WorksheetsNH Foundations of Reading Test (Q1-50)
Total questions: 50
Worksheet time: 25mins
The pairs of words seaand see, fair and fare, are called:
Homophones
Antonyms
Homographs.
Twin words
Another name for a persuasive essay is:
Dynamic essay
Convincing essay
Argumentative essay
Position paper
A teacher is working with a group of third graders at the same reading level. Her goal is to improve reading fluency. She asks each child in turn toread a page from a book about mammal young. She asks the children to read with expression. She also reminds them they don’t need to stop between each word; they should read as quickly as they comfortably can. She cautions them, however, not to read so quickly that they leave out or misread a word. The teacher knows the components of reading fluency are:
Speed, drama, and comprehension
Cohesion, rate, and prosody
Understanding, rate, and prosody
Rate, accuracy, and prosody
“Language load” refers to:
The basic vocabulary words a first grader has committed to memory.
The number of unrecognizable words an English language learner encounters when reading a passage or listening to a teacher.
The damage that carrying a pile of heavy books could cause to a child’s physique.
The number of different languages a person has mastered
A syllable must contain:
A vowel
A consonant
Both a vowel and a consonant
A meaning
A third-grade teacher has several students reading above grade level. Most of the remaining students are reading at grade level. There are also a few students reading below grade level. She decides to experiment. Her hypothesis is that by giving the entire class a chapter book above grade level, high-level readers will be satisfied, grade-level readers will be challenged in a positive way, and students reading below grade level will be inspired to improve. Her method is most likely to:
Succeed, producing students reading at an Instructional reading level. High-level readers will be happy to be given material appropriate to their reading level. Grade-level readers will challenge themselves to improve reading strategies in order to master the text. Because only a few of the students are reading below grade level, theother students, who feel happy and energized, will inspire the slower readers by modeling success.
Succeed, producing students reading at an Independent reading level. High-level readers will independently help grade-level readers who will, in turn, independently help those below grade level.
Fail, producing students at a Frustration reading level. Those reading below grade level are likely to give up entirely. Those reading at grade level are likely to get frustrated and form habits that will actually slow down their development.
Fail, producing students reading at a Chaotic reading level. By nature, children are highly competitive. The teacher has not taken into consideration multiple learning styles. The children who are at grade level will either become bitter and angry at those whose reading level is above grade level or simply give up. The children reading below grade level will not be able to keep up and will in all likelihood act out their frustration or completely shut down.
Of the three tiers of words, the most important words for direct instruction are:
Tier-one words
Common words
Tier-two words
Words with Latin roots
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 with full comprehension
Probably bored and should try a more difficult book
Reading at her independent reading level
Comfortable with the syntactical meaning
The purpose of corrective feedback is:
To provide students with methods for explaining to the teacher or classmates what a passagewas about
To correct an error in reading a student has made, specifically clarifying where and how the error was made so that the student can avoid similar errors in the future
To provide a mental framework that will help the student correctly organize new information
To remind students that error is essential in order to truly understand and thatit is not something to be ashamed of
Dr. Jenks is working with a group of high school students. They are about to read a science book about fossils. Before they begin, she writes the words stromatolites, fossiliferous, and eoceneon the board. She explains the meaning of each word. These words are examples of:
Academic words
Alliteration
Content-specific words
Ionization
Which of the following best explains the importance prior knowledge brings to the act of reading?
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 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 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 cloze test evaluates a student’s:
Reading fluency
Understanding of context and vocabulary
Phonemic skills
Ability to apply the alphabetic principle to previously unknown material
Sight words are:
Common words with irregular spelling
Words that can easily be found on educational websites
Any word that can be seen, including text words, words on signs, brochures, banners, and so forth
There is no such thing; because oral language is learned before written language, all words are ultimately based on sound. The correct term is sound words and includes all words necessary to decode a particular text.
Phone, they, church. The underlined letters in these words are examples of:
Consonant blend
Consonant shift
Continental shift
Consonant digraph
Phonemic awareness is a type of:
Phonological awareness. Phonemic awareness is the ability to recognize sounds within words.
Phonics. It is a teaching technique whereby readers learn the relationship between letters and sounds.
Alphabetization. Unless a reader knows the alphabet, phonemic awareness is useless.
Syntactical awareness. Understanding the underlying structure of a sentence is key to understanding meaning.
All members of a group of kindergarten students are able to chant the alphabet early in the year. The teacher is now teaching the students what the alphabet looks like in written form. The teacher points to a letter and the students vocalize the correspondent sound. Alternatively, the teacher vocalizes a phoneme and a student points to it on the alphabet chart. The teacher is using ________________ in her instruction.
letter–sound correspondence
rote memorization
predictive analysis
segmentation
A fourth-grade teacher is preparing her students for a reading test in which a number of words have been replaced with blanks. The test will be multiple-choice; there are three possible answers given for each blank. The teacher instructs the children to read all the possible answers and cross out any answer that obviously doesn’t fit. Next, the students should “plug in” the remaining choices and eliminate any that are grammatically incorrect or illogical. Finally, the student should consider contextual clues in order to select the best answer. This in an example of:
Strategy instruction
Diagnostic instruction
Skills instruction
Multiple-choice instruction
Which is greater, the number of English phonemes or the number of letters in the alphabet?
