EC-6: English Language Arts and Reading

Which of the following is least important for reading comprehension? A) the ability to read fluently individually B) the ability to self monitor progress and challenges C) on-target oral language development D) accuracy when required to read aloud to class

accuracy when required to read aloud to class

Fluency is measured by which three criteria? A) ability to self correct, sight word recall, prosody B) accuracy, speed, and vocabulary C) vocabulary, speed, and comprehension D) accuracy, prosody, and speed

accuracy, prosody, and speed

Final Stable Syllable

A consonant + -le syllable occurs at the end of a word. If the consonant + -le syllable is found next to an open syllable, then the vowel in the open syllable stays long. If the consonant + -le is next to a closed syllable, the vowel in the closed syllable stays short. bugle, candle, bubble, circle, and trample

Prefix

A letter or letters at the beginning of a root word that changes its meaning re, de, un

Suffix

A letter or letters at the end of a root word that changes its meaning s, es, ed, ing, ly, er, or, ion, tion, able, and ible

The following sets of words could be used to demonstrate which of the following principles? -ful -ment bountiful merriment grateful judgment pitiful enlightenment careful embodiment boastful management A) A root word that ends in y is usually changed to i when a suffix is added onto the end. B) A root word's spelling is not impacted by the addition of a suffix. C) The addition of the suffix -ful sometimes changes the spelling of the root word, but does not change the pronunciation of the root word. D) The addition of the suffix changes the pronunciation of the root if the root ends in a vowel.

A root word that ends in y is usually changed to i when a suffix is added onto the end.

The English teachers at Anytown District want to promote pragmatic language use among elementary students. Which of the following is the best activity for them to use? A) watching famous cinematic monologues B) acting out everyday situations and role-playing different conversations C) having students take notes during direct instruction D) inviting local politicians to give speeches about civics to the students

acting out everyday situations and role-playing different conversations

To effectively conclude an oral presentation of a persuasive argument, a student should: A: provide a brief anecdote to personalize the argument. B: read a list of the sources they used for their research. C: explain why they are a reliable source on their topic. D: briefly restate the main point of their speech.

briefly restate the main point of their speech.

Morpheme

combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts.

Syntax

construction of words in order to make phrases, clauses, and sentences

Which instructional strategy would be most appropriate when teaching students to determine the meanings of unfamiliar words when reading a short story? A) cognate awareness B) dictionary use C) contextual analysis D) morphemic analysis

contextual analysis

A student is attempting to determine the pronunciation and meaning of a word while reading a sentence. Which of the following could help with this unfamiliar word? Select all answers that apply. A) structural analysis B) homophone awareness C) contextual analysis D sight word recognition

contextual and structural analysis

For their morning work, a fifth-grade teacher has students dissect the word "disconnected." The students are required to break the word into a prefix, root word, and suffix. Which of the following skills will this help develop? A blending onsets and rimes B blending phonemes C decoding D phonemic awareness

decoding

A second-grade student typically spells most words accurately in her writing and is able to read familiar words, but she struggles to read new words accurately. Which of the following would best support this student? A) recognizing common letter patterns B) print awareness C) memorization of high frequency sight words D) decoding skills

decoding skills

While reading, a student comes across the unknown word "sanitize." He notices in the sentence the words "dirty, " "but," and "now clean." He determines that sanitize must be the opposite of dirty. Which strategy did he use to define the unknown word? A) defining meaning using a homograph B) defining meaning from context clues C) defining meaning from structural clues and morphology D) defining meaning using phonetic awareness

defining meaning from context clues

While reading, a student comes across the unknown word "extracellular." He notices the prefix "extra-" and determines that the word means something like "having more cells." While he did not correctly define the word, which strategy did he use in his attempt to define the unknown word? A) defining meaning from context clues B) defining meaning using a homograph C) defining meaning using phonetic awareness D) defining meaning from structural clues and morphology

defining meaning from structural clues and morphology

While reading, a student comes across the unknown word "hydration." She thinks about other words she knows that sound similar, like hydrant and hydrate. She determines that "hydration" must have something to do with water. Which strategy did she use to define the unknown word? A) defining meaning from structural clues and morphology B) defining meaning from context clues C) defining meaning using phonetic awareness D) defining meaning using a homograph

defining meaning using phonetic awareness

Mastering which of the following skills would demonstrate that the student is most likely ready to move on to explicit phonics instruction? A) identifying initial sounds B) deleting, adding, or replacing individual sounds in words C) recognizing rhyming words D) accurately counting syllables

deleting, adding, or replacing individual sounds in words

A student needs to be able to fluently read a text in order to refocus their attention on which of the following tasks? A) reading with appropriate inflection B) determining the main idea C) decoding unfamiliar words D) increasing their reading speed

determining the main idea

A preschool teacher asks her class to share their favorite foods. As the children share, she writes the foods they say onto the board. Next, she goes through the list with the class to see if there were any repeat foods and counts how many times each item was repeated. Which of the following best describes the purpose of this activity? A) developing an understanding of letter to sound correspondence B) connecting the shapes of letters to their names C) developing an awareness that speech corresponds to writing D) reinforcing phoneme awareness

developing an awareness that speech corresponds to writing

Language Interference

differences between a learner's native language and the language being learned, which can cause confusion in the acquisition of the new language

A second-grade teacher conducting a phonics lesson reads the words "kite," "bike," and "recite" aloud and has students write and discuss the use of these words. The greatest benefit to this strategy is it: A: allows students to practice phonemes and morphemes. B: introduces new vocabulary while reinforcing phonemic understanding. C: allows students to work together to identify individual phonemes. D: discusses vowel rules in a realistic context familiar to students.

discuss vowel rule in a realistic context familiar to students.

Based on common standards for early readers, an intervention is most appropriate for students who have which of the following difficulties? A) having only 1 mistake per 20 words at grade level reading B) imperfect phonological awareness C) distinguishing between letters and words D) reading 100 high frequency words correctly

distinguishing between letters and words

Students in a kindergarten class are working on mastering the alphabetic principle. Which of the following strategies would be best for the teacher to implement as she goes through the daily routine? A) posting step-by-step directions on the board for each activity B) labeling items in the class, such as the pencil sharpener and bookshelf C going over a letter each day by writing it on the board and saying its sound D having the students write down the alphabet from memory daily

going over a letter each day by writing it on the board and saying its sound

A kindergarten teacher incorporates the use of Big Books into the daily lesson, pointing to each word as she reads. Which of the following would this activity best reinforce? Select all answers that apply. A) graphophonemic skills B) print orientation skills C) grapheme skills D) procedural text comprehension

graphophonemic skills grapheme skills print orientation skills

Homogeneous Group

group comprised of individuals working on the same level

Heterogeneous Group

group comprised of individuals working on various levels

Which of the following would best promote collaboration between a student's family and their elementary teacher to promote the student's alphabetic development? Select all answers that apply. A) have community volunteers read aloud to the class B) discuss words printed on items in the classroom. C) have a Bingo Alphabet game sent home to play as homework D) require weekly home reading logs to be signed by parents

have a Bingo Alphabet game sent home to play as homework require weekly home reading logs to be signed by parents

To enhance sixth-grade students' abilities in the area of oral communication and literacy development, a teacher might do all of the following EXCEPT: A) have students engage in a debate using research supplied by students. B) have students engage in a computer game that reads aloud and assesses comprehension. C) have students engage in "reader's theater" after providing modeling and practice. D) have students listen to audio of the correct phonetic pronunciations for new words while reading a text and then repeat the correct pronunciations for the teacher/class.

have students engage in a computer game that reads aloud and assesses comprehension.

A teacher wants to develop reading fluency in his first-grade class. Which of the following would be the most effective activity to enhance the students' reading fluency? A) asking students to read a book or essay one level above the students' independent reading levels B) engaging in a literary discussion group in the library C) having students reread stories that were used during a guided reading activity D) creating a graphic organizer after reading a student-chosen book

having students reread stories that were used during a guided reading activity

Based on current research, what is the best way for ELL students to be grouped in a content area class for a discussion activity? A) heterogenous English-language levels and homogenous content-area knowledge B) heterogenous English-language levels and content-area knowledge C) homogenous English-language levels and content-area knowledge D) homogenous English-language levels and heterogenous content-area knowledge

heterogenous English-language levels and content-area knowledge

A small group of students with varying academic abilities working together on a science project is a example of what?

heterogenous group

Which of the following is not a strategy for building early literacy skills? A) tell stories about pictures B) name common objects C) hold a pencil correctly D) identify rhyming words

hold a pencil correctly

A small group of students reading a book together on the same reading level is a example of what?

homogenous group

A second-grade teacher uses the following handout to introduce a new topic. Choose ONE of the following words to correctly complete BOTH of the following sentences. bus train teach show car I rode in a ________ to visit my grandmother. I hope to ________ my dog to roll over. Now work with a partner to write two sentences. Each sentence must show a different meaning of the word right. Which of the following concepts is the teacher introducing to her class? A) homophones B) context clues C synonyms D homographs

homographs

Cindy continues to write the word "hole" when she means "whole." Cindy needs further instruction in: A) homophones. B) analogies. C) antonyms. D) synonyms.

homophones

Word Awareness

knowing that individual words make up a sentence "A brown cat jumped over the car." has 7 words

Which of the following skills is not part of phonological awareness? A) sound awareness B) syllable awareness C) rhyme awareness D) letter awareness

letter awareness

Which of the following would an elementary teacher be assessing when they require students to identify select letters on a newspaper? A) graphophonemic knowledge B) letter identification C) letter sounds D) syntax

letter identification

Syllable Deleting

listening to a word and being able to delete a syllable such as the beginning or ending one the word "classroom" has two syllables, "class" and "room," Deleting the first syllable leaves us with "room"

In order to accurately individualize instruction, a teacher should: A) create cohesive lesson plans that build upon each other with no room for adjustment. B) give weekly formal assessments to monitor growth. C) frequently assess students' strengths and adjust lesson plans to mirror students' knowledge. D) allow students to guide themselves through the set curriculum at their own pace.

frequently assess students' strengths and adjust lesson plans to mirror students' knowledge

A classroom teacher divides the class into pairs and gives each student a folder containing a picture of a recognizable person like a fireman or a doctor. They do not show the picture to their partner and describe the image in detail until their partner is able to correctly identify the person. Which of the following describes one of the goals of this lesson? A) further developing oral language and listening skills B) increase student awareness of public servants in their community C) improve student attention to details D) provide an opportunity for students to practice appropriate questioning as an audience member

further developing oral language and listening skills

A third-grade teacher provides ongoing assessment for various listening activities that are going on in her classroom, since she clearly understands the importance of effective listening. What are some of the key purposes of effective listening? A: communicate more effectively with families and also to solve problems B: improve note-taking skills, understand oral language delays, and for students' own enjoyment C: gain new information, understand phonics rules, and solve problems incorrect D: gain new information, solve problems, and/or increase the students' own enjoyment

gain new information, solve problems, and/or increase the students' own enjoyment

The most effective strategy to enhance a first-grade student's ability in following oral directions would be: A) utilizing technology such as a computer game. B) playing a competitive sporting game. C) listing the order of learning center activities and instructions before the class begins the activities. D) completing a phonics worksheet.

listing the order of learning center activities and instructions before the class begins the activities.

