Test

Click on evidence in the passage that clearly identifies the primary benefit of reviewing the structure of the text for students' reading comprehension. Students need to look closely at the structure of the text in order to comprehend it. To accomplish this task, skillful teachers guide the students through picture, table, and graphic walk-through of the text while asking questions and pointing out useful text features to the students. Most texts have titles, subtitles, headings, glossaries, and bolded words. What techniques were used to make them stand out? Figuring out the structure of a text helps readers to read more efficiently. Children can anticipate what information will be revealed in a selection when they understand textual structure. Understanding the pattern of the tex helps students organize ideas. Once students understand how information in the content areas is organize, they can become more efficient readers.

- Children can anticipate what information will be revealed in a selection when they understand textual structure.

For older children, play word games, talk about word meanings, and point out interesting or new words when reading together. __________ before, during, and after reading aloud. This can help your child focus attention on the ideas in the story. Before reading, look at the book cover and talk about what might happen in the story. During reading, ask what questions he has about the story. After reading, talk about what happened. Ask your child to sum it up and relate the story to what he already knows or has experienced. For adolescents, engage in conversations, offer a literacy-rich environment, and be a strong __________ for reading. Talk about school, magazines, or current events. Ask them what they are reading and discuss the books. Have a lot of age-appropriate and grade-level reading material around your home. Model good literacy behavior by reading regularly yourself. Technology can help families meet the literacy needs of their children. Serve as a _________ Talk with your child about using technology in creative ways. These talks can boost language development, build background knowledge, and help your child develop useful skills. Be an educated consumer of information on the internet. Review the abilities of the developers. Check the quality, usefulness, and content of the information being shared.

1. Ask questions 2. model 3. media mentor

Is the book something that the child can connect _______? Can he or she understand what's read? Is it a book that is appropriate for his or her level or abilities Children are more aware of their reading "level" than we may think, so though we don't want to lean entirely on it, it's okay to remind kids that if they're choosing a book to read independently, and they read at a Level E (for example) that they should not choose a book from the Level M basket. Also, it's important to teach kids that if the book isn't labeled with a level, they can quickly assess if it's an appropriate book for them by opening the book and choosing a page - the book is ______ for them if they are able to understand what they read. Children can determine comprehension asking themselves: Did I ___what I just read? Do I remember what I read? Was I able to read most of the words?

1. Comprehend 2. appropriate 3. understand

Ms. Olsen plans instruction for her sixth graders very carefully. She will introduce a new topic to her students in a whole group setting, carefully explaining the concept and demonstrating the activity. Then she introduces a variation of the first activity and has her students work it along with her. Finally, Ms. Olsen gives her students a set of activities for them to work by themselves. When she checks their work, Ms. Olsen has a good idea of how well her students have learned the new topic. Use your mouse to click and drag each element of instruction to the order in which Ms. Olsen employs them in her teaching.

1. Direct Instruction 2. Modeling 3. Guided Practice 4. Independent Practice 5. Assessment

Select four or five pages of grade level material the student has NOT previously read. Avoid material where text can be guessed from the _________ or a book with repetitive or predictable text the student can guess or memorize. It is helpful to make a copy of the pages the student will be reading so you can write your notes directly on your copy of the text as the student reads. Then have the student read the material aloud to you. Make sure you can see exactly what he is reading. At this time, do not stop or correct the student. Simply listen to the student read and record the student's ______________ performance. It is important to record every error, no matter how small. Be sure and record the exact error the student makes (not just that he missed the word but precisely what he said when he missed the word). Indicate all __________words (even the little words 'a' 'an' and 'the'), incorrectly read words (write down precisely what the student says), replacing one word for another , missing part of the word, or difficulty with multi-syllable words. While you do not correct the student at this time, note any self-correction the student does on his own. In summary, you record the student's exact reading performance. Also make notes on any of your observations or overall impressions concerning reading skills such as 'reading was slow and laborious', 'reading was fast', 'seemed to be rushing and missing words', 'student corrected self when made an error', 'frequently student did not notice errors', 'student's reading was choppy and slow', or 'difficulty with multi-syllable words'

1. pictures 2. exact 3. skipped

When choosing a book for independent reading, it is important that the reader be able to read at least how many of the words in the text accurately?

95%

A fifth-grade teacher plans to supplement studies in the content areas with a research project. Which of the following answers might the teacher consider? Select ALL that apply.

A. Have students use multiple resources while researching. B. Encourage students to research and collaborate outside of the classroom. D. Review web literacy skills with students.

Mr. Devin teaches fifth grade language arts. For the next few weeks, for Mr. Devin will focus English, Language Arts, and Reading instruction on persuasive writing. He is developing a rubric for his students to use in self-assessment of their own persuasive writing. Mr. Devin will also use the rubric as a formative assessment of his students' writing assignments.Which three of the dimensions below should Mr. Devin include in this rubric?

