Practice Test
Conducting a structural analysis would be the best strategy for students to use to decipher the meaning of which of the following words? A. utilitarian B. mislead C. median D. giraffe
B.
In the word applause, which pair of letters represents a dipthong? A. ap B. au C. pl D. se
B. a dipthong is a sound formed by the combination of two vowels in a single syllable
An eighth-grade teacher writes two sentences on the board and asks students to combine them in the most coherent, logical way possible. This activity is likely to help: A. improve the students' ability to write and comprehend compound sentences. B. improve the students' ability to make inferences about what comes next. C. improve the students' ability to retain a sentence's meaning when combined. D. improve the students' ability to write and comprehend complex sentences.
A
The teacher highlights the lines "The distant strains of triumph / Break, agonized and clear" and asks students what Dickinson meant by this. A student says, "Sometimes it hurts to see others succeed, like to the point it breaks you." The student's answer shows an understanding of which of the following reading comprehension skills? A. analyzing unexpected syntax and sentence construction B. recognizing the many failures the author has experienced C. deciphering poems with a problem/solution text structure D. applying knowledge from other content areas
A
A third-grade teacher is making several learning stations in the classroom. The stations will consist of partner reading, independent reading, and vocabulary practice. Which of the following groups of students should the teacher be sure to seat at the independent reading station? A. students who can automatically recognize words B. students who find it easy to visualize stories they read C. students working on high-frequency word recognition D. students who are working on prosody
A *****
A fifth-grade student is struggling to read a scientific article out loud to the class. This is unexpected because the student reads grade-level fictional texts with good fluency and comprehension. As the student reads in front of the class, he stops and starts frequently, rereading several phrases and seems disoriented. After reading, the student does not have a clear understanding of the main points of the article. Which of the following explanations best describes why this student was unable to fluently read this piece of text? A. The student lacks specialized vocabulary knowledge. B. The student needs to monitor his own comprehension. C. The student needs to receive phonics intervention. D. The student has to work on his reading rate and prosody.
A.
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. using her finger to touch each word while reading slowly from left to right on the page B. highlighting each word of the text as she reads it 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
A.
A seventh-grade teacher is administering the California Standards Test (CST) in English language arts to her students in the coming weeks. She thinks that one of her students with a Section 504 plan would score higher on the test if he could sit in the conference room next door alone and take the test with the teacher's aide. Which of the following steps should the teacher take to make sure this is an appropriate action to take on testing day? A. providing this test accommodation only if it is recommended in his Section 504 plan B. sending the request for the test accommodation to the state at least six weeks before the test C. using her professional judgment as a degreed educator to decide whether she should provide the accommodation D. asking the campus testing coordinator if the room is available for testing
A.
A student in the class says, "I really don't understand this poem, like the word comprehend, what does that mean? My history teacher said my last paper was incomprehensible and those sound the same." The teacher's best course of action would be to: A. review Latin roots, common affixes, and word formation. B. explain how the syntax of the poem defines the word. C. encourage the student to consult a style guide from the 1800s. D. show the student how to break the words into phonemes.
A.
A third-grade student has mastered decoding individual words, but his oral reading is slow, which keeps him from grasping the meaning of the text. When the teacher encourages him to read to the class, he says he is "ashamed" and wants to complete the assignment by himself. Which of the following approaches would best differentiate the reading lesson and help the student improve his overall reading fluency? A. assigning the student a text at his independent reading level and allowing him to read it quietly to himself before discussing it with others B. encouraging the student to stop reading when he doesn't understand what the text is saying, pause, and then reread that section as a self-monitoring strategy C. providing the student with explicit phonics instruction to help him decode words more quickly when they appear in sentences D. giving the student a text below his independent reading level and having him read it out loud to a small group of students to build confidence
A.
