Reading Practice Test Questions

What sentence form a student's draft of an expository essay would be most effective for the students to use to convey an idea clearly and concisely? A. Hummingbirds are tiny, seemingly delicate creatures, but during migration they can fly as far as 3,000 miles one way. B. Despite the fact that tiny hummingbirds look delicate, they are obviously strong enough to migrate up to 3,000 miles. C. Hummingbirds' tininess is actually deceptive because in reality they fly as much as 3,000 miles during their migration. D. Based on their tiny size, few people would guess that hummingbirds are capable of feats such as flying 3,000 miles.

A. Hummingbirds are tiny, seemingly delicate creatures, but during migration they can fly as far as 3,000 miles one way. This question requires the examinee to demonstrate knowledge of the major forms and functions of writing and methods of discovering, developing, and shaping ideas for writing; drafting, revising, editing, and proofreading written texts; and publishing texts using various technologies, including the internet. To convey an idea clearly, a writer should avoid using unclear pronoun references and misplaced modifiers. To convey an idea concisely, a writer should avoid redundancy and wordiness. In the sentence "Hummingbirds are tiny, seemingly delicate creatures, but during migration they can fly as far as 3,000 miles one way." the writer clearly conveys the idea that hummingbirds' size and apparent delicacy bells their ability to fly thousands of miles during migration. The writer avoids unnecessary wordiness ("the fact that"), redundancy ("actually," "in reality") and misplaced modifiers ("Based on their size, few people would guess").

An elementary-grade teacher reads several peer-reviewed comprehensive research syntheses to learn about evidence-based English Language Arts instructional strategies that fosters students' mastery of literacy analysis skills. What question should the teacher answer first when deciding which evidence-based instructional approaches to use in the classroom? A. What key characteristics do students in my class share with students who participated in the studies? B. Did the research syntheses I read focus on qualitative or quantitative studies? C. Can I access the instructional resources I will need to implement evidence-based instruction? D. Can I modify my own instructional practices to match evidence-based instructional strategies?

A. What key characteristics do students in my class share with students who participated in the studies? This question requires the examinee to demonstrate knowledge of methods for planning and delivering evidence-based English language arts instruction that fosters students' understanding and mastery of concepts and skills related to English language arts and the development of critical- and creative-thinking, reasoning, problem-solving, and performance skills. Evidence-based instruction should be based on data that is objective, valid, and reliable. The data should have been collected using a rigorous, systematic experimentation or observation design, and publication or results should have been refereed by a panel of independent reviewers. When deciding which evidence-based instructional practice would be most effective to implement, a teacher should consider factors such as students, class size, and allocation of instructional time and resources. Evidence-based instructional practices are more likely to be effective in classrooms where students, teachers, and resources closely match those involved in the initial research.

A 4th grade student is developing a presentation on the planets in the solar system for an audience of peers. Which of the following media would be most effective for the student to use for this purpose? A. a short skit in which the student plays a future space traveler who visits each planet B. a photograph of the night sky viewed through a high-powered telescope C. a slide presentation of artistic depictions of the sun and planets since ancient times D. a comic strip in which the superhero sun saves the planets from meteors

A. a short skit in which the student plays a future space traveler who visits each planet. This question requires the examinee to demonstrate knowledge of the characteristics and components of visual and media literacy, including analysis and interpretation of media and the use of media to present information and ideas. A short skit would be an entertaining way to engage fourth graders' interest while conveying information. The audience would likely relate to their peer and imagine themselves as future space travelers, creating a connection between their personal experience and new information presented in the skit.

What best describes the syllable in English? A. a unit of phonological structure that has one vowel phoneme and may also begin or end with consonant sounds B. a component of speech rhythm made up of one or more strong and weak beats C. a complex spelling pattern that includes one or more consonant phonemes followed by one or more vowel phonemes D. a unit of morphological structure in the language corresponding to the word

A. a unit of phonological structure that has one vowel phoneme and may also begin or end with consonant sounds. This question requires the examinee to demonstrate knowledge of key concepts in phonemic awareness and the distinction between phonological awareness (i.e., the awareness that oral language is composed of smaller units, such as spoken words and syllables) and phonemic awareness (i.e., a specific type of phonological awareness involving the ability to distinguish the separate phonemes in spoken words). A syllable is a unit of phonological structure smaller than a word. While boundaries between syllables are difficult to define, ample experimental and anecdotal evidence supports the perceptual reality of syllables - native speakers perceive and count the same number of syllables in a given word of their language, in English, these countable units of sound contain a single vocalic unit at their center (which could be a simple vowel sound, a diphthong, or a syllabic consonant [e.g., the [l] sound in the last syllable of [apple] or the [r] sound in the last syllable of {teacher}]) and may contain one or more consonant sounds on the edges.

A 4th grade teacher includes instruction in independent word-learning strategies as one component in a multifaceted approach to vocabulary instruction. For example, after students begin reading about mammals in a science textbook, the teacher presents a lesson focused on helping students learn the concepts and vocabulary introduced in the text. Providing studded with explicit instruction and guided practice in what word-learning strategy would best support students' vocabulary development in this situation? A. creating a semantic feature analysis B. applying contextual analysis in an expository text C. using structural analysis to infer word meanings D. researching new concepts using classroom resources

A. creating a semantic feature analysis. This question requires the examinee to demonstrate the ability to provide SBRR-based, evidence-based, and developmentally appropriate assessment, instruction, intervention, extension, and ongoing progress monitoring in vocabulary. A semantic feature analysis entails a comparison of words or concepts that are related and that are similar and differ in some important dimensions. Scientifically-based research has shown that a semantic feature analysis is effective for promoting a deep level of knowledge about new words that represent unfamiliar concepts. Using important characteristics to discuss the new words deepens the students' understanding of conceptual relationships between the words and also provides them with an opportunity to practice using the words in a meaningful context.

In a research sequence of phonological awareness instruction, students who have become proficient in onset-rime manipulation are prepared to begin instruction in what phonological awareness skills? A. isolating phonemes B. creating alliteration C. identifying syllables D. adding phonemes

A. isolating phonemes. This question requires the examinee to demonstrate the ability to provide SBRR-based, and developmentally appropriate instruction in phonemic awareness. In a developmentally appropriate SBRR-based program of phonological-awareness instruction, skills are taught in order of increasing complexity or difficulty and instruction in a particular skill should only begin when a student demonstrates proficiency in the skills introduced earlier in instruction. In keeping with the continuum of phonological-awareness skill development, instruction in phonemic-awareness skills should follow directly after instruction in onset-rime manipulation.

