Science of Teaching Reading Test Flashcards by Peris Story

In which of the following stages of spelling development does the child leave behind their phonetic dependence and rely on visual/morphemic strategies?

Transitional

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Conducting a structural analysis would be the best strategy for students to use to decipher the meaning of which of the following words?

Mislead

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A first-grade teacher is working with a small group of students with a set of manipulative tiles. She says “sand”, and then says “/s/ /a/ /n/ /d/”, pushing one tile forward for each separate sound she makes. Which of the following concepts is the teacher presenting to the students?

Phonemic Awareness

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A teacher is beginning a unit on homonyms. The class starts out by reading the book Llamaphones by Janik Coat. Each page depicts a homophone pair with the illustration used to differentiate the meaning. Next, the class is divided into pairs to create word webs for a homophone pair. The teacher models the activity by having the class help her fill in the web.

Semantic maps help develop student’s vocabulary skills by:

Helping students make connections between words

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Words that are impossible for students to sound out, such as “their, of, could” should be taught during which reading lesson?

Irregular Words

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After all the pairs have completed their word webs, the teacher hangs the webs on a bulletin board. The teacher then asks students to view the webs and choose five homophone words to incorporate into a creative writing assignment. How does this extension activity improve student vocabulary knowledge?

Students need exposure to words in context, and incorporating new words into their own writing is one way to give context to the new terms.

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A first-grade teacher wants to incorporate more cross-curricular reading applications into her classroom, specifically with her history and science lessons. Which strategy would help best meet her goal of helping students comprehend cross-curricular informational texts?

Using graphic organizers to evaluate text structures in various subjects.

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A third-grade teacher assigns students an expository text to read with a set of five questions. More than half the class misses the same question about the article’s main idea. Which of the following topics should the teacher cover to help students with this concept?

The purpose of titles, subtitles, and topic sentences.

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A first-grade teacher administers a pseudo word assessment three times a year to track student progress on word decoding. Which is a limitation of administering only this type of assessment to students?

This assessment only focuses on code-based reading skills.

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At the beginning of the year, a second-grade teacher wants to perform an assessment of students’ phonemic awareness. Which activity would best help the teacher assess this skill?

Providing students with a word and asking them to swap out a sound to change the word.

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A third-grade classroom is composed of students of many ethnicities, some of whom are English language learners. The students are at a variety of reading levels and proficiencies. Which type of text would be the best choice to use in this classroom so that all students can connect to and comprehend the content?

Folktales

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A small group of students has mastered letter-sound relationships for specific consonants (t,g,m) and short-vowel sounds for a and i. They are able to spell words with correct initial and final consonant sounds. Based on these skills, what small group activity should the teacher administer to move students along the continuum of development of knowledge and skills related to the alphabetic principle?

Having students read short paragraphs using these familiar sounds and practice reading and decoding the words, with teacher modeling as needed.

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After reading a short fiction text to students, a teacher provides each child with a set of picture cards depicting events in the story. She asks the students to organize the photos in the order in which they occurred in the story. This activity can be used with:

Understanding basic story structure.

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A kindergarten teacher gives a spelling pretest to her students. One student turns in the following list of words. Which of the following mini-lessons should the teacher present to address this student’s spelling difficulties?

Vowel diagraphs

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A third-grade class has been studying mammals and reptiles, and the teacher would like to help students synthesize all the information they have learned about both types of animals. The teacher seats students in pairs and asks them to fill in a blank Venn diagram. Next, the teacher conducts a class discussion in which each pair of students shares their organizer and she records their findings in a whole-group version, shown here:

Creating this type of graphic organizer will help students develop their reading comprehension skills by:

Providing a system for recording commonalities and differences between the topics

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A first-grade teacher introduces a game to her students. Each pair gets a spinner, a copy of the chart below, and a letter bank. Students take turns spinning the dial and complete a word in one of the columns according to what number the spinner lands on. The teacher completed the first row as an example.

This activity will help students develop word analysis skills by showing them how to:

Use orthographic skills to recognize letter patterns and practice phoneme substitution in words containing short vowels

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Students come to their first year of school with various degrees of prior exposure to literature. Which strategy would be most effective for students who have had limited or no experience with written text?

Reading aloud from a predictable patterned big books and focusing instruction on print concepts and basic phonological awareness

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A second-grade classroom with multiple Spanish-speaking English language learners is working on literary analysis. The class reads aloud a short story in which the main character, Lisa, visits Mexico while on vacation. Lisa struggles to fit in at first because she does not speak Spanish. Over the course of the book, she learns new words and phrases to use during her trip.
During and after reading, the class discusses various aspects of the text and answers general comprehension questions posed by the teacher. One of the areas the teacher wants to focus on is generating a well-constructed summary of the story. The teacher provides a graphic organizer for students to complete as a whole group before writing the actual summary.
Which chart or organizer would be most beneficial for the class to complete in order to achieve this goal?

