Week 3 Day 2 Foundations of Reading

Multiple Choice

21.) A kindergarten teacher wants to promote  students' understanding of the alphabetic  principle. Which of the following would  be the most effective first step in a  sequence of instruction designed to  achieve this goal?

• A.) Talk with students about selected  consonants using a series of posters  that each feature one consonant and  contain pictures of items whose  initial phoneme demonstrates that  consonant's sound.

• B.) Have students trace both lowercase  and uppercase letters of the alphabet  and then practice reproducing the  letters on their own.

• C.) Talk with students about the  title, beginning, middle, and end  of a story and point to these parts

  while reading the story aloud from

  a big book.

• D.) Put labels on several familiar  objects in the classroom and  regularly read the labels aloud  to the students.

Multiple Choice

22.) A second-grade teacher regularly reviews  spelling patterns previously taught. The  teacher also provides students with  multiple opportunities to read and write  connected text that features words  containing the target spelling patterns and  to engage in word sorts focused on  previously taught spelling patterns. These  types of activities are likely to promote  students' reading proficiency primarily by  developing their:

• A.)   knowledge of grade-level  vocabulary.

• B.) reading fluency with respect to  accuracy.

• C.) awareness of different types of  morphemes.

• D.) word recognition with respect to  sight words.

Multiple Choice

23.) Which of the following best describes the  relationship between word decoding and  reading comprehension in a beginning  reader's development?

• A.) Decoding skills and reading  comprehension skills tend to  develop independently of one  another.

• B.) Reading comprehension skills  directly facilitate the development  of decoding skills.

• C.) Development of decoding skills is  secondary to the development of  reading fluency and comprehension  skills.

• D.) Rapid automatic decoding skills  help facilitate development of  reading fluency and comprehension

Multiple Choice

24.) A teacher can most effectively support  first graders' development of rapid  automatic word recognition by first  teaching students how to:

• A.) apply consistent phonics generali-  zations in common words.

• B.) use context clues to determine the  meanings of words.

• C.)   identify the constituent parts of  multisyllable words.

• D.) look up unfamiliar words in the  dictionary.

Multiple Choice

25.) A second-grade teacher pairs students who  are reading at approximately the same  independent reading level for a partner-  reading activity. During the activity, the  two partners sit side by side and take turns  reading aloud from a shared text. Over a  period of several days, the partners read a  large number of independent-level texts  together. This activity is best designed to  promote students':

• A.) development of reading rate and  automaticity.

• B.) awareness of key aspects of  prosodic reading.

• C.)   development of comprehension  skills and strategies.

• D.)  awareness of new phonics elements.

Multiple Choice

60.) Which of the following strategies would  be most appropriate to use to promote  second-grade students' ability to analyze  key ideas and details in a literary text?

• A.) explicitly teaching students the key  features and conventions of different  literary genres

• B.) prompting students to evaluate the  significance of a story's setting with  respect to its theme

• C.) helping students create a story map  of the main characters in a story and  the events with which they are  involved

• D.)   encouraging students to clarify their  understanding of a story by  reflecting on their personal  experiences

Multiple Choice

61.) After students in a sixth-grade class finish  reading a historical novel about the U.S.  Civil War, the teacher asks each student to  bring in an object, or a picture or  illustration of an object, that, to them,  represents the book. The students must  also identify a passage or passages from  the book that they can use to support their  choices when they present their objects to  the class. This activity is most likely to  promote students' reading development by  helping them understand the importance  of:

• A.) determining an author's stated or  implied main point of view.

• B.)   using text structure to develop a  general summary of a literary work.

• C.)   identifying a novel's mood by  analyzing the author's use of  figurative language.

• D.)   basing interpretations about a  literary work on textual evidence.

Multiple Choice

62.) A fifth-grade teacher guides students in  reading a complex literary text. First, the  teacher reads aloud the beginning of the  text as the students follow along silently in  their copies. Next, the teacher rereads key  phrases and sentences, asking students  what the author meant by certain  statements or by the choice of certain  words. Finally, the teacher and students  reread the section aloud together with  expression. The teacher repeats these  steps with each section of the text. This  activity promotes reading proficiency  primarily by:

• A.)   modeling for students how to  engage in close reading of academic  texts.

• B.) developing students' word  consciousness and love of  interesting new words.

• C.) helping students achieve grade-level  fluency benchmarks for accuracy  and rate.

• D.) encouraging students to apply  metacognitive comprehension  strategies as they read.

Multiple Choice

63.) Sixth-grade students have just finished  reading a chapter in a novel and are  getting ready to write an entry in their  response journals. The teacher could most  effectively develop students' literary  response skills by assigning which of the  following journal prompts?

• A.) What new vocabulary words  did you learn when reading this

  chapter? List and define the new

  words from the chapter.

• B.) What happened in the chapter?  Describe two or three events from  the chapter.

• C.) What do you think is the main  idea or theme of the novel? Relate

  specific events in this chapter to the

  theme you suggest.

