10. Prosody has which of these Characteristics

B- Variation in Pitch and intonation

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

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.

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

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.

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

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.

6. A student who joins a first-grade classroom in October performs poorly on a phonemic-awareness activity. To address this student’s reading needs, which of the following steps would be most important for the teacher to take first?

C- conducting formal phonemic- awareness assessments with the student

A- Engaging the student in a variety of beginning phonics games and activities.

B- Consulting informally with the special education teacher to see if the student might benefit from an individualized education program.

D- Making immediate plans for a sequence of differentiated instruction for the student in phonemic-awareness skills.

7. which of the following statements best explain why students continue to need systemic, explicit instruction to support and promote fluency even after they have achieved automaticity?

A- Vocabulary and academic language continue to be significant factors that disrupt students' fluency.

B- Students need continued guided practice in basic phonics patterns and elements.

C- Students need continued guided practice in basic word identification skills

D- High-frequency irregular sight words continue to be significant factors that disrupt students fluency

8. A Third grade teacher develops a word list from a small group of students that includes words representing complex phonics patterns. After reviewing the list with students the teacher did a dictation activity with a different set of words that follow the same pattern and the student wrote down the word. This activity demonstrates the teachers awareness of the importance of?

D- Using writing activities to give students opportunities to apply phonics knowledge to new words

A- developing students recognition of common syllable patterns to support accurate reading and writing

B-helping students understand use of invented spelling to reinforce their phonics skills and foster self expression

C- Helping students understand how the morphology of words relate to spelling patterns.

11. Prosodic reading both supports and is supported by reader’s

C-Active comprehension processes.

A- word consciousness and enjoyment of words

B-Ability to recognize the internal structure of words.

12. Which of the following questions focuses most directly on a student’ ability to read with prosody?

D - Can the student accurately read aloud a grade-appropriate passage in a manner thats sounds like natural speech?

A-Can the student writing accurate description of the main idea and supporting details of a passage after reading the passage aloud

C-Can The student connect elements in a passage to other sources, including personal experiences, after reading the passage aloud?

B-Can the student demonstrate evaluative comprehension when responding to questions about a passage after reading it aloud?

13. Which of the following factors will most disrupt a second grade student's fluency, where the respect to accuracy

C- the student does not recognize common inflected morphemes when they appear in unfamiliar words.

A- the student does not regularly use mega cognitive strategies to monitor comprehension.

B- A student is more familiar with the text structures of narrative texts than those of expository text

D- A student is n ot familiar with common textual features that can help support comprehension.

14. In a curriculum based oral reading fluency assessment conducted in September, a second grade student has an accuracy rate of 98%, reading rate of 39 words per minute, or just words below 50% of our benchmark 51 words per minute. These results, such as the teacher should plan instruction for the student that focuses on which of the following dimensions of reading fluency

B- Promoting the student’s automatic word recognition (automaticity)

A- Enhancing the student’s contextual word analysis skills. (word analysis)

15. Which of the following informal assessments would be most appropriate and effective to administer at the beginning of the school year to assess first grade students understanding of letter- sound correspondence

D- asking individual students to say the sound a letter makes as the teacher points to individual letters in randomly organized list of letters

A- asking individual students to recite the alphabet while following the letters on an alphabetical chart with their finger

B- showing individual students a picture card and asking them to identify another word that begins with the same sound

C- Having individual students segment the sounds of single-syllable words from a word list in the teachers read aloud (dog = /d/ + /o/ + /g/

17. 2 part question- In an oral fluency assessment in January, a second-grade student reads aloud an unfamiliar passage selected by the teacher, while the teacher records the student’s reading performance on a separate copy of the text, noting the student’s reading time and then calculating the students oral reading fluency score. The teacher’s annotated copy of the passage appears below. Based on the student’s assessment results and reading performance during the assessment, fluency instruction for this student should focus primarily on:

D. Providing the student with corrective feedback to increase accurate reading.

A. Encouraging and supporting the student’s continued progress in the area of reading rate.

B. Teaching the student to use self-monitoring for comprehension to support prosodic reading.

C. Encouraging the student to use context strategies to improve decoding accuracy.

18. 2 part question The pattern of errors in this assessment most clearly suggest that this student:

C. Relies heavily on contextual clues of word recognition.

A. Does not recognize most words automatically.

B. Applies word analysis skills to decode multisyllabic words.

D. Does not have the oral vocabulary to support recognition of many words.

19. A third grader likes to read and demonstrates strong word recognition skills, but he typically reads aloud in a halting manner and sometimes has difficulty answering comprehension questions after reading aloud a simple text. To help address the student’s reading difficulty, the teacher selects familiar texts at his independent reading level and then marks appropriate phrasing, as illustrated below…. Example: Once upon a time / In a kingdom by the sea / a brave young princess / decided to explore.

B- helping him learn how to recognize and convey idea units as he reads aloud.

A- enhancing his auditory awareness and ability to segment sounds in words as he reads aloud.

C- guiding him to apply a variety of word identification strategies as he reads.

D- improving his ability to analyze grammatical structures as he reads.

20. A kindergarten teacher bases a number of reading-related activities on “sound of the Day” for one activity, children substitute the sound of the day for the sound in each of their names (e.g., if /m/ is the sound of the day, Jack becomes Mack) and call each other by their “new” names. This activity is most likely to promote the reading development of students by:

B- Preparing them to learn about concepts of onset and rimes.

A- Promoting the recognition of word boundaries.

C- Helping them understand how sound relates to print.

D- Promoting their development of basic syllabication skills.

21. When reading aloud familiar nursery rhymes, a kindergarten teacher occasionally substitutes rhyming words for the words of the original text. (such as "Twinkle, twinkle, little car" or "One, two, chuckle my boo"). Students are asked to identify the "mistakes." This activity could best be used to assess students*:.

B- ability to perceive unexpected changes in sound patterns

A- comprehension of main ideas and supporting details.

C- awareness of letter-sound correspondences

D- skill in blending individual phonemes

22. A Kindergarten teacher has designed an “alphabet bingo” game. Each student has a card with some of the letters of the alphabet printed on it and sets the loose titles. When the teacher calls out, “B” for example, students try to find a tile with a B on it and match it to a B on their cards. The activity is likely to be most effective in promoting which of the following reading skills?

A- Associating the names of the letters with their shapes

B- Identify sounds that correspond to different letters

C- Understanding the directionality of print.

D- Recognizing that a spoken word consists of separate sounds.

25. A first grade teacher notices that a student who is a phonetic speller has begun placing a silent -e at the end of most words. The practice most likely reflects

B-The normal tendency of students in this stage of spelling development to overgeneralize phonics rules

A- Difficulty in discriminating between vowels and consonants

C- Difficulty in distinguishing sounds within words

D- The normal tendency of students in this stage of spelling development to over use vowels.

26. A Kindergartener shows her teacher a picture she has drawn of her kitten and says, “See, it says tigger.” Based on the work sample the student appears to have developed some understanding of the concept that…

A-There is a difference between drawing and writing.

B-Letter names differ from letter sounds.

D- Every English word must contain a vowel.

27. Several students in a second-grade class typically make the following types of errors in their writing Target word- Student spelling Raining. Raning Stream. Strem Snake. Snak Agreed Agred Coat Cot Play Pla These errors suggest that the students would benefit most from spelling instruction that focuses on:

D-the spelling of commonly occurring long-vowel patterns.

A- the use of morphology as a spelling strategy.

B- the use of etymology as a spelling strategy.

C- the spelling of high-frequency irregular sight words.

30. At the beginning of the school year, a third grade teacher wants to conduct an assessment of students’ decoding abilities. Which of the following assessment methods would be most effective for this purpose?

B- each student reads aloud a grade-appropriate passage while the teacher notes any miscue or errors

A- The teacher observes students during classroom reading activities and makes anecdotal notes.

C- The teacher asks students to identify the initial, medial, and final sounds of a spoken word.

