FoRT Prep UWL
What is the relationship between oral vocabulary and decoding? There is no relationship between oral vocabulary and decoding. A student can increase oral vocabulary efficiently by decoding. A student must have a word in his oral vocabulary to decode it. A student must decode a word first, and then draw from his oral vocabulary to determine meaning.
A student must decode a word first, and then draw from his oral vocabulary to determine meaning.
Which part of the word "sport" is the onset, and which part is the rime?
"sp" is the onset and "ort" is the rime
read the following sentence: Chefs frequently use _____(1)______ when _____(2)______ with bland _____(3)_____ to make the flavors more _____(4)______. A word with the suffix -ing would fit best in which of the above blanks? 3 2 4 1
2
What is consonant blend? A combination of consonants together in a word, where each sound can be heard A sound made when consonants and vowels are combined A combination of consonants that form to make one, singular sound The sound a word makes when it begins and ends with consonants
A combination of consonants together in a word, where each sound can be heard
Which of the following scenarios would be an effective strategy to promote print awareness?
A kindergarten teacher labels objects and areas such as the door, window, and math center.
Which of the following does not represent decoding by using word analysis skills? A student decodes by applying prior knowledge of familiar words to new words. A student decodes by looking at contextual cues. A student looks at roots and affixes to decode. A student looks at morphemic structure to decode.
A student decodes by looking at contextual cues.
Which of the following would demonstrate that a student has developed advanced word analysis skills? A student decodes the word "preview" by breaking it up into "pre" and "view." A student decodes the word "streak" by breaking it up into "str" and "eak." A student decodes the word "school" by separating it into "sch" and "ool." A student decodes the word "fun" by separating it into "f" and "un."
A student decodes the word "preview" by breaking it up into "pre" and "view."
The word "unbuttoned" is found in a second grade text. What is the best strategy to encourage for reading "unbuttoned"? Analyze the prefix, base word, and suffix of unbuttoned. Use flahscards to practice unbuttoned to automaticity. Preteach unbuttoned using a schema map. Break unbuttoned down by each phoneme and then blend.
Analyze the prefix, base word, and suffix of unbuttoned.
A third-grade class includes some struggling readers. The teacher would like the whole class to read historical novels as part of an interdisciplinary unit on Native Americans of the Northeast. Which of the following activities is likely to help promote the struggling readers' comprehension of the novels? After reading these novels, the teacher helps the students create a story map of the main events and characters in their stories. During reading, the students stop after reading each chapter and try to write a summary of the chapter in their own words. During reading, the students read their stories aloud by taking turns reading specific pages. Before reading these novels, the teacher preteaches key vocabulary and develops the students' schema related to the stories.
Before reading these novels, the teacher preteaches key vocabulary and develops the students' schema related to the stories. Correct! By the middle grades, students learn most new vocabulary through reading. Since struggling readers tend to read less than peers who are skilled readers, preteaching key vocabulary is essential to promoting these students' comprehension of a text. A schema represents a person's background knowledge about a particular concept, event, or situation. Readers activate relevant schema to make sense of what they are reading. Most third graders, and particularly struggling readers, are likely to lack sufficient schema to support their comprehension of novels that rely strongly on content-area knowledge.
Which child is demonstrating print awareness?
Cooper draws squiggly lines under stick figures, point to the line, and tells what is says.
A first-grader with average phonemic awareness skills shows difficulty deleting final consonants. Which of the following would be the first thing the teacher should do?
Determine if the student can delete the initial consonant in a word.
After studying the Qing Dynasty, a fifth-grade class completes their first independent reading about the subject. Students were provided with books on their independent levels. A comprehension check reveals many comprehension levels in the group. What action should the teacher consider to improve reading comprehension for all students? Listen to a recording of common Chinese sounds and words to facilitate fluency in pronunciation. Provide additional decoding instruction. Determine the extent to which vocabulary limited student's comprehension. Select and teach vocabulary. Show a documentary about the Qing Dynasty so all students have the same understanding and background knowledge.
Determine the extent to which vocabulary limited student's comprehension. Select and teach vocabulary.
Why might dictionaries not be the best resource to use when students come across an unfamiliar word within a long text? Dictionaries may become disruptive when students are reading longer, more complex sentences. Dictionaries should always be consulted when students come across an unfamiliar word - they promote the use of reference materials. Words often have multiple meanings and the meanings may change due to the word endings, making it easy for a student to read the wrong definition. Students who have weak alphabetizing skills may find dictionaries difficult to use.
Dictionaries may become disruptive when students are reading longer, more complex sentences.
Which of the following about environmental print is false?
Environmental print has a clear correlation to one's later reading abilities
What is a benefit of reading literature aloud to children that leveled reading groups do not provide? Practice with decoding high-frequency words to automaticity Opportunities to increase fluency Support for students identifying word families Exposure to specialized vocabulary, which leads to increased oral vocabulary
Exposure to specialized vocabulary, which leads to increased oral vocabulary
A student who can correctly identify the onset and rime of a word, as well as identify additional rimes in the word family, is ready for instruction in word awareness and syllabication. (True or False)
False
A student has a hard time understanding the personification and metaphors in a passage. Which of the following activities would be most beneficial to promote comprehension of the figurative language? During a pre-reading activity have students skim headings and subheadings. Have students draw pictures after reading this passage aloud in pairs Ask a student to make a graphic organizer that shows the basic events post-reading Have students complete a word map using context clues to decode the meaning of nonliteral language
Have students complete a word map using context clues to decode the meaning of nonliteral language
An ability to analyze morphologically complex words supports a student's ability to read which sentence? The cat sat in the tan van. Her little brother had taken the lion's share of the pizza before she returned. Though the young bear cubs enjoyed the cold, the zookeeper could not bear to be outside very long. His impenetrable courage and unstoppable will energized his fellow soldiers.
