Teaching Reading Practice Questions
From ETS Prac: 1.) A sixth-grade teacher selects several domain specific vocabulary words from a textbook before starting a new chapter. In planning an instructional strategy, the teacher chooses the new vocabulary words because they are essential to understanding the new topic. An instructional technique that requires students to gain the deepest level of vocabulary knowledge is the most appropriate instructional technique for the teacher to select. Based on the teacher's goal, which of the following research-based techniques is best for the teacher to include in the instructional plan? ( (A) Having students create original sentences using the words and apply word meanings across contexts (B) Creating activities in which students categorize words and generate multiple meanings for each word (C) Presenting new vocabulary in an authentic context by asking students to use the words to complete framed sentences (D) Telling students to associate an unfamiliar word with a definition and a synonym or an antonym
(A) Having students create original sentences using the words and apply word meanings across contexts
Directions: Read the scenario below and then respond to the TWO tasks in the answer sheet booklet. The suggested time to spend on this question is 10 minutes.ScenarioA fourth-grade teacher plans to have students read an informational article about animals that live in the Serengeti National Park in Tanzania. In preparing for instruction, the teacher recognizes that students may not have previously encountered a variety of the multisyllabic, domain-specific words in the text and plans to provide instruction in strategies to decode and determine the meaning of the new vocabulary. The teacher's plan also includes providing instruction in the features of text students will encounter to support students' comprehension of the material as they read.TasksIdentify and describe TWO word-learning skills for which the teacher can provide explicit instruction to help students decode and determine the meaning of unfamiliar multisyllabic, domain-specific vocabulary.List TWO text features students may encounter that the teacher can introduce before students read the informational article. Briefly explain the purpose of each text feature listed.
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Directions: Read the scenario below and then respond to the TWO tasks in the answer sheet booklet. The suggested time to spend on this question is 10 minutes.ScenarioMr. Malloy, a sixth-grade teacher, engages students in a science unit on ecosystems. During the unit of study, Mr. Malloy asks students to use a variety of print resources and digital technologies to conduct inquiry research on the scientific topic. As students create a final product, the teacher asks them to consider a variety of ways to present their findings to different audiences.TasksDescribe THREE strategies Mr. Malloy can use to provide explicit instruction to students in guiding them through the stages and procedures needed to successfully complete inquiry-research projects. Include in your response an explanation of the purpose of each strategy and how it furthers students' understanding of the inquiry-research process.Identify TWO ways students can present the final products of their inquiry-research findings to different audiences. Explain in your response the purpose of each final product and how it addresses the needs of the intended group of listeners.
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Directions: Read the scenario below and then respond to the TWO tasks in the answer sheet booklet. The suggested time to spend on this question is 10 minutes.ScenarioWhile Jenny, a first-grade student, reads a grade-level-appropriate passage that she has not previously read, the teacher makes the following observations.Pauses frequently as she attempts to recognize many of the wordsOften reads words incorrectly and doesn't apply strategies to self-correct errorsUses her finger to point to each word while reading orally and reads at a slow rate with poor natural expressionThe teacher's observation notes also indicate that when a text is read to Jenny, she performs at a proficient level in comprehension and seems to enjoy having an adult or a peer read to her. Her scores on summative reading comprehension measures show below-average performance in recalling details and identifying story elements in a fictional text.TasksBased on the information provided, identify and describe TWO difficulties in literacy that Jenny is experiencing. Support each identified difficulty with specific details about Jenny's observed reading performance.Describe ONE informal and ONE formal reading assessment tool Jenny's teacher can use to evaluate and monitor her future growth in EACH of the areas of need identified in Task 1. Explain in your response how the teacher can use the data collected from each evaluative measure to drive further instruction.
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56.) Below are various problems students encounter when self-selecting texts. Match each strategy (a, b, c, & d) a teacher can use to best solve each student's problem (1, 2, 3, & 4). 1. The student selects a text that has too high a reading level 2. The student chooses the same book repeatedly 3. The student is overwhelmed with selecting a text 4. The student no longer enjoys a book he or she has been reading a. Encourage the student to select a book by a favorite author or topic. b. Suggest the student read the book using paired reading with a parent. c. Ask the student about his or her interests and explain how the books are organized in the library. d. Provide several book choices and encourage the student to determine the readability of a text before making a selection.
