OAE Foundations of Reading
1. Sea and see, fair and fare, are called A. Homophones B. Antonyms C. Homographs D. Twin Words
A
13. Sight words are A. Common words with irregular spelling B. Words that can easily be found on educational websites C. Any word that can be seen, including text words, words on signs, brochures, banners and so forth D. There is no such thing; because oral language is learned before written language, all words are ultimately based on sound. The correct term is sound words and includes all words necessary to decode a particular text.
A
15. Phonemic awareness is a type of A. phonological awareness. Phonemic awareness is the ability to recognize sounds within words B. Phonics. It is a teaching technique whereby readers learn the relationship between letters and sounds C. Alphabetization. Unless a reader knows the alphabet phonemic awareness is useless. D. Syntactical awareness. Understanding the underlying structure of a sentence is key to understanding meaning.
A
5. A syllable must contain A. a vowel B. a consonant C. Both a vowel and a consonant D. A meaning
A
55. An eighth-grade student is able to decode most words fluently and has a borderline/acceptable vocabulary, but his reading comprehension is quite low. He can be helped with instructional focus on: A. Strategies to increase comprehension and to build vocabulary B. Strategies to increase comprehension and to be able to identify correct syntactical usage C. Strategies to improve his understanding of both content and context D. Strategies to build vocabulary and to improve his understanding of both content and context
A
57. An ORF is: A. An Oral Reading Fluency assessment B. An Occasional Reading Function assessment C. An Oscar Reynolds Feinstein assessment D. An Overt Reading Failure assessment
A
76. A ninth grade class is reading a 14-line poem in iambic pentameter. There are three stanzas of four lines each, and a two-line couplet at the end. Words at the end of each line rhyme with another word in the same stanza. The class is reading a: A. Sonnet B. Villanelle C. Sestina D. Limerick
A
20 TRain, BRain, SPring. The uppercase letters are examples of: A. Consonant digraph B. Consonant blend C. Consonant shift D. Continental shift
B
27. A student is able to apply strategies to comprehend the meanings of unfamiliar words; can supply definitions for words with several meanings such as "crucial", "criticism", and "witness"; and is able to reflect on her background knowledge in order to decipher a word's meaning. these features of effective reading belong to which category? A. Word recognition B. Vocabulary C. Content D. Comprehension
B
4. "language load" refers to A. the basic vocabulary words a first grader has committed to memory B. the number of unrecognizable words an English Language Learner C. the damage that carrying a pile of heavy books could cause to a child's physique D. The number of different languages a person has mastered
B
42. A fifth grader has prepared a report on reptiles, which is something he knows a great deal about. He rereads his report and decides to make a number of changes. He moves a sentence from the top to the last paragraph. He crosses out several words and replaces them with more specific words. he circles key information and draws an arrow to show another place the information could logically be placed. He is engaged in: A. Editing B. Revising C. First editing, then revising D. Reviewing
B
25. Which text(s) are likely to foster the greatest enthusiasm for reading and literature among students? A. Free choice of reading texts, provided that students complete class assignments, projects, and discussions B. An all-in-one textbook that includes all reading material for the year, study guides, and sample test questions. C. A variety of texts, including books, magazines, newspapers, stories from oral traditions, poetry, music, and films D. A small selection of current best-selling books for children, some of which the children may already have read and liked.
C
28. A reading teacher is assessing an eighth grader to determine her reading level. Timed at a minute, the student reads with 93% accuracy. She misreads an average of seven words out of 100. What is her reading level? A. She is reading at a Frustration level B. Che is reading at an Excellence level C. She is reading at an Instructional level D. She is reading at an Independent level
C
30. "Since", "whether", and "accordingly" are examples of which type of signal words? A. Common, or basic, signal words B. Compare/contrast words C. Cause-effect words D. Temporal sequencing words
C
67. Caret, carrot, to,two and too share something in common. They: A. Are nouns B. Are monosyllabic C. Are homophones D. represent things in nature
C
14. PHone, THey, CHurch. The uppercase letters in these words are examples of: a. Consonant blend b. Consonant shift c. Continental shift d. Consonant digarph
D
18. The term "common words" means A. One syllable words with fewer than three letters. Some examples are it, an, a, I, go, to, and in. THey are the first words an emergent writer learns B. One syllable words with fewer than five letters. Some examples include sing, goes, sit, rock, walk, and took. C. Words that are ordinary or unexceptional; because they tend to flatten a piece of writing, they should be avoided D. Familiar, frequently used words that do not need to be taught beyond primary grades
D
22. The most effective strategy for decoding sight words is: A. Segmenting sight words into syllables. Beginning readers are understandably nervous when encountering a long word that isn't familiar. Blocking off all but a single syllable at a time renders a word manageable and allows the reader a sense of control over the act of reading. B. word families. By grouping the sight word with similar words, patterns emerge C. A phonemic approach. When students understand the connection between individual words and their sounds, they will be able to sound out any sight word they encounter D. None; sight words cannot be decoded. Readers must learn to recognize these words as wholes on sight.