His impenetrable courage and unstoppable will energized his fellow soldiers.
How does phonological awareness impact reading development?
In order to be able to read print words, students must understand that print letters correspond to sounds, and that sounds carry meaning.
An English Language Learner in a first-grade class has been assessed as having weak phonemic awareness skills. Which activity would be most beneficial for this student?
Introduce phonemes that may not be in the student's first language
How does phonics instruction help students develop automatic word recognition? It helps students master high-frequency sight words. It helps students develop strong reading comprehension skills. It helps students understand that all spoken language can be broken down into smaller sound units. It helps students recognize common letter-sound correspondences and patterns that can be applied to decode words.
It helps students recognize common letter-sound correspondences and patterns that can be applied to decode words. Phonics teaches letter and sound correspondences that students can use to decode words while reading.
Which statement accurately represents the alphabetic principle?
Knowing letter names is a significant indicator of a child's future success in reading.
Which of the following best defines the alphabetic principle?
Letters and sounds correspond systematically and predictably.
Which statement best reflects proper explicit instruction in letter sound relationships? High-frequency, high interest words should be used to allow students to explore letter-sound relationships and draw conclusions about letters and sounds. Students should progress from reading whole words on flashcards to sounds to letters until a complete knowledge of the alphabet and phonemes is acquired. Letters should be introduced in isolation at a rate students can learn; decoding words should begin as soon as students have knowledge of a few letter sounds. Environmental print provides the basis for students to learn reading without intensive instruction in phonics.
Letters should be introduced in isolation at a rate students can learn; decoding words should begin as soon as students have knowledge of a few letter sounds.
Which statement best reflects proper explicit instruction in letter-sound relationships?
Letters should be introduced in isolation at a rate students can learn; decoding words should begin as soon as students have knowledge of a few letter sounds.
A teacher designs the following lesson plan: 1. Sing "Row row row your boat" 2. Say aloud "stream, dream" 3. Ask students to repeat 4. Oddity activity: Say "Do these words rhyme: dream, team, stream, strap?" The lesson plan would be most appropriate in conjunction with which of the following activities in order to promote phonological awareness?
Model how to divide "stream" and "dream" into onset and rime
A kindergarten student picks up a book and flips through it and responds to the pictures. He seems aware of the print. Which activity is most appropriate for the next step?
Model reading a big book, including moving a finger along the line of print.
Which of the following demonstrates the highest level of phonemic awareness?
Name all of the sounds in the word "supper."
Which statement accurately explains how most students acquire vocabulary? Written vocabulary and oral vocabulary are developed simultaneously. Oral language has no effect on the development of written vocabulary. Written vocabulary typically precedes development of oral language. Oral language typically precedes development of written vocabulary.
Oral language typically precedes development of written vocabulary.
Which of the following is an example of good book handling skills?
Pat picks up a book, turns to the cover, and begins to read on the first page.
Which strategy promotes internalizing the alphabetic principle?
Placing a child's picture under the letter of the alphabet that initiates the child's name
A fourth-grade class is beginning a unit on simple machines. Which activity would best prepare them to learn about the subject? Provide dictionary definitions of selected vocabulary. Read a passage aloud that contains key specialized vocabulary. Present pictures or objects of a bicycle, a ramp, and a hand-crank can opener. Provide a Venn diagram to compare inclined planes and screws.
Present pictures or objects of a bicycle, a ramp, and a hand-crank can opener.
Which of the following activities should be used first to promote knowledge of the alphabetic principle in a four-year-old preschool classroom?
Provide multiple opportunities for students to practice letter formation and identification such as tracing letters in shaving cream, matching upper- and lower case letters and identifying letters by name.
A third grader reads the following sentence aloud: "Please stop beating around the bush and tell me what happened," Angel's mother said. How can the teacher best help her students understand the above idiomatic expression? Discuss other spellings and uses of the word beating.Have students use the dictionary to look up individual words within the phrase, "beating around the bush." Provide other examples that use the same expression in context for students. Model structural analysis for students.
Provide other examples that use the same expression in context for students.
A teacher has recently worked on breaking words into onset and rime in a kindergarten class (segmenting). Which of the following would be a logical skill to introduce next?
Putting onsets and rimes together (blending)
Why is it important to read aloud to students? If students are fluent readers, they do not need to be read aloud to; instead, they should be encouraged to be independent readers. Reading aloud allows students to be exposed to vocabulary they may not otherwise come across through reading at their independent and instructional levels. It allows all students to read the same story even if they are at different levels. Reading aloud allows students to spend less time decoding unfamiliar words.
Reading aloud allows students to be exposed to vocabulary they may not otherwise come across through reading at their independent and instructional levels.
A teacher wants to plan instruction for introducing chunking and syllabication. Which of the following would be an appropriate introduction activity? Review with students that words can be broken into onset and rime like in the word "ch" and "air." Teach students that some syllables are made up of only one vowel, like in the word "asleep." Teach students that some words' syllables follow a VC/CV pattern, like the word "basket." Teach students that closed syllables end in a consonant, like in the word "din-ner."
Review with students that words can be broken into onset and rime like in the word "ch" and "air."
A fourth-grade student who has difficulty with content-area texts reports having difficulty with comprehension. When the teacher asks the student what she does when she doesn't understand something while reading, the student replies, "I start off good and when I don't get it I just keep going and hope that it makes sense by the end." This student could benefit most from which of the following: Self-monitoring skills, such as adapting reading speed or rereading certain parts that seem difficult, should be explicitly taught to the student. The student could make a semantic map after reading to better understand the structure and layout. The teacher could ask students to write questions about the text that summarize the main points. The teacher could provide images beforehand to introduce the main theme and allow students to visualize an element of the story before reading.