A Somebody-Wanted-But-So-Then Chart

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A second-grade classroom with multiple Spanish-speaking English language learners is working on literary analysis. The class reads aloud a short story in which the main character, Lisa, visits Mexico while on vacation. Lisa struggles to fit in at first because she does not speak Spanish. Over the course of the book, she learns new words and phrases to use during her trip.
During and after reading, the class discusses various aspects of the text and answers general comprehension questions posed by the teacher. One of the areas the teacher wants to focus on is generating a well-constructed summary of the story. The teacher provides a graphic organizer for students to complete as a whole group before writing the actual summary.
In what additional way could the teacher scaffold this activity that would benefit her students who are in the intermediate stage of English language proficiency in the area of writing?

Allowing the students to deliver their summary verbally to the teacher

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A second-grade classroom with multiple Spanish-speaking English language learners is working on literary analysis. The class reads aloud a short story in which the main character, Lisa, visits Mexico while on vacation. Lisa struggles to fit in at first because she does not speak Spanish. Over the course of the book, she learns new words and phrases to use during her trip.
During and after reading, the class discusses various aspects of the text and answers general comprehension questions posed by the teacher. One of the areas the teacher wants to focus on is generating a well-constructed summary of the story. The teacher provides a graphic organizer for students to complete as a whole group before writing the actual summary.
By choosing this text, the teacher is demonstrating her understanding of:

The need to mirror diversity of her classroom in her text choices

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A first-grade teacher has recently conducted oral timed reading assessments. She records the number of words per minute a student completes as well as any miscues and self-corrections made by the student.
The teacher meets privately with each student to share the results. The teacher meets with Tim first. She noted in Tim’s reading that he made a number of miscues but did not pause to acknowledge them or attempt to self-correct. Tim read at an above-average speed, completing the reading 20 seconds faster than his peers. Some of his errors included saying “dark” for “bark,” “nap” for “map,” and “jab” for “gab.” Previously Tim has been able to read grade-level texts with 95% accuracy, but on this assessment he scored closer to 75%.
During the conference, the teacher should be sure to:

Tell the student the ways in which he read well as well as provide actionable areas of improvement (fluency/pace)

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A first-grade teacher has recently conducted oral timed reading assessments. She records the number of words per minute a student completes as well as any miscues and self-corrections made by the student.
The teacher meets privately with each student to share the results. The teacher meets with Tim first. She noted in Tim’s reading that he made a number of miscues but did not pause to acknowledge them or attempt to self-correct. Tim read at an above-average speed, completing the reading 20 seconds faster than his peers. Some of his errors included saying “dark” for “bark,” “nap” for “map,” and “jab” for “gab.” Previously Tim has been able to read grade-level texts with 95% accuracy, but on this assessment he scored closer to 75%.
Based on the results of the assessment, which activity would best address the errors made by Tim and improve his oral reading in the future?

Modeling reading with appropriate speed and having Tim practice reading more slowly and with expression

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A kindergarten student is in the semiphonetic stage of spelling development and is hesitant to write longer pieces because she is concerned about misspelling words. The teacher should take which of the following steps to encourage further development of the student’s reading and writing skills?

Encouraging her to keep sounding out words and spelling the best of her abilities

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A third-grade teacher notices two students are both automatic readers and share the same reading rate and comprehension level. She would like to assign them an activity that will help improve their individual reading rates. Which of the described activities would be best suited for this purpose?

A shared reading activity in which both students silently read the same text independently, pausing along the way to discuss the main points of the text

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A first-grade teacher is looking for a new way to help students with literary analysis of complex texts. She decides to reread a text multiple times, each time asking the students to analyze the text in a specific manner. For example, after the first reading the teacher checks for comprehension. Then she reads it again, this time focusing on plot structure. Once the students have completed their study of characterization, the teacher reads the text one more time. While reading, she asks the students to close their eyes. Once the reading is over, the teacher prompts the students to choose one scene from the story they found most interesting and draw it. Students then share their drawing with a partner and discuss why they chose that scene. This activity can help students to understand complex texts by:

Encouraging them to visualize the text to create understanding

Focusing on the illustrations and text to analyze the characters' feelings

A first-grade teacher would like to improve her students' ability to track print when it appears on consecutive lines in a book. Several students in the class have a good understanding of the alphabet, corresponding letter sounds, and simple decoding, but they struggle to understand longer lines of text. Which of the following strategies could she use as she models reading a short paragraph containing simple vocabulary in front of the class?

Using her finger to touch each word while reading slowly from left to right on the page

A second-grade teacher would like to help students develop their phonological awareness skills by teaching them to decode words faster as they read. Which of the following concepts should the teacher focus on to help students achieve this goal?

How to separate words into syllables, being able to separate words into syllables will help students develop their phonological awareness skills and assist them with decoding and spelling more difficult words

A beginning reader often writes letters and numbers facing the wrong direction during writing activities in class. Which of these strategies would best help this student learn to form his letters more accurately?