A. The student corrects spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words. B. The student develops an engaging idea reflecting depth of thought with facts and details. D. The student uses complete simple and compound sentences with subject-verb agreement and avoids splices, run-ons, and fragments.

A third-grade teacher works with a struggling reader. The child reads grade-level material at 35 words per minute and has trouble with sight words. Which of the following answers best describes the child? Select all that apply.

A. The student lacks reading fluency. B. The student has weak decoding skills.

A sixth-grade teacher plays a short video clip report from a credible and safe news channel and has students orally provide the main idea of the news report. Which of the following answers best reflect why this strategy is effective for supporting oral language skills. Select ALL that apply

A. The students evaluate spoken language of others and rephrase using their own language. B. The students practice getting the gist of a story in a quick and engaging way

A teacher works with English learners at various levels of language proficiency. Which of the following strategies provides language support for ELs during classroom instruction? Select all that apply.

A. Visuals which illustrate complex concepts B. Access to content word lists C. Cooperative learning activities D. Sentence stems

Sixth-grade students are preparing to read a chapter about the digestive system. Which of the following activities is the best way to introduce the text to support reading comprehension?

A.Complete an anticipation guide

A third-grade teacher wants to use semantic feature analysis to reinforce students' understanding and organization of key concepts while reading expository texts. The teacher prepares the lesson by selecting a text about birds and determining the categories and features for the grid. On the day of the lesson, the teacher tells the students that they are going to read a text about birds but before they do, they are going to complete a grid that will help them think about different characteristics of different birds. The teacher helps the students fill in the following grid about birds. In the grid above, the teacher uses the word 'migratory'; however, the plans do not incorporate the direct pre-teaching of this word. Which of the following vocabulary activities would be the best to incorporate into this lesson?

A.Help the students create a word map that visually defines the word using examples and non-examples.

A third-grade teacher wants to use semantic feature analysis to reinforce students' understanding and organization of key concepts while reading expository texts. The teacher prepares the lesson by selecting a text about birds and determining the categories and features for the grid. On the day of the lesson, the teacher tells the students that they are going to read a text about birds but before they do, they are going to complete a grid that will help them think about different characteristics of different birds. The teacher helps the students fill in the following grid about birds. In the grid above, the teacher uses the word 'migratory'; however, the plans do not incorporate the direct pre-teaching of this word. Which of the following vocabulary activities would be the best to incorporate into this lesson?

A.Help the students create a word map that visually defines the word using examples and non-examples.

Mr. Brandon had his class write a story on a personal experience they had. Below is the story written by Kyle. Based on this writing sample, what suggestion would Mr. Brandon want to make to Kyle in revising it in order to obtain the most immediate improvement?

A.Reorganize the sequence of events into a more logical order.

A teacher introduces new science vocabulary words to her students. The new words describe the various types of volcanoes. Which of the following activities would help students represent the various types of volcanoes?

A.The students illustrate the volcanoes using descriptions provided.

A teacher assigns her middle school students to read about types of rocks. Which of these follow-up activities might provide the most relevant way for her students to learn about types of rocks and their characteristics?

A.The teacher will provide embossed graphics that capture the characteristics of different rock types.

Mrs. Swanson is attempting to help students select books they can read on their own. As part of this process, she must determine each student's independent reading level. In order to accomplish this task effectively Mrs. Swanson should select books in which students —

A.have 5 or less word recognition errors per 100 words of text.

Keenan is a fifth grader in Mr. Jump's History/Social Studies class. Frequently, Mr. Jump asks his students to read short passages in class and then discuss with their classmates concepts from the text. Mr. Jump notes that Keenan is successful with literal comprehension of what he reads, but struggles with making inferences from his reading and cannot form a judgement about what he has read. Mr. Jump plans an instructional response for Keenan that features

A.higher order questions that will encourage critical thinking.

An elementary teacher uses an I-Chart to help students examine a topic by integrating prior knowledge on the topic with information found from a variety of sources. Which of the following tasks should the students do first when conducting research?

A.identify the topic

With which of the following writing conventions does this student appear to struggle?

A.word omission

After the student's oral reading, the teacher asks the student questions about the passage. Printed below is an excerpt from this conversation. Teacher: What was this story about?Student: There's this girl, Rosa. She helps her grandpa do stuff in the garden. Teacher: What kind of stuff? Student: Oh, you know, like pull out the weeds. Teacher: What else does Rosa do? Student: She drinks out of the hose. I did that once. I got water up my nose! Teacher: That sounds uncomfortable! Student: Not really. My brother got water up his nose, too. We just laughed. We always laugh. Teacher: Does Rosa like to laugh, too? Student: I'm not sure, maybe ... oh, yeah! It said she giggled. Which of the following reading strengths does the student demonstrate in her responses to the teacher's questions about the passage?

