FoRT 190: Objective 4 Quiz/Test

The following sentence is missing several words. __(1)__ unusual __(2)__ of spices __(3)__ the soup an __(4)__ flavor. A word with the suffix -tion would fit best in which of the blanks in the sentence?

(2)

read the following sentence: Chefs frequently use _____(1)______ when _____(2)______ with bland _____(3)_____ to make the flavors more _____(4)______. A word with the suffix -ing would fit best in which of the above blanks?

2

Which of the following best describes the relationship between word decoding an readers comprehension in a beginning reader's development?

Decoding skills are essential for the development of reading fluency to support reading comprehension.

An ability to analyze morphologically complex words supports a student's ability to read which sentence?

His impenetrable courage and unstoppable will energized his fellow soldiers.

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

Poetry is meant to be read aloud and reread many times to construct meaning.

A third grader reads the following sentence aloud: "Please stop beating around the bush and tell me what happened," Angel's mother said. How can the teacher best help her students understand the above idiomatic expression?

Provide other examples that use the same expression in context for students.

The words enjoyable, maneuverable, corruptible, and convertible best illustrate which of the following principles?

The spelling of a suffix can vary depending on its root word.

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

The spelling of a suffix is often more reliable than its pronunciation.

A third-grade teacher administers the following informal reading assessment to individual students. One student performs significantly better on the second part of the test than on the first. Which of the following is the best assessment of this student's reading performance?

The student is proficient at using context cues to help identify words but has weak word decoding skills.

While working one-on-one with a second grader, a teacher notices the student frequently leaves off word endings. For example, when reading the following sentence, the student said plate instead of plates. "His mother told him to take out plates for everyone." Which of the following is the most appropriate way for the teacher to address this type of error?

Verify the student understands how endings change the meaning of words - for example, plate refers to one plate and plates refers to multiple plates.

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

adding phrase-cues to the students' poetry booklets and modeling how to read aloud in phrases

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

apply phonics skills and knowledge of common syllable types and inflections to read words.

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

are able to focus their full attention and cognitive resources on the meaning of a text.

Short words have been written on each half of a plastic egg. Students match two words to create one new word: butter + fly pan + cake mail + box What concept does this activity promote?

compound words

A fourth-grade class is instructed to use structural analysis skills in order to attach meaning to an unfamiliar word. Which of the following would demonstrate this skill?

comprehending a word by looking for prefixes, suffixes, and roots

Second graders work in pairs to join two puzzle pieces with words written on them to form one word. (For example, cup and cake become cupcake. Fire and fly become firefly.) Next, students draw a picture and write a sentence using the word. The teacher is most likely using this activity to promote which of the following?

develop an understanding of compound words

Instruction in structural analysis is likely to promote upper elementary students' reading comprehension primarily by:

equipping them with strategies for understanding the meanings of unfamiliar multisyllable words.

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

have the phonics knowledge and skills needed to decode the words in the texts.

A teacher has her students read these sentences aloud: While working at the zoo, we got to see a bear. The kitchen cupboard was bare. The bold words are examples of which of the following?

homophones

A second-grade teacher uses the following handout to guide the class through an activity. This activity would best promote students' ability to:

identify and decode common homographs.

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

improving the students' reading accuracy, a key component of fluency.

Providing students with instruction in word analysis will likely increase all of the following except?

literary analysis

Use the information below to answer the question that follows.A teacher poses the following question to fourth-grade students. What words can you think of that have the word "act" in them? Using student responses, the teacher creates the following web on the board. This technique is likely to be most helpful for enhancing the students' awareness of:

morphemic structure.

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

pretest, retest, tested, testing

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

providing the individual students with explicit teacher feedback with respect to their reading accuracy and prosody between readings

Which list includes words that are decipherable through structural analysis?

reaction, actor, deactivate, hyperactive

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

reading rate and automaticity.

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

showing the volunteers how to model appropriate oral reading of a target poem and engage students in echo reading.

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

the role of fluency as a bridge between simply decoding a text and comprehending it.

A second-grade teacher has students pull two single-syllable nouns from a hat (e.g., bulb, light) and asks them to form words by putting the words together (e.g., lightbulb). Students then draw pictures to illustrate their new words and write short stories using the new words. This activity is likely to be most effective for helping students:

understand the concept of compound words.

An English Language Learner pronounces tigers as tiger when reading the following sentence aloud. They saw tigers at the zoo. Which of the following actions is most appropriate for the teacher to take first in response to the student's miscue?

verify that the student understands that tigers means more than one tiger