Self-monitoring skills, such as adapting reading speed or rereading certain parts that seem difficult, should be explicitly taught to the student.
Why are certain, specific words considered important to learn by sight from a young age? Sight words are commonly used words and/or are not easy to sound out. All of the answers are correct. Sight words are words used to describe only the visual things we encounter, like books, clouds, and phones. Learning sight words helps develop our eyesight and attention to detail.
Sight words are commonly used words and/or are not easy to sound out.
Which of the following strategies is an effective way for teachers to implicitly teach sophisticated vocabulary that students may not otherwise hear? Provide students with a random list of vocabulary words each week. Have students write on a sticky note unknown words they come across in their independent reading. Strategically interject mature vocabulary into classroom conversation in meaningful ways. Teachers should do their best to speak using simple language so that students do not become confused by directions and requests.
Strategically interject mature vocabulary into classroom conversation in meaningful ways.
The following is an expository reading: Water is the foundation of all life forms. Every year, people pollute more and more, which causes our waters to become dirty and toxic. Companies refuse to take action too. Soon, all our water sources will be dried up and unable to be used. What would happen if our kids and grandkids have to water to play in, let alone drink? If we don't do something soon, we will face a horrendous situation. Two students write passage summaries: Student #1: "The writer feels really bad about the water. She wants her kids and grandkids to be able to play in it and drink it." Student #2: "The writer wants people to stop polluting, and she wants to start protecting the water, because if we don't, we won't have any more water." Which would be a proper assessment of the skills they used? Student #1 shows a literal understanding, but they did not point out a main part of the reading, which was the need for preservation. Student #2 makes this inference. Neither student comprehends the writer's main argument. The students' summaries show literal levels of comprehension by mentioning the writer's feelings toward the water. Student #1 makes no literal references, whereas Student #2 makes only literal references by talking about stopping pollution.
Student #1 shows a literal understanding, but they did not point out a main part of the reading, which was the need for preservation. Student #2 makes this inference.
A fourth-grade class is starting a unit on American writers. In pairs, the students talk about their favorite book. They then report back to the class about what their partners said. How does this activity promote vocabulary development? Students are working on their receptive vocabulary by listening to their partner and their expressive vocabulary by talking about their favorite book and sharing with the class. Students are working on their receptive vocabulary by reporting to the class what their partners said. Students are working on their receptive vocabulary by talking about their favorite book. Students are working on their expressive vocabulary by listening to others talk about their favorite book.
Students are working on their receptive vocabulary by listening to their partner and their expressive vocabulary by talking about their favorite book and sharing with the class.
Systematically introducing isolated letters by displaying objects that begin with that letter is appropriate for which of the following?
Students who have developed phonemic awareness and know most letter names.
What is an r-controlled vowel? a vowel that has its sound changed by an r that comes right after it two letters that make one sound when an r comes in the middle of a word a way to confuse beginning readers
a vowel that has its sound changed by an r that comes right after it
An English Language Learner has shown an ability to identify and manipulate the individual sounds in a word. However, the student has difficulty indicating the appropriate visual cue for an activity where the teacher asks students to point to the picture of the word created when /p/ in "pail" becomes /t/. Which of the following should the teacher work on with this student to promote phonological awareness skills?
Teach vocabulary in conjunction with phonological awareness.
Which of the following is a reason to teach students the meanings of prefixes such as im- in immaculate within the following text? The young girl worked hard to clean the house. When she was finished, the house was immaculate. "Maculata," the root word in "immaculate," is Latin. learning prefixes such as im- will help students to become proficient in Latin. Teaching prefixes will help students to become better decoders and equip them with skills that will help them determine the meaning of unknown words in text. Prefixes are not necessary to teach - students will simply learn them implicitly as they begin to read more difficult text. Prefixes teach students there can be multiple syllables within one word.
Teaching prefixes will help students to become better decoders and equip them with skills that will help them determine the meaning of unknown words in text.
Which answer provides the best definition of decoding and the best example of decodable words? The ability to apply knowledge of letter-sound relationships to correctly pronounce words: cap, capture, drive, driveway The ability to apply knowledge of letter-sound relationships to correctly write words: stop, try, bench, shout The ability to read fluently with conversational speech and intonation: sow, sew, their, there, they're The ability to predict the next step of a predictable text book: what, where, were, was
The ability to apply knowledge of letter-sound relationships to correctly pronounce words: cap, capture, drive, driveway
A first-grade student is able to decode the word "cheek" by first reading "ch" and then saying "eek." Which of the following is an explanation for why this student would be considered to be in the beginning stages of word analysis skills? The beginning level of word analysis involves decoding by onset and rime. The beginning level of word analysis means that a student can decode words by looking at syllables. The early stages of word analysis skills involve decoding by automatically recognizing high-frequency words. Students beginning to develop word analysis skills identify and segment phonemes.
The beginning level of word analysis involves decoding by onset and rime.
A child looks at a book and turns to the back. She looks at the last page and begins to pretend to read what is on the page. Which of the following would be an accurate assessment of this child's skills?
The child shows a basic understanding of print awareness, but she has not mastered book handling skills.
A student has been assessed as having moderate phonemic awareness skills. Which of the following is most likely the highest skill a student with moderate phonemic awareness could demonstrate?
The student can identify that the word "bat" starts with /b/ and ends in /t/ but cannot identify all of the individual sounds.
A student with strong phonemic awareness skills can demonstrate which of the following?
The student can identify the medial (middle) vowel sound in the word "skate."
A first-grader is having difficulty tracking print in connected text. What is one strategy a teacher can use to promote reading development in tracking?
The teacher can read the sentence and follow with her finger to model the direction it is read.
