the students c. how much difficulty the text has caused for students in previous years. d. the assessed ability of the students

B

The reading mode that provides the greatest amount of student support is: a. whole-group shared reading. b. teacher read-aloud. c. small-group guided reading. d. cooperative reading.

B

. What is the relationship between oral language and learning to read? a. There is no relationship. b. Oral language is the foundation for learning to read. c. Oral language only influenced decoding ability. d. Oral language is only important to English language learners.

B

. Writing is the reverse of: a. spelling. b. decoding. c. encoding. d. comprehension.

B

A classroom with students from many different cultures and with many different needs has: a. a Comprehensive Balanced Literacy Program. b. diversity. c. mastered all stages of literacy. d. explicit instruction.

B

An effective instructional strategy for helping students see how information fits together is called: a. preview and predict. b. a graphic organizer. c. K-W-L. d. inferencing.

B

What term describes the support given to students until they are able to perform a task independently? a. aligning b. scaffolding c. automatic d. recognition

B

When students have some knowledge about the topic to be read, which of the following strategies would be best for activating further prior knowledge? a. structured preview b. brainstorming c. quick writing d. text walk

B

Which is the best description of predictable text? a. a text in which the outcome is easily foreseen from the beginning b. a text that has a repeated pattern of some type c. a text that you predict your students can read because they have sufficient skills and background knowledge d. a text that experts have predicted will become a classic piece of children's literature

B

Words that students learn to recognize automatically are called: a. known words. b. sight words. c. instant words. d. decodable words.

B

The process of automatically, smoothly, and accurately reading words is known as: a. structural analysis. b. analogy. c. fluency. d. the alphabetic principle.

C

The two basic processes involved in reading are: a. fluency and decoding. b. comprehension and fluency. c decoding and comprehension d. oral language and decoding.

C

To maximize student achievement in understanding text: a. teachers should teach the easiest strategies to students. b. teachers should teach as many strategies as possible to students. c. districts should decide on a common set of strategies taught throughout all grades. d. districts should eliminate the teaching of strategies because they are not important in constructing meaning.

C

What one word best describes what is referred to when talking about reading, writing, speaking, listening, and viewing? a. diversity b. standards c. literacy d. decoding

C

. Why is it important to include both teacher-directed instruction and student-centered instruction in a comprehensive balanced literacy classroom? a. It keeps students from becoming bored. b. It gives the teacher different alternatives when planning instruction. c. It ensures that all students receive instruction that is appropriate to their needs. d. It is not important to use both types of instruction.

C

After a minilesson, students should be able to: a. pass a test with 80% accuracy. b. complete a skills page in their practice book. c. demonstrate new learning. d. read fluently

C

Sentence frames are often helpful for English Language Learners because they: a. help define important information. b. model sentence fluency in English. c. both a and b d. none of the above

C

Students with incomplete or incorrect prior knowledge: a. have little chance of learning to read successfully. b. are always slow learners in a class. c. need additional help in building prior knowledge. d. learn to read just like all other students.

C

Teachers use the process of think-aloud to: a. keep students focused. b. encourage students to think aloud as they read. c. share the cognitive processes one goes through in a given situation. d. help themselves think while presenting a strategy lesson.

C

A good reader: a. is born knowing how to use strategies. b. no longer needs to use strategies to read with understanding. c. chooses the one best strategy in any given situation. d. often uses several strategies simultaneously.

D

If you become a first-grade teacher, which of the following will you need to consider as you plan your daily schedule using routines? a. the six blocks of the balanced literacy program b. using a variety of routines each day c. using learning centers and independent reading as fillers to have students constructively occupied when their work is completed d. all of the above

D

Knowing that the sound of /a/ as in cat is represented by the letter a is an example of: a. letter-sound associations. b. the alphabetic principle. c. phonics. d. all of the above

D

The foundation for decoding and comprehension is: a. phonemic awareness. b. rime. c. graphemes. d. oral language.

D

What is the major use of predictable text? a. to introduce authentic literature through shared reading. b. to provide practice through repeated reading c. for shared reading and read-aloud at any point d. all of the above

D

When a student reads a book and participates in discussion, he or she is involved in: a. direct instruction. b. explicit instruction. c. benchmarks. d. student-centered instruction.

D

Which of the following statements about comprehension strategies is not true? a. When strategies fail, it is often because they have been taught and practiced as isolated elements. b. Strategy modeling is made authentic by doing it when students are most likely to use it. c. Strategy learning and use are most effective when students are active participants and work alongside their peers. d. Strategy use should be mastered by the end of third grade or it will be too late.

D