WorksheetsReady for the Rica
Total questions: 54
Worksheet time: 51mins
Which of the following instructional practices would be most effective in promoting kindergarten students' understanding of the alphabetic principle?
routinely saying the sounds in words when writing the words on the board
creating a writing center in the classroom, stocked with paper and writing implements
labeling key objects in the classroom such as the clock and tables
stopping frequently during read-alouds to carefully pronounce and define important words
Early in the school year, a first-grade teacher wants to conduct an assessment of students' ability to read grade-appropriate words, including phonetically regular words and high-frequency irregular sight words. Which of the following informal assessments would be most appropriate and effective for this purpose?
The teacher pairs each student with a partner for shared oral reading of simple texts and makes anecdotal notes on their performance.
The teacher meets individually with students and asks each student to write a list of words the student knows how to read.
The teacher allows each student to select a grade-appropriate text from the classroom library and asks each student to try reading the text aloud.
The teacher prepares a list of grade-appropriate words, asks each student to try reading the words aloud, and records the results.
Several first graders have mastered sounding out and blending words that follow simple short-vowel phonics patterns. Their teacher would like to help them begin to develop whole-word reading (i.e., automatic word recognition) of words that follow these patterns. Which of the following instructional approaches would be most effective for this purpose?
using teacher read-alouds followed by echo reading and then choral rereading of the students' favorite texts that include some simple words
scheduling frequent silent independent reading practice of word lists based on the students' oral language vocabulary
providing modeling and guided student practice sounding out simple, regular words subvocally and then reading them aloud normally
exposing students to common environmental print to provide frequent exposures to everyday words and phrases
When reading aloud texts, a second-grade English Learner often makes errors in pronunciation that are unrelated to her ability to accurately decode the words. The teacher's best response would be to:
write down words the student mispronounces and include them on a list for her to practice reading aloud.
analyze the student's pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.
encourage other students in the class to help the student work on improving her accuracy in pronunciation.
help the student avoid having pronunciation errors count as reading miscues by stopping her and having her correct her own errors.
Which of the following approaches would be most effective in helping first-grade students who have the prerequisite decoding skills learn to decode words that end in the inflectional morpheme -ing?
explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection
using think-aloud during a guided reading to model how to use contextual analysis as a strategy for recognizing words ending in -ing
having students practice reading word lists that include words ending in both the more familiar rime -ing as well as the inflection -ing
teaching the inflectional ending -ing in the context of an instructional unit on identifying open and closed syllables in multisyllabic words
What are the 3 primary purposes of reading assessment?
Diagnosis of student's entry level
Formative to monitor of progress assessment
Constant to consistently provide frequency levels
Summative to determine student acheivement
Sporadic to keep students unaware of the next assessment
How can a teacher reteach skills that are lacking?
Change the mode of delivery and different materials
Reteach the same lesson verbatim
Add more scaffolds and pace it slower
No reteaching necessary, kids will catch up
What skill does word awareness teach? And what is the goal of it?
Phonics Skills
Concepts about print. The goal is for a child to gain letter word correspondence skills.
Book Concepts
Sentence Concepts
Word Concepts
Syllable Concepts
Upper/Lowercase Letter names
The goal is for the child to learn to read.
What are the important elements of Phonemic Awareness?
Letter Concepts and Book Concepts
Sound Isolation
Sound Indentity
Sound Blending
Sound Substitution
Sound Deletion
Sound Segmentation
Making sure students can identify the phonics
It is what the students see while phonological awareness is about what the child sees.
Name some importance activities that teach concepts about print:
Big Book Readings
Mult-sensory activities
Elkonian Boxes
Morning Meeting
A fourth-grade student who reads grade-level narrative texts with fluency and excellent comprehension is struggling to read aloud a grade-level content-area passage about a topic with which the student is familiar. The student reads the passage hesitantly, frequently stopping to reread clauses or entire sentences. Afterward, the student demonstrates limited comprehension of what was read. Which of the following factors is most likely disrupting the student's fluent reading of this text?
insufficient background knowledge to support basic comprehension of the text
lack of experience with the academic-language structures used in the text
insufficient monitoring of comprehension while reading the text
lack of grade-level word analysis skills for accurate decoding of the words in the text
A second-grade teacher would like to plan an activity to improve the reading rate of two students who read at about the same rate and level and are both automatic readers. Which of the following activities would best address the students' needs?
a cooperative silent reading activity, in which the students read the same passage together silently, stopping periodically to share their understanding of the text
a repeated reading activity, in which each student takes several turns reading aloud a decodable passage to the other student while the other student follows along silently
a paired reading activity, in which the students sit side by side and read a shared text aloud in unison, gradually increasing their pace as they proceed through the text
a timed partner-reading activity, in which the students take turns silently reading a shared text for one minute while the other student keeps time and says when to stop
When reading the last sentence of the passage, the student pronounces the word imagine as [ĭm mā' jīn]im may gin, with the syllable may emphasized. Evidence from this assessment best supports which of the following interpretations of this word-reading error?