What literacy acquisition is the most common cause of reading comprehension difficulties in 1st grade? A. limited decoding skills B. lack of academic vocabulary C. limited schema development D. delays in oral language development

A. limited decoding skills. This question requires the examinee to demonstrate knowledge of language and literacy development, including cognitive, linguistic, cultural, social, and motivational factors that affect language and literacy development. Scientifically based reading research has shown that, while reading and listening text comprehension become increasingly correlated after students acquire basic decoding skills, during the beginning stages of literacy development, children's reading comprehension proficiency has little relation to their skills in understanding texts they hear read aloud. Thus, while a number of factors may play a role in reading comprehension difficulty at any stage, researchers have concluded that the primary case for limited comprehensions among early readers is a difficulty in decoding words in print.

Use the expert form a novel: One of the strange things about living in the world is that it is only now and then one is quite sure one is going to live forever and ever and ever. One knows it sometimes when one gets up at the tender solemn dawn-time and goes out and stands out and throws one's head far back and looks up and up and watches the pale sky slowly changing and flushing and marvelous unknown things happening until the East almost makes one cry out and one's heart stands still at the strange unchanging majesty of the rising of the sun - which has been happening every morning for thousands and thousands and thousands of years. One knows it then for a moment or so. And one knows it sometimes when one stands by oneself in a wood at sunset and the mysterious deep gold stillness slanting through and under the branches seems to be saying slowly again and again something one cannot quite hear, however much one tries. Then sometimes the immense quiet of the dark blue at night with the millions of stars waiting and watching makes one sure; and sometimes a sound of far-off music makes it true; and sometimes a look in someone's eyes. In the excerpt, the author uses the phrase "tender solemn dawn-time," "mysterious deep gold stillness," and "millions of stars waiting and watching" primarily to: A. portray nature as a powerful restorative force B. create an authoritative tone C. characterize the narrator as overly imaginative D. establish a mood of suspense

A. portray nature as a powerful restorative force. This question requires the examinee to demonstrate the ability to comprehend, interpret, and analyze literary texts. To analyze the author's use of the phrases "tender solemn dawn-time," "mysterious deep gold stillness," and "millions of stars waiting and watching," an examinee can infer meaning by using background knowledge, personal experience, and context clues in the excerpt. By imbuing natural phenomena with human qualities ('solemn," "waiting and watching,), the author suggests that while nature may be "mysterious," it also nurtures and heals the human spirit; the "leader" sunrise and "deep gold stillness" of sunset can inspire profound, limitless joy.

A 1st grade spelling curriculum includes instruction in word families related to recently taught phonics elements (-ck, back, sack). Coordinating spelling instruction with phonics instruction contributes to students growth by _____ A. promoting their automatic recognition of complex letter patterns within words B. increasing the number of high-frequency words in the students' reading vocabulary C. promoting their use of structural analysis as a decoding strategy D. increasing students' word consciousness and interest in learning new words

A. promoting their automatic recognition of complex letter patterns within words. This question requires the examinee to demonstrate knowledge of key concepts and scientifically based reading research in phonics, such as the reciprocity between decoding and encoding. Both decoding (identifying words from oral vocabulary when they are presented in print) and encoding (representing words in oral vocabulary using their orthographic representation) rely on a reader's or writer's knowledge of orthographic forms; thus encoding and decoding and reciprocal skills. Scientifically based reading research has shown that practice in spelling words reinforces students' proficiency in decoding the words during reading.

Providing explicit instruction in common text structures (sequence, cause and effect) promotes students' comprehension development by enhancing their ability to ______ A. recognize relationships between ideas in the text B. retain facts or details from the text in memory C. make text-to-self connections as they read D. deepen understanding of key words in the text

A. recognize relationships between ideas in the text. This question requires the examinee to demonstrate knowledge of key concepts and scientifically based reading research in comprehension and analysis of information, persuasive, and literary texts. Text structures are conventional sets of organizational features or patterns for ordering ideas in a text. Relationships between ideas are supported or highlighted by the relationships organizing text structures (e.g., the relationship between causal factors and resulting effects). Research has shown that familiarity with and recognition of text structures is an important factor in text comprehension.

A student reads aloud grade-level passages expressively and at a rate appropriate to support comprehension. What indicators would be important to consider when evaluating the student's fluency development? A. the student's accuracy reading words in continuous text B. the student's background knowledge related to the passages C. the student's stamina and level of engagement during reading D. the student's relative skill reading narrative and informational texts

A. the student's accuracy reading words in continuous text. This question requires the examinee to demonstrate knowledge of key concepts and scientifically based reading research in reading fluency. Accurate decoding skills are foundational to reading fluency, the ability to decode words effortlessly, with speech-like expression and phrasing that supports comprehension. AS such, accuracy is regarded as a key indicator of fluency

What is fundamental to elementary reading instruction grounded in specifically based research? A. using systematic, data-driven instructional practices to teach foundational reading skills B. basing the goals of grade-level foundational reading instruction on the results of standardized assessments C. emphasizing a print-rich learning environment and constructivist approaches to foundational reading skills D. ensuring that foundational reading skills are always taught in authentic literacy connects

A. using systematic, data-driven instructional practices to teach foundational reading skills. This question requires the examinee to demonstrate knowledge of principles of scientifically based and evidence-based reading instruction and intervention, such as applying data-based decision making, setting individual student learning goals, and using instruction grounded in scientifically based reading research (SBRR). Data-driven and systematic instruction is the hallmark of instructional programs grounded in SBRR. Systematic instruction ensures in complex skills are explicitly taught to students in a logical sequence of instruction that allows them to develop basic prerequisite skills before receiving instruction in complex skills. Using assessment data to determine students' prerequisite knowledge and skills and to monitor student progress during instruction helps a teacher plan instruction that is developmentally appropriate and adjust instruction as needed to be effective for particular students.

In an informal screening assessment, a 3rd grade student reads aloud an unfamiliar grade level passage and scores significantly below the grade-level benchmark for oral reading fluency. When evaluating the student's performance and the underlying cause of the student's difficulty, what question should the teacher consider first? A. Did the student consistently read the passage naturally and expressively? B. Has the student developed adequate decoding skills to read a text at this level? C. Did the student appear to be at ease and engaged with the text while reading? D. Does the student have the background knowledge needed to understand the passage?