An eighth-grade teacher has created a literacy-rich environment in her classroom but would like to take further steps to inspire an appreciation of reading. Which of these strategies is most likely to make students lifelong readers? A. creating opportunities for students to discuss what they have read with peers in the form of book clubs or literature circles B. making various levels of books available for students to check out and read at home for their reading logs C. providing a quiet reading corner for students who would like to read independently and without interruption D. conducting a class novel study on a book that has been made into a movie or is based on true events in order to engage students
A.
How does a student's level of oral vocabulary impact their decoding and reading abilities? A. A student with a large vocabulary is more likely to recognize whether or not they have decoded a word correctly. B. A student with a large vocabulary will have greater knowledge of sight words, requiring them to decode less while they read. C. Students who have a wide vocabulary are typically students who have been read to extensively at home. D. Oral vocabulary and decoding skills are unrelated.
A.
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. improving their overall phonemic awareness. B. helping them substitute phonemes. C. improving their abilities to name rhyming words. D. helping them learn conventional spelling.
A.
Which of the following describes a way that spelling instruction can support the decoding skills of early readers? A. Memorizing common letter patterns through spelling can then be applied to unfamiliar words with similar structures when reading. B. Spelling words can be chosen specifically to expand individual student vocabulary. C. Spelling lists should consist of only irregular sight words that students are not expected to decode. D. Spelling lists help students break words into separate syllables.
A.
Which would be the most important question for a teacher to consider while examining the recent results of a student's reading assessment? A. Does this data provide evidence of continued student progress on the standards assessed? B. Does the data foreshadow the student's success on next year's reading standards? C. How can this data be used to give the student a final reading grade based on skills mastered? D. Does the data show the student as more or less advanced in tested skills when compared to the student's peers?
A.
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. orthographic B. inference C. sight words D. phonological
A. orthography is the practice of proper spelling, a way of spelling or a study of spelling.
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. application of phonics generalizations B. inference skills C. reading prosody D. print awareness
A. phonics generalization is a focus on patterns that words share- phonic rules that are taught to emerging readers to help them learn letter combination sounds to increase reading ability ex: "if two vowels go walking, the first one does the talking" (cloak)
A kindergarten student is in the semiphonetic stage of spelling development and is hesitant to write longer pieces because she is concerned about misspelling words. The teacher should take which of the following steps to encourage further development of the student's reading and writing skills? A. assigning the student a partner to work with who is at the same level of spelling development B. encouraging her to keep sounding out words and spelling to the best of her abilities C. helping the student make her own list of frequently misspelled words to use daily while writing D. providing her with an elementary dictionary to help her feel confident writing unfamiliar words
B
A beginning reader often writes letters and numbers facing the wrong direction during writing activities in class. Which of these strategies would best help this student learn to form his letters more accurately? A. Have the student say each word as he writes in his journal and encourage him to check his work at the end. B. Have the student practice tracing letters in a workbook in which the steps for forming each letter are notated. C. Provide the student with a copy of the alphabet when he writes, as well as a list of frequently misspelled words. D. Provide the student with copies of another student's work so he can see how he is forming words incorrectly.
B.
A fifth-grade teacher is planning a vocabulary lesson for her class. Which of the following describes the best source for these vocabulary words? A. unusual or challenging spelling patterns B. academic or topical vocabulary from their upcoming unit C. carefully selected words from an SAT vocabulary list D. challenging words from a text read in the previous unit
B.
A fifth-grade teacher passes out the following diagram to the class. The diagram has the words "Main Idea" in the center and 4 sections for details connected After reading a science article, the teacher divides students into small groups and gives each group a copy of the chart. Within each group, the students discuss the main idea and supporting details present in one of the paragraphs of the article. After each group has an opportunity to record their thoughts on their copy of the chart, the teacher puts each group's chart up on the board in the same order as the article. Finally, the teacher leads a whole class discussion on the findings of each group. This activity is likely to develop students' reading abilities by: A. helping students differentiate between fact and opinion in a scientific text. B. teaching students a method of summarizing the main points in a longer text. C. providing students with a visual representation of a text's thematic message. D. improving student understanding of content-specific vocabulary words.
