Foundations of reading quiz 5

A second-grade teacher has students pull two single-syllable nouns from a hat (e.g., bulb, light) and asks them to form words by putting the words together (e.g., lightbulb). Students then draw pictures to illustrate their new words and write short stories using the new words. This activity is likely to be most effective for helping students:

• use visualization as a reading comprehension strategy

• apply knowledge of phonics generalizations

• use context clues to identify unfamiliar words

• understand the concept of compound words

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

Instruction in structural analysis is likely to promote upper elementary students' reading comprehension primarily by:

• facilitating their ability to use phonics generalizations to decode words

• enhancing their familiarity with the text structures and features used in different genres

• equipping them with strategies for understanding the meanings of unfamiliar multisyllable words

• increasing their knowledge of key vocabulary found in content-area textbooks

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

A third-grade teacher administers the following informal reading assessment to individual students. Part 1: Read aloud the following words:

Part 1: Read aloud the following words: laugh - neighbor - beginning - friend - together - young.

Part 2: Read aloud the following passage: Nick and Ben are best friends. They have been neighbors since they were very young. In the beginning, they did not get along, but now they play together every day after school. They make jokes and laugh a lot.

One student performs significantly better on the second part of the test than on the first. Which of the following is the best assessment of this student's reading performance?

• The student is proficient at using context clues to help identify words but has weak word decoding skills

• The student can decode single- syllable words but has not yet learned how to decode multisyllable words

• The student is proficient at using syntactic clues to identify words but is not yet skilled at using semantic clues

• The student understands letter- sound correspondence but has limited awareness of syllable structure

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

A second-grade teacher uses the following handout to guide the class through an activity. .

Look at the word fair in these two sentences:

- It isn't fair that Juan got an extra scoop of ice cream.

- Simon and Ling went to the fair and rode on the merry-go-round.

How are these words the same? How are they different?

Can you think of sentences that show two different ways in which each of the following words can be used? saw, spell, root, run, play, fly, kind, seal

• use structural clues to identify the meaning of words

• identify and decode common homographs

• cluster new vocabulary together into meaningful groups

• find and use synonyms for common words

Tags

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.8.4

CCSS.RL.9-10.4

A sixth-grade student encounters the following sentence in a short story: "She experienced a sense of de
ja vu as she walked down the street of the strange new city."

The student asks the teacher about the meaning of de
ja vu in the sentence. The teacher could best respond by advising the student to take which of the following step

• Make note of the word in a vocabulary log, and then study the word after finishing the story

• Use context clues in the sentence to guess the meaning of the word, and then try out that meaning in the sentence

• Look up the word in the dictionary, and then paraphrase the sentence using the dictionary definition

• Break the word into its component parts, and then compare the parts to the meanings of similar known words

Tags

CCSS.RI.11-12.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.9-10.4

Before beginning a new content-area reading passage, a fourth-grade teacher asks students to think of words related to the topic of the text. The teacher writes the words on the board and then asks the students to suggest ways to group the words based on meaningful connections. The teacher also encourages them to explain their reasons for grouping particular words together.

This series of activities is likely to promote the students' reading development primarily by helping the

• extend and reinforce their expressive and receptive vocabularies related to the text's top

• infer the meaning of new vocabulary in the text based on word derivation

• strengthen and extend their understanding of the overall structure of the text

• verify word meanings in the text by incorporating syntactic and semantic clues into their word analysis

Tags

CCSS.RI.1.1

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

A first-grade teacher designs the following activity:

1. Divide students into pairs.

2. Have students sit back-to-back.

3. Give one student in each pair a picture of a familiar object to describe to his or her partner.

4. The partner tries to name the object based on the description.

This activity is likely to contribute to students' literacy development primarily by:

• helping them begin to make connection between print and the spoken word

• fostering their ability to work independently of teacher guidance

• promoting their oral language development and listening comprehension

• encouraging them to practice speaking skills

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

A fifth-grade student reads the sentence, "After playing with her friends all day, Kaylee did her science homework, her geography project, and her composition in one fell swoop." The student asks the teacher for help understanding what is meant by the phrase one fell swoop. The teacher can best help the student understand this idiomatic expression by:

• discussing with the student more examples of the phrase used in context

• directing the student to look up different meanings of fell and swoop in the dictionary

• helping the student create a tree diagram of the structure of the phrase

• asking the student to find other sentences in the text that use the words fell and swoop

Tags

CCSS.RI.11-12.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.9-10.4

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?

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

• determining the rate of the student's phonological processing

• evaluating the degree to which the student uses syntactic clues

• determining the extent of the student's vocabulary knowledge

Tags

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

CCSS.RF.1.3F

A fifth-grade teacher is about to begin a new unit on weather and climate. Which of the following types of vocabulary words from the unit would be most appropriate for the teacher to preteach?

• words that are conceptually challenging

• high-frequency, phonetically irregular words

• multisyllable words

• high-frequency words with multiple meanings

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A