WorksheetsPractice Quiz for Margi
Total questions: 60
Worksheet time: 30mins
1) 1st-grade teacher considers ways to help new student who is beginning English learner development skills and phonemic awareness and knowledge of English sounds. Which of the following steps will be most important for the teacher to take first?
collecting set of simple rhyming pome in Eng to practice reciting with the student
Preparing list of simple English words with different vowel sounds for the student to study
Gaining some basic familiarity with the sound system of the students' primary language
Making a study tape for the student be recording an oral reading of high-frequency English words
1st grade teacher leads a small group of beginning reader in a lesson to focus on decoding simple words composed of letters that student have learned to sound out in isolation. The teacher begins by writing word "sat" in the board. In keeping researched based practices, the most appropriate step for teacher to take next in this lesson would be:
Teach student to blend the sound in the word SAT slowly and continuously without pausing.
Ask the student to suggest words they know the rhyme with sat and write these words on the board
Teach student to first silently scan all the letters in the word sat than pronounce the word aloud
Have student practice identifying the word sat in a variety of connected texts
3) Which of the following strategies would best help kindergarten teacher assess a student's ability to blen phonemes.
Say the word set, pet, and map then ask child which one sound different
Say the sounds /s/ /e/ /t/ seperately, than ask the child to say them as one word
Say the word sat, set, and sit then ask the child to say then with /m/ in the place of /s/.
Say the word sat, then ask the child to tap once for each sound the word contains
Which of the following informal assessments would be most appropriate to use to assess on individual studen't phonemic awareness?
Having the student listen to a tape recorded story while looking at the book and then answer several simple questions about the story
Asking student to identify the letters in the alphabet that correspond sounds of several familiar spoken words
Asking student to identify the sound at the beginning, middle and end of a spoken word OR have student segment the sound in the word cat - /c/ /a/ /t/
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
5) What strategy is best used to teach phonemic awareness?
Say the individual sound of a word
Saying alphabet aloud
Sing "O McDonald"
Break a part words from a list
6) A student who joined a 1st grade class in October performs poorly on a phonemic awareness activity. To address this student's reading needs which of the following steps would be most important for teacher to take first?
Conducting formal phonemic awareness assessment with students
Engaging the student in a variety of beginning phonics games and activities.
Consulting informally with the special education teacher to see if the student might benefit from an IEP
Making immediate plans for a sequence of differentiated instruction for the student in phonemic-awareness skills
7) Which of the following statement best explain why students continue to need systamatic, explicit instruction to support and promote fluency even after they have achieved automaticity?
Students need continued guided practice in basic phonics patterns and elements
Vocabulary and academic language continue to be significant factors that disrupt students' fluency
Students need continued guided practice in basic word identification skills
High-frequency irregular sight words continue to be significant factors that disrupt student fluency
8) 3rd-grade teacher fevelopes a word lsit from a small group of students that includes word representing complex phonics patterns. After reviewing the list with students the teacher allowed a new set of words that follows same pattern and the student wrote down the word. This activity demonstrates the teachers awareness of the important things?
developing students recognition of common syllable patterns to support accurate reading and writing
Helping students understand the use of invented spelling to reinforce their phonics skills and foster self expression
Helping student understand how the morphology of words relate the spelling patterns
Using writing activities to give students opportunities to apply phonic knowledge to new words
9) !st grade teacher provides student with explicit, systematic phonics instruction to promote their reading development. When desiging an activity to teach letter-sound correspondence the teacher..
Providing reading opportunities for students to practice context after studying the sound 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 new sound.
Providing reading opportunities for student to whisper read
Include instruction in related consonants blends when introducing individual consonants
10) Prosody has which of these characteristics
Reading with excitement and correct intonation like teachers do. A good strategy is choral reading
Variation of pitch and intonation
Pronunciation of phonemes
Reading at a rapid rate
11) Prosodic reading both supports and is supported by reader's
Word consciousness and enjoyment of reading
Ability to recognize the internal structure of words.
Active comprehension processes
Phonemic-awareness skills
12) Which of the following questions focuses most directly on a student's ability to read with prosody?
