Worksheetssubtest 1 pratice set 2 from study guide
Total questions: 56
Worksheet time: 28mins
When reading texts aloud, a second-grade English learner often makes errors in pronunciation that are unrelated to their ability to accurately decode the word. The teacher’s best response would be to?
Analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.
Analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.
Analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.
Analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.
When reading texts aloud, a second-grade English learner often makes errors in pronunciation that are unrelated to their ability to accurately decode the word. The teacher’s best response would be to?
analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.
analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.
analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension
analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.
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
Giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads aloud again.
Giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads aloud again.
Giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads aloud again.
Giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads aloud again.
The teacher says the following words, pig, pt, doll and asks the student to choose the one that sounds odd. The student says “doll”. The teacher says, cat, can, ball, and asks the student to again choose the word that sounds odd. The student says, “ball” What does this activity demonstrate?
Phonemic awareness based on beginning sounds
Phonemic awareness based on beginning sounds
Phonemic awareness based on beginning sounds
Phonemic awareness based on beginning sounds
Teacher asks students to provide information about a topic of signs and writes the words students provided on the board creating a web graphic organizer, what is the next step?
Organize the words into categories
Organize the words into categories
Organize the words into categories
Organize the words into categories
When should a first grade teacher begin teaching students words with digraphs (instead of consonant blends, my test said Digraphs)
Master CVC words
Master multisyllabic words
Master multisyllabic words
Master multisyllabic words
Which sentence demonstrates the student using the Alphabetic Principle to write?
will see you … the student writes… I WL C U. (This is the choice because the student is using the sounds the letters make when reciting the alphabet ex: when saying the letter C from the alphabet, it makes the sound ?see? Like how the student wrote it. There will be other examples that clearly shows the student using different areas of phonemic awareness of the hard C sound etc. (edited)
will see you … the student writes… I WL C U. (This is the choice because the student is using the sounds the letters make when reciting the alphabet ex: when saying the letter C from the alphabet, it makes the sound ?see? Like how the student wrote it. There will be other examples that clearly shows the student using different areas of phonemic awareness of the hard C sound etc. (edited)
will see you … the student writes… I WL C U. (This is the choice because the student is using the sounds the letters make when reciting the alphabet ex: when saying the letter C from the alphabet, it makes the sound ?see? Like how the student wrote it. There will be other examples that clearly shows the student using different areas of phonemic awareness of the hard C sound etc. (edited)
will see you … the student writes… I WL C U. (This is the choice because the student is using the sounds the letters make when reciting the alphabet ex: when saying the letter C from the alphabet, it makes the sound ?see? Like how the student wrote it. There will be other examples that clearly shows the student using different areas of phonemic awareness of the hard C sound etc. (edited)
Second grades and how they will motivate each other to practice words with irregular patterns
Quiz each other with new words
Or
Whole class activities (Spelling Bee and Spelling Baseball)
Quiz each other with new words
Or
Whole class activities (Spelling Bee and Spelling Baseball)
Quiz each other with new words
Or
Whole class activities (Spelling Bee and Spelling Baseball)
Quiz each other with new words
Or
Whole class activities (Spelling Bee and Spelling Baseball)
Teacher was starting a math lesson on triangles and pentagons. She read books and included the vocabulary in other areas. How was she teaching the vocabulary?] Math lesson on triangles, polygons, pentagons. What strategy should the teacher use to teach these words? She was also reading books about these words through other lessons.
She was pre-teaching vocabulary.
Greek, Latin roots Morphology of words
Greek, Latin roots Morphology of words
she was using repeated exposure
The teacher wants her first graders to write correct spellings. What should the teacher do?
Provide students with print in classroom, wall :Concepts of print,t rich environmental print
Students should be Encouraged to write even though they make mistakes as this is part of developmental practices to improve the child’s spelling. (Zarrillo 46)
Provide students with print in classroom, wall :Concepts of print,t rich environmental print
Students should be Encouraged to write even though they make mistakes as this is part of developmental practices to improve the child’s spelling. (Zarrillo 46)
Provide students with print in classroom, wall :Concepts of print,t rich environmental print
Students should be Encouraged to write even though they make mistakes as this is part of developmental practices to improve the child’s spelling. (Zarrillo 46)
Provide students with print in classroom, wall :Concepts of print,t rich environmental print
Students should be Encouraged to write even though they make mistakes as this is part of developmental practices to improve the child’s spelling. (Zarrillo 46)
What are the five stages of spelling?