1.) b 2.) a 3.) c 4.) d
Word walls can be organized: A. Alphabetically B. All of the answers are correct C. According to parts of speech D. By theme or unit
B. All of the ans are correct
Why is drawing conclusions an important skill for readers to learn? A. It motivates readers to pay attention to what they are reading, share personal memories related to the text, and explain what they can conclude based on their own life experiences. B. It encourages readers to pay attention to what they are reading, use what they know from life experiences, and look at the details and facts in the text as clues that will help them draw conclusions about what is meant but not explicitly stated. C. It gets readers to pay attention to what they are reading, use what they know from life experiences, and question the details and facts included in the text. D. It pushes readers to pay attention to what they are reading and draw from their own experiences to understand what characters are going through. E. It promotes critical thinking and encourages readers to evaluate whether or not a text has clearly stated its message.
B. It encourages readers to pay attention to what they are reading, use what they know from life experiences, and look at the details and facts in the text as clues that will help them draw conclusions about what is meant but not explicitly stated.
Formal and informal assessments are A. both accomplished by collecting large amounts of data. B. None of these is correct. C. both ways of evaluating a student's individual progress. D. both used everyday.
B. None of these is correct.
Diagnostic assessment is a method of evaluation used prior to instruction to determine students': A. Prior knowledge B. Prior skills C. All of the answers are correct D. Strengths and weaknesses
C. All of the ans are correct
One way to provide guided practice for making predictions as students read is to give them a three-column prediction list. This list can help students... A. predict what an article in a newspaper or textbook will be about or what solutions will be suggested B. predict what characters in a novel or short story will say, do, what will happen to them, etc. C. All of the answers listed provide guided practice D. predict what the results of an experiment or global issue will be or what the author's opinion will be and why.
C. All of the answers listed provide guided practice
Which of the following concepts is demonstrated using the letters 'ou' in the word 'shout'? A. digraphs B. blends C. diphthongs D. rime
C. diphthongs
Which of the following are used to change the tense of a word? A. prefixes B. digraphs C. derivational suffixes D. inflectional endings
D. inflectional endings
14.) After reading a short story with the class, a teacher asks students to write about two ways that Coyote is clever. A student, Devon, responds as follows. The ferst way hes clever is that he can Shot bowinerrows The Next way hes clever is that He noes howto get to the moon Which of the following best describes Devin's writing skill? a. Devon uses evidence from the text and knows that each syllable for a word contains a vowel sound b. Devon spells most high-frequency words correctly and inserts spaces between individual words c. Devon understand one-to-one letter-sound correspondence and knows how to apply capitalization and punctuation rules d. Devon shows an understanding of story structure and knows how an author uses details to portray characters.
a
47.) The instructional list-group-label is most effective for teaching which of the following? a. vocabulary b. phonics skills c. concepts d. phonological awareness
a
73.) Which of the following literacy activities best demonstrates a first-grade student applying the literacy principle of decoding and encoding as reciprocal skills? a. Writing teacher-dictated sentences that include words in the CVCV C V C Vpattern following instruction and word-sort activities using the pattern b. Reading a story about a little boy's family pet and recording a spontaneous retelling of the tale for classmates to listen to as a literacy workshop activity c. Attending closely as a teacher reads a picture book aloud and provides instruction in the various components of print literacy skills d. Reading a short fictional story independently and creating a story map through a series of drawings that illustrate major story elements
a
18.) A fourth-grade teacher works with a small group of students who decode well but demonstrate poor comprehension. Through various informal assessments, the teacher determines that the students do not effectively apply knowledge of prefixes, suffixes, roots, and bases when words change form, and therefore students often lack understanding of academic text. Which THREE of the following activities best help students improve morphological analysis for better reading comprehension? a. Combining word parts written on cards to form new words b. Making lists of words with similar affixes in a vocabulary notebook c. Completing a cloze by using a bank of word parts to fill in blanks in sentences d. Examining word affixes and roots on semantic map posters e. Studying words with common bases and roots for a spelling quiz
a c d