B. Has the student developed adequate decoding skills to read a text at this level? This question requires the examinee to demonstrate the ability to provide SBRR-based, evidence-based, and developmentally appropriate assessment, instruction intervention extension, and ongoing progress monitoring in fluency. A typical informal oral reading fluency assessment yields a measure of the student's reading performance in terms of correct words per minutes. A student may score below grade-level benchmarks because the student lacks rapid automatic decoding skills or because the text includes phonics elements or requires the use of word analysis skills the student has not yet acquired. The latter is a more fundamental difficulty and should be considered first.

Use the excerpt from a student's research notes: * A cyclone is a storm characterized by strong winds moving in a circular pattern and heavy rain * The word cyclone is a modified version of the Greek word "kykloun" meaning "to go around" *The English word "hurricane" comes from the Spanish word "huracan" * A hurricane is a tropical cyclone occurring in the western Atlantic * Spanish explorers and colonizers borrowed the word "huracan" from the indigenous Taine language * A typhoon is a hurricane occurring in the northeast area of the Pacific Ocean * The English word "typhoon" is derived from Chinese ("big wind") and may also have Arabic ("hurricane") and Greek ("violent storm") origins * Some countries assign names or numbers to hurricanes and typhoons to differentiate them from storms occurring elsewhere in the world Given the information provided in the research notes, which of the following thesis statements would be most appropriate for the student to use in the report? A. Many indigenous Taine words entered the Spanish language as a result of colonization. B. Languages reflect peoples' shared experience of violent wind storms around the word. C. Storms that follow a circular pattern are stronger than storms that follow a vertical pattern. D. In countries with frequent hurricanes and typhoons, the storms are numbered, not named.

B. Languages reflect peoples' shared experience of violent wind storms around the word. This question requires the examinee to demonstrate knowledge of major components of the research process, including methods of finding, selecting, and refining research topics; location and working with sources; assessing the reliability of sources; paraphrasing, summarizing, and quoting source information; and citing and acknowledging sources. Most of the information in the student's notes relates to terms used to describe cyclones in several languages in different parts of the world. The information would provide relevant and sufficient support for the thesis statement that describes the relationship between the terms, the storms they describe, and people's shared experiences around the world.

A 6th grad teacher is planing explicit instruction in recognizing and interpreting grammatically complex sentences. Which syntactic structures is an appropriate focus for a lesson on this topic? A. a sentence including an adjectival or adverbial prepositional phrase B. a sentence with two clauses linked by the words (which) or (who) C. a sentence containing a verb that requires both a direct and indirect object D. a sentence with two clauses linked by the words (yet) or (and)

B. a sentence with two clauses linked by the words (which) or (who). This question requires the examinee to demonstrate knowledge of key concepts and scientifically based reading research in the development of vocabulary and academic language. A complex sentence contains at least one independent clause and one dependent clause that begins with a subordinating element, such as a subordinating conjunction or a relative pronoun (e.g., which, who).

A 4th grade teacher is planning an instructional unit during which students will read, discuss, and write about a play. Before beginning the unit, the teacher would like to develop students' ability to refer to structural elements of drama when speaking and writing about the play. Given the teacher's goal and the students' grade level, what instructional strategy would be most appropriate for the teacher to use first? A. creating a graphic organizer that illustrates how structure elements fit together to provide the play's overall structure B. asking students to describe how chapters and paragraphs function in a story they read in class C. having students listen to a recorded interview in which the play's author defends the importance of the stage directions D. creating a poster to illustrate how italic font, brackets, and parentheses are used in the play's text

B. asking students to describe how chapters and paragraphs function in a story they read in class. This question requires the examinee to demonstrate knowledge of the Indiana Academic Standards for English/Language Arts, and the ability to apply and utilize state and national standards and resources in English/Language Arts. The teacher's goal of developing students' ability to refer to structural elements of drama when speaking and reading about the play aligns with standard 4.RL.3.1: Explain major differences between poems, plays, and prose, and refer to the structural elements of poems and drama. Given the teacher's goal and the students' grade level, the most appropriate instructional strategy for the teacher to use first would be to activate student's prior knowledge by reviewing the structure elements of a story they have read in class. Next, the teacher could introduce structural elements of drama by relating them to familiar elements of narrative structure (e.g., comparing an act to a chapter and a scene to a paragraph).

Use of universal screening assessments in literacy contribute to the success of an elementary literacy program in addressing the needs of all students in which way? A. by allowing teachers to determine specific areas of interest or strength in reading for individual students B. by providing early identification of students who may be at risk of falling below grade-level reading benchmarks without addition support C. by diagnosing specific learning disabilities or individual instruction needs in reading among entering students D. by determining if the majority of students in each grade level have learned what was taught in the core reading curriculum

B. by providing early identification of students who may be at risk of falling below grade-level reading benchmarks without additional support. This question requires the examinee to demonstrate knowledge of the role of reading assessment in guiding standards-and-evidence-based reading instruction, intervention, and extension in the classroom. Universal screening assessments in literacy are, in general, brief, focused literacy measures that are administered to all students and that have proved to have strong predictive value, identifying students who are likely to meet grade-level literacy goals, students who are above grade level, and students who are below grade level. One of the primary purposes of screening assessments is the early identification of students who are at risk of significant reading difficulties.

Convergent research has identified which of the following aspects of literacy to be critical to early and ongoing reading achievement level reading curriculum? A. board exposure to children's literature B. knowledge of vocabulary C. knowledge of discourse strategies D. book handling skills

B. knowledge of vocabulary. This question requires the examinee to demonstrate knowledge of major components of reading development, including vocabulary. A substantial body of research provides strong evidence that vocabulary size and depth of understanding are important factors in all stages of reading development. Vocabulary knowledge has been shown to be a critical factor affecting text comprehension for readers of all skill levels. During the earliest stages, vocabulary size also influences the development of phonological awareness and decoding skills, and depth of word knowledge affects both word identification and comprehension. Furthermore, vocabulary knowledge measured at the beginning of reading development is a strong predictor of vocabulary growth, ongoing reading development, and overall academic achievement in secondary grades. For these reasons, instruction focused on promoting vocabulary development is considered an essential component of elementary-level reading instruction.