B.
A fourth-grade student is an avid reader and is constantly asking to go to the library to pick out new books. The student only chooses fiction adventure stories to read independently. Which of the following best explains one reason the teacher should encourage the student to explore other genres? A. Nonfiction texts will contain higher level vocabulary and help the student's reading comprehension skills improve at a faster rate. B. Reading various genres will improve vocabulary by exposing him to different words, and it will help him become a stronger reader of all genres. C. The student should practice reading books that are less interesting to him in order to build endurance for reading expectations that offer less student choice in higher grades. D. Reading books of various genres will improve the student's oral fluency skills.
B.
A fourth-grade teacher is administering a student's mid-year fluency assessment. Her data shows that the student's miscues are within the range of normal for the grade level, but the student did not self-correct any errors while reading aloud. Of the following questions, which should be the first to consider when evaluating instructional strategies for this student? A. Does the student seem nervous when reading aloud? B. Is the student able to correctly answer reading comprehension questions despite the miscues? C. How many miscues occur when reading a lower level text? D. How do the student's decoding skills compare to other students her age?
B.
A seventh-grade teacher is starting a poetry unit with her students next week. The unit contains several challenging poems featuring figurative language and abstract images. There is a student in the class with a learning disability who the teacher is concerned may have trouble interpreting the poems and keeping up with the pace of the unit. Which strategy could the teacher implement in order to help this student comprehend the text and participate fully in the assignments? A. giving the student the poems a few weeks ahead of schedule so they won't seem unfamiliar during class B. providing the student with graphic organizers and annotated versions of the poems to make the ideas more concrete C. assigning the student a partner with whom to discuss each poem thoroughly before completing any assignments D. excusing the student from the assignments related to the most difficult poems and offering easier activities aligned with the student's abilities
B.
A third-grade teacher is assigning an informational text that compares the education system in the United States to that of another country. Which of the following would be a useful strategy to use while they read the informational text? A. annotate for examples of symbolism and imagery B. add details to a Venn diagram C. diagram the plot with a graphic organizer D. complete a KWL Chart
B.
Halfway through the school year, a first-grade teacher wants to administer a summative assessment to determine student mastery of the grade-level sight words taught over the course of the semester. Which of the following informal assessments would be the best suited to meet this goal? A. The teacher gives a test in which the teacher calls out the sight words and the students write them in their notebooks. B. The teacher posts the sight words on a word wall, having each student take a turn saying them privately to the teacher, and records the results. C. The teacher asks students to choose 10 sight words from the list and include them in a short paragraph about what they did this weekend. D. The teacher selects an on-level text containing many of the semester's sight words and asks students to read it individually for a grade.
B.
In which of the following stages of spelling development does the child leave behind their phonetic dependence and rely on visual and morphemic strategies? A. semiphonetic B. transitional C. precommunicative D. conventional
B.
It is halfway through the school year and a middle school teacher is planning to conduct an informal fluency assessment with each student in the class. The teacher last gave a fluency assessment in August when school started. The assessment will consist of the teacher timing each student as they orally read an unfamiliar passage for one minute. As the students read, the teacher will mark errors on the paper in order to determine each student's number of words correct per minute (WCPM). In order to be best prepared for this assessment, the teacher should also take which of the following actions? A. making a chart of each student's English and reading grades over the course of the semester B. gathering data on each student's beginning-of-year fluency probe assessment scores C. creating a series of questions to ask about the student's independent reading habits D. allowing students to preview the text the teacher has chosen for the assessment
B.