8.) Place the following oral language milestones in the order in which they are developed, earliest to latest. a. Responding to simple questions with a "yes" or "no" b. Making an oral presentation that is appropriate for the given audience c. Answering questions using complete sentences and a variety of sentence structures d. Using content-related vocabulary correctly during conversations
a d b c
13.) A first-grade teacher notices during guided reading that a student has difficulty decoding words such as "ran," "pet," "him," and "hot." Which of the following is the most appropriate way for the teacher to confirm the student's difficulty? a. Administering a phonemic-awareness assessment in which the student breaks spoken words into individual phonemes b. Choosing an appropriate passage for the student to read aloud and noting how many words the student can read in 1 minute c. Checking for understanding by asking explicit questions after the student has completed reading a grade-level passaged. d. Presenting a list of grade-level high-frequency words for the student to read aloud
a. Administering a phonemic-awareness assessment in which the student breaks spoken words into individual phonemes
16.) A second-grade teacher reviewed data from the midyear literacy screening and compared them to the data from the beginning-of-the-year literacy screening. The data revealed that the students who were grade-level readers at the beginning of the year showed very little growth in reading comprehension, and two-thirds of the emergent readers were ready to be placed with the grade-level readers. Which of the following strategies will best help accelerate the growth of the grade-level readers? a. Playing recordings of interesting stories that are above the students' reading level and discussing character development, plot, and theme b. Using guided reading groups to assign students texts at their independent reading level and asking them to complete comprehension questions c. Telling students to practice silent reading with texts at their instructional level and requiring them to journal about setting, conflict, and resolution d. Using guided reading groups to assign students texts at their frustration level and practicing the use of context clues to define new words
a. Playing recordings of interesting stories that are above the students' reading level and discussing character development, plot, and theme
32.) Which of the following is the most effective strategy for building and extending students' vocabulary knowledge? a. Showing students how to use roots and affixes to determine meanings b. Asking students to use unfamiliar words in a sentence c. Asking students to look up the definitions of unfamiliar words to determine meanings d. Requiring students to memorize the spelling of unfamiliar words
a. Showing students how to use roots and affixes to determine meanings
11.) Which of the following statements about the correlation between phonemic awareness and reading development is best supported by research? a. Students' reading skills advance as students develop greater phonemic awareness. b. Weak phonemic awareness has virtually no impact on reading skills after the third grade. c. Students with weak phonemic awareness often acquire strong decoding skills to compensate. d. Poor reading skills in the later grades are solely the result of weak phonemic awareness in the early grades.
a. Students' reading skills advance as students develop greater phonemic awareness
A teacher recognizes that organizing a class word wall by syllable type will help provide an ongoing visual reference for students during both direct instruction and independent writing activities. To incorporate this resource with content-based instruction, the teacher uses the word wall during a unit that focuses on geography. Place each word next to the syllable type that it best exemplifies. Match a, b, c, & d to the options listed: -r-controlled -vowel-consonant -e-closed syllable -vowel team
a. inlet b. harbor c. stream d. lake
5.) Which of the following is the best way for a teacher to assess students' phonological awareness? a. saying the word "lamp" and asking students to come up w/ a rhyming words b. asking students to identify the letter at the beginning of the "desk" c. distributing the letter cards "b," "a," and "t" and asking students to order the letters to create a word d. displaying the written word "cat" and asking students to sound it out as they tap each letter
a. saying the word "lamp" and asking students to come up w/ a rhyming words
48.) While reading a short passage from a realistic fiction story aloud to the class, a student reads the following sentence: "I didn't think what I had done was so bad, but my mother sure knows how to make a mountain out of a molehill." The teacher focuses the students' attention on the author's use of the phrase "to make a mountain out of a molehill" as an example of figurative language. Which of the following teacher actions is the most appropriate next step in helping students understand the phrase? a. Having students recall other texts in which an author has used other unique linguistic structures b. Asking students to decide whether the literal meaning of the phrase is the author's intended message c. Adding the phrase to a student-created poster of author's tools used to convey meaning by using language in interesting ways d. Requiring that students write explanations of their personal reactions to the author's purpose for selecting the phrase to convey meaning
