Reading foundational Skills

vocabulary

A classroom has recently created a word wall with strong action verbs, completed word hunts, and used word flashcards to create sentences. Based on these activities, the teacher is likely focusing on which category of instruction?

teach the student self-monitoring text strategies such as rereading and notetaking.

A few times a week, a fifth-grade teacher reads a complex informational text with a small group of students. One day, a student says, "When I read from the top to the bottom of the page, I don't always remember what it said." The best way for the teacher to help this student would be to:

Paraphrase difficult sections of the text.

A fifth-grade class is beginning a research project in which the students will be independently reading information about an assigned topic. Which of the following reading activities would best support student comprehension of this new information?

academic or topical vocabulary from their upcoming unit

A fifth-grade teacher is planning a vocabulary lesson for her class. Which of the following describes the best source for these vocabulary words?

Provide a graphic organizer for students to complete while they read.

A fifth-grade teacher provides a challenging primary source letter considering the causes of the American Revolution. Which of the following will best help students to follow the causes and effects of the events while reading?

supervised oral reading

A fifth-grade teacher wants to design small group fluency remediation activities. The teacher would like to group students based on their current needs and skill levels. Which of the following would be the most efficient way to gather data for grouping students?

Listening to the teacher read will help students learn to develop prosody in their own reading.

A first-grade teacher plans her reading lessons so that they always include time for the teacher to read at least part of the text aloud to students. What is one way in which teacher-modeled reading can benefit students' fluency skills?

using graphic organizers to evaluate text structures in various subjects

A first-grade teacher wants to incorporate more cross-curricular reading applications into her classroom, specifically with her history and science lessons. Which strategy below would help best meet her goal of helping students comprehend cross-curricular informational texts?

Create word webs for each homophone pair that includes synonyms students can use to check for correct usage.

A fourth-grade class is working on using the correct homophone in writing. The majority of the class is able to correctly spell both words in a pair, but they are struggling to choose the correct homophone when writing. Which activity could the teacher use to help students select the correct homophone while writing?

Reading various genres will improve vocabulary by exposing him to different words, and it will help him become a stronger reader of all genres.

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?

Greater variety in reading level and genre will support greater vocabulary development.

A fourth-grade student loves to read, but typically only picks graphic novels that are written below grade level. Which of the following best explains one reason the teacher might suggest more variation in his independent reading?

recalling key details from the text

A fourth-grade teacher has assigned the independent reading of a section from the social studies textbook in order to evaluate her students' ability to comprehend informative nonfiction texts. Of the various reading comprehension skills, which of the following will be specifically important for comprehending this text?

choral reading

A fourth-grade teacher has identified a small group of students who are struggling to read fluently. These students are able to decode most words with ease, although they still struggle with irregular multisyllabic words. While reading, the students pause in irregular places, enunciate randomly, and read with a monotonous tone and volume. Based on this assessment, these students would benefit the most from which reading fluency activity?

increasing student interest and motivating students to learn new vocabulary words.

A fourth-grade teacher has recently finished teaching a list of 20 vocabulary words associated with the short story they are studying. She breaks the class into five groups and assigns four vocabulary words from the list to each group. Each group chooses a word to act out in front of the class while the other groups sit silently watching the presentation. The groups then have five minutes to discuss what word was being acted out. The teacher asks each group what word they think it is, and each group that is correct earns a point. Each group performs multiple times until all the words have been acted out. This activity will help students retain the meanings of the vocabulary words they have learned by:

self-monitoring

A fourth-grade teacher incorporates reading fiction and nonfiction passages aloud to her class regularly. When she reads a particularly dense or confusing paragraph, she will comment on it to the class, something like, "Whoa, that was a lot of information." Then she will try to paraphrase and go back to reread if necessary. What skill is the teacher modeling for her students?

Pair students and require them to stop at multiple preselected locations in the reading of a text to perform "think alouds."

A fourth-grade teacher is planning a lesson to help facilitate student use of metacognitive skills to require students to self-monitor while they are reading a text. Which of the following activities would she use in this lesson?

helping students take their knowledge of grapheme-phoneme blends and use them to read larger units of language

A group of second-grade students has moved from the full alphabetic phase to the consolidated alphabetic phase. To help students read words accurately in this new phase, the teacher should focus on which of the following?