Have the student practice tracing letters in a workbook in which the steps for forming each letter are notated

A classroom has a mix of students with varied home languages and English dialects. In order to best help students learn inflectional word endings (such as -ed), the teacher should have the students:

Complete a word sort categorizing inflected words by their pronounciation

Which strategy would be most likely to help a kindergarten student who struggles to visually differentiate between the appearance of the letters p and q?

Giving the student tracing exercises focusing on the shape and direction the letter faces

A kindergarten teacher is beginning instruction on vowel and consonant blends. While students work on a math assignment, she calls students individually to her desk and asks them to read from a list of words, some of which include blends. As the student reads, the teacher notes whether or not the student can correctly pronounce any of the blends. This type of assessment best represents a:

Diagnostic assessment; diagnostic assessments are used to determine a student's current level and understanding of a topic. The teacher is using a diagnostic test to inform her instruction and determine the students' current knowledge about the topic.

A student who is typically a strong reader and specifically loves to read fiction narratives struggles more with content specific informative texts. The teacher regularly implements pre-reading and during-reading activities for the class as a whole, but which of the following strategies would be the most helpful for this specific student when reading the more challenging informative texts?

Decrease reading rate

After taking a field trip to a local farm, a class reads a short story about animals who live on a farm. During the reading, the teacher has students help her decode words with phonemes the students have recently learned. After reading, the teacher breaks the students into small groups and has them help her generate sentences about farm animals. After the students say a sentence, the teacher writes the sentence on paper. She asks the students to help her spell out words containing letter sounds they discussed during the reading. By asking the students to help her sound out and spell words, the teacher is:

Reinforcing phonics skills through both encoding and decoding

When working with English language learners on phonemic awareness and phoneme identification, it is most appropriate to select words that:

Include sounds used in both English and the student's native language

A teacher would like her students to develop their phonological awareness. Which of the following activities would best help students develop their phoneme substitution skills?

The teacher writes the word "lake" on the board and says it out loud. She then puts up a picture of a cake next to "_ake" and asks students what sound would fill in the blank.

An elementary teacher could encourage and provide support for at-home reading by:

providing a list of popular children's books parents/guardians would enjoy reading with their children.

In the word applause, which pair of letters represents a diphthong?

AU Diphthong: a sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another

``` A kindergarten class is reading the fable "The Ant and the Grasshopper." After they finish reading, the teacher asks each student whether or not they would have shared their food with Grasshopper. As students answer, the teacher reminds them to explain their reasoning and points to the words "because" and "since," which are written on the board. After the students finish discussing the text, the teacher divides everyone into small groups and hands them a collection of seeds similar to those that Ant would have collected in the story. The groups are asked to sort and categorize the food. They are given a large piece of paper with a blank table with three boxes across the top and larger boxes under each of those. The teacher asks the students to label the top box with the category (color, texture, shape, etc.) and then place the seeds that match that category into the second box. What is the most likely goal of this activity? ```

to allow students to experiment with descriptive language.

A kindergarten class is reading the fable "The Ant and the Grasshopper." After they finish reading, the teacher asks each student whether or not they would have shared their food with Grasshopper. As students answer, the teacher reminds them to explain their reasoning and points to the words "because" and "since," which are written on the board. Here is a sample of the class discussion: Teacher: "Clark, would you have let Grasshopper in to eat?" Clark: "No." Teacher: "Why not? Remember to use one of these words." Clark: "No, I wouldn't because Grasshopper did not help me collect the food."

create more complex grammatical sentence structures and explain their thinking.

As part of a unit on weather systems, a first-grade class will be reading a scientific, informational text with many new, tier-three vocabulary terms. Before this reading takes place, the teacher has students write about their favorite type of weather, identify the current weather outside over the course of a week, and watch a few videos depicting different types of weather systems. The main purpose for these pre-reading activities is to:

Provide students with ample opportunities to activate and build upon background knowledge before reading the complex text

``` A prekindergarten teacher has recently started a unit on money. The teacher reads a short story where the main character goes to the store to buy groceries. The text uses monetary terms like "change," "total," and "receipt." Before reading, the class discusses times they've gone shopping with their parents. The teacher asks students to describe the process of paying for items and prompts students to use these terms. During reading she checks for understanding by pointing to the illustrations and defining the terms. After reading, the teacher gives pairs of students play money and food items and gives the children time to pretend to shop, acting as both the customer and the cashier. While students are shopping, the teacher walks around the room to overhear conversations. She notices that some ELL and native speaking students are struggling to use the new terms correctly. Which of the following extension activities would be most beneficial for all students to meet the teacher's goal of learning the words? ```