Analyzing cause-and-effect relationships in a text

Methods for informal assessment can be divided into two main types: unstructured (e.g., student work samples, journals) and structured (e.g., checklists, observations). The unstructured methods frequently are somewhat more difficult to score and evaluate, but they can provide a great deal of valuable information about the skills of the children, particularly in the areas of language proficiency. Structured methods can be reliable and valid techniques when time is spent creating the "scoring" procedures. While informal assessment utilizes open-ended exercises reflecting student learning, teachers (and students) can infer "from the mere presence of concepts, as well as correct application, that the student possesses the intended outcomes" (Muir & Wells 1983, 95). Another important aspect of informal assessments is that they actively involve the students in the evaluation process--they are not just paper-and-pencil tests. Unstructured techniques for assessing students can run the gamut from writing stories to playing games and include both written and oral activities. The range of possible activities is limited only by the creativity of the teacher and students.

Another important aspect of informal assessments is that they actively involve the students in the evaluation process--they are not just paper-and-pencil tests.

Ms. DiStefano teaches sixth grade language arts in a middle school in McAllen. Her students include many who are currently learning English. Ms. DiStefano understands the importance of helping her students to decode the new vocabulary they find in their reading for enjoyment and their reading for information. She recognizes that the development of a sight word vocabulary is key component of their reading fluency. Look at the table below and click in the boxes next to the elements that make up each component of reading

Automaticity - Reading Fluency Blending - Word Identification Contextual Analysis - Word Identification Prosody - Reading Fluency Sight Word Vocabulary - Word Identification Word Stress - Reading Fluency

What's in a Name? Materials and preparation The Name Jar by Yangsook Choi Introduction (5 minutes) Ask students: When you think about your name, what emotions do you feel (if any)? Why? Give students a minute of thinking time, then have some students share. Explain that today, students will be learning and sharing more about their names. They will first read a story about a girl whose name had a special meaning, but who experienced many different emotions about her name. Tell students that it is a story that they may be able to relate to in one way or another. Explicit Instruction/Teacher modeling (30 minutes) Read The Name Jar aloud to students. If necessary, ask clarifying questions during the story to make sure students understand the plot of the story. When the story is complete, have students turn and talk to a neighbor to discuss the following questions: How did Unhei's feelings about her name change throughout the story, and what made her feelings change? Why was Unhei's name so special to her and her family? Have you ever felt embarrassed about your name, like Unhei? Why are names so important to people? After giving students several minutes to discuss these questions, have some students share out their answers with the class. Guided Practice (10 minutes) Tell students that now they will be writing the stories of their names. This is more of an explanatory story—it will give information about each student's name, such as why their name was given and what emotions they have about their name. Tell students they are required to write a paragraph about both their first and last names. Give students the following guiding questions: What does your name mean? What is the origin or your name? Why did your parents give you your name? Who or what does your name remind you of? How do you feel about your name? Have your feelings about your name changed, and if so, why? Why is your name so special to you? Stress that these questions are only to help them think about what they want to write—they do not have to answer all of them. Let students know that they will have an opportunity to take this assignment home and add to it in case they want to ask their parents more about their name. Show students your own name story as a model. Students will love knowing your first name and learning more about you. Independent working time (25 minutes) Give students plenty of time to write their name stories. Circulate the room to make sure students are on the right track. Encourage students who finish early to add more detail to their writing. Assessment (5 minutes) Read the students' paragraphs to determine if they were able to follow the directions and write about their names. Ask yourself whether a student's writing is organized and stays focused on the topic at hand. The answers to these questions can help you determine where he may still need explicit instruction. Review and closing (5 minutes) Remind students that tonight they can add to their name stories if they wish to. Have students turn and talk to answer the following question: How will hearing your classmates' name stories help you learn more about them? Composition listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to —

B. develop drafts into a focused, structured, and coherent piece of writing. C. organizing with purposeful structure, including an introduction, transitions, and a conclusion. D. developing an engaging idea with relevant details. E. revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity. F. edit drafts using standard English conventions.

When conferencing with parents who are concerned about their child's below grade-level reading comprehension, identify THREE effective strategies for a teacher to employ.

B. showing and discussing samples of the student's work to help parents understand the issues D. sharing activities to support comprehension that parents might engage in with their child at home E. explaining instructional strategies to support comprehension that are used in the classroom

After reading Number the Stars by Lois Lowry, a fifth-grade student writes the following summary. Number the Stars is set during World War II and is about Annemarie Johansen and her Jewish family. The family had to escape from Copenhagen to Sweden to avoid being deported by the Nazis. Which of the following is most likely the genre of Number the stars?

