Which of the following options would be the most effective way to modify a cloze reading passage for struggling readers to assist them with completing the task while still allowing them to practice the skill?

Providing the first few letters of each answer

Including no more than three omitted words

Word-recognition ability is:

Especially important to English language learners and students with reading disabilities

Equally important to all readers

Another term for “word attack”

Refer to the following for questions 13–16 A teacher is concerned about three of her students. While they are enthusiastic about writing, they do not always recognize letters, confusing b, d, and p, or e and o. They do, however, know which sounds go with certain letters when they are orally drilled. When they write, they appear to be attempting letter–sound associations. “Now I’m writing M,” the teacher heard one boy say as he scripted a large N in the upper right corner of his paper. He studied it for a moment and added, “Nope, it needs another leg.” The student then wrote an I beside the N. “There,” he said. “Now you are an M. I can write the word man because now I have M.” The child then moved to the lower left corner of the paper. “M-A-N,” he said to himself, slowly pronouncing each sound. “I already have that M. Here is where the rest of the word goes.” He turned the paper sideways and wrote N. The second child sang to herself as she gripped the crayon and scribbled lines here and there on her paper. Some of the lines resembled letters, but few actually were. Others were scribbles. As she “wrote,” she seemed to be making up a story and seemed to believe she was writing the story down. The third child didn’t vocalize at all while he worked. He gripped the paper and carefully wrote the same letter over and over and over. Sometimes the letter was large, sometimes tiny. He turned the paper in every direction so that sometimes the letter was sideways or upside down. Sometimes he flipped it backward. “What are you writing?” the teacher asked him. “My name,” the child told her. The teacher then realized the letter was, indeed, the first letter of his name. She gently told him he had done a fine job of writing the first letter of his name. Did he want her to help him write the rest of it? “Nope,” he cheerfully told her, “it’s all here.” He pointed at one of the letters and “read” his full name. He pointed at another letter and again seemed to believe it represented all the sounds of his name. In the above example, the emergent writers are demonstrating their understanding that letters symbolize predictable sounds, that words begin with an initial sound/letter, and that by “writing,” they are empowering themselves by offering a reader access to their thoughts and ideas. The next three stages the emergent writers will pass through in order will most likely be:

Scripting the end-sound to a word (KT=cat), leaving space between words, writing from the top left to the top right of the page and top to bottom

Scripting the end-sound to a word (KT=cat), writing from the top left to the top right of the page and from top to bottom, separating the words from one another with a space between

Leaving space between the initial letters that represent words, writing from the top left to the top right of the page and from top to bottom, scripting the final sound of each word as well as the initial sound (KT=cat)

Drawing a picture beside each of the initial sounds to represent the entire word, scripting the end-sound to a word (KT=cat), scripting the interior sounds that compose the entire word (KAT=cat)

The teacher might best encourage the three students in the above example by:

Ask the students to read their stories to her. Suggest they visit other children in the class and read to each of them.

Suggesting they write an entire book rather than just a single page. This will build confidence, teach them sequencing, and encourage the young writers to delve deeper into their ideas.

Contact the local newspaper and invite a reporter to visit her class and write a story about her emergent writers. In this way, they are sure to see themselves as “real writers” and will more fully apply themselves to the task.

Invite all the parents to visit the class the following week. This will give all classmates, regardless of where they are on the learning spectrum, time to memorize their stories. The children will be very excited and will begin to see themselves as “real writers.”

At what point should the kindergarten teacher in the above example offer the three children picture books and ask them to read to her?

From the first day of school onward

When the three children are all able to script initial sounds, end sounds, and interior sounds.

As each child reaches the stage in which he or she can script initial sounds, end sounds, and interior sounds, the teacher should ask only that child to read to her.

As each child reaches the stage in which he habitually writes from the top to the bottom of the page, moving left to right.

The kindergarten teacher isn’t certain if these children are exhibiting signs of a reading disability or other special needs. What should the teacher do?

Nothing. These children are simply at an early stage in the reading/writing process.

Nothing. She doesn’t want to have to tell the parents that their children are sub-par in terms of intelligence. They are perfectly nice children and can contribute to society in other ways. She resolves to give them extra attention in other areas to help them build confidence.

She should recommend that the parents take the children to be tested for a number of reading disorders, including dyslexia.

She should arrange a meeting between herself, the school psychologist, and the reading specialist to discuss the matter and resolve it using a three-pronged approach.

The smallest unit of language with meaning

A letter or group of letters representing a single sound

A unit of spoken language in a word, which contains a single vowel sound

What does the term story grammar refer to?

The general structure of a story, including story elements

The ability to use conventions of English correctly when composing fictional stories

The ability to apply rules of syntax to decode unknown words in stories

Which example best demonstrates a student making an accommodation to existing schema, as suggested by Piaget?

A child does not like bees until learning about the role they play in pollination. She then believes that bees are helpful.

A child knows that periods are used at the ends of sentences. When given a question to punctuate for the first time, she uses a period.

After using the writing process to write a narrative text, a child applies the process to write an expository text.

A toddler learns about lions from a picture book and practices saying, "Roar!" She hears a tiger making a similar sound at the zoo and calls it a lion.

Which of the following best explains the importance prior knowledge brings to the act of reading?

Prior knowledge is knowledge the student brings from previous life or learning experiences to the act of reading. It is not possible for a student to fully comprehend new knowledge without first integrating it with prior knowledge.

Prior knowledge is information the student gets through researching a topic prior to reading the text. A student who is well-prepared through such research is better able to decode a text and retain its meaning.

