Which of the following sentences does not contain a pair of homographs?

It has been a year since I visited the site of the natural disaster, but I have not been able to forget what a horrible sight it was.

The night was pitch black as the baseball player threw out the first pitch.

After finding money on the river bank, he decided that he was going to go put it in his bank.

Ever since my brother sustained a wound, I have been feeling really wound up.

Which of the following scenarios presents an example of encoding?

Reid, a first-grade student, writes two sentences about his dog using his knowledge of letters and sounds to spell out words and phrases phonetically

Charlotte, a Kindergarten student, reads a short picture book on her own and correctly pronounces words she does not understand

Joan, a third grade student, reads a complicated chapter book about magical dragons, and is able to figure out the meanings of difficult words using clues from the text

William, a Kindergarten student, uses his knowledge of the sounds letters make to sound out a string of unfamiliar words written on the whiteboard

A teacher is observing students and their phonics development. The teacher and the students each conference so that the teacher can keep a running record of each student's progress. The teacher gives each student a paragraph to read out loud. The following is one student's prompt and a representation of how they pronounced their response. The student would benefit from which of the following?

instruction on consonant digraphs

practice verbalizing consonant blends

activities focused on hard and soft sounding consonants

What are the 5 skills necessary for children to develop phonologically?

word awareness, an understanding of alliteration and rhyme, syllable awareness, rhyme manipulation, and phoneme awareness

babbling, jabbering, true vocabulary, fluency, and word segmentation

phoneme recognition, phonics, letter recognition, rhyming, and improved vocabulary

understanding alliteration, ability to produce rhyming words, letter recognition, phoneme mastery, and sound manipulation

What 3 terms can help to define and better understand phonology?

phonemes, allophones, morphemes

syntax, morphology, linguistics

Which of the following is the most simple way to differentiate reading instruction at any educational level?

Provide a wide spectrum of texts/genres/content to read

Allow each student the freedom to pick their own reading materials

Give each student a different text to read according to their ability

Group students according to reading level and use a different teaching method for each one

It is important for readers to make text-to-text connections for all the following reasons, except

To inspire personal creativity through comparison

To help readers develop textual analysis skills

To enhance reading and writing abilities

Which of the following is an activity that teachers are encouraged to use after reading a text?

Making a list of unknown vocabulary words

A week after his students take a field trip to the zoo, a teacher reads them the story of ''The Elephant's Child '' within Rudyard Kipling's ''Just So Stories. ''The following shows the teacher's interactions with the students as she begins reading, interspersed with parts of the passage: The teacher is using a reading approach that

encourages students to think as they read, thus making reading interactive.

provokes students to be active readers so that they can keep track of both what the teacher is reading and what the teacher is remarking about.

models how students should avoid disrupting the flow of reading because they will lose sight of the story.

allows students to listen to the story in snippets so that they do not become overwhelmed.

When it comes to analyzing literature, what's the difference between comprehension and interpretation?

Comprehension is the basic understanding of a text. Interpretation is a deeper exploration of the text.

Comprehension is identifying text structure. Interpretation is a deeper look at why the text was structured in that way.

Comprehension is knowing what happens in a story. Interpretation is understanding why these things happen.

Comprehension is identifying the plot of a story. Interpretation is exploring the context of the story.

Which of the following is NOT a strategy for teaching directionality of print?

Keeping the book turned to face the reader so the child does not become distracted by pictures

Having children interact with or visually observe the book as it is read aloud by an adult reader

Showing children the books' details by pointing out pictures, titles, and other important details

Turning pages to illustrate how books function and the order in which pages should be read

Which of the following is an advantage of a leveled library?

It allows teachers to easily select educationally appropriate books for students of all reading levels

It increases reading motivation

It provides books with diversity in socioeconomic features, such as gender and race

It offers a wide variety of books and topic choices

One of the best ways to assess the process of visualization is to have students:

create a tangible picture of their visualizations.

base their visualizations on things that they are familiar with.

mimic their visualizations based off of the images within a story.

describe their visualizations in writing.

Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness?

a student who, after hearing the word hat, can orally identify that it ends with the sound /t/

a student who, after being shown a letter of the alphabet, can orally identify its corresponding sound(s)

a student who listens to the words sing, ring, fling, and hang and can identify that hang is different

a student who listens to the word magazine and can determine that it contains three syllables

A kindergarten teacher could best determine if a child has begun to develop phonemic awareness by asking the child to:

say the word cat, then say the first sound the child hears in the word.

count the number of words the child hears in a sentence as the teacher says the sentence.

point to the correct letter on an alphabet chart as the teacher names specific letters.

listen to the teacher say boat and coat, then identify whether the two words rhyme.

