Which of the following statements about the correlation between phonemic awareness and reading development is best supported by research? a) Students’ reading skills advance as students develop greater phonemic awareness. b) Weak phonemic awareness has virtually no impact on reading skills after the third grade. c) Students with weak phonemic awareness often acquire strong decoding skills to compensate. d) Poor reading skills in the later grades are solely the result of weak phonemic awareness in the early grades.

Students’ reading skills advance as students develop greater phonemic awareness.

A first-grade teacher notices during guided reading that a student has difficulty decoding words such as “ran,” “pet,” “him,” and “hot.” Which of the following is the most appropriate way for the teacher to confirm the student’s difficulty? Options: a) Administering a phonemic-awareness assessment in which the student breaks spoken words into individual phonemes, b) Choosing an appropriate passage for the student to read aloud and noting how many words the student can read in 1 minute, c) Checking for understanding by asking explicit questions after the student has completed reading a grade-level passage, d) Presenting a list of grade-level high-frequency words for the student to read aloud.

Administering a phonemic-awareness assessment in which the student breaks spoken words into individual phonemes.

In order to develop students’ spelling skills a teacher presents the following words to the class. · Chin · Shut · Draw · Rash Which of the following strategies best utilizes a multisensory and recursive approach to teaching the spelling of these words?

Using letter tiles to build previously learned CVC words along with the new words.

A primary purpose of a criterion-referenced reading benchmark is to

set the standards for student skill mastery along with a time frame indicating when the level of mastery should be achieved

Which strategy will best help accelerate the growth of grade-level readers? Options: a) Playing recordings of interesting stories that are above the students’ reading level and discussing character development, plot, and theme, b) Using guided reading groups to assign students texts at their independent reading level and asking them to complete comprehension questions, c) Telling students to practice silent reading with texts at their instructional level and requiring them to journal about setting, conflict, and resolution, d) Using guided reading groups to assign students texts at their frustration level and practicing the use of context clues to define new words

Playing recordings of interesting stories that are above the students’ reading level and discussing character development, plot, and theme.

A kindergarten teacher uses bright-colored chalk to write individual letters on sheets of black construction paper. Students take turns pointing a flashlight at and naming the letter on each sheet. Which instructional objective does the activity target?

Supporting learning of the alphabetic principle

Which of the following should a teacher do to best help students who are revising their own writing? a) Give the students a minilesson on how to identify errors in subject-verb agreement. b) Identify grammatical errors in the students’ writing that need correction. c) Recommend that students elaborate and use words to make images more specific. d) Require students to use dependent clauses to make simple sentences more elaborate.

Recommend that students elaborate and use words to make images more specific.

Mr. Krause’s fourth-grade students are having difficulty answering text-dependent comprehension questions. He plans to use the question-answer relationship (QAR) strategy to help students comprehend the types of questions being asked. The QAR strategy supports students in

distinguishing between textually explicit and textually implicit questions.

After presenting a group writing assignment to students, a third-grade teacher plans to introduce technology to foster group collaboration. Which of the following uses of technology would best help the teacher meet this goal? a) Having the students take turns at a computer station, b) Employing an online document-sharing service, c) Setting up a group chat on a social-media platform, d) Utilizing an online bulletin board

Employing an online document-sharing service

A kindergarten teacher is helping students develop concepts about print. The teacher can best achieve the goal by using which of the following approaches? a) Helping students understand that a new word is formed when adding certain sounds to the beginning of a familiar word b) Having students identify a missing word in a familiar text when only one vowel in the word is provided c) Asking students questions about the number of words in a sentence and where a sentence begins and ends in a paragraph d) Creating word-family charts so that students can see that words look alike when their endings sound alike

Asking students questions about the number of words in a sentence and where a sentence begins and ends in a paragraph.

Which of the following strategies is most likely to be effective in motivating elementary students to read independently in school? a) Reminding students that reading is crucial to being successful in the future, b) Providing extrinsic rewards such as free time when students read more, c) Allowing students to choose texts about topics that interest them, d) Engaging students in critical thinking activities during guided reading

Allowing students to choose texts about topics that interest them

A teacher focuses on the following skills while working with a group of students: · Clarifying a purpose for reading · Previewing a text before reading · Monitoring understanding by adjusting reading speed · Checking for understanding after reading a text The teacher is primarily developing students’ ability to

use metacognitive strategies to think about and have control over their reading

Which of the following reading skills is the most important prerequisite to understanding an author’s purpose? a) Creating mental images while reading, b) Eliminating unnecessary information, c) Distinguishing between facts and opinions, d) Making personal connections to the text