Which of the following would be the most appropriate activity to support kindergarten students' letter-sound understanding? A) arranging the class into alphabetical order based on the students' last names B) making a letter sound while tracing the letter with a pencil and paper C) shaping their body into an object whose name starts with a given sound D) singing the alphabet song

making a letter sound while tracing the letter with a pencil and paper

Punctuation

marks, such as period, comma, and parentheses, used in writing to separate sentences and their elements and to clarify meaning.

Active Listening

method of communication that focuses on mutual understanding to prevent confusion.

Conducting a structural analysis would be the best strategy for students to use to decipher the meaning of which of the following words? A) median B) utilitarian C) giraffe D) mislead

mislead

Which of the following would NOT be described as a sight word in a second-grade classroom? A) because B) missed C) said D) are

missed

Which of the following activities best promotes students' understanding of how oral language relates to literacy? A: utilizing ongoing assessments of vocabulary lists B: modeling the writing of words or phrases C: practicing the development of a schema before stories are read

modeling the writing of words or phrases

write, cat, laugh, box are examples of what?

morphemes

A teacher might ask students to compare the words go, goes, and undergo in order to support an understanding of: A) how syllable analysis supports decoding. B) the purpose of an affix. C) short vowels. D) morphemes.

morphemes.

Mr. Jameson notices that one of his English learners almost always adds the suffix "ion" when he wants to change a word to a noun, often resulting in made-up words. This student could use some extra practice with A) language function. B) language register. C) phonology. D) morphology.

morphology.

Most students in Mr. Powers' kindergarten class can identify two or more words that rhyme. Which of the following phonemic skills is most appropriate for the teacher to address next? A) blending the final consonant sounds in words B) naming the beginning sounds in words C) recognizing individual phonemes in words D) blending the initial consonant sounds in words

naming the beginning sounds in words

Positive Language Transfer

occurs when L1 knowledge facilitates the acquisition of L2 Positive language transfer occurs when students use what they know about sentence structure in their native language to help them understand sentence structure in the language they are acquiring.

Diphthong

one vowel sound made by the combination of two vowel sounds the "ou" in south; the "au" in taught; the "oy" in oyster

The teacher reads a passage and asks students to listen for rhyming words. At the end of the reading, the teacher asks the students to think of sets of rhyming words. Which of the following would this activity be used in assessing? Select all answers that apply. A) syntax B) vowel and consonant rules C) phonological awareness D) onsets and rimes

phonological awareness onsets and rimes

Songs, poems, and children's stories that contain rhymes are important to literacy development because they contribute to: A) pattern recognition. B) word awareness. C) phonological awareness. D) genre awareness.

phonological awareness.

Since very young children (birth-four years old) learn oral language through family and friends, the early childhood teacher should first establish a common language among all the students. This can be achieved through which of these TWO strategies? A: labeling items throughout the room B: creating a "word wall" comprised of words the students supply from prior experience C: prioritizing state curriculum words

pointing to words while reading picture books, labeling items throughout the room

In the word unreliableness, the underlined part is the: A) suffix. B) compound. C) prefix. D) root.

prefix

Which of the following best describes the segment "pre" in "prescribe." A) suffix B) root C) prefix D) affix

prefix

Which of the following are acceptable resources to verify the meaning of unfamiliar words? Select all answers that apply. A) print dictionary B) online dictionary C) a classmate D) glossary

print dictionary online dictionary glossary

A student has shown proficiency in the ability to read a test with appropriate inflection. Which of the following skills has the student demonstrated? A) decoding B) prosody C) fluency D) automaticity

prosody

Henrique is an ELL student from Mexico. He really wants to improve his reading fluency. His parents ask his teacher for advice, and she informs them that while Henrique has strong reading accuracy and a fast reading rate, he is struggling a bit with his use of intonation and phrasing in reading. He thinks that Henrique would benefit from some additional practice with his: A) automaticity. B) prosody. C) accent. D) phonology.

prosody

A second-grade teacher assigns a spelling pretest early in the year to guide spelling instruction. The following is a portion of one student's spelling pretest. Based on this list, which area of spelling instruction would be most beneficial to this student? Spelling Word Student Spelling hot hot hate hat pat pat music music feet fete founder founder A) blends B) vowel-consonant-e C) r-controlled vowels D) closed syllables

vowel-consonant-e

Emergent Reader (Stage of Reading Development)

when children understand that written language has meaning and gives messages

A kindergarten teacher reads a story in a big book aloud to the class. Once she has completed the story, she rereads the last page of the book and asks the class to clap once for each word. They repeat this activity a few times as students begin to grasp the idea. Which of the following skills is the teacher promoting with this activity? A) the connection between an onset and rime B) phoneme awareness C) word awareness D) phoneme segmentation

word awareness

Strategies that can be used to best build growth in word analysis and identification include all of the following except: A) "popcorn" reading in which one student starts reading a passage in front of the class and another says "popcorn" and continues the reading. B) posting and using prefixes and suffixes to build new words in a game-type activity. C) rewriting sentences using synonyms found in a thesaurus. D) "scrabble" type games using words from the word wall.

"Popcorn" reading in which one student starts reading a passage in front of the class and another says "popcorn" and continues the reading.

How many phonemes are in the word "hat"? A) 1 B) 2 C) 3 D) 4

4

How many phonemes are in the word "spit"?

4

Readers' Theater

A strategy in which a teacher directs students in a dramatic enactment of a play or book

Literature Circles

A strategy in which a teacher organizes students into small groups to discuss a common text.

Teacher-Modeled Reading

A strategy in which a teacher reads aloud to students emphasizing his/her own fluency and prosody.

Choral Reading / Echo Reading

A strategy in which students first listens to the teacher read a short passage aloud, and then the class and the teacher all read it aloud at the same time

How does a student's level of oral vocabulary impact their decoding and reading abilities? A: A student with a large vocabulary will have greater knowledge of sight words, requiring them to decode less while they read. B: Students who have a wide vocabulary are typically students who have been read to extensively at home. C: Oral vocabulary and decoding skills are unrelated. D: A student with a large vocabulary is more likely to recognize whether or not they have decoded a word correctly.

A student with a large vocabulary is more likely to recognize whether or not they have decoded a word correctly.

Grapheme

A symbol, letter, or the combination of letters that represents a single sound. "ph" makes a "f" sound

Listening activities are extremely helpful in students' literacy development. Which one of these activities is inappropriate for emergent readers to do as a follow-up activity after a listening experience? A) having students develop and ask questions to other students about the story B) acting out the story C) having a class discussion about important points in what was read D) a writing activity in which students paraphrase the story

A writing activity in which students paraphrase the story

Phonemic Awareness/ Sound Awareness

Ability to hear, identify, and re-create individual sounds in spoken words

Ms. Smith is planning to incorporate active listening instructions and expectations into her daily routine. Which of the following would best reinforce actively listening in class? A) Include a specific, unusual instruction in the written instruction for an activity to see how many students are reading carefully. B) After giving instructions for an activity or assignment, have each student summarize or paraphrase the instructions for their neighbor. C) At the beginning of class, have students complete a quick assessment to see what they remember from the previous day's lesson. D) Provide purposefully contradicting information in verbal instructions and wait for a student to notice and ask for clarification.

After giving instructions for an activity or assignment, have each student summarize or paraphrase the instructions for their neighbor.

Which activity would fit in a unit focusing on enhancing student abilities in word recognition? A) While reading a new non-fiction text, have students record a log of any unfamiliar words to define after the reading. B) After studying some common prefixes, suffixes, and root words, play a game where students generate as many words as possible that use a specific root, prefix, or suffix. C) Use words from a teacher generated vocabulary list in an original piece of writing. D) Read aloud with a partner, paying specific attention to correctly reading for punctuation and pronunciation.

After studying some common prefixes, suffixes, and root words, play a game where students generate as many words as possible that use a specific root, prefix, or suffix.

Which of these is NOT a key component in oral language development? A) phonemic awareness B) vocabulary C) accuracy D) reading comprehension E) All of these are components.

All of these are components.

Ms. Winski, a second-grade teacher, notices that her newest English language learner is struggling to communicate with his peers. Which option below would best encourage her new student to practice speaking to and interacting with his classmates? A) Assign the new student a buddy who also knows the same first language. B) Allow time before and after activities for students to chat with their deskmates. C) Assign an oral report to give before the whole class. D) Plan small group activities to discuss the main ideas from the class' reading assignment.

Allow time before and after activities for students to chat with their deskmates.

Students in Mr. Jones's fifth-grade class are working on maintaining eye contact during a presentation. Which activity would most help students practice this skill? A) Ask students to talk about weekend plans while standing at the podium and not fidgeting. B) Conduct a one-on-one conversation with each student where Mrs. Jones reviews the content of their upcoming presentation. C) Ask students to give short, impromptu speeches on silly topics they are confident in. D) Have students peer review each other's speech outlines, checking for content and organization.

Ask students to give short, impromptu speeches on silly topics they are confident in.

Which of the following is one reasonable way for a teacher to assess a student's phonological awareness? A) Ask the student to count the number of syllables in a word. B) Listen to the student as he/she retells a familiar story. C) Test the student's recognition of sight words. D) Ask the student to compare the way a poem sounds to the way a story sounds.

Ask the student to count the number of syllables in a word.

Root

Base words to which prefixes, suffixes, and syllables can be added

Mr. Rick's classroom just received a new student from China. She speaks some English but her main language is Chinese. Her parents speak both Chinese and English in the home. Which accommodation would help her build her English oral language skills and ease the transition into an English-only classroom? A: Exclusively teach in English. B: Allow her to read material that is written in Chinese. C: Bring material into the classroom that relates to her Chinese heritage. D: Ask her parents to translate the assignments

Bring material into the classroom that relates to her Chinese heritage.

A new student has arrived in Mrs. Turner's class. She is an English language learner and is showing some shyness and trouble communicating with both her classmates and Mrs. Turner. The student is doing well with written communication, so Mrs. Turner would like to focus some instruction on oral communication. Which strategy would be most beneficial for Mrs. Turner to use to encourage more oral communication skills? A) Ask the student to read a short passage to Mrs. Turner and then answer some guided questions. B) Listen to the student read aloud and identify areas of strengths and weaknesses in the reading. C) Build in multiple partnering activities so the new student can meet and interact with her peers. D) Provide the student with a list of phrases and words to practice using in everyday conversations.

Build in multiple partnering activities so the new student can meet and interact with her peers.

Mr. Davies has a diverse class with ELL students from China, Mexico, Germany, and France. He has noticed a pattern in which his ELL students from China struggle the most with decoding English words. What is the most likely cause of this? A) Chinese languages are Latin based languages and differ quite a bit from English. B) Chinese students have less exposure to English than students from other countries. C) Chinese students learn to read at a later age and thus have less experience with decoding. D) Chinese languages are not represented by an alphabetic script.

Chinese languages are not represented by an alphabetic script.

