TEST = READING COMPREHENSION
One important way that a 4th grade teacher can help her students comprehend text is by teaching them to ask questions and tell themselves such points as •This reminds me of when I ...... •I didn't understand .... So I had better read it again •I think that .... Will happen at the end of the story because .... •I wonder why he said......I had better read that part again This process is best taught through a. Providing for guided practice b. Providing for independent practice in application activities c. Teaching evaluative comprehension d. Modeling by "thinking aloud" how to use certain strategies
ANSWER IS D A = guided practice is when students practice a strategy with the help of the teacher B = independent practice and application activities are practiced only after guided practice C = evaluative comprehension is the ability analyze what is read through determining fact or opinion, confusing reasoning, character development and point of view.
Teachers need to instruct students in several literary devices to use in reading and also in writing. Which of those listed below is not considered a literary device. a. Hyperbole b. Oxymoron c. Personification d. Metacognition
ANSWER IS D A = hyperbole is an exaggeration in a statement in order to make a point B = oxymoron is using two words in a sentence that sound like they mean the opposite C = personification is when human characteristics are given to inanimate objects or animals D = metacognition is thinking about your own thinking
Mrs. Jones is a 4th grade reading specialists and had been asked by a number of teachers how to enhance the comprehension skills of her students, especially with expository text. Mrs. Jones checks for the teachers understanding of various comprehension strategies. Which of the following responses is NOT a comprehension strategy a. Making generalizations about related events b. Developing a schema c. Visualization of events or information d. Using phonological awareness skills
ANSWER IS D D Phonological awareness is when a student can hear distinct sounds, words, and syllables. They don't necessarily comprehend these words even if they do figure out how to pronounce them. All the rest are comprehension strategies— A = making generalizations about what has been read is an excellent comprehension skill, and B = developing schema is one of the 1st things to do to enhance comprehension, C = visualization is a very helpful comprehension skill
Inferential comprehension is that which comes from reading and understanding of a. The correct use of vowel digraphs b. Information that is not stated explicitly c. Making a correct prediction d. The proper use of decoding skills
B Information that is not stated explicitly
There are a number of prerequisite skills needed for reading comprehension. Included in those needed skills are a. Prosody—word analysis—phonemic awareness b. Phonemic awareness—alphabetic principle—phonics—word recognition's skills c. Inquiry and research skills—phonemic awareness—word identification skills d. Understanding author's point-of-view—prosody—understanding story
B Phonemic awareness—alphabetic principle—phonics—word recognition's skills
To teach meta-cognitive skills, a 4th grade teacher will provide which strategy/activity during reading time. i. Looking back (called Look Backs) to verify facts ii. Predicting iii. Reflective journal writing iv. Connect to students interest and real-life experience a. I b. I and ii c. Ii and iii d. I, ii, iii, and iv
B. I - Students do need to taught to utilize this strategy such as to verify predictions, sequence, etc. II = when students have to reflect over what was read and then write about it, metacognition is involved (thinking about their own thinking
Before reading a literary piece, an elementary teacher will ask the class, What do you know about...? Which of the following best describes the purpose of this a. Initiate interest b. Connect to the students schema c. Allow the students to be involved in a discussion d. Set the topic for the students
B. Students need to have some kind of structure of background knowledge about what they are going to read. Many studies present overwhelming evidence that students learn best by placing new knowledge in the context of already know knowledge.