Which of the following sentences demonstrates a text structure that uses compare and contrast? A. Rainfall was reduced by 30% in the previous calendar year, so successful harvest of crops was reduced, and grocery stores needed to order more produce from out of state in order to maintain supply and demand. B. During a year with a 30% reduction in rainfall, farmers who installed irrigation systems experienced minimal destruction in crops, while those who did not experienced destruction of 50% or more of their crops. C. After the region experienced a 30% reduction in rainfall, many farmers installed irrigation systems to reduce destruction to crops. D. The region experienced a 30% reduction in rainfall this year, which resulted in the destruction of crops.
B.
Which of the following instructional strategies would be most beneficial when providing Tier Two vocabulary instruction to a group of struggling readers? A. Explain definitions and ask students to restate in their own words. B. Provide the students with sentence stems that they can incorporate new words in context. C. Have students practice using words during conversation with peers. D. Ask students to create a concept map.
B. high-frequency words for mature language users Ex: coincidence, absurd, industrious
The following sentence is missing several words. It can be ___(1)___ to find a moment to ___(2)___ your thoughts into the ___(3)___ when there are many people participating in a ___(4)___. A word with the prefix inter- would best fit in which of the following blanks? A. (1) B. (2) C. (3) D. (4)
B. (2)The prefix inter- means between or among. A word like interject would work well in blank number 2 because the speaker is attempting to insert their voice and ideas among many other voices.
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. labeling items in the class, such as the pencil sharpener and bookshelf B. posting step-by-step directions on the board for each activity 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
C
Which of the following word sets would best support a lesson on structural analysis? A. late, ripe, hike, wire B. ate, eat, eating, eaten C. visit, revisit, visitor, visiting D. sweep, leap, heap, jeep
C
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. 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 B. giving students a worksheet asking them to list words with the -ed ending and drawing a picture for each to use as a reference C. teaching students to read the -ed by itself and then decode the front of the word before the inflection before adding them together D. 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.
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. Assess progress on which letter sounds students have mastered and which she needs to reteach. B. Introduce the idea of chunking letters together to make one sound in order to help with decoding. C. Provide students the opportunity to read decodable texts containing the phonics skills she has been teaching. D. Begin teaching students irregular words that begin with the letters she has been teaching.
C.
A first-grade teacher would like her students to be able to work on whole-word reading (identifying words automatically) while using the phonics skills she has taught the past few class periods. The students have shown an ability to successfully sound out and blend words that follow predictable phonics patterns. Which of the following approaches would best provide students the opportunity to practice these skills? A. providing frequent teacher read-alouds and class choral readings that include words with the phonics patterns the teacher has taught B. modeling how to read high-frequency, irregular words in various text genres and having students practice the same skills with a partner C. giving students opportunities to sound out words that follow a regular phonics pattern and then having them read the words normally in a short text D. asking students to highlight all the words following a regular phonics pattern in a short text and then to be mindful of reading them correctly in the future
C.
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 asks the students to say "boat," then asks them to take away the "t" sound and say the word that's left. C. 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 what sound would fill in the blank. D. 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.
C.
A third-grade student has a limited vocabulary, which leads to poor word recognition and below-level reading comprehension. According to research, what is the likely result if this student does not receive reading interventions in the near future? A. The student will likely always be below grade-level reading standards but will grow in her abilities just enough to meet minimum academic standards. B. The student will keep comprehending text on a third-grade level for the foreseeable future and will learn strategies to cope with more difficult texts. C. The student will continue to lose ground on vocabulary and reading comprehension, falling behind her peers as the texts increase in difficulty. D. The student will grow out of this phase by middle school and will become excited to read books about topics she is interested in
C.
A third-grade teacher notices that two students are both automatic readers and share the same reading rate and comprehension level. She would like to assign them an activity that will help improve their individual reading rates. Which of the described activities would be best suited for this purpose? A. a choral reading activity in which the students read the same text at the same time out loud to attempt to match each other's rate, prosody, and fluency exactly B. a timed reading activity in which the students alternate between reading the same text silently and timing each other as they read, aiming to increase their speed C. a shared reading activity in which both students silently read the same text independently, pausing along the way to discuss the main points of the text D. an echo reading activity in which one student reads a section of text out loud and the other student repeats back what what read, alternating until the end of the text
C.