b
53.) A 5th gr teacher wants students to create semantic gradients to expand their understanding of known vocabulary words. The teacher provides students with a children's thesaurus to help them complete the assignment. Which of the following is a major limitation of using only a thesaurus for this activity? a. the students may not be able to spell the words correctly b. a thesaurus does not distinguish between shades of meaning c. students cannot distinguish between synonyms and antonyms d. the thesaurus does not have a wide variety of words in it
b
80.) While explicitly and systematically teaching phonics to students, a teacher wants to ensure proper phonics maintenance. Which of the following strategies will best meet the teacher's goal? a. Highlighting examples of words in texts that introduce a new spelling pattern b. Using index cards to review previously taught sound-letter relationships c. Orally manipulating onsets and rimes in word families as a class d. Modeling how to break words apart into sounds with small groups
b
81.) A first-grade student struggles when reading words with long-vowel patterns. Which of the following strategies will best help the student master words such as "train," "fight," and "mow"? a. Identifying words with open syllables in an assigned piece of text b. Memorizing individual word patterns to decode new words c. Segmenting individual phonemes to decode new words d. Singing nursery rhymes that contain words with similar patterns
b
A teacher prepares two visuals to model the components of a particular type of writing:-A video clip of an advertisement featuring a well-known athlete as the spokesperson for a popular brand of shoe-A pamphlet for mobile phone insurance that features images of damaged and cracked mobile devices The visuals best facilitate instruction about which of the following types of writing? a. Narrative b. Persuasive c. Expository d. Descriptive
b
68.) A third-grade teacher notices that many students in class exhibit poor reading fluency when asked to read sentences or longer passages aloud and plans to incorporate activities to support fluent reading behaviors. Which THREE of the following activities best accomplish the teacher's objective? a. Encouraging students to record events from a story while they read b. Engaging in choral reading as a class for a page of text c. Asking questions during and after reading a familiar text d. Modeling one sentence at a time aloud for students to imitate e. Providing students with a script to practice and read orally in front of their peers
b, d, e
25.) After presenting a group writing assignment to students, a third-grade teacher plans to introduce technology to foster group collaboration. Which of the following uses of technology would best help the teacher meet this goal? a. Having the students take turns at a computer station b. Employing an online document-sharing service c. Setting up a group chat on a social-media platform d. Utilizing an online bulletin board
b. Employing an online document-sharing service
5.) Which of the following phonemic manipulations is the most complex and is generally developed last by most students? a. Change the /m/ in "mouse" to /h/. b. Say "frame." Say it again without the /r/. c. What word is made when "bl" and "oom" are combined? d. Say "doughnut." Now say it again, but don't say "dough."
b. Say "frame." Say it again without the /r/.
8.) A dialogue between a teacher and a student follows. T: What is a nocturnal animal? S: An animal that stays awake at night. Which of the following probing questions best ensures that the student understands the vocab w/ no misconceptions? a. Can you give me an ex of a nocturnal animal? b. Does a nocturnal animal have any special characteristics? c. What is a diurnal animal? d. Where do nocturnal animals live?
b. does a nocturnal animal have any special characteristics
51.) A group of students have accuracy rate of 94% and above on a recent running record. Which of the following activities will best help improve the development of the students' reading skills? a. continuing to read books at the current level because students are succeeding b. reading familiar books with a partner of a lower reading level c. reading books at the next level with teacher support d. listening independently to audiobooks from the next level
c
67.) When planning instruction to support students' reading development, a third-grade teacher includes the following activities.· Engaging students in reader's theater· Requiring students to participate in repeated readings· Modeling fluent reading of various genres· Providing opportunities for independent reading.By engaging students in the activities listed, the teacher best demonstrates an understanding of which of the following principles related to growth in literacy? a. A reader's ability to consistently process all genres of text at a rapid rate results in deeper comprehension of complex ideas. b. A reader's participation in oral reading activities with peers promotes the reader's interest in wide reading of complex texts. c. A reader who can fluently and automatically decode words can give full attention to comprehending a written text. d. A reader's exposure to texts in various genres allows the reader to absorb linguistic differences in authors' writing styles.
