Praxis 5205 Topic 3

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Praxis 5205

Teaching Reading: Elementary

Topic III: Vocabulary and Fluency

Approximately 21 Questions, 18% of Score

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Topic III Knowledge and Understanding

●Understands ways to build, expand, and use expressive and receptive vocabulary

●Understands methods for teaching vocabulary systematically, explicitly, and repeatedly

●Knows how to match an instructional method to word complexity

●Knows multiple approaches to teaching word solving and structural analysis

●Knows how to guide students to understand a wide variety of words (common and content-specific) through direct instruction and independent vocabulary learning

●Understands instructional methods to foster students’ automaticity through accuracy, appropriate rate, and prosody

●Knows methods of supporting fluent reading behaviors at the phoneme, word, and passage level

●Knows how fluency, vocabulary, and comprehension are interrelated

●Knows how to apply formal and informal assessment methods and use the data to guide instruction and monitor
student progress for vocabulary and fluency

Topic III Discussion Questions

●What criteria should be used when selecting words for vocabulary instruction?

●What instructional strategies can be used to improve oral reading fluency?

●What is the relationship between fluency and comprehension?

●What strategies can students use to acquire and use effectively to learn academic
and domain-specific words and phrases?

●How can students apply their knowledge of morphology, by using root words,
prefixes, and suffixes, to derive meaning from unknown words?

●What strategies can teachers use to teach multiple meanings of words?

●What is the purpose of using a semantic gradient during vocabulary instruction?

Categorize

Options (6)

House

Make

Analyze

Provide

Chloroplast

Magna Carta

Sort the vocabulary into the correct tier

Tier I

Tier II

Tier III

Multiple Choice

Of the three tiers of words, the most important words for direct instruction are:

• Tier-one words

• Common words

• Tier-two words

• Words with Latin roots

Multiple Select

Which of the following are considered among the "best practices" for teaching vocabulary? Select all that apply.

• Use symbols, pictures, gestures, and other cues to support memory and retention

• Have students copy dictionary definitions of vocabulary before reading a text

• Providing weekly word lists and definitions for students to memorize

• Teach structural analysis and context clues strategies to help students build vocabulary independently

• Provide repetition of words in multiple contexts to help students develop deeper understanding of their meaning

Multiple Choice

A fourth-grade teacher is planning a lesson that involves a text that will be challenging for most of the class. How can the teacher best use vocabulary instruction to support reading comprehension?

• by reviewing relevant prefixes and suffixes

• by allowing students to choose from the text vocabulary words that they will study over the coming week

• by providing a dictionary for student to look up confusing words

• by selecting challenging and key terms to pre-teach

Multiple Choice

Which instructional strategy is most effective for teaching vocabulary in the context of reading comprehension?

• Providing a list of definitions before reading

• Teaching words as they appear in the text

• Focusing on synonyms and antonyms only

• Memorizing words through repetition

Multiple Choice

All of the following should be considered when selecting vocabulary words to explicitly teach EXCEPT

• Their importance to understanding the target text

• The complexity of the spelling

• Whether the word contains affixes or a root that students are already familiar with

• How often they are used in academic texts

Multiple Choice

Explicit vocabulary instruction should include...

• A student friendly definition

• Synonyms and antonyms

• Examples of the word in different contexts

• All of the above

Multiple Choice

The strategy of using 'word walls' in the classroom is most effective for:

• Teaching complex grammatical structures

• Reinforcing high-frequency word recognition

• Developing advanced writing skills

• Enhancing phonetic decoding skills

Multiple Choice

How many morphemes are in the word "rerecorded"?

• 1

• 2

• 3

• 4

Multiple Choice

Structural analysis would be the most appropriate strategy for a student to use to determine the meaning of which of the following words?

•  Impassable

• Elephant

• Interim

• Examine

Multiple Choice

A middle school teacher writes the morpheme dict on the board, pronounces it, and explains that dict derives from the Latin word for "speak." The teacher then asks students if they can think of English words that start with or include dict. This activity is likely to promote students' vocabulary development primarily by helping the students:

• recognize common prefixes and suffixes

• learn the techniques of concept mapping

• apply knowledge of word roots as a word-learning strategy

• draw on a knowledge of phonics to unlock word meanings

Multiple Choice

the aspect of language that concerns the meanings of words, phrases, and sentences and the relationships among word meanings

• Pragmatics

• Semantics

• Syntax

• Discourse

Multiple Choice

What is semantic feature analysis?