Order/sequence

A history teacher is teaching his students about President Abraham Lincoln. The class is reading a text that uses words like before, first, so, and today. What text structure is most likely being used?

Prepare a sensory table with leaves, bark, branches, and pinecones to teach new words and parts of trees.

A kindergarten teacher is preparing to teach a unit about trees. Which of the following strategies will help students to gain background knowledge before beginning the unit about trees?

encouraging students to self-monitor their reading progress

A language arts teacher has students use a data notebook to monitor their reading fluency and progress. Each month the students set a new reading goal and monitor their progress towards that goal during the month, utilizing their data notebooks. Which of the following is the greatest benefit of this process?

interactive reading.

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:

Making predictions can help students make connections between prior knowledge and information presented in a text.

A science teacher lists the following words and phrases on the board - mass, charge, energy - and asks his students to predict what they are going to read about. What is the purpose of making predictions before reading a text?

asking students to summarize the stories they read in class either verbally or in writing

A second-grade teacher is reassessing her classroom routines and practices to ensure that she is dedicating enough time to activities that will help build reading fluency in her students. Which of the following activities is not supporting her goal of improving student reading fluency?

promoting close reading of persuasive texts

A sixth-grade teacher allows her students to choose a persuasive text from a few preselected options. Regardless of the article they choose, each student will receive the following post-reading questions: What is the topic of the article? What is the author's opinion or perspective on this topic? What reasons does the author present to support his perspective? Does the author provide any evidence? If so, where did the author find the evidence? Do you find the author's perspective, reasons, and evidence persuasive? Why or why not? When viewed collectively, what is the instructional purpose of the post-reading questions?

In what ways is the main character relatable to yourself or someone you know? How does this likeness help you understand his motivations and actions?

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. What question could the literature circles ask to encourage students to make connections to the text?

prosody

A student has shown proficiency in the ability to read a text with appropriate inflection. Which of the following skills has the student demonstrated?

taking a field trip to view a play

A teacher is looking for new ways to model and demonstrate prosodic reading. Which of the following would best achieve this goal?

encourage students to make predictions based on textual evidence.

A teacher is reading aloud to her class. At the end of a paragraph, she stops to ask the students a question like, "Where do you think the tiger is headed now?" In asking a question like this, the teacher is trying to:

While reading aloud to the class, the teacher pauses to define vocabulary terms using context clues.

A teacher wants to model for students how to determine the meaning of words within a nonfiction text. Which activity below would be the most effective way to demonstrate this for the students?

by allowing the student to continue periodically checking out and rereading the book she loves

A third-grade class visits the library weekly. Approximately once a month, one student checks out her favorite book, along with other new books. She has now taken this book home for independent reading many times. How can the teacher best support this student's fluency development?

complete a KWL chart

A third-grade teacher is going to read a story about two children visiting the aquarium. Which of the following activities is the best way to introduce the text to promote comprehension?

gain additional background knowledge before reading the texts.

A third-grade teacher is introducing a unit on plants. Part of the unit plan calls for students to read complex texts on the topic, many of which contain unfamiliar vocabulary words. The teacher takes the students on a nature walk to sketch several types of plants and talk about their favorite ones. The teacher also takes the class out to the school vegetable garden to discuss the differences and similarities between the different plants. These pre-reading activities will help the students:

predicting

A third-grade teacher reads the following passage from a story: "As Jimmy was brushing his teeth before going to bed, he heard a terrible roar come from the garage. Jimmy didn't know what could be making that terrible noise, but he left a light on in the closet while he slept that night." The teacher then asks students questions about their thoughts on the events of the passage and what might be happening. Which of the following would this activity best promote?

provide students with ample opportunities to activate and build upon background knowledge before reading the complex text.

As part of a unit on weather systems, a first-grade class will be reading a scientific, informational text with many new, tier-three vocabulary terms. Before this reading takes place, the teacher has students write about their favorite type of weather, identify the current weather outside over the course of a week, and watch a few videos depicting different types of weather systems. The main purpose for these pre-reading activities is to:

improved accuracy improved prosody

At the beginning of class, Mrs. Williams shares a paragraph with a student, asking her if she would read it aloud later in the class. Mrs. Williams suggests she reads through the paragraph before reading it aloud. Which of the following are likely reasons why the teacher asked her to pre-read the paragraph?