sorting and matching picture cards into examples and non-examples of the terms.

``` A prekindergarten teacher has recently started a unit on money. The teacher reads a short story where the main character goes to the store to buy groceries. The text uses monetary terms like "change," "total," and "receipt." Before reading, the class discusses times they've gone shopping with their parents. The teacher asks students to describe the process of paying for items and prompts students to use these terms. During reading she checks for understanding by pointing to the illustrations and defining the terms. After reading, the teacher gives pairs of students play money and food items and gives the children time to pretend to shop, acting as both the customer and the cashier. These activities best exemplify which of the following key principles of effective vocabulary instruction for prekindergarten children as described in the Texas Prekindergarten Guidelines? ```

creating opportunities for children to experience the new words in multiple ways across multiple experiences.

A kindergarten student can be expected to master which of the following syllabication skills based on the continuum of word-reading skills described in the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR)?

Blend syllables to form multisyllabic words. | --Kindergarten students can be expected to begin blending syllables to form multisyllabic words.

Halfway through the school year, a first-grade teacher wants to administer a summative assessment to determine student mastery of the grade-level sight words taught over the course of the semester. Which of the following informal assessments would be the best suited to meet this goal?

The teacher posts the sight words on a word wall, having each student take a turn saying them privately to the teacher, and records the results.--This is an example of an appropriate informal summative assessment on the semester's sight words. The wall of words will contain all the words taught that semester, making it summative, and telling each word to the teacher privately makes it informal. Administering this type of assessment would help the teacher determine whether each student had mastered the list of sight words. Halfway through the school year, a first-grade teacher wants to administer a summative assessment to determine student mastery of the grade-level sight words taught over the course of the semester. Which of the following informal assessments would be the best suited to meet this goal? making predictions A teacher is reading aloud to the class from a retelling of "Jack and the Beanstalk," and during the reading she pauses to think aloud. Below is part of her think-aloud along with the text she is reading. The teacher's dialogue is italicized. Once upon a time, there lived a boy named Jack. He and his mother lived in a tiny cottage on a farm near the outskirts of town. They didn't have much money, and the shelves in the pantry were bare. The harvest was over, but not much food was saved for the winter. Oh no, what will they do in the winter without food? I wonder how they can get some money. Maybe they have crops from the harvest to sell. Jack's mother decided that they must sell their cow. "Please take the cow to town and sell her so we can buy some food," Jack's mother said. So off Jack went with the cow in tow. I bet a cow will sell for $400. They'll be able to buy so much food! On his way to town, Jack met a man on the side of the road. "Hey there, lad, that's a nice looking cow! I'd like to buy it! Here are five magic beans that, when planted, will grow to reach the sky!" Jack was amazed, and quickly said yes. He held the magic beans in his hand and thought, "Wow! Magic beans! Mother will be so happy." Hmmm...I wonder. I think my mother would be very disappointed and sad if I came home with only five beans instead of money. Do you think his mother will be happy with Jack? During this think-aloud, the teacher is modeling which of the following text analysis skills?

making predictions

A first-grade teacher plans her reading lessons so that they always include time for the teacher to read at least part of the text aloud to students. What is one way in which teacher-modeled reading can benefit students' fluency skills?

Listening to the teacher read will help students learn to develop prosody in their own reading.

A classroom is working on phonemic awareness using Elkonin boxes. Students need to place a chip in the box for each phoneme in the word. The teacher says a word aloud, then scans the room to see how students are answering before displaying the correct box on the board. As the activity continues, she notices many students making the mistake represented below. Word: CHAT Based on this Elkonin box answer, the students are having trouble with:

Identifying the difference between the medial and final sounds in the word.--Because the students have identified only two sounds in the word, it is likely that they are identifying the onset /ch/ as one sound and the rime /ăt/ as one sound rather than two: /ă/ and /t/. The students need more instruction in distinguishing the final sounds of a word.

Which set of words below would best fit in a list of tier-three vocabulary words?

buoyant, density, fluidity

Which of the following pairs of words are homophones?

phase and faze

A first-grade teacher wants to incorporate more cross-curricular reading applications into her classroom, specifically with her history and science lessons. Which strategy below would help best meet her goal of helping students comprehend cross-curricular informational texts?

using graphic organizers to evaluate text structures in various subjects.

A pre-K teacher has children participate in the following activities: clapping syllables in students' names counting syllables in days of the week standing up if their names contain a specific number of syllables These types of activities help students to:

Develop phonological awareness by using meaningful words.--Using words that are significant to the child, such as his name, creates meaning and interest for the lesson. Using topics that are important or interesting for a student makes the learning process fun and seamless.

A first-grade teacher would like her students to be able to work on whole-word reading (identifying words automatically) while using the phonics skills she has taught the past few class periods. The students have shown an ability to successfully sound out and blend words that follow predictable phonics patterns. Which of the following approaches would best provide students the opportunity to practice these skills?