The number of letters in the alphabet, because they can be combined to create phonemes
The number of phonemes. A phoneme is the smallest measure of language sound.
They are identical; each letter “owns” a correspondent sound
Neither. Phonemes and alphabet letters are completely unrelated.
The term “common words” means:
One-syllable words with fewer than three letters. Some examples are it, an, a, I, go, to, and in. They are the first words an emergent writer learns.
One-syllable words with fewer than five letters. Some examples include sing, goes, sit, rock, walk, and took.
Words that are ordinary or unexceptional; because they tend to flatten a piece of writing, they should be avoided.
Familiar, frequently used words that do not need to be taught beyond primary grades.
Train, brain, spring. The underlined letters are examples of:
Consonant digraph
Consonant blend
Consonant shift
Continental shift
It is the beginning of the school year. To determine which second-grade students might need support, the reading teacher wants to identify those who are reading below grade level. She works with students one at a time. She gives each child a book at a second-grade reading level and asks the child to read out loud for two minutes. Children who will need reading support are those who read:
Fewer than 100 words in the time give
Fewer than 200 words in the time given
More than 75words in the time givend
The entire book in the time given
The most effective strategy for decoding sight words is:
Segmenting sight words into syllables. Beginning readers are understandably nervous when encountering a long word that isn’t familiar. Blocking off all but a single syllable at a time renders a word manageable and allows the reader a sense of control over the act of reading.
Word families. By grouping the sight word with similar words, patterns emerge.
A phonemic approach. Whenstudents understand the connection between individual words and their sounds, they will be able to sound out any sight word they encounter.
None; sight words cannot be decoded. Readers must learn to recognize these words as wholes on sight.
Which of the following choices will be most important when designing a reading activity or lesson for students?
Selecting a text
Determining the number of students participating
Analyzing the point in the school year at which the lesson is given
Determining a purpose for instruction
“Decoding” is also called:
Remediation
Deciphering
Alphabetic principle
Deconstruction
Which text(s) are likely to foster the greatest enthusiasm for reading and literature among students?
Free choice of reading texts, provided that students complete class assignments, projects, and discussions
An all-in-one textbook that includes all reading material for the year, study guides, and sample test questions
A variety of texts, including books, magazines, newspapers, stories from oral traditions, poetry, music, and films
A small selection of current best-selling books for children, some of which the children may already have read and liked
Phonological awareness activities are:
Oral
Visual
Tactile
Semantically based
A student is able to apply strategies to comprehend the meanings of unfamiliar words; can supply definitions for words with several meanings such as crucial, criticism, and witness; and is able to reflect on her background knowledge in order to decipher a word’s meaning. These features of effective reading belong to which category?
Word recognition
Vocabulary
Content
Comprehension
A reading teacher is assessing an eighth grader to determine her reading level. Timed at a minute, the student reads with 93% accuracy. She misreads an average of seven words out of 100. What is her reading level?
She is reading at a Frustration level
She is reading at an Excellence level
She is reading at an Instructional level
She is reading at an Independent level
When should students learn how to decode?
Decoding is the most basic and essential strategy to becoming a successful reader. It should be introduced to kindergartners during the first two weeks of school.
Decoding is not a teachable skill. It is an unconscious act and is natural to all learners.
Decoding should be taught only after children have mastered every letter–sound relationship as well as every consonant digraph and consonantblend. They should also be able to recognize and say the 40 phonemes common to English words and be able to recognize at least a dozen of the most common sight words.
Decoding depends on an understanding of letter–sound relationships. As soon as a child understands enough letters and their correspondent sounds to read a few words, decoding should be introduced.
Since, whether, and accordingly are examples of which type of signal words?
Common, or basic, signal words
Compare/contrast words
Cause–effect words
Temporal sequencing words
A class is reading The Heart Is a Lonely Hunter. The teacher asks students to write a short paper explaining the story’s resolution. She is asking them to locate and discuss the story’s:
Outcome
Highest or most dramatic moment
Plot
Lowest point
A student encounters a multisyllabic word. She’s not sure if she’s seen it before. What should she do first? What should she do next?
Locate familiar word parts, then locate the consonants
Locate the consonants, then locate the vowels
Locate the vowels, then locate familiar word parts
Look it up in the dictionary, then write down the meaning
The kindergarten 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.
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.
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 arrange a meeting between herself, the school psychologist, and the reading specialist to discuss the matter and resolve it using a three-pronged approach.
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:
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.
Ask the students to read their stories to her. Suggest they visit other children in the class and read to each of them.
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?
When the three children are all able to script initial sounds, end sounds, and interior sounds they are ready to decode words. She should make her request at this point.
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 time has come. Books are intended to be read in this way, and until a child has had the experience of writing in the same manner, he won’t be able to make sense of the words.