The student recognizes the base word but is unaware of phonological shifts that apply to the derived form.
The student is unfamiliar with syllabication rules governing medial consonants.
The student does not apply the appropriate phonics generalizations to the last two syllables of the word.
The student applies syllabication and phonics rules correctly but does not recognize the word.
Whole to part and part to whole phonics lessons:
Start with a whole sentence, then focus on a word, then focus on a particular sound
Is not always a centralized focus of the lesson
Start with a sound, build up to a word, then add a sentence to contextualize it.
Students are taught unfamiliar words by comparing them to others.
What are some multi-sensory strategies for teaching students to spell?
Tactile: write in some textured surface with a bare finger
Mental Imagery: Close your eyes and see the word being written.
Auditory: Spell the word and say each letter as you spell it.
Kinesthetic: using large body movements to write words
Visual: use of color - copy the word and specify one color for an odd element in the word. (make the i in said green and the rest red)
What are two of the most important things to add when teaching struggling students to spell?
Making sure they have a list of words to work through each week.
Hone in on key skills and focus on those.
Using tactile and auditory approaches.
Looking for the newest approach to reaching these students
What role does vocabulary, academic language, and background knowledge play in reading development?
Reading development is not only based upon these 3 factors.
Vocabulary, in this case, the meaning of words is the most important factor in reading development
Being able to speak and understand academic language adds to a student's vocabulary and background knowledge
Helps in the achievement of swift, accurate word recognition and academic level comprehension.
Vocabulary, a set of words or phrases, has different subsets. What are they?
Listening: the words understood when listening to others.
Speaking: the words used when talking (always less than listening)
Writing: the words used when writing
Sight: words one can recognize and correctly pronounce
Meaning: words understood when reading silently
Because the gap between high acheiving and low achieving readers widens when a child does not gain an understanding of thousands of words, teachers must decide which are most important to teach. What are the three reasonable criteria to include?
Utility: the more essential a word is to comprehending the text
Frequency: as in the amount of times a student will see it
Incremental: teach the words students are acquainted with first
Level of knowledge: teach the words students have no knowledge of first
State 4 research based principles for effective vocabulary instruction.
Instruction must be developmentally appropriate because vocabulary instruction must lead to gains in comprehension
Contextual examples must be included in what they read and write
Repeated exposure to gain comprehension
4 components: direct instruction, metacognition, word consciousness, and encourage wide reading
What are 3 instructional strategies for teaching specific words?
Teaching independent word-learning strategies
Contextual redefinition: using a word in context of several sentences definitions are refined, independently, in groups, in class discussion, then exposed after a poll with teacher guidance.
Semantic Maps: visual diagrams that help active prior knowledge
Semantic Feature Analysis: a visual strategy that uses a chart to teach expository vocabulary
How can a teacher teach their students to independently learn words they don't know?
Morphemic (structural) Analysis: pre-teaching morphemes and affixes help students recognize that word meaning changes based on their parts
Contextual Analysis: using definitions, synonyms, antonyms, and examples in the text
Using a semantic map
Using a dictionary
Describe instructional strategies that develop word consciousness in students.
Synonyms & Antonyms: teach lessons and play games to recognize them in context
Homophones & Homographs: the sound but are spelled different or they are spelled the same but have different meaning
Idioms & Puns: make it impossible to understand without directly teaching these to students.
Etymology: The historic development of words help students remember their meanings
Using the Dictionary
How does wide reading increase vocabulary, academic language, and background knowledge?
It forces student to create semantic maps to derive meaning from words.
It allows students to recognize more synonyms and antonyms
The more a child is exposed to words, the more words they will understand
It increases the likelihood that a student will use speaking and listening skills.
What other language arts activities, outside of reading, support vocabulary development and comprehension?
Focusing on key vocabulary and academic language
Listening/Speaking: listening to fictional and informational text being read and discussing vocabulary before writing them
Writing: students must be able to show they can use the words in context
Structure of the English language: sentence structure, the order of words (syntax), and punctuation and capitalization.
Recognizing cognates
In what ways can a teacher effectively assess vocabulary, academic language, and background knowledge?
Test: use a word in a sentence, choose a word multiple choice in context questions, analogy cloze activities
Writing activities where students must use the words in context
Testing students on structural analysis ie: what's the difference between test and pretest?
Analyze and interpret results succinctly
Use CLOZE paragraphs to assess language structure, including nouns, verbs, adjectives, and adverbs.
How can teachers effectively use the results of assessments to make decisions about future lessons?