c
72.) A first-grade teacher wants to use an analytical approach to instruct students in phoneme-grapheme correspondence. Which of the following instructional scenarios is best for the teacher to use? a. Teaching the class one letter-sound relationship per week in order of the alphabet b. Assisting students with identifying an unfamiliar word as they read connected text by teaching a specific letter-sound relationship c. Presenting students with previously learned words to assist them in learning specific letter-sound relationships and patterns d. Teaching students individual letter-sound relationships and then blending the sounds together to form a recognizable word
c
40.) A teacher selects words from a storybook and places them in a pocket attached to the back cover. The student removes all the familiar words from the pocket and attempts to find the remaining words within the text of the story. Which of the following is the instructional purpose of the activity? a. Enhancing reading fluency b. Developing phonemic awareness c. Building sight word vocabulary d. Recognizing initial consonants in words
c. Building sight word vocabulary
34.) A preschool teacher works with a small group of students in a center and asks them to walk around the room to find and name groups of five objects or pictures that begin with the same sound. Students first find a bat, a ball, a box, a boat, and a bug. Then they identify a chair, a chart, a chain, a chick, and a cherry. Which of the following early literacy concepts is best supported by the instructional activity? a. Distinguishing letter-sound correspondence in printed words b. Locating the onset and rime of words commonly used in class c. Developing phonological awareness by recognizing alliteration d. Building vocabulary based on items that are accessible in class
c. Developing phonological awareness by recognizing alliteration
31.) Which of the following reading skills is the most important prerequisite to understanding an author's purpose? a. Creating mental images while reading b. Eliminating unnecessary information c. Distinguishing between facts and opinions d. Making personal connections to the text
c. Distinguishing between facts and opinions
29.) A teacher has students read the following passage during a science lesson. The teacher then refers to the same passage during the reading block to demonstrate the structure of certain forms of informational text. Not all stars are the same, and it is important to understand their properties. There are five parameters of stars that we can measure. Luminosity is the measure of how much energy is emitted by the star. Stars also have their own size and temperature. The mass of stars can be measured, and we can also determine their composition. The passage best demonstrates which of the following text structures? a. Generalization b. Sequence c. Enumeration d. Classification
c. Enumeration
45.) A teacher begins a new unit on writing a persuasive letter. Which of the following instructional methods is best for the teacher to use during the planning stage? a. Providing students with a predetermined list of topic options b. Pairing students to share sentences orally before writing them c. Helping students determine appropriate goals for their letters d. Presenting a checklist to students for evaluating their letters
c. Helping students determine appropriate goals for their letters
39.) A teacher selects both fiction and nonfiction texts that all students in a guided reading group can read independently with 95 percent accuracy. The teacher instructs the students to read the texts aloud together chorally four times over a period of time. Which of the following changes to the activity best facilitates reading fluency? a. Including only texts that students can read with 100 percent accuracy b. Choosing either all fiction or all nonfiction texts c. Modeling how to read the selected texts before asking the students to read them d. Introducing key vocabulary words before having students read the texts
c. Modeling how to read the selected texts before asking the students to read them
22.) Which of the following should a teacher do to best help students who are revising their own writing? a. Give the students a mini lesson on how to identify errors in subject-verb agreement. b. Identify grammatical errors in the students' writing that need correction. c. Recommend that students elaborate and use words to make images more specific. d. Require students to use dependent clauses to make simple sentences more elaborate.