D
23. Which of the following choices will be most important when designing a reading activity or lesson for students? A. Selecting a text B. Determining the number of students participating C. Analyzing the point in the school year at which the lesson is given D. Determining a purpose for instruction
D
44. Examples of CVC words include: A. Add, pad, mad B. Cat, tack, act C. Elephant, piano, examine D. Dog, sit, let
D
36. Passage: The kindergarten teacher is concerned about three of her students. While they are enthusiastic about writing, they do not always recognize letters, confusing b, d, and p, or e and o. they do, however, know which sounds go with certain letters when they are orally drilled. When they write, they appear to be attempting letter-sound associations. "Now I'm writing "M," the teacher heard one boy say as he scripted a large "N" in the upper right corner of his paper. He studied it for a moment and added, "Nope, it needs another leg." The student then wrote a "I" beside the "N". "There," he said. "Now you are an "M". I can write the word, "man," because now I have "M". the child then moved to the lower left corner of the paper. "M-A-N," he said to himself, slowly pronouncing each sound. "I already have that "M". Here is where the rest of the word goes." He turned the paper sideways and wrote "N". The second child sang to herself as she gripped the crayon and scribbled lines here and there on her paper. Some of the lines resembled letters, but few actually were. Others were scribbles. As she "wrote," she seemed to be making up a story and seemed to believe she was writing the story down. The third child didn't vocalize at all while he worked. He gripped the paper and carefully wrote the same letter over and over and over. Sometimes the letter was large, sometimes tiny. He turned the paper in every direction so that sometimes the letter was sideways or upside down. Sometimes he flipped it backward. "What are you writing?" the teacher asked him. "My name," the child told her. The teacher then realized the letter was, indeed, the first letter of his name. She gently told him he had done a fine job of writing the first letter of his name. Did he want her to help him write the rest of it? "Nope," he cheerfully told her, "it's all here." He pointed at one of the letters and "read" his full name. He pointed at another letter and again seemed to believe it represented all the sounds of his name. Question: At what point should the kindergarten teacher in the above example offer the three children picture books and ask them to read to her? A. When the three children are all able to script initial sounds, end sounds, and interior sounds they are ready to decode words. She should make her request at this point. B. As each child reaches the stage in which he or she can script initial sounds, end sounds, and interior sounds, the teacher should ask only that child to read to her C. As each child reaches the stage in which he habitually writes from the top to the bottom of the page,moving left to right, the time has come. Books are intended to be read in this way, and until a child has had the experience of writing in the same manner, he won't be able to make sense of the words D. The teacher should encourage all students to "read" picture books from the first day of school. Talking about the pictures from page to page gives young readers the idea that books are arranged sequentially. Pictures also offer narrative coherence and contextual clues. Emergent readers who are encouraged to enjoy books will more readily embrace the act of reading. Holding a book and turning pages gives young readers a familiarity with them.
D
46. The following is/are (an) element(s) of metacognition: A. A reader's awareness of herself as a learner B. A reader's understanding of a variety of reading strategies and how to apply them to comprehend a text C. A reader who is conscious about remembering what has been read D. All of the above.
D
53. A kindergarten teacher pronounces a series of word pairs for her students. The students repeat the pairs. Some of the pairs rhyme (see/bee) and some of the pairs share initial sounds but do not rhyme (sit, sun). The students help her separate the word pairs into pairs that rhyme and pairs that do not. once the students are able to distinguish between two words that rhyme and two words that do not, the teacher says a word ans asks them to provide a rhyme. When she says cat a child responds with fat. When she says sing a child offers thing. How does this strictly oral activity contribute to the children's ability to read? A. It doesn't. Oral activities must have a written component to be useful to emergent readers. B. It is helpful in that it demonstrates how different sounds are made with different letters. C. It actually discourages children from reading. By emphasizing orality over literacy, the teacher is suggesting to the children that reading is not an important skill. D. Being able to identify rhyme is an important element of phonological awareness.
D
59. Word-recognition ability is: A. Equally important to all readers B. Used only by fluent readers C. Another term for "word attack" D. Especially important to English Language Learners and students with reading disabilities.
D
77. A teacher is working with a group of English Language Learners. She asks them to take two pieces of paper. At the top of the first paper they are to write SAME, at the top of the other, DIFFERENT. Each child will consider what his native country and the United States have in common, and what distinct features each country possesses. The children are using which method in organizing their ideas? A. Hunt and peck B. Consider and persuade C. Evaluate and Contrast D. Compare and Contrast
D
78. Which student is most likely to need a referral to a reading specialist for assessment, special instruction, or intervention? A. Annabel: a 2nd-grade student who tends to skip over words or phrases when she reads, affecting her comprehension of the text B. Cliff: a kindergarten student who is already reading simple chapter books with his parents at home or in class C. Noelle: a 1st grader who avoids any activity in which she must read, both aloud and silently, preferring to ask an adult to read the text for her first D. Barrett: a 3rd-grader who often confuses the sounds of certain letters, such as /b/ and /d/ or /v/ or /u
D
86. "Code knowledge" facilitates reading fluency because: A. It brings the entirety of the student's previous experience to bear on decoding a text B. It offers a framework for organizing new information by assigning code words to sets of ideas C. There is no such thing as "code knowledge." the correct term is "core knowledge" D. It offers a systematic approach to untangling the wide variety of vowel sounds when an unfamiliar word is encountered
D
90. Which choice is NOT a cueing system used to understand unfamiliar words? A. Syntactic B. Semantic C. Graphophonic D. Auditory
D
16. All members of a group of kindergarten students early in the year are able to chant the alphabet. The teacher is now teaching the students what the alphabet looks like in written form. The teacher is now teaching the students what the alphabet looks like in written form. The teacher points to a letter and the students vocalize the correspondent sound. Alternatively, the teacher vocalizes a phoneme and a student points to it on the alphabet chart. The teacher is using __________________ in her instruction. A. Letter- sound correspondence B. Rote memorization C. Predictive analysis D. Segmentation
A
39. A reading teacher is working with a student who has just moved to Texas from Korea. The child knows very few words in English. The teacher offers her a picture book of Korean folk tales. using words and gestures, the teacher asks her to "read" one folk tale. The child "reads" the familiar tale in Korean. The teacher then writes key English words on the board and asks the child to find those words in the book. When the child finds the words, they read them together. This strategy is: A. Useful. The child will fee more confident because the story is already familiar. She will also feel that the lesson is a conversation of sorts, and that she is communicating successfully. She will be motivated to learn the English words because they are meaningful and highly charged. B. Useful. The teacher is learning as much as the child is. The teacher is learning about Korean culture and language, and she can apply this knowledge when teaching future Korean students. C. Not very useful The child needs to be exposed to as much American culture as possible. Encouraging her to remember her own culture will make her sad and will limit her curiosity about her new home D. Not very useful. the first things the child should learn are the letters of the alphabet and associative sounds. Only then can she begin to decipher an unfamiliar language.