As students begin to read, the ability to blend phonemes orally contributes to their reading development primarily because it helps students:

use knowledge of letter-sound correspondence to decode words.

recognize and understand sight words in a text.

guess the meaning of unfamiliar words from their context.

divide written words into onsets and rimes.

A teacher holds up a series of familiar objects, asking students to name each object and isolate the final sound they hear. This type of activity would be most appropriate for a student who:

needs help developing phonemic segmentation skills.

is performing below grade-level benchmarks in reading fluency.

lacks automaticity in word recognition.

has difficulty sounding out phonetically regular one-syllable words.

Phonemic awareness contributes most to the development of phonics skills in beginning readers by helping them:

identify in spoken language separate sounds that can be mapped to letters.

recognize different ways in which one sound can be represented in print

count the number of syllables in a written word.

understand the concept of a silent letter.

Which of the following first-grade students has attained the highest level of phonemic awareness?

a student who, after hearing the word hot and the sound /ĭ/, can substitute /ĭ/ for /ŏ/ to make the word hit

a student who can orally segment the word wonderful into won-der-ful

a student who, after hearing the words fish and fun, can identify that they both begin with the same phoneme, /f/

a student who can orally segment the word train into its onset and rime

Asking students to listen to a word (e.g., same) and then tell the teacher all the sounds in the word is an exercise that would be most appropriate for students who:

have a relatively high level of phonemic awareness.

have a relatively low level of phonological awareness.

are beginning to develop systematic phonics skills.

are beginning to master the alphabetic principle.

A kindergarten teacher asks a small group of students to repeat after her. First, she says the word grape and then pronounces it as gr and ape. Next, she says the word take and then pronounces it as t and ake. This activity is likely to promote the students' phonemic awareness primarily by:

encouraging them to divide words into onsets and rimes.

helping them recognize distinct syllables in oral language.

teaching them how to distinguish between consonants and vowels.

promoting their awareness of lettersound correspondence.

A teacher shows a student pictures of familiar objects. As the teacher points to the first picture, she asks the student to name the object in the picture. Next, she asks the student to count on his fingers the number of sounds he makes as he says the word again. This activity is most likely to promote which of the following?

understanding of the alphabetic principle

development of letter-sound correspondence

A beginning-level English Language Learner can consistently blend individual phonemes to make simple English words composed of two or three phonemes but is having difficulty blending the sounds of familiar single-syllable words composed of four phonemes (e.g., clip, trap, spin). Which of the following questions would be most important for the first-grade teacher to consider when addressing the needs of this student?

Does the student's primary language have consonant blends?

Are the target words in the student's oral vocabulary in English?

Can the student distinguish between short and long vowel sounds in English?

Do the target words have cognates in the student's primary language?

A fourth-grade student reads on grade level and consistently scores very high on spelling tests that are part of weekly word study activities. However, the student often misspells the same words, and other familiar words, in everyday writings. The table shows examples of typical errors the student makes on class writing assignments and in informal notes to friendsThe student's overall spelling performance suggests that the student most likely has a weakness in which of the following foundational skills?

segmenting and sequencing phonemes in words

detecting syllable boundaries in words

sounding out and blending lettersounds to make words

discriminating between a word's root morpheme and affixes

A preschool child picks up an unfamiliar book, opens it to the end, points to the text, and begins to "pretend read" the story. These behaviors suggest that the child most likely:

has developed an understanding that print carries meaning.

has well-developed book-handling skills

knows where individual words begin and end.

understands the concept of print directionality.

A preschool child draws a stick figure and makes some unintelligible scribbles around it. When she shows it to her teacher, she points to the scribbles and says, "This says 'I love mommy.'" This behavior suggests that the child most likely:

has grasped the idea that the function of print is distinct from that of pictures

is ready to learn the concept of letter-sound correspondence.

is beginning to develop awareness that words are made of distinct phonemes.

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:

awareness that speech can be represented by writing.

basic understanding of the alphabetic principle.

basic understanding of word boundaries.

awareness of the relationship between syllables and the spoken word.

A kindergarten teacher hangs labels on key objects in the classroom, puts up posters that include words and captions, and always has a big book on display for the children's use. This kind of classroom environment is most likely to help promote children's:

development of an awareness of print.

recognition that words are composed of separate sounds.

recognition of high-frequency sight words.

development of automaticity in word recognition.

A preschool teacher is reading a story to his class. As he reads, he holds the book so the children can see the words and pictures while his finger follows the line of print. This activity would contribute to the children's reading development primarily by:

developing their awareness of left-toright directionality.

promoting their development of letter recognition skills.

helping them recognize phonemes that occur frequently in print.

promoting their understanding of letter-sound correspondence.