A fourth-grader is having a difficult time comprehending a particular literary passage. The student prefers to read the entire text without stopping and as a result, sometimes misses literal and inferential details. Which of the following should a teacher recommend to this student? the teacher could ask the student what associations come to mind The teacher could teach the student about the importance of close reading and rereading The teacher could work on explicit phonics instruction the teacher could ask students to skim the text rather than slowing down
The teacher could teach the student about the importance of close reading and rereading
A student is struggling with hearing rhymes and requires one-on-one explicit instruction. Which of the following activities would a teacher use?
The teacher verbally breaks the word "frog" into onsets and rimes and models how to make new words by changing the onset.
A teacher wants to prepare students prior to beginning an expository text about George Washington Carver's unrecognized accomplishments. Part of her pre-reading activity involves having student's preview the text and discuss what they think the reading will be about based on headings, subheadings and illustrations. Which of the following is not an explanation for this preview? The teacher wants to build students' receptive and expressive vocabularies through the class discussion. The teacher wants students to use metacognitive strategies to facilitate comprehension. The teacher wants to get students talking about what comes to mind when they consider the time period, individuals involved, key terms embedded in the headings and illustrations to activate their prior knowledge. The teacher wants to stimulate students' interests in the text to promote a more active, engaged read.
The teacher wants students to use metacognitive strategies to facilitate comprehension.
What is print directionality?
a way to describe how print reads from left to right and top to bottom
A student who can count the number of words they hear in a sentence, as well as generate and produce rhymes, is ready for instruction in syllabication and onset/rime. (True or False)
True
Print awareness does not include which of the following?
Understanding that spoken language can be broken into sounds
A fifth-grade class just finished reading two expository texts about the environment. Which of the following would be the most logical and effective way to promote comprehension and analysis skills of both texts? Venn diagram KWL chart previewing the text titles retelling of both texts
Venn diagram
While working one-on-one with a second grader, a teacher notices the student frequently leaves off word endings. For example, when reading the following sentence, the student said plate instead of plates. "His mother told him to take out plates for everyone." Which of the following is the most appropriate way for the teacher to address this type of error? Each time the student makes an error, stop him and have him decode the mispronounced word and add it to a list of words that should be practiced independently at home. When the student finishes reading the passage, explicitly point out all of the errors that were made. Verify the student understands how endings change the meaning of words - for example, plate refers to one plate and plates refers to multiple plates. Prepare a whole class lesson to review suffixes and word endings.
Verify the student understands how endings change the meaning of words - for example, plate refers to one plate and plates refers to multiple plates.
Sixth-grade students have just finished reading a chapter in a novel and are getting ready to write an entry in their response journals. The teacher could most effectively develop students' literary response skills by assigning which of the following journal prompts? What do you think is the main idea or theme of the novel? Relate specific events in this chapter to the theme you suggest. What happened in the chapter? Describe two or three events from the chapter. What new vocabulary words did you learn when reading this chapter? List and define the new words from the chapter. Which characters are mentioned in this chapter? List each of the characters.
What do you think is the main idea or theme of the novel? Relate specific events in this chapter to the theme you suggest. Correct! At the secondary level, formal literary response involves developing a thesis and providing evidence from the text to support the thesis. To help sixth graders learn how to construct an effective literary response to a text, the teacher should provide opportunities, such as prompted writing in response journals, to develop a thesis related to a text (e.g., identifying a main idea or theme of the text), and then to support their thesis by citing evidence from the text.
What is phonemic awareness?
What is phonemic awareness?
Which question assesses beginning phonemic awareness?
What is the first sound in cow?
Which question can be used to assess a student's knowledge of the alphabetic principle?
What letter makes the sound /b/?
Reading words by sounding out should begin:
When students know a few consonants and a short vowel.
After studying climate patterns, a teacher leads students in creating a semantic map of words associated with climate. This type of activity likely helps to improve student's vocabulary though which of the following? Working with students to group similar vocabulary words helps them to understand and recall the meaning of words. Structural analysis is a helpful tool for deciphering unknown words. Coming up with synonyms helps students to better understand unknown words. It helps students to compare and contrast different words using a semantic map like a Venn diagram.
Working with students to group similar vocabulary words helps them to understand and recall the meaning of words.
Which activity is likely to promote understanding of the alphabetic principle?
Wrap-up circle time in which a teacher scribes student responses to a question such as "What is your favorite color?"
Which activity is likely to promote understanding of the alphabetic principle? Purposefully selected dress-up costumes such as a policeman and a cape. Wrap-up circle time in which a teacher scribes student responses to a question such as "What is your favorite color?" Learning popular nursery rhymes such as "Hey, Diddle, Diddle." Singing repetitive songs such as "Where is Thumper?"
Wrap-up circle time in which a teacher scribes student responses to a question such as "What is your favorite color?" When students observe a teacher scribe spoken language into print, it promotes understanding of the alphabetic principle. Singing and nursery rhymes can promote oral vocabulary and phonological awareness. Pretend play benefits acquisition of content-specific oral vocabulary.
A teacher will use an activity which she says the name of a letter and a student practices air writing and tracing the letter on a sandpaper stencil. For which child is the activity designed?
a child learning letter shapes and formations
In a fifth-grade class the teacher designs the following lesson plan: Look a the heading and subheadings in Chapter 1. Discuss possible main ideas within the chapter. Have student skim the first section to identify unfamiliar words. Read the first page aloud. Have students read in pairs the rest of the first section. This type of lesson plan would work best with which of the following texts? a content-area textbook an imaginative text a high-interest tradebook a poem
a content-area textbook
A second-grade class is listening to a teacher read a story about a family with a dragon. Afterwards, the teacher has the students complete a story map. Why is the teacher likely having students engage in this particular activity? a story map helps compare two or more works, people, themes, authors, and so on a story map provides help when decoding unfamiliar words a story map improves comprehension and literary analysis skills a story map provides an opportunity for student to work in groups
a story map improves comprehension and literary analysis skills
Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness?
