Competency 8 Flashcards
(10 cards)
- Ms. Lewis, a kindergarten teacher, shows an unfamiliar storybook to a student. She asks the student to point to the title of the book and open the book to the first page of the story. After the teacher reads a few pages, she asks the student to point to the words. The teacher is most likely assessing the student’s awareness that
A. different conventions are associated with different genres of literature.
B. printed text corresponds to oral language.
C. letters correspond to individual speech sounds.
D. reading is an interactive process between the reader and the text.
B. printed text corresponds to oral language.
because by pointing to the words on a page, the student associates printed words with oral language. Grasping this connection is important for language development.
- A special education teacher prepares a group of students to listen to a story about a whale by asking them what they know about whales and writing the students’ responses on the board. This activity is likely to facilitate comprehension of the story primarily because it will
A. prompt students to learn more about the topic.
B. encourage the students to use metacognitive strategies.
C. integrate oral and written vocabulary skills.
D. connect new information to the students’ background knowledge.
D. connect new information to the students’ background knowledge.
because the students’ background information about whales will help them acquire new information about the topic.
Ms. Ortiz is a special educator who teaches in a middle school resource room. At the beginning of each school year, she has each student complete an interest inventory such as the one shown below.
1. What is your favorite animal?
2. What is your favorite game?
3. What is your favorite sport?
4. What do you like to do after school?
5. What is your favorite school subject?
6. What famous person would you most like to meet? 7. What place would you like to visit?
15. In planning reading instruction for students with disabilities, Ms. Ortiz could best use the information from this informal assessment to
A. determine students’ instructional reading levels.
B. suggest themes for units to the students’ English language arts teachers.
C. help students select books for independent reading.
D. determine gaps in students’ vocabulary and concept development.
C. help students select books for independent reading.
because an inventory of the students’ interests will help the students select books for independent reading.
- Which of the following activities, performed by young children while a story is being read to them, would most likely encourage them to listen for meaning?
A. Tapping their feet to the rhythm of the words
B. Miming the action of the story
C. Raising their hands when they hear the main character’s name
D. Making a clay sculpture of their favorite character
B. Miming the action of the story
because students miming the action of the story while the teacher reads encourages them to reflect on a significant moment in the story and understand its meaning.
- A first-grade teacher who is working with a group of beginning readers gives each student a set of word cards. On each card is printed a word that the students have already learned to read (e.g., “he,” “she,” “sees,” “loves,” “has,” “the,” “a,” “dog,” “cat,” and “pail”). The teacher shows the students how to arrange the cards to create a statement (e.g., “she sees the cat”). Students then create their own statements and read them aloud. One goal of this activity is to promote students’ reading development by reinforcing word recognition skills. In addition, this activity can be expected to promote students’ writing development by
A. helping them learn to view writing as a useful tool for communication.
B. promoting their recognition of similarities and differences between written and oral language.
C. building their understanding of basic syntactic structures.
D. helping develop their understanding of the value of writing conventions.
C. building their understanding of basic syntactic structures.
because an interactive writing activity will help the students understand how to create complete sentences using familiar words.
A sixth-grade teacher has made the following notes about a student’s reading performance.
Rebecca’s oral reading speed and accuracy are about average for the class. Her errors, which tend to occur when she encounters unfamiliar polysyllabic words, usually consist of substituting real words or nonsense words that are structurally similar to the printed words rather than words that are semantically or syntactically correct.
Rebecca’s performance on oral and written comprehension questions that are based on silent and oral reading selections is also average for the class; however, her miscues are numerous and sometimes seem to interfere with her comprehension.
18. Based on the teacher’s notes about Rebecca’s reading performance, Rebecca would benefit most from instruction to help her
A. recognize high-frequency words with regular and irregular spellings.
B. use context clues and monitor her comprehension as she reads.
C. apply knowledge of phonics to decode unfamiliar words.
D. improve reading fluency and vocabulary skills.
B. use context clues and monitor her comprehension as she reads.
because using context clues will help Rebecca improve her comprehension skills.
- A teacher regularly analyzes the attempted spellings of emergent readers. In addition to providing information about students’ spelling development, the teacher’s approach would best help the teacher assess students’
A. level of reading fluency.
B. use of word-identification strategies.
C. ability to apply phonics skills.
D. knowledge of comprehension strategies.
C. ability to apply phonics skills.
because analyzing the invented spelling of emergent readers will allow the teacher to assess the students’ understanding of phonemic awareness and to determine whether they are able to apply phonemic awareness skills to decode words.
- To promote students’ reading fluency, a fifth-grade teacher plans activities in which students and their assigned partners engage in repeated oral readings. When the teacher assembles the reading materials for the activities, the teacher should assign each pair of students passages from a text that
A. both students are capable of reading aloud with no more than 5 word- recognition errors per 100 words of text.
B. the students have previewed and selected themselves.
C. both students are capable of reading aloud with no more than 25 word- recognition errors per 100 words of text.
D. the students have been reading in connection with content-area study.
A. both students are capable of reading aloud with no more than 5 word- recognition errors per 100 words of text.
because 5 out of 100 word-recognition errors implies that the students are fluent readers and they can read independently. Choosing a book that both the students can read independently allows them to take turns reading and provide each other with feedback as a way to monitor comprehension.
- Which of the following additional activities would best help the teacher informally assess students’ understanding of the way visual images and elements of design create meaning?
A. Students work in small groups to prepare their own exhibits by using photographs from newspapers and magazines to tell a story.
B. Each student researches one photojournalist featured at the exhibit and presents a brief report on the photojournalist’s work in the field.
C. Students write an essay about the photojournalism exhibit at the museum, analyzing a particular photograph they liked.
D. Each student writes a simulated magazine article and creates a drawing or illustration to accompany the article.
A. Students work in small groups to prepare their own exhibits by using photographs from newspapers and magazines to tell a story.
Option A is correct because letting the students work cooperatively in small groups to create a photo exhibit will provide them the opportunity to share ideas and allow the teacher to assess their understanding of the concept of photojournalism by telling a story through images.
- A reading teacher asks students to read a short passage from a text and then close their eyes for a minute to visualize what they just read. The activity will help the students to
A. understand the meaning of new vocabulary words.
B. increase phonemic awareness.
C. improve reading comprehension.
D. increase reading fluency.
C. improve reading comprehension.
Option C is correct because creating visual images increases students’ reading comprehension and provides an anchor to the text.