• D.) Which characters are mentioned  in this chapter? List each of the  characters.

Multiple Choice

64.) A second-grade teacher reads a trade book  aloud to the class. Which of the following  postreading activities would be most  likely to promote the students'  comprehension of the story by enhancing  their literary analysis skills?

• A.) encouraging the students to identify  the key vocabulary words in the  story

• B.) discussing with the students how the  characters in the story respond to  major events and challenges

• C.) asking the students to reread the  story silently and respond to several  literal comprehension questions

• D.) having the students "freewrite"  about the story in their reading  response journals

Multiple Choice

65.) A fifth-grade class is about to read a play  about the life of Harriet Tubman called  "Travels on the Railroad." Which of the  following prereading activities would best  promote students' comprehension of the  text?

• A.) introducing the common elements of  plays as a genre and looking at  sections of a printed play as a class

• B.) asking students to generate several  questions about the play based on  the play's title

• C.) asking students to share what they  already know about the time period  during which the play takes place

• D.)   encouraging groups of students to  create and perform their own short  skits about the same subject

Multiple Choice

66.) A second-grade teacher notices that one  of her students lacks fluency when  reading aloud. The first thing the teacher  should do in order to help this student is  assess whether the student also has  difficulties with:

• A.) predicting

• B.) inferring

• C.) metacognition

• D.) decoding

Multiple Choice

67.) Read the passage below; then answer  the question that follows.

For the second time that week, Saul  forgot to wash his hands after working  on his painting. He had gotten so  involved filling in the ocean in his  picture that he had barely even heard  the teacher telling everyone it was  time to put away their easels and wash  up for lunch. He had put his supplies  away, but, still thinking about the  ocean, he had gone straight to his  desk. Now he saw that he was leaving  blue-paint handprints on his desk, on  his shirt, on his books—even on his  lunchbox. Estella looked over at him  and joked, "Hey, Saul! You're the  new King Midas! Only you turn  everything to blue!" Saul rolled his  eyes at her as he got back up to go to  the sink.

This passage would be most suited for  helping students:

• A.) recognize a literary allusion.

• B.) analyze story elements.

• C.) predict future events.

• D.) analyze an author's point of view.

Multiple Choice

68.) Students in a third-grade class are working  on an interdisciplinary unit on Native  Americans of the Northeast. The teacher  has selected a historical novel for students  to read during the unit to help them gain  insight into people's daily lives in a  particular Native American nation at a  particular point in time. However, the  teacher is aware that the novel's text  complexity may make comprehension  difficult for a group of struggling readers  in the class. Which of the following  strategies would be most effective for the  teacher to use to support the struggling  readers' comprehension of the novel and  their purpose for reading?

• A.) engaging the students in guided  reading and rereading of key  passages in the novel

• B.) having the students stop after  reading each chapter and try to  summarize the key events of the plot  in their own words

• C.) asking the students to rewrite the  story from the perspective of a  different character in the novel

• D.) encouraging the students to read key  chapters of the novel aloud together  by taking turns reading specific  pages

EXIT TICKET

Multiple Choice

1.) Which of the following strategies would  be most appropriate to use to promote  second-grade students' ability to analyze  key ideas and details in a literary text?

• A.) explicitly teaching students the key  features and conventions of different  literary genres

• B.) prompting students to evaluate the  significance of a story's setting with  respect to its theme

• C.) helping students create a story map  of the main characters in a story and  the events with which they are  involved

• D.)   encouraging students to clarify their  understanding of a story by  reflecting on their personal  experiences

Multiple Choice

2.) Which of the following best describes the  relationship between word decoding and  reading comprehension in a beginning  reader's development?

• A.) Decoding skills and reading  comprehension skills tend to  develop independently of one  another.

• B.) Reading comprehension skills  directly facilitate the development  of decoding skills.

• C.) Development of decoding skills is  secondary to the development of  reading fluency and comprehension  skills.

• D.) Rapid automatic decoding skills  help facilitate development of  reading fluency and comprehension

Multiple Choice

3.) At the end of each school day, a preschool  teacher encourages the children to talk  about the day's events. As the children  describe each event, the teacher writes it  on large block paper. Afterward, the  teacher reads the list back to the class.  This activity would contribute to the  children's literacy development primarily  by promoting their:

• A.)   basic understanding of the  alphabetic principle.

• B.) awareness that speech can be  represented by writing.

• C.)   basic understanding of word  boundaries.

• D.) awareness of the relationship  between syllables and the  spoken word.

Multiple Choice

4.) A second-grade student demonstrates  automaticity decoding grade-level regular  and irregular words. However, the student  frequently experiences poor text  comprehension. Which of the following is  the first step the teacher should take in  order to promote this student's reading  proficiency?

• A.) evaluating the student's ability to  apply grade-level phonics skills

• B.) determining the rate of the student's  phonological processing

• C.) evaluating the degree to which the  student uses syntactic clues

• D.) determining the extent of the  student's vocabulary knowledge