Prior knowledge is predictive. It motivates the student to look for contextual clues in the reading and predict what is likely to happen next.

Prior knowledge is not important to any degree to the act of reading, because every text is self-contained and therefore seamless. Prior knowledge is irrelevant in this application.

A sentence in a book states, "The furry dog chases the stick." Which of the following examples demonstrates a structural error, if stated by a student reading the text?

The furry dog chased the stick.

The furry dog chases the branch.

The furry dog chases the big stick.

The fuzzy dog chases the stick.

At the beginning of each month, Mr. Yi has Jade read a page or two from a book she hasn’t seen before. He notes the total number of words in the section and the number of times she leaves out or misreads a word. If Jade reads the passage with less than 3% error, Mr. Yi is satisfied that Jade is:

Reading at her independent reading level

Reading with full comprehension

Probably bored and should try a more difficult book

Comfortable with the syntactical meaning

A teacher wants to incorporate a lesson on point of view into his class’s fairy tale genre study. Which activity would best accomplish this goal?

Contrasting two versions of the same fairy tale narrated by two different characters

Reading a modern-day fairy tale and asking students to record what they liked and didn’t like about the story in their journals

Having students write a different ending to an existing fairy tale

Comparing and contrasting the events in a fractured fairy tale and its traditional version

Context clues are useful in:

Understanding the meaning of words that are not familiar

Understanding character motivation

The students enjoyed the assignment so much that the teacher suggested they select one fairy tale and modernize it without changing the basic structure. Evil kings and queens could become corrupt politicians, pumpkins could turn into Hummers, and romantic princes might reveal themselves as rock stars. The teacher believes this assignment will most effectively demonstrate to the students:

The importance of culture to meaning

The importance of setting to meaning

The importance of characters to meaning

The importance of creativity to meaning

Which of the following options best demonstrates a kinesthetic activity to build sight word recognition?

Hopping along sight words written in chalk

Circling sight words found in a magazine article

Building sight words with letter tiles

Reading books containing numerous sight words

A second-grade teacher is planning a lesson on adjectives and will ask students to locate 10 adjectives in a text. Which modified activity would be the most appropriate way for the teacher to engage advanced students in exploring adjectives?

Asking students to locate vague adjectives in the text and then replace them with more specific adjectives

Asking them to locate 20 adjectives in the text

Pairing the proficient readers with struggling readers to complete the activity

Assigning the students an additional practice paper to complete after finding the 10 adjectives

A fourth-grade student struggles to decode several words in her science textbook, including organism, conclusion, and prediction. Which strategy would best help the student decode these and other similar words?

Looking for known word parts, such as prefixes and suffixes

Using context clues to select words that make sense in the sentences

Slowly stretching out the letter sounds

Which of the following statements regarding the acquisition of language is false?

Young children often have the ability to comprehend written language just as early as they can comprehend or reproduce oral language when given appropriate instruction.

Oral language typically develops before a child understands the relationship between spoken and written words.

Most young children are first exposed to written language when an adult reads aloud.

A child's ability to speak, read, and write depends on a variety of physiological factors, as well as environmental factors.

Components of “explicit instruction” include:

Clarifying the goal, modeling strategies, and offering explanations geared to a student’s level of understanding

Determining the goal, offering strategies, and asking questions designed to ascertain whether understanding has been reached

Reassessing the goal, developing strategies, and determining whether further reassessing of the goal is required

Objectifying the goal, assessing strategies, and offering explanations geared toward a student’s level of understanding

A sentence in a book states, “It is fun to play checkers.” Which of the following examples demonstrates an error related to meaning, if stated by a student reading the text?

It is fun to play checkers with friends.

A sixth-grade science teacher wants to help his students recognize connections between words containing the same Latin root. Which activity would most likely achieve this goal?

Defining words containing the root using a dictionary

Searching for words containing the root in the science textbook

Comparing and contrasting words containing the root using a Venn diagram

What is one benefit of using a rubric over other types of assessment techniques?

Rubrics break down overall scores by criteria, allowing students to see their strengths and weaknesses.

Rubrics allow students to track their progress over time.

Rubrics help students see how they did in comparison with their peers.

Rubrics help identify the types of reading miscues students are making so teachers can provide targeted instruction.

STR PRACTICE #2

Quiz

•

Life Skills

•

9th Grade

•

Practice Problem

•

Hard

Tammy Quinones

FREE Resource

They are identical; each letter “owns” a correspondent sound.

Neither. Phonemes and alphabet letters are completely unrelated.

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STR PRACTICE #2

90 questions

Students in a fifth-grade class are breaking the word invisible into its component parts. They identify the prefix in-, the root vis, and the suffix -ible, along with the meanings of each part. What type of activity is being demonstrated?

Children first begin their vocabulary development using which skill?

Phone, they, church. The underlined letters in these words are examples of:

An ELL is having difficulties comprehending a science textbook because it contains many unknown vocabulary words with few accompanying visuals. Which instructional strategy would most likely assist the student with this difficulty?

As part of a poem she is writing, Isabella includes the following line: "The river danced across the prairie, twirling and swirling in its path." Which literary device is Isabella using in this line of her poem?

Cognates and realia are most useful for teaching which component of reading instruction to ELLs?

Which is greater, the number of English phonemes or the number of letters in the alphabet?

Which of the following options would be the most effective way to modify a cloze reading passage for struggling readers to assist them with completing the task while still allowing them to practice the skill?

Word-recognition ability is:

Since, whether, and accordingly are examples of which type of signal words?

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