READ final
A fifth-grade student reads the sentence, "After playing with her friends all day, Kaylee did her science homework, her geography project, and her composition in one fell swoop." The student asks the teacher for help understanding what is meant by the phrase one fell swoop. The teacher can best help the student understand this idiomatic expression by: A. discussing with the student more examples of the phrase used in context. B. directing the student to look up different meanings of fell and swoop in the dictionary. C. helping the student create a tree diagram of the structure of the phrase D. asking the student to find other sentences in the text that use the words fell and swoop
A
A fifth-grade teacher guides students in reading a complex literary text. First, the teacher reads aloud the beginning of the text as the students follow along silently in their copies. Next, the teacher rereads key phrases and sentences, asking students what the author meant by certain statements or by the choice of certain words. Finally, the teacher and students reread the section aloud together with expression. The teacher repeats these steps with each section of the text. This activity promotes reading proficiency primarily by: A. modeling for students how to engage in close reading of academic texts. B. developing students' word consciousness and love of interesting new words. C. helping students achieve grade-level fluency benchmarks for accuracy and rate. D. encouraging students to apply metacognitive comprehension strategies as they read.
A
A fifth-grade teacher is about to begin a new unit on weather and climate. Which of the following types of vocabulary words from the unit would be most appropriate for the teacher to preteach? A. words that are conceptually challenging B. high-frequency, phonetically irregular words C. multisyllable words D. high-frequency words with multiple meanings
A
A sixth-grade class is working on an Internet research project about various natural resources and their uses. The teacher could best support students' effective use of the Internet for their research by: A. providing students with a checklist of questions that prompt critical evaluation of information on Web sites. B. giving students a list of Web sites that have been preapproved based on the sites' reading levels. C. encouraging students to search for Web sites that are easy to navigate and that contain familiar vocabulary. D. teaching students to employ a variety of search engines to locate relevant Web sites.
A
A sixth-grade teacher is planning explicit instruction to help students read and understand sentences that have a complex sentence structure. Which of the following skills would be most effective for the teacher to focus on first? A. identifying the independent clause at the heart of a sentence B. distinguishing between sentences that use passive and active voice C. identifying common transition words that link ideas in two or more sentences D. distinguishing between demonstrative and indefinite pronouns in a sentence
A
Electronic reading books are advantageous for beginning or struggling readers primarily because this type of computer software: A. scaffolds learning by providing a high level of interactivity. B. helps students develop familiarity with reading from a computer screen. C. provides students with models of good reading practices and habits. D. minimizes the focus on written text by using sound effects and voices to convey meaning
A
Read the passage below; then answer the question that follows. For the second time that week, Saul forgot to wash his hands after working on his painting. He had gotten so involved filling in the ocean in his picture that he had barely even heard the teacher telling everyone it was time to put away their easels and wash up for lunch. He had put his supplies away, but, still thinking about the ocean, he had gone straight to his desk. Now he saw that he was leaving blue-paint handprints on his desk, on his shirt, on his books—even on his lunchbox. Estella looked over at him and joked, "Hey, Saul! You're the new King Midas! Only you turn everything to blue!" Saul rolled his eyes at her as he got back up to go to the sink. This passage would be most suited for helping students: A. recognize a literary allusion. B. analyze story elements. C. predict future events. D. analyze an author's point of view.
A
Students in a third-grade class are working on an interdisciplinary unit on Native Americans of the Northeast. The teacher has selected a historical novel for students to read during the unit to help them gain insight into people's daily lives in a particular Native American nation at a particular point in time. However, the teacher is aware that the novel's text complexity may make comprehension difficult for a group of struggling readers in the class. Which of the following strategies would be most effective for the teacher to use to support the struggling readers' comprehension of the novel and their purpose for reading? A. engaging the students in guided reading and rereading of key passages in the novel B. having the students stop after reading each chapter and try to summarize the key events of the plot in their own words C. asking the students to rewrite the story from the perspective of a different character in the novel D. encouraging the students to read key chapters of the novel aloud together by taking turns reading specific pages
A
The teacher asks students to locate and mark places mentioned in the chapter on a map as they read. This activity is most likely to help students: A. use visualization to facilitate their comprehension of the text. B. paraphrase content to make the text more understandable. C. connect elements in the text to their background knowledge. D. identify the text's main ideas and supporting details.