a student who, after hearing the word hat, can orally identify that it ends with the sound /t/
A teacher wants to assess a sixth-grade student's comprehension of an informational text using a written activity. Which of the following would be most appropriate? a retelling K-W-L chart oral preview a summary
a summary
A teacher introduces the concept of self-monitoring and has students practice these skills using an unfamiliar literary text. Which of the following are the students most likely to do while reading? -create word maps -adjust their reading rate and reread when necessary -collaborate with peers -take notes
adjust their reading rate and reread when necessary
Effective phonics programs provide students with opportunities to practice applying their knowledge about phonics as they: blend sounds to form words all answers are correct write read
all answers are correct
Phonics instruction is important because it helps students to: improve reading comprehension recognize unfamiliar words all answers are correct understand the relationship between letters and sounds
all answers are correct
Phonics programs are effective when they: include a set of precise directions for teaching these relationships all answers are correct include lots of opportunities for children to apply learning to reading and writing include a carefully selected set of letter-sound relationships organized into a logical sequence
all answers are correct
The assessment question "What sound does 'm' make?" would assess what aptitude?
alphabetic principle
The assessment question "What sound does 'm' make?" would assess what aptitude? decoding environmental print awareness alphabetic principle print directionality
alphabetic principle
A fifth-grade class is about to read a play about the life of Harriet Tubman called "Travels on the Railroad." Which of the following prereading activities would best promote students' comprehension of the text? encouraging small groups of students to create and perform their own short skits about the same subject introducing the common elements of plays as a genre and looking at sections of a printed play together as a class asking students to share what they already know about Harriet Tubman and the time period during which she lived asking students to predict what will happen in the first act based on the play's title and on a list of the play's main characters
asking students to share what they already know about Harriet Tubman and the time period during which she lived
A young child has seen a note with her mother's phone number on the fridge for months. She looks at the note and pretends to punch the numbers into her play phone. What is she demonstrating?
awareness of environmental print
Which of the following words does not contain an r-controlled vowel? world girl yarn broke
broke
Using a literacy-based strategy, teachers are encouraged to select vocabulary words from chapters of books used in guided reading. Which of the following vocabulary lists from The Velveteen Rabbit demonstrates conceptual grouping? rustling, mechanical, insignificant All of the above shape, sharp, shabby burrows, garden, bracken
burrows, garden, bracken
What does it mean to teach sight words in context? use multi-sensory approaches to teach sight words call children's attention to sight words in books and literature have children work with sight words on flashcards give children frequent tests on sight word recognition
call children's attention to sight words in books and literature
Technology can certainly play a useful role in the classroom. However, if used inappropriately or in excess, student learning could suffer. For example, if we only teach children how type on computers, they might not learn to write properly with proper spelling and grammar. If they don't learn to write, they might now have the skills necessary to land a job. Which graphic organizer would best facilitate comprehension of this passage? cause and effect timeline semantic map showing comparison word map for "type"
cause and effect
What is it called when all students read the same text at the same time? choral reading call and answer partner reading repeated reading
choral reading
The English word carrot (a root vegetable) and the Vietnamese word ca rot (a root vegetable) are examples of which of the following? schema cognates words with multiple meanings homophones
cognates
Words that share the same etymological origins with words in the same or another language are known as which of the following? cognates homophones homonyms synonyms
cognates
A kindergarten teacher has designed a unit in which students will listen to the following books read aloud: -Jack and the Beanstalk -Kate and the Beanstalk -Trust Me, Jack's Beanstalk Stinks!: The Story of Jack and the Beanstalk Told by the Giant These selections are well suited to explore which of the following objectives?' analyzing multiple accounts of the same event treatment of similar topics in different genres comparing and contrasting different versions of the same story comparing and contrasting different books by the same author
comparing and contrasting different versions of the same story
Short words have been written on each half of a plastic egg. Students match two words to create one new word: butter + fly pan + cake mail + box What concept does this activity promote? contractions homophones expanded oral vocabulary compound words
compound words
A fourth-grade class is instructed to use structural analysis skills in order to attach meaning to an unfamiliar word. Which of the following would demonstrate this skill? comprehending a word by looking at its place in the sentence. comprehending a word by using words around it to make a guess comprehending a word by looking for prefixes, suffixes, and roots comprehending a word by chunking it
comprehending a word by looking for prefixes, suffixes, and roots
A teacher asks a student, "Does that look right?" The teacher is using _________ cueing. linguistic graphic (visual) syntactic semantic
graphic (visual)
Which CVC word is in the same word family (phonogram) as "hop"? cop box hot cat
cop
After reading a historical novel about the U.S. Civil War, students in a sixth-grade class each bring in an object that, to them, represents the book. The students share the different objects and discuss ways in which each object might represent the book. This activity is most likely to promote students' reading development by helping them: analyze the author's use of figurative language. create personal interpretations about the book. determine the author's main point of view. understand the plot structure and overall chronology of the book.
create personal interpretations about the book. Correct! By asking students to select an object that represents the book to them and discuss ways in which the object represents the book, the teacher prompts the students to think about what ideas or feelings the book evoked in them as they read.
Early childhood students create and "read" a predictable text book about themselves. "This is my nose. This is my mouth. These are my eyes. These are my ears." Which of the following is the activity NOT intended to promote?
decoding skills
A second-grade teacher notices that one of her students lacks fluency when reading aloud. The first thing the teacher should do in order to help this student is assess whether the student also has difficulties with: predicting. decoding. metacognition inferring.
decoding.