A
54. Syllable types include: A. Closed, open, silent e, vowel team, vowel-r, and consonant-le B. Closed, open, silent, double-vowel, r, and le C. Closed, midway, open, emphasized, prefixed, and suffixed D. Stressed, unstressed, and silent
A
56. Reading comprehension and vocabulary can best be assessed: A. With brief interviews and tests every two months to determine how much learning has taken place. Students learn in spurts, and in-depth assessments of comprehension and vocabulary are a waste of time B. Through a combination of standardized testing, informal teacher observations, attention to grades, objective-linked assessments, and systematized charting of data over time C. By giving students weekly self-assessment rubrics to keep them constantly aware of and invested in their own progress D. By having students retell a story or summarize the content of an informational piece of writing. The degree to which the material was comprehended, and the richness or paucity of vocabulary used in such work, provides efficient and thorough assessment.
B
62. In preparation for writing a paper, a high school class has been instructed to skim a number of Internet and print documents. These students are most likely preparing to write a(n) _________________ essay: A. Personal B. Expository C. Literary D. Narrative
B
63. A teacher has given the first paragraph of an essay to her students to analyze and discuss. Read the paragraph and answer the question: Americans have struggled with cigarettes far too long. Until now, it has been a personal choice to smoke (or not, but the time for change is rapidly approaching. Local legislation has already begun for schools, restaurants, arenas, and other public places to be smoke-free. Years ago cigarette smoking was presented by the media as being fashionable, even sexy. In magazines, movies, and later in television, celebrities would indulge themselves with a smoke and even be paid to endorse a rand. As recently as 1975, it was common for talk show hosts like Tom Snyder and Johnny Carson to keep a cigarette burning. Cigarette smoking in America has persisted in spite of frightening concerns like lung cancer and emphysema. over the years, the tobacco industry has sought to diffuse strong evidence that smoking is harmful. However, the myth of "safe cigarettes," questions about nicotine addiction, and denials about the dangers of secondhand smoke have proven to be propaganda and lies. This is a(n) __________________________ essay: A. Compare/contrast B. Persuasive C. Narrative D. Analytic
B
41. Using brain imaging, researchers have discovered that dyslexic readers use the _____________ sides(s) of their brains, while non-dyslexic readers use the ________________side(s) of their brains. A. Left; right B. Right; left C. Right and left; left D. Right; left and right
C
7. Of the three tiers of words, the most important words for direct instruction are A. Tier-one words B. Common words C. Tier-two words D. Words with Latin roots
C
85. Examples of onomatopoeia are: A. Sink, drink, mink, link B. Their, there, they're C. Drip, chirp, splash, giggle D. Think, in, thin, ink
C
3. A teacher is working with a group of third graders at the same reading level. her goal is to improve reading fluency. She asks each child in turn to read a page from a book about mammal young. She asks the children to read with expression. She also reminds them they don't need to stop between each word; they should read as quickly as they comfortably can. She cautions them, however, not to read so quickly that they leave out or misread a word. The teacher knows the components of reading fluency are: A. Speed, drama, and comprehension B. Cohesion, rate and prosody C. Understanding, rate and prosody D. Rate, accuracy and prosody
D
40. The teacher in the previous question was using what kind of load? (Here is the previous question: A reading teacher is working with a student who has just moved to Texas from Korea. The child knows very few words in English. The teacher offers her a picture book of Korean folk tales. using words and gestures, the teacher asks her to "read" one folk tale. The child "reads" the familiar tale in Korean. The teacher then writes key English words on the board and asks the child to find those words in the book. When the child finds the words, they read them together. ) A. Language load B. Cognitive load C. Bilingual load D. Cultural load
D
43. Bi, re, and un are: A. Suffixes, appearing at the beginning of base words to change their meaning B. Suffixes, appearing at the end of base words to enhance their meaning C. Prefixes, appearing at the beginning of base words to emphasize their meaning D. Prefixes, appearing at the beginning of base words to change their meanings
D
58. Round-robin reading refers to the practice of allowing children to take turns reading portions of a text aloud to the rest of the group during class. Which of the following statement is LEAST true about this practice? A. Students have the chance to practice reading aloud with this strategy B. This practice is ineffective in its use of time, leaving students who are not reading aloud to become bored or daydream C. Round-robin reading lacks the creativity or engaging qualities that will interest students in building literacy skills D. This practice helps students feel comfortable with reading aloud due to continuous practice and encouragement from the teacher and peers
D
87. The purpose of "targeted instruction" is to: A. Deliver instructions that are precise, clear, and direct so that students understand exactly what is expected B. Accurately rank a group of learners from low achievers to high achievers so that the teacher knows from the beginning of the school year which students have less ability and will therefore need support C. Teach students how to take information from a text and reorganize it into bulleted lists D. Assess and target areas needing improvement as well as areas of greatest strength for each student to ensure that all members of a class are receiving instruction tailored to their specific needs
D
98. A high school teacher has given her students an assignment to write a non-rhyming poem of three lines. The first and last lines each contain five syllables, and the middle line contains seven syllables. The students are writing a: A. Limerick B. Metaphor C. Villanelle D. Haiku
D
17. A fourth grade teacher is preparing her students for a reading test in which a number of words have been replaced with blanks. The test will be multiple-choice; there are three possible answers given for each blank. The teacher instructs the children to read all the possible answers and cross out any answer that obviously doesn't fit. next, the students should "plug in " the remaining choices and eliminate any that are grammatically incorrect or illogical. Finally the student should consider contextual clues in order to select the best answer. This is an example of: A. Strategy instruction B. Diagnostic instruction C. Skills instruction D. Multiple-choice instruction
A