The teacher should encourageall students to “read” picture books from the first day of school. Talking about the pictures from page to page gives young readers the idea that books are arranged sequentially. Pictures also offer narrative coherence and contextual clues. Emergent readers who are encouraged to enjoy books will more readily embrace the act of reading. Holding a book and turning pages gives young readers a familiarity with them.
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 word.
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.
A teacher is teaching students analogizing. She is teaching them to:
Identify and use metaphors
Identify and use similes
Identify and use groups of letters that occur in a word family
dentify and use figures of speech
A reading teacher is working with a student who has just moved to Texas from Korea. The child knows very few words in English. The teacher offers her a picture book of Korean folk tales. Using words and gestures, the teacher asks her to “read” one folk tale. The child “reads” the familiar tale in Korean. The teacher then writes key English words on the board and asks the child to find those words in the book. When the child finds the words, they read them together.
The strategy used in this situation is:
Useful. The child will feel more confident because the story is already familiar. She will also feel that the lesson is a conversation of sorts, and that she is communicating successfully. She will be motivated to learn the English words because they are meaningful and highly charged.
Useful. The teacher is learning as much as the child is. The teacher is learning about Korean culture and language, and she can apply this knowledge when teaching future Korean students.
Not very useful. The child needs to be exposed to as much American culture as possible. Encouraging her to remember her own culture will make her sad and will limit her curiosity about her new home.
Not very useful. The first things the child should learn are the letters of the alphabet and associative sounds. Only then can she begin to decipher an unfamiliar language.40. The teacher is using what kind of load?
A reading teacher is working with a student who has just moved to Texas from Korea. The child knows very few words in English. The teacher offers her a picture book of Korean folk tales. Using words and gestures, the teacher asks her to “read” one folk tale. The child “reads” the familiar tale in Korean. The teacher then writes key English words on the board and asks the child to find those words in the book. When the child finds the words, they read them together.
The teacher is using what kind of load?
Language load
Cognitive load
Bilingual load
Cultural load
Using brain imaging, researchers have discovered that dyslexic readers use the ______________ side(s) of their brains, while non-dyslexic readers use the ______________ side(s) of their brains.
left; right
right; left
right and left; left
right; left and right
A fifth-grader has prepared a report on reptiles, which is something he knows a great deal about. He rereads his report and decides to make a number of changes. He moves a sentence from the top to the last paragraph. He crosses out several words and replaces them with more specific words. He circles key information and draws an arrow to show another place the information could logically be placed. He is engaged in:
Editing
Revising
First editing, then revising
Reviewing
Bi, re, and un are:
Suffixes, appearing at the beginning of base words to change their meaning
Suffixes, appearing at the end of base words to enhance their meaning
Prefixes, appearing at the beginning of base words to emphasize their meaning
Prefixes, appearing at the beginning of base words to change their meanings
Examples of CVC words include:
A teacher is working with a student who is struggling with reading. The teacher gives him a story with key words missing:
The boy wanted to take the dog for a walk. The boy opened the door. The _____ ran out. The ____ looked for the dog. When he found the dog, he was very _______.
The student is able to fill in the blanks by considering:
Syntax. Oftentimes, word order gives enough clues that a reader can predict what happens next.
Pretext. By previewing the story, the student can deduce the missing words.
Context. By considering the other words in the story, the student can determine the missing words.
Sequencing. By putting the ideas in logical order, the student can determine the missing words.
The following is/are NOT (an) element(s) of metacognition:
A reader’s awareness of his-or herself as a learner
A reader’s understanding of a variety of reading strategies and how to apply them to comprehend a text
A reader who is conscious about remembering what has been read
A reader who can read with prosody
Collaborative Strategic Reading (CSR) is a teaching technique that depends on two teaching practices. These practices are:
Cooperative learning and reading comprehension
Cooperative reading and metacognition
Reading comprehension and metacognition
Cooperative learning and metacognition
Context clues are useful in:
Predicting future action
Understanding the meaning of words that are not familiar
Understanding character motivation
Reflectingon a text’s theme
A teacher has a child who does not volunteer in class. When the teacher asks the student a question the student can answer, she does so with as few words as possible. The teacher isn’t sure how to best help the child. She should:
Leave the child alone. She is clearly very shy and will be embarrassed by having attention drawn to her. She is learning in her own way.
Ask two or three highly social children to include this girl in their activities. She is shy, and she probably won’t approach them on her own.
Observe the child over the course of a week or two. Draw her into conversation and determine if her vocabulary is limited, if she displays emotional problems, or if her reticence could have another cause. Note how the child interacts with others in the class. Does she ever initiate conversation? If another child initiates, does she respond?
Refer her to the school counselor immediately. It is clear the child is suffering from eithera low IQ or serious problems at home.
For their monthly project, a group of students can choose to read and respond to one book on a list supplied by their teacher. The books are grouped according to genre. Most students choose books listed under the genre that is described as “modern-day stories that are not true, but seem as though they could really happen.” Which genre did most of the students choose from?
Historical fiction
Autobiography
Realistic fiction
Fantasy