Can the student writing accurate description of the main idea and supporting details of a passage after reading the passage aloud
Can the student accurately read aloud a grade appropriate passage in a manner that's sound like Natural speech
Can student demonstrate evaluative comprehension when responding to questions about passage after reading it aloud
Can the student connect elements in a passage to other sources, including personal experiences after reading passage aloud
13) which of the following factors will most disrupt a 2nd grade student's fluency where the respect to accuracy
The student does not regularly use mega cognitive strategies to monitor comprehension
A student is more familiar with the text structures of narrative texts than those of expository text
The students does not recognize common inflected morphemes when they appear in unfamiliar words
A student is not familiar with common textual features that can help support comprehension
14) In curriculum based oral reading fluency assessment conducted in Sept. A 2nd grade student an accuracy rate of 98% reading rate 39 WPM just reads words below 50% of our benchmark 51WPM. These results such as the teacher should plan instruction for the student that focuses on which of the following dimension of reading fluency.
Enhancing the student's contextual word analysis skills
Promoting the student's automatic word recognition (automaticity)
Textual comprehension
Prosody
15) Which of the following informal assessments would be most appropriate and effectibf to dministrate at the beginning of the school year to assess 1st grade students understanding of letter sound correspondence?
Asking individual students to say the sound of letter makes as teacher points to individual letter in randomly organized list of letters
Asking individuals to recite the alphabet while following the letters on an alphabetical chart with their finger
Showing individual student a picture card and asking them to identify another word that begins with the same ssound
Having individual students segment the sounds of single-syllable word from a word list in the teachers read
16) A teacher is helping students learn orthographic generaliztion for adding suffixes to word ending in "Y". In addition to promoting their spelling development. Which type of lesson would likely to promote students' reading development?
Developing Vocabulary knowledge
Enhancing decoding skills
Building academic language
Improving pronunciations of words.
2 PART Question
17) In an oral fluency assessment in Januaryz, a 2nd grade students read aloud an unfamiliar passage selected by the teacher, while the teacher records the student's reading time and then calculate the student oral reading fluency score. Based on student's assessment results and reading performance fluency instruction for this student should focus on:
Encouraging and supporting the student's continued progress in the area of reading rate
Teaching the student to use self-monitoring for comprehension to support prosodic reading.
Encouraging the student to use context strategies to improve decoding accuracy
Providing the student with corrective feedback to increase accurate reading
Part of 2 part question
18) the pattern of errors in this assessment most clearly suggest that this student:
Does not recognize most words automatically
Applies word analysis skills to decode multisyllabic words
Relies heavily on contextual clues of word recognition
Does not have the oral vocabulary to support recognition of many words
19) A 3rd grade likes to read and demonstrate strong word recognition skills, but he typically read aloud in a heating manner and sometimes has difficulties answering comprehension questions after reading aloud simple text. To help address the student's reading difficulty, the teacher selets familiar test at his independent reading level and then marks appropriate phrasing by putting "/" and illustrate below: Once upon a time / in a kingdom by the sea / a brave young princess / decided to explore.
Enhancing his auditory awareness and ability to segment sounds in words as he reads aloud
Helping him learn how to recognize and convey idea units as he reads aloud
Guiding him to apply variety of word identification strategies as he reads
Improving his ability to analyze grammatical structures as he reads
20) A Kinder teacher bases a number of reading related activities on "Sound Of The Day" for one activity student substitute the SOTD for the sound in each of their name /m/ is the SOTD, so Jack becomes Mack) and call each other by their new name. This activity is most likey to promote the reading development of student by:
Promoting the recognition of word boundries
Preparing them to learn about concepts of onset and rimes
Helping them understand how sound relates to print
Promoting their development of basic syllabication skills
21) When reading aloud familiar nursery rhymes a kinder teacher occassionally substitute rhyming words with original text. "twinkle, twinkle, little car" OR "one,two, chuckle my choo". Students are asked to identify the MISTAKE. This activity could best be used to assess students?
Comprehension of main idea and supporting details
Ability to perceive unexpected change in sound patterns
Awareness of letter sound correspondences
Skills in blending individual phonemes
22) A kider teacher has designed an "alphabet bingo" game. Each student has a card with some of the letters of the alphabets printed in it and sets the loose titles. When teacher calls out, "B" for example, student try to find a tile with a B letter and match it to a B on their card. This activity is likely to be most effective in promoting of the following reading skills.