giving students opportunities to sound out words that follow a regular phonics pattern and then having them read the words normally in a short text.

In a first-grade class, the teacher has passed out cards with a picture on one side and blanks on the other. On the first card, one side of the card has a picture of a boat, and the other side shows the following blanks: "___-___-___. The teacher asks the student to name the appropriate letters that would fill in the blanks according to the separate sounds they hear when they say "boat" out loud. This activity is helps students develop their reading skills by:

improving their overall phonemic awareness.

Reading aloud from predictable patterned big books and focusing instruction on print concepts and basic phonological awareness.

A teacher conducts a focused series of phonics lessons. Before the lessons, she has students read a series of words and records their answers. Next, the teacher and students read a decodable text that practices the target phonics skills. The teacher provides direct instruction on decoding the specific phonemes and phonetic analysis skills needed. After these activities, the teacher quizzes students individually with words that utilize the target phonics skill. She shows them a word card and asks them to read the word. The teacher compares the student's pre- and post-performance on a chart. The following is an example of one student's results. Based on the student's posttest performance, what is the most appropriate action for the teacher to take with regard to the student's mastery of the topic?

Providing additional lessons in consonant blends--The student struggled to decode words with consonant blends during the pretest and is still struggling to correctly decode them in the post test. Providing additional remediation activities in consonant blends would be the best course of action.

To determine student growth and retention of the lessons--Because the chart shows the student's pre- and post-assessment data, the teacher is most likely using this assessment to understand how the student has grown from the lessons and whether or not more intervention is needed.

first-grade student is reading aloud and mispronounces the following words: after, old, ask, and what. The student could benefit from additional instruction in which of the following areas?

automatic recognition of high-frequency words

A kindergarten teacher is conducting a phonological awareness assessment on one of her students. Teacher: Look at this picture I'm holding up. What is it? [The teacher shows a picture of a pig ]. Student: A pig? Teacher: That's right, a pig. What's the very first sound you hear in the word pig? Student: /p/ Teacher: Good. If I take away the /p/ sound, what sound is left? Student: /ig/ Teacher: What's another word that also ends with the /ig/ sound? Student: Dig. Teacher: Good job. Which of the following aspects of phonological awareness does this assessment cover?

onset sounds and rhyming words

A first-grade teacher takes three small square tiles and sits across from one of her students. She says, "I'm going to say a word and then its sounds: mat ... /m/ ... /a/ ... /t/." Then she passes the tiles across the desk to the student and says, "Can you think of another one-syllable word with three sounds?" This activity furthers the student's reading abilities by helping them:

understand that words are made up of separate sounds.

A third-grade student has mastered decoding individual words, but his oral reading is slow, which keeps him from grasping the meaning of the text. When the teacher encourages him to read to the class, he says he is "ashamed" and wants to complete the assignment by himself. Which of the following approaches would best differentiate the reading lesson and help the student improve his overall reading fluency?

Assigning the student a text at his independent reading level and allowing him to read it quietly to himself before discussing it with others

A second-grade English language learner frequently struggles to comprehend nonfiction texts. The student is able to quickly decode the words in the text and reads at an appropriate pace. She is able to answer comprehension questions about fiction texts with 75% accuracy. Based on this information, what is the most likely cause of the student's struggle to comprehend?

The student lacks appropriate background knowledge to comprehend the topic.

A third-grade class has just finished reading an informational text about emergency services and first responders and a second article on natural disasters. The class is then broken up into small groups to discuss the texts and answer some comprehension questions. Each group is provided with a handout listing the following sentence stems: In paragraph ___, the author says ... According to the text ... For example ... The reading says ... The teacher reminds the students to use the sentence stems while answering the comprehension questions. Providing students with these stems will best encourage them to:

use evidence from the text to support their answers.

A small group of first-grade students are in the pre-alphabetic stage of reading development. In order to remediate these students and move them into the partial alphabetic stage, the teacher should provide instruction on:

letter-sound correspondence and letter names.

A kindergarten teacher notices a student in class is writing "b" when he means to write "d", and vice versa. Which of the following activities would help this student improve his understanding of letter directionality?

The teacher has the student say each letter while tracing its shape on paper. Letter directionality is an important aspect of both print awareness and the alphabetic principle. Students need explicit instruction in letter shapes and their corresponding sounds in order to consistently form letters correctly. Tracing letters while saying their sounds is an appropriate intervention for students working to master letter directionality.

An assets-based approach to reading instruction would include all of the following except:

lessons built on an assumption of what students' weaknesses in reading are.

As part of systematic and explicit reading instruction, teachers should be sure to do which of the following to ensure that students do not fall behind or develop severe reading difficulties?

Frequently assess reading development and provide remediation when needed. --Using both formal and informal assessments of various reading skills would be the best way to ensure students are receiving proper remediation in a timely manner.