Distinguishing between facts and opinions

Which of the following is the most effective strategy for building and extending students’ vocabulary knowledge? a) Showing students how to use roots and affixes to determine meanings, b) Asking students to use unfamiliar words in a sentence, c) Asking students to look up the definitions of unfamiliar words to determine meanings, d) Requiring students to memorize the spelling of unfamiliar words

Showing students how to use roots and affixes to determine meanings

A preschool teacher works with a small group of students in a center and asks them to walk around the room to find and name groups of five objects or pictures that begin with the same sound. Students first find a bat, a ball, a box, a boat, and a bug. Then they identify a chair, a chart, a chain, a chick, and a cherry. Which early literacy concept is best supported by the instructional activity?

Locating the onset and rime of words commonly used in class.

By guiding students to fill in the blanks, the teacher best supports student learning in which of the following areas? a) Combining two or more sentences, b) Expanding sentences with different parts of speech, c) Writing a variety of sentence types, d) Applying punctuation rules to simple sentences

Applying punctuation rules to simple sentences

A kindergarten teacher prepares to use an interactive read-aloud to enhance students’ vocabulary knowledge. Which of the following best describes a guideline the teacher should adhere to when selecting the vocabulary words the students will learn? Options: a) Words that are abstract in meaning should be chosen, because they require more frequent exposure before students can conceptualize them. b) Words that are used multiple times should be chosen, because they provide students with repeated exposure in a meaningful context. c) Words that represent a variety of disparate themes should be chosen, because they help to broaden students’ background knowledge. d) Words that are unique to an individual text should be chosen, because they are not likely to be seen elsewhere by students.

Words that are used multiple times should be chosen, because they provide students with repeated exposure in a meaningful context.

A teacher provides students with sentences to use to determine the meanings of words according to their contexts. Which of the following sentences best fulfills the teacher’s purpose? a) “Decomposers” are beneficial to the environment. b) Please “reanalyze” the errors in the assignment. c) “Omnivorous” animals prefer eating both plants and meat. d) My “radius” is broken, but the doctor says the injury is not life threatening.

“Omnivorous” animals prefer eating both plants and meat.

A teacher selects both fiction and nonfiction texts that all students in a guided reading group can read independently with 95 percent accuracy. The teacher instructs the students to read the texts aloud together chorally four times over a period of time. Which of the following changes to the activity best facilitates reading fluency? Options: a) Including only texts that students can read with 100 percent accuracy, b) Choosing either all fiction or all nonfiction texts, c) Modeling how to read the selected texts before asking the students to read them, d) Introducing key vocabulary words before having students read the texts

Modeling how to read the selected texts before asking the students to read them.

A teacher laminates pictures of book covers for several favorite read-aloud stories and places them in the retelling center. Student A chooses a cover and, without showing it to Student B, describes the beginning, middle, and end of the story. Student B guesses which story Student A is describing. The activity is best suited to reinforce which of the following literacy skills? a) Developing oral reading fluency, b) Conveying a point of view, c) Visualizing a book’s story elements, d) Interpreting a communicated message

Interpreting a communicated message

A teacher begins a new unit on writing a persuasive letter. Which instructional method is best for the planning stage? Options: a) Providing students with a predetermined list of topic options, b) Pairing students to share sentences orally before writing them, c) Helping students determine appropriate goals for their letters, d) Presenting a checklist to students for evaluating their letters

Helping students determine appropriate goals for their letters

Which of the following instructional strategies is best for a first-grade teacher to use with emergent readers? a) Teaching a minilesson on a specific skill and asking students to complete independent practice of that skill, b) Demonstrating two or three reading objectives in one lesson and facilitating guided practice for each of the objectives, c) Designing a series of lessons with one reading objective and providing modeling, think-alouds, and guided practice of the objective, d) Providing students with time to read independently and helping them select books with proper leveling, content, and interest factors

Designing a series of lessons with one reading objective and providing modeling, think-alouds, and guided practice of the objective.

Which instructional method will best help students understand and retain the meaning of unfamiliar words in the sentence: "The duck-billed platypus is a peculiar animal in that its snout, which does not look like a nose, helps it recognize sources of food"? Options: a) Asking students to look up the definitions of the words and write them in their reading journals, b) Helping students find easily understood synonyms for each word and write them in place of the new vocabulary, c) Advising students to examine the use of each word in context and narrow connotations for the words to a singular context, d) Discussing each new word by asking students probing questions that require the students to support their answers with reasoning.