A
Which of the following best describes the primary advantage of having a student read a passage silently and then provide a "retelling" as a means of assessing the student's comprehension, rather than having the student answer questions? A. A retelling is open-ended and requires the student to construct a description of the passage more independently of the examiner. B. The results of a retelling are more objective and easier to quantify than the results of direct questioning. C. The procedure involved in retelling tends to be more familiar to a wider range of students, including English Language Learners. D. A retelling can provide information about the student's inferential comprehension skills, which questioning cannot provide.
A
Which of the following criteria would be most important to consider when selecting "leveled texts" for use in assessments and guided reading with beginning-level readers? A. The texts should use repeated words and natural oral language structures. B. The texts should require readers to use problem-solving to connect text to illustrations. C. The texts should emphasize use of literary language and dialogues. D. The texts should feature a range of punctuation and context-specific vocabulary.
A
A fifth-grade teacher gives students a reading guide for an informational text that they will be reading independently. The reading guide contains various activities, including prompting students to summarize certain passages, to explain relationships between concepts according to specific information in the text, and to determine the meaning of domain-specific words based on appositives or appositive phrases embedded in the text. This reading guide is likely to be most effective for achieving which of the following instructional purposes? A. developing students' ability to read the text evaluatively B. encouraging students to read and interact closely with the text C. supporting students' development of prosodic reading skills D. teaching students to adjust their reading rate based on text complexity
B
A teacher can best help sixth graders draw inferences from informational text by asking them to complete which of the following statements? A. In my opinion . . . B. The passage suggests . . . C. In comparison . . . D. The author's first point is . . .
B
An advantage of using assessment tools such as portfolios and scoring rubrics is that they: A. provide more objective results than do multiple-choice tests. B. promote student participation in self-assessment activities. C. ensure consistency among different evaluators. D. offer more reliable assessment data
B
Consideration of validity in test construction relate most closely to: A. how a particular examinees' test performance relates to the pre-established standard B. whether the test questions effectively measure their specified content C. how a particular examinee test performance compares to others. D. whether the test results are likely to be similar in a certain examinne group
B
Skimming is likely to be the most effective strategy for accomplishing which of the following reading tasks? A. evaluating the validity of information on an Internet Web site B. previewing a chapter in a content-area textbook C. synthesizing information from various sources for a research report D. studying specific facts for a content-area exam
B
Students in a third-grade class are studying different forms of transportation that are used around the world. As part of this unit of study, they work together to create a semantic map of words associated with transportation, including words that they have recently learned (e.g.,barge,rickshaw). This activity is most likely to promote students' vocabulary development by: A. showing them how structural analysis can be used to determine the meaning of new vocabulary. B. helping them to categorize, visualize, and remember new vocabulary. C. guiding them to discover the multiple meanings of new vocabulary. D. providing them with frequent, varied reading experiences using the new vocabulary.
B
Two proficient readers are answering postreading comprehension questions about a chapter in a content-area textbook. • The first student demonstrates exceptional recall of details from the chapter but has difficulty answering questions about the gist of the chapter. • The second student can give an outstanding summary of the chapter but has difficulty remembering specific facts from the chapter. Which of the following best explains the most likely reason for the students' varied understanding of the text? A. The first student is more proficient than the second student at using metacognitive comprehension strategies to make sense of the text. B. Each student applied different reading comprehension skills when reading the text. C. The second student is more proficient at reading for literal understanding than for inferential understanding. D. Each student brought a unique set of prior experiences to the reading of the text.
