FINAL ASSESSMENT

(23) The impact of explicit vocabulary instruction is enhanced when (select 2 responses):

*Students are held accountable for using the words in rich discussions and have increased opportunities to embed them in conversation and writing. *Teachers embed vocabulary and concepts taught into their language as additional models so students hear words used frequently.

(54) How many sounds are in the word, 'stash?'

4

(69) How many morphemes are there in the word unhappiness?

4

(49) In order to model a new comprehension strategy, a teacher might use:

A think-aloud

(40) To better understand language components and their impact on literacy, I should:

ALL ANSWERS ARE TRUE: Determine how to best support all my students to maximize how language can facilitate reading development Understand the underlying skills involved in language components and how they relate to the reading process Be able to identify examples of all the language components

(44) Knowledge of words and background knowledge helps readers to demonstrate their:

ALL ANSWERS ARE TRUE: Understanding the function of words in sentences, or syntax Consciously and routinely using morphemic analysis strategies Deep knowledge of a word, including its multiple meaning, nuances, and multifaceted features

(57) Reading difficulties can be caused by weaknesses in:

ANY OF THESE: executive functioning working memory language

(15) Graphic organizers, such as an anticipation guide or KWL charts, serve as scaffolds as students are learning which comprehension strategy?

Activate and Connect to Background Knowledge

(45) Which words would be effective key words on a sound wall for the sound /ă/?

Add, apple, ask

(11) The language component of Scarborough's Reading Rope Model includes these skill(s):

Background knowledge

(60) Which of these is an example of a predicate?

Biked around the block

(36) Which of the following represents a list of expository text structures that students need to learn to support comprehension?

Cause and effect, sequence, description, problem and solution, compare and contrast

(16) When Ms. Escribir spends a few moments with students reading phrases containing mostly high frequency words. When students make an error, she tells them word, has the student sound out and then re-read the word and then reread the whole phrase. Which of the features of effective instruction does this support?

Corrective feedback

(5) Difficulties comprehending what is read may be most influenced by:

Deficits in oral language and vocabulary

(42) Which of the following set of strategies represents the best strategies for increasing fluency?

Echo reading, phrase cued reading, choral reading, partner reading

(1) What part of the instructional routine for teaching vocabulary words explicitly relates to planning for students' word use beyond the vocabulary lesson?

Expanding students' understanding and use of the words in discussion and in writing

(41) When a second-grade teacher reviews sound-spelling patterns in words with these patterns; provides opportunities for students to read, sort, and write representative words; and selects texts for students to read that contain many words with the same sound-spelling patterns, she is likely trying to increase her students':

Fluency rates by increasing word recognition accuracy

(58) Which of the following is an effective instructional strategy for helping students strengthen word recognition and fluency?

Having students echo read phrases or sentences after the teacher

(43) When teaching vocabulary words, the teacher presents student-friendly explanations, engages students in word learning, and checks and expands students' understanding of the words. What is missing from this direct instructional routine?

Having the students say and read the words when introducing them

(26) A second-grade student reads text slowly and pays little attention to punctuation. When he finishes reading, he is unable to recall what he read or answer simple questions about what he read. Which of the following represent instructional targets or strategies her teacher should first address or incorporate?

Incorporate word automaticity, phrase fluency practice and echo reading

(56) As a 1st grade teacher in the first few weeks of school, you want to determine your students' level of phonological awareness. Which of the following represents the most appropriate simple to complex sequence of activities?

Isolate initial phoneme in words and produce words that begin with the same sound,

(52) All the following statements are true about effective comprehension strategy instruction EXCEPT:

It is best to teach all strategies simultaneously because students use more than one at a time.

(65) Why is it important to teach students about text structure?

Knowledge of text structure can help students identify key information and improve their comprehension of a text.

(31) Reading research experts suggest that teachers need to first do the following to impact younger students' reading comprehension:

Make certain students create a large sight word vocabulary.

(12) How does measuring nonsense word reading help guide instructional decisions?