Discussing each new word by asking students probing questions that require the students to support their answers with reasoning.

A group of students have an accuracy rate of 94% and above on a recent running record. Which of the following activities will best help improve the development of the students’ reading skills? a) Continuing to read books at the current level because students are succeeding, b) Reading familiar books with a partner of a lower reading level, c) Reading books at the next level with teacher support, d) Listening independently to audiobooks from the next level

Reading books at the next level with teacher support

Which of the following is a primary benefit of including mentor texts in an instructional program to develop students’ writing abilities? a) Improving students’ skill in applying standard English conventions in their own writing by focusing on an author’s accuracy in written expression, b) Showing examples that students can emulate of how an author communicates ideas through elements such as word choice, text structure, and point of view, c) Allowing students to self-assess their writing pieces by using writing models to create rubrics that clearly describe elements of effective writing, d) Encouraging students to progress through the steps in the writing process fluently and quickly by allowing them to use models that demonstrate the relationship between writing and oral language

Showing examples that students can emulate of how an author communicates ideas through elements such as word choice, text structure, and point of view.

What is a major limitation of using only a thesaurus for creating semantic gradients?

A thesaurus does not distinguish between shades of meaning.

As part of a social studies unit on the American Revolution, a sixth-grade teacher plans to prepare students to read a short historical nonfiction novel about the Boston Tea Party. Which prereading strategy will best assist the teacher in building students’ background knowledge and improving their general understanding of the topic? Options: a) Providing time for students to skim the text and create a list of new vocabulary words and ideas that the author discusses, b) Encouraging students to look at the illustrations in the text and discuss with a partner what they see in the images, c) Presenting a list of statements about the topic and having students indicate whether they agree or disagree with each one, d) Having students visit approved Web sites before reading the text to view video clips and primary documents related to the topic.

Having students visit approved Web sites before reading the text to view video clips and primary documents related to the topic.

During a whole-class literacy lesson, a third-grade teacher uses an electronic whiteboard to display the paragraph above. The teacher uses the format of the passage to conduct a think-aloud strategy that supports students’ comprehension of informational writing within the context of viewing and analyzing an authentic text. The teacher’s instruction primarily models for students that comprehension improves when a reader has knowledge of organizational patterns and cue words found in various fiction and nonfiction text structures.

has knowledge of organizational patterns and cue words found in various fiction and nonfiction text structures.

A team of fifth-grade teachers collaboratively provide explicit instruction to support the development of students’ listening skills. The teachers select a series of videos and recorded books to build students’ background knowledge, vocabulary, understanding of text structures, and inferencing abilities. The teachers’ actions best indicate an understanding of which of the following research-based findings related to the connection between listening and reading comprehension?

The influence of listening comprehension on reading comprehension increases over time, since both require the application of similar language processes.

A teacher notices that a student reads fluently but struggles to understand the text afterward. Which strategy is best for the teacher to implement to help increase the student’s understanding? a) Lowering the readability level of text the student is reading, b) Limiting comprehension questions about the text to literal questions, c) Encouraging the student to think about connections with the text, d) Requiring the student to do increased time trials of short passages of text

Encouraging the student to think about connections with the text.

A third-grade student recently qualified for gifted services. The student typically receives perfect or near-perfect scores on classroom work and writing assignments and does not need to study or prepare in advance for comprehensive examinations. Which of the following is most important when assessing the student?

Modifying assessments for the student so as to increase their rigor

In which of the following teaching models are students engaged in the writing process at the most independent level? Options: a) A teacher and students talk and think aloud as they share in the task of creating a writing piece. b) A teacher observes as students apply their writing skills to produce a draft during the creation of a writing piece. c) A teacher thinks aloud while composing a writing piece and explaining the strategies that are being used. d) Students contribute ideas for a writing piece as the teacher transforms the thoughts into writing.

A teacher observes as students apply their writing skills to produce a draft during the creation of a writing piece.

A fifth-grade student applies metacognitive strategies learned during instruction while reading a novel of choice during free-reading time. While conferencing with the teacher about the novel, the student mentions that there are many unfamiliar vocabulary words in the text. Which metacognitive strategy is best for the teacher to suggest when helping the student decipher unknown vocabulary? Options: a) Making notes in the margins of the novel, b) Using context clues and knowledge of affixes, c) Completing a self-created graphic organizer while reading, d) Going back to reread text for clarification

Using context clues and knowledge of affixes

To address the fluency difficulties faced by students in a guided reading group, the teacher decides to implement readers’ theater lessons. Which instructional step will best support the students’ improvement of reading fluency? Options: a) Permitting the students to work as a group to select a text based on their collaborative interests, b) Assigning each student a character part prior to reading the text as a group, c) Modeling the reading of three possible texts for students to decide on one, d) Asking students to read the text independently and orally before choosing character parts

Asking students to read the text independently and orally before choosing character parts.