Sorting words based on similarities in structure, meaning, or parts of speech.

Before beginning a new unit, a teacher provides her class with a list of new vocabulary terms they will encounter. Other than defining the words as they are used and front loading lessons with new vocabulary, which activity would help students successfully identify and understand the words in context?

connect to the student's schema

Before reading a literary piece, an elementary teacher will ask the class, "What do you know about...?" Which of the following best describes the purpose of this question?

providing a purpose for reading.

Before students begin reading a text about the Supreme Court in their history textbook, the teacher leads a class discussion in which the students generate a list of questions about the Supreme Court that they would like to have answered. This discussion is most likely to promote the students' comprehension of the text by:

graphophonic

During a group reading activity, the teacher periodically pauses and points out prefixes and suffixes for unfamiliar vocabulary words. The teacher helps students to identify parts of speech and word meanings. Which cueing system is the teacher using during this lesson?

predicting.

During a reading, a teacher asks students to pause. She then asks students to reread that paragraph and write down what they believe the character will do next and cite textual evidence for their responses. This is an example of students:

read along with students while modeling strong reading skills.

During a shared reading activity, the teacher should:

accuracy, prosody, and speed

Fluency is measured by which three criteria?

Transition words clarify how ideas relate to one another.

How does identifying transition words help readers construct meaning?

organize information obtained from cross-curricular readings.

In an effort to boost nonfiction comprehension skills, a second-grade teacher reads two articles with her students, one on amphibians and one on reptiles. After reading the articles as a class, she has students complete a Venn diagram comparing and contrasting the two readings. Later in the week, students make a timeline based on an article entitled, "The True Cost of Rainforest Loss." These activities help students:

Read the "About the Author" section. Preview illustrations, the title, or bolded vocabulary words.

In order to improve reading comprehension, Mr. Parks should encourage his students to do which of the following before reading a narrative text?

the onset

In the word "cool" the segment "c' is best described as which of the following?''

rime.

In the word "trail," "tr" is the onset and "ail" is the:

mapping information from the text

Individual expository reading in the fourth-grade classroom often requires students to use which of the following strategies to promote their success as they are reading content information?

sight-word automaticity

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?

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

Mr. Blaschke wants to develop his students' fluency while reading. Which activity would best help him achieve this goal?

Mr. Brand should introduce new vocabulary words by incorporating them into multiple aspects of instruction and in various contexts.

Mr. Brand is wanting to promote the vocabulary development of his students. Which of the following strategies would best align with current research on promoting vocabulary development among students?

Have students use a Venn diagram to identify and compare the character traits of the protagonist and the antagonist of three different narratives.

Mr. Hendrix, a third-grade English Language Arts teacher, wants to support his students in becoming self-directed critical readers. Which of the following activities would best help Mr. Hendrix accomplish this goal?

graphophonic

Mr. Robins collects a short free-writing paragraph from students. While skimming a student's paper, Mr. Robins notices that there is a consistent misspelling of words that contain a long e. Instruction with which cueing system would benefit this student the most?

Venn diagrams

Mr. Simmons wants his class to compare and contrast information about a subject using a variety of genres. Which of the following instructional strategies should Mr. Simmons use?

recognizing text features

Mrs. Adams gives each student a copy of a poem and a copy of her cookie recipe. She asks the students to view each document and compare how it looks--not yet focusing on what it says. Which of the following comprehension skills is Mrs. Adams asking her students to practice?

using phonological awareness skills

Mrs. Jones is a fourth-grade reading specialist and has been asked by a number of teachers how to enhance the comprehension skills of their students, especially with expository text. Mrs. Jones checks for the teachers' understanding of various comprehension strategies. Which one of the following responses is NOT a comprehension strategy?

using a timeline to show the sequence of events in a persuasive text

Mrs. Jones is teaching her students how to use graphic organizers to assist with understanding different texts. Which of the following would be the least effective activity?

The teacher starts reading aloud as she is displaying the text on a slide or students are following along in a book; the teacher then pauses and asks a question aloud to herself about what she is reading.