Studies show that scaffolding in reading skills is necessary for reading comprehension. Which of the following is not considered one of the skills that needs to be scaffold a. Vocabulary development b. Previewing what is to be read c. Fluency d. Phonics and word recognition
B. This is considered an essential skill for comprehension
During the first months of school a kindergarten teacher is planning lessons to enhance students' skills in the alphabetic principle. Which one of the following activities would best help her students a. Providing time daily for 10-15 minutes of independent silent reading b. Writing the alphabet on notebook paper or a marker board c. Providing time daily to read aloud to students while modeling book orientation including examining the front and back covers along with the title page and pointing to individual words while moving from left to right in Big Books d. Helping students decode new words by modeling this process with new vocabulary
C
Prosody is related to word recognition and comprehension and includes which of the following terms a. Setting—character—plot—themes b. Categories or groups of literacy that includes fiction, non-fiction, biographies, history, science, and geography c. Clarity—rate—emphasis—tempo—intonation d. Introduction of a book and includes front and back covers—title—authors—unusual names—the story itself
C A = story elements B = groups in genres C = elements of prosody D = book orientation
A 6th grad teacher is preparing students for a science experiment. However, he realizes that some reading comprehension skills are especially helpful for students in the process of teaching science. Which one of the following comprehension skills can be especially helpful for his students reading and using this kind of expository text a. Ability to find metaphors in the text b. Understanding the genres of the text c. Determine cause and effect relationships d. Developing appreciative comprehension
C Determine cause and effect relationships
119. Which of the following is not helpful motivation for young beginning readers a. Providing for book talks from the teacher or students in which an interesting text/book is discussed b. Supplying books with interests to many students and on many levels, and urge students to read them c. Develop a silent reading time 30 to 40 minutes per day for all students d. Form small groups in which students can share and discuss what they have read or what has been read to them
C This can turn students against reading if they are trying to read but are unable to read many texts but are forced to sit quietly for this length of time.
A 1st grade teacher is preparing her students to read about a trip to a fire station before taking a field trip to one locally. She wants to prepare them for reading this expository text in that it has a number of unfamiliar words in it. One of the best ways that she can introduce students to the text and promote their reading comprehension of it is to a. Ask the students if any of them have ever visited a fire station b. Invite a fireman to visit the class and talk about what he does c. Introduce new vocabulary words in a visual and meaningful manner d. Have students first read the text silently
C. Introducing new vocabulary before reading. This could be first writing the word on the board or at the center of a concept map and then proceeding with various points that will help the students understand and remember the new words.
Mr. Farris' 5th grade social studies students are finding in their textbook numerous graphic representations which they have to analyze and understand. These graphic representations may be in the form of diagrams, charts, graphs, timelines, and maps. From the previous list of activities, which one would likely be the most helpful to teach her students in analyzing, understanding, and using information form the textbook. a. Let students write about what they think they can learn from diagrams, globes, timelines that are in the classroom b. Have students search on the computer and make lists of brief descriptions of diagrams, maps, globes, timelines, charts, etc. and some ways to use each one c. Model through "Thinks Aloud" how to analyze and understand specific graphic sources including maps, globes, diagrams, pictures, timelines, and charts d. Have student choose one of the graphic sources in the current chapter of the textbook, and replicate it in every detail
C. The processing of "Thinking Aloud" is an excellent strategy to model for students both in understanding written text and graphic sources. Teachers can gradually allow students to demonstrate parts of this process
Mrs. Jones is a 4th grade reading specialist and has been asked by a number of teachers how to enhance the comprehension skills of her students, especially with expository text. Mrs. Jones provides for discussion the way expository text is organized. She explained that it can enhance students' comprehension of this kind of text by having them focus on certain elements of expository text. Which one of the below elements is NOT a part of expository text a. Headings and sub-headings b. Graphs—charts—pictures c. Plot—setting—characters d. Words in bold and with definitions may be integrated into the text
C. These are elements of narrative texts
Fluency and comprehension are not enhanced in a 5th grad classroom when a. Use of literature circles in which students have the opportunity to have book discussions over what they have read with their peers or a teacher b. Adult or CD/DVD assisted reading on students own reading level c. Have available a variety of books that are several levels above their own reading level for students to read independently d. Utilize choral reading activities in which the students and teacher read together
C. With books with higher reading levels, students spend too much time struggling with sounding out words. students should have 95% proficiency in what they read independently
As part of developing appropriate study skill, students in a 5th grade class are being retaught, with both guided and independent practice, how to effectively study and learn information form texts. Which of the following best describes the meaning of guided and independent practices a. The teacher has students attempt to use the study skills by themselves to see how they do and then will provide guided practice b. The student are being enabled to draw conclusions from graphic sources c. The students are going to be tested over the information that theyare reading d. The teacher first provides practice in using the study skills with his help and then provides additional practice time which students use the skills by themselves
D. Students have been typically taught some study skills in earlier grades but usually have a lot more independent work to do in the 5th grade. Therefore, ther is a need for teaching and reinforcing appropriate study skills
A 3rd grade teacher reads the following passage from a story: "As Jimmy was brushing his teeth before going to bed, he heard a terrible roar come from the garage. Jimmy didn't know what could be making that terrible noise, but he left a light on in the closet while he slept that nitght." The teacher then asks students questions about their thoughts on the events of the passage and what might be happening. Which of the following would this activity best promote a. Schema development b. Mapping c. Fact and opinion d. Predicting
D. Students need to practice this skill as they read portions of text. There should be an expectation that the students explain why they make certain predictions.