After analyzing the poem, the teacher sets up several stations around the room with various activities for the students. At one station, the students play a word game in which they practice speaking, defining, and writing some of the key vocabulary words. At another station, students create their own poems mimicking the figurative language Emily Dickinson used in the 1800s. These stations help students develop their reading skills by: A. giving students additional information on life in America in the 1800s. B. providing students with study tools for memorizing difficult vocabulary words. C. encouraging them to view manipulating language as fun and enjoyable. D. helping students differentiate between different genres and forms of poetry.
C.
An upper-elementary-grades teacher writes the morpheme audi on the board, says it correctly, and says that audi comes from the Latin word for "hear." The teacher asks students to call out words that begin with or have audi as part of their spelling. As they respond, the teacher makes the graphic organizer below. The morpheme audi is in the center circle and there are 5 words connected to it (Audible, Auditorium, Audition, Audiovisual, Audience) This activity develops students' vocabulary skills by showing the students: A. how to phonetically determine the meanings of unfamiliar words. B. how to take an abstract concept and make it easy to understand. C. how to use prefixes and suffixes to assist with spelling and defining words. D. how to create a concept map to show a word's part of speech.
C.
Halfway through the year, a seventh-grade teacher assembles a team with the goal of providing additional instructional support for a student performing below grade-level expectations in reading. Additional members of the team in attendance at the meeting include the student and his parents, the student's history teacher, and a school administrator. Which of the following pieces of data would be essential for the team to use while creating an intervention plan for the student? A. a chart showing how the student's reading assessment scores compare with those of his grade-level peers B. a list of recommended standardized assessments that should be administered in order to determine the student's reading level C. a collection of work samples from reading class showing how the student has performed when asked to meet grade-level learning objectives D. a recently finished book project that the student completed with three other students who read on grade level
C.
When creating lesson plans for a reading unit centered on a specific learning goal, the teacher should ensure that: A. the lessons are designed around the most common learning style of the students in the classroom — auditory, visual, or kinesthetic. B. each lesson covers more than one skill in order to help students master the targeted goal more quickly. C. each lesson contains instructional strategies that build on one another and meet the learning needs of each student. D. the lessons are cross-curricular, integrating science and history learning goals in addition to teaching reading standards.
C.
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. recognize the most common sounds in English. B. realize the basic building blocks of phonics instruction. C. understand that words are made up of separate sounds. D. learn how to blend individual sounds together.
C. understand that words are made up of separate sounds. This activity helps the student learn how to segment individual sounds in a word by creating a visual representation of each separate sound. Segmenting and blending are the two most important aspects of phonemic awareness for students to master as they are learning to read.
A sixth-grade classroom teacher is planning a series of upcoming lessons on context clues. Which of the following statements describes important limitations about context clues that the teacher should take into account? A. Context clues cause students to stop within the text more often, meaning the teacher also needs to provide concurrent lessons on reading fluency. B. Context clues should not be used as a substitute for systematic vocabulary instruction, which is how most students should be learning new vocabulary words. C. Context clues are not helpful for students who possess a large amount of background knowledge on the text's subject, and teaching them to rely on context clues can hinder growth. D. Context clues are more likely to be written implicitly as opposed to explicitly, and implicit context clues assume students possess a certain level of background knowledge on the topics covered.
D
Making a content web as a class is likely to further students' ability to remember and utilize academic information they have read by: A. helping students conduct a self-assessment on what they know, don't know, and would like to learn about a topic. B. providing students with a way to practice using new vocabulary words they have learned while reading. C. providing students with a way to learn unfamiliar vocabulary terms before using them in written assignments. D. helping students categorize their thoughts to better comprehend what they have learned about a new topic.