Mrs. Shields notices that some of her students are having trouble interacting with their peers during group projects. Which of the following will best help students learn more appropriate oral language skills for group project interactions? A) Show the class a videotape of group members working together using positive interactions and then have a class-wide discussion of the videotape. B) Create a game for students to play in groups and then evaluate their interactions using a rubric. C) Create a script that rehearses positive group interactions and have students replicate and analyze productive conversations. D) Require students to establish productive, positive interactions with their families at home.

Create a script that rehearses positive group interactions and have students replicate and analyze productive converstations.

Which of the following is the most appropriate technique to promote students' development of oral language skills? A) creating classroom time for students to talk with their classmates B) modeling a conversation about recycling with another teacher C) having students write out various real-life conversations D) asking students to listen to several different patriotic songs and then make a collage of patriotic pictures for the classroom wall based on the lyrics

Creating classroom time for students to talk with their classmates

Alphabetic Writing System

a writing system in which there is a symbol for each consonant and vowel

Vocabulary / Vocabulary Development

ability to effectively know and use words in their listening, speaking, reading, and writing

Syllable Awareness / Syllabication / Syllable Segmentation

ability to hear individual parts/syllables of words

Which of the following phonemic awareness skills would be the last skill a student should be expected to master? A) identifying suffixes and prefixes B) deleting phonemes C) removing syllables from the word D) sounding out the word, or blending phonemes

Deleting phonemes (phoneme deletion)

A teacher has determined her 2nd-grade student's reading level is below grade level due to comprehension issues related in part to fluency. The student is struggling with high frequency, irregular sight words. Which of the following would best address this issue? A) Create a new unit for the whole class focused on high frequency, irregular sight words. B) Develop an individualized in-class plan focused on high frequency, irregular sight words. C) Refer the student for immediate out-of-class intervention with a reading specialist for intervention. D) Send home lists of high frequency, irregular sight words.

Develop an individualized in-class plan focused on high frequency, irregular sight words.

Johnny is a new student in Mrs. Clark's class. She notices that he is struggling to complete his assignments. After assessing his oral language skills, she places Johnny in the beginning level of language proficiency. Which activity could she ask Johnny to complete and expect him to do with success? A) Use technical language while speaking. B) Write sentences with varying grammatical complexity. C) Follow 3-step directions. D) Draw a picture to answer questions.

Draw a picture to answer questions.

Mr. Sanchez's sixth-grade class is currently working on a research project about world cultures. Each student has been assigned a different culture to research and present their findings to the class. Mr. Sanchez notices many of his students, who are classified as English language learners, are nervous about their upcoming presentations because they are uncomfortable speaking in front of the class. Which of the following recommendations would be most appropriate for Mr. Sanchez to the students? A) Each student writes down their presentation and has a peer proofread it for grammatical errors. B) Each student practices their presentation in front of a mirror to monitor their performance. C) Each student records themselves and listens to their pronunciation. D) Each student practices in a small group and uses the feedback from the small group to improve their presentation.

Each student practices in a small group and uses the feedback from the small group to improve their presentation

Early Reader (Stage of Reading Development

Early readers begin understanding that reading from the printed page needs to make sense - both from the pictures and from the print

Which of the following ideas is supported by current research on emergent literacy? A) Emergent literacy development will not directly impact the following stages of literacy development. B) Emergent literacy begins with direct instruction, but it can be extended by real world experiences. C) Emergent literacy skills begin developing prior to formal schooling. D) Children will only develop literacy skills after explicit phonological awareness instruction.

Emergent literacy skills begin developing prior to formal schooling.

A kindergarten student should be able to do all of the following by the end of kindergarten EXCEPT: A: identify upper- and lowercase letters. B: follow three-step directions the first time. .C: identify rhymes. D: write letters and his name.

Follow three-step directions the first time

Mrs. Tockert notices that her third-grade student, Selene, is having a difficult time following oral directions. Following complicated directions is a benchmark Selene should have reached by the end of second grade. What intervention strategy/strategies could Mrs. Tockert use to help Selene pass this benchmark? Select all answers that apply. A) Give Selene a written copy of the directions for her to read and cross off when completed. B) Give Selene only one directional prompt at a time. C) Give Selene all the directions at once, and have her repeat them back. D) Have another student help Selene through the directions.

Give Selene a written copy of the directions for her to read and cross off when completed Give Selene only one directional prompt at a time.

A kindergarten teacher is creating a unit on tigers to focus on the letter "T". Which of the following activities best contributes to the students' understanding of this alphabetic principle? A) Creating a rhyme or song that explains how to spell the word "tiger". B) Using an assortment of cut out pictures that all begin with the letter "T", and pasting them into a collage. C) Brainstorming words that begin with the first letter of the students' names. D) Giving students a collection of pictures and having them label only the objects that begin with the letter "T".

Giving students a collection of pictures and having them label only the objects that begin with the letter "T"

Which of the following is the best approach to creating collaborative groups? A) Group students randomly. B) Group students homogeneously based on reading level. C) Allow students to choose their own groups D) Group students heterogeneously.

Group students heterogeneously.

Maria, an English language learner, tells the teacher she is concerned the class will not understand her presentation because of her inability to pronounce words perfectly. Which of the following would be the most appropriate recommendation for the teacher to make? A: Have Maria distribute a transcription of her speech to the class prior to the presentation. B: Have Maria write out notes that indicate the correct pronunciation of the words. C: Have Maria use images rather than notes so she can provide the class a visual representation of the topic. D: Have Maria translate the speech into multiple languages.

Have Maria write out notes that indicate the correct pronunciation of the words

Which of the following would be the best activity for students struggling with phonemic awareness?

Have struggling students practice phonemic activities specific to the area in which they are behind.

Which of the following is the most appropriate way for a teacher to help students develop the ability to break words into individual sounds? A) Read aloud every day. B) Use long words with many syllables to provide extra practice. C) Have students practice breaking apart simple words of two or three letters. D) Display a word wall in your classroom.

Have students practice breaking apart simple words of two or three letters.

A teacher wants to help her students understand how a written text can be improved through oral language. Which of the activities below would best help her students understand this concept? A) Have students rewrite a short story to include new examples of figurative language. B) Have students read a story silently and then listen to the teacher read it aloud with animated gestures and expression. C) Have students read a short story silently and then draw an image of the moral of the story. D) Have students rewrite a short story with a new audience in mind.

Have students read a story silently and then listen to the teacher read it aloud with animated gestures and expression.

Which of the following activities would best help a teacher develop a student's understanding of phonics? A) Have the student use letter tiles to create words. B) Have the student segment a spoken word into individual phonemes orally. C) Have the student participate in a readers' theater. D) Have the student use context clues to decode unknown words.

Have the student use letter tiles to create words.

Follow-up activities are crucial to enhancing elementary students' listening skills. After listening to a story, which of the following activities would be most appropriate for a class with many English Language Learners? A: Have the students perform a skit about the events in the story. B: Write answers on a worksheet. C: Ask a partner questions about the story and record his/her answers. D: Act out parts of the story after writing about main points.

Have the students perform a skit about the events in the story.

Paula is an ELL student from Mexico. Her mother, Natalia, is a fluent English speaker and is concerned with Paula's reading fluency. She asks Mrs. Dilbert, her ESL teacher, about the different ways that she can help Paula to practice at home. Mrs. Dilbert recommends all of the following except: A) Practicing "choral reading" or reading aloud together with Paula. B) Practicing repeated reading with Paula, asking her to read and then re-read the same text after receiving some corrections. C) Modeling fluent reading to provide Paula with a strong example of what reading should sound like. D) Having Paula read "frustration level" texts, or texts that she can read at less than 90% accuracy, at home to challenge her.

Having Paula read "frustration level" texts, or texts that she can read at less than 90% accuracy, at home to challenge her.

With direct teaching and guidelines on the group process, the fourth-grade students are divided into groups to write a story about an experience of a frightening storm. Each student is assigned a part of the narrative to write within their group, after the group agrees on the type of storm they will write about. They later share the group stories with their classmates. The teacher encountered one stubborn student and several challenges with the group progress, but all of the groups completed the task successfully with teacher facilitation. In order to improve future small group activities, what teacher strategy should be used? A: Reduce the grades for the students and the student groups that do not collaborate well. B: Assign at least one student with leadership skills to each group. C: Let the students select their own group members. D: Help the students evaluate their group's performance and generate guidelines for future group work.

Help the students evaluate their group's performance and generate guidelines for future group work.

Of the following, which is the most likely group structure for promoting English proficiency among English Language Learners? A) Group members consider one another as friends B) Homogeneous in English proficiency C) Heterogeneous in English proficiency D) Heterogeneous in the home languages spoken

Heterogeneous in English proficiency

Decoding

In reading out loud, being able to sound out words by breaking them into simple forms. In reading for comprehension, the understanding of how to read each letter or letter pattern in a word to determine the word's meaning

A fourth-grade English Language Arts teacher, Mr. Menchaca, is being questioned by a few parents about the amount of time he spends on a daily basis reading aloud to his students. They want more independent reading time. Mr. Menchaca communicates to parents on a regular basis with an email newsletter. In this week's newsletter, he explains many of the positive effects of reading aloud to children. Which of the following should Mr. Menchaca list? Select all answers that apply. A) increasing their vocabulary development B) increasing their skills in structural analysis C) improving their listening skills, including listening for specific purposes and literary forms D) gaining new information

Increasing their skills in structural analysis

Mrs. Scott notices that several of her second-grade students are having problems using gestures appropriately while speaking to the class. What is the best course of action for Mrs. Scott to take? A) Speak with the student's parents about practicing gestures at home. B) Ignore the issue and hope it goes away when the students mature. C) Intervene with appropriate lessons and activities to teach gesturing. D) Demonstrate for students how to gesture appropriately before beginning the next speech activity.

Intervene with appropriate lessons and activities to teach gesturing.

Oral Language Assessment

Listen to, analyze, and record brief episodes of students' oral language to assess needs, strengths, interests, and next steps to support growth

A sixth-grade teacher had decided to use literature circles with her class to work through a new fiction text they're reading. She will provide the groups with guided questions and discussion ideas to complete during and after their reading sections. In what way can literature circles build reading proficiency in students? A) Literature circles allow students to write about what they've read, providing students with both written and reading opportunities to comprehend literature. B) Literature circles allow students to focus their reading on student-led problem areas, thus focusing their comprehension on their specific strengths and weaknesses. C) Literature circles allow students to act out what they've read, providing students with both physical and reading opportunities to comprehend literature. D) Literature circles allow students to discuss what they've read, providing students with both verbal and reading opportunities to comprehend literature.

Literature circles allow students to discuss what they've read, providing students with both verbal and reading opportunities to comprehend literature.

Mr. Duke wants to break up his class into small groups for a discussion after a multimedia presentation. Mr. Duke has multiple English language learners in his class. Which of the following is the most important criteria for placing English language learners into groups? A) Create homogeneous groups of similar academic abilities. B) Make sure the English language learners are placed in the same group so they are comfortable speaking and sharing ideas. C) Make sure the English language learners are placed into various groups to promote vocabulary development. D) Create heterogeneous groups of similar academic abilities

Make sure the English language learners are placed into various groups to promote vocabulary development.

