WorksheetsFoundations of Reading Practice Test 69-97
Total questions: 26
Worksheet time: 38mins
Which of the following questions about this part of the text would most effectively target students' inferential comprehension?
How does living near a river help people meet their most basic survival needs, and where can you find that information in the text?
Can you identify the reason why industry benefited from being near moving water?
Do you think living near a river makes life easier or more difficult for people, and what information in the text makes you think so?
Why are rivers beneficial for activities like growing crops and grazing animals?
These questions support students' reading comprehension primarily by prompting them to:
monitor comprehension of informational texts.
identify the theme in expository texts.
draw inferences from informational texts.
analyze points of view in expository texts.
Which of the following learning goals would be most essential for the teacher to address in the lesson to develop students' ability to compose an effective summary from these kinds of notes?
citing evidence from the passage using direct quotes and paraphrasing
developing a personal response to and interpretation of the passage
noting unanswered questions that are raised in the passage
analyzing the author's stylistic choices in the passage
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?
using text features to locate specific information in a text
presenting information gained from a text in charts and tables
using an outline to organize collected information in a logical format
distinguishing between implied and explicitly stated information in a text
To prepare students to integrate information across texts in this activity, which of the following steps would be most essential for the teacher to take?
providing a brief history of the environmental movement in the United States
providing explicit instruction in how to identify the most important points and key details presented in the texts
providing students with opportunities to share their personal responses to the articles
providing explicit instruction in discipline-specific conventions of scientific writing (e.g., use of passive voice, quantitative data)
The teacher's practice is most likely to promote students' reading comprehension of informational texts by:
modeling for them metacognitive comprehension strategies.
giving them an example of fluent oral reading.
summarizing for them the main ideas of an expository text.
exposing them to new vocabulary in context.
Given this excerpt from the chapter, which of the following graphic organizers would best promote students' awareness of the chapter's text structure?
outline
Venn diagram
timeline
semantic map
Which of the following differentiation strategies would best support students with diverse language abilities in making text-based inferences?
inviting the English learners to read the passages that will be used in the lesson in advance and to refer back to the printed copies of the passages during the lesson
offering the English learners alternative, literal comprehension-building activities (e.g., 'Fill in the blank: The authors said ________. The text was mostly about ________.')
collecting a variety of reference materials for the classroom, and making them freely available to the English learners as needed during instruction
providing the English learners with sentence frames to scaffold the lesson (e.g., 'I think that ________. I think so because I read ________ and because I know that ________.')
Skimming is likely to be the most effective strategy for accomplishing which of the following reading tasks?
evaluating the validity of information on an Internet website
previewing a chapter in a content-area textbook
synthesizing information from various sources for a research report
studying specific facts for a content-area exam
A third-grade teacher has been conducting a series of ongoing assessments of a student's oral reading. Shown below is a sentence from a text, followed by a transcription of the student reading the text. The sample is representative of the student's typical oral reading performance. Text: Up ahead, Julia saw the overturned boat disappear over the waterfall's edge. Student: "Up ahead, Julie saw the overtired boat (pauses reading) overturned boat disappoint over the water's edge (pauses reading) disappear over the water's edge." Given the information provided, the teacher could best address this student's needs by providing targeted, evidence-based instruction focused on:
developing the ability to self-monitor reading comprehension.
enhancing oral vocabulary development and use of word-learning strategies.
improving reading accuracy by attending to all parts of a word.
promoting the ability to track connected text.
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:
helps the teacher determine whether the student has the potential for improvement with short-term intervention.
provides the teacher with nationally normed benchmarks with which to compare the student's progress.
provides opportunities to engage a student who is not a skilled reader in authentic reading activities.
contributes evidence that can be used to diagnose the student's specific reading disability.
Considerations of validity in test construction relate most closely to:
how a particular examinee's test performance relates to a preestablished standard.
whether the test questions effectively measure their specified content.
how a particular examinee's test performance compares to the performance of other examinees.
whether the test results are likely to be repeatable with a similar examinee test group.
If a standardized test is said to lack reliability, the test:
is not measuring what it is supposed to measure.
has not proven to be useful as an instructional intervention.
gives fluctuating scores in different administrations.
has poor predictive value relative to students' classroom performance.
Use the information below to answer the three questions that follow. A third-grade teacher notes that students' vocabulary scores on a school-wide standardized achievement test are below the national average and below their performance on the comprehension and decoding subtests. The type of reading assessment described in the scenario that compares students' reading performance to the performance of students in a national sample group can best be categorized as:
summative.
norm referenced.
curriculum based.
benchmark.
