I-2. A teacher is selecting words to use to assess students' ability to segment the individual phonemes in spoken words. Which of the following words would require the highest level of skill with regard to orally segmenting phonemes?

I-3. Which of the following tasks requires the most advanced level of skill along the phonological awareness continuum?

I-4. A kindergarten teacher engages a small group of children in the following Say It and Move It activity.

-The teacher says a two-phoneme word slowly (e.g., ape, bee, day, eat, go, she, toe).

-The children slowly repeat the word.

-The children move a plain wooden block as they say each phoneme, lining up the two blocks from left to right.

Once the children demonstrate mastery of this activity, which of the following strategies would be most appropriate for the teacher to use next to build the children's phonemic awareness?

I-11. A fourth-grade student who reads on grade level and consistently performs well on spelling tests that are part of weekly word study activities often misspells the same words, and other familiar words, in everyday writings. The following table shows examples of typical errors the student makes on class writing assignments and in informal notes to friends.

The student's overall spelling performance suggests that the student would benefit most from a targeted intervention focused on which of the following foundational skills?

II-14. Several children in a kindergarten class have mastered orally blending sets of spoken sounds together to make words. Which of the following additional skills demonstrated by the children would best indicate that they are ready to begin instruction in decoding simple words?

II-16. In the years since the report by the National Reading Panel (2000) was published, evidence- based research has conclusively documented that which of the following phonics approaches is most effective in promoting beginning readers' reading and spelling development?

II-18. In which line in the table is the underlined portion of an example word accurately matched to the term that is used to describe that phonics element?

II-19. A second-grade teacher divides the class into small groups and provides a copy of the following instructions to each group. Students work collaboratively to complete the activity. Afterward, each group shares their results with the whole class during a teacher-led discussion. The activity and related discussion would best promote students' ability to:

II-24. Which of the following principles is best illustrated by the words watched, wanted, and warned?

III-25. Which of the following sets of words would be most effective to use when introducing students to the concept of structural/morphemic analysis?

III-27. A second-grade teacher wants to ensure that students become automatic in recognizing the orthographic patterns they are explicitly taught during decoding instruction. According to evidence-based best practices, which of the following instructional strategies best promotes students' automatic recognition of a new orthographic pattern to support proficient reading?

III-28. Which of the following instructional strategies would be most effective in promoting students' decoding of multisyllable words that are not multimorphemic?

III-29. A teacher is working with a group of learners who exhibit the following characteristics.

-The students can accurately read single-syllable words that feature closed, open, and silent-e syllables; and vowel-team syllables that make a long-vowel sound.

-The students can accurately read multisyllable words that feature closed and open syllables.

Which of the following sets of words includes appropriate types of syllables to provide the students with practice applying their knowledge of syllable types to read decodable multisyllable words?

III-33. A third-grade teacher uses word matrices as a strategy for teaching structural or morphemic analysis skills. The teacher models for students how to create and use a word matrix to generate related words by combining a base word or root with one or more affixes. Following is a word matrix for the base word move. The teacher supports students in generating the following list of words using this matrix: moves, moving, moved, mover, movement, movements, remove, removes, removing, removed, remover, unmoving, and unmoved. Which of the following words that the students generated contains a derivational suffix?

IV-35. Which of the following statements best describes the relationship between word decoding and reading comprehension in a beginning reader's development?

IV-37. A second-grade teacher is working with a small group of students to improve their oral reading fluency. As part of lesson planning, the teacher analyzes the students' oral reading errors and plans instruction to address phonics knowledge and skills not yet mastered. The teacher's actions are likely to benefit the students' reading fluency most directly by:

IV-38. A second-grade teacher pairs students with appropriate, accessible texts for a paired-reading activity. During the activity, two students sit side by side and take turns reading an entire short text aloud. Over a period of several days, the pairs of students read and reread a large number of accessible texts together. This activity best promotes students' development of:

IV- 43. A first-grade teacher creates poetry booklets for students to read each day as a morning "warm-up" activity to begin supporting their development of reading fluency. The teacher sequences the poems in the booklets according to phonics patterns and high-frequency words that students have recently learned. At the beginning of each week, the teacher works with small groups of students to ensure that they can read their new poem-of-the-week accurately. For the rest of the week, students practice reading the new poem with a classmate from their group. They also practice reading aloud other poems in the fluency warm-up booklet that they have previously learned.

Which of the following rationales best describes the advantage of using poems for fluency practice?

IV-45. By halfway through the school year, a majority of students in the class are making good progress reading the poems with fluency. However, a handful of students still read the poems haltingly, word by word, and ignore punctuation. Which of the following explicit, evidenced-based strategies would best transition the students away from word-by-word reading during the daily poetry activity?