B
Which of the following assessments would best provide information about the compartive reading proficiency of students in an elementary school? A. a test of vocabulary development B. A norm-referenced survey test C. A reading miscue inventory D. A diagnostic portfolio
B
Which of the following is the most important reason for a fourth-grade teacher to assign a variety of high-quality trade books as a component of reading instruction? A. The themes typical of children's literature tend to reinforce students' development of literal comprehension skills. B. Reading across genres helps students develop an understanding of the structures and features of different texts. C. Simplified syntax and controlled vocabulary provide necessary scaffolding for students who are struggling readers. D. Reading diverse texts helps to promote students' development of phonological and phonemic awareness skills
B
Which of the following principles is best illustrated by the words watched ,wanted, and warned?A. Spelling is often the best predictor of the pronunciation of a suffix. B. Open syllables are usually pronounced with a long vowel sound. C. The spelling of a suffix is often more reliable than its pronunciation. D. The second letter of a consonant blend is usually pronounced as the onset of the following syllable.
B. Open syllables are usually pronounced with a long vowel sound.
45. A sixth-grade student encounters the following sentence in a short story. She experienced a sense of déjà vu as she walked down the street of the strange new city. The student asks the teacher about the meaning of déjà vu in the sentence. The teacher could best respond by advising the student to take which of the following steps? A. Make note of the word in a vocabulary log, and then study the word after finishing the story. B. Use context clues in the sentence to guess the meaning of the word, and then try out that meaning in the sentence. C. Look up the word in the dictionary, and then paraphrase the sentence using the dictionary definition. D. Break the word into its component parts, and then compare the parts to the meanings of similar known words.
C
A fifth-grade class is about to read a play about the life of Harriet Tubman called "Travels on the Railroad." Which of the following pre reading activities would best promote students' comprehension of the text? A. introducing the common elements of plays as a genre and looking at sections of a printed play as a class B. asking students to generate several questions about the play based on the play's title C. asking students to share what they already know about the time period during which the play takes place D. encouraging groups of students to create and perform their own short skits about the same subject
C
A fifth-grade class silently reads an informational text. In subsequent informal assessments, several students are able to read the text orally with fluency but they demonstrate poor overall comprehension of the text. The teacher could most appropriately address these students' needs by adjusting future instruction in which of the following ways? A. using informational texts that are written at the students' independent reading level B. providing the students with explicit instruction in grade-level-appropriate test-taking strategies C. introducing a text's key vocabulary and guiding the students in close reading of key passages D. emphasizing reading skill-building activities that focus primarily on narrative texts
C
A text includes the word indefensible,which is unfamiliar to some students in a fourth-grade class. Which of the following strategies for teaching the word would be most effective in both clarifying the meaning of the word and extending the students' vocabulary development? A. Have the students enter the word in their ongoing list of new vocabulary words and then look up its definition independently. B. Use explicit explanation to describe the meaning of the word to the students before they read the text. C. Help the students apply structural and contextual analyses to construct and confirm the word's meaning. D. Ask the students to paraphrase the sentence that contains the word by substituting a synonym for the word.
C
A third-grade class that includes several English Language Learners is about to read a text about water sports. Which of the following teaching strategies would be most effective in promoting the English Language Learners' comprehension of the text? A. Have the students look up unknown English words using bilingual dictionaries and then make vocabulary lists in both languages. B. Pair English Language Learners with native speakers of English and have the native speakers explain any unknown vocabulary. C. Activate students' prior knowledge about the topic and provide visual aids such as illustrations to clarify new vocabulary. D. Give students a list of new vocabulary with definitions and ask the students to try to construct their own sentences using the words.
C
A third-grade teacher has been conducting a series of ongoing assessments of a student's oral reading. Shown below is a sentence from a text, followed by a transcription of a typical example of the student's oral reading performance. Text: Her boots crunched through the snow. Student: Her boats crucked throw the snow. After reading the sentence, the student paused and then reread it without the teacher's prompting and self-corrected the errors. Based on this information, the teacher could best meet this student's needs by adjusting instruction in order to: A. enhance the student's oral vocabulary development. B. develop the student's ability to self-monitor comprehension. C. improve the student's decoding skills. D. promote the student's ability to track print.
