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Total questions: 60
Worksheet time: 2hrs 0mins
A sixth grader who is advanced in most areas of reading is having difficulty completing assigned reading selections. He appears motivated when he begins reading, but he has difficulty keeping his attention on the task at hand. Which of the following would be his teacher's best initial strategy for addressing this difficulty.
adapting the student's reading assignments to reduce their complexity and level of cognitive challenge.
Telling the students that his grades will be based in part on his ability to improve his concentration when he works on reading assignments.
Breaking down the student's reading assignment into small steps and helping him learn to monitor his own attention and progress.
managing the student's reading assignments so that he generally has only one to work on at any given time.
When creating lesson plans to promote specific reading skills, a teacher should make sure that:
each planned activity for students is designed to strengthen two or more specific reading skills.
the targeted reading skills relate to an appropriate instructional progression and reflect students' needs.
each planned activity connects student's reading, writing, listening, and speaking skills.
the targeting reading skills are grade-appropriate and taught to all students using the same instructional method.
An early elementary teacher could most effectively support at-home reading by:
sending parents/guardians a regular newsletter describing classroom reading activities.
sharing with parents/ guardians important articles from professional reading journals.
recommending books that parents/guardians would likely enjoy reading with their children.
providing parents/guardings with periodic reports on their children's progress in reading.
A sixth-grade teacher wants to ensure that the classroom reading environment supports content-area learning for the English Learners in the class. Which of the following strategies is likely to be most effective in addressing this objective.
replacing classroom content-area books with simpler text on the same subjects that the English Learners can understand more readily.
Providing English Learners with grade-level, English-only content-area books to promote academic language.
Making availiable in the the classroom content-area text at various levels that supplement and reinforce the information presented in student's textbooks.
setting up an area in the classroom where students can go to reread the content-area textbook quietly and independently.
Of the following questions, which would be most important for a teacher to consider when interpreting the results of a reading assessment for a particular student?
How did the student's performance on this assessment compare with that of the student's classmates?
Are these findings sufficient to assign a grade to the student's performance ?
How do these finding relate to the student's performance on other recently administered reading assessments?
Do these findings provide information about the student's ranking in regard to national norms of reading achievement?
A fourth-grade class includes two students with IEPs. When planning classroom entry-level and progress-monitoring assessments for these students, the teacher should:
make arrangements for the students to be tested in an environment that is quiet and free from distractions.
consult the Reading/Language Arts Framework for California Public Schools to determine appropriate assessments for students with IEPs.
Recognize that these students may require additional time to complete their work on these assessments.
consult each student's IEP to determine any specific testing accommodations required for that student.
A middle school teacher is preparing for the class to take the sixth-grade California Standards Test (CST) in English-language arts. The teacher believes that a student in the class with a Section 504 plan would perform significantly better on the assessment if she were allowed to have frequent supervised breaks within sections of the test. Which of the following guidelines would be most important for the teacher to follow to ensure that arrangements for this student during this test were appropriate?
Providing the student with this testing accommodation only if it is specified in her Section 504 Plan
using good teacher judgment to determine if such an accommodation is warranted
following whatever accomodations are generally recommended for students with Section 504 Plans
requesting testing accomodations for the student win writing at least eight weeks before the test is given.
Midway through the year, a second-grade teacher convenes a students success team to plan additional support for a student who is performing somewhat below grade-level standards in reading. Other members of the team include the student and her parents, another teacher who works closely with the student, and a school administrator. In the context of developing an improvement plan for the student, which of the following pieces of information would be most important for the teacher to communicate to the success team?
A comparison of the student's reading skills with those of her peers who are performing at grade level
a list of each of the formal and informal reading assessments that the student has taken so far during this school year
a list of appropriate formal reading assessments that could be used for the student's summative evaluations
a description of the student's assessed strengths and weaknesses that could serve as a foundation for addressing her needs
A kindergarten teacher plays the following game with students. The teacher says, "Guess whose name I'm going to say now?" The teacher then says the initial sound of a student's name ( e.g., /m/ for Mariko), and the children try to guess the name. This activity is likely to promote the reading development of students primarily by helping them:
Blend separate sounds in words
recognize that a spoken work is made up of sounds
understand the principles of phonics
learn how to spell their own name
Which of the following informal assessments would be most appropriate to use to assess an individual student's phonemic awareness ?
asking the students to identify the sound at the beginning, middle, or end of a spoken word ( "What sound do you hear at the end of "step"?)
having the students listen to a tape-recorded story while looking at the book and then answer several simple questions about the story
asking the students to identify the letters in the alphabet that correspond to the initial consonant sounds of several familiar spoken words
having the student listen to the teacher read aloud a set of words with the same beginning sound ( train, trap, trouble) and then repeat the words
A Kindergarten teacher is preparing a student for a phonemic awareness assessment.