D- Each student silently reads a grade appropriate passage and then answers comprehension questions.

32. Which of the following is a characteristic of the consonants in a consonant blend?

A- Each of the consonants retains its original sound

B- The sound associated with one or more of the consonants is omitted.

C- The sound of consonants depends on the vowel that follows them.

D- The sound of consonants depends on their position within the word.

38. Which of the following factors would be most likely to cause a significant disruption in a first-grade student’s development of reading.

D. A limited sight-word vocabulary.

B. A limited knowledge of content vocabulary

C. Lack of familiarity with academic language

40. Automaticity in word recognition supports student development of reading fluency primarily by:

A. Allowing them to direct their efforts on the meaning rather than on decoding each word

B. Enhancing their familiarity with more complex academic language and textural structures.

C. Providing them with a range of metacognitive strategies useful to understand the meaning of a text.

D. Fostering their appreciation for the relationship between written texts and spoken language.

41. The primary reason for promoting pre-readers phonemic awareness is that such awareness is required in order for children to?

A- Benefit from phonics instruction

B- Understand that the print they see is in the environment carries meaning

C- Recognize the names and shapes of individual letters

D- Develop an extensive site word vocabulary

46. A first-grade teacher reads aloud a short sentence to a student, then asks the student to identify the number of words in the sentence. For words of more than one syllable, the student counts each syllable as one word. The results of this informal assessment suggest that the student may need help:

B. recognizing the boundaries between words

A. understanding that words are made up of sounds.

C. understanding that print carries meaning.

D. connecting oral language to reading.

47. Which of the following activities would be most effective in encouraging second-grade students to use their developing phonics knowledge to promote their accurate spelling of regular single-syllable words?

A. having individual students sort a set of 20 words (e.g., boat, low, rope) into different groups of letter combinations that spell the same sound (e.g., oa words, ow words, and oCe words that make long o)

B. having pairs of students quiz each other on the spelling of words that follow recently taught complex phonics patterns

C. having the whole class compete in various spelling games (e.g., spelling bee, spelling baseball) that focus on grade level words that follow complex spelling patterns (e.g., throw, right, thought)

D. having small groups of students invent plausible phonetic spellings for a group of grade level irregular sight words

48. A five year old writes the following sentence and tell his kindergarten teacher that is says “I love my baby sister” ILVMIBBSSTR This writing sample suggests that the student has NOT yet developed the concept that?

A- Writing consists of discrete words

C- writing represents spoken language

D- language can be segmented into phonemes.

50. A third-grade teacher regularly plans spelling instruction focusing on specific complex spelling patterns (e.g., one unit focuses on the phonogram-ight and the words right, light, sight, and tonight). This approach to spelling instruction also promotes students’ reading development primarily by:

C. Enhancing their ability to recognize larger chunks of letters when decoding unfamiliar words.

A. Supporting their ability to use metacognitive strategies effectively during reading

B. Developed their knowledge of sound based on literary devices such as rhyming and alliteration

D. Expanding their oral vocabulary knowledge to support development of automatic word recognition

51. A third-grade teacher regularly assigns students who have achieved automaticity extended passages to read silently to promote their reading fluency. Which of the following steps would be most important for the teacher to take to ensure that this activity is effective in supporting fluency development?

C- monitoring the students' silent reading during the activity by holding them accountable for comprehension of the passage

A- modeling appropriate silent reading behaviors for the students by reading a text independently as the students read the assigned passages

B-providing the students with the same target passage and ensuring that it is written at or below the students' independent reading levels

D- having the students use a repeated oral reading procedure with a selected portion of each passage before they read the passage silently

4. Which of the following informal assessments would be most appropriate to use to assess an individual student's phonemic awareness?

A- asking the student to identify the sound at the beginning, middle, or end of a spoken word (e.g., "What sound do you hear at the end of step?")