D
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. reading an article with the students about public speaking and having them practice the techniques with a partner C. having each student listen to a recording of themselves reading and giving them a self-evaluation rubric to complete D. sharing a read-aloud with the class, emphasizing the rise and fall of the phrases, and having the students echo-read the same text
D.
A first-grade English learner makes many mistakes when pronouncing words because he sometimes uses the letter-sound correspondence he learned from his first language to sound out words in English. Which of the following steps can the teacher take to help him pronounce words correctly? A. giving the student a list of English high-frequency words spelled out phonetically for him to refer to B. asking the student to record himself reading a text aloud and then playing it back to identify his errors C. seating the student next to another English learner who is also learning how to pronounce words correctly D. teaching the student which letter sounds in his native language transfer to English and which do not
D.
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 deletion B. phoneme blending C. the alphabetic principle D. onset sounds and rhyming words
D.
A middle school class has recently finished reading an article about different types of frogs. The teacher shows the class how to fill in the following semantic map with facts about each one. Utilizing this type of graphic organizer helps students: A. determine what they know, don't know, and want to know about frogs. B. use their inference skills to determine what types of frogs will survive. C. practice using the content-specific vocabulary words they have learned. D. organize information and summarize what they have learned.
D.
A second-grade student has advanced quickly and has mastered the spelling words for the week covering "r-controlled a" words such as "card" and "shark," which will be the topic of tomorrow's lesson. Which of the following ways would be most appropriate for the teacher to differentiate the lesson to accommodate for this student? A. having the student read a higher-level book and write down all the unfamiliar vocabulary words to look up later B. encouraging the student to continue practicing this week's word list by including the words in an essay C. assigning the student a reading passage containing this week's words to assess reading comprehension D. pairing the student with an equally-advanced peer to work on a higher-level phonics lesson on their own
D.
A seventh-grade teacher has noticed that students are misspelling the same words repeatedly in their essays and would like to help them improve their spelling skills for the words listed below: aversion exacerbate audible benign generous edict abbreviate circulate Which of the following mini-lessons would help her accomplish her goal? A. helping students separate the words into two categories, open syllables and closed syllables, and showing them the spelling rules for each B. conducting practice spelling tests over the course of several days to help students commit the irregular patterns of the words to memory C. showing students how to separate the words into syllables and sound them out to spell them more accurately D. teaching the meanings of common Latin root words and the common spelling patterns associated with them
D.
A seventh-grade teacher notices that a few students are repeatedly misspelling the words celsius and Fahrenheit in their papers. She writes the names Anders Celsius and Daniel Gabriel Fahrenheiton the board and talks about how they each invented these forms of measurement. The teacher conducts a group discussion on how the names of each physicist relate to the measurements they created. This lesson helps students develop their reading and writing abilities by: A. helping students apply basic linguistics rules to spelling multisyllabic words. B. showing students common spelling patterns found in multisyllabic, scientific terms . C. encouraging them to read books on scientists and systematically study unfamiliar words. D. teaching them to use etymology to spell and decode unfamiliar multisyllabic words.
D.
A sixth-grade class contains one student with an Individualized Education Program (IEP). Before administering any pretests or weekly assessments measuring academic progress to this student, the teacher should take which of the following steps? A. reviewing the Reading/Language Arts Framework for California Public Schools to see a list of assessments approved for students with IEPs B. arranging for a paraprofessional to read aloud all assessment passages to the student C. seating the student alone in the corner of the room to increase student focus and provide a quieter exam environment D. referring to the student's IEP to see if there are any testing accommodations the student is required to receive
D.
A sixth-grade teacher has read several fictional short stories with her students. While reading the stories, the class discussed the development of the characters, major plot points, and thematic elements. The teacher assigns an activity for each student to rewrite one of the stories with a different protagonist and antagonist. This assignment will improve students' reading abilities by: A. encouraging them to use the plot chart to prewrite fictional writing pieces. B. requiring students to self-monitor their reading to gain deeper understanding. C. asking them to alter a narrative's tone and mood to better fit the theme. D. helping students see the impact of narrative perspective and point of view.
