WorksheetsMy First Quiz
Total questions: 100
Worksheet time: 50mins
A first grade teacher considers ways to help a new student who is beginning English learner develop skills and phonemic awareness and knowledge to English sounds. Which of the following steps will be most important for the teacher to take first?
Collecting a set of simple rhyming poems in English to practice reciting with the student
Preparing a list of simple English words with different vowel sounds for the student to study
Gaining some basic familiarity with the sound system for the student’s primary language
Making a study tape for the student by recording an oral reading of high frequency English words
A first-grade teacher leads a small group of beginning readers in a lesson focused on decoding simple words composed of letters that students have learned to sound out in isolation. The teacher begins by writing the word “sat” on the board. In keeping that researched-based practices, the most appropriate step for the teacher to take next in the lesson would be to:
Teach the student to blend the sounds in the word “sat” slowly and continuously without pausing. (tap the sounds)
Ask the students to suggest words they know that they know rhyme with “sat” and write those words on the board.
Teach students to first silently scan all the letters in the word “sat” and then pronounce the word aloud
Have students practice identifying the word “sat” in a variety of connected contexts.
Which of the following strategies would best help a kindergarten teacher assess a student’s ability to blend phonemes?
Say the words set, pet, then ask the child which one sounds different.
Say the sounds /s/, /e/, and /t/ separately, then ask the child to say them as one word.
Say the word sat, set, and sit, then ask the child to say them with /m/ in place of/s/.
Say the word set, 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 an individual student’s phonemic awareness?
Asking student to identify the sound at the beginning of, medial, or final of a spoken words (what sound do you hear at the end of step?)
Having student listen to 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 to the initial consonant sounds of several familiar spoken words
Having student listen to the teacher read aloud a set of words with the same beginning sound (train, trap, trouble) and repeat the words
What strategy is best used to teach phonemic awareness?
Saying the alphabet aloud
Sing “old Mcdonald”
Break apart words from a list
Say the individual sounds of a word
A student who joins a first-grade classroom in late October performs poorly on a phonemic-awareness activity. To address this student reading needs, which of the following steps would be most important for the teacher to take first?
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 individualized education program.
Conducting formal phonemic awareness assessments with the student.
Making immediate plans for a sequence of differentiated instruction for the student in phonemic-awareness skills.
Which of the following statements best explain why students continue to need systemic, explicit instruction to support and promote fluency even after they have achieved automaticity?
Vocabulary and academic language continue to be significant factors that disrupt students’ fluency.
Students need continued guided practice in basic phonics patterns and elements
Students need continued guided practice in basic word identification skills
High frequency irregular sight words continue to be significant factors that disrupt student fluency
A third-grade teacher develops word list from a small group of students that includes words representing complex phonics patterns. After reviewing the list with students, the teacher did a dictation activity with a different set of words that follow the same pattern, and the student wrote down the word. This activity demonstrates the teacher’s awareness of the importance of?
Developing students’ recognition of common syllable patterns to support accurate reading and writing
Helping students understand use of invented spelling to reinforce their phonics skills and foster self-expression
Helping students understand how the morphology of words relates to spelling patterns
Using writing activities to give students opportunities to apply phonics knowledge to new words
A first-grade teacher provides students with explicit, systematic phonics instruction to promote their reading development. When designing activities to teach their 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
Provide reading opportunity for student to whisper read
Prosody has which of these Characteristics? A good strategy is choral reading.
Reading with excitement and correct intonation like teachers do.
Variation in pitch and intonation (f. sounding of natural speech)
Pronunciation of phonemes
Reading at a rapid rate
Coarticulation of word boundaries
Prosodic oral reading both supports and is supported by a reader’s
Word consciousness
Ability to recognize the internal structure of words
Active comprehension
Phonemic awareness skills
Which of the following questions focuses most directly on a student’s ability to read with prosody?
Can the student be writing accurate description of the main idea and supporting details of a passage after reading the passage aloud.
Can the student demonstrate evaluative comprehension when responding to questions about a passage after reading it aloud?
Can the student connect elements in a passage to other sources, including personal experiences, after reading the passage aloud?
Can the student accurately read aloud a grade level appropriate passage in a manner that sounds like natural speech?
Which of the following factors will most disrupt a second-grade students’ fluency, with the respect to accuracy?