c. Recommend that students elaborate and use words to make images more specific
3.) A 1st gr teacher selects a picture book that retells the well-known fairy tale Goldilocks and the Three Bears to read aloud to the class. Following the first oral reading of the text, the teacher distributes a graphic organizer with a set of questions for students to answer as the text is read again. During the second reading, the teacher pauses at different parts of the story and asks students to independently answer one of the questions related to that part of the story on the work sheet. A portion of the graphic organizer the teacher uses is shown below. Question \ The Story Says \ I Say \ And So I Believe... The teacher's instructional method best engages students in which of the following thinking processes related to successful reading comprehension? a. Making decisions about what is going to happen next in a story by connecting existing knowledge to new information an author gives as a text is read b. Determining what is important in a story and recording it in the student's own words c. Searching a story to reach a conclusion based on clues an author gives and prior knowledge to construct meaning that goes beyond what is literally stated d. Creating mental images of the events happening in a story that support recall of main ideas
c. Searching a story to reach a conclusion based on clues an author gives and prior knowledge to construct meaning that goes beyond what is literally stated
21.) A kindergarten teacher uses bright-colored chalk to write individual letters on sheets of black construction paper. Students take turns pointing a flashlight at and naming the letter on each sheet. Which of the following instructional objectives does the activity target? a. Improving phonological awareness skills b. Building understanding that words are made by sequencing letters c. Supporting learning of the alphabetic principle d. Reinforcing knowledge of using phonics as a decoding strategy
c. Supporting learning of the alphabetic principle
While assessing students' reading ability, a teacher notices that many students struggle with words like "enough," "sign," "night," "through," and "was." Which of the following instructional strategies has the greatest impact on building students' automatic recognition of such words? a. Using an interactive whiteboard to show each word for students to copy into a journal b. Providing activity sheets with each word for students to trace in pencil or crayon c. Using an activity in which students read each word aloud, build each word with plastic letters, and write each word d. Providing each word on a card for students, placing the cards on a ring, and having students practice the words independently
c. Using an activity in which students read each word aloud, build each word with plastic letters, and write each word
15.) Which of the following is most appropriate for a teacher to use when organizing flexible groups for reading instruction? a. current standardized reading assessment results when developing long-range goals b. results from a variety of assessments when forming balanced mixed-ability groups c. formal and informal measures when targeting students' short-term common needs d. a teacher-prepared survey when determining students' authentic reading interests
c. formal and informal measures when targeting students' short-term common needs
49.) The two best predictors of a beginning reader's future reading success are alphabetic knowledge and the development of a. phonic skills b. reading fluency c. sight word recognition d. phonemic awareness
d
54.) As part of a social studies unit on the American Revolution, a sixth-grade teacher plans to prepare students to read a short historical nonfiction novel about the Boston Tea Party. Which of the following prereading strategies will best assist the teacher in building students' background knowledge and improving their general understanding of the topic? a. Providing time for students to skim the text and create a list of new vocabulary words and ideas that the author discusses b. Encouraging students to look at the illustrations in the text and discuss with a partner what they see in the images c. Presenting a list of statements about the topic and having students indicate whether they agree or disagree with each one d. Having students visit approved Web sites before reading the text to view video clips and primary documents related to the topic
d
57.) During a whole-class literacy lesson, a third-grade teacher uses an electronic whiteboard to display the paragraph below:-Some studies have shown that it is good practice to not allow students to chew gum in class. While some students may think this is unfair, there are many good {reasons why} this is a good rule. {First of all}, some observations of students' behavior show that they may not be considerate of their classmates and leave the gum on the bottom of desks or tables, drop it on the floor, or put on another classmate's property. {Consequently}, the student's action {can result} in a mess that disturbs others and can affect their efforts to learn. Another {reason why} some researchers recommend that chewing gum in school should not be permitted is {because} it is a distraction. When students are allowed to chew gum, it has been found that they can be more focused on chewing it and making popping noises and {as a result} not listen and fully participate in class activities. {Therefore}, many schools today have adopted a policy of not allowing gum chewing in class. The teacher uses the format of the passage to conduct a think-aloud strategy that supports students' comprehension of informational writing within the context of viewing and analyzing an authentic text. The teacher's instruction primarily models for students that comprehension improves when a reader a. is familiar with identifying an author's purpose in conveying information in a wide variety of literary genres b. analyzes the degree to which transition words and phrases are repeated in a text to achieve coherency c. can evaluate the degree to which the vocabulary an author selects communicates new ideas in a clear, concise manner d. has knowledge of organizational patterns and cue words found in various fiction and nonfiction text structures
d
71.) To address the fluency difficulties faced by students in a guided reading group, the teacher decides to implement readers' theater lessons. Which of the following instructional steps will best support the students' improvement of reading fluency? a. Permitting the students to work as a group to select a text based on their collaborative interests b. Assigning each student a character part prior to reading the text as a group c. Modeling the reading of three possible texts for students to decide on one d. Asking students to read the text independently and orally before choosing character parts
d
74.) A teacher who is working with students on decoding multisyllabic words in text writes the following words on an anchor chart after students encounter them in their readings for the week. -Multisyllabic words: common butter flutter swimming Which of the following activities will best help the students divide the words into syllables? a. Marking off syllables by using a dot between vowels and consonants b. Examining long-vowel sounds in the words with a stable-final syllable c. Identifying stressed and unstressed vowels in each of the words d. Breaking up closed-syllable words based on consonant splitting
d
76.) A kindergarten teacher introduces phonics concepts to students early in the school year and works on explicitly teaching short vowel sounds and consonant sounds. Which of the following activities best helps students work on the described phonics concept? a. Sorting one-syllable words that are closed and not closed b. Using letter tiles to practice vowel digraphs c. Highlighting words with CVCEC V C E patterns in a passage d. Teaching word families that follow CVCC V C patterns
d
Which of the following statements about the relationship between reading and writing development is best supported by research? a. Both reading and writing are markedly similar with regard to activity, strategy, and purpose. b. Reading and writing are innate skills for which the human brain is naturally wired. c. Developing readers and writers proceed through the same stages to reach proficiency. d. The skills of decoding in reading and encoding in writing reflect similar learning.