A 1st grade teacher wants to promote students' developing ability to use self-monitoring to support their text comprehension while the teacher reads aloud a picture book, how can the teacher do this? A. making key passages with sticky notes during reading and then thinking aloud and writing a short personal response to the story after reading B. pausing at transitional moments in the narrative and using think-aloud to review parts of the story read so far C. stopping regularly during reading to ask students a range of questions about the story D. skimming the pictures and text of the story before reading and making a prediction about what will happen

B. pausing at transitional moments in the narrative and using think-aloud to review parts of the story read so far. This question requires the examinee to demonstrate the ability to provide SBRR-based, evidence-based, and developmentally appropriate assessment, instruction, intervention, extension, and ongoing progress monitoring in comprehension and analysis of informational, persuasive, and literary texts. A reader who attends to his or her own comprehension while reading is self-monitoring. Comprehension monitoring supports comprehension development by signaling the reader when to take steps to repair comprehension through rereading or the use of other comprehension strategies. Transitional moments in a story are key moments to ensure the foundation of the transition - the story so far - makes sense. Think-aloud is an effective strategy for a teacher to use to model the use of a comprehension strategy, as described in the correct response.

A 6th grade teacher regularly prepares a monthly newsletter about ongoing academic programs/classroom projects. What would be most effective in promoting family involvement that enhances students literacy development? A. explicitly linking current work in reading to the long-term goals of college and career readiness and directing families to resources they can use to learn more about these goals. B. providing details about current work in reading and suggesting related activities families can do with their children outside of school C. providing families with detailed information about all short-term and long-term reading-related assignments for the year using a calendar format that includes due dates and grading criteria D. sharing with families excepts from research articles the provide the research basis for key components of the reading program

B. providing details about current work in reading and suggesting related activities families can do with their children outside of school. This question requires the examinee to demonstrate the ability to use evidence-based practices effectively to create a literacy-rich environment that fosters and supports the literacy development of all students and promotes the involvement of families and members of the community at large in students' literacy development. Research has shown that family involvement in children's literacy learning has measurable effects on students' literacy growth, and that some types of involvement have large effects than others. According to research, when families and children engage in academic enrichment activities related to the reading program outside of school, children's growth in reading increases significantly.

A 2nd grade teacher is planning a lesson on decoding multisyllablic words that contain common prefixes. What's an appropriate list to include in the lesson A. bicycle, tricycle, triangle B. retry, redo, undo, untie C. subway, subject, subtract D. ago, alive, along, around

B. retry, redo, undo, untie. This question requires the examinee to demonstrate the ability to provide SBRR-based, evidence-based, and developmentally appropriate instruction in phonics. Explicit instruction in decoding common prefixes and suffixes is an important component of SBRR-based instruction in foundational reading skills. Instruction in prefixes and suffixes is usually introduced systematically in second grade (see for example grade-level Indiana Academic Standards for second grade), beginning with the simplest, most commonly occurring morphemes and semantically transparent processes. The prefixes re- and un- in the words (retry, redo, undo, and untie) meet these criteria.

Use the photograph (picture of an European adult reading to two young European girls, with a smile on her face). The photograph would most effectively reinforce the message of a magazine article on which topic? A. the range of volunteer opportunities for retired adults B. the benefits of nurturing intergenerational relationships C. the link between early literacy and academic success D. the influence of adult role models on children's behavior

B. the benefits of nurturing intergenerational relationships. This question requires the examinee to demonstrate knowledge of the characteristics and components of visual and media literacy, including analysis and interpretation of media and the use of media to present information and ideas. In the photograph, a mature woman and two young girls sit together, engaged in reading a book. A viewer can infer from the woman's smile and the interested expression on one girl's face that the intergenerational relationship is mutually beneficial; the girls are learning to read while the woman enjoys their companionship.

A 3rd grade student reading independently has difficulty decoding the word REACTED. What decoding strategy would help the student identify the word? A. applying syllabication generalization to divide the word into pronounceable chunks B. using structural analysis to identify portions of the word that are recognizable C. making an analogy between the word and familiar, similarly spelled words D. applying phonics knowledge and phonemic blending skills to sound out the word

B. using structural analysis to identify portions of the word that are recognizable. This question requires the examinee to demonstrate knowledge of key concepts and scientifically based reading research in phonics. In the field of reading, structural analysis is the process of dividing words into morphemes. Explicit instruction in the use of structural analysis as a strategy for identifying multisyllabic words n print is an important component of SBRR-based instruction in phonics and decoding words. Structural analysis of the word (reacted) yields the component morphemes re-, act, and -ed, morphemes or letter strings that a third-grade student will likely be able to recognize and read in sequence to identify the word.

A 5th grade teacher would like to monitor students' progress toward mastery of the ability to explain the relationships between several concepts in an informational text by drawing on specific information in the text. What assessment type would be most effective for the teacher to use for this purpose? A. short written response to end-of-chapter exercise that includes literal and inferential comprehension questions for informational texts B. whole-class discussions of key concepts in an informational text followed by in-class writing assignments in which students cite details from the text when drawing connections between the concepts C. informational classroom observations of students' contributions to small-group discussions of informational texts they are reading in class D. student-teacher conferences during which the teacher asks individual students to summarize the relationship between key concepts in an informational text they have read independently

B. whole-class discussions of key concepts in an informational text followed by in-class writing assignments in which students cite details from the text when drawing connections between the concepts. This question requires the examinee to demonstrate knowledge of strategies and skills for effectively assessing students' understanding and mastery of essential English language arts concepts and skills, using ongoing assessment to monitor progress and inform instruction, and applying Response to Instruction (RtI) procedures. Whole-class discussions and in-class writing assignments would be effective for monitoring students' progress toward mastering skills needed for close reading, critical thinking, and independent development of ideas. These skills are necessary for mastery of the ability to explain the relationships between several concepts in an informational text using specific information in the text. The teacher could use assessment evidence from class discussions and in-class writing assignments to modify instruction before asking students to demonstrate mastery of the target skill by completing a more challenging assignment, such as independent research project.