The development of reading comprehension skills is important in elementary students. which of the following is the least important strategy in promoting reading comprehension among elementary students a. Initiate interest and build a schema before reading and provide an activity after reading b. Self-monitor during reading and respond after reading c. Develop questions and visualizations during reading d. Relating oral language to semantics
D. These have nothing to do with comprehension strategies. The others are strategies that need to be modeled and taught
134. Mrs. Buff receives a letter from the mother of one of her 4th grade science students about the amount of time it is taking to do the homework for her class. Mrs. Buff has been working with all of her students on developing appropriate study skills, including setting timelines for homework. Mrs. Buff responds to the letter from the parent with an invitation to the mother and her husband to meet with her concerning this issue. Which of the following would be the best strategy for Mrs. Buff to begin the conference
a. Asking the parents how much time their child spends studying each night b. Listening to the parents concerns and then explaining the study skills that have been taught and discussed in her class c. Asking parents how much homework that their child has in other classes d. Explaining they are the only parents who have ever complained about homework e. B. It is best to listen to concerns first and then explain
132. A 4th grade teacher could best instruct students on informational resources, such as the dictionary, thesaurus, and atlas by which of the following methods
a. Having the librarian come to the class and teach the definition and purpose of informational resources b. Having students define informational resources, listing an example, and teaching a partner the information learned c. Designing a scavenger hunt in the library with students locating and using correctly the informational resources d. Having the students complete a graphic organizer to define and state correct usage of the informational resources e. C. Having a scavenger hunt gives students real-life use of finding and using these resources
129. A 5th grade science lesson is preparing students for the required competency in comparing/contrasting information in any content. Which of the following strategies would best deliver this information
a. Plan a lab to look at different plants under a microscope and document what they see b. Deliver a lesson on various plants and have the students complete a Venn diagram c. After a microscope lesson viewing various plants, have students draw what they see d. Take a field trip around school grounds to collect plants to examine under classroom microscopes later e. B. A Venn diagram gives an area to record a comparison of likenesses and differences of each point
131. Which of the following would not be beneficial in improving a student's note-taking skills
a. Provide the lecture notes in paragraph form with strategic blanks for the students to fill in as the teacher lectures, especially at the beginning of the year b. Provide an outline with the main points given and blanks for the students to complete the details as the teacher lectures c. Create the expectation from the beginning of school that there will be a grade taken on students' notes at least once a week. d. Have students take notes after it has been modeled and practiced on a graphic organizer, the type which is based on the lecture. ANSWER IS C e. This is a practice of some teachers who do not understand the importance of providing instruction and guided practice for this skill - just as with other skills f. A, B, D = this is a good way to get fifth grade students to understand the way notes should be taken and also hold them accountable for filling in blanks with specific information
133. A 3rd grade teacher reads a fictional story to the class and bases activities on one character of the story. The teacher assigns the same story to be read that night with parents and provides questions based on another character. Which of the following would this lesson best promote
a. Reading for a purpose and fluency b. Reading of expository text c. Phonetic skills d. Text organizing e. A. Students' fluency can be promoted by re-reading familiar text, and fluency might be enhanced through repeatedly reading even parts of the story with parents
130. A 5ht grade teacher reviewed the students work on her classroom walls and mobiles in March. Which of the following would this best promote
a. Student comprehension and summarization of topic b. The students' self-esteem c. Class bonding d. Students reflection on past activities and concepts e. D. Especially If the teacher asks for such reflection during follow-up discussions about some of the student work that is posted throughout the room.