d
36.) Applying punctuation rules to simple sentencesA fourth-grade teacher uses a variety of personal narrative writing samples as models to provide instruction in the characteristics of the genre. Following the instruction and a review of steps in the writing process, the teacher assigns a project in which students are asked to write personal narrative stories. Jennifer, a student, begins the process of writing a personal narrative to share with peers about an adventure that happened during a recent family camping trip. She uses a story-map organizer as a prewriting strategy to focus on the basic elements of the genre as they relate to the experience. Jennifer then uses the information in the graphic organizer to write a draft. Next, she begins the revision step in the writing process and while rereading the draft pauses to consider her audience. Through reflection on her work, Jennifer decides to return to the graphic organizer to add more vivid language and details to make the writing piece more exciting to classmates.Jennifer's actions best demonstrate an understanding of which of the following essential components of effective writing? a. Maintaining a focus that the purpose of writing is to inform an audience about a chosen topic of inquiry b. Having adequate background knowledge on a subject to be able to work through the writing process independently c. Patterning personal writing pieces on ideas in exemplary texts that show varied linguistic structures to make writing interesting d. Being flexible and moving recursively through the stages of the writing process to best meet targeted goals
d. Being flexible and moving recursively through the stages of the writing process to best meet targeted goals
Criteria such as timeliness of information, professional affiliation, bias, and domain suffixes all relate to which of the following factors? a. Considering ethical issues that may arise when designing assessments b. Respecting cultural knowledge and prior learner experiences when designing instruction c. Tailoring content, process, products, and learning environment to meet individual learner needs d. Evaluating and selecting reference materials for student use in classroom research
d. Evaluating and selecting reference materials for student use in classroom research
9.) Ms. Jones introduces visualizing as a comprehension skill to her first-grade students using a short passage of text. Which of the following strategies illustrates how to best introduce the skill? a. Allowing the students to read the passage independently and draw an illustration to match it b. Assigning partners to illustrate the passage that is read aloud by the teacher c. Demonstrating how to summarize the passage using a story map with pictures d. Explaining the process in detail and modeling it by thinking aloud while reading the passage
d. Explaining the process in detail and modeling it by thinking aloud while reading the passage
42.) A teacher laminates pictures of book covers for several favorite read-aloud stories and places them in the retelling center. Student A chooses a cover and, without showing it to Student B, describes the beginning, middle, and end of the story. Student B guesses which story Student A is describing. The activity is best suited to reinforce which of the following literacy skills? a. Developing oral reading fluency b. Conveying a point of view c. Visualizing a book's story elements d. Interpreting a communicated message
d. Interpreting a communicated message
Which of the following instructional techniques is most effective in teaching students the phonemic awareness skill of segmentation? a. Having students identify the odd sound in a sequence of three or four spoken words b. Saying a sequence of individual sounds and asking students to combine them to form a word c. Asking students to recognize the common sound in a set of three one-syllable words d. Pronouncing a word and having students position plastic counters in a row to represent each sound
d. Pronouncing a word and having students position plastic counters in a row to represent each sound
15.) A primary purpose of a criterion-referenced reading benchmark is to a. Identify a student's level of mastery of a curriculum-based skill as beginning, developing, or proficient b. Compare a student's mastery of a specific skill to that of peers who have previously taken the same assessment c. Evaluate student skill mastery by reporting performance with raw scores, percentile ranking, and grade equivalents d. Set the standards for student skill mastery along with a time frame indicating when the level of mastery should be achieved
d. Set the standards for student skill mastery along with a time frame indication when the level of mastery should be achieved
1.) A teacher reviews the following student scores on a standardized reading test with the goal of determining the areas in which the student will require additional instruction. -75th percentile in vocab knowledge -85th percentile in decoding -40th percentile in comprehension -70th percentile in fluency Based on the data, which of the following activities best addresses the students' needs? a. reviewing high-frequency words b. identifying context clues in sentences c. listening to an audio version of the text d. using a plot chart to track the events in a story
d. Using a plot chart to track the events in a story.
