STR Practice Exam 2

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A kindergarten teacher notices that many of her students have trouble verbally recalling the setting of the short story while reading. She wants to give these students a mini-lesson where they work with identifying the setting. In order to best achieve this goal, the teacher should incorporate which of the following into the mini-lesson? Model how to complete a sequencing chart and provide one for students to use during the next reading. Provide students with a list of frequently used transition words (first, next, last) and have students find and circle these types of words in a sample text. Conduct a read-aloud and model how to pick out key words and phrases that indicate a change in character's feelings. After annotating a short text for elements of the setting, have students draw a picture of where the story or scene takes place.

After annotating a short text for elements of the setting, have students draw a picture of where the story or scene takes place. Teaching students how to find clues to the setting and then allowing them to draw the setting on paper will build student's future skills of creating a visual image of the setting while reading a text.

A third-grade class has broken into small groups to participate in differentiated learning opportunities. The teacher has created groups based on student interests and current skill levels. One group will read various fiction and nonfiction texts describing life during ancient times, as well as studying relevant root words and vocabulary terms, and continuing to work on spelling and decoding complex, unfamiliar words. Today the group is reading the short article "Life in Athens and Rome." Below is an excerpt from the article: The citizens of Athens and Rome lived similar lives. In both cities, men were responsible for working outside the home. Women were expected to stay home and take care of the house and children. The people were polytheistic, worshiping many gods and goddesses. You may have heard of Zeus, Poseidon, or Athena, for whom the city of Athens is named. For fun, the Romans attended gladiator battles at the Colosseum. Athenians enjoyed spending time at the theatre, watching tragedies and comedies played out on stage. At the end of the reading, the group answers some teacher-generated questions like, "What would it be like to live in Ancient Athens or Rome? Would you choose to go back to that time, or would you rather stay here in the present? Take a few seconds to think about your answer, and then share with your group." While the groups are reading and discussing, the teacher walks around listening to the groups' discussions and responding to individual students or groups as needed. What is the most likely primary purpose of the discussion at the end of the reading? It provides students with a time to use new vocabulary words in context. It allows students time to decompress after a strenuous reading session. It encourages students to make text-to-self connections. It builds in an opportunity for an informal reading comprehension assessment.

It encourages students to make text-to-self connections. By asking students to put themselves in ancient times and choose whether or not to live then, students are making a connection between themselves and the text, an important active reading technique.

A kindergarten classroom is composed of 30% ELL learners whose native language is Spanish. What is one way the teacher can support these students in learning print concepts? Label parts of the classroom in both Spanish and English. Identify which phonemes are present in English but not Spanish and provide targeted instruction on those phonemes. Create a list of conversational cognate words to help students communicate with peers. Provide audio recordings of the same text in both English and Spanish.

Label parts of the classroom in both Spanish and English. Labeling the classroom environment reinforces the idea that words are made up of letters. By using both languages, the student is able to understand the print concept without having to also decode the English word.

During independent reading time in a pre-k classroom, the teacher notices Alec consistently holds his book upside down and seems to flip back and forth between the pages with no meaningful purpose. Which of these strategies would best help Alec learn the correct way to hold and read a book? Allow Alec to continue without intervention because he will eventually learn to read correctly. Model correct reading techniques through frequent small and whole group class readings. While reading individually with Alec, point to letters on the page and say their name and sound. Sit with Alec and ask him to point to each word on the page as he "reads."

Model correct reading techniques through frequent small and whole group class readings. Modeling how to hold a book and turn the pages is an effective strategy for teaching the area of print concepts for which Alec needs help.

Mrs. Johnson's first-grade class has just started a unit of study on the solar system. While silently reading a short fiction text about two animals that travel to space, Mrs. Johnson walks about the room and looks over the graphic organizer students are expected to complete during the reading. She notices that quite a few of her ELL students have written almost nothing on the paper and appear to be struggling to process the text. What is the first step Mrs. Johnson should take in order to best help these students succeed with comprehending this text? Read aloud to this small group so they can focus on comprehension and not decoding. Review important space vocabulary terms using pictures and cognates when possible. Swap the story for a less abstract text about the solar system that uses simpler vocabulary terms and includes pictures. Swap the blank graphic organizer with a partially completed one so they can use sentence stems to guide their completion.

Review important space vocabulary terms using pictures and cognates when possible. Providing photos, cognates, and definitions for the content-specific vocabulary in the text is the first step a teacher should take in order to ensure the success of ELL readers.

A teacher gives an informal assessment asking students to spell a variety of CVC words, most with three letters but some with four. Below is a sample of one student's assessment. Spoken CVC Word Student Spelling bat bt fir fr dog dg slip sp hum hm Based on these answers, this student is at what level of phonemic segmentation? The student is able to hear both the initial and final consonant sounds in words. The student is able to hear the initial, medial, and final consonant sounds in words. The student is able to hear the initial sound in words. The student is able to hear three and four phoneme sounds in CVC words.

The student is able to hear both the initial and final consonant sounds in words. This student is able to hear the initial and final consonant sounds as indicated by writing two consonants during the assessment.

At the beginning of a new term, a teacher asks students to fill out a questionnaire about their lives, interests, experiences in school, strengths, and basic reading habits. Which of the following is not an example of how this questionnaire should be used to help in the classroom? This information can be used to group students into pods based on their similarities. This information can be used to plan lessons about the student's culture and strengths and ensure they have the proper background knowledge necessary to comprehend new material. This information can be used to guide independent reading selection best suited to students' interests. This information can be used to have personal conversations with students about their lives to build trust and camaraderie.

This information can be used to group students into pods based on their similarities. This questionnaire is an example of information relevant to an asset-based approach to education. Asset-based education seeks to break students of biases by celebrating diversity of background and strengths. Grouping students based on similarities would negate this approach.

A teacher calls a student to her desk and asks the student to read from a passage out loud. As the student reads, the teacher records any errors in pronunciation made by the student. This teacher is assessing the student's: speed. prosody. fluency. accuracy.

accuracy. Noting any errors in pronunciation while reading is a way to assess a reader's accuracy.

A teacher hands out a stack of picture cards with familiar images (a ball, the sun, a chair) to each student. The class is asked to lay the cards on their desks face up. Next, the teacher says she will say a word slowly ("sss..uuu..nnn"). The students are to pick up the picture that matches the word she said and hold it in their hands. After everyone has grabbed a picture, the class holds the photos up for the teacher to scan. Then the class says the word together, and the process repeats. This activity helps students decode words by practicing how to: blend phonemes into words. match phonemes to graphemes. rhyme words. segment words into phonemes.

blend phonemes into words. In order to choose the correct picture, the students have to be able to blend the phonemes spoken by the teacher into the correct word. This activity helps practice blending.

A first-grade student is reading aloud from a picture book. He gets to the following sentence and pauses at the underlined word. The boy has a soccer ball. He plays with his friends. The student looks ahead to the rest of the sentence and scans the photo on the page. He thinks to himself, "What does the boy have? It's black and white. A soccer ball!" Then he says "soccer" aloud and continues reading. The student is using what word identification strategy to decode the unfamiliar word? phonemic analysis contextual analysis morpheme analysis miscue analysis

contextual analysis The student uses the context of the sentence and the provided illustration to make an educated guess at decoding the unfamiliar word.

A first-grade teacher finds an animated video depicting a familiar fairy tale story. The video has subtitles on-screen during the animation. The teacher plays the video once for the class. Next, she gives each student a copy of the transcript and asks them to follow along on paper with a finger while the video plays. Listening to audio-recordings of a text while reading along primarily benefits students in which area? developing reading comprehension skills developing reading fluency skills developing oral language skills developing print concepts and word awareness

developing reading fluency skills Hearing a story read aloud while following along is one way to help students develop reading fluency skills. By listening to a fluent reader, students can hear and then mimic reading with appropriate speed and prosody. Students are also able to make the connection between punctuation and written text as they follow along with the audio recording.

Ms. Holden uses circle time every afternoon to read a new story aloud to the class. She uses big books so that every student can easily see the text. While she reads, she scans her finger along the text. They discuss who the author and illustrator are, how to hold a book, turn the pages, and identify the front and back cover. Ms. Holden frequently asks students to help her read by pointing to parts of the book for her. In order to meet kindergarten benchmarks, in addition to knowing print directionality and how to hold a book, students should also be able to: identify an index, glossary, or table of contents. distinguish the author from the illustrator. identify the front and back cover and title page of a book. identify at least 20 uppercase letters and know that words are made of letters.

identify the front and back cover and title page of a book. By the end of kindergarten, students should know how to hold a book, which direction the pages go, and be able to identify the covers and title page.