21. It is the beginning of the school year. To determine which second-grade students might need support, the reading teacher wants to identify those who are reading below grade level. She works with students one at a time. She gives each child a book at a second-grade reading level and asks the child to read out loud for two minutes. Children who will need reading support are those who read: A. Fewer than 100 words in the time given B. Fewer than 200 words in the time given C. More than 75 words in the time given D. The entire book in the time given
A
26. Phonological awareness activities are: A. Oral B. Visual C. Both A and B D. Semantically based
A
31. A class is reading "The Heart Is a Lonely Hunter". The teacher asks students to write a short paper explaining the story's resolution. She is asking them to locate and discuss the story's: A. Outcome B. Highest or most dramatic moment C. Plot D. Lowest Point
A
33. Passage: The kindergarten teacher is concerned about three of her students. While they are enthusiastic about writing, they do not always recognize letters, confusing b, d, and p, or e and o. they do, however, know which sounds go with certain letters when they are orally drilled. When they write, they appear to be attempting letter-sound associations. "Now I'm writing "M," the teacher heard one boy say as he scripted a large "N" in the upper right corner of his paper. He studied it for a moment and added, "Nope, it needs another leg." The student then wrote a "I" beside the "N". "There," he said. "Now you are an "M". I can write the word, "man," because now I have "M". the child then moved to the lower left corner of the paper. "M-A-N," he said to himself, slowly pronouncing each sound. "I already have that "M". Here is where the rest of the word goes." He turned the paper sideways and wrote "N". The second child sang to herself as she gripped the crayon and scribbled lines here and there on her paper. Some of the lines resembled letters, but few actually were. Others were scribbles. As she "wrote," she seemed to be making up a story and seemed to believe she was writing the story down. The third child didn't vocalize at all while he worked. He gripped the paper and carefully wrote the same letter over and over and over. Sometimes the letter was large, sometimes tiny. He turned the paper in every direction so that sometimes the letter was sideways or upside down. Sometimes he flipped it backward. "What are you writing?" the teacher asked him. "My name," the child told her. The teacher then realized the letter was, indeed, the first letter of his name. She gently told him he had done a fine job of writing the first letter of his name. Did he want her to help him write the rest of it? "Nope," he cheerfully told her, "it's all here." He pointed at one of the letters and "read" his full name. He pointed at another letter and again seemed to believe it represented all the sounds of his name. Question: The kindergarten teacher isn't certain if these children are exhibiting signs of a reading disability or other special needs. What should the teacher do? A. Nothing. These children are simply at an early stage in the reading/writing process. B. Nothing. She doesn't want to have to tell the parents that their children are sub-par in terms of intelligence. They are perfectly nice children and can contribute to society in other ways. She resolves to give them extra attention in other areas to help them build confidence. C. She should recommend that the parents take the children to be tested for a number of reading disorders, including dyslexia D. She should arrange a meeting between herself, the school psychologist, and the reading specialist to discuss the matter and resolve it using a three-pronged approach.
A
34. Passage: The kindergarten teacher is concerned about three of her students. While they are enthusiastic about writing, they do not always recognize letters, confusing b, d, and p, or e and o. they do, however, know which sounds go with certain letters when they are orally drilled. When they write, they appear to be attempting letter-sound associations. "Now I'm writing "M," the teacher heard one boy say as he scripted a large "N" in the upper right corner of his paper. He studied it for a moment and added, "Nope, it needs another leg." The student then wrote a "I" beside the "N". "There," he said. "Now you are an "M". I can write the word, "man," because now I have "M". the child then moved to the lower left corner of the paper. "M-A-N," he said to himself, slowly pronouncing each sound. "I already have that "M". Here is where the rest of the word goes." He turned the paper sideways and wrote "N". The second child sang to herself as she gripped the crayon and scribbled lines here and there on her paper. Some of the lines resembled letters, but few actually were. Others were scribbles. As she "wrote," she seemed to be making up a story and seemed to believe she was writing the story down. The third child didn't vocalize at all while he worked. He gripped the paper and carefully wrote the same letter over and over and over. Sometimes the letter was large, sometimes tiny. He turned the paper in every direction so that sometimes the letter was sideways or upside down. Sometimes he flipped it backward. "What are you writing?" the teacher asked him. "My name," the child told her. The teacher then realized the letter was, indeed, the first letter of his name. She gently told him he had done a fine job of writing the first letter of his name. Did he want her to help him write the rest of it? "Nope," he cheerfully told her, "it's all here." He pointed at one of the letters and "read" his full name. He pointed at another letter and again seemed to believe it represented all the sounds of his name. Question: In the example above, the emergent writers are demonstrating their understanding that letters symbolize predictable sounds, that words begin with an initial sound/letter, and that by "writing," they are empowering themselves by offering a reader access to their thoughts and ideas. The next three stages the emergent writers will pass through in order will most likely be: A. Scripting the end-sound to a word (KT=cat); leaving space between words; writing from the top left to the top right of the page, and from top to bottom B. Scripting the end-sound to a word (KT=cat); writing from the top left to the top right of the page, and from top to bottom; separating the words from one another with a space between C. Leaving space between the initial letters that represent words; writing from the top left to the top right of the page, and from top to bottom; scripting the final sound of each word as well as the initial sound (KT=cat) D. Drawing a picture beside each of the initial sounds to represent the entire word; scripting the end-sound to a word (KT=cat); scripting the interior sounds that compose the entire word (KAT=cat)
A
37. Which of the following statements regarding the acquisition of language is false? A. Young children often have the ability to comprehend written language just as early as they can comprehend or reproduce oral language when given appropriate instruction B. Oral language typically develops before a child understands the relationship between spoken and written word C. Most young children are first exposed to written language when an adult reads aloud D. A child's ability to speak, read, and write depends on a variety of physiological factors, as well as environmental factors.