Teacher: what is this a picture of? [ The teacher displays a picture of a boat.]
Student: a boat?
Teacher: a boat, that's right. Now, let's say the word boat together very slowly: /b/../o/../t/. [the student pronounces the word with the teacher.]
Teacher: How many sounds do you hear? /b/../o/../t/.. [the teacher slowly repeats the word.]
Student: three?
Teacher: That's right, three. Now, I'd like you to dot this for some more words.
This assessment would be an appropriate way to test the student's ability to perform which of the following phonemic awareness task?
counting and blending the phonemes in a word
identifying onsets and rimes
recognizing how many phonemes are contained in a word
relating phonemes to letters
The use of rhyming text for kindergarten read-alouds is likely to promote the reading development of kindergarten students primarily by:
fostering their phonological awareness
increasing their vocabulary knowledge
enhancing their understanding of story elements.
improving their letter recognition skills
Which of the following strategies would best help a kindergarten student who is having difficulty visually distinguishing between the letters b and d?
Helping the student focus ont eh directionality of each letter as the student traces it
having the student look for the letters within the text of a favorite picture book
repeating the name of each letter several times as the student points to the letter
encouraging the student to observe closely as the teacher writes the letters
A first grader can identify the letters of the alphabet and decode a number of simple words. He becomes confused, however, when tracking print in consecutive lines of print. Which of the following strategies is likely to be most effective in helping the students read a short paragraph of simple text.
Help him sound out unfamiliar words included in the text before he attempts to read the entire paragraph
Have him use his finger or a marker as a he reads the text
Help him increase his reading rate to improve his understanding of the continuity between words and sentences in the paragraph
modify the paragraph by using a yellow highlighter to identify naturual groupings of words and phrases within the paragraph.
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
An emergent reader frequently reverses some letters and numbers during writing tasks. Which of the following strategies would be most effective in helping this student develop more accurate letter formation skills?
providing the student with supplemental practice writng lists of words that are spelled with the target letters
Having the students practice tracing the target letter shapes with a finger while saying aloud the sequence of the steps to form each letter
providing the student with a supplemental handwriting workbook that describes the formations of the target letters in a series of the steps
encouraging the student to vocalize words when writing, especially when the words contain the target letters
In the word chimpanzee, which of the follow pairs of letters is a digraph?
ch
mp
an
ee
A kindergarten student has demonstrated the ability to write words phonetically, but she is reluctant to write because she is worried about misspelling words. The teacher could best promote the student's reading and writing development by:
reassuring her that it is okay for now to express herself in writing by spelling words as they sound.
givier her a spelling list of high-frequency sight words to copy and learn each day.
helping her make a list of words that she already knows how to spell correctly.
suggesting that she spend time copying some of the words found in her favorite stories.
During which of the following stages of spelling development do students typically begin to show an understanding of the correspondence between letters and sounds?
Precommunicative
semiphonetic
phonetic
transitional
Function words such as to, the, and of are most appropriately taught in the context of which of the following areas of reading instruction?
Phonics skills practice
structural analysis skills
academic-language development
sight-word vocabulary
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:
provide reading opportunities for students to practice sounds in context after studying the sounds in isolation
make certain that students have mastered vowel sounds before focusing on consonants
ensure that students master the spelling of practice words using the target sound before teaching a new sound
include instruction in related consonant blends when introducing individual consonants
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 rereading of the students' favorite text that include some simple words
scheduling frequent silent independe reading practice of words lists based on the students' oral language vocabulary
providing modeling and guided students practice sounding out simple, regualr 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 Learning 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 students 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 others students in the class to help the student work on improving her accuracy in pronunctiation
help the students 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 stragy 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 xontext of an instruciton unit on identifying open and closed syllables in multisyllabic words
An eighth-grade teacher wants to help students improve their spelling of scientific vocabulary, including the terms listed below.