A first-grade teacher assigns a three-sentence writing assignment to students. As students begin working, the teacher notices a student asking another student how to spell the word fish. The teacher asks the student if she can sound the word out, and the student says, "/fff/.../iii/.../ssshhh/," but she can't think of the letters to write. Which of the following strategies could the teacher implement to help this student encode letters and write them down?

Give the student letter/sound picture cards in which each letter of the alphabet is in the shape of something that starts with that letter. --In order to encode letters, students must think of the letter that corresponds with a particular sound and write it on their paper. Therefore, this student needs assistance with letter/sound correspondence. Providing these alphabet picture cards will help the student develop an understanding of this concept. An example of one of these cards would be the letter "F" in the shape of a flower. The student would use the card to think "flower.../fff/...f" and then write down the correct letter corresponding with the sound.

A third-grade class is beginning a new unit on space. The teacher hands a group of above-level readers an article about Mars rovers and asks students to silently read the text and answer a few comprehension questions afterward. Upon reviewing the students' answers, Ms. Maricel discovers that many students did not understand the main concepts of the text, and many are confused about the ideas presented in the article. What should Ms. Maricel have done prior to assigning the reading in order to aid student comprehension of the text?

Introduce and review any tier-three vocabulary terms in the text Because this is a new content area, the text is likely to include tier three vocabulary the students have not encountered before.--A lack of prior vocabulary knowledge may be a contributing factor to the students' comprehension issues, so reviewing difficult terms before reading should help with comprehension.

When creating lesson plans for a reading unit centered on a specific learning goal, the teacher should ensure that:

each lesson contains instructional strategies that build on one another and meet the learning needs of each student.

All of the following assessments would be beneficial for a teacher to use when helping students choose independent reading books except:

A pseudoword assessment.--Pseudoword or nonsense word assessments are used to assess a student's phonics and word analysis skill level. They would not be beneficial in helping a student choose independent texts.

A third-grade teacher would like to assess each student's ability to summarize a short story she has read aloud to the class. Which one of the following activities should the teacher use to determine her students' mastery of this skill?

After reading the story, have students recall the main points of the story by writing them down in their journals.--Having students recall the main points of the story will help the teacher determine if students have summary skills.

A third-grade teacher has been reading one chapter aloud to her class each day from a book that occasionally includes challenging vocabulary. One morning, as she reads the day's chapter, the teacher realizes that many of her students do not understand the use of the word "hysterics" in the book. Which of the following would best support the student's future vocabulary development while also clarifying their understanding of the day's reading?

Revisit the sentence in the text and facilitate the use of context clues to infer the word's meaning. Provide an opportunity to compare their inferred meaning with a denotative definition.

Early in the school year, a kindergarten teacher administers a quick phonics screener to each student in the class. The results of the screener show eight students require intervention on vowel/consonant (VC) and consonant/vowel/consonant (CVC) words, while the other eight students are still working on identifying letter sounds. What is the first step the teacher should take based on this assessment data?

Group students in two groups, assign one group activities on closed vowel sounds and the other group activities on the alphabetic principle.

In order to help students learn to use metacognitive strategies during reading, a teacher should:

conduct a think-aloud while reading, focusing on asking questions and making predictions.

A kindergarten teacher is working with a small group of Chinese-speaking English language learners who have just moved to the school district. The students are confident readers when the text is written in Chinese but they struggle when presented with a text in English. In order to ease the transition to English written texts, the teacher should begin with a basic lesson on:

English print concepts such as left-to-right, top-to-bottom print directionality.

A first-grade classroom teacher has been busy teaching letter-sound correspondence, mostly in isolation. What is the next step the teacher should take to provide her students with systematic phonics instruction?

Provide students the opportunity to read decodable texts containing the phonics skills she has been teaching.

A teacher has just learned that one of her students was diagnosed with dyslexia. In order to help students with dyslexia improve and develop reading skills, the teacher should be sure to:

include multimodal reading activities that instruct on all five components of reading.

A kindergarten teacher is reading a story to the class. While she reads, she pauses to point to details in the illustration. She tells students to look at the picture and asks, "How does the character feel, and how do you know?" By asking these questions, the teacher is assessing whether or not the students can:

make inferneces

A third-grade teacher is making several learning stations in the classroom. The stations will consist of partner reading, independent reading, and vocabulary practice. Which of the following groups of students should the teacher be sure to seat at the independent reading station?

Students who can automatically recognize words.--Students seated at the independent reading station should be able to automatically recognize words so they can fluently read text and comprehend what they are reading without assistance from the teacher.

Which would be the most important question for a teacher to consider while examining the recent results of a student's reading assessment?

Does this data provide evidence of continued student progress on the standards assessed?