A
47. Collaborative Strategic Reading (CSR) is a teaching technique that depends on two treaching practices. These practices are: A. Cooperative learning and reading comprehension B. Cooperative reading and metacognition C. Reading comprehension and metacognition D. Cooperative learning and metacognition
A
60. Research indicates that developing oral language proficiency in emergent readers is important because: A. Proficiency with oral language enhances students' phonemic awareness and increases vocabulary B. The more verbally expressive emergent readers are, the more confident they become. Such students will embrace both Academic and independent reading levels. C. It encourages curiosity about others. With strong oral language skills, students begin to question the world around them. The more they ask, the richer their background knowledge D. It demonstrates to students that their ideas are important and worth sharing
A
64. A teacher has given the first paragraph of an essay to her students to analyze and discuss. Read the paragraph and answer the question: Americans have struggled with cigarettes far too long. Until now, it has been a personal choice to smoke (or not, but the time for change is rapidly approaching. Local legislation has already begun for schools, restaurants, arenas, and other public places to be smoke-free. Years ago cigarette smoking was presented by the media as being fashionable, even sexy. In magazines, movies, and later in television, celebrities would indulge themselves with a smoke and even be paid to endorse a rand. As recently as 1975, it was common for talk show hosts like Tom Snyder and Johnny Carson to keep a cigarette burning. Cigarette smoking in America has persisted inspite of frightening concerns like lung cancer and emphysema. over the years, the tobacco industry has sought to diffuse strong evidence that smoking is harmful. However, the myth of "safe cigarettes," questions about nicotine addiction, and denials about the dangers of secondhand smoke have proven to be propaganda and lies. The thesis statement is: A. However, the myth of "safe cigarettes," questions about nicotine addiction, and denials about the dangers of secondhand smoke have proven to be propaganda and lies B. Americans have struggled with cigarettes far too long C. Until now, it has been a personal choice to smoke (or not), but the time for change is rapidly approaching D. in magazines, movies and later in television, celebrities would indulge themselves with a smoke and even be paid to endorse a brand
A
68. A class will visit an assisted living facility to interview residents about their lives. Each group of three has selected a theme such as love, work, or personal accomplishment and written several questions around that theme. Next each group practices interviewing one another. The teacher then asks all the students to discuss the questions that caused them to respond most thoughtfully, as well as those they were less inspired by. The students decided the questions that were easiest to respond to asked for very specific information; for example, one inspiring question was, "Please tell me about something you learned to do as a child that affected the direction of your life." Those that were uninspiring were too broad, for example, "Please tell me about your happiest memory." After they interview the residents, each group of three students will work together to write a piece about the resident. This kind of approach is called: A. Collaborative learning B. Companion learning C. Bonded learning D. Group learning
A
75. The first-grade teacher wants her class to understand that stories have a certain order. She reads them a story, then orally reviews with them how each event that happened in the story caused the next event to happen. To reinforce the lesson the teacher should: A. Give each child a piece of drawing paper that has been folded in half and then again, creating four boxes, along with a piece that has not been folded. The teacher should then ask the students to draw a cartoon about the story. Each of the first four boxes will show the events in order. The second page is to show how the story ends. B. Give each child a piece of drawing paper and ask the students to draw the most important scene C. Give each child a piece of drawing paper and ask the students to draw the story's beginning on the front of the page and ending on the back D. Give each child a piece of drawing paper that has been folded in half and then again, creating four boxes, along with a piece that has not been folded. the teacher should then ask the students to draw a cartoon about anything they want. She reminds them to put their story cartoons in proper order
A
79. Which assessment will determine a student's ability to identify initial, medial, blended, final, segmented, and manipulated 'units'? A. Phonological awareness assessment B. High-frequency word assessment C. Reading fluency assessment D. Comprehension quick-check
A
80. A third grader knows he needs to write from left to right and from top to bottom on the page. He knows what sounds are associated with specific letters. he can recognize individual letters and can hear word families. He correctly identifies prefixes, suffixes, and homonyms, and his reading comprehension is very good. However, when he is asked to write, he becomes very upset. He has trouble holding a pencil, his letters are very primitively executed, and his written work is not legible. He most likely has: A. Dysgraphia B. Dyslexia C. Dyspraxia D. Nonverbal learning disorder
A
81. The phrase "Pretty as a picture" is BEST described as a: A. Metaphor B. Cliche C. Simile D. Figure of speech
A
88. Components of "Explicit instruction" include: A. Clarifying the goal, modeling strategies, and offering explanations geared to a student's level of understanding B. Determining the goal, offering strategies, and asking questions designed to ascertain whether understanding has been reached C. Reassessing the goal, developing strategies, and determining whether further reassessing of the goal is required D. Objectifying the goal, assessing strategies, and offering explanations geared toward a student's level of understanding.
A
91. An understanding of the meanings of prefixes and suffixes such as dis ,mis, un, re, able, and ment are important for: A. Reading comprehension B. Word recognition C. Vocabulary building D. Reading fluency
A
94. When working with English Language Learners, the teacher should: A. Avoid idioms and slang, involve students in hands-on activities, reference students' prior knowledge, and speak slowly B. Speak slowly, use monosyllabic words whenever possible, repeat each sentence three times before moving to the next sentence, and employ idioms but not slang C. Use monosyllabic words whenever possible, repeat key instructions three times but not in a row, reference students' prior knowledge and have students keep a journal of new vocabulary D. Have students keep a journal of new vocabulary, reference students' prior knowledge, speak slowly and involve students in hands-on activities
A
95. Editing involves: A. Correcting surface features such as sentence fragments, spelling and punctuation B. Fine-tuning the underlying structure of the piece to make the theme stand out C. Reconsidering ideas, adding or subtracting information, and changing the underlying structure D. Adding illustrations, charts, and other useful addenda
A
96. A seventh grader has never had much success with reading. Her ability to decode is rudimentary; she stops and starts when reading, frequently loses her place, or misreads an important word. She doesn't seem aware of where errors occur, or she does not attempt to correct them. When asked to tell about what she's read, her comprehension is minimal, to help her, instructional focus on which of the following would be most useful? A. Carefully organized lessons in decoding, sight words, vocabulary, and comprehension at least three to five times a week. These mini-lessons must be extremely clear, with the parts broken down to the lowest common denominator. The more tightly interwoven and systematized the instruction, the better chance this student will have B. A weekly lesson focusing on one aspect of reading. This student will be overwhelmed if too many strategies are offered at once. The instruction should focus first on recognizing sight words, then letter-sound association. Next, the girl needs an understanding of the rules of syntax. C. The student isn't trying. Her instruction should be aimed at helping her learn to be self-motivated and disciplined in her approach to learning. D. Comprehension strategies will help her grasp the overall meaning of a text. From there she can begin to drill down until she's able to combine various approaches that, working together, will enable her to read.