In response to students' performance on the vocabulary measure, the teacher plans to take a more systematic and robust approach to vocabulary instruction. The teacher's use of the data best underscores the importance of which of the following approaches to reading assessment?
conducting both formal and informal reading-related assessments to plan instruction
demonstrating knowledge of evidence-based strategies for assessing the major components of reading
using results from reading assessments to guide instructional decision making
determining students' current skills with respect to specific state grade-level standards
The teacher decides to collect ongoing data related to vocabulary instruction. The teacher records examples of students' use of new vocabulary during class discussions and has students turn in weekly examples of how they use new words in their writing. The teacher also has students maintain a vocabulary journal in which they develop definitions for new Tier Two and Tier Three vocabulary in their own words, make visual representations of word meanings, and analyze changes to a word's form and meaning when affixes are added. This approach to informal assessment benefits literacy instruction primarily by allowing the teacher to:
monitor various dimensions of students' vocabulary development across multiple language modes.
use anecdotal and theoretical data for tracking students' vocabulary learning and evaluating their progress.
monitor students' learning progress in ways that can be easily quantified and charted.
use portfolio assessment to evaluate students' progress in each essential component of reading.
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. One advantage of the teacher k
One advantage of the teacher keeping these general profiles in mind when considering whether a student may be at risk for reading difficulties is that it helps the teacher: A. determine a direction for specific diagnostic probes (e.g., identifying gaps in phonics knowledge using a word-pattern survey). B. select a comprehensive intervention that systematically addresses all the essential components of reading. C. ensure that an intervention will take into account the interrelationships between reading, writing, listening, and speaking. D. incorporate principles of standards-based reading instruction into differentiation and intervention strategies.
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? A. monitoring students' weak skills as well as their strong skills with the same frequency B. using standardized, norm-referenced assessment instruments C. selecting assessment instruments or techniques that will show even small improvements D. emphasizing group-administered assessments over individual assessments
According to evidence-based practices, which of the following resources in a first-grade classroom best supports phonics instruction as a major component of reading instruction? A. decodable texts tied directly to the instructional scope and sequence of skills B. leveled texts considered to be at students' most accessible reading level C. predictable-patterned texts that are well supported by pictures D. themed alphabet books that accurately represent letter-sound relationships
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? A. partial alphabetic B. full alphabet C. consolidated alphabetic D. consolidated grapho-syllabic
Early in the school year, a fifth-grade teacher analyzes the results of a developmental spelling survey to identify students' strengths and needs as spellers. Using this information, the teacher plans whole-group instruction for spelling elements and patterns the majority of students need to learn (e.g., fifth-grade-level prefixes and suffixes). However, some students have not yet mastered earlier spelling elements or patterns, while other students are ready to learn elements that are beyond the scope of the fifth-grade spelling curriculum. Which of the following approaches to spelling instruction would best address this diversity of skills? A. expanding the number of spelling elements addressed in whole-group instruction B. creating individual spelling lists for each student in the class C. providing differentiated spelling homework to the students who vary from the norm D. planning differentiated instruction using flexible grouping
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? A. providing reading materials written at the most accessible level for the students B. adjusting instruction for individual students according to their responses to the intervention C. changing materials and resources frequently according to students' interests D. following a scripted intervention program verbatim with the students from beginning to end
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? A. The themes typical of children's literature tend to reinforce students' development of literal comprehension skills. B. Reading across genres contributes to students' developing understanding of the structures and features of different texts. C. Simplified syntax and controlled vocabulary provide necessary scaffolding for students who are not skilled readers. D. Reading diverse texts promotes students' development of phonological and phonemic awareness skills.
A fifth-grade teacher is planning a literature study focused on how various elements of an author's craft are used to convey a poem's theme. The class includes students with a wide range of reading and language skills, including several advanced readers. In an early lesson, the teacher distributes a simple short poem and a printed copy of the graphic organizer shown below. title/subject author/tone imagery figurative language The teacher has students read the poem twice. First, they read it silently. Then, they follow along as the teacher reads the poem aloud. In keeping with evidence-based best practices in reading instruction, which of the following steps would be most effective for the teacher to implement next in this lesson? A. asking students to complete the portions of the graphic organizer that they understand and then correcting any misunderstandings B. having students work with a classmate to discuss the poem's theme before they complete the graphic organizer C. using think-aloud and questioning to complete the graphic organizer on the board with students' support D. providing students with a copy of a completed graphic organizer for them to use as an example
Over the course of the unit, the class reads and analyzes the themes of several, increasingly complex, grade-level poems. Near the end of the unit, the teacher will have students practice literary analysis skills on an unfamiliar grade-level poem. According to evidence-based best practices, which of the following differentiation strategies would be most appropriate for the teacher to use with advanced readers during this lesson? A. having advanced readers work independently at their own pace while other students work in small, heterogeneous groups to analyze a poem B. having all students work in small heterogeneous groups to analyze a poem, with advanced readers assigned a leadership role C. having all students work in small homogeneous groups to analyze a poem at an appropriate level of complexity for the group D. having students work independently to analyze a poem, and having students who complete their work early analyze a second poem