A kindergarten student has mastered identifying and naming letters. In order to move this student along and meet kindergarten TEKS benchmarks for fluency, the teacher should begin incorporating activities that focus on: reading a text with clear emotion and emphasis. using context clues to decode unfamiliar words. reading connected texts. identifying sight words and matching spoken words to their text.

identifying sight words and matching spoken words to their text. Once students have mastered identifying letters, they can begin to memorize sight words and match spoken words to text on a page.

A kindergarten class is reading a version of the story of the Three Little Pigs. The teacher asks, "The big bad wolf has approached the straw house. What do you think will happen when he tries to blow it down?" This question tests what level of comprehension? evaluative inferential literal summative

inferential Making predictions is a component of inferential comprehension.

The following is a conversation heard between two first-grade students during recess. Student A: Hey! Want to play tag? Student B: Sí. Run now? Student A: Do you want to be it first, or should I? Student B: I not sure... Student A: I'll be the tagger first. You go that way! Quick, run fast! Student B: Okay, I go! Based on student B's speech, she is most likely in which stage of speaking proficiency, according to the TELPAS Proficiency Level Descriptors? beginning intermediate advanced advanced-high

intermediate This student is able to be understood by student A, but makes mistakes with verb tense and still speaks in short sentences, indicating she is likely in the intermediate stage of speaking.

Which set of words below would fall into the category of tier three words? convince, argue, deny ask, tell, say isotope, reaction, element peer, resident, volunteer

isotope, reaction, element These terms represent tier three words; they have specific definitions in their scientific context that students would need explicit instruction to understand.

A teacher invites students to sit at her desk where she has a set of letter tiles. The teacher spells a CVC word with the tiles and asks the student to read the word aloud. The teacher notes whether the word is read correctly or not. Then the teacher swaps out a tile to create a new word and the process repeats. Students are assessed on how well they can read the new CVC words with a goal of 25 words correct. Based on the skill being assessed, this teacher most likely teaches which grade level? prekindergarten kindergarten first grade second grade

kindergarten The ability to recognize that new words are created when letters are changed, added, or deleted is a benchmark associated with kindergarten-level students.

In a first-grade classroom, students have been asked to come to the teacher's desk to individually read a short passage. The selected passage is at grade level and describes a day in the life of a grocery store clerk. While reading, Jenny pauses at the word "salmon" in the sentence "Next, the clerk looks at the fresh fish display, which has crab, tuna, and salmon on ice." Jenny looks back at the previous words in the sentence before confidently saying "salmon" and finishing the sentence. Which decoding strategy did Jenny use to decode "salmon"? code-based phonics-based root-based meaning-based

meaning-based Jenny uses the context of the sentence to decode the challenging word. This is an example of meaning-based decoding.

A third-grade class is beginning a unit on short stories. The teacher begins the unit by asking students to brainstorm things they know about story structure. They read aloud and discuss a common fairy tale. Students are given a list of relevant vocabulary terms, such as setting, plot, theme, conflict, and the class works together to fill out a plot diagram and answer basic comprehension questions. The next day, the teacher reads aloud a new story, and students are placed into groups to repeat the previous day's activities. In order to ensure maximum success on the assignment, the teacher should form groups by: letting the students pick who they'd like to work with. using a randomizer. mixing student ability level. putting students with similar reading levels in the same group.

mixing student ability level. Creating groups of mixed abilities ensures that students of any ability level can access and participate in the activity.

A third-grade student is reading aloud from a text. She gets to the following sentence and pauses at the underlined word. The turtle's helplessness, now that he was on his back,... The student looks at the unknown word. She scans the word again and sees the smaller word "help." She covers those letters with her finger. "I see the word less too!" she thinks to herself. "Help...less....ness" she says aloud. She restarts the sentence, correctly and quickly decodes "helplessness" this time and continues reading. The student is using what word identification strategy to decode the unfamiliar word? literary analysis morpheme analysis contextual analysis phonemic analysis

morpheme analysis The student breaks the unknown word down by identifying the root "help" and the suffixes "-less" and "-ness." This is an example of using morpheme analysis to decode an unfamiliar term.

While conducting a running record or miscue analysis, a teacher listens to a student read aloud and assesses the reading on the student's prosody, self-corrections, repetitions, and omissions. Which component listed is subjective and less easily marked using written symbols? repetition omission prosody self-correction

prosody Because prosody is an evaluation of how well a student uses expression in a reading, it is a subjective component of reading fluency assessment. Prosody is a component of reading fluency but is not always assessed during a running record or miscue analysis.

Identifying the point-of-view of a text is an important step for conducting more detailed literary analysis. According to the TEKS benchmarks for reading comprehension, by which grade level should students be able to correctly identify the use of first- or third-person narration? first grade second grade third grade fourth grade

second grade By second grade, students should be able to correctly identify the use of first- or third-person point of view.

At the beginning of the school year, the pre-k teachers have a brief, informal discussion with each student. The teacher asks questions to develop an understanding of the student's home life and reading habits. Below is the conversation between Julia and the teacher. Teacher: Hey, Julia, how are you today? I was hoping to have a little chat and get to know you a little bit. Julia: Alright. Teacher: So, what's your favorite book you read at home? Julia: I don't read a lot at home. Teacher: Do you ever read any books at home with your mom and dad? Julia: Not much. Mom works at night and dad is tired after working during the day. Teacher: So what do you do when you get home from school? Julia: My sisters and I play together, listen to the radio, or watch television until dinner time. Then we take a bath and go to bed. Teacher: What are your sisters' names? What games do you play together?... Based on this conversation, the teacher is concerned that Julia may have a likely deficiency in which category of vocabulary development? listening speaking writing reading

reading Because Julia is not reading at home or being read to, she will only have exposure to written words during class time. Research shows reading a variety of books is one of the best ways to improve vocabulary.

During her morning opening, Mrs. Martin sings a welcome song with the class. Mrs. Martin says, "Good Morning, Good Morning, Jill, how are you?" While she sings, she claps along with each word. The student she calls on is expected to reply, "Good morning, I'm (insert feeling), How are you (insert another student's name)," and clap for each word she speaks. Then the student Jill calls will repeat the reply, clapping along with his response. Clapping along with their speech helps students to practice: counting syllables in a word. segmenting words into syllables. segmenting sentences into words. counting words in a sentence.

segmenting sentences into words. Clapping for each word in a sentence helps to develop a student's concept of word awareness. Students need to understand word awareness before they can master syllable and phonemic awareness.

At the end of every week, students are given a spelling assessment that uses words and spelling patterns reviewed that week. The following is a copy of a student's spelling test. Given Word Student Spelling star star care car pair pair most most time tim brown brown whale whal Based on these results, the student needs direct instruction in which area? vowel digraphs vowel diphthongs silent e consonant blends

silent e The student misspelled every word that ends with a silent e. This student needs direct instruction with this spelling pattern.

When using morphemic analysis to determine the meaning of words, students use all of the following word parts, if present, except: syllables. prefix. suffix. root.

syllables. The number of syllables is not related to the word's meaning and does not factor into morphemic analysis.

A teacher calls a student to her desk. She says, "Hey Jake, I noticed you and Matt are done with your math activity. I'd like you to take two pieces of paper from the art bin, some markers, and two scissors. Tell Matt I'd like him to practice writing the letters D, B, and P while you practice E, F, and H. Can you repeat that to me first?" According to The Texas Essential Knowledge and Skills, the ability to restate directions is something that can be expected of: students kindergarten and above. students second grade and above. students pre-k and above. students first grade and above.

students kindergarten and above. The Texas Essential Knowledge and Skills (TEKS) standards expect kindergarten students to be able to restate oral directions.

Every Monday students in a first-grade class are asked to write about a topic of their choice. The teacher informally reviews these journals as a way to assess her student's progress with certain orthographic or grammatical concepts. A student writes the following sentence. We got ice creem and spended time at the bech. Based on this writing sample, this student is most likely in which stage of spelling development? precommunicative semiphonetic conventional transitional

transitional Transitional students can spell many words correctly, but still struggle with irregular spellings. Based on this student's errors, he is likely in the transitional stage.

The following is a copy of a student's answers during a spelling assessment. Given Word Student Answer cart cat paper papur torn ten pilot pilot mouse mouse snowman snowman bird berd bathroom bathroom The student in this example is struggling with spelling: words with open syllables. words with vowel teams. words with two or more syllables. words with r-controlled vowels.

words with r-controlled vowels. The student struggles to spell the words that are r-controlled and should receive further instruction in this spelling pattern.