A 2nd grade teacher plans to use flexible grouping to differentiate reading instruction. When assigning kids to small groups, the teacher needs to first consider _____ A. individual reading interests B. assessed independent reading levels C. Specific reading skill needs D. overall classroom reading performance

C. Specific reading skill needs. This question requires the examinee to demonstrate the ability to plan and implement differentiated instruction to match students' evidence-based strengths and needs in reading. Flexible grouping is an approach to differentiation that uses a combination of grouping strategies, including whole-group instruction, and individual or paired independent work. Flexible small-group instruction is generally used for providing targeted instruction geared to the specific learning needs demonstrated by [articular students. Assembling students who need to develop the same skills together for small-group differentiated reading instruction allows the teacher to provide relevant, focused, and intensified instruction and guided practice in the specific skills that all group members need to develop and that all have the appropriate prerequisite skills to learn.

What divisions of words is consistent with syllabication generalizations in English? A. di/stant B. prog/ram C. ba/bies D. char/ming

C. ba/bies. This question requires the examinee to demonstrate knowledge of key concepts and scientifically based reading research in phonics. Where to divide multisyllabic words containing a single consonant at the boundary between two syllables is determined by the quality of the vowel before the medial consonant, according to orthographic generalizations about syllabication in English. When the vowel in the first syllable is long, then the syllable ends immediately after the vowel and the medial consonant begins the following syllable, as in the word (babies).

Use the group discussion: Student 1: Okay, so let's divide up the work for our presentation. I think I should write it. Student 2: Do you mean the report, the labels for the poster, or both? Student 1: Just the report. Do you want to write the labels? Student 2: Sure, and we can all work on the poster together. Student 3: Does that mean I don't have to write anything? Student 2; You can help me write the labels if you want. The excerpt best exemplifies what form of interpersonal communication? A. analyzing B. confirming C. clarifying D. validating

C. clarifying. This question requires the examinee to demonstrate knowledge of the examinee to demonstrate knowledge of the characteristics and components of effective speaking and strategies for communicating effectively in large and small groups. In the expert, Student 2 requests clarification from Student 1 ("Do you mean the report, the labels for the poster, or both?"), and Student 3 requests clarification from Student 2 (Does that mean I don't have to write anything?"). Student 1 and 2 demonstrate effective communication skills by asking for clarification of ambiguous statements rather than making assumptions about a speaker's intended meaning.

A teacher conducts ongoing progress monitoring of a student's oral reading fluency during a fluency intervention designed to improve the student's reading rate. When assessing, the teacher should use a text that is _____ A. challenging for the student to read aloud B. well known to the student from multiple exposures C. controlled to be at the student's independent reading level D. limited to only phonically regular words well known to the students

C. controlled to be at the student's independent reading level. This question requires the examinee to demonstrate the ability to provide SBRR-based, evidence-based, and developmentally appropriate assessment, instruction, intervention, extension, and ongoing progress monitoring in fluency. A text at a student's independent reading level is a text which the student can decode with approximately 99 percent accuracy or better and comprehend with ease. Since reading accuracy relies on a reader's careful attention to every letter and word in a text, fluency training focused on increasing a student's reading rate is only appropriate when the student has already demonstrated accurate decoding skills. To ensure that students maintain accuracy during an intervention to increase reading rate, instructional and progress monitoring materials should correspond to other text the students can already read with a high degree of accuracy.

Use the magazine article expert: Although everyone acknowledges the need for a better, smarter, cleaner grid, the paramount goal of the utility industry continues to be cheap electricity. In the U.S. about half of it comes from burning coal. Coal-powered generators produce a third of the mercury emissions in America, a third of our smog, two-thirds of our sulfur dioxide, and nearly a third of our planet-warming carbon dioxide - around 2.5 billion metric tons a year, by the most recent estimate. Not counting hydroelectric plants, only about 3 percent of American electricity comes from renewable energy. The main reason is that coal-fired electricity coasts a few cents a kilowatt-hour, and renewable coast substantially more. Generally they're competitive only with the help of the government regulations or tax incentives. Utility executives are a conservative bunch. Their job is to keep the lights on. Radical change makes them nervous; things they can't control, such as government policies, make them nervous. "They tend to like stable environments," said Ted Craver, head of Edison International, a utility conglomerate, "because they tend to make very large capital investments and eat that cooking for 30 or 40 or 50 years." So windmills worry them. A utility executive might look at one and think: What if the wind doesn't blow? Or look at solar panels and think: What if it gets cloudy? A smart grid alone can't solve the intermittent problem. The ultimate solution is finding ways to store large amounts of electricity for a rainy, windless, day. In the excerpt, the author's primary purpose is to _____ A. describe the different types of pollution caused by coal-powered generators B. convince utility executives that investing in renewable energy is advantageous C. explain why replacing coal-powered generators is necessary and challenging D. illustrate how wind and solar power can be harnessed for generating electricity

C. explain why replacing coal-powered generators is necessary and challenging. This question requires the examinee to demonstrate the ability to comprehend, interpret, and analyze literary texts, such as creative nonfiction, fiction, drama, and poetry; and nonliterary texts, such as informational, persuasive, technical, and functional text. In the excerpt, the author's description of the types and amount of environmental pollution that results from burning coal to generate electricity is presented to prove the necessity of replacing coal-powered generators. The author's portrayal of utility executives as resistant to change suggests that convincing the executive to replace coal-powered generators will be a challenge.

A 6th grad teacher would like to plan literacy activities to support students' ongoing fluency development. What strategy would be most effective for this purpose? A. providing students with regular opportunities to meet in small, student-centered groups to discuss texts they are reading independently B. including repeated oral reading of short, decodable passages as a regular component of literature study C. planning in-class silent reading of a variety of text types, with student accountability for timely completion and comprehension D. integrating guided practice in decoding grade-level high-frequency words with explicit instruction in vocabulary

C. planning in-class silent reading of a variety of text types, with student accountability for timely completion and comprehension. This question requires the examinee to demonstrate the ability to provide SBRR-based, evidence-based, and developmentally appropriate assessment, instruction, intervention, extension, and ongoing progress monitoring in fluency. In keeping with best practices of SBRR-based instruction, appropriate reading practice for students who have achieved automatic decoding skills is silent reading with supports for students' engagement, such as making them responsible for the content of the text and for completing the reading task without interruption.