The alphabetic principle is a highly important reading skill because a. It is the basis of phonics instruction b. It is the basis of print orientation c. It is the basis for phonemic awareness d. It is the basis for understanding morphology
A IS CORRECT ANSWER B Print Orientation - the understanding of how to begin writing letters including writing from left to right and on lines C Phonemic awareness - relates to be able to hear sounds D Morphology is the way words are formed and related to each other
Examples of high-frequency irregular words include which list a. Through—their—there—what—who—too b. Cat—through—who—whose—run—dog c. Where—though—brought—me—no d. Best—where—job—whose—ten—eight
A. Cat, run, dog, me, no, best, job, and ten are not speed irregularly so this list is not correct. A = words that are spelled irregularly
Expository reading in the 4th grade class often requires students to use which of the following strategies to promote their success as they are reading content information a. Mapping b. Selecting a passage on a topic new to the student to promote interest c. Class discussion during the reading d. Additions to word walls
A. Helping students learn to map what they are reading often enhances their skills in organizing and understanding written text
Students in 4th grade have to begin doing various kinds of research and become better enabled to use appropriate study skills. Therefore, the teachers in this grade see the need to model and teach a variety of these skills. Which of the following would be the least effective student activity in promoting student research a. Publishing their research b. Previewing what is to be read/studied c. Outlining information d. Locating, analyzing and summarizing information
A. Publishing their work is not a research study/research skill in and of itself
A 5th grade teacher who allows independent reading on three paragraphs and then has the students choose only three important words from each paragraph is primarily addressing which of the following skills a. Summarization b. Visualization c. Evaluative comprehension d. Schema development
A. Summarization involves helping students locate important information in what they are reading
The meaning of the alphabetic principle is a. The understanding that there is a logical and systematic relationship between the sounds of spoken English and the letter/letter patterns of written English (alphabetic principle) b. The ability to recognize, name and write letters (alphabetic knowledge) c. The ability to hear specific sounds (phonemic awareness) d. The understanding of how to read each letter or letter pattern in a word to determine the words meaning (decoding)
A. The understanding that there is a logical and systematic relationship between the sounds of spoken English and the letter/letter patterns of written English (alphabetic principle)
In a second grade class motivation to read is most likely to occur when a. The class gets involved in a Reader's Theater. b. The teacher provides for thirty minutes to one hour per day for silent reading c. Providing books of many interests and that are above the students independent reading level d. All students are required to stand in front of the class to read from a new text
A. for this kind of activity students are given parts of a play to read for others. The play is usually based on a familiar book and students have opportunities to practice re-reading the text and using prosody
A 3rd grade teacher is checking for understanding for his students' skills in higher level thinking in comprehension. They have just finished reading two different versions of the same story so he wants the students to determine what points are different and what points are the same. Which level of comprehension is he checking a. Inferential comprehension b. Evaluative comprehension c. Literal comprehension d. Paraphrasing comprehension
ANSWER IS A A = Inferential comprehension is the understanding of parts of a text without it being stated explicitly. The teacher is specifically checking to determine if students can compare and contrast points of the story B = evaluative comprehension is understanding points of text such as fact and opinion, faulty reasoning, and points-of-view C = literal comprehension is the understanding of stated facts from what has been read D = Paraphrasing is putting information into your own words
Mrs. King tells her 5th grade students that she is going to explain and model a strategy that should help them learn how to self-monitor with their own comprehension development. Which strategy would be most effective for this purpose a. The teacher starts reading aloud as she is displaying the text on a slide or students are following along in a book; the teacher then pauses and asks a question aloud to herself about what she is reading. b. Students read aloud to a partner an assigned story and then discuss the events c. Students develop questions abut what they have read and exchange them with a partner d. The teacher models how to develop a text map to determine the main idea
ANSWER IS A A = This is called a "Think Aloud" and it is important for teachers to model this process so students can actually see and hear the thinking process that goes for effective comprehension The other three are good activities to enhance comprehension