Associating the names of the letters with their shapes.
Identify sounds that correspond to different letters
Understanding the directionality of print
Recognizing that a spoken word consists of separate sounds
23) A Kinder teacher wants to assess a student ability to focus attention on the sounds in words. Which of the following assessment strategies would be most appropriate and effective for this purpose?
Give several examples and then ask the student to say whether pairs of spoken word rhyme
Providing list of words that begin with the letters b & d and ask the student to circle all the words that begin with the letter b
Asks the students to circle the picture on a worksheet that corresponds to each word read aloud by the teacher from a short list
Model how to find "hidden words" and then give the student a hidden words worksheet to complete
25) 1st grade teacher notices that a student who is phonetic speller has begun placing silent -e at the end of most words. The practice most likely reflects
Difficulty in decrementing between vowels and consonants
The normal tendency of students in this stage of spelling development to overgeneralization phonics rules
Difficulty in distinguishing sounds within words
The normal tendency of students in this stage of spelling development
26) A kinder shows her teacher a picture she has a drawing of kitten and says "see it says trigger" Based on the work sample the student appears to have developed some understanding of the concept that...
There is a difference between drawing and writing
Letters names differ from letter sounds
Printed text is directional
Every English word must contain vowels
27) Several students in 2nd grade class typically make the following types of errors in their writing: Raining - raning; stream - strem; snake - snke; agreed - agred; coat - cot; play - pla; These errors suggest that students would benefit most from spelling instruction that focuses on:
the use of morphology as a spelling strategy
the use of etymology as a spelling strategy
The spelling of high-frequency irregular sight words
The spelling of commonly occurring long-vowel patterns
28) To help assess students' spelling skills a 2nd grade teacher dictates a set of words. Shown below is one students written performance on the assessment.
whale - wale; brush-bruch; chase - shase; gather - gater; tallest - tallist; table - tabel; share - shard; night - nite.
Consonant blends
vowel diagraphs
consonant diagraphs
R-controlled vowels
29) 5th grade teacher is studying the history of U.S. during the colonial period. The teacher wants to help students spell unit related vocabulary correctly when they engage in writing activities associated with the unit. The strategy is likely to be most effective in improving students spelling of unit related vocabulary.
Showing them copies of original documents from the colonial period, having them identify words that have since changes spelling and have them analyze the spelling changes
Making sure that they understand that their research papers and other writing assignment for this unit will be graded on spelling as well as on content
Having them categorize and study new words by common features (words with ending a common suffix such as taxation, revolution, words with common root such as colony, colonial, colonizing)
Preparing the list of key words related to the unit and each week adding a few of the word from the list to the student's regularly scheduled spelling test
30) At the beginning of the school year, 3rd grade teacher wants to conduct an assessment of student's decoding abilities. Which of the following assessment methods would be most effective for this purpose?
The teacher observes students during classroom reading activities and makes anecdotal notes.
Each student reads aloud a grade-appropriate passage while the teacher notes any miscues or errors
The teacher asks students to identify the initial, medial, and final sounds of a spoken word.
Each student silently reads a grade appropriate passage and then answer comprehension questions.
31) Which of the following divisions of the word strongly distinguishes the words onset and rime.
st/rong
stro/ng
str/ong
s/trong
32) Which of the following charactristics of consonants in consonant blends?
Each of consonant retains its original sound
The sound associated with one or more of the consonant is omitted
The sound of consonants depends on the vowel that follows them
The sound of consonants depends on their position within word
33) In general, a 1st grade teacher should begin providing English phonemic-awareness instruction for EL learners as soon as the demonstrate:
The ability to pronounce most vowel sounds in English
Some basic understanding of English stories that are read aloud
The ability to recite the English alphabet
Some basic comprehension of Oral English
34) A kinder teacher should begin instruction in word reading as soon as have:
Learned a set of letter sounds allow the formation of 2letter or 3letters words
Mastered the sounds that most commonly correspond to the letters of alphbet
Demonstrate the ability to write all uppercase and lowercase letters
Demonstrate the ability to produce rhyming words
36) 1st grade teacher has designed the following as one of the activity to build the literacy skills of a student who has a reading disability. The teacher will use color charts and asked the students to arrange the blocks from left to right as the teacher says a sequence of words. Such activities would be most useful for promoting the students.