A student reading a passage aloud would need to be synaptic and semantic clues in the text to determine the meaning and correct punctuation of the word _____ A. accept B. scene C. project D. inform

C. project. This question requires the examinee to demonstrate knowledge of key concepts and scientifically based reading research in the development of vocabulary and academic language. The word (project) has multiple meanings and two possible pronunciations related to the different meanings. When the first syllable of the word receives primary word receives primary word stress and is pronounced as a short vowel (o), the word is a noun meaning a planned undertaking; when the first syllable is unstressed and pronounced with a shwa, then the word is a verb with a variety of meaning related to casting an image or object (e.g., project the image on a photogenic slide onto a viewing screen). Since the verb and noun are homographs, when encountering the word in print, a reader must use contextual clues to determine whether a noun or verb is intended by the writer.

A 2nd grader receiving Tier 3 instruction to remediate foundational reading skills demonstrates grade-level proficiency in a post-assessment. What would be a decision for ongoing instruction? A. provide Tier 1 reading instruction supplemented with individualized Tier 2 in an inclusive classroom setting B. adjusting the intensity of reading instruction to Tier 2 levels, while continuing to provide reinforcement in the skills originally targeted in the Tier 3 intervention C. providing Tier 1 reading instruction only, with frequent monitoring to ensure the student is making adequate progress without additional support D. continuing to provide an intensive Tier 3 program of reading instruction aligned with the core curriculum until key annual learning benchmarks are achieved

C. providing Tier 1 reading instruction only, with frequent monitoring to ensure the student is making adequate progress without additional support. This question requires the examinee to demonstrate knowledge of components or effective evidence-based intervention and extension programs, including Indiana's Response to Instruction (RTI) model and the ability to implement RTI elements. Indiana's RTI model defines a systematic process designed to meet the learning needs of all students using effective, scientifically based instruction at different levels of intensity matched to the assessed needs of individual students. A key component of the model is the use of frequent assessments to inform decisions about appropriate instruction, and the model articulates how particular assessment results are different decision points should be applied to determine appropriate instructional tiers for particular students. Tier 3 interventions are designed to provide students with intensive instruction that promotes their achievement of grade-level benchmarks as quickly as possible. In keeping with the protocols defined in the model, a student in a Tier 3 intervention who achieves grade-level benchmarks on post-assessment demonstrates readiness to return to the core program (i.e. Tier 1 instruction) in his or her grade level, with frequent monitoring to ensure that he or she makes adequate progress when the intensity of instruction is reduced.

Use the except from a trickster: Coyote grew furious now. Little Turtle had told him a lie. Evidently the water was him home, yet he had said that he would die if he was thrown in. Coyote was so angry that he yelled out his intention to eat the little thing. He leaped into the river after him. When Coyote jumped in, Little Turtle simply ducked under and was gone. And because of the flow of the water was very strong there, Coyote was swept downstream, and the river pulled him under. Presently, Little Turtle surfaced again and shouted after Coyote, "All right, go on, you have no choice but to go along with the river! Nobody will put you out. Why do you always have to believe everything right away? You brought his on yourself!" Which of the following elements of the expert most clearly exemplified the genre of the trickster tale? A. the blend of fantasy and reality B. the narrator's omniscient point of view C. the characters' personality traits D. the use of dialogue to convey a lesson

C. the characters' personality traits. This question requires the examinee to demonstrate knowledge of major genres, authors, and works of American, world, and children's literature. The literary genre of the trickster tale is distinguished by the personalities of its characters. Like tricksters from several cultural traditions, the Hopi trickster Coyote is convinced of his own superiority and preys on creatures he believes are weaker and less intelligent than he is. Little Turtle outwits Coyote by taking advantage of Coyote's inflated self-confidence; Coyote's downfall is typical of that suffered by tricksters.

Students in a 1st grade class spend a portion of each day writing and drawing in personal journals. The teacher suggests topics, but students can write about any topic they wish. This activity will primarily benefit students by promoting their ability to _____ A. use spelling and grammar conventions B. apply knowledge of different modes of writing C. think independently and take creative risks D. accurately convey a message to an audience

C. think independently and take creative risks. This question requires the examinee to demonstrate knowledge of methods for planning and delivering evidence-based English language arts instruction that fosters students' understanding and mastery of concepts and skills related to English language arts and the development of critical- and creative-thinking, reasoning, problem-solving, and performance skills. When students regularly use personal journals to write and draw topics of their own choice, they develop the ability to think independently and take creative risks that they would be less likely to take in the context of a formal assignment.

During an informal reading assessment, a first-grade student reads aloud a grade-level passage while the teacher makes notes about the student's reading performance on a photocopy of the passage. An excerpt from the teacher's notes appears below. The student's errors in the excerpt are typical of the student's overall reading performace: Nash stopped just behind (be/hind, self-corection) the white line in the road (rad). This will be easy (esy, self-correction), he said to him/self. But he felt jump/y. He loved running, and he loved to race, but he did not like to wait (wae-whae). Where was the coach (couch)? "Oh, come on" he growled (groaned) . "Let's go!" The pattern of reading errors in this assessment most clearly suggests that the student has difficulty decoding which of the following types of phonics elements? A. sight words B. diphthongs C. vowel teams D. inflections

C. vowel teams. This question requires the examinee to demonstrate the ability to provide SBRR-based, evidence-based, and developmentally appropriate assessment, instruction, intervention, extension, and ongoing progress monitoring in phonics. Patterns of error in a student's oral reading performance can be analyzed to provide an assessment of a student's strengths and areas of need in phonics and decoding. In this reading performance, the student makes a number of errors in decoding vowel teams in words, misreading the vowel team (oa) in the words (road, coach, and groaned), the vowel team (ea) in the word (easy) and the vowel team (ai) in the word (wait).

What set of words is most closely associated with a comparison/contrast text structure? A. since, result, consequently B. reason, solve, question C. while, similarly, yet D. illustrate, characteristic, such as

C. while, similarly, yet. This question requires the examinee to demonstrate knowledge of key concepts and scientifically based reading research in comprehension and analysis of informational, persuasive, and literary text. Text structures are conventional sets of organization features or patterns for ordering ideas in a text. Knowledge of text structures, including recognition of text structures in use, supports text comprehension. Explicit instruction in recognizing signal words is frequently a component of research-based instruction in comprehending informational and persuasive texts. In a comparison/contrast text structure, characteristics of two related topics (e.g., concepts, categories, events, procedures, people) are analyzed for commonalties or differences. The words (while, similarly, and yet) are often used to discuss such an analysis and, as such, are signal words for a comparison/contrast text structure.