Mr. Byrd's pre-k class begins the day by singing a good morning song. During the song, students say each other's names and clap out the syllables in the names. After the song, the class reviews the calendar, discussing the letters that the day and month begin with (for example, "March begins with what letter?"), the number of the date, whether it is odd or even, and what the weather is like that day. Next, Mr. Byrd introduces the word of the day. Students say the word, discuss the meaning, and try to come up with rhyming words. After this opening discussion, students break up to work on individual reading activities while Mr. Byrd circulates through the room. Mr. Byrd wants to informally assess the students' current skill levels in phonological awareness. He invites students to his desk to participate in a number of targeted activities. Which of the questions below would best assess a student's mastery of syllable awareness? "How many words are in the sentence, 'He is fishing?'" "Which of these words does not rhyme? Pig, Pen, Dig" "What word am I saying when I say 'trum.....pet?'" "What word is made with the sounds /b/ and /all/?"

"What word am I saying when I say 'trum.....pet?'" Saying the syllables of a word separately and asking students to repeat the whole word can test their mastery of syllable awareness.

After conducting a diagnostic spelling test, a teacher is developing a plan to provide direct, targeted instruction for each student. Which activity would be most appropriate for a student in the transitional stage of spelling? Create word webs with Latin or Greek roots at the center. Sort words into lists based on like spelling patterns. Practice irregular spelling patterns by using any misspelled words in sentences. Add suffixes to a root word to create various forms of the word (jump, jumps, jumper, jumping, jumped).

Add suffixes to a root word to create various forms of the word (jump, jumps, jumper, jumping, jumped). This activity would be appropriate for a student in the transitional stage of spelling development.

During independent reading time, a teacher walks around and holds mini book conferences with each student. She asks basic comprehension questions like, "What's happening now?" or "How did the character respond to X?" While conferencing with Jane, the teacher has trouble getting Jane to relate anything that has happened other than the characters' names. In order to help Jane succeed, what is the first step the teacher should take? Assess Jane's current reading level and make sure the text is not at her instructional reading level. Assess Jane's current reading level and make sure the text is not above her frustrational reading level. Assess Jane's current reading level and make sure the text is not above her independent reading level. Assess Jane's current reading level and compare the reading level of the text she's currently reading to texts she has read previously.

Assess Jane's current reading level and make sure the text is not above her independent reading level. Finding Jane's current reading level and ensuring that her novel selection is within an appropriate range is a good first step for helping Jane read texts that she can comprehend and discuss with less difficulty.

A kindergarten classroom is participating in a read aloud of the story How Much Does a Ladybug Weigh? by Alison Limentani. The book counts down from ten and compares the weights of various animals to each other. "10 ants weigh as much as one ladybug. 9 ladybugs weigh the same as 1 grasshopper." On each page, the teacher pauses to ask students what sounds are made by the animals in the illustration. She calls on students to identify the letter the animals' names begin with. They briefly discuss whether they've seen the animal in real life or not. The teacher would like to further her students' understanding of the key concepts of the text. Which activity below will best achieve this goal? Assign each student an animal from the book to research and give a brief oral report on. Break students into groups, provide them with a basic scale, and have them weigh and compare a variety of classroom objects, recording their results in a table. Ask students to draw a picture of an animal from the book and write its name in capital letters. Have students complete a basic plot diagram about the text with a partner.

Break students into groups, provide them with a basic scale, and have them weigh and compare a variety of classroom objects, recording their results in a table. Because the book was about weight comparisons, this is the best extension activity to help students understand the concept of weight and size differences.

A kindergarten classroom has three ELL students who recently joined the class. The students are able to answer direct questions from the teacher with one or two-word answers but mostly remain silent. They are attentive during lessons but don't engage much with the English-speaking students. Which strategy should the teacher employ to help move these students from the early production stage of language acquisition to the productive language use stage? Ask the parents to speak as much English as possible at home so the student can continue learning English in both environments. Verbally correct any errors in speech as soon as possible so the student can learn to not make them again. Build in lots of classroom time to pretend play and low-stakes conversational opportunities. Provide lists of vocabulary terms in both languages after a reading or lesson.

Build in lots of classroom time to pretend play and low-stakes conversational opportunities. At this stage of language acquisition, students need exposure to naturally-occuring English speech. By allowing students opportunities for pretend play, ELL students can listen to native speakers and join in the conversation in a low-stakes environment.

A teacher is reviewing her student's current decoding skills. She recently called students to her desk to have them read from a list. While the students read, the teacher underlines any words that were not read correctly. The following is one student's graded assessment. ream pat made ship cup bath pear slot mist hair sand tote Based on these errors, this student is ready for instruction in CVVC spelling patterns CVCC spelling patterns CVCe spelling patterns CCVC spelling patterns

CVVC spelling patterns The student misread all of the CVVC words on the list, indicating he needs instruction in this spelling pattern.

While analyzing the results of a recent reading assessment, the teacher notices a small group of students are having difficulty identifying the main character and critical plot points in the text. Which strategy below would best help these students develop this skill? Assign a new text for students to read independently and answer comprehension questions on paper. Allow these students to complete a plot diagram while reading the next text. Reread the assessment text with each student individually and point out the correct answers. Conduct a mini-lesson about main characters and plot in which the students participate in a guided reading over a new text.

Conduct a mini-lesson about main characters and plot in which the students participate in a guided reading over a new text. Pulling these students aside for a guided reading will allow the teacher to model strategies to use while searching for the main character and key plot points. It also provides an opportunity for the teacher to have a conversation with students and further assess their understanding of the skill.

A third-grade class has broken into small groups to participate in differentiated learning opportunities. The teacher has created groups based on student interests and current skill levels. One group will read various fiction and nonfiction texts describing life during ancient times, as well as studying relevant root words and vocabulary terms, and continuing to work on spelling and decoding complex, unfamiliar words. Today the group is reading the short article "Life in Athens and Rome." Below is an excerpt from the article: The citizens of Athens and Rome lived similar lives. In both cities, men were responsible for working outside the home. Women were expected to stay home and take care of the house and children. The people were polytheistic, worshiping many gods and goddesses. You may have heard of Zeus, Poseidon, or Athena, for whom the city of Athens is named. For fun, the Romans attended gladiator battles at the Colosseum. Athenians enjoyed spending time at the theatre, watching tragedies and comedies played out on stage. At the end of the reading, the group answers some teacher-generated questions like, "What would it be like to live in Ancient Athens or Rome? Would you choose to go back to that time, or would you rather stay here in the present? Take a few seconds to think about your answer, and then share with your group." While the groups are reading and discussing, the teacher walks around listening to the groups' discussions and responding to individual students or groups as needed. While walking around, the teacher overhears this group reading the sentence, "The people were polytheistic, worshiping many gods and goddesses." The student currently reading struggles to read the word, so the teacher steps in to assist. She asks, "Does anyone know what it means to be 'polytheistic'?" No one volunteers an answer. What should the teacher do next to help students define the word contextually? Conduct a think-aloud, pointing out how the comma and following words help give meaning. Conduct a think-aloud, saying she knows "poly-" is a prefix meaning "many," and "theistic" reminds her of the word "theology, the study of God." Point out the prefix "poly-" and ask if anyone can think of other words that start with "poly-". Ask if anyone knows the word "monotheistic" and hope to make the comparison if an answer is given.

Conduct a think-aloud, pointing out how the comma and following words help give meaning. Modeling how to spot and use context clues via a think-aloud will encourage students to do the same in the future.

A third-grade class is working on a cross-curricular project focused on protecting natural environments. The students are reading about various local and national ecosystems, the challenges facing the survival of these areas, and ways humans can work together to protect these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary words on a specific section of the whiteboard. Currently, the word lists include the terms: habitat marsh tundra extinction pollute conservation Any student who writes an unfamiliar term on the board is given the following handout to complete: Most of the words on this list are tier three vocabulary words. Once students have written the terms in their notebooks, the teacher holds a discussion on each term. She reads the example sentence from the articles, points out any context clues present, and works with the class to create a working definition of the term. Which activities would most benefit student's learning and retention of these tier three terms? Select all answers that apply. Create a word web linking these terms to words the students already know and understand. Project images of the words and ask students to add a drawing to their vocabulary notebooks. Give students a second example sentence to include in their vocabulary notebooks. Provide the definition and ask students to write it in their vocabulary notebooks.

Create a word web linking these terms to words the students already know and understand. Breaking down complex vocabulary through a semantic map or word web helps students build connections between the new term and those they already know. Project images of the words and ask students to add a drawing to their vocabulary notebooks. Because tier three words are content-specific, students may not have any background knowledge to apply to the term. Showing photos when possible gives students a visual clue for the word's meaning which is beneficial when learning tier three terms.