V-46. A second-grade student demonstrates automaticity decoding grade-level regular and irregular words. However, the student frequently experiences poor text comprehension with informational texts. Which of the following steps should the teacher take first to promote the student's reading development?

V-49. A fifth-grade teacher is about to begin a new unit on ecosystems, with an emphasis on the movement of matter among the various components of an ecosystem. Which of the following types of vocabulary words from the unit would be most appropriate for the teacher to pre-teach?

V-51. A sixth-grade teacher is planning explicit instruction to develop students' ability to read and understand sentences that have a complex sentence structure. Which of the following skills would be most effective for the teacher to focus on?

VI-58. Which of the following strategies would be most appropriate to use to promote second-grade students' ability to analyze key ideas and details in a literary text?

VI-63. Fourth-grade students silently read an assigned text for part of the English language arts block and then meet for a small-group discussion of the text in another part of the block. During the silent reading portion, the teacher instructs students to use stick-on notes to bookmark passages where they make predictions, ask or answer questions, or encounter an unfamiliar word. In addition to anchoring the group discussions in the text, this practice benefits students primarily by increasing their:

VI-65. A group of fifth-grade students finishes reading a novel written in the first person. The teacher has the students work together to write a new account of a key scene as it might be reported by a different major character. Which of the following questions would be the most appropriate focus of a group discussion following the writing activity?

VII-72. A second-grade teacher frequently reads aloud informational books related to grade-level content in social studies, science, and the arts. The teacher supports students in developing their own questions during and after the read-alouds and then helps them conduct research on their questions using grade-level resources the teacher has collected on these topics. In keeping with evidence-based best practices, providing direct instruction in which of the following aspects of informational text would be most essential to students' success and growing independence in using informational texts for personal research?

VII-75. A fifth-grade teacher plans to have students read a chapter about the American Revolutionary War from their social studies textbook. The following is an excerpt from the chapter.

Given this excerpt from the chapter, which of the following graphic organizers would best promote students' awareness of the chapter's text structure?

VII-76. A second-grade class includes several students who are developing-level (intermediate) English learners. The teacher is planning to use a whole-class read-aloud to provide instruction in making inferences when reading informational text.

Which of the following differentiation strategies would best support students with diverse language abilities in making text-based inferences?

VIII-80. A third-grade student performs below grade-level expectations in word-reading accuracy on informal assessments. Since the majority of the student's errors are with multisyllable words, the teacher plans to provide the student with daily explicit instruction for one week on the use of syllable-division strategies for reading multisyllable words. The teacher will then reassess the student at the end of the trial period. The primary benefit of this approach to informal assessment is that it:

VIII-82. If a standardized test is said to lack reliability, the test:

VIII-89. When considering how to support students who are at risk for reading difficulties, an elementary school teacher first tries to align an individual student's profile with one of the following evidence-based reading-difficulty profiles.

Profile 1: The student reads words accurately and efficiently but demonstrates needs in word knowledge and/or comprehension skills.

Profile 2: The student demonstrates needs in decoding and word recognition but has strong word knowledge and comprehension skills.

Profile 3: The student demonstrates needs in decoding and word recognition and also in word knowledge and comprehension skills.

The teacher is planning progress monitoring for students whose reading performance fits one of the three profiles and who will be receiving differentiated instruction or an intervention to address their identified needs.

Which of the following guidelines would be most important for the teacher to follow when planning progress-monitoring for this purpose?

IX-91. A teacher is planning reading instruction for a small group of students who exhibit the following characteristics.

-The students can point accurately to words in predictable texts after listening to and following the teacher reading aloud and tracking the text several times using a big book format.

-The students can identify the beginning and final sounds of simple three-phoneme words presented orally and can sometimes identify a word's medial sound.

-The students have developed sound-symbols associations for the majority of consonant sounds and some vowel sounds.

-The students can read several high-frequency words in simple texts.

-The students can spell words with an accurate beginning consonant sound and

sometimes an accurate final consonant sound.

Given these characteristics, the students are most likely beginning to transition to which of the following phases of word reading?

IX-93. A second-grade teacher works several times a week with a Tier 2 intervention group. At the beginning of the intervention, all the students in the group had strengths in oral reading fluency and challenges in text comprehension. As instruction proceeds, which of the following actions best aligns with key principles of a Multi-Tiered Systems of Support (MTSS) model of instruction?

IX-94. Which of the following statements describes the most important reason for a fourth-grade teacher to assign a variety of high-quality trade books as a component of reading instruction?