During a formal assessment, a teacher asks a student to do the following tasks: "Say the word lifeboat. Now say it again without saying boat." (life) "Say the word pat. Now say it again without saying the /p/ sound." (at) What specific skill is the teacher assessing?
deletion
A teacher models an expository argumentative text's pre-reading activities. Which activity listed below would be inappropriate for a preview activity? skim the text for information and about paragraph length and the level of difficulty introduce conceptually challenging vocabulary look at the illustrations and activate students' prior knowledge determine facts and opinions
determine facts and opinions
Second graders work in pairs to join two puzzle pieces with words written on them to form one word. (For example, cup and cake become cupcake. Fire and fly become firefly.) Next, students draw a picture and write a sentence using the word. The teacher is most likely using this activity to promote which of the following? develop an understanding of compound words a strategy to help spell multisyllabic words how to use context clues to determine the meaning of an unknown word a strategy to decode multisyllabic words
develop an understanding of compound words
During weekly independent reading time, fifth-grade students read high-interest literature and record their thoughts, reactions, and questions in a teacher-student dialogue journal. The dialogue journal activity is likely to promote the students' reading proficiency primarily by: promoting students' appreciation for literary genres and exposing them to the various features of literary texts. increasing students' reading fluency and facilitating their rapid automatic word recognition. encouraging students' active construction of meaning with a text and developing their literary response skills. expanding students' vocabulary knowledge and providing them with extensive, varied reading experiences.
encouraging students' active construction of meaning with a text and developing their literary response skills. Correct! Since each student in the class is likely to be reading different texts during independent reading, dialogue journals can be an effective strategy for teachers to use to both monitor and promote students' comprehension of these texts. Typically, teachers make comments and ask questions in the journals to help students clarify their thinking about a text and/or to facilitate their ability to make personal connections to it.
Which of the following supports a child in learning where to begin reading a book?
explicit instruction on book cover and backs
Which of the following is environmental print that contributes to emergent reading?
fast food signs
Students are shown the letter "g" and pictures of a goat, a game, a garden, a cow, and a car. This activity is appropriate for which students?
first graders practicing the alphabetic principle skills
Which word pair is the best example of onset/rime for decoding? said/bed bear/bare flap/trap string/strange
flap/trap
A class brainstorms to develop a list of words about space. Which of the following would be the best follow-up activity? group words conceptually define unfamiliar words Set the brainstorming list aside and introduce words that will be part of the unit practice pronunciation to fluency
group words conceptually
A fifth-grade teacher selected the following words for a vocabulary lesson: evident, video, vision. What strategy does this selection demonstrate? grouping words by content area grouping words by word structure grouping words by word structure grouping words by initial sound
grouping words by word structure
A fifth-grade class just finished reading two expository texts about the environment. Which of the following would be the most logical and effective way to promote comprehension and analysis skills of both texts? have the students do a retelling of both texts have the students complete a Venn diagram have the students complete a K-W-L chart have the students do a preview of the texts' titles
have the students complete a Venn diagram
What is one way to assess sight word automaticity? giving students multiple choice tests having students read leveled word lists looking at students' written assignments teachers should not assess sight word automaticity
having students read leveled word lists
Which of the following skills could a child with strong phonological awareness skills do?
hear and repeat rhymes using onset and rime
A fifth-grade teacher is teaching a unit on fiction. 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: enhancing students' ability to use self-monitoring strategies to clarify the meaning of a text. fostering students' ability to distinguish an author's use of fact versus opinion. guiding students to analyze the relationship between plot and character in a literary text. helping students identify and understand the theme of a literary text.
helping students identify and understand the theme of a literary text.
A second-grade teacher reads a trade book aloud to the class. Which of the following postreading activities would be most likely to promote the students' comprehension of the story by enhancing their literary analysis skills? having the students "freewrite" about the story in their journals helping the students make a concept map of the main events of the story asking the students to reread the story silently and respond to literal comprehension questions encouraging the students to identify the key vocabulary words in the story
helping the students make a concept map of the main events of the story
A teacher has her students read these sentences aloud: While working at the zoo, we got to see a bear. The kitchen cupboard was bare. The bold words are examples of which of the following? homographs word analysis homophones phonemes
homophones
What is automaticity? decoding how students think about an author's craft how rapidly and effortlessly students can recognize words in printed text it is another word for comprehension
how rapidly and effortlessly students can recognize words in printed text
A teacher provides students three pictures: a bed, a cat, and a sock. The teacher says, "Which of the following words has the sound /e/ in it?" Based on the teacher's question, the students most likely have already worked on which of the following?
identifying initial and final consonant sounds
Phonics instruction is most effective when it is taught: all answers are correct anytime, as long as it is taught in upper elementary grades in primary grades
in primary grades
A teacher asks students to work on a KWL chart in small groups before reading a chapter about the atmosphere. This activity is most likely to promote which of the following skills? it will help students connect to prior knowledge to the reading it will help students memorize the main points in a text it will help students synthesize information it will promote metacognition
it will help students connect to prior knowledge to the reading
A fourth grade teacher asks students to read the passage then write a journal entry about what they think it would be like to be only ten inches tall. This activity is most likely to promote which skill? reading analysis of expository text literary analysis phonological analysis structural analysis
literary analysis
Providing students with instruction in word analysis will likely increase all of the following except? literary analysis decoding understand the meaning of unfamiliar multisyllabic words comprehension
literary analysis
After reading a chapter in a tradebook, students create role-plays and perform them in front of the class. This activity is likely to promote which of the following? literary analysis skills decoding skills synthesizing skills literary response skills
literary analysis skills
Which sequence of letters is typical of the order in which letters are introduced?
m, f, n, s, r, a....