Barometer
Centimeter
Dehydrate
Hydrogen
Microscope
Telescope
Thermal
Thermometer
Which of the following instructional strategies is likely to be most effective for this purpose?
Showing students how to divide scientific terms into syllables to facilitate accurate spelling
Conducting practice drills to help students memorize the irregular spelling patterns of the words
familiarizing students with the spelling and meaning of Greek morphemes in scientific terms
Helping students determine correct spellings by dividing the words into onsets and rimes
A sixth-grade teacher observes that several students have misspelled the word pasteurize. After writing pasteurize and Louis Pasteur on the board, the teacher explains how Pasteur invented the process of pasteurization. Students then discuss how the word Pasteur relates to the word pasteurize. This instructional activity fosters students' reading and writing development primarily by:
Helping them learn to use etymology to improve spelling and decoding of multisyllabic words
helping them improve their ability to distinguish between similarly spelled words
motivating them to use orthographic patterns to expand their vocabulary knowledge
motivating them to improve their spelling and decoding through the use of systematic study skills
A third-grade student who is an advanced learner has already demonstrated master of the derivational suffixes-ness and -ment, which will be the focus of an upcoming whole-class decoding and spelling lesson. Which of the following strategies for differentiating instruction for this lesson would be most appropriate for this student?
having the student work on inflectional suffixes
teaching the student the content planned for the following lesson
encouraging the student to engage in independent silent reading
introducing the student to higher-level derivational suffixes
Which of the following word pairs are homophones?
answer and reply
playful and replay
table and stable
sight and site
A second-grade teacher would like to include independent silent reading as one of several approaches used to promote students' fluency development. when planning differentiated fluency instruction for individual students in the class, the teacher should keep in mind that using independent silent reading to promote fluency:
is most critical for students whose sight-word knowledge is below grade level.
should be limited to narrative texts in the early elementary grades.
is most effective when students select texts at or above their instructional reading level.
should be limited to students who have already acquired automaticity.
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
Which of the following instructional activities would best help upper-elementary English Learners develop intonations and rhythms of the English language to support fluent reading.
leading a class discussion on an age-appropriate topic, then having each student read aloud a section of a text that is written about the same topic
having students record their own oral reading of a passage and then listen to the recording while silently rereading the passage
giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads it aloud again
encouraging the students to practice reading aloud a text in which stressed words and punctuation marks are highlighted
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 adctivity, in which the students sit side by side and read a shared tesxt 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
A second grader has demonstrate the ability to decode individual words accurately, but she reads very slowly and laboriously. When the teacher tries to engage the student in oral reading activities, she says she feels "embarrassed" and would rather read silently. Which of the following modification to instruction would be most appropriate and effective for helping this student improve her reading fluency?
encouraging her to serve as an "audience" for other students' oral reading until she demonstrates willingness to read aloud herself
having her reread a text several times using whisper reading to build her fluency and confidence with respect to the text
teacher her how to use self-monitoring as she reads to improve her literal comprehension and ability to read and prosody
providing her with explicit phonics instructions to improver her word identification skills before requiring her to read aloud
Based on the students reading performance on this assessment, instruction to increase the student's reading fluency should focus primarily on:
Enhancing the students contextual analysis skills
Promoting the student's automatic word recognition
improving the student's academic language skills
expanding the student's oral vocabulary knowledge
When reading the last sentence of the passage, the student pronounces the word imagine as [im ma jin]. Evidence from this assessment best supports which of the following interpretation for 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 wiht syllabication rules governing medial consonants
the student does not apply the apppropriate phonics generalization to the last two syllables of the word
The student applies syllabication and phonics rules correctly but does not recognize the word
Lately, when choosing a book to read a third grader who reads at grade level always selects books from a series that is written in a very formulaic style that does little to extend his conceptual or language development. The teacher's best response to this behavior would be to:
avoid interfering with the student's selection of books as long as he finds his choices enjoyable
provide the student with books with similar themse or on similar topics that are more challenging for him
point out to the student some of the major limitation of the books he is choosing to read and ask him not to read those books at school
advise the student that she should choose books that will prepare him for more difficult reading he will encounter in fourth grade
A second-grade student has limited vocabulary knowledge, which hinders the student's word recognition and reading comprehension the student's oral reading is slow and labored, and the student typically spends the majority of independent reading time browsing through books, making little effort to read the actual words on the page. Research has shown that which of the following is most likely to happen if this student receives no instruction intervention.