Which of the following describes a way that spelling instruction can support the decoding skills of early readers? A) Spelling lists should consist of only irregular sight words that students are not expected to decode. B) Spelling lists help students break words into separate syllables. C) Spelling words can be chosen specifically to expand individual student vocabulary. D) Memorizing common letter patterns through spelling can then be applied to unfamiliar words with similar structures when reading.

Memorizing common letter patterns through spelling can then be applied to unfamiliar words with similar structures when reading.

While reviewing her notes, Mrs. Welsh notices that Fred has never volunteered to read aloud to his peers. She suspects he may be avoiding reading because he struggles to pronounce unfamiliar words. What strategy is best for Mrs. Welsh use to help Fred become more confident and improve his oral language and reading relationship? A) Only ask Fred to read when she knows he won't struggle. B) Create vocabulary lists with the unfamiliar words. C) Model using phonemes to sound out new words while she reads to the group. D) Review difficult terminology before having students read the passage.

Model using phonemes to sound out new words while she reads to the group.

Which of the following best describes a characteristic of a high frequency word? A) Easy to spell B) Monosyllabic C) Found in conversational English D) None of the above

None of the above

A preschool aged child points to the sign that says "Target" and identifies the letters in the word, but tells her mom that the sign says "store." What does this demonstrate about the child? A) The child has developed print awareness. B) The child lacks and understanding of print orientation. C) The child lacks alphabetic knowledge. D) The child lacks phoneme awareness.

The child has developed print awareness.

Which of the following statements about phonemic awareness is most accurate? A) Students always develop phonemic awareness in a standard order, applicable to all children. B) Phonemic awareness is an early indicator of students becoming strong readers. C) Children cannot properly develop oral language skills without developing phonemic awareness. D) Students do not fully master phonemic awareness until middle school.

Phonemic awareness is an early indicator of students becoming strong readers.

A student can hear that "B" makes first sound in the word blue is an example of what?

Phonemic Awareness/ Sound Awareness

Mrs. Morgan has been working to teach her students alphabetic principles. Monday, she began by describing the sound made by the letter s. Which of the following would be the most logical next step of instruction? A) Describe the sounds made by the rest of the letters in the alphabet. B) Have all students write a list of words that start with the letter "s." C) Read a book where many words start with the letter "s" and ask students to tally how many times they hear it. D) Point out examples of "s" in familiar words and names.

Point out examples of "s" in familiar words and names.

Sixth-grade students will be giving formal speeches at the end of the month. Which activity would best help students prepare for presenting to the whole class? A) Watching videos of professional speakers and taking notes on body language and presentation skills. B) Practicing delivering a section of their speech to a peer and receiving guided feedback about the content and presentation skills. C) Rereading their written speech and notes to check for grammatical errors and content. D) Practicing delivering their speech at home with parents or family members.

Practicing delivering a section of their speech to a peer and receiving guided feedback about the content and presentation skills.

Mrs. Cates has assigned a group project that requires students to create multimedia presentations about a historical event that was an effect of the Civil War. The students' presentations contain many graphics and large fonts but lack quality content. Mrs. Cates decides that for future projects she will need to make an adjustment to the project requirements and expectations. Of the following, which would be the most effective strategy to promote quality content among student projects? A) Engage the class in a discussion of how best to research historical events. B) Provide a rubric with clear expectations and requirements. C) Allow students to choose their project topic and the medium through which they present the material to the class. D) Allow students to choose the members of their group.

Provide a rubric with clear expectations and requirements.

Which of the following is the most appropriate way for a teacher to help young students develop an understanding of print elements? A) Encourage greater access to preschool in their community. B) Send a letter home to remind parents to read to their children every night. C) Provide direct and indirect instruction on concepts like punctuation, the progression of text, and the difference between letters, words, and sentences. D) Provide time for students to practice reading to each other.

Provide direct and indirect instruction on concepts like punctuation, the progression of text, and the difference between letters, words, and sentences.

Which of the following activities would best support a student's ability to decode multisyllabic words? A) Provide practice with 3 letter words, asking the students to replace letters one at a time to form new words. B) Increase classroom time spent on teacher modeled reading. C) Focus classroom instruction on multisyllabic sight words instead of sight words with only one syllable. D) Provide practice matching prefixes, roots, and suffixes to create new words.

Provide practice matching prefixes, roots, and suffixes to create new words.

Mr. Proctor, a fourth-grade teacher, notices that several of his students are shy and hesitant to speak in class. Which of the following strategies would be most effective in motivating students' participation in class while enhancing their listening and speaking skills? A) Provide students regular opportunities to read aloud in front of the class. B) Provide students the opportunity to choose their own group in which they feel comfortable speaking. C) Provide students opportunities to share and listen to stories in a small group. D) Encourage students to verbally respond to critical thinking questions during class discussions.

Provide students opportunities to share and listen to stories in a small-group

A first-grade classroom teacher has been busy teaching letter-sound correspondence, mostly in isolation. What is the next step the teacher should take to provide her students with systematic phonics instruction? A) Introduce the idea of chunking letters together to make one sound in order to help with decoding. B) Begin teaching students irregular words that begin with the letters she has been teaching. C) Assess progress on which letter sounds students have mastered and which she needs to reteach. D) Provide students the opportunity to read decodable texts containing the phonics skills she has been teaching.

Provide students the opportunity to read decodable texts containing the phonics skills she has been teaching.

Which of the following activities would best allow students to practice expressive and clear speaking in front of an audience? A) Practice reading aloud in front of a mirror. B) Watch other students practice their speeches. C) Memorize a speech before presenting. D) Read aloud in front of a small group.

Read aloud in front of a small group.

Mr. Blaschke wants to develop his students' fluency while reading. Which activity would best help him achieve this goal? A) Reviewing phonics and frequent morpheme pronunciations. B) Read short excerpts of poetry, demonstrating how to pause and add proper inflection. C) Create a word wall to introduce students to new terms they may encounter in their reading. D) Have students read unknown excerpts in front of the class.

Read short excerpts of poetry, demonstrating how to pause and add proper inflection.

Mrs. Harper is assessing her students' word awareness. Which of the following activities would best demonstrate word awareness? A) Reading a word aloud and asking the class to hold up the number of syllables using their fingers. B) Making a list of a combination of words and gibberish, then asking the class to circle real words. C) Reading a sentence aloud and asking the student how many words were in the sentence. D) Providing a collection of phonemes and asking students to combine them into words.

Reading a sentence aloud and asking the student how many words were in the sentence.

A third-grade teacher is facilitating literature circles for her class with books that tie into their current social studies unit. The class will be allowed to choose a title from a set of books that she has pre-selected. The teacher introduces each option by showing the front cover, reading the title, and reading the back of the book. Once students choose their book and begin reading it, they will be given opportunities to meet with other students who are reading the same book. All group members are encouraged to use direct quotes from the text to support the ideas they share with their group. Which of the following describes a reason the teacher encourages her students to read aloud from the text instead of allowing them to paraphrase the relevant information? A) Reading aloud to their peers will build trust within the group. B) Reading aloud is shown to positively impact reading fluency. C) Reading the quote aloud will be more time efficient than waiting for group members to read the relevant section independently. D) It will provide an opportunity for the teacher to assess the student's reading skills.

Reading aloud is shown to positively impact reading fluency.

Which is an accurate statement about effective reading instruction? A) Students who do not ask for individualized reading instruction should not be provided individualized reading instruction. B) It is best to assess students' reading comprehension through formal assessments. C) Reading comprehension is increased when reading fluency is increased. D) Reading should be taught to students by addressing each concept separately.

Reading comprehension is increased when reading fluency is increased

Which of the following statements accurately represents an aspect of phonological awareness related to literacy development? A) Literacy depends not only on correctly pronouncing words, but understanding their meaning in context. B) Reading new words requires a student to be able to sound out words by breaking them into simple forms. C) Early literacy is demonstrated by an awareness that letters represent sounds. D) Developing an understanding of graphic elements, like the purpose of spaces that occur between words, is key to literacy development.

Reading new words requires a student to be able to sound out words by breaking them into simple forms.

Mr. Martin provides all of his students with a wide variety of listening and speaking activities and provides purposes for each of these activities. Which of the following would be an appropriate speaking activity for the entire class, including ELL students? A) Reading to a small group or a partner B) Giving an oral report followed by the teacher or other students critiquing the report and presentation. C) Listening to a story on a CD or DVD D) Participating in a dramatic play that emphasizes complex and unfamiliar vocabulary.

Reading to a small group or a partner

Mr. Glanz is preparing a lesson on adjusting tone to match your audience. Which activity below would be most beneficial in having students practice this skill? A) Plan a lesson reviewing different types of tones and when they are appropriate for use. B) Role play with a small group where the speaker changes what he says based on pretend audience members. C) Give students a worksheet where they match scenarios to the appropriate audience or tone. D) Have students draw a topic out of a bucket and give an impromptu speech.

Role play with a small group where the speaker changes what he says based on pretend audience members.

Which of the following is the best approach for demonstrating the importance of independent reading to your students? A) Since it will be impossible to ensure that students are completing their at home reading expectations, focus mostly on building in class time for independent reading. B) Conserve class time for instruction by establishing clear expectations for independent reading, and ask parents to sign reading logs in order to ensure compliance. C) Set aside specific in class reading time, where they will also see you reading, while also establishing expectations for independent reading at home. D) Accommodate some in class independent, student choice reading by inviting students to read at their desk if they finish an assignment early. Also set high expectations for independent reading each night at home.

Set aside specific in class reading time, where they will also see you reading, while also establishing expectations for independent reading at home.

Mrs. Kwasny is ready to begin a unit on public speaking. What way could she most effectively demonstrate and introduce good presentation skills? A) Show short videos on topics the students are interested in that demonstrate good speaking and presentation skills, and then follow up with a discussion on what the speaker did well. B) Show short videos where the speaker demonstrates volume, eye contact, and gesturing. C) Show short videos on topics the students are interested in where the speaker demonstrates good presentation skills. D) Give a lesson where the teacher demonstrates good and bad presentation skills

Show short videos on topics the students are interested in that demonstrate good speaking and presentation skills, and then follow up with a discussion on what the speaker did well.

Lisa is struggling to comprehend grade-level texts during independent reading and her oral reading is jerky and irregular. Mr. Harris wants to improve Lisa's reading comprehension. Which of the following instructional strategies should Mr. Harris focus on? A) phonemic awareness B) sight-word automaticity C) alphabetic awareness D) vocabulary development

Sight-word automaticity

In what way should phonetic instruction be different for ELL students than for native speakers? A) Special focus should be given to sounds that are different or are not used in their native language. B) Students should be taught about rhyming words only in their native language first, before exploring rhymes in English. C) Teachers should encourage parents to mostly read books written in English when reading to their children at home. D) Point out pronunciation issues when a student speaks in English and incorporate ways for the student to practice pronunciation with their English speaking peers.

Special focus should be given to sounds that are different or are not used in their native language.

Orthography

Spelling patterns of language

Rereading Familiar Text

Strategy in which students reread a familiar text to increase their rate, prosody, and confidence.