``` Does this data provide evidence of continued student progress on the standards assessed? Which would be the most important question for a teacher to consider while examining the recent results of a student's reading assessment? Going over a letter each day by writing it on the board and saying its sound. Students in a kindergarten class are working on mastering the alphabetic principle. Which of the following strategies would be best for the teacher to implement as she goes through the daily routine? ```

Going over a letter each day by writing it on the board and saying its sound.

A classroom has a mix of students with varied home languages and English dialects. In order to best help students learn inflectional word endings (such as -ed), the teacher should have the students:

complete a word sort categorizing inflected words by their pronounciation.

A teacher notices that a number of her students are able to either correctly identify the number of phonemes in a spoken word or correctly identify a written word. Few students are able to both decode and encode seamlessly. Which activity below could the teacher use to help students practice decoding and encoding?

Having students complete phoneme-grapheme maps for high-frequency words.

A kindergarten classroom has a mixture of English language learners and native speakers. The classroom is reading from a large-print short story during circle time. The text tells the story of a child's day, but things keep going wrong. The illustrations and text describe the cause-and-effect nature of events. The teacher prompts students to identify either the cause or the effect on the page. On page 7, the child is sad to see that her dog has escaped the backyard because she left the gate open. The illustration shows the fence with the gate open, a leash and dog bowl, and a sad child. The teacher asks, "Why is the child sad now?" A student answers, "Someone left door open, so now no dog. It runs away and make kid sad." This student's response indicates a child in which category of language proficiency?

advanced

answer using a simple or incomplete sentence.

A teacher provides students with a set of word cards. The teacher models how she can put two cards together to make one new word. She holds up the card blue and berry to create blueberry. The class is instructed to use their cards to individually come up with 10 new, real words. Once everyone has 10 words, they can choose a partner to use four of their new words in a sentence. The teacher then asks for volunteers to share one of their sentences with the class. This word-generating activity will benefit students in which area?

easily decoding compound words while reading.

An English language learner regularly skips or misreads high-frequency prepositions while reading connected texts. In order to best help this student develop accuracy and automaticity, the teacher should:

provide practice readings that use the high-frequency prepositions and that include illustrations of the preposition in action.

A first-grade teacher is reading aloud from an instructional text on the life cycle of a butterfly. During the reading, she stops to think-aloud with the goal of teaching the class a specific reading skill. Here is an excerpt of the think-aloud with the teacher's dialogue in italics. There are four parts to the life cycle of a butterfly. First, a butterfly lays an ovum, or egg, on a leaf. I wonder what an "ovum" is. I'm going to reread the sentence before and look at the phrases around the word to see if I can figure it out. The word "egg" is right after, and that makes sense. The butterfly chooses a plant that can provide the larvae with food. Once born, the tiny caterpillar starts eating and molts its skin often. I wonder what the word "larvae" means. After reading before and after the word, it seems like the next sentence calls the "larvae" a "tiny caterpillar." You might see pieces of skin coming off the larvae as it grows. Then, the larvae forms a pupa, or chrysalis. Inside the chrysalis, the pupa is growing into a butterfly. Finally, the chrysalis opens and a beautiful butterfly emerges to dry its wings and fly away. I wonder if a pupa and a chrysalis are the same thing? It seems like the words are used close together and that they both mean the home where the butterfly grows. While conducting this think-aloud, the teacher is modeling which aspect of textual analysis?

Using Context Clues

A group of second-grade students has recently mastered identifying and decoding words containing VC patterns, such as -ow and -ar. The teacher would like to provide enrichment in the next area of phonics instruction while other students in the class continue working on VC patterns. Which of the following skills would come next on the continuum of word-reading skills described in the second grade Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR)?

identify and decode words containing VCe patterns

A first-grade class has recently attended a play at a local concert hall. After seeing the play, the students read a book that tells the story to the students using grade-level appropriate vocabulary. Because students already know the basic plot of the story, the teacher is able to pause often and have students practice reading and saying decodable words. Then, the teacher forms small table groups and gives students sentence strips. She asks the groups to write a short summary of the story by writing one sentence per paper strip. While walking around, the students ask the teacher how to spell several decodable words from the text. The teacher tells the students to sound out the words as they spell them. By asking the students to sound out the words, the teacher is:

encouraging students to use what they know about letter/sound correspondence in their writing.

A first-grade teacher calls each student to her desk individually, gives them a word, such as mop, and asks them to replace the first sound with a new sound, such as /h/. Students are then assessed on their ability to make the new word out of the given word and new sound, in this case, hop. Which of the following developing reading skills is the teacher evaluating by administering this assessment?