Pointing out the title, beginning, middle, and end of a book to a group of preschool children before reading the book aloud to them contributes to their reading development primarily by promoting their:

development of book-handling skills.

understanding of text directionality.

understanding of the concept of schema.

development of literal comprehension strategies.

Which of the following strategies would be most effective in promoting kindergarten children's ability to recognize and name letters of the alphabet?

The teacher says the name of a letter while the children each trace its shape on a cutout letter.

The teacher posts the entire alphabet around the room in several different formats.

The teacher reads aloud to the children from books that contain mostly words that follow regular phonics patterns.

The teacher emphasizes the initial sounds of words when reading to the children.

Having kindergarten children practice tracing the letters of the alphabet in sand is most appropriate for children who are having difficulty:

developing letter formation skills.

internalizing the alphabetic principle.

recognizing that print carries meaning.

understanding the relationship between spoken and written language.

A preschool teacher shows a group of children pictures of everyday objects. Below each picture is printed the letter of the alphabet that corresponds to the word's initial sound. As the teacher points to each picture, she names the object, then she points to the letter underneath it and says the sound it makes. The teacher invites the children to repeat the sound with her. This activity is likely to contribute to the children's reading development primarily by:

demonstrating that phonemes are represented by letters.

illustrating the concept of word boundaries.

focusing on auditory discrimination skills.

introducing the concept of onset and rime.

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?

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.

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

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.

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

Foundations of Reading Practice

Authored by Randy Holliman

English

University

CCSS covered

Used 15+ times

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130 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

When a person is able to connect the way words look with the way that they sound it is called:

sound awareness

print awareness

word-print awareness

word awareness

Tags

CCSS.RF.4.3A

CCSS.RF.2.3A

CCSS.RF.1.2A

CCSS.RF.K.1D

CCSS.RF.K.2A

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following activities can help young children learn to write letters?

All choices are correct

Have students practice reading out loud

Have students not practice writing letters at home with colored markers

Have students form letters using modeling clay or Play-Doh

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

After reading a text aloud with her class, a 6th grade English teacher asks her students to briefly describe in their own words what they have just read. What is the fundamental purpose of this "retelling" activity?

o develop their summarization skills

To assess whether or not the students struggle with the text's vocabulary

To help determine their reading level and comprehension

To assess whether or not students can follow along when listening to someone else read aloud

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of these assessments is designed to predict future ability to succeed in a particular content domain?

Achievement assessment

Scholastic Aptitude Assessment

Specific Aptitude Assessment

School-readiness assessment

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Use the image to help answer the question. A teacher instructs students to read the following passage. After the students read the story, the teacher wants students to make connections. Which of the following questions should the teacher ask?

''What do you think happens after the girl is closed in the room to spin gold?''

'Why might the king have interest in having more gold?''

''What type of tone is being conveyed?''

''If the story took place in the modern day, what tool might be used to make gold instead of a spinning wheel? ''

Tags

CCSS.RF.1.3D

CCSS.RF.1.3A

CCSS.RI.1.3

CCSS.RI.2.3

CCSS.RI.3.8

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A teacher is using a text evaluation scale to choose classroom reading materials for her third-grade students. The teacher chooses a set of chapter books that she has deemed to have a high level of friendliness. During the school year, the teacher realizes that her assessment of the books was accurate because

the students understand the books because of the conciseness of the information therein.

the books regularly challenge students to increase their reading levels.

while the books are not the most popular among the students during independent reading time, students seem to not mind using the books during classroom instruction to learn reading skills.

the students have shown an increase in grade-level vocabulary usage when they speak.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following is an example of intrinsic motivation?

A student reads a book because they want to learn more about a topic

A student reads a book to receive extra recess time

A student reads a book because it is required for a grade

A student reads a book because their parents will buy them an ice cream when they finish

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Foundations of Reading Practice

When a person is able to connect the way words look with the way that they sound it is called:

Which of the following activities can help young children learn to write letters?

After reading a text aloud with her class, a 6th grade English teacher asks her students to briefly describe in their own words what they have just read. What is the fundamental purpose of this "retelling" activity?

Which of these assessments is designed to predict future ability to succeed in a particular content domain?

Use the image to help answer the question. A teacher instructs students to read the following passage. After the students read the story, the teacher wants students to make connections. Which of the following questions should the teacher ask?

Which of the following is an example of intrinsic motivation?

Which is NOT an example of the whole language approach (WLA)?

Which of the following sentences does not contain a pair of homographs?

Affixes are combined with words to change the meaning of the original word. What is the original word referred to as?

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