Use the standard: 2.W.3.1 Write a logically connected paragraph or paragraphs that introduce an opinion, with a concluding statement or sectional multiple reasons to explain why a certain course of action should be followed. A 2nd grade teacher is planning instruction to promote student progress toward achievement of the standard. What activity would be most appropriate for this purpose? A. comparing and contrasting authors' portrayal of the same historical figure in a work of fiction and in a biography B. researching a topic and using information from the research to establish a clear position on the topic C. writing a collective letter to the editor of the school newspaper in response to an article on a school-related issue D. reading a book independently and choosing examples of dialogue that illustrate characters' personalities

C. writing a collective letter to the editor of the school newspaper in response to an article on a school-related issue. This question requires the examinee to demonstrate knowledge of the Indiana Academic Standards for English/Language Arts, and the ability to apply and utilize state and national standards and resources in English/Language Arts. Given the students' grade level, the most appropriate student activity for promoting students' achievement of the standard would be writing a collective letter to the editor of the school newspaper in response to an article about a school-related issue. An effective letter to the editor is brief and focused, with a clear introduction, a statement of opinion, reasons that support the opinion, and a strong conclusion. When writing a collective letter about a school-related issue, students could draw a shared personal experience. Responding to an article would help students narrow the focus of the letter. Collaborating on a collective letter would provide an opportunity for students to exchange ideas, express opinions, and select compelling reasons to support their opinions.

Works by which group of authors depict fictional characters' experiences during real historical events? A. Alma Flor Ada, Isaac Bashevis Singer, Amy Tan B. Madeleine L'Engle, Robert A. Heinlein, Katherine Paterson C. Gary Paulsen, E. L. Konigsberg, Louis Sachar D. Yoshiko Uchida, Christopher Paul Curtis, Elizabeth George Speare

D. Yoshiko Uchida, Christopher Paul Curtis, Elizabeth George Speare. This question requires the examinee to demonstrate knowledge of major genres, authors, and words of American, world, and children's literature. Yoshiko Uchida is known for writing historical fiction about her childhood experiences during the Depression ("A Jar of Dreams") and World War II ("Journey to Topaz"), and after the war ("Journey Home"). Christopher Paul Curtis is the author of "The Watsons Go to Birmingham - 1953," about a family who travels to Birmingham, Alabama, and witnesses the beginning of the civil rights movement; "Bud, Not Buddy," set during the Great Depression; and "Elijah of Buxton," which tells the story of the free son of runaway slaves living in Canada. Elizabeth George Speare's historical fiction bool "The Witch of Blackbird Pond" tells the story of a young Jamaican woman living in colonial Connecticut who befriends a woman accused of being a witch.

Students in a 6th grade class read a lengthy newspaper editorial presenting the likely consequences of a proposed change in the local school calendar. After a class discussion of the author's point, the teacher begins a lesson in summarizing the main argument, the supporting claims, and the supporting evidence in a persuasive text. What graphic organizer would be most effective for creating a summary of this type and therefore would be most appropriate for the teacher to use in this lesson? A. a time line B. a flowchart C. a T-chart D. an outline

D. an outline. This question requires the examinee to demonstrate the ability to provide SBRR-based, evidence-based, and developmentally appropriate assessment, instruction, intervention, extensions, and ongoing progress monitoring in comprehension and analysis of informational, persuasive, and literary texts. The summary task calls for describing ideas that are related to one another hierarchically; the main argument has subarguments, or supporting claims, and claims are supported by evidence in the text. An outline is a graphic organizer with a nested structure suitable to presenting hierarchically related information in summary.

In both classroom routines and explicitly focused literacy activities, a kindergarten teacher includes oral word play based on sound (rhyming). This supports literacy development of emergent readers in what way? A. by introducing them to the alphabetic principle B. by promoting their phonemic segmenting skills C. by introducing them to common spelling patterns D. by promoting their phonological awareness

D. by promoting their phonological awareness. This question requires the examinee to demonstrate the ability to provide SBRR-based, evidence-based, and developmentally appropriate instruction in phonemic awareness. In a developmentally appropriate SBRR-based program of reading instruction, instruction in phonological awareness focused on larger units of language (e.g., words, onset, and rime) is foundational to instruction focused on phonemes, the smallest unit targeted in the continuum of phonological-awareness skills. Literacy activities that draw attention to sound patterns and the phonological structure of language are effective in supporting young children's early development of phonological awareness, are usually introduced in preschool, and continue to be an important part of phonological-awareness training in kindergarten.

Use the draft: I get a box of graham crackers, a bag of marshmallows, and a chocolate bar. I spear a marshmallow and hold it over the fire. I am careful because marshmallows can suddenly burst into flames. The toasted marshmallows is crackly on the outside and gooey on the inside. I put a piece of chocolate and the graham cracker and put the marshmallow on top of the chocolate. The melting chocolate oozes over the sides of the cracker. S'mores are really messy and really delicious! A fifth-grade teacher is planning instruction for the student who wrote the draft paragraph. Given the assessment evidence presented in the paragraph, which of the following instructional strategies would be most appropriate for the teacher to use? A. providing a list of strong verbs and vivid adjectives for the student to choose from during revision B. asking the students questions to elicit additional supporting details for a revised version of the paragraph C. having the student complete written exercises to practice varying sentence length and word order D. helping the student identify the topic sentence and transitional words and phrases in a model paragraph

D. helping the student identify the topic sentence and transitional words and phrases in a model paragraph. This question requires the examinee to demonstrate knowledge of strategies and skills for effectively assessing students' understanding and mastery of essential English language arts concepts and skills, using ongoing assessment to monitor progress and inform instruction, and applying Response to Instruction (RtI) procedures. The assessment evidence presented in the draft paragraph indicates that the student is able to organize information logically and provide relevant and sufficient supporting details. However, the paragraph lacks a topic sentence and transitional words and phrases to signal logical relationships between ideas. The most appropriate instructional strategy for the teacher to use would be to provide a model paragraph to help the student recognize these in the model paragraph, the student could draft an appropriate topic sentence (e.g., "I always make s'mores when I go camping") and incorporate transitional words and phrases into a revised version of the paragraph.