82.) A fifth-grade teacher has students self-select topics of interest for a research report related to a social studies unit. Before students begin the report, the teacher conducts a series of lessons on how students can appropriately use multiple print and electronic resources to gather information. Then the teacher reviews the steps of the writing process with students before directing them to begin working on the report. a. Following the outline generated in the prewriting stage during the drafting and revision process in order to make the task of writing easier b. Evaluating the organization of the report to determine whether the transitions move readers smoothly from one subtopic to another c. Recognizing during the drafting stage that adequate content related to a prewriting subtopic is unavailable and eliminating that content from the report d. Using a tool such as a checklist during each stage of the writing process to self-evaluate the inclusion of necessary elements in effective expository text
d. Using a tool such as a checklist during each stage of the writing process to self-evaluate the inclusion of necessary elements in effective expository text
4.) A first-grade teacher works with small groups of students to teach them how to develop their writing skills. Which of the following methods best fosters the students' ability to use correct mechanics, such as punctuation and capitalization, in their own writing? a. Assigning work sheets from a workbook to complete b. Having students copy rules in their copybooks for reference c. Emphasizing pauses indicated by punctuation during read-alouds d. Using mentor texts to encourage imitation of effective writing
d. Using mentor texts to encourage imitation of effective writing
19.) During a reading conference, a teacher notices that a student is unable to answer basic comprehension questions about a book after reading it. Which of the following actions is best for the teacher to take first? a. preparing an outline of the plot to assist the student in recalling imp details b. encouraging the student to reread the parts of the book that were difficult to understand c. conducting a mini-lesson d. administering an informal assess to identify the skills w/ which the student is struggling
d. administering an informal assess
12.) A teacher scores student writing samples using criteria that define expectations for different levels of proficiency. Which of the following tools is the teacher most likely using? a. Anecdotal notes b. Checklist c. Scoring guided d. Rubric
d. rubric
24.) The teacher states, "I look for parts of the word I know." By using this technique, the teacher provides instruction that focuses primarily on: a. phonics b. knowledge of cognates c. etymology d. structural analysis
d. structural analysis
10.) Which of the following actions best reflects an understanding of the research on teaching the alphabetic principle to young students? a. teaching students the letters and their corresponding sounds in alphabetical order b. introducing students to similiar-sounding or similiar-looking letters in close succession c. introducing students to the long vowel sounds before introducing them to the short vowel sounds d. teaching students continuous vowel and consonant sounds before teaching stops, or clipped sounds
d. teaching students continuous vowel and consonant sounds before teaching stops, or clipped sounds
4.) Place the reading strategies in the list in order according to when the strategy is used: before, during, or after reading. Click and drag each strategy to the appropriately labeled box. summarizing self-monitoring setting a purpose 1. before reading 2. during reading 3. after reading
setting a purpose self-monitoring summarizing
19.) Matching Stage 1: Emergent Spelling Stage 2: Lettername-alphabetic spelling Stage 3: Within-word pattern spelling Stage 4: Syllables and affixes spelling a. Using inflectional endings, changing spellings when needed b. Writing words with long vowel patterns and r-controlled vowels c. Writing the beginning and ending consonant sounds of words d. Drawing random capital or lowercase letters, numbers, or other symbols
stage 1: d stage 2: c stage 3: b stage 4: a