• A word’s literal meaning

• Graphic organizer that helps student think deeply about the features of each vocabulary word

• A word’s subtle or implied meaning

• Breaking apart the morphemes within a word and analysing them for meaning

Multiple Choice

The benefits of Semantic Mapping are...

• Help students activate background knowledge

• Help students pass the AIR test

• Helps teachers look good for OTES

• Help students make categories

Multiple Choice

The term "semantic gradients" in vocabulary instruction refers to:

• The classification of words into different parts of speech

• A range of words with similar but not identical meanings

• The process of learning words by breaking them into syllables

• Grouping antonyms and synonyms

Multiple Choice

A second-grade student has limited vocabulary knowledge, which hinders the student's word recognition and reading comprehension. The student's oral reading is slow and labored, and the student typically spends the majority of independent reading time browsing through books, making little effort to read the actual words on the page. Research has shown that which of the following is most likely to happen if this student receives no instructional intervention?

• The student will always be behind average-performing peers but will achieve an adequate reading level to be academically successful.

• The student will naturally begin to show more interest and proficiency in reading as the student matures and will catch up with average-performing peers in third grade.

• The student will remain approximately at a second-grade reading level and will not be able to progress beyond this level.

• The student will begin to fall behind peers in reading development and will continue to fall further behind in later grades as texts include increasingly difficult vocabulary.

Multiple Choice

An effective way to enhance students' vocabulary through reading is to:

• Limit their reading to texts at their comfort level

• Encourage independent reading of varied and challenging materials

• Focus solely on phonics instruction

• Avoid complex texts that might confuse them

Multiple Choice

Once students decode well, which statement describes the relationship between vocabulary and reading comprehension?

• Vocabulary has nothing to do with reading comprehension.

• Vocabulary and reading comprehension are somewhat related.

• Reading comprehension comes automatically once a student can decode well and they learn vocabulary through what they read.

• Vocabulary is the best single predictor of reading comprehension.

Multiple Choice

The best definition for reading fluency is which of the following?

• oral reading at a rate that is above benchmark for the number of words read in a minute

• oral reading with accuracy, expression, and sufficient speed to support comprehension

• oral reading with at least 90% comprehension and 95% accuracy, regardless of the rate

• oral reading supported by the ability to scan for key phrases while extracting main ideas

Multiple Choice

What are the three important parts of reading fluency?

• speed, pronunciation, and accuracy

• speed, accuracy, and prosody

• speed, comprehension, and prosody

• speed, pronunciation, and prosody

Multiple Choice

When a reader uses intonation, stress, and pauses appropriately while reading, they are demonstrating:

• Phonemic awareness

• Prosody

• Syntax awareness

• Orthographic knowledge

Multiple Choice

When a teacher models fluent reading, they primarily demonstrate:

• Correct pronunciation of difficult words

• Speed of reading

• Reading with appropriate phrasing and expression

• Ability to predict text content

Multiple Choice

Ms. Jennings incorporates time into her class's weekly schedule to provide opportunities for students to choose a book that they have already read and read it aloud to either her or a classmate. Which of the following is most likely Ms. Jenning's goal for this activity?

• foster relationships in the classroom

• build student confidence

• assess student reading skills

• build student fluency

Multiple Choice

While working with a small group of students in a guided reading group, a teacher encourages their students to focus on punctuation while reading a text. Although the group of students is reading grade-level text with good accuracy, they are not focusing on the types of punctuation that they are coming across. Which of the following areas of fluency is the teacher working on with the students in this small group?

• Decoding

• Automaticity

• Phase boundries

• Prosody

Multiple Select

How does readers theater differ from putting on a play? Select all that apply.

• Students use prosody to convey the meaning of the story.

• The goal is to act out a plot.

• Students use their scripts when they perform.

• The goal is to practice fluent reading.

• It provides practice in memorizing one's lines.

Multiple Choice

In terms of reading fluency, the practice of 'scooping phrases' helps students to:

• Increase their reading speed

• Break down complex words into syllables

• Improve comprehension by grouping words into meaningful units

• Recognize high-frequency words more quickly

Multiple Choice

Which of following instructional strategies best completes the chart?

• Semantic feature analysis

• Brainstorming

• Readers' theater

• Anticipation guide

Multiple Choice

When assessing a student's fluency, which aspect is least likely to be considered?

• Accuracy in word recognition

• Rate of reading

• Expression and volume

• Understanding of metaphors and idioms

Multiple Choice

Reading assessment - student reads a grade-level passage out loud for one minute. The reading is timed, and errors are recorded. The score for this assessment is reported as WCPM. What assessment does this describe?