D.
An eighth-grade teacher is preparing to teach a multidisciplinary unit on the Holocaust. Throughout the course of the unit, students will read about World War II in their history classes and Holocaust literature in English class. Other classes will ask students to read and reflect on handwritten letters, diary entries, and newspaper articles published during this time. Which statement best describes the advantage of using a cross-curricular unit such as this one to increase students' reading skills? A. Students are more motivated to learn when they have student choice, and multidisciplinary units contain many different types of texts for students to choose from. B. Students will be assigned a wide range of readings at all comprehension levels, making it easy for the teacher to differentiate and provide instruction at multiple reading levels. C. Students will be asked to distinguish between literary texts and content-area texts, giving them a new skill set to use when they are conducting research on the topics covered. D. Students will be exposed to many different genres and styles of writing, repeatedly challenging them to learn new vocabulary and encounter new topics.
D.
An eighth-grader with strong reading skills has trouble staying focused when reading longer text selections. He is motivated when he begins his assigned reading, but his attention is easily diverted. What is the best first step for the teacher to take to help this student? A. assigning the student a reading partner for text-heavy assignments to help him stay focused and improve his comprehension B. altering the assigned readings to be on a lower cognitive level with less complex vocabulary words C. administering an assessment to determine the student's reading level and assigning texts one level below the test results D. chunking the reading into smaller assignments and teaching him how to self-monitor his attention level
D.
At the conclusion of a fiction reading unit, a fifth-grade teacher chooses a complex literary text for students to read with a partner. Halfway through the story, the teacher checks the students' ability to make educated inferences about future events in the story. To best assess this skill, the teacher should ask questions that lead students to: A. compare and contrast the protagonist and antagonist in the story. B. write a summary with the beginning, middle, and imaginary end of the story. C. analyze the characters' actions to determine the overall message of the story. D. draw conclusions based on background knowledge and text evidence.
D.
Over the past few weeks, a fourth-grader who reads on grade level has chosen independent reading books from a young adult series that is not advancing his vocabulary or comprehension skills. Which of the following approaches should the teacher take? A. providing an advanced word list with definitions for him to supplement his lack of vocabulary growth B. refraining from interfering with the student's book choices because the series he has chosen is fostering a lifelong love of reading C. showing the student the simple vocabulary present in the books and recommending another popular book that is more advanced D. recommending some more advanced books for the student that are in the same genre the student has picked out
D.
The teacher asks which words in the poem are verbs. One of the students says success is a verb because the speaker succeeds in making a point. Another student says that success is a noun because it is simply an idea and the word comprehend is a verb. The class then discusses the points made by each student. This discussion could help students realize that: A. recognizing roots and common affixes of words can help with decoding. B. determining a text's genre can help decipher the author's purpose. C. being cognizant of a text's narrative structure can help a student determine theme. D. understanding the structure of language can assist with text comprehension.
D.
Which strategy would be most likely to help a kindergarten student who struggles to visually differentiate between the appearance of the letters p and q? A. having the student watch the teacher write each letter on the board slowly a few times B. holding up separate letter cards of each letter and having the student say each one out loud C. having the student complete a matching activity by pasting pictures that start with each letter under a p and q on a chart D. giving the student tracing exercises focusing on the shape and direction the letter faces
D.
Which of the following tasks specifically requires a person to use tier-three vocabulary words? A. Read a book that is above the reading level. B. Answer reading comprehension questions after reading a short story. C. Ask for a glass of milk. D. Explain how to graph the answer to a math problem.
D. Tier 3 words are mainly content specific and used least frequently
Which of the following pairs of words are homophones? A. appalling and pleasing B. repeat and renew C. attractive and appealing D. phase and faze
D. homophones are words that have the same pronunciation but different meanings, origins, or spelling