A kindergarten classroom is participating in a read aloud of the story How Much Does a Ladybug Weigh? by Alison Limentani. The book counts down from ten and compares the weights of various animals to each other. "10 ants weigh as much as one ladybug. 9 ladybugs weigh the same as 1 grasshopper." On each page, the teacher pauses to ask students what sounds are made by the animals in the illustration. She calls on students to identify the letter the animals' names begin with. They briefly discuss whether they've seen the animal in real life or not. What is the primary purpose of allowing students to make animal sounds during the reading? As a benefit to ELL students who may not recognize the English names for the animals. To keep some students' attention during reading time by allowing them to be loud in appropriate ways. Creating the sound effects associated with a reading is one way to engage students in a deeper understanding of a text. Students can practice pronouncing consonant blends and digraphs (chirp, quack, bleat) while making many animal noises.

Creating the sound effects associated with a reading is one way to engage students in a deeper understanding of a text. Allowing students to make sound effects while reading is one strategy for engaging readers in a read aloud.

A teacher gives an informal assessment asking students to spell a variety of CVC words, most with three letters but some with four. Below is a sample of one student's assessment. Spoken CVC Word Student Spelling bat bt fir fr dog dg slip sp hum hm After the assessment, the teacher breaks students into groups based on their performance in order to provide direct intervention or enrichment. Students in this group would benefit most from which intervention activity? Give the group Elkonin boxes and tokens. Have students listen to CVC words and move tokens into the box to represent the phonemes in the words. As a group, compare answers before checking against an answer key. Sit the group in a circle. The teacher says two words and students put their thumbs up or down to indicate if the words start with the same sound. Give the group a set of manipulative cards with onsets and rimes. Have students create words and say new words as they manipulate the cards. Give the group flashcards with CVC words on them, and another set with -s, -ed, -ing. Have students manipulate the cards to create new words and say the new word out loud.

Give the group Elkonin boxes and tokens. Have students listen to CVC words and move tokens into the box to represent the phonemes in the words. As a group, compare answers before checking against an answer key. Because this group is struggling to identify medial sounds in a word, working with Elkonin boxes will enable students to practice identifying each sound in the word. They can discuss their answers before checking for accuracy and work together to hear medial sounds.

A teacher wants to work with students on identifying organizational patterns. Which excerpt below would the teacher use in a lesson on spatial order? If an accident had happened in this room, then the detective would find some clues. Physical altercations mean a disturbed space; therefore, the furniture would be askew. Perhaps a dust pattern, or lack thereof, could indicate a cover-up. The detective entered the room, looking for any indication of a disturbance. A vase stood upright and whole on an end table. The writing table in the center of the room, perfectly placed on the rug. As a result, the detective saw no immediate signs or proof the event occurred here. When a crime occurs, there are many important factors to keep in mind to ensure a swift and just conclusion. The main difficulty facing inspectors is how to quickly and thoroughly collect evidence. What if the crime occurs in a public place? How do you keep spectators from unintentionally destroying evidence? One solution might be to construct a barricade around the scene as quickly as possible. Upon first entering the room, the detective noticed an interesting writing table. He walked over to it and opened the top. After reviewing the contents, he walked over to the fireplace to examine the floor. Next, he checked the window, pulling back the drapes first and then peering closely at the sill. In the center of the room sat a peculiar writing table. It sat atop a circular woven rug, positioned just so that the afternoon sun shone directly on the writing space. Inside the desk, placed side by side, were a quill, ink bottle, and cream stationery bearing the letter L in ornate purple script. Spatial order arranges ideas based on their physical location. This is an example of spatial order, and the words "in the center," "atop," and "side by side" are indicative of this organizational style.

In the center of the room sat a peculiar writing table. It sat atop a circular woven rug, positioned just so that the afternoon sun shone directly on the writing space. Inside the desk, placed side by side, were a quill, ink bottle, and cream stationery bearing the letter L in ornate purple script. Spatial order arranges ideas based on their physical location. This is an example of spatial order, and the words "in the center," "atop," and "side by side" are indicative of this organizational style.

A third-grade class is reading the novel Because of Winn-Dixie by Kate DiCamillo. Students have been assigned independent reading for some sections, and the teacher reads certain sections aloud with the whole group to practice reading comprehension and literary analysis. At the start of the novel, the teacher asks students if any of them own a dog. Students who do are asked to share a description of their pets, their names, and any funny stories they can remember about their dogs. As students read, they are asked to fill out a plot diagram and a character map for the main characters, as identified by the teacher. During whole class readings, the teacher presents mini-lessons on relevant topics, such as identifying setting, character development, and plot structure. During a whole-group reading session, the teacher wants to assess her students' evaluative level of reading comprehension. Which question below would accomplish this goal? Opal refers to Winn-Dixie as a "Less Fortunate." Do you agree with her? What do you expect Opal's father will say when she brings Winn-Dixie home? What is Opal going to the grocery store for? Why does the store manager cry when he's knocked to the floor?

Opal refers to Winn-Dixie as a "Less Fortunate." Do you agree with her? Evaluative comprehension, a student's ability to analyze and evaluate the text through making connections or expressing opinions, can be assessed by asking this type of question.

A third-grade teacher groups students together to discuss the nonfiction article they just finished. The teacher provides a list of discussion questions for the students to answer. As she walks around, she overhears a lot of simple "yes" or "no" style answers and realizes that the students are not engaging critically in this discussion. She wants to encourage her students to participate in more academic conversations about their reading. Which of the following would best promote this goal? Model thinking-aloud about a text while reading to the class. Model annotation strategies and provide time for students to practice annotating a text before discussion. Provide students with graphic organizers to record notes and key information on. Post a list of sentence starters on the wall for students to reference.

Post a list of sentence starters on the wall for students to reference. Providing sentence starters and encouraging students to use them while discussing academic texts is one way to achieve this goal.

A second-grade teacher has recently completed a unit on multisyllabic words. The teacher wants to assess how well students have mastered decoding open and closed syllables. The teacher presents the students with a nonsense word list. She reveals the words one at a time and has the student say the word aloud. The teacher notes whether the word is read correctly (✓) or not (X) on a separate copy of the assessment. Here is one student's assessment results. ranish X sinvet ✓ inzeck ✓ maver X lenpass ✓ nittop ✓ swidy X zoding X jabet X stelnex ✓ Which teacher-guided activity below would provide the best remediation for this student to help him meet the instructional goal? Present the student with a list of words. Model how to segment a word into two syllables, and then review the difference between an open and closed syllable. Practice pronouncing short vowels in closed syllables together. Sit with the student. Slowly say the syllables in a word ("car.....pet") and ask the student to say the word as a whole. Present the student with a list of words. Model how to segment a word into two syllables, and then review the difference between an open and closed syllable. Practice pronouncing long vowels in open syllables together. Ask the student to listen as you say each word. Have the student cover the first syllable with his finger and ask him to pronounce the word now.

Present the student with a list of words. Model how to segment a word into two syllables, and then review the difference between an open and closed syllable. Practice pronouncing long vowels in open syllables together. This student has struggled to decode open syllable words. Open syllables contain a vowel at the end of the syllable and will produce a long vowel sound. Closed syllables have a consonant at the end (len-pass). The student missed all the words with open syllables (ra-nish, ja-bet, etc). Reviewing how to identify and pronounce an open syllable will help this student in the future.

A second-grade class is reading a nonfiction text just slightly above most student's independent reading level. Most students in the class are reading at grade level, and the majority of the students are familiar with the subject matter. In order to ensure that students fully comprehend the article, the teacher previews difficult vocabulary terms and shows a short video related to the topic. What other step can the teacher take to be sure students can easily identify the main idea of the passage? Provide an appropriate graphic organizer for students to complete while reading. Give students a printed list of key vocabulary terms, their definitions, and a simplified synonym to refer to while reading. Play an audio recording of the article so students can listen to the text and read along. Read a short biography of the author and discuss how his life relates to the text.

Provide an appropriate graphic organizer for students to complete while reading. Because this text is slightly above the average independent reading level, students may struggle to fully comprehend all parts of the text. Providing an appropriate graphic organizer can help students pull out important information and ensure comprehension.

During a staff meeting, a few science teachers mention that they are having problems with students reading and comprehending the science textbook on their own. The teachers have previewed the important vocabulary terms and attempted to front-load the lessons with visual depictions of the science in action when possible. After the meeting ends, a reading teacher says she has some ideas. In order to best help students comprehend while reading, the teacher might suggest which of the following? Write summaries of the article and include drawings or illustrations when possible. Give students the option to listen to the text instead of silently read on their own. Provide students with a text-appropriate graphic organizer to complete while reading. Ask students anticipatory questions or create a KWL chart, then return to these questions after the students have finished reading to discuss as a class.