The student will always be behind average-performing peers but will achieve an adequate reading level to be academically successful
The student will naturally begin to show more interest and proficiency in reading as the student matures an will catch up with average-performing peers in third grade
the student will remain approximately at a second-grade reading level and will not be able to progress beyond this level
The student will begin to fall behind peers in reading development and will continue to fall futher behind in later grades as texts include increasingly difficult vocabulary
Which of the following statements best explains an important limitation of teaching students to rely on context as their primary strategy for determining the meaning of unfamiliar words in texts?
Context clues have limited usefulness for students who already have well-developed background knowledge related to a text's subject or content
Using context to determine the meaning of an unfamiliar word disrupts students' reading fluency more significantly than simply consulting a dictionary
Explicit context clues about a word's meaning are not very common in most texts, while implicit contextual clues often require students to apply background knowledge they lack
overreliance on context as a word-learning strategy hinder students' vocabulary growth, since thery should be learning most new words in direct vocabulary instruction
A fifth-grade teacher is planning a multidisciplinary unit on water pollution. For this unit, students will read chapters from their social studies and science textbooks as wells s relevant fictional narratives. these materials will also be incorporated into a variety of instructional activities designed to promote student's reading development. Which of the following statements best describes an important advantage of using a cross-curricular approach such as this unit to promote student's reading development?
interdisciplinary reading instruction provides more opportunities for teachers to tailer teaching strategies to the needs of individual student
Reading instruction that focuses on both literature and content-area texts helps students recognize and understand differences between written and oral English
Interdisciplinary reading instruction motivates students to apply a variety of word identification strategies to clarify the meaning of texts
Reading instruction that intergrates a variety of related texts promotes deep processing a new vocabulary through multiple exposures to key words and concepts
This activity is likely to promote students' vocabulary development primarily by helping the students:
recognize common prefixes and suffixes
learn the techniques of concept mapping
apply knowledge of word roots as a word-learning strategy
draw on a knowledge of phonics to unlock word meanings
A teacher substitutes blank spaces for several nouns, verbs, adjectives, and adverbs in an appropriate level text and asks student to determine reasonable and logical words to complete each blank. this technique is useful as an informal assessment of students' understanding of English language structures primarily because it requires them to:
define various grammatical categories in their own words
select appropriate words based on their grammatical function as well as on their meaning
group words into grammatical categories to clarify their meaning
draw on grammatical knowledge to identify the subjects and predicates of complex sentences
A fifth-grade teacher gives students the following sentence: Neither walking on the beach nor running around the track cheered Ahmed up.
The teacher asks the students how the phrases that come just after neither and just after nor are similar. This exercise can promote students' reading comprehension by helping them
distinguish between explicit and implied main ideas
apply literal comprehension skills
identify cause-and-effect relationships
recognize parallel grammatical structures
strengthen their ability to comprehend and write complex sentences
apply literal comprehension skills to identify and write main idea statements
improve their inferential comprehension skills
use self-monitoring techniques to clarify the meaning of text
Structural analysis would be the most appropriate strategy for a student to use to determine the meaning of which of the following words?