B.Historical Fiction

A sixth-grade teacher, with students at the beginning and intermediate level of English language proficiency in listening and speaking, plans a unit on poetry. In order to provide targeted instruction for all students, the teacher chooses content concepts appropriate for the age and educational background level of students, the teacher adapts content for all students, and the teacher plans meaningful activities to integrate lesson concepts.As the teacher shares new terminology related to types of poetry, which of the following strategies will best support the English learners' understanding of the new words?

B.Share examples of the types of poetry.

A sixth-grade teacher uses a knowledge rating chart to informally assess vocabulary knowledge. Students self-assess their knowledge of the words before and after the vocabulary study. If students know the word, they should be able to use it correctly. If they have heard of it, they may or may not understand the word well. If they don't know it, this is a word absent from their vocabulary. Illustrated below is one student's recorded assessment. The teacher deliberately incorporates structural analysis into vocabulary lessons. Which of the following strategies would best promote students' understanding of the meanings of the vocabulary words on the list?

B.The teacher analyzes the prefixed words and word derivations

A teacher uses the "pie" analogy to teach her students about author's purpose. The acronym stands for the most common purposes - the P stands for persuade, the I stands for inform, and the E stands fo

B.entertain.

A sixth-grade teacher uses a knowledge rating chart to informally assess vocabulary knowledge. Students self-assess their knowledge of the words before and after the vocabulary study. If students know the word, they should be able to use it correctly. If they have heard of it, they may or may not understand the word well. If they don't know it, this is a word absent from their vocabulary. Illustrated below is one student's recorded assessment. The knowledge rating chart described above is likely to increase vocabulary primarily by helping students

B.evaluate one's understanding of words and to monitor their vocabulary growth.

Rub it on SPF stands for "sun protection factor" — how well a sunscreen works at keeping the sun's burning rays from roasting your skin. When you buy sunscreen, make sure you get some with an SPF of greater than 15 (SPF 45 and higher protects only a bit more than 30 does...) and that your sunscreen blocks both UVA and UVB rays (types of light).You'll need to get a bottle, shake it, fill up a handful, and slather it all over your body. (Yes, we said "handful." You need that much for good coverage.) Put it on 30 minutes before you go out in the sun. Don't forget to cover your face, lips, hands, forearms, shoulders, ears, back of your neck, under your chin, and the top of your head. Watch your eyes — it could sting! If you're worried about breaking out, try a gel sunscreen. And if your skin reacts badly to one brand, try another. Not all sunscreens have the same ingredients.Protecting your skin is important. Remember, if you're like most people, exposure to the sun will cause almost all of its damage to your skin before your 18th birthday. Be careful out there! Which of the following answers best explains how the expository text helps build student vocabulary knowledge and development?

By promoting word analysis through the use of context clues

A first-grade student is reading a story aloud. The student attempts to read the sentence, "Jill likes to play on a swing." Printed below is an excerpt from the student's comments as he attempts to read the sentence.Student: Jill likes to play on a [makes a /s/ sound]...I don't know that word. Sing? Swim?No, that's not it. Swing? Maybe that word is swing.After identifying the word swing, the student turns to the teacher and asks, "Is that right? Is it swing?" Which of the following teacher prompts would most likely be effective in eliciting helpful information about the student's use of word-identification strategies?

C."Tell me how you figured out that the word was swing ."

Mr. Batista's sixth-grade class has been studying volcanoes. He designs the following activity for the class, which includes a number of English learners.Paragraph-Building Activity The teacher leads a whole-class discussion on a topic related to the science unit on volcanoes. Students form heterogeneous cooperative learning groups with three or four students in each group. The students in each group continue discussing the topic. Each student writes one or two sentences about the topic on sentence strips. The members of the group then decide how to put the various sentences together, editing the sentences as necessary to form a comprehensible paragraph about the topic and correcting any errors in grammar or spelling. After participating in this activity, all of the students review the chapter in their science text about volcanoes.Which of the following best describes one important way in which this activity is likely to benefit English learners?

C.Discussing and writing about a content-area topic supports English learners' reading of related texts by reinforcing key vocabulary, language structures, and schemata.

A teacher plans to increase reading fluency among a group of struggling readers. Which of the following would be least effective in improving fluency?

C.The teacher might have the students race each other to see who can read a passage the quickest.

A pre-kindergarten teacher wants to encourage parents/guardians to help support their children's writing development. When communicating with families about this issue, the teacher should emphasize the value of

C.affirming all early efforts by the child to approximate written language at home.

During guided reading groups, a teacher points out the use of apostrophes in possessive nouns to a group of students. The teacher was

C.building an understanding of writing conventions through the use of literature.