Provide students with a text-appropriate graphic organizer to complete while reading. Giving a graphic organizer to use as a guide while reading can help students focus on the key information in the text and will also provide a way to review the material after reading.

A second-grade teacher is introducing a new multifaceted class project. The teacher uses the projector to introduce each component and allows students to ask questions. During the project roll-out, the teacher notices that Simon, an ELL student, appears confused. Simon has been identified as being in the intermediate stage of listening, according to the TELPAS Proficiency Level Descriptors. What should the teacher do to be sure Simon is clear about the project's expectations? Repeat instructions in a simplified way and provide a written copy of the expectations with key words broken down. Provide Simon with more time to process what has been said before moving to the next point. Provide a modified assignment that uses only familiar words or activities. Call Simon's name and ask if he is understanding the project's expectations.

Repeat instructions in a simplified way and provide a written copy of the expectations with key words broken down. Intermediate level students may need instructions repeated, repeated more slowly, and or simplified instructions.

A third-grade class is reading a nonfiction article on bees. Throughout the reading, the teacher asks basic and higher-level comprehension questions. Students are expected to informally write their answers to the questions on a paper, then discuss their answers with a partner. Once this discussion has happened, the teacher calls on a student randomly to share her answer with the whole class. How does this discussion strategy benefit students' oral language development? The teacher can circulate and participate in multiple student conversations during the partner portion, which enables her to make corrections and advise more students one-on-one. Talking with a partner makes the content of the lesson more exciting and relevant which makes students more interested in sharing with the whole class. Students are given multiple opportunities to practice their thoughts before being expected to speak before the whole class. Students are able to practice a written response in a low-stakes activity which allows them to focus on the content rather than grammatical correctness.

Students are given multiple opportunities to practice their thoughts before being expected to speak before the whole class. Some students struggle to voice their thoughts in front of a whole group. By providing two practice rounds (written and with a partner), the students who might clam up when asked to share with the group are not forced to come up with and share an answer immediately.

Mr. Clark devotes a whole month of his class time introducing students to root words, practicing using and defining words with roots, playing word games where students create new words with existing roots, and other morphology-based activities. These morphology lessons demonstrate Mr. Clark's awareness of which concept related to literacy development? Students must understand the relationships between phonemes and graphemes before they can successfully decode words. Understanding common spelling patterns enables students to write more quickly and have their writing understood by readers. Language follows normal structural patterns and students must learn to recreate these patterns to successfully communicate. Students who learn roots, prefixes, and suffixes can more easily decode new vocabulary while reading.

Students who learn roots, prefixes, and suffixes can more easily decode new vocabulary while reading. Morphology is the study of forms of words and meaningful word parts, including roots, prefixes, and suffixes.

A second-grade student is reading from a text and comes across the following sentence. "I'd go outside, but it's raining cats and dogs!" He raises his hand to call the teacher over. He asks how it can rain cats and dogs. The teacher replies, "'Raining cats and dogs' is something called an idiom," and suggests he looks at the illustration to take a guess what that might mean. The student reviews the illustration showing a heavy rain and asks, "It means there is a lot of rain?" Based on this example, this student is likely in which stage of reading proficiency, according to the TELPAS Proficiency Level Descriptors? beginning intermediate advanced advanced-High

advanced Beginning to understand and explore literal and figurative meanings of words is an example of what can be expected of an advanced reader.

A veteran teacher has been asked by the principal to adjust his curriculum to include more multicultural literature and diverse authors. When choosing multicultural literature for the classroom, the teacher should look for texts that: are reflective of the cultural makeup of his students while also offering new experiences of different, underrepresented cultures. provide a sampling of all cultures in the world so that the class can experience as much diversity as possible. mirror the diversity in his classroom exactly, excluding cultures or ethnicities that are not currently represented by students in the class. stereotypically represent a culture so that students get a quick, easy-to-understand view of unfamiliar lifestyles.

are reflective of the cultural makeup of his students while also offering new experiences of different, underrepresented cultures. Students come to texts with background knowledge when the multicultural literature matches their lives, but finding an appropriate balance between familiar and new is important for helping students grow as readers and citizens of the world.

Ms. Holden uses circle time every afternoon to read a new story aloud to the class. She uses big books so that every student can easily see the text. While she reads, she scans her finger along the text. They discuss who the author and illustrator are, how to hold a book, turn the pages, and identify the front and back cover. Ms. Holden frequently asks students to help her read by pointing to parts of the book for her. Ms. Holden calls students to her desk individually. On the table is a set of alphabet tiles, some with uppercase and some lowercase. In order to assess the student's mastery of the alphabetic principle, Ms. Holden would: ask the student to make the sound of each letter as she points to it. ask the student to draw the letter on a separate piece of paper as she points to it. ask the student to say the name of each letter as she points to it. ask the student to indicate whether the indicated letter is upper or lower case.

ask the student to make the sound of each letter as she points to it. The alphabetic principle is a student's understanding of letter sounds, so asking them to say the letter sound would assess this mastery.

A few weeks into the school year, Mr. Kim notices that a couple of his students are unwilling to participate in classroom discussions and seem to be checked out most of the day. In order to help these students succeed, Mr. Kim should: attempt various motivational techniques to discover if the students are intrinsically or extrinsically motivated. relocate the student's desks in the room to the front of the class so they have fewer distractions competing for attention. send students to the guidance counselor to discuss why they don't want to participate. call the students' parents to see if this behavior is unusual.

attempt various motivational techniques to discover if the students are intrinsically or extrinsically motivated. By discovering if the students are intrinsically or extrinsically motivated, Mr. Kim can tailor his teaching style and reactions in a way that will help the students engage and desire to participate.

A second-grade class has started a new cross-curricular unit studying forces and motion. The class is reading various nonfiction articles describing force and motion and performing experiments to see these forces in action. Before reading or performing experiments, the class reviews any relevant, new vocabulary terms, and Katie does a good job of looking up words she struggles to understand on her own. Despite all this, Katie is struggling to comprehend the articles the class is reading. Her most recent oral fluency assessment scored as follows: Book level: Mid-second grade Accuracy rate: 85% Error rate: 1:10 (average of 1 error for every 10 words read) Self-correction rate: 1:4 (average of 1 self-correction for every 4 errors) Comprehension: Able to correctly answer 8/10 questions during and after reading Based on this information, what is the most likely component of reading comprehension causing Katie to struggle? background knowledge reading fluency comprehension skills vocabulary knowledge

background knowledge Based on Katie's scores on her assessment and the in-class support for vocabulary knowledge, it is likely that Katie is struggling with these articles due to a lack of prior knowledge about the topic.

A kindergarten class is writing about their favorite outdoor activity. The following is a student's response. go ot rid suter blu pla wit amigos Based on this writing sample, this student is likely in which stage of writing proficiency, according to the TELPAS Proficiency Level Descriptors? beginning intermediate advanced advanced-high

beginning Beginning writers can use high-frequency words, but struggle with spelling and grammar. They may also revert to their native language occasionally.

A kindergarten teacher is working individually with students to assess their word recognition levels. The teacher presents students with a flashcard and asks them to read the word on the card. Some cards include illustrations with text and others are only text. Some words are common sight words while others require more skilled decoding. A student in the partial-alphabetic stage of word recognition would be most successful reading: cards with both text and illustrations. cards with only decodable words. cards with only sight words. any card presented.

cards with both text and illustrations. Students in the partial-alphabetic stage have a beginning knowledge of letter sounds and would likely use the illustration as an aide to logically guess the word.

A new student, Raven, has arrived in Mrs. Allan's first-grade class. Mrs. Allan administers various diagnostic tests to establish Raven's current skill level, including a timed reading. She determines that Raven is a non-automatic reader. During this assessment, she only read at a rate of 25 words per minute. Raven is able to converse with ease, but she lacks the same confidence while reading. Mrs. Allan starts Raven on some independent activities to build letter-sound correspondence. Raven is given a set of sight word flashcards to take home and practice. Raven practices identifying and isolating phonemes both independently and with a small group. After a week, Mrs. Allan administers another timed reading to see whether or not Raven is making progress. This time Raven reads at 29 words per minute and Mrs. Allan notices that Raven self-corrected sight word errors two or three times, something she did not do before. While she has improved in speed and accuracy, her reading is still choppy and lacks expression. In addition to these classroom activities, Mrs. Allan should also include what activity to improve Raven's accuracy and speed? instruction on irregular spellings and pronunciations review of punctuation guidelines and their effect on prosody independent reading assignments using an above-grade-level text choral or repeated readings using a grade-level text

choral or repeated readings using a grade-level text Repeated reading of the same text helps build fluency in non-automatic readers. Mrs. Allan can introduce repeated readings in a variety of ways to benefit her non-automatic readers.