Mrs. King tells her fifth-grade students that she is going to explain and model a strategy that should help them learn how to self-monitor their own comprehension. Which strategy would be most effective to introduce this strategy?

monitoring students' comprehension of the text

Mrs. Mathers is reading aloud with her class. As she reads she periodically stops and asks students questions about the text to clarify important plot developments and to explain the main ideas in the text. Which of the following is Mrs. Mathers most likely trying to accomplish?

have students listen to a fictional story and an informational text that use the same vocabulary

Mrs. Radcliffe, a first-grade teacher, wants to support her students' vocabulary development. Which of the following activities would best support her students' vocabulary development?

build student fluency

Ms. Jennings incorporates time into her class's weekly schedule to provide opportunities for students to choose a book that they have already read and read it aloud to either her or a classmate. Which of the following is most likely Ms. Jenning's goal for this activity?

use context clues to predict the word's meaning

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 timeline

Students are reading a nonfiction article about the events leading up to WWII. Which of the following graphic organizers would most likely help them comprehend the article?

A descriptive text frame includes questions about the order of events.

Teachers are encouraged to use text frames throughout a text to prompt students to think about relationships between key ideas, concepts, and events in a text. This is likely to promote their comprehension of assigned texts. Which of the following statements about text frames is inaccurate?

relate oral language to semantics

The development of reading comprehension skills is important in elementary students. Which of the following is the LEAST important strategy in promoting reading comprehension among elementary students?

pre-reading strategy

The statement, "Ask students to recall a time when they felt disappointed and what they did to feel better" is most appropriate in which of the following sections of a kindergarten language arts lesson plan?

use evidence from the text to support their answers.

The teacher reminds the students to use the sentence stems while answering the comprehension questions. Providing students with these stems will best encourage them to:

Ask the students to draw visual representations of the setting and/or characters described in the first chapter.

The teacher would like to minimize the negative initial responses this year. Which of the following activities may help her students get off to a better start?

The student reads slowly and deliberately.

When administering an oral reading fluency assessment, which of the following behaviors would indicate that a student has difficulties in the area of rate?

It helps students to better comprehend the text.

When reading a text, a teacher encourages his students to use their prior knowledge and text clues to make inferences about the content of the text. What is the purpose of making inferences?

partner reading

When students take turns reading appropriate-level texts with a fellow student, which of the following strategies is being used?

participating in choral reading

Which of the following activities would best support students' work to improve their reading prosody?

The student must clarify their own understanding in order to explain it to someone else.

Which of the following is a reason that paired student discussion of a text would improve their reading comprehension of the text?

hearing the teacher model oral reading reading aloud

Which of the following is an important component of choral reading?

Students have no working knowledge of the alphabetic system.

Which of the following most accurately describes the pre-alphabetic stage?

to increase the student's fluency and reading rate

Which of the following statements describes the purpose of having a student repeatedly read aloud?

using context clues using root words and morphology

Which of the following strategies should be incorporated into the classroom to help students determine the meaning of unknown words while reading?

using graphic organizers to compare two reading selections

Which of the following will best enhance reading comprehension in a sixth-grade classroom?

the student's ability to infer unfamiliar word meanings

Which of the following would NOT be considered when determining whether a student is a fluent reader?

providing weekly word lists for students to study and memorize

Which of these strategies is the LEAST effective for developing student vocabulary?

The word "_____" means ______. I know because in the text it says, "_____."

Which question stem would encourage students to use context clues to increase their vocabulary?

think-aloud

Which strategy would best help students to self-monitor and reflect upon a text during reading?

syntactic cues

Which type of clue provides meaning through analyzing the structure of language?

antonym

Which type of context clue is used to define the word "herbivore" in the following sentence? Unlike meat eating lions and tigers, gazelles are herbivores.

providing opportunities for students to work with the new words in a variety of ways.

While reading a scientific article, a class of fifth-grade students completed a series of Frayer models on unfamiliar vocabulary words they encountered. To complete a Frayer model, students write the vocabulary word in the center, and then fill the surrounding rectangles with the definition, pictures of examples and non-examples, and a sentence using the word. Each student completed a different number of Frayer models depending on how many new vocabulary words they learned from the article. This activity will improve students' vocabulary knowledge by:

Ask students to pause and visualize what was just read in their minds.

While reading aloud to her students, Ms. Cearing hopes to improve students' reading comprehension. Which activity could she choose to accomplish this goal?

defining meaning from structural clues and morphology

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?

Using varied contexts with instruction will best support student memory of new words.

Why is it important to expose students to new vocabulary words in multiple contexts?