A fifth-grade teacher regularly includes activities to support students' reading fluency and reading comprehension in her English, Language Arts, and Reading instruction. To support her students' development of comprehension skills, the teacher sets a purpose for their reading of both fiction and non-fiction texts and helps the children link their prior and new knowledge. Which of the activities below would the teacher use to support the development of her students' fluency skills?

C.choral reading

Mrs. Graton's sixth-grade language arts class is studying modern British novels. There are a number of English learners in the class. Which of the following strategies will best facilitate these students involvement in class discussions and promote their comprehension of the texts?

C.distributing the ELL students in mixed groupings of other students for discussion of cultural references

Goodreads is a social cataloging website that allows individuals to search its database of books, quotes, and reviews. Which of the following would be an appropriate use for Goodreads in a sixth-grade language arts classroom?

C.encouraging students to follow each other on Goodreads to read each other's reviews and recommendations for independent reading

Mrs. Schlaegel teaches English, language arts, and reading for fifth and sixth graders. To support her students' continuing development of comprehension skills, Mrs. Schlaegel teaches them to use the SQ4R plan when reading in the content areas. Mrs. Schaegel believes that the SQ4R supports her students' reading comprehension because it

C.requires students to process and present the information they have read in a new structure and enhances their memory retention.

An elementary teacher uses synonyms as a strategy to define general vocabulary. The teacher's goal is to —

C.use student background knowledge to learn new words.

Being a fluent reader allows one to focus on the _________ in the reading, rather than focusing on the decoding of each individual word. As children become fluent readers, they are able to interact with text on a higher level. However, if children are not fluent in their reading, their overall success with reading is hindered. Non-fluent reader are often children who struggle with ______ as well. These students spend a great amount of time decoding and trying to break apart words, which then leads to a loss of _____ and an unclear understanding of the text. It is important to master decoding skills before becoming a fluent reader.

Content Decoding Meaning

A fourth-grade social studies teacher is designing a lesson to help his students critically evaluate magazine articles on various topics. Which of the following activities would most likely accomplish that purpose?

D.Determine which parts of the article are fact and which are opinion.

Mrs. Dothan's fourth-grade class is reading the book, The Best School Year Ever, by Barbara Anderson. Mrs. Dothan wants to make sure that her students keep up with their reading assignments and understand the character and plot developments as they read. Which of the following activities would be most appropriate for accomplishing this?

D.Have students keep a book journal and make an entry relating to character and plot development for each reading assignment

Which of the following sentences contains an error?

D.He knows that each of the students need a book, pencil and paper.

Miss Karam is teaching her sixth graders a unit on comprehension strategies. For the next few days, the class will be working on distinguishing fact and opinion in a text. She is introducing the topic today with direct instruction and examples. The lesson will conclude with a guided practice activity in which the students will read to discriminate between fact and opinion in the text. What type of text should Miss Karam provide for the children to use in the guided practice?

D.a newspaper editorial

In order to determine a student's independent reading level, the teacher has the student read a text while keeping track of the reading errors the student makes. Upon the student's completion of the text, the teacher does which of the following? If the percentage is 95 or higher, the text read is at the appropriate level for the student's independent reading

D.divides the number of words read correctly by the total number of words to calculate a percentage

Ms. Hollister's fourth-grade class is beginning a unit on deserts. She starts the unit by having the students form small groups and list everything they know about deserts. Then the whole class meets to share their lists, and Ms. Hollister asks the students to help her arrange their ideas into a concept web. The class's partially completed concept web is shown here. Creating such a web is likely to promote students' ability to retain and use information that they read about a topic by

D.helping student learn to use categories to organize their thinking about the topic.

Reading fluency is the ability to decode words quickly and accurately to facilitate comprehension. Reading comprehension is processing a written text for the author's intent and personal meaning. Look at the table below and click in the boxes next to the element that develops each reading skill.

Decoding Words - Reading Fluency Automaticity - Reading Fluency Prosody (Intonation) - Reading Fluency Identifying the Purpose of the Text - Reading Comprehension

Mr. Batista's sixth-grade class has been studying volcanoes. He designs the following activity for the class, which includes a number of English learners. Paragraph-Building Activity The teacher leads a whole-class discussion on a topic related to the science unit on volcanoes. Students form heterogeneous cooperative learning groups with three or four students in each group. The students in each group continue discussing the topic. Each student writes one or two sentences about the topic on sentence strips. The members of the group then decide how to put the various sentences together, editing the sentences as necessary to form a comprehensible paragraph about the topic and correcting any errors in grammar or spelling. After participating in this activity, all of the students review the chapter in their science text about volcanoes. Which of the following best escribes one important way in which this activity is likely to benefit English learners?

Discussing and writing about a content-area topic supports English learners' reading of related texts by reinforcing key vocabulary, language structures, and schemata.