During independent work time, a teacher walks around and has a short conversation with each student. The teacher asks about the student's day, what the student is working on, and other casual and relevant conversation points. While talking, the teacher makes quick notes about how well the student responds to questions, stays on topic, and uses complete sentences while speaking. By having these conversations, the teacher is most likely trying to: conduct an informal assessment of students' current oral language skills. find sources of inspiration for future lessons or topics. build positive rapport with the students. conduct a formal assessment of each student's automaticity.

conduct an informal assessment of students' current oral language skills. Being able to carry on a conversation, use complete sentences, and respond to questions are all components of successful oral language development. The teacher is informally assessing students in these areas during these conversations.

A new student, Raven, has arrived in Mrs. Allan's first-grade class. Mrs. Allan administers various diagnostic tests to establish Raven's current skill level, including a timed reading. She determines that Raven is a non-automatic reader. During this assessment, she only read at a rate of 25 words per minute. Raven is able to converse with ease, but she lacks the same confidence while reading. Mrs. Allan starts Raven on some independent activities to build letter-sound correspondence. Raven is given a set of sight word flashcards to take home and practice. Raven practices identifying and isolating phonemes both independently and with a small group. After a week, Mrs. Allan administers another timed reading to see whether or not Raven is making progress. This time Raven reads at 29 words per minute and Mrs. Allan notices that Raven self-corrected sight word errors two or three times, something she did not do before. While she has improved in speed and accuracy, her reading is still choppy and lacks expression. In order to meet first-grade fluency benchmarks, Raven should be reading: connected text with correct prosody and speed. read complex texts fluently. high-frequency words, including sight words. connected texts with improving accuracy and speed.

connected texts with improving accuracy and speed. A first-grade student should be able to read connected texts and continually improve her speed and fluency as reading skills progress.

A first-grade teacher has recently given an informal assessment. The teacher projected 5 words on the board, and students were asked to copy the words and put a slash between the onset and rime. Below is a copy of one student's assessment. s/hine c/hew w/hale p/hone k/nee Which phonics concept does this student need more instruction? vowel digraphs consonant digraphs inflectional endings consonant blends

consonant digraphs The student is struggling to recognize consonant digraphs as the onsets of these words. An onset is any sound or sounds that come before the vowel sound of a syllable. This student indicated the first letter of each word to be the onset, when both letters of the digraph should have been selected since these two letters make one sound. For example, /sh/ is the onset of "shine." The s and h should not be separated since they make one sound together.

consonant digraphs The student separates the "c" and "h" into two separate sounds, indicating that he did not recognize the consonant digraph.

decodable word. Decodable words are words that follow common letter/sound correspondence rules, so students can decode them. "Peach" is an example of a decodable word because it follows standard phonics rules.

By the end of pre-k, students should have all of the following phonological awareness skills except which? decode simple CVC words blending the onset and rime of familiar words deleting a word from a compound word combining words to create a compound word

decode simple CVC words Students are not expected to decode CVC words until kindergarten.

Ms. Holden uses circle time every afternoon to read a new story aloud to the class. She uses big books so that every student can easily see the text. While she reads, she scans her finger along the text. They discuss who the author and illustrator are, how to hold a book, turn the pages, and identify the front and back cover. Ms. Holden frequently asks students to help her read by pointing to parts of the book for her. During circle time today, Ms. Holden reads Louis Ehlert's Eating the Alphabet, Fruits and Vegetables from A to Z. On each page, Ms. Holden pauses at the letter and asks for a student volunteer to name the letter on the page. Before naming the fruits or vegetables that start with the letter, Ms. Holden could reinforce the class's alphabetic knowledge by asking them to: say the letter sound. shout out a word that starts with that letter. say the letters that come before or after in the alphabet. draw the letter in the air with their fingers.

draw the letter in the air with their fingers. Alphabetic knowledge consists of the ability to name, form, and recognize letters. Asking students to trace the letter in midair with their finger would reinforce their alphabetic knowledge.

Jessica, a second-grade student, is an automatic reader. She is able to quickly decode all words with regular spelling patterns and struggles infrequently with irregular words. She has an average reading speed, but she struggles with her prosody. In order to help Jessica develop stronger prosody, her teacher should: provide Jessica with phrase-cued readings to practice with a partner. preview challenging words before Jessica reads the text. give Jessica a list of nonsense words and ask her to read them aloud. introduce new root words unfamiliar to Jessica.

provide Jessica with phrase-cued readings to practice with a partner. Phrase-cued readings will help Jessica to visualize where natural pauses occur. She can use these cues to practice adding the correct inflection and expression to her reading.

A third-grade class is reading the novel Because of Winn-Dixie by Kate DiCamillo. Students have been assigned independent reading for some sections, and the teacher reads certain sections aloud with the whole group to practice reading comprehension and literary analysis. At the start of the novel, the teacher asks students if any of them own a dog. Students who do are asked to share a description of their pets, their names, and any funny stories they can remember about their dogs. As students read, they are asked to fill out a plot diagram and a character map for the main characters, as identified by the teacher. During whole class readings, the teacher presents mini-lessons on relevant topics, such as identifying setting, character development, and plot structure. The pre-reading activity will benefit student comprehension because it: previews the theme of the story by engaging students in a discussion of the key points they will read in the novel. models for students how to make predictions about a text while reading. engages students in the story by building schema for students who don't own a dog and establishing personal connections to the text for students who do have dogs. creates a clear setting in the student's minds before reading which will help students to picture the text while reading.

engages students in the story by building schema for students who don't own a dog and establishing personal connections to the text for students who do have dogs. Creating personal connections to the text can engage students with the reading, and sharing these personal connections builds schema for all readers, especially those who do not own a dog.

A third-grade class just finished reading a short fiction text about a bass guitar player and the teacher is reviewing their comprehension question responses. One question asks students to draw a picture of the main character's bass. A handful of students draw a picture of a fish instead of a guitar. The teacher decides to present a lesson about homographs. She gives a definition of homographs, provides some examples, and reviews how to use context to determine the meaning of the words. In order to have students practice this concept, the teacher should next: have students segment the indicated homograph into phonemes and then blend to identify the differences in pronunciations. review the different types of context clues students might encounter while reading. have students practice defining homograph pairs by circling the context clues that helped them reach the definition. provide students with a list of common homographs and have them draw a picture of each meaning.

have students practice defining homograph pairs by circling the context clues that helped them reach the definition. Practicing defining homographs through context clue identification will immediately benefit students who need a review of syntactic cues.

After finishing a recent unit, a first-grade teacher would like to test her student's knowledge of the vocabulary terms highlighted. She decides to ask the class to write a short story using as many of the terms as they can. In order to ensure that this assignment truly assesses the student's vocabulary knowledge, the teacher should: ignore any grammatical, spelling, or writing convention errors while grading the stories. have students read the stories aloud so she can hear the vocabulary words pronounced. provide students with sentence stems to use while writing. allow students to include illustrations of the new terms in action.

ignore any grammatical, spelling, or writing convention errors while grading the stories. Grading the short story on grammar, spelling, or writing conventions could skew the focus of the assignment away from its intended purpose - to see if students truly understand the vocabulary terms.

A new student, Raven, has arrived in Mrs. Allan's first-grade class. Mrs. Allan administers various diagnostic tests to establish Raven's current skill level, including a timed reading. She determines that Raven is a non-automatic reader. During this assessment, she only read at a rate of 25 words per minute. Raven is able to converse with ease, but she lacks the same confidence while reading. Mrs. Allan starts Raven on some independent activities to build letter-sound correspondence. Raven is given a set of sight word flashcards to take home and practice. Raven practices identifying and isolating phonemes both independently and with a small group. After a week, Mrs. Allan administers another timed reading to see whether or not Raven is making progress. This time Raven reads at 29 words per minute and Mrs. Allan notices that Raven self-corrected sight word errors two or three times, something she did not do before. While she has improved in speed and accuracy, her reading is still choppy and lacks expression. Based on the progress Raven has made, Mrs. Allan should: incorporate Reader's Theatre and books on tape to Raven's weekly activities. continue the current course of teaching and reassess Raven in another week. spend more time working on sight word recognition. require Raven to read silently to herself.

incorporate Reader's Theatre and books on tape to Raven's weekly activities. Since Mrs. Allan notes that Raven's prosody is lacking, she will benefit from activities that emphasize reading with emotion. Audiobooks will serve as a model and reader's theatre will allow her to practice this skill.