Measuring nonsense word reading helps the teacher determine if the student knows the most common sounds for letters and whether or not the student can blend those sounds to read unfamiliar words.

(18) When providing small-group instruction to your first-grade students, you spend a few moments with students reading phrases contained in the connected text. You first remind students about phrasing, what phrases are, and why they are important. You then ask students to follow along with their finger and their eyes as you read the phrases aloud several times. Which feature of effective instruction does this support?

Modeling

(22) Ms. Ryan reads aloud to her students from a science text. Before she reads the text, she asks her students to point to the words in bold in the text and says, "This word, friction, is in bold print, so that means it is an important word." She then asks students to look at the headings and subheadings and tells them how they can help students to understand the main ideas in this chapter. Ms. Ryan is helping students to improve their comprehension of informational text by:

Modeling attention to useful text features found in informational text

(29) When a third-grade teacher emphasizes how words are related semantically and orthographically, what else is likely to be emphasized?

Morphology, including base words, roots, and affixes

(13) When Mr. Flowers provides partner phrase fluency practice, he is likely addressing which of the following features of effective instruction?

Multiple opportunities to practice

(8) The frequent use of fluency-building activities such as choral reading, echo reading, partner reading, and phrase cued reading best emphasizes which feature of effective instruction?

Multiple opportunities to practice

(19) Which of the following is a true statement about the research of the importance of teaching foundational skills:

Phoneme awareness instruction, when linked to systematic decoding and spelling instruction, is a key to preventing reading failure in children who come to school without these prerequisite skills.

(2) What part of speech is the word under in the sentence: "The cat ran under the chair."

Preposition

(6) When a second-grade teacher prepares her lesson plans to teach vocabulary, she selects a read-aloud that supports the content she's been teaching. What is her next step?

Preview the text, select words to teach and create student-friendly definitions or synonyms to teach the words.

(25) This type of assessment is ongoing and determines whether or not instruction is meeting the needs of the students.

Progress monitoring

(32) Fluency instruction should focus on these component skills:

Prosody, rate, accuracy

(38) Teachers of students in second and third grade who are not yet decoding automatically should do which of the following:

Provide explicit phonics instruction that includes multiple opportunities to practice decoding daily and appropriate feedback.

(50) If you know that building students' word consciousness is an important part of explicit vocabulary instruction, you would most likely use the following strategies EXCEPT:

Provide opportunities for students to generate rhymes using new vocabulary.

(61) When an assessment instrument actually measures the intended reading skill accurately, it is:

Reliable

(70) A beginning kindergarten student, Yessi, likes to look at books but she knows no letter sounds and few letter names. Her teacher, Ms. Guillermo, hasn't observed Yessi recognize any words by sight, either. Which of the following instructional activities best represents explicit instruction Ms. Guillermo may initiate while working with Yessi?

Saying a word to Yessi and supporting her to say each sound as she manipulates corresponding letter tiles from a scrambled position to build the word.

(3) What are students doing when they are prompted by the teacher to say each sound individually in the order they hear them in a word? The teacher may ask, "What is the first sound you hear in this word?" "What is the next sound?" What is the last sound?"

Segmenting phonemes

(28) Ms. Guides is working to build automaticity at the word level before the students engage in partner reading . After the word reading practice, she reviews the procedures for partner reading with them and reminds them that they will be practicing fluency with text they have already read. She asks them to tell her the importance of fluent reading and how partner-reading helps. Based on this description, which of the following statements best describes how Ms. Guyed is embedding the features of effective instruction?

She is emphasizing the sequential nature of skills that contribute to fluent reading and practice activities to support it and this is exemplary of systematic instruction.

(35) What is the difference between vocabulary words and sight words?

Sight words are related to automatic recognition, and vocabulary words are related to semantics.

(10) Which of the following statements is true about comprehension strategy instruction?

Teach comprehension strategies individually, but readers will often use more than one strategy while reading.

(14) Which of the following assessment results would best indicate that a student has achieved the necessary phonemic awareness skill needed to begin decoding words and spelling them?

The student can segment words into individual phonemes and knows common sounds for most letters.