Students in a fourth-grade class have been reading and discussing a story. Which of the following informal assessment strategies would likely be most effective in evaluating students' ability to analyze story elements and make personal connections with the text?

Each student pretends to be a character from the story and writes a journal entry reflecting on the significant events of the story.

Mr. Brogna's six-grade students are very knowledgeable of editing software on their computers and use spell check very effectively. Which of the following errors will spell check identify?

Errors with orthography

Mrs. Coronado teaches fifth-grade ESL at Reginald Elementary School. Her students have a wide array of English language proficiency but recently she discovered that most of her students were having difficulty understanding multisyllabic words with prefixes and suffixes. Mrs. Coronado would like to plan an activity that leads to the purposeful use of morphemic analysis as a word-learning strategy. Which of the following activities is best suited to achieve this purpose?

Given a specific root, students work with a partner to create a list of words with the root then write definitions for the words on their list.

A third-grade teacher is planning instructional activities to promote students' reading fluency. Which of the following activities would be most effective in helping third-grade students read aloud in a natural, fluid, and expressive manner?

Having students participate in Readers Theatre and other choral reading activities

Word analysis skills help students become stronger _____. Students can go from relying on other people to learn what a word in a book means to being able to figure it out themselves! They become more confident readers as they learn different strategies to tackle new words. Vocabulary knowledge is an essential part of ______. The more words a student knows, the better he/she will be able to _______and understand new ideas and concepts. However, with about a zillion words in the English language, and increasingly difficult academic language in the upper grades, word analysis can be a really challenging area for students.

Independent Readers Reading Comprehension read new texts

After reading Number the Stars by Lois Lowry, a fifth-grade student writes the following summary. Number the Stars is set during World War II and is about Annemarie Johansen and her Jewish family. The family had to escape from Copenhagen to Sweden to avoid being deported by the Nazis. While reading Number the Stars, the teacher asked students to predict what might happen to Annemarie's family if they are caught by the Nazis. Which of the following levels of reading comprehension is primarily being targeted in the lesson?

Inferential

A teacher wants to take advantage of students' oral language strengths to promote their reading proficiency. She begins planning a variety of activities for this purpose. In one activity, students will choose a partner and select a storybook from the class library. Before they begin reading the book, the partners will read the title and look at the illustrations. Based on this preview, the partners will discuss their predictions about the story (e.g., what may happen, who the main characters are). Which of the following steps would be most important for the teacher to take when introducing the activity described above?

Model for the class how to make predictions about a story based on its title and illustrations.

Mr. Stinson is helping students in his Content Mastery class with their science assignment. They are required to read a chapter in their fourth-grade science book and answer questions about it. All of these students have difficulty with reading. Which of the following approaches would be most effective in helping them with their assignment?

Mr. Stinson goes over vocabulary words they will encounter in their reading and they discuss the meaning of those words.

The five thinking practices of metacognition can be classified as either self-evaluation or self-monitoring skills. In the table below, show which of the practices are self-evaluation and which are self-monitoring by clicking in the appropriate box next to each practice.

Planning and Goal Setting- Self- Monitoring Continual Monitoring of Progress- Self- Monitoring Identifying What You Know- Self - Evaluation Identifying What You Don't Know- Self - Evaluation Adapting as Needed- Self- Monitoring

When having students write about personal experiences such as Mr. Brandon is doing here, what would be the most effective activity to undertake first?

Put students in groups and have them share their stories with each other.

In Texas public schools, foundational language skills are developed and sustained by seven integrated strands that are expressed through the Texas Essential Knowledge and Skills. The goal is to ensure a literate Texas. With thin in mind, use your mouse to click and drag each ELAR TEKS next to their corresponding integrated strand with which it is associated in the table that follows.

Response - discuss and write about the explicit or implicit meanings of text Author's purpose and craft - analyze how the author's use of language contributes to mood and voice Foundational Language Skills - follow and give oral instructions that include multiple action steps Comprehension - generate questions about text before, during, and after reading to deepen understanding and gain information Inquiry and Research - differentiate between primary and secondary sources Composition - compare multi - paragraph argumentative texts using genre characteristics and craft Multiple Genres - infer multiple themes within and across texts using text evidence

Which of the following instructional strategies is likely to be most effective in improving the reading fluency of Sascha, a third-grade student?

Sascha practices reading a favorite story aloud several times and then reads it into a microphone to record the reading.

A fifth-grade teacher uses the word map below to teach the meaning of the word "archipelago". The teacher starts the lesson by pronouncing and writing the target in the middle rectangle. Next, the teacher defines the word for the students and places the definition in the box under the question, "what is it?" Then the teacher shows the students several examples of the target word and adds these examples under the target word. Finally, the teacher has the students provide answers to the question "what is it like?" and places the information in the three remaining boxes. Based on research, what is the most likely reason the classroom teacher chose to use word mapping to teach the vocabulary word above?