Which of the following is NOT commonly used to demonstrate print directionality and 1:1 correspondence of spoken and written English words?
matching upper and lower case letter magnets
Which of the following is a vowel digraph? oa in boat ch in cheese i in bird th in think
oa in boat
Which of the following is not a consonant digraph? oa in boat ch in cheese th in think ph in elephant
oa in boat
A sixth-grade class is reading about the endocrine system in a textbook. Which of the following would be a beneficial strategy or activity to promote comprehension? outlining literary response retelling skimming
outlining
List the phonemic awareness skills below in order from least complex to most complex: deletion, isolation, substitution, segmentation, blending
phoneme isolation, phoneme blending, phoneme segmentation, addition of phonemes, deletion or phonemes, substitution of phonemes
A teacher who is explaining how to place a set of words into categories based on their spelling patterns is engaged in: comprehension instruction phonics instruction vocabulary instruction fluency instruction
phonics instruction
Which of the following is not an example of a word with a long vowel sound? pink peach peak speech
pink
Knowledge of onset/rime can best benefit a student in reading which word?
plate
A fourth-grade class is reading a passage that starts out with the following line: "Alfred Nobel, the Swede who invented dynamite in 1866, established the Nobel Peace Prize to help make amends for his destructive creations." Which of the following criteria should the teacher use to plan how to teach new vocabulary? pre-teach words that can be deciphered through word analysis skills allow students to select vocabulary as they discover unfamiliar words pre-teach conceptually difficult words to ensure comprehension pre-teach high-frequency words to ensure fluency in reading
pre-teach conceptually difficult words to ensure comprehension
A second-grade teacher reads a passage aloud, stopping intermittently to say, "My goodness, I wonder what's going to happen next. Will she go into the little door?" Which of the following comprehension strategies is the teacher modeling? analysis of story elements predicting paraphrasing print directionality
predicting
Which of the following is NOT a true statement? free morphemes can stand alone, or they can be joined to other morphemes prefixes, suffixes, and roots are found alone as often as joined to other parts a morpheme is a basic part of a word and carries meaning a suffix is a type of morpheme
prefixes, suffixes, and roots are found alone as often as joined to other parts
Decoding is the best strategy for reading which words? where/were Mr./Mrs. run/running sow/sew
run/running
Which list includes words that are decipherable through structural analysis? grapes, banana, oranges, guava run, fun, sun, bun Mr., Mrs., Dr., Jr. reaction, actor, deactivate, hyperactive
reaction, actor, deactivate, hyperactive
As a second-grade teacher reads his students a fable about a fox and a rabbit, he stops at key points and asks himself questions aloud such as, "I wonder why the fox said that?" or "I wonder what the rabbit will do next?" Rather than answering the questions, he tells the students that he will hold the questions in his mind and think of possible answers as the story progresses. He also invites the students to pose their own questions as they listen. This activity is useful in illustrating for students that: texts generally have only one correct interpretation. readers interact with text and construct meaning as they read. oral reading fluency facilitates comprehension. readers need to recall story events in a sequential order.
readers interact with text and construct meaning as they read.
Which of the following miscues is a diphthong error? reading "short" for "shout" reading "barn" for "born" reading "string" for "spring" reading "tiger" for tigers
reading "short" for "shout"
Which of the following is a miscue of a consonant digraph? reading "trick" for "thick" reading "string" for "spring" reading "ring" for "rang" reading "ring" for "rant"
reading "trick" for "thick" A consonant digraph is two letters that represent one phoneme (sound).
Which of the following assessments can be used to monitor decoding skills? reading a list of words that follow predictable, systematic phonics rules observing where a student begins to read an unfamiliar book answering multiple-choice comprehension questions about text reading an age-appropriate passage with 10% new vocabulary
reading a list of words that follow predictable, systematic phonics rules
What is an example of reading fluency? reading very quickly reading with extended pauses between words reading at a slow pace reading with expression
reading with expression
Read the passage below; then answer the question that follows. For the second time that week, Saul forgot to wash his hands after working on his painting. He had gotten so involved filling in the ocean in his picture that he had barely even heard the teacher telling everyone it was time to put away their easels and wash up for lunch. He had put his supplies away, but, still thinking about the ocean, he had gone straight to his desk. Now he saw that he was leaving blue-paint handprints on his desk, on his shirt, on his books—even on his lunchbox. Estella looked over at him and joked, "Hey, Saul! You're the new King Midas! Only you turn everything to blue!" Saul rolled his eyes at her as he got back up to go to the sink. This passage would be most suited for helping students: recognize a literary allusion. analyze an author's point of view. predict future events. analyze story elements.
recognize a literary allusion. Correct! A literary allusion is when an author refers indirectly to an earlier literary work by using a name, word, or phrase closely associated with that literary work. In this passage, the character Estella refers to King Midas, a character of Greek legend who was given the power to turn everything he touched to gold.
A kindergarten teacher is preparing a student for a phonemic awareness assessment. Teacher: What is this a picture of? (The teacher displays a picture of a boat.) Student: A boat? Teacher: A boat, that's right. Now, let's say the word 'boat' together very slowly: /b/.../o/.../t/. (The student pronounces the word with the teacher). Teacher: How many sounds do you hear? /b/.../o/.../t/? Student: Three? Teacher: That's right, three. Now, I'd like you to do this for some more words. This assessment would be an appropriate way to test the student's ability to perform which of the following phonemic awareness tasks?
recognizing how many phonemes are contained in a word
A teacher wants to provide students with additional structural analysis practice. Specifically, she has noticed students struggling to make sense of unfamiliar words with varied prefixes and suffixes within their reading. Which list of words would be most helpful for addressing this particular need? reface, preface, facing two, too, to cat, hat, bat jumped, jumps, jumping
reface, preface, facing
Students need the ability to read quickly through a piece of informational text and locate specific information. Which skill will be useful for completing this task? scanning self-questioning skimming note taking
scanning
A teacher displays four images: a web, a bus, a bike, and a rake. She then says bus slowly, emphasizing each sound and its connection to the next. She asks students to point to the appropriate picture. Which skill is the teacher practicing?