• Informal

• Early Literacy

• Oral Reading Fluency

• MAZE

Multiple Choice

A fourth-grade student with an IEP has goals in the area of reading. Why might the teacher complete a running record for this student?

• The teacher is tracking errors to determine the student's skill deficits.

• The teacher is comparing the student to his/her peers.

• The teacher is administering a standardized assessment.

• The teacher is preparing to dismiss the student from special education services.

Multiple Choice

A second grader has demonstrated the ability to decode individual words accurately, but she reads very slowly and laboriously. When the teacher tries to engage the student in oral reading activities, she says she feels "embarrassed" and would rather read silently. Which of the following modifications to instruction would be most appropriate and effective for helping this student improve her reading fluency?

• encouraging her to serve as an "audience" for other students' oral reading until she demonstrates willingness to read aloud herself

• having her reread a text several times using whisper reading to build her fluency and confidence with respect to the text

• teaching her how to use self-monitoring as she reads to improve her literal comprehension and ability to read with prosody

• providing her with explicit phonics instruction to improve her word identification skills before requiring her to read aloud

Multiple Choice

Students in a middle school class have been reading and discussing a math test.  To help promote the students’ reading proficiency, the teacher targets a number of vocabulary words in the test, such as triangle and pentagon.  These words are the focus of several instructional activities.  Which of the following strategies would best help the students learn how to spell the vocabulary words?

• The students prepare for a spelling quiz by taking a pretest on the vocabulary words. 

• The teacher calls on students to spell the vocabulary words aloud. 

• The teacher and the students discuss the morphology of each word.

• The students study a list of the vocabulary words with definitions. 

Multiple Choice

A 3rd 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 of the following teaching activities will best help the students develop an understanding of the new words?

• Making lists of words from the science book to post on a word wall in the classroom

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

• Having students assume definitions for the new words and relate them to words they already know

• Giving the students Venn diagrams to sort the new vocabulary into well-defined categories

Multiple Choice

A teacher listens to Zane, a 4th grade student, read an unfamiliar passage aloud for 1 minute. He read at an average rate with poor expression. He accurately decoded 98% of the words. Based on these results, which teacher action will best improve Zane's reading ability?

• Building prior knowledge of the passage before the student's oral reading.

• Providing explicit instruction and modeling of prosodic reading of text.

• Encouraging the student to engage in repeated readings of the same text.

• Having the student listen to a recording of the oral reading to self-assess his performance.

Multiple Choice

Which strategy should be used to help a third grade class access a content-area text that contains many unfamiliar words?

• having students annotate unknown words as they read

• providing explicit instruction in new words beforehand

• teaching students to preview the text for new words

• helping students divide the words into syllables

All of Mr. Subudhi's 2nd graders met their phonics benchmarks, but several students were behind in their ORF scores.  As he started paying more attention to their read-alouds, he noticed many students were reading too fast and missing words and punctuation, while others were very slow and choppy.  What’s more, several students who met the grade-level WCPM benchmark had no expression and sounded like robots.

TASK: Identify and describe ONE area Mr. Subudhi’s students are struggling with and TWO strategies he can use to improve his students’ oral reading fluency.

Scenario B: Fluency

Ms. Ahmed’s teaches STEM to academically gifted 3rd through 5th grade students.  All of them are proficient decoders with strong oral language skills, but many are struggling with content-specific vocabulary.

TASK: Identify and describe the purpose of THREE activities or strategies Ms. Ahmed can use with her students to improve their knowledge and understanding of content vocabulary.

Scenario A: Vocabulary

Constructed Response Scenarios

Open Ended

CHOOSE ONE OF THE SCENARIOS BELOW AND COMPLETE THE ASSOCIATED TASK

SCENARIO A: Ms. Ahmed’s teaches STEM to academically gifted 3rd through 5th grade students.  All of them are proficient decoders with strong oral language skills, but many are struggling with content-specific vocabulary.

TASK: Identify and describe the purpose of THREE activities or strategies Ms. Ahmed can use with her students to improve their knowledge and understanding of content vocabulary.

SCENARIO B: All of Mr. Subudhi's 2nd graders met their phonics benchmarks, but several students were behind in their ORF scores.  As he started paying more attention to their read-alouds, he noticed many students were reading too fast and missing words and punctuation, while others were very slow and choppy.  What’s more, several students who met the grade-level WCPM benchmark had no expression and sounded like robots.

TASK: Identify and describe ONE area Mr. Subudhi’s students are struggling with and TWO strategies he can use to improve his students’ oral reading fluency.

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Exit Ticket! Now how prepared do you feel for Category 3: Vocabulary and Fluency?