Pre-communicative-
Semi-phonetic
Phonetic-
phonemes
Transitional-
Conventional-
all of them
What are the rules for the sound of the consonant and consonant diagraph?
3 sounds
Depends on th e vowel following the consonant
One sound (I believe is one sound. Zarrillo pp. 43-44
One sound (I believe is one sound. Zarrillo pp. 43-44 one new sound
I had a question about why students with automaticity still need phonics instruction.
Academic language and vocabulary continue to be a struggle with students
Academic/content area vocabulary continues to create a struggle
All need continued guidance in phonics instruction
A third grade teacher is working with a small group of phonics issues. They were working on a previous lesson. The teacher is also working on a new one for the whole class. What is the purpose of this?
as they are using writing strategies on top of the new phonics lesson
as they are using writing strategies on top of the new phonics lesson
as they are using writing strategies on top of the new phonics lesson
Prosodic features question
The answer is reading for enjoyment
The answer is reading for enjoyment
The answer is reading for enjoyment
The answer is reading for enjoyment
A pre teaching lesson with -ight words like tonight, bright, height, etc.
the better choice is to chunk the lesson for students to understand
the better choice is to chunk the lesson for students to understand
the better choice is to chunk the lesson for students to understand
the better choice is to chunk the lesson for students to understand
a student who knew their letter sounds but could not decode a word. The question asked you what strategy you would use to help the student decode.
(they need to stretch the sound together ,
(they need to stretch the sound together
(they need to stretch the sound together
(they need to stretch the sound together
changing the letter M from Mack to J and for Jack. The teacher would write this on the board and the students had to figure out the new word of the day. So the teacher deleted the initial sound and added a new consonant. What this activity is preparing the students for
sound deletion activity,
Phoneme substitution
onsets and rime
A kinder teacher is reading off a big book and points to the words. What is the purpose of this?
-something about concepts of print
Showing that print has meaning
Showing that print has meaning
Showing that print has meaning
There was one about a third class was working on how take off the “y” and add inflectionally. Ending and ask how will this improve students
Developing vocabulary knowledge
Developing vocabulary knowledge
Developing vocabulary knowledge
Developing vocabulary knowledge
Spelling assessments for higher grades something like A 5th grade teacher is studying the history of the United States during the colonial period the teacher wants students to calculate correctly when they engage in writing activities associated with b unit. Which strategy something is likely to be students spelling of unit related vocabulary
Preparing a list of key words on the unit and give the students a spelling test.
Preparing a list of key words on the unit and give the students a spelling test.
A question about a 2nd grade that came to the class in October and how struggling with Phonimic Awareness. What would you do FIRST?
DO ASSESSMENTS and then plan
DO ASSESSMENTS and then plan
DO ASSESSMENTS and then plan
DO ASSESSMENTS and then plan
teaching a lesson with endings with igh, such as sight, light, right, and what is the teacher using this lesson to support?
I chose ryming/alliteration
I chose ryming/alliteration
I chose ryming/alliteration
I chose ryming/alliteration
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 that initial sound of a student’s name 9e.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 word is made up of sounds
Understand the principles of phonics
Learn how to spell their own names.
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.
What is the purpose of prosodic reading?
Reading for enjoyment <~ no, to sound natural while reading. (Increases comprehension)
Reading for enjoyment <~ no, to sound natural while reading. (Increases comprehension)
Reading for enjoyment <~ no, to sound natural while reading. (Increases comprehension)
Long sound
CVCe
CVCe
A math/science question about a triangle
Greek and latin roots..Morphology
Greek and latin roots..Morphology
Greek and latin roots..Morphology
A kindergarten student wrote “ILVMIBBSISR” What doesn’t he understand
Writing consists of discrete words
Writing consists of discrete words
Spelling assessments for higher grades something like A 5th grade teacher is studying the history of the United States during the colonial period the teacher wants students to calculate correctly when they engage in writing activities associated with b unit. Which strategy something is likely to be students spelling of unit related vocabulary
For this one, I picked the one about learning the origin of the word. (I think i picked this one as well) Etymology
For this one, I picked the one about learning the origin of the word. (I think i picked this one as well) Etymology
Preparing a list of key words on the unit and give the students a spelling test.