Students learn information more readily when the information is presented graphically.

Complete the table to identify skills associated with Learning to Read and skills associated with Reading to Learn.

Students make and verify predictions as they read - Learning to Read Students learn how word parts fit together to form multi-syllabic words. - Reading to Learn Students learn to develop story maps - LearStudents use proven reading comprehension strategies including predicting, synthesizing, close reading, self-monitoring, thinking aloud - Reading to Learn Students use illustrations and observation to better understand what is happening in the text - Learning to Read Students read different literary genres including, epic, drama, tragedy, comedy, biography, mystery, nonfiction, fiction - Reading to Learn

A third-grade teacher wants to broaden students' understanding of their own culture and the cultures of others through the reading of literary texts. Which of the following strategies would most effectively address this goal?

Students read folktales and other literature from various cultures and discuss the similarities and differences.

1. The boy felt neglected indeed 2. Although they lost the game, they demonstrated great skill 3. She is intelligent and generous. 4. The brilliant student would do anything to make a good grade.

Subordinating Conjunction - Although Predicate Adjective- Intelligent Conjunctive Adverb- Indeed Indefinite Pronoun- Anything

Silent reading can be a real bore if you don't have students periodically interacting with the ____ or each other. As part of the reading purpose, direct students to make notes about new vocabulary, key ideas, or dialogue that reveals character traits. Employing literacy skills like these will help students focus on the text which improving their ____. After a section of reading is complete, have them turn to their neighbors and talk about what they just read. This will help students ____ the ideas in a text and allow them to check in to assess what they understand.

Text Comprehension Process

Mrs. Ramirez facilitated oral language development during small group interactions with her students. She was deliberate about her word choice and language during her discussion with students. Read the following dialogue between Mrs. Ramirez and a student.

That's right - toys!

A classroom teacher conducted a running record with Micah. Micah's reading rate was very slow. He would come to an unknown word and stop to try to decode it. Micah would try to sound out the word phonetically, but miscue analysis showed the miscues often contained irregular word patterns. What might the classroom teacher have Micah do next?

The classroom teacher should have Micah practice using context to decode unknown words.

A third-grade student is struggling with writing and the parent would like ideas about how to help. Which of the following might the teacher recommend?

The parent and the student can write letters back and forth to each other for fun.

Before Reading Strategies consist of those strategies that a student learns to use to get ready to read a text selection. These strategies help the student get an idea of what the author might be trying to say, how the information might be useful, and to create a mental set that might be useful for taking in and storing information. These strategies could include previewing headings, surveying pictures, reading introductions and summaries, creating a pre-reading outline, creating questions that might need to be answered, making predictions that need to be confirmed etc. The question for the teacher before the students begin reading is: "What steps (observable as well as unobservable) should I teach students to do regularly and automatically that will prepare them in advance to get the most out of a reading selection that needs to be read more thoroughly?"

The question for the teacher before the students begin reading is: "What steps (observable as well as unobservable) should I teach students to do regularly and automatically that will prepare them in advance to get the most out of a reading selection that needs to be read more thoroughly?"

A teacher anticipates students will have a difficult time reading an expository text associated with content planned for a science lesson. Which of the following strategies might the teacher implement prior to reading the text?

The teacher may have students skim the text for difficult words, which the class will discuss before reading.

A teacher made several graphic novels available to the students in class. The students loved to look at the novels, which are like comic strips in novel form, but the teacher noticed that many of the students had trouble comprehending the stories and could not critically evaluate them. Which step might the teacher consider to help the students understand the meanings of the stories?

The teacher should teach students how to use visual cues used in graphic novels to understand the text features and stories.

The teacher considers ways to use word relationships and the students' prior knowledge to expand vocabulary knowledge. Which of the following strategies would best enhance word recognition?

The use of synonyms would enhance word recognition.

Mr. Matouk is working with his fifth grade students to develop their reading comprehension skills. During a guided practice activity, Mr. Matouk asks his students questions to stimulate some specific strategies for reading comprehension. The first question was as follows: "Pretend you are going to make a movie about this book. Read paragraphs one through three on page 8. Where would you want to film your movie?"What reading comprehension strategy is Mr. Matouk encouraging in his students?

Visualizing

Which of the following are the FIVE components of reading? Select all that apply.