After reading a short article on bees, students are asked to answer a variety of comprehension questions. The teacher collects these answers and reviews them for a grade. While assessing the results, the teacher notices that several students had trouble with the question, "If we cannot find out what is killing the bees, what could happen to our planet?" Many students answered something similar to "Bees would go extinct." These students are having trouble with which comprehension skill? inferring summarizing making connections making predictions

inferring This question is testing how well students can make an inference about a possible consequence of the loss of bees.

A third-grade class is working on a cross-curricular project focused on protecting natural environments. The students are reading about various local and national ecosystems, the challenges facing the survival of these areas, and ways humans can work together to protect these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary words on a specific section of the whiteboard. Currently, the word lists include the terms: habitat marsh tundra extinction pollute conservation Any student who writes an unfamiliar term on the board is given the following handout to complete: Once the word list hits five or more new terms, the teacher calls everyone's attention to the board for a whole-class review of the words. Students are asked to write the words on a new page in the vocabulary section of their class journal. In order to facilitate the student's ability to use print resources while researching, the students should be required to: organize the word list in alphabetical order. rank the words based on frequency of use. underline or highlight any root words and include that root's definition in the entry. color-code the list based on part of speech.

organize the word list in alphabetical order. Students should be able to alphabetize words to the third letter in order to help them when using printed reference materials. Practicing alphabetizing vocabulary lists is one way to teach this skill.

A teacher sits down with students individually and asks them to complete a series of tasks related to phonemic awareness. First, she asks the student to say the first sound in the word "tin." If the student answers incorrectly, she asks again with a new word. If correct, she says the sounds for "/b/ /oo/ /k/" and asks the student to speak the whole word. If incorrect, she repeats the steps with a new word. If correct, she asks the student to say each separate sound in the word "stop." A student who can successfully complete all three tasks in this series would be ready to move on to which phonemic awareness skill? phoneme isolation phoneme subtraction phoneme substitution phoneme addition

phoneme addition Students who successfully complete the three tasks in this assessment are ready to begin working with phoneme addition.

Mr. Byrd's pre-k class begins the day by singing a good morning song. During the song, students say each other's names and clap out the syllables in the names. After the song, the class reviews the calendar, discussing the letters that the day and month begin with (for example, "March begins with what letter?"), the number of the date, whether it is odd or even, and what the weather is like that day. Next, Mr. Byrd introduces the word of the day. Students say the word, discuss the meaning, and try to come up with rhyming words. After this opening discussion, students break up to work on individual reading activities while Mr. Byrd circulates through the room. During individual work time, Mr. Byrd notices that Sarah has mastered the ability to isolate phonemes in three-letter words, no matter where the phoneme is located. Which skill should Mr. Byrd introduce to Sarah next? phoneme blending phoneme segmentation phoneme addition phoneme substitution

phoneme blending After students have mastered phoneme isolation, they can begin blending phonemes to create a word.

A second-grade student is reading aloud from a text. He gets to the following sentence and pauses at the underlined word. The first colonies are all found on the east coast. The student first says each letter, then makes the sound associated with that letter. "/k/ /o/ /l/ /o/ /n/ /i/ /ee/ /s/." After sounding out each letter, the student blend them together into "/ko/ /lo/ /nies/." He is satisfied with his pronunciation and continues reading the rest of the sentence. The student is using what word identification strategy to decode the unfamiliar word? phonemic analysis sight word analysis morpheme analysis contextual analysis

phonemic analysis In this example the student breaks the word down into its individual phonemes before correctly blending them together to form the word.

Mr. Byrd's pre-k class begins the day by singing a good morning song. During the song, students say each other's names and clap out the syllables in the names. After the song, the class reviews the calendar, discussing the letters that the day and month begin with (for example, "March begins with what letter?"), the number of the date, whether it is odd or even, and what the weather is like that day. Next, Mr. Byrd introduces the word of the day. Students say the word, discuss the meaning, and try to come up with rhyming words. After this opening discussion, students break up to work on individual reading activities while Mr. Byrd circulates through the room. Mr. Byrd's opening class activities will help students develop phonological awareness skills because they focus on all the major components of phonological awareness except: letter recognition. rhyme identification. phonemic awareness. syllable awareness.

phonemic awareness. Phonemic awareness is a subset of phonological awareness that involves working with specific phonemes and letter sounds. In this scenario, students may be identifying graphemes, but there isn't an emphasis on letter sounds.

A third-grade class is working on a cross-curricular project focused on protecting natural environments. The students are reading about various local and national ecosystems, the challenges facing the survival of these areas, and ways humans can work together to protect these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary words on a specific section of the whiteboard. Currently, the word lists include the terms: habitat marsh tundra extinction pollute conservation Any student who writes an unfamiliar term on the board is given the following handout to complete: By asking students to complete the provided handout, the teacher is demonstrating her understanding that in order internalize new vocabulary words, a student needs: practice defining a word using background knowledge, context, and word morphology, not solely through finding the definition in a dictionary. knowledge of a word's denotation and connotation, origins, and related words to fully comprehend a word's meaning. opportunities to interact with the word authentically via reading, writing, and speaking after learning its definition. rote memorization activities enhanced by graphic organizers and writing assignments.

practice defining a word using background knowledge, context, and word morphology, not solely through finding the definition in a dictionary. Using prior knowledge and word analysis skills to define a word is more useful in the long run than exclusively looking up and memorizing dictionary definitions. The teacher is allowing students to practice these skills through this handout.

A teacher is designing literacy stations and would like to group students based on their current skill levels in order to provide targeted instruction and intervention. Which of the activities below would be appropriate for a student in the early reader stage of literacy development? editing a piece of writing for spelling and punctuation errors introducing one letter and completing various activities involving the phonemic components of that letter decoding unfamiliar or irregular words using phonemic knowledge practicing isolating and segmenting known phonemes from words

practicing isolating and segmenting known phonemes from words Students in the early stage are still learning some phonemes, but practicing skills like isolating, segmenting, and blending would be an appropriate activity for this level.

A third-grade class has broken into small groups to participate in differentiated learning opportunities. The teacher has created groups based on student interests and current skill levels. One group will read various fiction and nonfiction texts describing life during ancient times, as well as studying relevant root words and vocabulary terms, and continuing to work on spelling and decoding complex, unfamiliar words. Today the group is reading the short article "Life in Athens and Rome." Below is an excerpt from the article: The citizens of Athens and Rome lived similar lives. In both cities, men were responsible for working outside the home. Women were expected to stay home and take care of the house and children. The people were polytheistic, worshiping many gods and goddesses. You may have heard of Zeus, Poseidon, or Athena, for whom the city of Athens is named. For fun, the Romans attended gladiator battles at the Colosseum. Athenians enjoyed spending time at the theatre, watching tragedies and comedies played out on stage. At the end of the reading, the group answers some teacher-generated questions like, "What would it be like to live in Ancient Athens or Rome? Would you choose to go back to that time, or would you rather stay here in the present? Take a few seconds to think about your answer, and then share with your group." While the groups are reading and discussing, the teacher walks around listening to the groups' discussions and responding to individual students or groups as needed. The teacher wants to ensure that this group is engaging with the text structure and using its features to clearly comprehend the main ideas. In order to reach this goal, the teacher should: present a slideshow of images depicting important visuals from the text, such as the Colosseum or pottery featuring Zeus. provide a Venn diagram to complete while reading. start off the reading with a discussion of what students already know about ancient Greece and Italy. provide students with a list of unfamiliar vocabulary words and their definitions.

provide a Venn diagram to complete while reading. This article is comparing the lives of the people in these ancient cities. Using a Venn diagram will help students dissect the text structure and focus their reading on the similarities and differences of the people. Finding these details will ensure students comprehend the main idea of the article.

A new second-grade teacher, Mrs. Jensen, is spending a few days before school setting up her classroom environment. The previous teacher had all classroom reading material arranged by reading level and organized on bookshelves at the back of the class. Mrs. Jensen browses these shelves and selects 5-10 texts related to topics she thinks students will enjoy, such as animals, cars, or space. Once she has curated small selections, she designs mini display areas throughout the classroom to feature the texts and other relevant, topical information. Students can borrow from these displays to read during silent reading time or check out the text to take home. By designing her classroom in this way, Mrs. Jensen is displaying an understanding that: students feel overwhelmed when too many reading options are available to choose from which could result in students who are disinterested in choosing new texts. students need time during instruction to read in order to develop strong reading habits. students at this grade level are too young to select texts on their own and require teacher intervention to be successful readers. students develop a life-long love of reading when they can easily find reading materials that interest them.

students develop a life-long love of reading when they can easily find reading materials that interest them. Students who are allowed to choose their own reading material based on their interests are more likely to develop a love of reading. By organizing the classroom texts by topic, Mrs. Jensen is furthering this objective.