Analysis must be based on standards and reveal why a students is below expectations
All language skills scaffold upon on another, so students will naturally grasp each concept over time. No formal assessments are needed.
Teachers should use the information to create a class profile based on standards and then student profiles
Teachers have many standards to get to, so stopping to reteach lesson is not recommended
Describe how word analysis, fluency, vocabulary, academic language and background knowledge affect comprehension.
Students who have a stronger background knowledge will understand vocabulary better.
When students can quickly analyze words, they understand the words better.
Fluent readers with advanced word analysis skills swiftly and accurately identify words which frees their minds to comprehend more readily
The quicker a student can read, the better they can comprehend.
What are the 3 level comprehension skills students must learn?
Literal, inferential, and evaluative comprehension
Visual, spatial, and tactile comprehension
Speaking, listening, and writing comprehension
What expository text structures should be taught to students so they can have a better grasp of informational text?
Fact/Opinion
Compare/Contrast
Problem/Solution
Cause/Effect
Sequence
&
Description
State the role of oral language, listening comprehension, text-based discussions, writing activities, and independent reading in facilitating comprehension.
Asking a student to write a summary will force them to give a concise account of all they read and allow teachers to understand the extent to which they comprehend
Almost all students will understand text read aloud to them better than if read alone
Discussion questions can facilitate literal, inferential, and evaluative thinking.
Using oral language for reading comprehension activities should be seldom used.
What are some pre-reading activities teacher can facilitate to begin activating background knowledge?
KWL and Vocabulary Instruction
Previewing the text with picture walk, using graphic features, and setting a purpose for reading
First read the text, then re-read the text.
PreP - students are asked to give and organize the associations to what they know about the subject
What is the strategy used to facilitate the question/clarification and answer/verification process which evokes literal, inferential, and evaluative thinking while students are reading?
QAR: right there, think and search, author and you, and own your own
Visualizing, clarifying, paraphrasing, predicting
Generating, verifying, adjusting reading rate
Gradual release of responsibility model and reciprocal teaching
What are the strategies taught to students in the gradual release of responsibility model and during reciprocal teaching which evokes literal, inferential, and evaluative comprehension while students are reading?
QAR: right there, think and search, author and you, and own your own
Visualizing, clarifying, paraphrasing, predicting
Generating, verifying, adjusting reading rate
Gradual release of responsibility model and reciprocal teaching
What are some pre-reading activities teacher can facilitate to begin activating background knowledge?
KWL and Vocabulary Instruction
Previewing the text with picture walk, using graphic features, and setting a purpose for reading
First read the text, then re-read the text.
PreP - students are asked to give and organize the associations to what they know about the subject
When determining the reading level of students, what are the miscue analysis errors that can be noted?
Grapho-phonemic, Semantic, and Syntactic
Frustration, Instructional, and Independent
Informal Reading Inventories, Word Recognition Lists, and Graded Reading Passages
Interest Inventory and Independent Reading Level
When determining the appropriate books for each student, what should teachers help their students learn to determine this?
Grapho-phonemic, Semantic, and Syntactic
Frustration, Instructional, and Independent
Informal Reading Inventories, Word Recognition Lists, and Graded Reading Passages
Interest Inventory and Independent Reading Level
When determining the reading level what are the level names for:
below 90% word read correctly/below 60% comprehension
at 90% words read correctly/60% or above comprehension
95% + words read correctly/90% + comprehension questions correct
Grapho-phonemic, Semantic, and Syntactic
Frustration, Instructional, and Independent
Informal Reading Inventories, Word Recognition Lists, and Graded Reading Passages
Interest Inventory and Independent Reading Level
When determining assessing a student's reading level what are the assessments commonly used?
Grapho-phonemic, Semantic, and Syntactic
Frustration, Instructional, and Independent
Informal Reading Inventories like Word Recognition Lists, and Graded Reading Passages
Interest Inventory and Independent Reading Level
Identify the element used in a writer's style frequently found in narrative texts where there is a incongruity between what a character says/does and reality.
Hyperbole
Metaphor
Simile
Irony
What text features usually occur in expository texts?
Hyperbole
Metaphor
Simile
Irony
Table of Contents
Glossary
Index
Guide Words
Typographical features like
Bullets and Italics and graphic features like charts
Personification
Symbol
Imagery
Foreshadowing
Beyond using text structures like Cause/effect, compare/contrast, problem/solution, sequence, and description, what strategies can a teacher use to foster comprehension of expository texts?
Gradual Release Model for teaching text features and structures
Activating background knowledge with KWL charts, rereading, and graphic organizers
Using study guides to focus students attention to literal, inferential, and evaluative information
Data Retrieval Charts, Evaluating Text discussion, Summarizing Activities
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