Reading fluency
Understanding of word boundaries
Phonics awareness
Recognition of letter names
38) Which of the following factor would be most likely to cause a significant disruption on a 1st grade students' development of reading.
Lack of word consciousness
A limited knowledge of content vocabulary
Lack of familiarity with academic language
A limited to sight-word vocabulary
39) 2nd grade student generally misreads more than 1 out of every 10 words when reading grade-level text. In order to promote the students' reading fluency, the teacher should have the student:
Reread a text as many times as needed to be able to read it error free
Practice reading a variety of grade level text at slow rate that the student has been using
Listed to an audio recording of a text prior to reading it independently
Practice reading a variety of texts written at the student's independent reading level
40) Automaticity in word recognition supports students development of reading fluency primarily by:
allowing them to direct their efforts on the meaning rather than in decoding each word
Enhancing their familiarity with more complex academic language and textual structure
Providing them with a range of metacognitive strategies useful to understand the meaning of a text
Fostering their appreciation for the relationship between written texts and spoken languages
A primarly reason for promoting pre-readers phonemic awareness is that such awareness is required in order for children to?
Benefit from Phonics instruction
Understanding that the print they see in the environment carries meaning
Recognizing the names and shapes of individual letters
Develop an extensive site words vocabulary
Which of the following morphemes is an inflectional ending?
-al
-ize
-ed
-ly
4th grade teacher notices that some of the students are having difficulty spelling words with word ending -ed and -ing. Which of the strategies is likely to be most effective in improving the student's spelling of such words.
Showing the students concrete examples of words that follow common syllable patterns and having them practice spelling those words
Helping the students memorize the correct spelling of words of this type by posting challenging high-frequency words on a wall
Providing the students with explicit review of orthographic rules for adding inflections to verbs and with additional practice applying these rules
Planning instructional activities to reinforces the students' understanding of letter-sound correspondence and key phonics blending skills
In which of the following types of accented syllable is a single vowel letter most likely to represent its long sound?
CVCC
CVCe
CVC
VCC
Mastery of which of the following skills best indicates a student's readiness for explicit instruction in reading Vce and CVCe patter words such as ate and home.
Decoding most short vowel phonics pattern words in single syllable words
Recognizing inflected endings in single-syllable words
recognizing at least ten high frequency sight words
Decoding most vowel diagraphs in simple single-syllable and two syllable words
first grade teacher reads aloud a short sentence to a student, then asks the students to identify the number of words in the sentence. For words of more than 1 syllable the student counts each syllable as one word. The results of this informal assessment suggest that the students may need help with:
Recognizing the boundries between words
Understanding that words are made up of sounds
Understanding that print carries meaning
connecting oral language to reading
Which of the following activities would be most effective in encouraging 2nd grade student to promote their accurate spelling of regular single-syllable words.
Having whole class compete in various spelling games (spelling bee, baseball) that focus on grade level words that follows complex spelling pattern
Having individual sort set of 20 words into different groups of letter combinations that spell the same word and words that make long sound
Having pairs of student quiz each other on the spelling of words that follows recently taught complex phonics pattern
Having small group of student invent plusible phonetic spellings for a group of grade level irregular sight words
A five year old writes a following sentence and tell his teacher that it says " I love my baby sister". This writing sample below suggests that the student has not yet developed the concept that?
ILUVMIBBSSTR
Writing consists of discrete words
Print carries meaning
Writing represents spoken language
Language can be segmented into phonemes
students in middle school class have been reading and discussing a math test. Tp help promote the students reading proficiency the teacher targets a number of vocabulary words in the test, such as triangle and pentagon. These words are the focus of several instruction activities. Which of the following strategies would best help the students learn how to spell the vocabulary words?
