RSub1

29. A 5th grade teacher is studying the history of the United States during the colonial period. The teacher wants to help students spell units related vocabulary correctly when they engage in writing activities associated with the unit. The strategy is likely to be most effective in improving students' spelling of unit related vocabulary.

• A- showing them copies of original documents from the colonial period, having them identify words that have since changed spelling (e.g., waggon, shoppe), and then having them analyze these spelling changes

• B- making sure that they understand that their research papers and other writing assignments for this unit will be graded on spelling as well as on content

• C- Having them categorize and study new words by common features (e.g., words with a common suffix such as taxation, revolution; words with a common root such as colony, colonial, colonizing)

• D- preparing a list of key words related to the unit and each week adding a few of the words from this list to the students' regularly scheduled spelling test

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

3. Which of the following strategies would best help a kindergarten teacher assess a student’s ability to blend phonemes?

• A. Say the words set, pet, and mp, then ask the child which one sounds different.

• B. Say the sounds /s/, /e/, and /t/ separately, then ask the child to say them as one word

• C. Say the words sat, set, and sit, then ask the child to say them with /m/ in place of /s/.

• D. Say the word set, then ask the child to tap once for each sound the word contains

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

16. A teacher is helping students learn orthographic generalization for adding suffixes to words ending in “y”. In addition to promoting their spelling development, this type of lesson is likely to promote students’ reading development by:

• A- Developing vocabulary knowledge

• B Enhancing decoding skills

• C- Building academic language

• D- Improving pronunciation of words.

Tags

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

CCSS.RF.1.3F

42. Which of the following morphemes is an inflectional ending?

• A- -al

• B- -ize

• C- -ly

• D- -ed

Tags

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

CCSS.RF.1.3F

9. A first-grade teacher provides students with explicit, systematic phonics instruction to promote their reading development. When designing activities to teach letter-sound correspondences, the teacher should:

• A- Provide reading opportunities for students to practice sounds in context after studying the sounds in isolation

• B- Make certain that students have mastered vowel sounds before focusing on consonants.

• C- Ensure that students master the spelling of practice words using the target sound before teaching a new sound.

• D- Provide reading opportunity for student to whisper read

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3A

31. Which of the following divisions of the word strongly distinguishes the words onset and rime.

• A- st/rong

• B - stro/ng

• C- s/trong

• D- str/ong

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

45. Mastery of which of the following skills best indicates a student’s readiness for explicit instruction in reading Vce and CVCe pattern words such as ate and home?

• A- Recognizing inflected endings in single- syllable words

• B- Decoding most short vowel phonics patterns in single syllable words

• C - recognizing at least ten high frequency sight words.

• D- Decoding most vowel digraphs in simple single-syllable and two-syllable words

Tags

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

CCSS.RF.1.3F

10. Prosody has which of these Characteristics

• A- reading with excitement and correct intonation like teachers do. A good strategy is choral reading

• B- Variation in Pitch and intonation

• C- Pronunciation of phonemes

• D- Reading at a Rapid Rate

Tags

CCSS.RI.3.10

CCSS.RI.4.10

CCSS.RI.5.10

CCSS.RI.6.4

CCSS.RI.7.4

1. A first-grade teacher considers ways to help a new student who is beginning English learner development skills, phonemic awareness, and knowledge of English sounds. Which of the following steps will be most important for the teacher to take first.

• A- collecting a set of simple rhyming poems in English to practice reciting with the student

• B- preparing a list of simple English words with different vowel sounds for the student to study.

• C- gaining some basic familiarity with the sound system of the student's primary “native”language

• D- making a study tape for the student by recording an oral reading of high-frequency English words

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3B

2. A first-grade teacher leads a small group of beginning readers in a lesson focused on decoding simple words composed of letters that students have learned to sound out in isolation. The teacher begins by writing the word “sat” on the board. In keeping the research-based practices, the most appropriate step for the teacher to take next in this lesson would be to:

• A- Teach the student to blend the sounds in the word sat slowly and continuously without pausing.

• B- Ask the students to suggest words they know that rhyme with sat and write these words on the board.

  
  

• C- Teach students to first silently scan all the letters in the word sat and then pronounce the word aloud.

• D- Have the students practice identifying the word sat in a variety of connected texts.

Tags

CCSS.RF.1.3A

CCSS.RF.1.3G

CCSS.RF.2.3B

CCSS.RF.3.3B

CCSS.RF.4.4A