A first-grade teacher wants to use an analytical approach to instruct students in phoneme-grapheme correspondence. Which instructional scenario is best for the teacher to use? Options: a) Teaching the class one letter-sound relationship per week in order of the alphabet, b) Assisting students with identifying an unfamiliar word as they read connected text by teaching a specific letter-sound relationship, c) Presenting students with previously learned words to assist them in learning specific letter-sound relationships and patterns, d) Teaching students individual letter-sound relationships and then blending the sounds together to form a recognizable word

Presenting students with previously learned words to assist them in learning specific letter-sound relationships and patterns.

Teaching Reading 1 Praxis Practice

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FLASHCARD QUESTION

Front

Based on the student scores in a standardized reading test: 75th percentile in vocabulary knowledge, 85th percentile in decoding, 40th percentile in comprehension, 70th percentile in fluency, which activity best addresses the student’s needs? Options: a) Reviewing high-frequency words, b) Identifying context clues in sentences, c) Listening to an audio version of the text, d) Using a plot chart to track the events in a story

Back

Using a plot chart to track the events in a story

FLASHCARD QUESTION

Front

A kindergarten teacher plans a lesson designed to give students guided practice in learning a phonological awareness skill. Having students participate in which of the following activities best meets the teacher’s goal? a) Asking students to follow along as the teacher moves a finger from left to right while orally reading a line of text in a picture book, b) Having students say the word “airplane” and then asking them to say it again without pronouncing “air”, c) Distributing a set of plastic letters to students and having them use the manipulatives to form decodable words, d) Cutting a student’s name card into individual letters and modeling how to put the letters together to form the name

Back

Having students say the word “airplane” and then asking them to say it again without pronouncing “air”.

FLASHCARD QUESTION

Front

A first-grade teacher works with small groups of students to teach them how to develop their writing skills. Which method best fosters the students’ ability to use correct mechanics, such as punctuation and capitalization, in their own writing? Options: a) Assigning work sheets from a workbook to complete, b) Having students copy rules in their copybooks for reference, c) Emphasizing pauses indicated by punctuation during read-alouds, d) Using mentor texts to encourage imitation of effective writing

Back

Using mentor texts to encourage imitation of effective writing

FLASHCARD QUESTION

Front

Which of the following phonemic manipulations is the most complex and is generally developed last by most students? a) Change the /m/ in “mouse” to /h/. b) Say “frame.” Say it again without the /r/. c) What word is made when “bl” and “oom” are combined? d) Say “doughnut.” Now say it again, but don’t say “dough.”

Back

Say “frame.” Say it again without the /r/.

FLASHCARD QUESTION

Front

A third-grade teacher’s reading instruction includes sources from multiple content areas. During a science lesson, students are reading a trade book about plants; the book contains many new and difficult vocabulary words, such as “chlorophyll,” “germinate,” and “photosynthesis.” Which teaching activity will best help the students develop an understanding of the new words? Options: a) Making lists of words from the science book to post on a word wall in the classroom, b) Planning direct instruction using multimedia methods to introduce words in rich contexts, c) Having students assume definitions for the new words and relate them to words they already know, d) Giving the students Venn diagrams to sort the new vocabulary into well-defined categories.

Back

Planning direct instruction using multimedia methods to introduce words in rich contexts.

FLASHCARD QUESTION

Front

Place the following oral language milestones in the order in which they are developed, earliest to latest: a) Responding to simple questions with a “yes” or “no”, b) Using content-related vocabulary correctly during conversations, c) Making an oral presentation that is appropriate for the given audience, d) Answering questions using complete sentences and a variety of sentence structures.

Back

ADBC

FLASHCARD QUESTION

Front

Ms. Jones introduces visualizing as a comprehension skill to her first-grade students using a short passage of text. Which of the following strategies illustrates how to best introduce the skill? a) Allowing the students to read the passage independently and draw an illustration to match it, b) Assigning partners to illustrate the passage that is read aloud by the teacher, c) Demonstrating how to summarize the passage using a story map with pictures, d) Explaining the process in detail and modeling it by thinking aloud while reading the passage

Back

Explaining the process in detail and modeling it by thinking aloud while reading the passage.

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