The student does not regular 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 student 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
In a curriculum-based oral reading fluency assessment conducted in September, a second-grade student has an accuracy rate of 98%, reading rate of 39 words per minute, or just below 50% of our benchmark 51 words per minute. These results suggest the teacher should plan instruction for the student that focuses on which of the following dimensions of reading fluency?
enhancing the students contextual word analysis skills (word analysis)
promoting the students automatic word recognition (automaticity)
textual comprehension
prosody
Which of the following informal assessments would be most appropriate and effective to administer at the beginning of the school year to assess first grade students understanding of letter sound correspondence?
ask individual students to recite the alphabet while following the letters on an alphabetical chart with their finger
showing individual students, a picture card and asking them to identify another word that begins with the same sound
having individual students segment the sounds of single-syllable words from a word list in the teachers read aloud (dog =/d/+ /o/ + /g/)
asking individual students to say the sound a letter makes as the teacher points to individual letters in randomly organized list of letters
A teacher is helping students learn orthographic generalization for adding suffixes to words ending in “y.” In addition to promoting their spelling development, this type of lesson is likely to promote students' reading development by:
Developing vocabulary knowledge
Enhancing decoding skills
Building academic language
Improving pronunciation of words
In an oral fluency assessment in January, a second-grade student reads aloud an unfamiliar passage selected by the teacher, while the teacher records the students reading performance on a separate copy of the text, noting the students reading time and then calculating the students oral reading fluency score. The teachers annotated copy of the passage appears below.
Based on the student's assessment, fluency instruction for this student should primarily 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.
Passage on student named Maria: The pattern of errors in this assessment most clearly suggests that this student:
Does not recognize most words automatically
Applies word analysis skills to decode multisyllabic words
Relies heavily on contextual clues of word
Does not have the oral vocabulary to support recognition of many words.
A third grader likes to read and demonstrates strong word recognition skills, but he typically reads aloud in a halting manner and sometimes has difficulty answering comprehension questions after reading aloud simple text. To help address the student’s reading difficulty, the teacher selects familiar texts at his independent reading level and then marks appropriate phrasing; example: once upon a time/ in a kingdom by the sea/ a brave young princess/ decided to explore. What is the most likely reason for this approach?
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 a variety of word identification strategies as he reads
Improving his ability to analyze grammatical structures as he reads
A kindergarten teacher bases a number of reading-related activities on “sound of the day” for one activity, children substitute the sound of the day for the sound in each of their names (e.g. if/m/ is the sound of the day, Jack becomes Mack) and call each other by their “new” names. What is the primary goal of this activity?
Promoting the recognition of word boundaries
Preparing them to learn about concepts of ones and rimes
Helping them understand how sound relates to print
Promoting their development of basic syllabication skills
When reading aloud familiar nursery rhymes, a kindergarten teacher occasionally substitutes rhyming words for the words of the original text (such as “twinkle twinkle little car” or “one, two, chuckle my boo”) students are asked to identify the “mistake.” This activity could best be used to assess students’
Comprehension of main ideas and supporting details
Ability to perceive unexpected changes in sound patterns
Awareness of letter-sound correspondences
Skill in blending individual phonemes
A kindergarten teacher has designed an “alphabet bingo” game. Each student has a card ith some of the letters of the alphabet printed on oit and sets the loose titles. When the teacher calls out, “B” for example, students try to find a tile with “B” on it and match it to a B on their cards. The activity is likely to be most effective in promoting which of the following reading skills?
Associating the names of the letters with their shapes
Identify sounds that correspond to different letters
Understanding directionality of print
Recognizing spoken words consists of sound
A kindergarten teacher wants to assess a student’s ability to focus attention in the sounds in words. Which of the following assessment strategies would be most appropriate and effective for this purpose?
Provide a 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
Give several examples of rhyming words and then ask the student to say whether pairs of spoken words rhyme
Ask 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” (example rat in separate) and then give the student a hidden-words worksheet to complete or find words in a book.
Children in a kindergarten class work in teams to decorate cardboard cutouts of letters. With the help of their teacher and the physical education teacher, each team figures out how to “look like the letter” assigned to the team (e.g. two students face each other and hold hands to form the letter H). The teacher photographs each team’s “human letter” and displays the photos with decorated letters. This activity most clearly demonstrates which of the following principles of effective reading instruction?
Visually oriented activities can be especially helpful in strengthening the decoding skills of students with varied reading needs
Interdisciplinary activities can strengthen students’ phonemic awareness and understanding of letter-sound correspondences
Kinesthetic activities can be especially helpful in improving the phonological awareness of students who are visual learners
Multisensory activities can help promote the letter recognition skills of students with varies needs and learning styles
A first-grade teacher notices that a student who is phonetic speller has begun placing a silent -e at the end of most words. The practice most likely reflects:
Difficulty in discriminating between vowels and consonants.
The normal tendency of students in this stage of spelling development to overgeneralize phonics rules
Difficulty in distinguishing sounds within words
A kindergartener shows her teacher a picture she has drawn of her kitten and says, “See, it says tigger.” 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
Letter names differ from letter sounds
Printed text is directional
Every English word must contain a vowel
Several students in a second-grade class typically make the following types of errors in their writing: Target WordStudent Spelling Raining Raning Stream Strem Snake Snak Agreed Agred Coat Cot Play Pla
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
To help access students spelling skills a second-grade teacher dictates a set of words. Shown here is one student’s written performance on the assessment.