(59) When teaching vocabulary words, you engage students in word learning and expanding students' understanding of the words. Which of the following is not representative of explicit and effective vocabulary instruction?

The teacher has students look at the pictures in the book and guess what the word means.

(9) Which of the following statements is true about inflectional endings?

They can be added to most words resulting in semantically related words sharing the same base.

(47) A test of phonemic awareness could ask students to perform any of the following tasks: sound matching, sound isolation, sound blending, sound addition, deletion, and substitution, and sound segmentation. Why might a teacher want to start with a test of sound matching?

This is the easiest of the phonemic awareness tasks

(37) Which of the following illustrates the most effective strategy for teaching new vocabulary words?

Through direct instruction of words that can be used in varied contexts or subjects and indirect instruction and through multiple practices of using the words in conversation and writing and by monitoring their use

(64) Which is not a goal of reading fluency instruction?

To encourage students to read faster than a peer

(33) The primary purpose(s) of having students read lists of phrases consisting of 2-5 words are:

To increase automatic word recognition and develop phrasing for prosody

(67) Which of the following assessment practices fits into the formative assessment process?

Use of multiple data sources to provide evidence to interpret and link to instruction

(17) Phonological awareness should be assessed for what purpose?

We should assess phonological awareness to determine where the student is performing in the sequence of phonological awareness skills in order to plan instruction.

(68) Selecting tier 2 vocabulary words to teach explicitly using the three tiers of words proposed by Beck, McKeown, and Kucan should include words that meet all of the following criteria EXCEPT:

Words that relate to specific content knowledge in science, math, technology, health, and social studies

(27) If you want to pinpoint specific areas of instructional need, you should administer:

a diagnostic assessment

(53) Fluency can best be defined as:

accuracy, rate, and prosody

(30) Fluency instruction and practice opportunities should focus on which component skills beginning no later than first grade at the word, phrase/sentence, and text levels:

accuracy, rate, prosody

(66) What type of task would this be? "Say cupcake. Now say cupcake without cup. Now say cupcake without cake."

deleting

(4) Regardless of their sociocultural experience, socioeconomic status, and their ethnicity almost all children can, and do, learn to read at skilled proficient levels if they are provided:

explicit systematic literacy instruction

(7) Which of the following set of factors should you consider when selecting words to teach explicitly as Tier 2 words?

frequency and utility; instructional potential

(63) Ms. Pelling, a second-grade teacher, examines her students' writing samples after she has taught a specific sound-spelling pattern or inflectional ending. She prepares writing prompts that are likely to elicit the types of patterns and endings she has taught. She reviews the writing samples, identifies errors, and then transfers them to an error analysis chart so she can identify specific errors. This is an example of:

gathering evidence to plan instruction as part of a formative assessment process.

(48) During small group instruction, a student reads 'sat' instead of 'sit'. The teacher should

immediately give corrective feedback by focusing the student on the word, help the student correct the error, and ask the student to read the sentence again.

(24) When teachers place more instructional emphasis on ____ and ____ rather than on memorization as a strategy, students learn to understand word meanings and spell words accurately.

morphology and orthographic patterns

(55) Which of the following two language components seem to have the most important impact on reading and spelling multisyllabic words?

phonology and morphology

(46) A student may be prepared to begin benefitting from explicit phonics instruction when he or she is able to do which of the following skills on the phonological awareness continuum?

segment and blend phonemes in words

(62) Knowledge of word meanings and how to use words for specific purposes and contexts is:

semantics

(21) Mr. Lopez discovers while teaching words with long o sound-spellings, his students understand VCe words, but need practice on other common spellings of the long o sound. Which of the following words could he next add to increase students understanding of long o spelling patterns?

show, boat,

(51) Phonemic awareness refers to:

the ability to recognize and manipulate the individual sounds in spoken words.

(39) A phoneme is:

the smallest unit of sound in speech

(34) In which of the following words would morphological awareness best help 3rd grade students to read?

undetermined

(20) Learning the origins for words helps students because they learn:

why some letters have unexpected pronunciations and spellings