C
An English Language Learner reads academic texts fluently in her primary language but is struggling to understand her content-area textbooks in English. This student would likely benefit most from engaging in which of the following activities? A. translating textbook reading assignments from English into her primary language B. receiving reading comprehension instruction with texts written in her primary language C. learning to use metacognitive reading strategies with English text D. reading texts in her primary language that cover the same material as her English textbooks
C
An English Language Learner reads academic texts fluently in her primary language but is struggling to understand her content-area textbooks in English. This student would likely benefit most from engaging in which of the following activities? A. translating textbook reading assignments from English into her primary language B. receiving reading comprehension instruction with texts written in her primary language C. learning to use metacognitive reading strategies with English text D. reading texts in her primary language that cover the same material as her English textbooks Use the information below to answer the two questions that follow. A fifth-grade teacher plans to have students read a chapter about the American Revolutionary War from their social studies textbook. The following is an excerpt from the chapter. The Battle of Bunker Hill took place on June 17, 1775. At the time, the American army occupied the area from Cambridge to the Mystic River. American troops gathered in Cambridge Common on the evening of June 16, 1775, and set out for Bunker Hill. Upon reaching Bunker Hill, however, officers decided to move to Breed's Hill, a smaller hill closer to Boston. 79. Based on this excerpt from the chapter, which of the following graphic organizers would best promote students' awareness of the chapter's text structure? A. outline B. Venn diagram C. timeline D. semantic map
C
Frequent oral reading to kindergarten children using appropriate and expressive intonation and voices is likely to promote the students' reading development primarily by: A. improving their aural discrimination skills. B. explicitly teaching letter-sound correspondence. C. fostering their engagement in and love of reading. D. explicitly modeling phonological concepts such as word boundaries.
C
If a standardized test is said to lack reliability, the test: A. is not measuring what it is supposed to measure B. has not proven to be useful as an instructional intervention. C. gives fluctuating scores in different administration D. Has poor predictive value relative to students classroom performance.
C
Instruction in structural analysis is likely to promote upper elementary students' reading comprehension primarily by: A. facilitating their ability to use phonics generalizations to decode words. B. enhancing their familiarity with the text structures and features used in different genres. C. equipping them with strategies for understanding the meanings of unfamiliar multisyllabic words. D. increasing their knowledge of key vocabulary found in content-area textbooks.
C
Sixth-grade students have just finished reading a chapter in a novel and are getting ready to write an entry in their response journals. The teacher could most effectively develop students' literary response skills by assigning which of the following journal prompts? A. What new vocabulary words did you learn when reading this chapter? List and define the new words from the chapter. B. What happened in the chapter? Describe two or three events from the chapter. C. What do you think is the main idea or theme of the novel? Relate specific events in this chapter to the theme you suggest. D. Which characters are mentioned in this chapter? List each of the characters.
C
The theoretical basis for including the brainstorming activity in this lesson is that having the students share their vocabulary knowledge about farms prior to the reading will: A. give the teacher an opportunity to assess and compare the students' oral language skills. B. reinforce the students' understanding and recognition of key concepts about print. C. facilitate the students' comprehension by activating prior knowledge and building schema. D. prepare the students to benefit from explicit phonics instruction related to the text
C
Which of the following informal assessments results provides the clearest indication that a Kindergarten child has attained a beginnig level of phonemic awareness? A. The student can clap the beats to familiar multisyllabic words B. The student can delete the second word or syllable in compound words C. The student can identify the beginning sound of single-syllable words D. The student can substitute phonemes in the medial position of single-syllable words.
C
Which of the following strategies is likely to be most effective in promoting reluctant readers' interest in independent reading outside of school? A. Calculate numerical scores based on the number and difficulty level of the books students read at home and integrate the score into students' report card grade for reading. B. Encourage parents to give their children simple external rewards for at-home reading, such as an extra helping of a favorite treat. C. Encourage students and parents to read books together on a regular basis, either silently or aloud, and discuss their personal responses to each chapter or key event. D. Recommend that parents make their children's daily television-watching time contingent on their reading a specified number of pages first.