A
100. "Coarticulation" affects: A. Blending awareness B. Phonemic awareness C. Sequencing D. Aural awareness
B
11. Which of the following best explains the importance prior knowledge brings to the act of reading A. Prior knowledge is information the student gets through researching a topic prior to reading the text. A student who is well- prepared through such research is better able to decode a text and retain its meaning B. Prior knowledge is knowledge the student brings from previous life or learning experiences to the act of reading. It is not possible for a student to fully comprehend new knowledge without first integrating it with prior knowledge. C. Prior knowledge is predictive. It motivates the student to look for contextual clues in the reading and predict what is likely to happen next. D. Prior knowledge is not important to any degree to the act of reading, because every text is self-contained and therefore seamless. Prior knowledge is irrelevant in this application.
B
12. A cloze test evaluates a student's A. reading fluency B. Understanding of context and vocabulary C. Phonemic skills D. Ability to apply the alphabetic principle to previously unknown material
B
19. Which is grater, the number of english phonemes or the number of letters in the alphabet A. The number of letters in the alphabet because they can be combined to create phonemes B. The number of phonemes. A phoneme is the smallest measure of language sound C. They are identical; each letter "owns" a correspondent sound D. Neither. Phonemes and alphabet letters are completely unrelated.
B
35. Passage: The kindergarten teacher is concerned about three of her students. While they are enthusiastic about writing, they do not always recognize letters, confusing b, d, and p, or e and o. they do, however, know which sounds go with certain letters when they are orally drilled. When they write, they appear to be attempting letter-sound associations. "Now I'm writing "M," the teacher heard one boy say as he scripted a large "N" in the upper right corner of his paper. He studied it for a moment and added, "Nope, it needs another leg." The student then wrote a "I" beside the "N". "There," he said. "Now you are an "M". I can write the word, "man," because now I have "M". the child then moved to the lower left corner of the paper. "M-A-N," he said to himself, slowly pronouncing each sound. "I already have that "M". Here is where the rest of the word goes." He turned the paper sideways and wrote "N". The second child sang to herself as she gripped the crayon and scribbled lines here and there on her paper. Some of the lines resembled letters, but few actually were. Others were scribbles. As she "wrote," she seemed to be making up a story and seemed to believe she was writing the story down. The third child didn't vocalize at all while he worked. He gripped the paper and carefully wrote the same letter over and over and over. Sometimes the letter was large, sometimes tiny. He turned the paper in every direction so that sometimes the letter was sideways or upside down. Sometimes he flipped it backward. "What are you writing?" the teacher asked him. "My name," the child told her. The teacher then realized the letter was, indeed, the first letter of his name. She gently told him he had done a fine job of writing the first letter of his name. Did he want her to help him write the rest of it? "Nope," he cheerfully told her, "it's all here." He pointed at one of the letters and "read" his full name. He pointed at another letter and again seemed to believe it represented all the sounds of his name. Question: The teacher might best encourage the three students in the above example by: A. Suggesting they write an entire book rather than just a single page. This will build confidence, teach them sequencing, and encourage the young writers to delve deeper into their ideas. B. Ask the students to read their stories to her. Suggest they visit other children in the class and read to each of them. C. Contact the local newspaper and invite a reporter to visit her class and write a story about her emergent writers. In this way, they are sure to see themselves as "real writers" and will more fully apply themselves to the task. D. Invite all the parents to visit the class the following week. This will give all classmates, regardless of where they are on the learning spectrum, time to memorize their stories. The children will be very excited and beginning to see themselves as "real writers".
B
48. Context clues are useful in: A. Predicting future action B. Understanding the meaning of words that are not familiar C. Understanding character motivation D. Reflecting on a text's theme
B
71. A seventh-grade teacher asks the reading teacher to suggest a lesson students will find simultaneously challenging and fun. The reading teacher suggests the class read fairy tales from both Hans Christian Anderson and the Brothers Grimm and have a rapid-paced, energetic discussion about the many similarities and differences between the two while the teacher lists them on the board. The individual strategies the students will employ are: A. Collaborative learning and genre B. Brainstorming and a compare/contrast strategy C. Collaborative learning and brainstorming D. Analyzing and genre
B
73. A seventh-grade teacher asks the reading teacher to suggest a lesson students will find simultaneously challenging and fun. The reading teacher suggests the class read fairy tales from both Hans Christian Anderson and the Brothers Grimm and have a rapid-paced, energetic discussion about the many similarities and differences between the two while the teacher lists them on the board. The primary benefit of this exercise is that it promotes students': A. Vocabulary B. Comprehension C. Fluency D. Word identification
B
82. A fourth-grade teacher had her students write haiku in order to promote the students' ___________________. A. Reading comprehension B. Vocabulary C. Word identification skills D. Confidence
B
84. Activating prior knowledge, shared reading, and using graphic organizers are all examples of what type of instructional concept? A. Modeling B. Scaffolding C. Assessing D. Inspiring
B
89. A teacher has challenged a student with a book about Antarctica that is just beyond the high end of the student's Instructional level. The teacher points out that the student already knows quite a bit about penguins because the class studied them earlier in the year. He reminds the student that she's recently seen a television show about the seals that also live in Antarctic waters. The teacher gives the student a list of words she's likely to find in the text, and they discuss what those words might mean. The student begins to read, but stops to ask the teacher what circumpolar means. The teacher is also unfamiliar with the word, but reminds her that circum is a prefix. The student recalls that it means "about or around" and deduces that circumpolar most likely refers to something found around or in a polar region. This instructional approach is called: A. Modular instruction B. Scaffolding C. Linking D Transmutation
B
9. The purpose of corrective feedback is A. to provide students with methods for explaining to the teacher or classmates what a passage was about B. To correct an error in reading a student has made, specifically clarifying where and how the error was made so that the student can avoid similar errors in the future C. to provide a mental framework that will help the student correctly organize new information D. To remind students that error is essential in order to truly understand and that it is not something to be ashamed of