In what ways do small-group conversational activities help improve oral language development? A: Students are able to chat with their friends, relieving stress and clearing the mind for more learning. B: Students can respond to each other and learn to formulate arguments and critique other's responses. C: Students are able to respond to each other in a low-stakes setting, which contributes to higher student involvement. D: The teacher can step back from the discussion and allow students to express themselves.

Students can respond to each other and learn to formulate arguments and critique other's responses.

What is a benefit of providing a rubric for self-evaluation of an oral presentation? A) Grading goes more quickly, because all the content and areas are laid out with a corresponding grade. B) Students are able to compare themselves to their peers. C) Students can understand what they could have done to earn the next level. D) The teacher can take a break from assessment and allow the student to grade himself.

Students can understand what they could have done to earn the next level.

Mrs. Spears wants to incorporate regular silent reading into her weekly schedule. Which of the following ways should Mrs. Spears incorporate this practice to provide the best conditions for the students to improve their individual reading skills? A) Students have scaffolded silent reading for 20 minutes every day while Mrs. Spears consults with individual students about their reading progress. B) Students read silently when they finish their work before other students finish their work. C) Students read for 30 minutes at random intervals while Mrs. Spears grades papers. D) Students engage in silent reading for one hour once a week while the teacher reads a book to model reading behavior.

Students have scaffolded silent reading for 20 minutes every day while Mrs. Spears consults with individual students about their reading progress

Which of the following describes the best way for elementary students to learn decoding skills? A) Students should be taught how to analyze words prior to writing words. B) Students must first learn decoding skills, then learn phonemic awareness skills. C) Students should practice decoding words in books that are at their reading level. D) Guessing at words above their reading level is a strategy that helps students develop decoding skills.

Students should practice decoding words in books that are at their reading level.

Which of the following best describes decoding? A) Students sound out the phonemes of the word and associate the sound of the word to the correct definition. B) Students begin to associate the sounds of the spoken language and recognize those sounds can be represented by letters. C) Students compile a list of ideas about a writing assignment. D) Students use random marks or scribbles to create words.

Students sound out the phonemes of the word and associate the sound of the word to the correct definition.

An English teacher is assessing the effectiveness of a class discussion on a recent reading topic. Of the following features, which should be cause for the most concern? A) Students did not wait for other students to finish their ideas. B) The teacher was not involved in the discussion, as students were addressing each other directly. C) Students were not responding to other students' comments but rather repeating their own. D) There was little agreement between the students on various topics.

Students were not responding to other students' comments but rather repeating their own.

Open Syllable

Syllable that ends in a vowel; the vowel has its long sound vacant, brutal, agent

Print Awareness

The ability to be aware of the forms and functions of printed language.

Reading Fluency

The ability to read with speed, accuracy, and proper expression.

Alphabetic Knowledge

The ability to recognize, name, and write letters.

Mrs. Lewis is a bilingual teacher and frequently encourages her students' parents to talk a lot with their children at home whether during chores, daily tasks, or shopping to help build their children's vocabulary. A parent contacts Mrs. Lewis wondering how increased conversation will help their child read. Which of the following would be the most appropriate response by Mrs. Lewis? A) The student's reading skills will not be benefited by the parent's increased conversation with the student B) As students are able to become more fluent and increase their vocabulary, they will naturally be inclined to read to use and exercise their knowledge C) The development of a student's language skills are intertwined, and increasing the student's vocabulary will allow students to recognize more words while reading D) It is the responsibility of the parent to incorporate reading skills with everyday activities

The development of a student's language skills are intertwined, and increasing the student's vocabulary will allow students to recognize more words while reading

Print Concepts

The general rules governing text text is read from left to right and top to bottom

Reading Comprehension

ability to read a text and understand its meaning

Which of the following statements describes an emergent reader? A) The student reads with appropriate tone of voice and selects books of interest. B) The student is able to decode words when reading below grade level texts but has difficulty understanding the meaning of text or decoding complex words. C) The student knows some of the letters of the alphabet and recognizes common words in the community. D) The student recognizes high-frequency words and recognizes fiction and non-fiction text.

The student knows some of the letters of the alphabet and recognizes common words in the community.

When administering an oral reading fluency assessment, which of the following behaviors would indicate that a student has difficulties in the area of rate? A) The student reads slowly and deliberately. B) The student omits words or substitutes other words while reading. C) The student does not make natural pauses, such as after a clause, comma, or period. D) The student reads with limited inflection.

The student reads slowly and deliberately

A teacher is working to help her students learn the names and shapes of the letters in the alphabet. Which of the following activities would best support this goal? A) The teacher begins every day by singing the alphabet with her students. B) The teacher names a letter, writes it on the board, and the class practices making the sounds associated with that letter out loud together. C) The teacher uses bright, colorful visuals of the alphabet, including capital and lowercase letters to decorate her classroom. D) The teacher names a letter and writes it on the board, and the children use playdough to form the shape of the letter at their table.

The teacher names a letter and writes it on the board, and the children use playdough to form the shape of the letter at their table.

Which of the following strategies would help a group of students develop an understanding of text directionality? A) The teacher takes pictures of each page of a book then creates a slideshow to project the images large enough for all students to see. B) The teacher provides a series of images representing events in a familiar story and asks the students to put them in the correct order. C) The teacher reads to the class daily from oversized books, discussing the front and back covers before beginning, and pointing to the words as she reads them. D) The teacher reads the class a story, then asks them to draw a new cover for the book that represents the story.

The teacher reads to the class daily from oversized books, discussing the front and back covers before beginning, and pointing to the words as she reads them.

In explaining a group problem-solving task, the teacher should always be sure to motivate and encourage students to be risk takers and use their creative thinking abilities. Which of the following lesson elements would be the most effective in achieving this goal? A) Students are expected to complete a provided rubric to self-evaluate and defend their work as a group before the teacher provides the grade. B) After stating and referring to the written assignment on the board, assigned teams will be expected to have solved the problem in a provided scenario when the set timer goes off after sixteen minutes. C) The teacher states that in this scenario, there may be many good answers. There would not be one specific correct answer, but each group's creative response to the scenario must be grounded in facts as well as evaluated with the rubric by the whole team. D) Expectations are stated by confirming that the class will hopefully perform to a high standard due to their past performances in problem-solving.

The teacher states that in this scenario, there may be many good answers. There would not be one specific correct answer, but each group's creative response to the scenario must be grounded in facts as well as evaluated with the rubric by the whole team.

A teacher would like her students to develop their phonological awareness. Which of the following activities would best help students develop their phoneme substitution skills? A) The teacher writes the word "stop" on the board and next to it writes "st-o-p." She then runs her hand from left to right under the word saying "stop" with all the sounds together. She then writes the word "sled" and asks students to write it like she did, using the dashes. B) The teacher writes the word "lake" on the board and says it out loud. She then puts up a picture of a cake next to "_ake" and asks students to fill in the blank. C) The teacher writes several words on the board, such as "bat," "monkey," and "forever," and has students say each word out loud and clap to represent each phonetic unit. D) The teacher asks the students to say "boat," then asks them to take away the "t" sound and say the word that's left.

The teacher writes the word "lake" on the board and says it out loud. She then puts up a picture of a cake next to "_ake" and asks students to fill in the blank.

Print Orientation

The understanding of how to begin writing letters including writing from left to right, on lines, etc.

Alphabetic Principle

The understanding that there is a logical/systematic relationship between the sounds of spoken English and the letters and letter-patterns of written English.

Which of the following is the greatest educational benefit of using collaborative learning groups and active learning activities in the classroom?

These methods address a variety of learning styles and allow students to take ownership of their learning.

The teacher creates mixed-level groups to read and discuss a short story. Who is NOT benefitting from this grouping? A) The strongest reader in the group does not benefit. B) The struggling reader in the group does not benefit. C) An ELL student in the group does not benefit. D) They all benefit from mixed grouping.

They all benefit from mixed grouping

Which of the following is the primary benefit of requiring students to give oral book reports? A) They encourage students to share reading experiences and model how the book was enjoyable. B) They require students to analyze every book they read. C) They provide students with an opportunity to practice making formal presentations in front of a group. D) They show that students have read the books and understand the plots.

They encourage students to share reading experiences and model how the book was enjoyable.

A third-grade teacher writes the following sentence on the board: Despite being the last to use the bathroom pass, the student emphatically denied being the one that lost it. She asks the students to write down the meaning of the word emphatically without looking it up in the dictionary. How does the teacher expect the students to determine the word's meaning? A) Determine the part of speech based on the word's location in the sentence. B) Use their knowledge of affix meanings to predict the definition. C) Consider how they personally have felt after losing important items. D) Use context clues to predict the word's meaning.

Use context clues to predict the word's meaning.

Mr. Daniels has assigned his class a group project and wants to ensure the students understand the project as they complete it. Which of the following would be the best strategy to monitor student understanding during the project? A: Walk from group to group while observing the students. B: Observe the students from the front of the class. C: Provide a self-assessment questionnaire for students to complete after the group project is finished. D: Assign one group member to observe and report on the group members' understanding.

Walk from group to group while observing the students.

A sixth-grade classroom is working on a unit about perspective and active listening. The teacher needs to design an activity that will help students understand how emotional response to the speaker can influence how the audience listens and responds. The teacher plans to show multiple video clips and ask guided questions after the viewings. Which activity below would meet this goal? A: Watch videos where the topics and purpose are the same, but the speaker changes. For example, a video from National Geographic about lions and a classroom presentation by a third grader on lions. B: Watch video clips of speakers with varying purpose, emotional level, and mood. For example, a news clip about a natural disaster and an interview with someone who survived the same disaster. C: Watch video clips about two different topics and then summarize the information presented. For example, one clip about habitat loss in the Arctic and one clip about sustainable farming. D: Watch multiple video clips of speakers presenting on the same topic and purpose. For example, two or three ads for cereal brands.

Watch video clips of speakers with varying purpose, emotional level, and mood. For example, a news clip about a natural disaster and an interview with someone who survived the same disaster.