segmenting
When a kindergarten teacher models good reading habits while reading a big book, which skill is not likely the focus of the activity?
segmenting
Sara is a kindergartener who can identify the first sound in the word log, but she cannot identify the three individual sounds. The next instruction should be in what?
segmenting sounds
Using the meaning and context to figure out a word is _________ cueing. syntactic linguistic graphic (visual) semantic
semantic
A student is invited to change words to form new words. Given the words, "cap," "tap, and "not," the student creates the words "cape," "tape," and "note." Which concept is being introduced? reading automaticity CVC words silent letters print directionality
silent letters
After reading "I must be shutting up like a telescope," a student thinks Alice has literally closed like a telescope. This student could benefit from which of the following? skills for comprehending figurative language story map of character development skills for analyzing genre author study
skills for comprehending figurative language
Which of the following does not include a short vowel sound? spike tick trick strict
spike
A teacher notices that one of her students is having difficulties analyzing the following words within a passage: autobiography, telegraph, and prescribe. Which of the following skills should the teacher first assess to address the student's difficulties? student's oral vocabulary of words containing roots and affixes student's ability to segment words into syllables student's ability to isolate phonemes students's ability to identify and blend two consonants
student's oral vocabulary of words containing roots and affixes
onset and rime
students can identify the phonemes (sounds) before the vowel and the portion after to create new rhymes and new words
syllabication
students with this skill can break multisyllabic words into syllables that can be pronounced and blended
rhyming and alliteration
students with this skill can hear that the ending sounds in words sounds the same; generate words with the same ending sounds
word awareness
students with this skill understand that each word in a sentence is separate and that words are separated by a space within
Using the structure of language to figure out a word is _________ cueing. syntactic graphic (visual) semantic linguistic
syntactic
Which is an example of systematic and explicit phonics instruction? teaching letter-sound relationships only when letters appear in student reading materials teaching a set of sight vocabulary words teaching a set of letter-sound relationships in a clearly defined sequence teaching in a way that focuses on whole-word or meaning-based activities
teaching a set of letter-sound relationships in a clearly defined sequence
Which of the following words would be most appropriate to teach as a sight word in kindergarten? good children the boy
the
What can a teacher tell about a child who writes "kak" for "cake"? the child understands rhymes but is not yet able to put together phonemes the child understands letters but does not yet understand phonemes the child understands beginning sounds but does not yet understand ending sounds the child understands beginning, middle and ending sounds but does not yet know spelling rules
the child understands beginning, middle and ending sounds but does not yet know spelling rules
Letter-sound correspondence is: all answers are correct spoken language the relationship between letters and spoken words the written alphabet
the relationship between letters and spoken words
When suffixes are added to words, what is one possible consequence? the spelling of the suffix can differ, but not as often as pronunciation suffixes change the spelling of the root, but they always have the same pronunciation the spelling of the suffix can sometimes change more than the pronunciation suffixes do not affect the spelling
the spelling of the suffix can differ, but not as often as pronunciation
A teacher wants to orally assess a student's ability to make inferences. Which of the following would be the best option? the student performs a retelling the student completes a K-W-L chart the student "free-writes" in a journal the student engages in an oral preview
the student performs a retelling
Which is true about about decoding and encoding? they are closely related they should be taught at different times awareness develops at different stages children learn to encode before decoding
they are closely related
Why do students need to learn to read fluently? to help them decode to understand sound/symbol relationships to help with comprehension to build awareness of phonics
to help with comprehension
What is a digraph? two letters that represent one sound a single consonant two sounds together a misspelled word
two letters that represent one sound
In the dramatic play center, a preschool child creates a menu by drawing a pizza and writing a scribbled line below it. He asks his classmates what kind of pizza they want. This type of play suggest that the child
understands that print is distinct from pictures.
A fourth grade teacher organizes a unit on Lewis and Clark in which students read excerpts from: The Lewis & Clark Expedition by Richard Neuberger How We Crossed the West - The Adventures of Lewis & Clark by Rosalyn Schanzer Lewis & Clark & Me: A Dog's Tale by Laurie Myers. Individually and in small groups students use text, index and maps from the experts to complete comprehension activities. The whole group cooperates to create a timeline graphic to display in the classroom. Which strategy for comprehension is not included in this plan? use of reference materials knowledge of text structure use of text and graphic features analysis of multiple accounts
use of reference materials
Which of the following is not an example of a way to promote book handling skills?
using a pointer to practice one-to-one correspondence of spoken and written words on a pocket chart
A teacher begins to introduce reading analysis skills for informational and expository text. Until now, her students have been exposed primarily to imaginative literature. Which skill should be taught while using expository texts that is not typically covered in imaginative literature? using text features such as the glossary and index using a graphic organizer to support comprehension evaluating the author's purpose demonstrating comprehension through retelling
using text features such as the glossary and index
A fourth-grade science teacher selected conceptually challenging words connected to a unit of study on insects and provided dictionary definitions for the words. The students were instructed to illustrate each word and use it in a sentence. What strategy is demonstrated? teach vocabulary across disciplines visualize and provide multiple opportunities for exposure transfer the content to a different setting link words to prior knowledge
visualize and provide multiple opportunities for exposure
Which of the following is not a consonant blend? wh sl bl st
wh
When can drilling sight words become detrimental to reading instruction? when it becomes boring for the teacher if drilling feels silly if students react negatively to sight words when drilling replaces comprehension
when drilling replaces comprehension
Order the phonological awareness skills from LEAST complex to MOST complex
word awareness, rhymes and alliteration, syllabication, onset and rime, phonemic awareness
What are sight words? words that appear frequently in text words students can sound out words crucial to understanding stories words that follow familiar spelling patterns
words that appear frequently in text