C
Which of the following strategies would be most appropriate to use to promote second-grade students' ability to analyze key ideas and details in a literary text? A. explicitly teaching students the key features and conventions of different literary genres B. prompting students to evaluate the significance of a story's setting with respect to its theme C. helping students create a story map of the main characters in a story and the events with which they are involved D. encouraging students to clarify their understanding of a story by reflecting on their personal experiences
C
A fourth-grade English Language Learner is new to a school. Assessments suggest that the student can read orally with accuracy on grade level; however, the student's comprehension of grade-level textbooks fluctuates widely. Which of the following steps would be most appropriate for the teacher to take first in order to determine the cause of the student's difficulty? A. Assess the student's word analysis and decoding skills. B. Determine whether the student has a specific learning disability that affects language processing. C. Assess the student's level of first-language literacy. D. Determine whether the student has adequate vocabulary and background knowledge to support comprehension of the textbooks
D
A sixth-grade teacher gives students several persuasive essays that present contrasting opinions on a current social issue. The teacher then asks students to consider the following questions as they read the texts. 1. What is the author's opinion on the issue? 2. How might the author's background influence his or her opinion? 3. What evidence does the author use to support his or her opinion? These questions are likely to be most effective for helping students: A. monitor comprehension of informational texts. B. identify the theme in expository texts. C. draw inferences from informational texts. D. analyze point of view in expository texts.
D
A third-grade teacher observes that students who read aloud fluently also demonstrate greater comprehension of expository texts. The best explanation for this is that fluent readers: A. possess a self-awareness that allows them to use metacognitive skills efficiently. B. have already developed the base of background knowledge typically covered by textbooks. C. have well-developed skills for decoding any level of text word by word. D. are able to focus their full attention and cognitive resources on the meaning of a text.
D
After students in a sixth-grade class finish reading a historical novel about the U.S. Civil War, the teacher asks each student to bring in an object, or a picture or illustration of an object, that, to them, represents the book. The students must also identify a passage or passages from the book that they can use to support their choices when they present their objects to the class. This activity is most likely to promote students' reading development by helping them understand the importance of: A. determining an author's stated or implied main point of view. B. using text structure to develop a general summary of a literary work. C. identifying a novel's mood by analyzing the author's use of figurative language. D. basing interpretations about a literary work on textual evidence
D
In which of the following sentences is context most helpful in understanding the italicized word? A. Tulip trees are ubiquitous in Virginia and in some other parts of the United States as well. B. John's friends surreptitiouslyplanned a housewarming party for him soon after he had moved in. C. Mary is magnanimous in all of her dealings with people, even when she does not know a person well. D. Peter's mother was adamant that he should attend college, but his father did not seem to care.
D
One of the most important purposes of a standardized Informal Reading Inventory (IRI) is: A. to establish how prior knowledge and text organization influence a student's reading comprehension. B. to determine how a student uses semantic, syntactic, and other text clues to deduce a word's meaning. C. to analyze how a student's silent reading comprehension is influenced by oral reading fluency. D. to establish a student's independent, instructional, and frustration reading levels.
D
Which of the following children is most in need of immediate intervention? A. a preschool child who has limited book-handling skills B. a kindergarten child who has limited ability to correlate alphabet letters with the sounds they make C. a first-grade student who still reads texts composed of single-syllable regular words and common sight words D. a second-grade student who still decodes words letter by letter
D
Which of the following text features are useful for research paper/projects? A. index B. Bibliography C. glossary D. Table of content.
D
Which of the following types of activities would be most important to include on a daily basis when planning reading instruction for first graders who are developing as beginning readers? A. activities that introduce students to basic concepts about print B. activities that emphasize listening to and producing rhyming, alliteration, and similar forms of wordplay C. activities that promote students' development of decoding and other word analysis skills D. activities that emphasize memorization of lists of grade- level-appropriate sight words
D