Cognates

Words in two languages that share a similar meaning, spelling, and pronunciation. (family-familia)

A second-grade teacher has both native English speakers and English Language Learners in the class. The teacher informally assesses each student for language skills. Which of the following should be selected for further evaluation by the teacher? A) a newly-enrolled English Language Learner who struggles with conversations with native English speakers B) a native English speaker who uses incorrect verb tenses when telling a story C) a native English speaker who cannot clearly verbalize ideas in conversations with peers D) an English language learner who best learns new vocabulary through multiple exposures to the word

a native English speaker who cannot clearly verbalize ideas in conversations with peers

Mr. Kirkpatrick is beginning a unit on morphology with his third-grade class. In order for his students to be most successful in using and manipulating morphemes, he should begin his unit with which activity? A) a lesson on using prefixes and suffixes B) a review of phonemes and phonics C) a review of basic morphemes like /ing/, /s/, or /ed/ D) a lesson on Latin root words

a review of basic morphemes like /ing/, /s/, or /ed/

Alphabet

a set of basic written symbols, or letters, that represent the phonemes of a language

A teacher says aloud 2-3 words and asks the students to identify whether or not the words rhyme. Which of the following describes a student who would best benefit from this activity? A) a student just beginning to develop phonemic awareness B) a student with a high level of phonemic awareness C) a student working on blending phonemes D) a student working on manipulating phonemes

a student just beginning to develop phonemic awareness

The teacher provides students with squares of carpet and asks them to trace the letter shapes onto the carpet with their finger. For which of the following students is this activity most appropriate? A) a student lacking in print awareness B) a student with strong phoneme awareness, but little understanding of print concepts C) a student struggling with correct letter formation D) a student struggling to understand print directionality

a student struggling with correct letter formation

Students are presenting oral reports on books that they read over the summer. Which of the following would be most appropriate for students to include at the conclusion of their oral presentation? A) an outline and explanation of the thesis statement B) an open-ended question to get the audience's attention C) a joke to build rapport with the audience D) a summary of the main points

a summary of the main points

Syllable

a unit of pronunciation that contains one vowel sound with or without consonant sounds The word motorcycle has four syllables - mo / tor / cy / cle

R-Controlled Vowel

a vowel followed by the letter r where the "r" that doesn't make its normal short or long sound In the word, "tiger," the letter e is an r-controlled vowel, as its pronunciation changes because it is followed by an

High-Frequency Word

a word that appears often in grade-level text Words like "and", "the", "as" and "it" are high-frequency words.

Logographic Writing System

a writing system in which characters represent words or phrases

Syllabic Writing System

a writing system in which each character represents a syllable

Mrs. Rowl teaches a fourth-grade class that contains several students who are English Language Learners. After assessment of these students, Mrs. Rowl has been told that she needs to provide extra help for these students with syntax. Her class is one of mixed ability, and she has realized from ongoing assessments that other students also need help in this area. This means that she will provide additional instruction and time on helping students: A: develop sentences and phrases from grouping words appropriately, according to conventional English standards. B: hold class discussions that are realistic and on a variety of topics of interest to all students. C: provide many opportunities for students to speak orally, either to a small group or to a partner. D: all of the above.

all of the above

In order to support his student's development of word recognition skills, the teacher should strive to develop their abilities in which of the following areas? A) inference skills B) application of phonics generalizations C) print awareness D) reading prosody

application of phonics generalizations

In the word applause, which pair of letters represents a dipthong? A) se B) pl C) au D) ap

au

Mrs. Sims, a kindergarten teacher, has planned a lesson for her students on spelling phonetically regular words with short and long vowels. Which of the following skills would you expect Mrs. Sims has already covered within a recent spelling lesson? A) common vowel and consonant patterns B) letter to sound correspondence C) blending onsets and rimes D) syllable types

blending onsets and rimes

A kindergarten teacher assesses a student by asking questions based on scenarios. The teacher says, "Listen to me as I say some words very slowly. If I say /c/ /at/, you know the word is 'cat'. What would the word be if I said /d/ /og/?" What skill is this teacher assessing? A) print awareness B) blending phonemes C) listening comprehension D) deleting final sounds

blending phonemes

A teacher is providing instruction on root words. Which of the following is not a good example of root words to use with the class? A) boyhood, childhood, neighborhood B) portable, portal, transport C) recede, concede, intercede D) envision, evident, vision

boyhood, childhood, neighborhood

All of the following activities are likely to help kindergarten students develop familiarity with phonological processing EXCEPT: A) reading poems with simple rhymes and repetition of phrases. B) spending a few minutes at the beginning of class or in small groups demonstrating and reinforcing the correct production of the sound. C) having students match pictures of words that have the same beginning, middle, or ending sound. D) encouraging students to look for cognates when reading and listening to texts.

encouraging students to look for cognates when reading and listening to texts. Identifying cognates might aid students' understanding, but it does not affect a student's phonological processing.

A first-grade teacher tells her students to pick out a book from the library specifically to be taken home with instructions to ask a parent or older sibling to read it aloud to them. After reading, the student and their parent or sibling will discuss a few questions asking them to identify the main problem and determine if and how it was resolved. Which of the following would this homework assignment promote? Select all answers that apply. A) fluency development B) plot analysis C) metacognitive skills D) character analysis

fluency development plot analysis

A student who can read with accuracy and expression is in which stage of literacy development? A) pre-phonemic B) early reader C) fluent reader D) emergent reader

fluent reader

A first-grade student had struggled with decoding skills that were impacting her ability to read and understand grade level texts. While the student's decoding skills have significantly improved, the teacher has not seen the same improvement in her reading comprehension. When she reads aloud, her reading is choppy and disconnected. Which of the following activities would likely be the most impactful to build upon the student's improved decoding skills and support similar improvements in reading comprehension? A) building confidence through exposure to texts below her reading level B) increased sight word exposure in reading, and expectations for using new words in her writing C) increased independent, silent reading of new texts that are written at her reading level D) frequent practice reading aloud of both familiar and unfamiliar texts

frequent practice reading aloud of both familiar and unfamiliar texts

A student is having a difficult time reading the word "slippery" and soon after asks for help with the word "underneath." Which of the following strategies would best support this student in learning to decode these and other multisyllabic words independently? A) asking a nearby student for help sounding out the word B) break the word apart into its onset and rime C) use context clues to determine the word's meaning D) identify the different syllables of the word by circling them and then sounding out the word by syllables

identify the different syllables of the word by circling them and then sounding out the word by syllables

An eighth-grade teacher writes two sentences on the board and asks students to combine them in the most coherent, logical way possible. Combine: The automobile raced down the road with little regard to those passing. The well-mannered Great Dane sat calmly in the passenger seat. Single Sentence: The automobile raced down the road with little regard to those passing, but the well-mannered Great Dane sat calmly in the passenger seat. This activity is likely to help A) improve the students' ability to write and comprehend compound sentences. B) improve the students' ability to retain a sentence's meaning when combined. C) improve the students' ability to write and comprehend complex sentences. D) improve the students' ability to make inferences about what comes next.

improve the students' ability to write and comprehend compound sentences.

In a first-grade class, the teacher has passed out cards with a picture on one side and blanks on the other. On the first card, one side of the card has a picture of a boat, and the other side shows the following blanks: "___-___-___. The teacher asks the student to name the appropriate letters that would fill in the blanks according to the separate sounds they hear when they say "boat" out loud. This activity is helps students develop their reading skills by: A) helping them learn conventional spelling. B) helping them substitute phonemes. C) improving their abilities to name rhyming words. D) improving their overall phonemic awareness.

improving their overall phonemic awareness.

Reading skills begin developing: A) in young children, well before formal schooling begins. B) after basic spelling skills are learned. C) once phonics are introduced. D) after the letters of the alphabet are learned

in young children, well before formal schooling begins.

Language Acquisition

individuals learn a language

A first-grade teacher designed a word wheel where only the beginning letter of the word changes when students spin the wheel. This activity best assesses which of the following? A) directionality B) initial blends C) contextual analysis D) suffixes

initial blends

A new science unit is being introduced and has many unfamiliar words. During introductory activities, the teacher reads a passage and pauses to have students repeat vocabulary words. They practice pronunciation and discuss the meaning before moving on. This method is referred to as: A) interactive reading. B) independent reading. C) cloze reading. D) oral reading.

interactive reading.

Words that are impossible for students to sound out, such as their, of, and could, should be taught during which of the following reading lessons? A) irregular words B) onset and rhyme C) letter-sound correspondence D) CVC words

irregular words

A kindergarten teacher is conducting a phonological awareness assessment on one of her students. Teacher: Look at this picture I'm holding up. What is it? [The teacher shows a picture of a pig ]. Student: A pig? Teacher: That's right, a pig. What's the very first sound you hear in the word pig? Student: /p/ Teacher: Good. If I take away the /p/ sound, what sound is left? Student: /ig/ Teacher: What's another word that also ends with the /ig/ sound? Student: Dig. Teacher: Good job. Which of the following aspects of phonological awareness does this assessment cover? A) phoneme blending B) phoneme deletion C) the alphabetic principle D) onset sounds and rhyming words

onset sounds and rhyming words

Which of the following is most important in promoting reading comprehension across all content areas? A) summary skills B) oral reading fluency C) having an advanced vocabulary D) recognizing organizational structures

oral reading fluency

Amanda is a first-grade student learning to read and is practicing the following words in her reading this week: slide hate pine crime lane nope After learning these words, Amanda is able to read the words "slime," "fate," and "rode" simply by visually recognizing the pattern. Which of the following best describes the processing system that Amanda is using to apply her learning to the new words? A) inference B) orthographic C) sight words D) phonological

orthographic

When students take turns reading appropriate-level texts with a fellow student, which of the following strategies is being used? A) partner reading B) guided reading C) shared reading D) modeled reading

partner reading

Which of the following is not a component of print concepts? A) awareness of the left-to-right, top-to-bottom progression of text B) understanding the difference between letters, words, spaces, and sentences C) identifying basic punctuation D) phoneme awareness

phoneme awareness

After a student has mastered letter-sound correspondences, what is a likely next step in their reading instruction? A) print awareness B) phoneme blending C) sight word memorization D) word awareness

phoneme blending

Which of the following phoneme related skills would be taught last? A) phoneme manipulation B) beginning sound recognition C) rhyme awareness D) phoneme segmentation

phoneme manipulation

A teacher divides her class into groups and ask the students to work together to identify the last sound in each group member's name. What skill has the teacher asked her students to practice? A) decoding B) syllable segmentation C) phoneme segmentation D) phoneme blending

phoneme segmentation

Which of the following competencies is demonstrated by identifying the four sounds that form the word "help"? A) phoneme deleting B) phoneme blending C) phoneme segmentation D) phoneme substituting

phoneme segmentation

A teacher writes the letter H on the board and makes the /h/ sound. She asks the class to name as many words as they can that start with the same sound. Which of the following is this activity most focused on improving? A) alphabetic knowledge B) phonemic awareness C) word awareness D) print awareness

phonemic awareness

Which of the following concepts involves understanding that spoken words consist of a sequence of individual sounds? A) syntax B) graphophonic knowledge C) phonemic awareness D) morphology

phonemic awareness

While working one-on-one with a student, the teacher administers a nonsense word test. Which of the following skills is the teacher most likely trying to assess? A) phonics B) spelling C) comprehension D) fluency

phonics

A teacher notices that students are struggling to decode words such as "moon", "groan", and "boat". Which of the following areas of instruction should the teacher plan to support students' decoding skills? A) phoneme blending B) vowel digraphs C) open syllables D) word syllabication

vowel digraphs

A teacher is providing direct instruction of the alphabetic principle. She introduces the letter S by writing it on the board and telling the students the sound the letter makes. What would be the most effective instructional next step? A) read a book and ask students to listen for S sounds B) explain why the letter S will be capitalized if used at the beginning of a sentence C) provide multisensory practice with the letter to reinforce the letter-sound correspondence D) introduce all other letters and their sounds

provide multisensory practice with the letter to reinforce the letter-sound correspondence

Which of the following is the biggest benefit of requiring oral presentations? A) providing practice in using morphemes, phonemes, and pragmatics B) demonstrating how effective they are at literal and inferential comprehension C) providing practice in pronouncing clearly, controlling grammar, and clarifying information D) demonstrating their use of segmentation and syntax

providing practice in pronouncing clearly, controlling grammar, and clarifying information

Which of the following are possible challenges faced by a student who speaks and writes in Spanish at home but is learning to write in English at school? Select all answers that apply. A) punctuation B) alphabetic principles C) print awareness D) spelling

punctuation spelling

When a speaker speeds up or slows their speaking speed to best fit their message and audience, they are adjusting their speaking: A) articulation. B) rate. C) pitch. D) fluency.

rate

A student who is struggling with phoneme blending would be unable to: A) read the phonemes /th/ and /irst/ and correctly say "thirst." B) remove the /r/ from "trip" to make the word "tip." C) replace the letter /o/ in "dog" with /i/ and correctly say "dig." D) start with the word "blend" and generate other words like "send," "end," and "lend."

read the phonemes /th/ and /irst/ and correctly say "thirst."