A new teacher has decided to divide her reading instruction into themed units. During each unit, students are introduced to 5 -10 tier three vocabulary terms. These terms are repeated in the readings, are used in writing assignments, and the teacher encourages students to use the words while speaking about classroom activities. The teacher displays the words on a feature wall during the unit and again on a separate display after the unit has ended. By arranging her units of study in this way, the teacher is demonstrating her understanding that: students need multiple, authentic exposures to challenging vocabulary to truly learn and retain meanings. visually representing vocabulary terms through photographs and word walls activates a student's memory for the term better than written definitions. students can learn new vocabulary terms with and without context. a student's knowledge of tier three words should never be assessed in writing, only through speaking.

students need multiple, authentic exposures to challenging vocabulary to truly learn and retain meanings. Exposing students to new vocabulary in multiple contexts and activities is the best way to encourage retention and use of the term. The teacher displays this knowledge by building in a variety of interactions with the words into her unit.

The following is an excerpt from a formative assessment that will be given to a third-grade class. Students have just completed a short story unit where they worked on identifying and understanding various literary elements. 12. Which of the following lines from the text helps the reader imagine the main character's fear? A. "The wind rustled the branches of the trees..." B. "The snow sat softly on the leaves like marshmallow puffs..." C. "To her left, Sarah spied a family of rabbits munching peacefully..." D. "...she walked with trepidation through the woods..." While analyzing the results, the teacher discovers that only 5% of the class successfully picked the correct answer, D. This test question should be considered invalid because: there are multiple correct answers students might choose. students need to know the definition of "trepidation" in order to correctly answer the question. students needed too much prior knowledge to correctly answer the question. it is too subjective and may not yield the same results if the test was repeated.

students need to know the definition of "trepidation" in order to correctly answer the question. Valid assessment questions should focus on the skill being tested and not require students to use other skills or means to answer. If students do not know the meaning of "trepidation," they are unlikely to make the correct connection to the character's fear.

A third-grade class is learning about nonfiction organizational structures. They have read various nonfiction articles that use chronological, compare and contrast, and sequential order, discussed relevant transition words, and analyzed how the organizational structure contributes to reader comprehension. After the students have practiced in various ways and received feedback, the teacher believes the class has a strong grasp of these structures and their importance The teacher then asks students to write a two-paragraph essay that uses one organizational style they have studied. This is an example of a: entry-level assessment. diagnostic assessment. summative assessment. formative assessment.

summative assessment. Summative assessments happen at the end of a unit as a way to decide whether or not a student has mastered the learning objective. This assessment is being used as a summative assessment because it is the culmination of the unit of study.

Students are given a paper with five sentences, like the one below, as well as a word bank with 10 choices. Maria and her __________ like to ride bikes. In order to successfully fill in the blank, students must make use of which types of cues? semantic syntactic graphophonic pragmatic

syntactic By using syntactic cues, the student can guess the part of speech that fits the blank and then match which words from the word bank best fit this blank. WRONG ANSWER: semantic Semantic cues come from words, symbols, or visuals. In this example, the student uses syntactic cues, such as the blank's location or likely part of speech, to correctly guess the word for the blank.

Students in a first-grade class are silently reading a nonfiction magazine of their choice. While reading, a student comes across a word he doesn't know. He raises his hand, and the following is the dialogue that occurs. "What word is this?" "Try sounding out each letter. I bet you can figure it out!" "P...ee....c...h." "When "c" and "h" are next to each other, they make a unique sound. Do you remember what that sound is?" "Oh, right. So...peach!" "Great job! I knew you could figure it out." In this scenario, the teacher is encouraging the student to use which approach to phonics? analytic phonics approach synthetic phonics approach embedded phonics approach Embedded phonics instruction is taught in context of a reading and focuses on first letter sounds primarily. If embedded phonics were being used, the teacher might have encouraged the student to use any illustrations plus the first letter sound to guess the word. In this scenario, the teacher is asking students to identify all the phonemes in the word and blend them to create the whole word, which is an example of synthetic phonics. analogy-based phonics approach

synthetic phonics approach Synthetic phonics instruction teaches all the sounds in a word and blending of phonemes to decode words. This is the method the student is using in this example. WRONG ANSWER: embedded phonics approach Embedded phonics instruction is taught in context of a reading and focuses on first letter sounds primarily. If embedded phonics were being used, the teacher might have encouraged the student to use any illustrations plus the first letter sound to guess the word. In this scenario, the teacher is asking students to identify all the phonemes in the word and blend them to create the whole word, which is an example of synthetic phonics.

A prekindergarten teacher is finalizing his daily language arts routine. The teacher plans to start with circle time, where the class will read a big book together. After reading and answering some basic comprehension questions, the class will discuss the title of the book, pointing out what letters the words in the title start with, what those sounds are, and other words that start with that same sound. The teacher picks one word from the title, suggests one rhyme and asks the class to volunteer any more rhymes they can come up with. Next, the class will move on to either a whole group lesson or individual or small groups to work on a previously taught skill. By structuring lessons this way, the teacher shows that he understands: the importance of creating cross-curricular lessons for student engagement. the importance of dedicated, intentional instruction in phonological awareness. the importance of using culturally diverse materials in the classroom. the importance of scaffolding new material with supporting activities.

the importance of dedicated, intentional instruction in phonological awareness. By taking time every day to discuss letter sounds, the teacher is emphasizing the importance of early, frequent, and explicit instruction in phonological awareness.

A first-grade classroom has a small number of ELL students. All of the students are able to identify all English phonemes and have begun to recognize high-frequency words and sight words in connected text, but, as expected, they still struggle with reading speed and accuracy, especially with words that must be decoded. The teacher pulls the students into a small group and presents them with sentence trees like the one below. We We ran We ran to We ran to the We ran to the red We ran to the red slide. they can practice reading sight words in context instead of in isolation. they can see the progression of words that form a complete sentence and thought. they can read one new word at a time per line, and rereading the same words in each line will help them read the whole sentence faster. they can use the practiced final line to communicate with peers more easily.

they can read one new word at a time per line, and rereading the same words in each line will help them read the whole sentence faster. Sentence trees benefit students who need practice with accuracy and speed because students can focus on one new word per line. Once they have read "we" in the first line, they can decode quicker in line two, thus improving speed and accuracy.

For Earth Day, a teacher finds an article discussing modern farming practices and their impacts on the environment. The students are given a cause & effect graphic organizer to complete independently while reading. After reading, the class discusses the main idea of the article and possible changes people could make to reduce the farming impacts. This type of informational text would be best suited for students in which minimum grade level, according to the TEKS benchmarks for reading comprehension? fifth grade second grade third grade first grade

third grade In third grade, students should be able to identify cause and effect and problem and solution text structures, and use that information to identify the main idea and supporting details.

A first-grade teacher puts two bowls on the table at the front of the classroom. She tells the students that one bowl is full of note cards with random short sentences written on them. Students will be asked to come up to the table and pull one card out to read aloud. The teacher demonstrates by selecting and reading a card that says, "The fish swam fast." Next, students will select a card from the second bowl. These cards have an emotion and a picture of the emotion on the card. Once students have drawn an emotion, they are asked to read the original sentence again, this time reading with the specified emotion. What is the most likely primary goal of this activity? to practice decoding words with consonant blends and digraphs to practice oral presentation skills to practice reading with accuracy to practice reading prosody

to practice reading prosody Reading a familiar sentence with a random emotion is an engaging, effective way to practice reading prosody.

According to the TEKS benchmarks for syllabication and morphemic analysis, by the end of second grade, a student should be able to: use prefixes and suffixes to decode the meaning of words. successfully break a single syllable word into all of its individual phonemes. use Greek and Latin to decode word meanings. use suffixes to decode the meaning of words.

use prefixes and suffixes to decode the meaning of words. By second grade a student should be able to use a majority of inflectional endings and begin identifying and using prefixes to decode.

After students developed a strong sense of morphological awareness, a teacher plays a word game where students use prefixes and suffixes they know to create new words. The teacher provides students with manipulatives, some of which have prefixes or suffixes while others have words/roots. Students are allowed to create as many new words as they'd like and are asked to provide a definition of the term. This activity helps promote a student's word consciousness by: providing students with a list of possible synonyms to use while speaking and writing in the future. showing students that individual words combine to create sentences. introducing students to new vocabulary words authentically. using a low-stakes word game to allow students to see connections between real words as they create fake words.

using a low-stakes word game to allow students to see connections between real words as they create fake words. As students manipulate the word cards to create new words and their definitions, they can reinforce their understanding of the affixes used and the meanings of the root words.

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