Etymology
An oral language assessment in January where the teacher records a student’s performance on separate copy of a text noting the student’s writing time and they’re calculating a student’s oral reading fluency score. The teacher annotates the passage appears below based on the student’s results of reading performance during the assessment instruction for the student should focus primarily on
encouraging the student to use context strategies
encouraging the student to use context strategies
encouraging the student to use context strategies
Something about patterns and errors regarding fluency… and in it had an assessment that the student does not recognize all scores automatically and needs to apply
Relies heavily on context clues
Relies heavily on context clues
Relies heavily on context clues
A teacher is helping students learn the orthographic generation for adding suffixes to words ending in “Y” in addition to promoting their spelling development thi type of lesson is likely to promote student’s reading development by enhancing?
Developing vocabulary knowledge
Developing vocabulary knowledge
Developing vocabulary knowledge
Developing vocabulary knowledge
Something about patterns and errors regarding fluency… and in it had an assessment that the student does not recognize all scores automatically and needs to apply
Relies heavily on context clues
Relies heavily on context clues
A teacher is helping students learn the orthographic generation for adding suffixes to words ending in “Y” in addition to promoting their spelling development thi type of lesson is likely to promote student’s reading development by enhancing?
Developing vocabulary knowledge
Developing vocabulary knowledge
There was one about a third grade class was working on how to take off the “y” and add inflectionally. Ending and ask how will this improve students.
Developing vocabulary knowledge
Developing vocabulary knowledge
There was one about new vocabulary for a science and what strategy would help students understand where they come from.
teacher and students discuss the MORPHOLOGY of each word
teacher and students discuss the MORPHOLOGY of each word
A teacher writes a sentence on the board and draws a square around each word. What is the teacher doing or showing? (Along those lines
the book says she is showing word boundaries.
the book says she is showing word boundaries.
The teacher is reading/teaching a few words like sight-site what skill is she teaching?
homophones
homophones
homophones
The student is writing/or reading a few words and he made mistakes with “ch” and “sh” which skill is the student needing help with:
consonant digraphs
consonant digraphs
First grade teacher trying to teach her students decoding. Students know individual letter sounds but cannot blend. She started by writing the word SAT on the board and according to the reading. What is the next step she should take in the lesson?
Teacher should show them to blend sounds continuously
stretching the sounds together
First grade teacher trying to teach her students decoding. Students know individual letter sounds but cannot blend. She started by writing the word SAT on the board and according to the reading. What is the next step she should take in the lesson?
the teacher says the sounds /s/ /a/ /t/ And the children do it to teach them blending words
stretching the sounds together
Teacher should show them to blend sounds continuously
Automaticity helps/prepare students to (something along those lines)
Phonic Instruction
Phonic Instruction
I also got a question on a characteristic of consonant blends/What is a characteristic of consonant blends. What is a characteristic of consonant blends: and I put that
they retain their own sound
they retain their own sound
Automaticity in phonemic awareness is a skill required to obtain for what type of instruction?
Answer- Phonic skills
Answer- Phonic skills
The teacher is teaching a lesson with endings with igh, such as sight, light, right, and what is the teacher using this lesson to support?
to chunk it
rhyming/alliteration
What is a consonant blend?
Two consonants blended to retain its original sound
Two consonants blended to retain its original sound
5th grade teacher helping a student in affix and syllable stages of spelling
Inflectional endings
Inflectional endings
Teacher arranges words in alphabetical order on the wall students put letters under the words
words on wall
words on wall
Something about fables, reader’s theater teacher gathering data about gathering data about something
reciting lines with fluency expression
reciting lines with fluency expression
Competency 9 - Understand how to promote students’ fluency development.
Based on the student’s reading performance on this assessment instruction to increase the fluency should focus primarily on
Enhancing the student’s contextual analysis skills.
Promoting the student’s automatic word recognition
Improving the student’s academic-language skills.
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.
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
In the word chimpanzee, which of the following pairs of letters is a diagraph?
ch
mp
an
ee
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.
The teacher says the following words, pig, pt, doll and asks the student to choose the one that sounds odd. The student says “doll”. The teacher says, cat, can, ball, and asks the student to again choose the word that sounds odd. The student says, “ball” What does this activity demonstrate?
Phonemic awareness based on beginning sounds
Phonemic awareness based on beginning sounds
Phonemic awareness based on beginning sounds
Phonemic awareness based on beginning sounds