B
92. VC, CVC, CCVC, CVCC, and CCVCC are among the types of: A. Homophones B. Closed syllables C. Monosyllabic words D. Polyglotal indicators
B
93. A student is taking a reading test. The teacher has blocked out a number of words. Each blank is assigned a set of three possible words. The student must select the correct word from each set so that the text makes sense. The student is taking: A. A cloze test B. A maze test C. A multiple-choice quiz D. A vocabulary test
B
99. "Verbal dyspraxia" refers to: A. Trouble with the physical act of writing B. Confusing word or sentence order while speaking C. Misplacement of letters within words D. An inability to process verbal information
B
10. Dr. Jenks is working with a group of high school students. They are about to read a science book about fossils. Before they begin, she writes the words stromatolities, fossiliferous, and Eocene on the board. She explains the meaning of each word. These words are examples of: A. Academic words B. Alliteration C. Content-specific words D. Ionization
C
2. Another name for a persuasive essay is: A. Dynamic Essay B. Convincing essay C. Argumentative essay D. Position Paper
C
24. "Decoding" is also called: A. Remediation B. Deciphering C. Alphabetic principle D. Deconstruction
C
32. A student encounters a multi-syllabic word. She's not sure if she's seen it before. What should she do first? What should she do next? A. Locate familiar word parts,then locate the consonants B. Locate the consonants then locate the vowels C. Locate the vowels, then locate familiar word parts D. Look it up in the dictionary, then write down the meaning
C
38. A teacher is teaching students analogizing. She is teaching them to: A. Identify and use metaphors B. Identify and use similes C. Identify and use groups of letters that occur in a word family D. Identify and use figures of speech
C
45. A teacher is working with a student who is struggling with reading. The teacher gives him a story with key words missing: The boy wanted to take the dog for a walk. The boy opened the door. The ________ ran out. The _______looked for the dog. When he found the dog, he was very _______. The student is able to fill in the blanks by considering: A. Syntax. Oftentimes, word order gives enough clues that a reader can predict what happens next. B. Pretext. By previewing the story, the student can deduce the missing words. C. Context. By considering the other words in the story, the student can determine the missing words. D. Sequencing. By putting the ideas in logical order, the student can determine the missing words.
C
49. A teacher has a child who does not volunteer in class. When the teacher asks the student a question the student can answer, she does so with as few words as possible. The teacher isn't sure how to best help the child. She should: A. Leave the child alone. She is clearly very shy and will be embarrassed by having attention drawn to her. She is learning in her own way. B. Ask two or three highly social children to include this girl in their activities. She is shy, and she probably won't approach them on her own. C. Observe the child over the course of a week or two. Draw her into conversation and determine if her vocabulary is limited, if she displays emotional problems, or if her reticence could have another cause. Note how the child interacts with others in the class. Does she ever initiate conversation? If another child initiates, does she respond? D. Refer her to the school counselor immediately. It is clear the child is suffering from either a low IQ or serious problems at home.
C
50. For their monthly project, a group of students can choose to read and respond to one book on a list supplied by their teacher. The books are grouped according to genre. Most students choose books listed in the genre that is described as "modern-day stories that are not true, but seem a though they could really happen." A. Historical fiction B. Autobiography C. Realistic fiction D. Fantasy
C
51. A high school class reads an essay about the possible effects of sexual activity on teens. The author's position is very clear: She believes young people should avoid sex because they aren't mature enough to take the necessary steps to remain saffe. The author cites facts, research studies, and statistics to strengthen her position. This type of writing is called: A. Expository B. Narrative C. Persuasive D. Didactic
C
52. A reading teacher feels that some of the strategies aren't effective. He has asked a specialist to observe him and make suggestions as to how he can improve. The reading specialist should suggest that first: A. The teacher set up a video camera and record several sessions with different students for the specialist to review. The presence of an observer changes the outcome; if the specialist is in the room, it will negatively affect the student's ability to read. B. The teacher reflects on his strategies himself. Which seem to work? Which don't? Can the teacher figure out why? It's always best to encourage teachers to find their own solutions so that they can handle future issues themselves C. They meet to discuss areas the teacher is most concerned about and decide on the teacher's goals. D. The specialist should arrive unannounced to observe the teacher interacting with students. This will prevent the teacher from unconsciously over-preparing.
C
6. A third grade teacher has several students reading above grade level. Most of the remaining students are reading at grade level. there are also a few students reading below grade level. She decides to experiment. Her hypothesis is that by giving the entire class a chapter book above grade level, high level readers will be satisfied, grade-level readers will be challenged in a positive way, and students reading below grade level will be inspired to improve. Her method is most likely to: A. Succeed, producing students reading at an Instructional reading level. High-level readers will be happy to be given material appropriate to their reading level. Grade-level readers will challenge themselves to improve reading strategies in order to master the text. Because only a few of the students are reading below grade level, the other students, who feel happy and energized, will inpsire the slower readers by modeling success. B. Succeed, producing students reading at an Independent reading level. High- level readers will independently help grade-level readers who will, in turn, independently help those below grade level. C. Fail, producing students at a Frustration reading level. Those reading below grade level are likely to give up entirely. Those reading at grade level are likely to get frustrated and form habits that will actually slow down their development D. Fail, producing students reading at a chaotic reading level. By nature, children are highly competitive. The teacher has not taken into consideration multiple learning styles. The children who are at grade level will either become bitter and angry at those whose reading level is above grade level or simply give up. The children reading below grade level will not be able to keep up and will in all likelihood act out their frustration or completely shut down.