A young child demonstrates awareness of some phonological structures in spoken English but has not yet developed phonemic awareness. What would most likely be beyond the student's level of development? A. clapping once for every syllable in a spoken word or phrase B. counting the separate words in a spoken sentence C. segmenting a one-syllable spoken word into onset and rime D. identifying the final speech sound in a spoken word

D. identifying the final speech sound in a spoken word. This questions requires the examinee to demonstrate knowledge of the continuum of phonological- and phonemic-awareness skill development. Phonological awareness is awareness that spoken language is composed of smaller units of sound (e.g. \, syllables, phonemes) that can be manipulated. The phonological-awareness continuum is a model of phonological-awareness skills arranged in order of increasing complexity or sophistication. Less complex skills are easier to learn and, with appropriate experience, usually develop first. Phonemic-awareness, the ability to recognize and manipulate single speech sounds, or phonemes, is a complex type of phonological awareness. A student who has not yet developed phonemic awareness may be able to exercise some simpler phonological-awareness skills, but would likely have difficulty with any phonemic-awareness skill, such as identifying the final speech sound in a word.

A 4th grader has very strong decoding skills but when reading aloud, reads haltingly, word by word, and with little variation and pitch. What intervention strategy would be effective in addressing the student's demonstrated needs in fluency? A. providing the student with increased opportunities in school for silent independent reading of self-selected materials B. promoting the student's motivation to read ore quickly and energetically using a system of extrinsic rewards C. providing explicit explanation and targeted review of grade-level strategies for analyzing multisyllabic words D. modeling prosodic reading of a shared text and helping the student imitate the modeled phrasing and intonation patterns

D. modeling prosodic reading of a shared text and helping the student imitate the modeled phrasing and intonation patterns. This question requires the examinee to demonstrate the ability to provide SBRR-based, evidence-based, and developmentally appropriate assessment, instruction, intervention, extension, and ongoing progress monitoring in fluency. The student described has strong decoding skills, hence reads words accurately and automatically. The student's monotone delivery and lack of phrasing are hallmarks of reading that is not prosodic. In keeping with best practices of SBRR-based instruction, modeling prosodic reading for the student that includes guided practice imitating a skilled prosodic reader is an effective intervention for this student.

Read the poem: Small, lucky, quick A curled and cracked oak leaf Dashed across the road, Then paused To listen for the wind What poetic device is used most prominently in the poem? A. hyperbole B. ambiguity C. simile D. personification

D. personification. This question requires the examinee to demonstrate knowledge of key concepts and scientifically based reading research in comprehension and analysis of informational, persuasive, and literary texts. Personification is a literary device in which an inanimate object or abstraction is described in terms that suggest it possesses living or human qualities. In the poem, the lead, an inanimate object, has acted with intention, has "dashed" and "paused to listen for the wind."

a kindergarten teacher uses a word game to informally assess the literacy development. In the game, the teacher says the sounds of a familiar word slowly and continuously (sat sssaat). Which measures the student development in emergent literacy? A. grapheme-phoneme correspondences B. oral vocabulary knowledge C. encoding and decoding words D. phonemic awareness

D. phonemic awareness. This question requires the examinee to demonstrate the ability to provide SBRR-based, evidence-based, and developmentally appropriate assessment in phonemic awareness. Phonemic awareness is the ability to recognize and manipulate individual speech sounds in spoken language. In the activity described, the teacher orally presents the component phonemes of a word as a sequence of individual speech sounds, and students are asked to identify the words. This type of procedure is often used for promoting the development of phonemic blending skills as well as for assessing a student's development in the aspect of phonemic awareness. To succeed in the activity, students must be able to blend the sequence of phonemes they hear to recognize and pronounce familiar words.

A teacher writes vocabulary words on the board. what do you do to deepen student's knowledge of the words? A. calling on individual students to locate and share dictionary entries for the words B. providing explicit explanations of the etymology and spelling of each word C. guiding students in analyzing the meaning of roots and affixes in the words D. providing examples illustrating appropriate and inappropriate uses for each word

D. providing examples illustrating appropriate and inappropriate uses for each word. This question requires the examinee to demonstrate the ability to provide SBRR-based, evidence-based, and developmentally appropriate assessment, instruction, intervention, extension, and ongoing progress monitoring in vocabulary. In the lesson described the teacher provides students with working definitions for target words, promoting a preliminary level of understanding not sufficient to enable students to use or understand the words in meaningful contexts. By providing familiar examples to illustrate meaning and appropriate (and inappropriate) contexts in which the words are used, the teacher deepens students' understanding of word meanings and usage.

The results of Informal Reading Inventory (IRI) would be most appropriate to use for what purpose? A. surveying topics of interest and overall reading preferences of students in a class B. comparing the reading skill development of individual students with national benchmarks C. determining students' strengths and areas of need in phonics and word-recognition skills D. selecting instruction materials at an appropriate level of difficulty for individual students

D. selecting instruction materials at an appropriate level of difficulty for individual students. This question requires the examinee to demonstrate the ability to select, administer, and interpret the results of reading assessments in the major components of reading for various instructional purposes, such as screening, diagnosis, instructional planning, progress monitoring, and measuring outcome. In an informal reading inventory (IRI), a student reads aloud and answers questions about a sequence of leveled texts of increasing difficulty., and the student's performance is used to measure his or her proficiency in reading texts at particular readability levels. A teacher can use the results of an IRI to guide the selection of appropriate-level materials for different instructional purposes.

Guided practice in reading skills is an essential part of effective reading instruction used primarily for what? A. differentiation instruction to support the learning styles of all students B. activating and expanding students' background knowledge with respect to specific texts C. increasing students' conscious awareness of decoding processes during reading D. supporting students' progressive development of competence in applying a newly taught skill

D. supporting students' progressive development of competence in applying a newly taught skill. This question requires the examinee to demonstrate knowledge of essential components of effective reading instruction, including explicit explanation, teacher modeling, guided practice, and independent practice, in which students who have been introduced to a new skill begin applying the skill with teacher monitoring and feedback, is a key component of scientifically based, explicit instruction. Guided practice allows the teacher to support the student's developing understanding of the target skill by affirming the student's successful application of the skill and by providing immediate corrective feedback to students for any errors of application or understanding.

Research suggests that this what instructional practice would be must effective and essential for promoting motivation to read in students in upper elementary grades?

ensuring students have opportunities to read some texts that address topics and issues relevant to young adolescents

An informal assessment in which the child reads graded passages orally and silently followed by a comprehension check designed to determine a students reading level is _____

informal reading inventory

What literacy experience is the largest contributing factor to vocabulary growth in older elementary students?

regular independent reading of a wide variety of texts