Phonemic Awareness

``` A kindergarten teacher is planning to read the book Pete the Cat: Five Little Pumpkins, by James Dean, to the class and ask some text-dependent questions. The teacher has several English Language Learners in the classroom and wants to ask developmentally appropriate questions. In the book, five pumpkins sit on a gate, fly in the air, and trick or treat, among other fall activities. The book talks about each pumpkin, from number one to number five, and each one's unique characteristics. At the end of the story, the pumpkins are shown walking away from the reader, ready to have fun. On one page of the text, the pumpkins are scared because the wind has blown out the candles. The picture in the book shows just the pumpkins' scared eyes and the lights out all around them. The teacher says, "All we can see are the pumpkins' eyes. How do you think they are feeling right now?" A student answers, "Sad. It dark." This response is expected of a student at what level of English proficiency? ```

intermediate

English Language Learners in the classroom and wants to ask developmentally appropriate questions. In the book, five pumpkins sit on a gate, fly in the air, and trick or treat, among other fall activities. The book talks about each pumpkin, from number one to number five, and each one's unique characteristics. At the end of the story, the pumpkins are shown walking away from the reader, ready to have fun. The teacher turns to the page in the book where the pumpkins are flying and says, "What are the pumpkins doing?" When calling on students, the teacher should expect a student with a beginning level of oral language proficiency to respond by:

pointing to the flying pumpkin in the book while the teacher holds it open.

A second-grade teacher recently received a new student who has been diagnosed with dyslexia. Which of the following approaches should the teacher implement during reading instructional time?

A multimodal curriculum with various literacy activities-- Students with dyslexia benefit from literacy activities in several modes of instruction (visual, auditory, kinesthetic, etc.). Dyslexia is a neurological reading disability that especially affects a student's ability to decode written text. Therefore, presenting literacy skills in several ways helps students with dyslexia make academic progress.

A third-grade teacher is looking over the results of a student's oral reading fluency assessment. The results are as follows: Passage Assessment Level: Early third grade Accuracy rate: 93% Error rate: 1:10 (an average of 1 error for every 10 words read) Self-correction rate: 1:5 (makes an average of 1 self-correction per 5 errors) After examining these results, the teacher conferences with the student privately. Below is a transcript of their conference. Teacher: While you were reading, I noticed you used some good reading strategies. When you read the word add instead of ask, you made a face because it didn't sound right and reread it correctly. I could tell you were thinking about the story events, and that helped you fill in the right word. Let's take a look at another word (pointing to the word set in the passage). You read let. Let's read the first letter. What is it? Student: It's s. I see! It says set! Teacher: That's right! When you read let, it somewhat went with the passage, but didn't sound right. The word set goes well in the passage, and it also sounds correct when reading the text. Which of the following strategies would be the most appropriate for the teacher to implement in subsequent class periods to help this student continue to improve?

Provide small group instruction to this student and other peers working on self-monitoring strategies-- This is the best approach for the teacher to take because it will provide targeted instruction to the student and other peers facing similar reading challenges.

A third-grade teacher is looking over the results of a student's oral reading fluency assessment. The results are as follows: Passage Assessment Level: Early third grade Accuracy rate: 93% Error rate: 1:10 (an average of 1 error for every 10 words read) Self-correction rate: 1:5 (makes an average of 1 self-correction per 5 errors) After examining these results, the teacher conferences with the student privately. Below is a transcript of their conference. Teacher: While you were reading, I noticed you used some good reading strategies. When you read the word add instead of ask, you made a face because it didn't sound right and reread it correctly. I could tell you were thinking about the story events, and that helped you fill in the right word. Let's take a look at another word (pointing to the word set in the passage). You read let. Let's read the first letter. What is it? Student: It's s. I see! It says set! Teacher: That's right! When you read let, it somewhat went with the passage, but didn't sound right. The word set goes well in the passage, and it also sounds correct when reading the text. The transcript of this teacher-student conference shows the teacher understands the importance of:

Pointing out the student's successes and providing constructive feedback to facilitate continued growth.-- The teacher points out what the student does well but also provides feedback on how the student can improve. When teachers start a conversation out with positive feedback, it makes students more receptive to hearing areas of improvement.

A third-grade class contains students at various levels of English language proficiency. Some have been learning English for less than a year. This week, the teacher has been conducting read alouds featuring biographies as part of a unit on book genres. So far, the teacher has read from the following biographies: Abraham Lincoln, Martin Luther King, and Harriet Tubman. However, next week, the teacher plans to incorporate excerpts from biographies on Caesar Chavez and Frida Kahlo. Then, the students will pick another person of interest, conduct research, and complete the organizer below:

including culturally relevant texts in the curriculum.

Provide the students with sentence stems to guide their writing.

In an effort to boost nonfiction comprehension skills, a second-grade teacher reads two articles with her students, one on amphibians and one on reptiles. After reading the articles as a class, she has students complete a Venn diagram comparing and contrasting the two readings. Later in the week, students make a timeline based on an article entitled, "The True Cost of Rainforest Loss." These activities help students:

organize information obtained from cross-curricular readings.

An elementary classroom contains several English Language Learners with different native language backgrounds. The teacher gives these students a series of word sort activities featuring various word endings (such as -ed, -ing, -er, and -est). This type of activity shows students how to:

recognize and use inflectional word endings they are unfamiliar with- to use when speaking or writing.

In which of the following ways could the teacher scaffold the paragraph writing activity to accommodate for a student in the beginning stage of English language proficiency?

Allow the student to create an illustrated storyboard timeline of a person's life.

A third-grade class is working on an Earth Science unit. The teacher has students read a series of articles on topics that will be covered throughout the unit. Within the articles are bolded vocabulary words the students will be tested over at the end of the semester. In order to help students familiarize themselves with these words, the teacher tells them to make a Frayer model in their notebooks for each word they are expected to know. The teacher creates the following model with the students while introducing the activity: Frayer models such as the one above help students learn vocabulary words by:

asking them to define words in multiple ways.

A teacher notices that a student has misspelled the words "pain" and "boat" as "pane" and "bote." Based on this observation of the student's spelling, which of the following would be a reasonable assumption for the teacher to make about the student's decoding skills?

The student may struggle to decode vowel digraphs.

How many phonemes are in the word "spit"?

Science of Teaching Reading Test Flashcards

(105 cards)