C
61. In preparation for writing a paper, a high school class has been instructed to skim a number of Internet and print documents. They are being asked to: A. Read the documents several times, skimming to a deeper level of understanding each time B. Read the documents quickly, looking for those that offer the most basic, general information C. Read the documents quickly, looking for key words in order to gather the basic premise of each D. Read the documents carefully, looking for those that offer the most in-depth information
C
66. The teacher and her students brainstorm a list of talents, skills, and specialized knowledge belonging to members of the class. Some of the items on the list include how to make a souffle, how to juggle, and how to teach a dog to do tricks. One student knows a great deal about spiders, and another about motorcycles. She asks each student to write an essay about something he or she is good at or knows a great deal about. What kind of essay is she asking the students to produce? A. Cause and effect B. Compare/Contrast C. Example D. Argumentative
C
69. A class will visit an assisted living facility to interview residents about their lives. Each group of three has selected a theme such as love, work, or personal accomplishment and written several questions around that theme. Next each group practices interviewing one another. The teacher then asks all the students to discuss the questions that caused them to respond most thoughtfully, as well as those they were less inspired by. The students decided the questions that were easiest to respond to asked for very specific information; for example, one inspiring question was, "Please tell me about something you learned to do as a child that affected the direction of your life." Those that were uninspiring were too broad, for example, "Please tell me about your happiest memory." The genre the teacher expects is: A. Memoir B. Historical fiction C. Biography D. Autobiography
C
70. A class will visit an assisted living facility to interview residents about their lives. Each group of three has selected a theme such as love, work, or personal accomplishment and written several questions around that theme. Next each group practices interviewing one another. The teacher then asks all the students to discuss the questions that caused them to respond most thoughtfully, as well as those they were less inspired by. The students decided the questions that were easiest to respond to asked for very specific information; for example, one inspiring question was, "Please tell me about something you learned to do as a child that affected the direction of your life." Those that were uninspiring were too broad, for example, "Please tell me about your happiest memory." The teacher wants the students to apply what they've learned across content areas. which of the following strategies would be most effective? A. Students will interview a family member, asking the same questions B. Students will write a personal piece in which they address the same questions C. Students will do online research about the cultural, economic, or political events that were occurring during the specific time about which they've written. D. Students pretend to be the interviewee and rewrite the piece from a first person point of view.
C
72. A seventh-grade teacher asks the reading teacher to suggest a lesson students will find simultaneously challenging and fun. The reading teacher suggests the class read fairy tales from both Hans Christian Anderson and the Brothers Grimm and have a rapid-paced, energetic discussion about the many similarities and differences between the two while the teacher lists them on the board. The lesson is asking the students to consider two different: A. Learning styles B. Genres C. Writing styles D. Reading styles
C
74. The students enjoyed the assignment so much that the teacher suggested they select one fairy tale and modernize it without changing the basic structure. Evil kings and queens could become corrupt politicians; pumpkins could turn into Hummers, and romantic princes might reveal themselves as rock stars. The teacher believes this assignment will most effectively demonstrate to the students: A. The importance of setting to meaning B. The importance of characters to meaning C. The importance of culture to meaning D. The importance of creativity to meaning
C
8. At the beginning of each month, Mr. Yi has Jade read a page or two from a book she hasn't seen before. He notes the total number of words in the section, and also notes the number of times she leaves out or misreads a word. If Jade reads the passage with less than 3% error, Mr. Yi is satisfied that Jade is A. Reading with full comprehension B. Probably bored and should try a more difficult book C. Reading at her Independent reading level D. Comfortable with the syntactical meaning
C
83. A second-grade teacher wants to help her students enrich their vocabulary. She's noticed that their writing journals are filled with serviceable but unexciting verbs such as "said" and "went," and general rather than specific nouns. The most effective lesson would involve: A. Suggesting students use a thesaurus to substitute more unusual words for common ones B. Suggesting students add an adjective to each noun C. Brainstorming a list of verbs that mean ways of talking or ways of going, then adding them to the word wall along with some nouns that specify common topics D. Suggesting students look up the meanings of boring words and consider another way to express them
C
97. Silent reading fluency can best be assessed by: A. Having the student retell or summarize the material to determine how much was understood B. Giving a written test that covers plot, theme, character development, sequence of events, rising action, climax, falling action, and outcome. A student must test at a 95% accuracy rate to be considered fluent at silent reading C. Giving a three-minute Test of Silent Contextual Reading Fluency four times a year. the student is presented with text in which spaces between words and all punctuation have been removed. The student must divide one word from another with slash marks, as in the following example:The/little/sailboat/bobbed/so far/in/the/distance/it/looked/like/a/toy. The more words a student accurately separates, the higher her silent reading fluency score. D. Silent reading fluency cannot be assessed. It is a private act between the reader and the text and does not invite critique
C
29. When should students learn how to decode? A. Decoding is the most basic and essential strategy to becoming a successful reader. It should be introduced to kindergartners during the first two weeks of school B. Decoding is not a teachable skill. It is an unconscious act and is natural to all learners C. Decoding should be taught only after children have mastered ever letter-sound relationship as well as every consonant digraph and consonant blend. They should also be able to recognize and say the 40 phonemes common to English words and be able to recognize at least a dozen of the most common sight words D. Decoding depends on an understanding of letter-sound relationships. As soon as a child understands enough letters and their correspondent sounds to read a few words, decoding should be introduced.
D
65. A teacher has given the first paragraph of an essay to her students to analyze and discuss. Read the paragraph and answer the question: Americans have struggled with cigarettes far too long. Until now, it has been a personal choice to smoke (or not, but the time for change is rapidly approaching. Local legislation has already begun for schools, restaurants, arenas, and other public places to be smoke-free. Years ago cigarette smoking was presented by the media as being fashionable, even sexy. In magazines, movies, and later in television, celebrities would indulge themselves with a smoke and even be paid to endorse a rand. As recently as 1975, it was common for talk show hosts like Tom Snyder and Johnny Carson to keep a cigarette burning. Cigarette smoking in America has persisted in spite of frightening concerns like lung cancer and emphysema. over the years, the tobacco industry has sought to diffuse strong evidence that smoking is harmful. However, the myth of "safe cigarettes," questions about nicotine addiction, and denials about the dangers of secondhand smoke have proven to be propaganda and lies. The next three paragraphs in the essay will most likely address: A. Smoking as a personal choice, changes in local legislation, and how fashionable smoking once was B. How fashionable smoking once was, talk show hosts smoking on air, the myth of "safe cigarettes" C. Propaganda and lies, the myth of "safe cigarettes," and how long Americans have struggled with cigarettes D. The myth of "safe cigarettes," questions about nicotine addiction, and the dangers of secondhand smoke
D