Vocabulary Comprehension Phonemic Awareness Phonics Fluency

After a lesson on plot elements in a fictional story, Ms. Davila asks her students to read Inside Out & Back Again by Thanhha Lai and discuss the rising action, climax, falling action, and resolution in a two-page paper. As she assesses the students' papers, Ms. Davila recognizes that about one-third of her students are struggling to identify the climax in the story. In order to effectively use this assessment information, Ms. Davila can plan which of the following responses?

a small group activity on plot elements that is based on a different story

Ms. Hollister's fourth-grade class is beginning a unit on deserts. She starts the unit by having the students form small groups and list everything they know about deserts. Then the whole class meets to share their lists, and Ms. Hollister asks the students to help her arrange their ideas into a concept web. The class's partially completed concept web is shown here. Ms. Hollister gives each student a copy of the concept web developed by the class. She could best help students make use of the web to learn and retain facts from their reading by asking them to —

add continuously to the web as they encounter and organize new information in their reading.

Mrs. Swanson is attempting to help students select books that they can read on their own. As part of this process, she must determine each student's independent reading level. In order to determine her students' independent reading level, Mrs. Swanson's best approach would be to

administer an informal reading inventory to each student.

A pre-kindergarten teacher wants to encourage parents/guardians to help support their children's writing development. When communicating with families about this issue, the teacher should emphasize the value of —

affirming all early efforts by the child to approximate written language at home.

The average fluency rate expected for a fifth-grade student by the Texas Essential Knowledge and Skills would be —

between 110 and 140 words read correctly per minute.

During guided reading groups, a teacher points out the use of apostrophes in possessive nouns to a group of students. The teacher was

building an understanding of writing conventions through the use of literature.

As the teacher who made this assignment, identify three issues in this student's writing which need to be addressed in future learning activities.

capital letters at the beginning of a sentience, contractions, the difference between there and their

Mrs. Slosson is working with Lani, a second-grade student who has difficulty with reading fluency. One technique that would be very effective for Mrs. Slosson to use with Lani would be to —

have Lani read familiar books she has already read.

Ms. Habib is teaching a unit on fiction to her fourth-grade class. To begin, students read several simple fairy tales and discuss the moral or meaning of each one. The teacher then assigns a more complex story and leads a discussion about the moral of the story after students finish reading it. This instructional strategy is most likely to promote students' reading proficiency by —

helping students identify and understand the theme of a literary text.

Mrs. Firebaugh, a second-grade teacher, notices that one of her students is reading well overall but still struggles with words such as "though" and "been". Which of the following instructional strategies would most benefit this student?

high-frequency words with irregular spellings

Mrs. Santiago teaches English, language arts, and reading for fourth graders at T. C. Cherry Elementary School. Throughout the year, Mrs. Santiago includes regular opportunities for individual students to read both silently and aloud in her whole and small group language arts instruction. Her rationale for doing this is —

if, after reading aloud, Mrs. Santiago asks the student comprehension questions, the student will most likely have to read the same passage silently to be able to respond to the questions.

Mr. Clay regularly provides instructional activities to support his students' developing reading comprehension. He is planning an activity for tomorrow in which his students will read two different versions of a story titled The Luncheon. His objectives for this instructional activity include all of the following except —

inferring meaning based on social conventions.

Brian writes "hom" for the word home. When considering the developmental stages of spelling, Brian uses —

phonetic spelling

Mrs. Ramirez facilitated oral language development during small group interactions with her students. She was deliberate about her word choice and language during her discussion with students. Read the following dialogue between Mrs. Ramirez and a student. In her response to "It was funny," the teacher used the word amusing to —

purposefully model an alternative word that the child is not accustomed to using.

Ms. Molar provides her students with many opportunities to interpret ideas from information presented on maps, computer graphics, computer printouts, microfilm, YouTube videos, television programs and uses these and other media to compare ideas and points of view. Ms. Molar chooses these activities most likely because she understands that a person that is media literate can —

read, analyze, and critically evaluate information presented in a variety of formats (television, print, radio, computers, etc.).

Teachers engage children in reteach activities when children have not adequately mastered instructional objectives. Which of the following is not appropriate for a reteach activity?

repeating direct instruction

A post-reading activity that could be used to develop higher-level comprehension for a group of fourth graders might include having students complete a graphic organizer related to the text. An important consideration in selecting a graphic organizer might include the following EXCEPT —

students' experience with the selected graphic organizer.

A fourth-grade English-as-a-Second-Language teacher is working with a group of students who are about to begin some pre-vocational training. It is important for these students to learn certain sight words before beginning this training. Which of the following words would the teacher most likely want to focus on teaching as sight words?

through, light, said, there

An elementary teacher uses synonyms as a strategy to define general vocabulary. The teacher's goal is to

use student background knowledge to learn new words.

A third-grade student is struggling in reading. The teacher notices the child devotes too much attention to decoding and not enough attention to the meaning of the text. The teacher could best help the student by —

working on fluency skills.

A second-grade teacher is planning writing activities for her class. Which of the following activities would be least appropriate?

writing a persuasive essay