B- having the student listen to a tape-recorded story while looking at the book and then answer several simple questions about the story

C- asking the student to identify the letters in the alphabet that correspond to the initial consonant sounds of several familiar spoken words

D- having the student listen to the teacher read aloud a set of words with the same beginning sound (e.g., train, trap, trouble) and then repeat the words

5. What strategy is best used to teach phonemic awareness? (IF these questions are NOT on your exam choose the answer "say the pronunciation of (cat)".

D- say the individual sounds of a word

C- Break apart words from a list

24. children in a kindergarten class work in teams to decorate cardboard cutouts of letters. With the help of their teacher and the physical education teacher, each team figures out how to “look like the letter” assigned to the team (e.g., two students face each other and hold hands to form the letter H). The teacher photographs each team’s “human letter” and displays the photos with the decorated letters. This activity most clearly demonstrates which of the following principles of effective reading instruction?

D. Multisensory activities can help promote the letter recognition skills of students with varied reading needs and learning styles

A. Visually oriented activities can be especially helpful in strengthening the decoding skills of students with varied reading needs.

B. Interdisciplinary activities can strengthen students' phonemic awareness and understanding of letter-sound correspondences.

C. Kinesthetic activities can be especially helpful in improving the phonological awareness of students who are visual learners.

36. A first grade teacher has designed the following as one activity to build the literacy skills of a student who has a reading disability. The teacher will use color charts and asked the students to arrange the blocks from left to right as the teacher says a sequence of words. Such activity would be most useful for promoting the students

B. Understanding of word boundaries

39. A second grade student generally misreads more than one out of every ten words when reading grade-level texts. In order to promote the students’ reading fluency, the teacher should have the student:

D. Practice reading a variety of texts written at the student’s independent reading level.

A. Reread a text as many times as needed to be able to read it error free

B. Practice reading a variety of grade level texts to slow rate than the student has been using.

C. Listen to an audio recording of a text prior to reading it independently

52. Which of the following instructional strategies is likely to be most effective in reinforcing students’ recognition of high frequency, irregular sight words?

D - Incorporate a cumulative review of sight words into daily reading instruction

A - Teach the students how to use context clues to determine the meaning of sight words.

B - Have students make a list of sight words they already recognize and sight words they want to learn.

C- Model for students how to sound out sight words that students are likely to encounter while reading?

58. Which of the following instructional strategies would be most effective to use with early elementary students who have mastered grade-level decoding but have not yet achieved automaticity?

C. Having the students whisper read decodable texts while the teacher monitors each student for accuracy

A. Offering the students extrinsic rewards for reading a specified number of pages in a given week.

B. Assigning the students grade-level passages and reading responses activities that must be completed in class

D. Timing the students as they practice silently reading a series of unfamiliar passages as quickly as possible.

62. Teacher is trying to give words to a student moving from semi phonetic to phonetic spelling. What kind of words should be given?

C- cvc words sound patterns such as Fun, sit

63. A first grade teacher notices one of her students is having difficulty during a variety of phonological awareness activities. Which instructional strategies are likely to be most effective in addressing phonemic awareness weakness?

A. Practicing alliteration, rhyming, blending and segmentation.

D. Practicing letter identification

64. While listening to students read, a second grade teacher notices that students are struggling when approaching multisyllabic words. Which of the following is the teacher’s most effective response to help students transfer the knowledge of reading single-syllable words to reading words with multiple syllables?

a)Divide multi syllabic words into single syllable words

c)Memorize high frequency words

d)Learn about the base of the word

What are the rules for the sound of the consonant and consonant digraph?

B-Sounds of consonants depend on the vowel that comes after

A- Sounds of consonants with 1 or more consonants omitted

C-Sounds of consonants are heard individually?

E- Consonants retain original sound

After students master CVC what skill should be focused on next?

A- Regular and irregular CVC words

RSub1

Authored by Linda Xiong

English

1st - 5th Grade

CCSS covered

Used 8+ times

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51 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.RF.5.3A

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.L.1.2D

CCSS.L.K.2C

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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.RF.5.3A

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.L.1.2D

CCSS.L.K.2C

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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

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