Early Fluent / Fluent / Proficient Reader (Stage of Reading Development)

readers recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words

Whole Word Reading

reading a word by sight, without attempting to decode it Memorizing sight words helps to support whole word reading

Mr. Hernandez is concerned about his son's reading fluency. He feels that his son has a solid understanding of English, strong grammar, and a limited accent, and he doesn't understand why reading is so difficult for him. His ESL teacher explains to Mr. Hernandez that reading fluency takes time, and while the factors that he mentioned are important, the three components of fluency that his son needs to work on are: A) syntax, phonetics, and morphology. B) reading accuracy, automaticity, and prosody. C) grammar accuracy, word stress, and semantics. D) pragmatics, pronunciation, and intonation.

reading accuracy, automaticity, and prosody.

A second-grade teacher expects students to consistently read at home and also asks that they spend time reading aloud to an adult or older sibling. Which of the following is a skill the teacher hopes the students will further develop due directly to reading out loud? A) reading fluency B) reading comprehension C) increased vocabulary D) confidence to read aloud in class

reading fluency

A third-grade teacher reads a fictional story to the class and bases activities on one character of the story. The teacher assigns the same story to be read that night with parents/guardians and provides questions based on another character. Which of the following would this lesson best promote? A) text organizing and vocabulary B) reading of expository text and word recognition skills C) reading for a purpose and fluency D) phonetic skills and automaticity

reading for a purpose and fluency

A student reads the following sentence aloud. I went to the dentist yesterday. He asked me to open my mouth very wide. It did not hurt. Which of the following pronunciation mistakes represents an error decoding vowel digraphs? A) reading mouth as moth B) pronounced open as ah-pen C) paused to attempt to read yesterday before skipping the word entirely D) saying wid instead of wide

reading mouth as moth

The teacher begins by asking a student in the class to share the first letter of their name. She repeats the letter, writes the letter on the board, then says the student's name with extra emphasis on the first sound. Next, she asks the class to practice making the sound with her, pointing to the letter on the board each time they make the sound. Which of the following best represents the skill focus for this activity? A) reinforcing the relationship between phonemes and letters B) demonstrating the various sounds a single letter can make C) describing the difference between an onset and a rime D) demonstrating how to blend sounds

reinforcing the relationship between phonemes and letters

Phonics / Graphophonemic Principle

relationship between symbols (letters and words) and sounds of a language to read and write

A student who is struggling with phoneme substitution would be unable to: A) read the phonemes /th/ and /irst/ and correctly say "thirst" B) replace the letter /o/ in "dog" with /i/ and correctly say "dig." C) start with the word "blend" and generate other words like "send," "end," "lend." D) remove the /r/ from "trip" to make the word "tip."

replace the letter /o/ in "dog" with /i/ and correctly say "dig

Which of the following words contain a closed syllable? Select all answers that apply. A) hi B) see C) resign D) pan

resign pan

Mrs. White has planned a field trip to a nearby history museum at the end of the month. Her sixth-grade class is made up of about 40% English Language Learners (ELLs), and the majority of the class will not have visited a museum before this trip. In order to best prepare her students for the trip and success with navigating the museum, which activity should she incorporate into her classroom activities? A) buddy system for the museum B) illustrating museum displays C) role-playing activities D) vocabulary flash cards

role-playing activities

It is essential that fourth- and fifth-grade students have a good knowledge structure about listening, speaking, reading, and writing in order that new skills can be more easily learned. This process is called: A) phonemic awareness. B) syntax development. C) scaffolding. D) segmentation.

scaffolding

While reading a new passage, a student raises her hand and asks, "What does this word mean?" Instead of defining the word for her, the teacher should encourage the student to determine the meaning of the word by: A) using a classroom dictionary to define the term. B) asking a classmate if he knows the definition. C) searching the sentence and surrounding sentences for context clues like synonyms, antonyms, or examples. D) writing it down on a piece of paper to define after she finishes the whole text.

searching the sentence and surrounding sentences for context clues like synonyms, antonyms, or examples.

When ELL students hear phrases such as, "It's raining cats and dogs outside," or "This is just a drop in the bucket," they may be confused, as they probably need to have specific instruction in: A) segmentation. B) semantics. C) phonetic strategies. D) scaffolding.

semantics

A fifth-grade classroom teacher would like to help her English learners learn to read with more natural intonation and phrasing. Which of the following strategies would help them develop these necessary fluency skills? A) teaching students how to mark their texts for stressed and unstressed syllables and using the notes as they read aloud B) sharing a read-aloud with the class, emphasizing the rise and fall of the phrases, and having the students echo-read the same text C) reading an article with the students about public speaking and having them practice the techniques with a partner D) having each student listen to a recording of themselves reading and giving them a self-evaluation rubric to complete

sharing a read-aloud with the class, emphasizing the rise and fall of the phrases, and having the students echo-read the same text

Which is the first phonological awareness skill that students will most likely be able to do? A) breaking down the word "ball" into three separate phonemes B) taking away the initial phoneme in "ball" to make "all" C) replacing the "b" sound in "ball" to a "t" sound to make "tall" D) showing awareness that the word "ball" sounds like "fall" and "tall"

showing awareness that the word "ball" sounds like "fall" and "tall"

A first-grade teacher creates a fun, engaging story and writes the story on flashcards. The teacher writes unfamiliar words larger than the familiar words so they are easy for students to identify. As the teacher reads to the class, the teacher points to each word as he reads it. After reading through the story one time, the teacher reads the flashcards a second time and tells the students when he points to a word written in big letters to say the word along with him. Which of the following is this activity most likely to help first-graders learn? A) morphemic analysis B) sight vocabulary C) alphabetic principle D) sound blending

sight vocabulary

Jairo and his family moved to the US last year from Spain. Jairo is having trouble with his English pronunciation. He does well with the decodable words, or words that are phonetically regular and can be blended or 'sounded out,' but struggles to remember the words that are irregular and have to be learned as whole words. His teacher, Mrs. Calihan, recommends that he practice this second category of words at home with his family. What are these words called? A) predictable words B) high frequency words C) synonym words D) sight words

sight words

Word building blocks, blocks designed to represent groups of letters that are used by students to build words from the word wall, are effective building skills in: A) pragmatics. B) sight words. C) phonics. D) consonant beginnings and endings.

sight words

When teaching decoding skills, what kind of words should a teacher use first out of the following choices? A) multi-syllable words B) single, closed-syllable words C) words with clear suffixes and prefixes D) vowel digraphs and diphthongs

single, closed-syllable words

Phoneme

smallest individual sounds in a word

Phonetics

sounds of human speech

When addressing a large audience in a large auditorium, a teacher should encourage a student to A: speak more loudly and faster than normal. B: speak more loudly and more slowly than normal. C: over-articulate and emphasize key points in the presentation. D: end with a joke so the audience remembers the presentation

speak more loudly and more slowly than normal

When introducing new material and scaffolding for student's oral presentation skills, a teacher should be sure to: A) allow for self-reflection and peer review. B) start with the easiest skill and build up to the most difficult. C) model skills throughout the unit and lessons. D) build review into each lesson to ensure students are retaining previous skills.

start with the easiest skill and build up to the most difficult.

During a decoding exercise, a first-grade teacher noticed a student could not decode new words when particular suffixes were added to the word. This student would most benefit from which of the following instruction? A) counting the syllables in the words B) increasing understanding of vowel digraphs C) isolating the initial sounds of the words D) structural analysis

structural analysis

English Language Learners (ELLs)

students who are learning English when their first language is not English

Morphology

study of form of words

Semantics

study of word or symbol meaning.

Which of the following best describes the segment "able" in "unforgettable." A) root B) suffix C) affix D) prefix

suffix

A student in a third-grade class is attempting to determine the meaning of the word "scrawny" in the following sentence. There was Sam, ten years old with long, skinny legs and equally scrawny arms, but he had a smile that lit up any room he walked into. Which of the following would best support the student in an attempt to infer the word's meaning? A) syntactic analysis B) orthography C) segmentation D) structural analysis

syntactic analysis

Oral langauge

system that relates sounds to meanings through communicating by word of mouth.

Phonology

systematic organization of sounds in languages

Self-evaluation of oral presentations can be more effective and informative when combined with: A) peer assessment of the same item. B) a separate assignment that reviews the same topic. C) teacher assessment of the same item. D) parent assessment of the same item.

teacher assessment of the same item.

A class of first-grade students has been learning how to decode words. Which of the following lessons would be the best way to teach them to decode words ending in the inflectional morpheme -ed? A) teaching students to read the -ed by itself and then decode the front of the word before the inflection before adding them together B) teaching the -ed ending in the context of a lesson on CVC words by adding a consonant and then having students sound out the new word they formed C) giving students a worksheet asking them to list words with the -ed ending and drawing a picture for each to use as a reference D) conducting a series of read-alouds featuring words with the -ed ending and teaching students how to use context clues to determine the meaning of these words

teaching students to read the -ed by itself and then decode the front of the word before the inflection before adding them together

Rhyme Awareness / Rhyming

the ability first to hear words that rhyme and then to be able to produce a rhyme(s) "Blue" and "Flew" rhyme

Phoneme Blending

the ability to blend two sounds to make a word Blend together these sounds to make a word: /b/ /a/ /t/ to form bat.

Phoneme Segmentation

the ability to break down a word into separate sounds, as they say and count each sound How many sounds are there in the word bug? /B/ /u/ /g/? There are three.

Phoneme Isolation

the ability to can hear and recognize the individual sound in words What is the first sound you hear in dog? /d/

Which of these abilities is the weakest connection between strong oral language skills and strong writing abilities?

the ability to decode new words in a text

Onset and Rime Production

the ability to hear and understand that the initial sound in a word is the onset, and the remaining phoneme/sound is the rime In the word cat, the onset is /c/ and the rime is /at/

Phonemic Awareness / Sound Awareness

the ability to hear, identify, and re-create individual sounds in spoken words A student can hear that"B" makes first sound in the word "blue"

Phoneme Addition

the ability to make a new word(s) by adding a phoneme to an existing word What new word can you make by adding a sound to the beginning of at? Bat,

Letter Recognition

the ability to name the letters in the alphabet and identify the characteristics of each letter Letter recognition requires direct instruction that connects the letter shape to the letter name.