impassable
Elephant
interim
examine
Applying relevant content knowledge
recognizing cause-and-effect relationships
analyzing the use of figurative language
interpreting unusual grammatical constructions
providing students with the opportunity for an in-depth analysis of a specific literary genre
developing students' understanding of the differences between written and oral English
fostering students' enjoyment of playing with and thinking about language
helping students make distinctions between serious and whimsical literature
One student pronounces gyre with a hard g sound, while his classmate uses a soft g sound. They ask the teacher who is correct. The teacher's best response would be to:
remind students to use their knowledge of syntactic principles to determine the pronunciation
explain that one strategy for determining a likely pronunciation of a new wordis to consider other words that contain a similar root ( e.g, gyrate, gyroscope )
have the class vote and suggest that students use the pronunciation that is preferred by the majority
advise them that since gyre is a nonsense word, it does not really matter whether they pronounce it with a hard g or a soft g, so both pronunciations are correct
The teacher asks the students if they can tell which of the nonsense words in the poem are nouns. one student stays that toves is a noun. Another student says that wabe and borogoves are nouns and adds that gyre and gimble are verbs. The class then discusses how students were able to draw these conclusions. This exercise would be especially useful for helping students understand that
being familiar with conventions of capitalization and spelling can help a reader interpret a text
recognizing the roots of a words can help a reader decode the words
being familiar with common language structures can help a reader interpret a text
recognizing a text's genre can help a reader comprehend the text
The paragraph-building activity described is likely to promote students' reading development primarily by helping them:
apply knowledge of common text structures to improve comprehension as they read
transfer skills from oral language to written language
use a variety of word identification strategies
understand differences between spoken and written English
After assessing the effectiveness of this activity, the teacher decides to include an additional step. For step 5, the teacher will guide students to develop topic sentences for the paragraphs they generated. This modification is most likely to promote student's reading development by
encouraging students to draw on prior knowledge to clarify their understanding as they read
helping students distinguish between facts and opinion as they read
encouraging students to apply vocabulary knowledge in new contexts
helping students recognize main ideas and how supporting details relate to main ideas
Which of the following best describes one important way in which this activity is likely to benefit English Learners
Arranging sentences in a meaningful order helps English Learners develop skills for locating and retrieving related information from content-area texts
Combining sentences into paragraphs encourages English Learners to employ a variety of word identification strategies
Discussion and writing about a content-area topic support English Learners reading related to the topic by reinforcing key concepts and academic-language development
analyzing and editing individual sentences improve English Learner's reading fluency by helping them chunk text as they read
Use inferential comprehension skills to identify cause-and-effect relationship
draw on their prior knowledge to clarify understanding
organize textual information according to similarities and differences
apply their vocabulary knowledge in new contexts
An eighth-grade class will be reading a drama that is a challenging grade-level text. The teacher is concerned that a student in the class who has a reading disability will have difficulty keeping up with and understanding the reading assignments. Which of the following strategies would be most effective for the teacher to use to promote the student's access to the text and his ability to participate fully in class discussion related to it?
assigning the student the play several weeks before his classmates are scheduled to begin reading it
providing the student with a narrative version of the play to read rather than the original, dramatic version
assigning the student only selected portions of the play, such as a few key speeches and dialogues
providing the student with an audio recording of the play to listen to in conjunction with his reading
A first-grade teacher plans to assess a student's comprehension of a short story through oral retelling. After the student silently reads the story, the teacher will prompt the student's retelling by asking open-ended questions. To prepare for this assessment, the teacher reads the story carefully and composes the questions. Which of the following additional steps would be most helpful for the teacher to take before the retelling activity begins?
Prompt the student to recall similar tasks the student has previously preformed
Prepare a checklist of the key elements that an effective retelling of this story should include
Review grades earned by the student on recent texts and quizzes in language arts
remind the student to concentrate on recalling as many details as possible during the retelling
A fifth-grade teacher is teaching a unit on fiction. To begin, students read several simple fairy tales and discuss the moral or meaning of each one. The teacher then assigns a more complex story and leads a discussion about the moral of the story after students finish reading it. This instructional strategy is most likely to promote students' reading proficiency by:
guiding students to analyze the relationship between plot and character in a literary text
helping students identify and understand the theme of a literary text
fostering students ability to distinguish an author's use of fact versus opinion in a text
enhancing students' ability to use self-monitoring strategies to clarify the meaning of a text.
improving student's comprehension by encouraging them to analyze a text's underlying theme
helping students learn a strategy for using visual representation to analyze key elements of a text
improving student's comprehension by encouraging the to connect personal experiences to a text
helping students learn to use evaluative comprehension skills to determine an author's point of view
developing their ability to evaluate the adequacy of an author's conclusions
teaching them explicit strategies for distinguishing facts from opinions
encouraging them to identify ways in which a text reflects the traditions and beliefs of its author
helping them clarify their understanding of a text through the use of outlines
Creating such a web is likely to promote students' ability to retain and use information they read about a topic by:
encouraging students to attend to new information on the topic rather than to familiar information
providing students with the vocabulary they need to make sense of their reading
prompting students to assess the accuracy of their prior knowledge of the topic
helping student learn to use categorize to organize their thinking about the topic
After giving each student a copy of the web developed by the class, the teacher could best help students make use of the web to learn and retain facts from their reading by asking them to:
add continuously to the bes as they encounter and analyze new information in their reading
compare the content of this web to the content of webs on their topic
review each category on the web to ensure that this is an appropriate one to have included
memorize the information on the web before they begin their reading