The student prepare for a spelling quiz by taking a pretest on the vocabulary words
The teacher and student discuss the morphology of wach word
Teacher calls on a student to spell the vocabulary word aloud
the students study list of the vocabulary words with the defination
3rd grade teacher regularly plans spelling instruction focusing on specific complex spelling patterns. (unit focuses on the phonemes -ight, right, night, sight and tonight) this approach to spelling instruction also promotes student's reading development primarily by:
supporting their ability to use metacognitive strategies effectively during reading
Developed their knowledge of sound based on literary devices such as rhyming and alliteration
Enhancing their ability to recognize larger chucks of letters when decoding unfamiliar words
Expanding their oral vocabulary knowledge to support development of automatic word recognition
3rd grade teacher regularly ssigned students who have achieved automaticity extended passages to promote their reading fluency. Which of the following steps would be most important for the teacher to take to ensure that this activity is effective in supporting fluency development:
Monitoring the student's silent reading during the activity by holding them accountable for comprehension of the passage
Modeling appropriate silent reading behaviors for the students by reading a text independently as the students read assigned passage
Providing the students with the same target passage and ensuring that is written at or below the students' independent reading level
Having the students use a repeated oral reading procedure with a selected portion of each passage before they read the passage silently
Which of the following instructional strategies is likely to be most effective in reinforcing student recognition of high frequency irregular sight words.
Teach the students how to use context clues to determine the meaning of sight words
Have student make a list of sight words they already recognize and sight words they want to learn
Model for students how to sound out sight words that students likely encounter when reading
Incorporate a cummlative review of sight words into daily reading instruction
first grade student is able to pronounce the separate sounds in words as she attempts to read aloud, but she remains unable to decode most words. This student is likely to benefit most from instruction designed to help her:
segment words into phonemes
Blend phonemes within words
recognize letter sound correspondence
understanding how to divide words into syllables
at the elementry level systematic instruction in phonemic and word analysis skills is effective in supporting students' literacy development primarily because these skills:
Enhance students reading and spelling accuracy and automaticity
Promotes students' understanding and faclitate using an expanding oral vocabulary
foster student explicit knowledge of academic language structure
Increase students' repetoire of metacognitive and textual based comprehension skills
middle school teacher wants to help a student who have mild learning disability improve his accurate decoding and spelling of words that have similar sounds but different meaning such as angel/angle, and dessert / desert. which of the following instructional activity would be most effective for this purpose?
having student list the words in the formed from letters in each pairs of the word. angel, angle, age, gel
having student use a dictionary to look up the defination of the similarly spelled words
Providing worksheet on which student match similar spelled words with appropriate definations
Giving the student additional guided practice and reading the words in context noting differences with highlighter
which of the following instructional strategies would be most effective to use with early elementary student who have mastered grade-level decoding but have not yes achieved automaticity
Having the students whisper read decodable texts while the teacher monitors each student for accuracy
offereing the students extrinsic rewards for reading a specified number of pages in given week
Assigning the students grade-level passage and reading responses activities that must be completed in class
timing the student as they practice silently reading a series of unfamiliar passage as quickly as possible
a teacher conduct an assessment of a students' oral reading and accuracy, this type of assessment would best be used to determine whether the student can:
use textual evidence to support comprehension
Decode text automatically
Apply background knowledge to an unfamiliar text
Read text without expression
Teacher is trying to give words to a student moving from semi-phonetic to phonetic spelling. What kind of words should be given?
Chow, shop
to, two, too
CVC words sound pattern such as fun, sit
carry, carried, carries
Automaticity in phonemic awareness is a skill required to obtain what type of instruction?
Phonemic skills
increased vocabulary
increasing reading rate
Increase fluency
Question about a kinder teacher pointing to words in a big book as she reads aloud, what is she teaching?
Words and print have meaning
Repeating back to the student omitting the initial sounds
Sentences are made up of separate words
Model letter formation
after student master CVC what skills should be focused on next?
regular and irregular cvc words
CVCe
CCVC
CVCC
While listeing to student read, a 2nd grade teacher notices that students are struggling when approaching multisyllabic words. Which of the following is the teacher's most effective response to help students transfer the knowledge of reading single-syllable words to reading words with multiple syllables?
Divide multi syllabic words into single syllable words
Help with onsets and rimes
Memorizes high frequency words
learn about base of the word
a Midway through the year, a 2nd grade teacher notices that student is below grade level in their reading level. What should she do?
Hold a meeting with the parents and describe all the students' weaknesses
Consult with a more experienced teacher on different strategies she ca use
Make a referral for the student to place in SPED
Assess the student and plan instructions based on his need