Phoneme Manipulation

the ability to perform phoneme deletion, addition, and substitution.

Syllable Blending

the ability to put together parts of a word and make them into a new word "sib" and "ling" are two syllables that blend together to form the word "sibling."

Automaticity

the ability to read words effortlessly

Phoneme Deletion

the ability to recognize and understand a word or sound(s) that remain when a phoneme is removed. "What is bat without the /b/?" "at"

Word Recognition Skills

the ability to recognize written words correctly

Phoneme Substitution

the ability to substitute one phoneme for a different one replace the first sound in 'bug' with 'r' . Rug

Which of the following is NOT a goal of teaching phonics and word recognition skills? A) the ability to use metacognition to self-monitor reading comprehension B) an understanding that the sounds of words in speech are made up of letter patterns C) an understanding of the relationship between letters and sounds D) the ability to acquire meaning from what is read by rapidly and correctly recognizing words

the ability to use metacognition to self-monitor reading comprehension

Capitalization

the action of starting a word with a capital letter to signify a certain characteristic

Directionality

the direction in which a language is read The directionality of written English is from left to right.

Prosody

the reader's ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud

Accuracy (when reading)

the reader's ability to correctly pronounce words

Which of the following would NOT be considered when determining whether a student is a fluent reader? A) the student's ability to infer unfamiliar word meanings B) the student's ability to read with expression C) how quickly the student reads D) the student's ability to read the words accurately when reading aloud

the student's ability to infer unfamiliar word meanings

Pragmatics

the study of language in its use. the appropriate use of language in different contexts

Phonological Awareness

the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print

Which of the following best describes the alphabetic principle? A) the understanding of how to begin writing letters including writing from left to right, on lines, etc. B) the understanding that words are composed of letters that represent sounds C) is the ability to recognize the same sound in a variety of words D) the knowledge that print carries meaning and that it is read from left to right and from the top of the page to the bottom

the understanding that words are composed of letters that represent sounds

Students in a fourth-grade classroom are having difficulty with their oral language skills. The teacher provides the students with many opportunities to speak aloud in order to develop these skills. The teacher does this for all of the following reasons EXCEPT: A) to allow students to convey information to each other orally. B) to provide opportunities for students to practice using clear pronunciations. C) to help students practice making good/appropriate word choices. D) to create situations where students can develop schema.

to create situations where students can develop schema.

A teacher is preparing her class to independently read an article about a new telescope being built by a group of scientists. During their pre-reading activity, the teacher purposefully includes challenging or unfamiliar vocabulary like "Magellan," "precision," and "resolution" in both the class discussion about telescopes and their anticipation guide. Which of the following best explains the teacher's reason for incorporating these words into their pre-reading activities? A) to increase student awareness of sound-letter correspondence B) to help the students predict the focus of the text C) to support word analysis skills while reading independently D) to encourage student recognition of the words and improve their ability to connect their oral vocabulary to their written vocabulary

to encourage student recognition of the words and improve their ability to connect their oral vocabulary to their written vocabulary

What is the most important reason a speaker needs to plan for his specific audience before giving a presentation? A) the skills used in a presentation are the same for any audience; this is not important B) to ensure that subject matter is explained using terms and details the audience will understand C) to ensure that he will not be nervous before or during his speech D) to use appropriate volume and tone during his speech

to ensure that subject matter is explained using terms and details the audience will understand

At the beginning of the year, during open house, a preschool teacher always welcomes her class by reading aloud one of her favorite books. She holds the book up for everyone to see the words and pictures, and she uses her finger to move along the text as she reads. She then encourages parents to also track their progress through books at home by tracing the line of text as they read. Which of the following is the teacher's reason for this suggestion? A) to teach print concepts B) to encourage student structural analysis of words C) to help students develop an understanding of print orientation D) to improve student recognition of sight words

to help students develop an understanding of print orientation Tracing your finger along the words as you read draws attention to the direction the words move. This helps students develop an understanding of print orientation, the concept of text moving left to right and top to bottom along a page

Ms. Johnson has implemented small, homogeneous, intervention groups in her class to provide instruction to students who have similar needs. This allows Ms. Johnson to invite individual students to join the group to work on a specific set of skills. Which of the following would be the best use of these intervention groups by Ms. Johnson?

to provide instruction to a minority of students who have not demonstrated mastery of a specific content objective.

A candidate for class president begins his speech by sharing a short story of his first week at their school. What element of effective oral communication is the student incorporating into his speech? A) establishing an effective tone B) articulating a clear purpose C) using anecdotes relevant to the audience D) using audience-appropriate language

using anecdotes relevant to the audience

Even though her students cannot yet read, a preschool teacher labels each of their backpack hooks with their names, labels commonly used items around the room, and has an assortment of books available for them to access independently. Which of the following best explains why this teacher has prioritized making her classroom a print rich environment? A) to improve student recognition of irregular, high frequency words B) to increase student phonemic awareness C) to support and encourage student understanding of the forms and functions of printed language D) to develop the student's ability to recognize, name, and write letters

to support and encourage student understanding of the forms and functions of printed language

Growth Chart

tool for assessing a students mastery of oral language skills

Vowel digraphs are defined as: A) two vowels that make a consonant sound. B) two vowels that make only one sound. C) two vowels followed by an "r" such as "eer " and "oor." D) a syllable that ends in a vowel.

two vowels that make only one sound.

The use of technology can promote the development of communication skills in all of the following ways EXCEPT: A) modeling proper communication techniques for students through watching videos of others. B) allowing students to see or hear themselves presenting to understand strengths and weaknesses. C) typing and allowing the computer to suggest grammatical and spelling mistake corrections. D) working as an effective intervention strategy for students struggling to use words and sentences.

typing and allowing the computer to suggest grammatical and spelling mistake corrections.

A first-grade teacher takes three small square tiles and sits across from one of her students. She says, "I'm going to say a word and then its sounds: mat ... /m/ ... /a/ ... /t/." Then she passes the tiles across the desk to the student and says, "Can you think of another one-syllable word with three sounds?" This activity furthers the student's reading abilities by helping them: A) understand that words are made up of separate sounds. B) realize the basic building blocks of phonics instruction. C) learn how to blend individual sounds together. D) recognize the most common sounds in English.

understand that words are made up of separate sounds.

A preschool-aged child scribbles on a piece of paper and calls it her grocery list. On the back, she draws a picture of her and her mom in the grocery store. At the store, she pretends to read food items off the side containing the scribbles, asking her mom to buy various items. This behavior suggests that the child: A) understands that text functions differently than pictures. B) understands sound-letter correspondence. C) is ready to begin learning decoding skills. D) has alphabetic knowledge.

understands that text functions differently than pictures.

Which of the following words should a teacher use to demonstrate structural analysis for word identification? A) unknown B) maintain C) dog D)develop

unknown

By the end of first grade, a student should be able to A) keep eye contact while speaking. B) make planned speeches for a specific audience. C) use figurative language. D) use complete sentences.

use complete sentences.

To support vocabulary development, which of the following activities would be particularly helpful to English Language Learners when assigning a text related to a new instructional unit? A) give all learners the opportunity to read new material independently and select vocabulary that they found challenging B) use visual images when pre-teaching unit vocabulary C) provide the opportunity to look up vocabulary words in the dictionary before beginning a new unit D) allow English language learners to work with native speakers on vocabulary assessments

use visual images when pre-teaching unit vocabulary

Beyond word memorization, students must learn to read new words using which of the following skills? Select all answers that apply. A) using context clues B) using decoding skills C) plot analysis D) using structural cues such as prefixes, suffixes, and roots

using context clues using decoding skills using structural cues such as prefixes, suffixes, and roots

Multiple times a year a third-grade teacher administers a formal assessment of her students' oral reading fluency. While assessing a student's reading, she notices that the child performs well on the portion of the test that asks the student to read a paragraph, but struggles when reading many of the same words in list form. Which of the following would best describe a strength of this student? A) structural analysis B) sight word memorization C) using morphology to determine word meaning D) using context clues to determine a word

using context clues to determine a word

A first-grade teacher would like to improve her students' ability to track print when it appears on consecutive lines in a book. Several students in the class have a good understanding of the alphabet, corresponding letter sounds, and simple decoding, but they struggle to understand longer lines of text. Which of the following strategies could she use as she models reading a short paragraph containing simple vocabulary in front of the class? A) highlighting each word of the text as she reads it from left to right on the page B) using her finger to touch each word while reading slowly from left to right on the page C) setting a timer to demonstrate how fluent readers gain more information from the text D) identifying unfamiliar words by skimming the text to locate, circle, and define the words

using her finger to touch each word while reading slowly from left to right on the page

Which of the following strategies should be incorporated into the classroom to help students determine the meaning of unknown words while reading? Select all answers that apply. A) identifying individual phonemes in a word B) using context clues C) using root words and morphology D) vocabulary word walls

using root words and morphology using context clues

To continuously enhance early literacy skills, an elementary teacher would: Select all answers that apply. A) utilize playdough letters or have students trace letters with their fingers, then give the sound of the letter. B) play "Word vs. Letter" games in print form. C) ask students to identify the main idea for each paragraph. D) provide numerous oral readings with emphasis on certain words while pointing to those words.

utilize playdough letters or have students trace letters with their fingers, then give the sound of the letter play "Word vs. Letter" games in print form. provide numerous oral readings with emphasis on certain words while pointing to those words.

Teaching students to use contextual analysis when reading unfamiliar words is likely to help their accuracy by helping the student: A) to make inferences about a text while they are reading it. B) predict what the next word in the sentence will be before reading it. C) verify the accuracy of their reading by considering the word's meaning within the sentence. D) improve their figurative understanding of the text.

verify the accuracy of their reading by considering the word's meaning within the sentence

Which of the following word sets would best support a lesson on structural analysis? A) ate, eat, eating, eaten B) sweep, leap, heap, jeep C) visit, revisit, visitor, visiting D) late, ripe, hike, wire

visit, revisit, visitor, visiting Structural analysis refers to breaking the word down into recognizable chunks to ease decoding. All of the words contain the word visit with varying prefixes and suffixes and would work as examples to explain the meaning of structural analysis.

A first-grade teacher creates a fun, engaging story and writes the story on flashcards. The teacher writes unfamiliar words larger than the familiar words so they are easy for students to identify. As the teacher reads to the class, the teacher points to each word as he reads it. After reading through the story one time, the teacher reads the flashcards a second time and tells the students when he points to a word written in big letters to say the word along with him. Which of the following reading skills is this activity most promoting? A) reading fluency B) word recognition C) thematic awareness D) phonological awareness

word recognition

When learning to decode, which type of words should be taught first? A) words that follow the consonant-vowel-consonant (CVC) pattern B) words that follow the vowel-consonant-silent e pattern C) words that follow the consonant-vowel-consonant-consonant (CVCC) pattern with a blend at the beginning D) words that have one syllable and end in a vowel should be taught first

words that follow the consonant-vowel-consonant (CVC) pattern

Irregular High Frequency Sight Words

words that frequently appear in printed English but are not readily decodable in the early stages of reading instruction you, said, know, there, what, who, two, too, enough, through, their, where, brought, and though.