Target Word Student Spelling
After after
Whale wale
Zebra zebra
Brush bruch
This assessment suggests that the student is experiencing difficulty in which of the following areas?
Consonant blends
Vowel digraphs
Consonant diagraphs
“R: controlled vowels
A fifth-grade teacher is studying the history of the United States during the colonial period. The teacher wants to help students spell units related vocabulary correctly when they engage in writing activities associated with the unit. The strategy of unit related vocabulary.
Showing them copies of original documents from the colonial period, having them identify words that have since changed spelling (e.g. wagon, shoppe) and then having them analyze these spelling changes
Making sure they understand that their research papers and other writing assignments for this unit will be graded on spelling as well as on content
Having them categorize and student new words by common features (e.g. words with a common suffix such as taxation, words with a common root such as colony. Colonial, colizing)
Preparing a list of key words related to the unit each week adding a few of the words from this list to the students regularly scheduled spelling test
At the beginning of the school year, a third-grade teacher wants to conduct an assessment of students decoding abilities. Which of the following assessment methods would be most effective for this purpose?
The teacher observes student during the classroom reading activities and makes anecdotal notes.
Each student reads aloud a grade appropriate passage while the teacher notes any miscue or errors
The teacher asks student to identify the initial, medial, and final sounds of spoken word
Each student silently reads a grade appropriate passage and then answers comprehension questions.
Which of the following divisions of the word strongly distinguishes the words onset and rime?
St/rong
Stro/ng
s/trong
str/ong
Which of the following is a characteristic of the consonants in a consonants blend?
Each of the consonants retains its original sounds
The sound associated with one or more of the consonants is omitted
In general, a first-grade teacher should begin providing English phonemic-awareness instruction for English 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
A kindergarten teacher should begin instruction in word reading as soon as student have:
Learned a set of letter sounds that allow the formation of two-letter or three-letter words
Mastered the sounds that most commonly correspond to the letters of the alphabet
Demonstrate the ability to write all uppercase and lowercase letters
Demonstrate the ability to produce rhyming words
Illustrated is a set of word cards that a first grade teacher is using with a small group of beginning readers I/We/rthe/is/see/cat/fat/dog (picture of dog)/rat (picture of rat)
Writing carries meaning in different ways than pictures do
Every sentence needs to include both a subject and a predicate
Individual words are made up of separate sounds
A sentence consists of separate words arranged in a particular order
A first grade teacher has designed the following as one activity to build the literacy skills of a student who has a reading disability. The teacher will use color charts and asked the student to arrange the blocks from left to right as the teacher says a sequence of words. Such activity would be most useful for promoting the students
Reading fluency
Understanding of word boundaries
Phonics awareness
Recognition of letter names
Difference between phonics skills and phonemic skills
Phonemic awareness is the general understanding that spoken language can be represented by print
Phonics requires knowledge or particular letter-sound associations
Phonemic awareness involves a general understanding of the alphabetic principle while phonics includes letter blending skills
Phonemic awareness is the ability to distinguish individual speech sounds while phonics requires knowledge of letter sound-correspondence
Which of the following factors would most likely to cause a significant disruption in a first-grade student's development of reading?
Lack of word consciousness
A limited knowledge of content vocabulary
Lack of familiarity with academic language
A limited sight-word vocabulary
A second-grade student generally misreads more than one out of every ten words when reading grade-level texts. In order to promote the student reading fluency, the teacher should have the student:
Reread a text as many times as needed to be able to read is error free
Practice reading a variety of grade level texts to slow rate than the student has been using
Listen to an audio recording of a text prior to reading it independently
Practice reading at the students independent reading level
Automaticity in word recognition supports student development of reading fluency primarily by:
Allowing them to direct their efforts on the meaning rather than on decoding each word
Enhancing their familiarity with more complex academic language and textural structures
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 language
The primary reason for promoting pre-readers phonemic awareness is that such awareness is required in order for children to?
Benefit from phonics instruction
Understand that the print they see is in the environment carries meaning
Recognize the names and shapes of individual letters
Develop an extensive site word vocabulary
Which of the following morphemes is an inflectional ending?
-al
-ize
-ly
-ed
A fourth-grade teacher notices that some students are having difficulty spelling words with -ed and -ing endings. Which of the following strategies is likely to be most effective in improving the student spelling of such words?
Showing the students concreate examples of words that follow common syllable patterns and having them practice spelling these words
Helping the students memorize the correct spelling of words of this type by posting challenging high-frequency words on a word wall
Providing the student with explicit review of orthographic rules for adding inflections to verbs and additional practice applying these rules
Planning instructional activities to reinforce the student 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?
CVC
CVCe
CVCC
VCC
Mastery of which of the following skills best indicates a student readiness for explicit instruction in reading Vce and CVCe pattern words such as “ate and home”?
Recognizing inflected endings in single-syllable words
Decoding most short vowel phonics patterns in single syllable words
Recognizing at least ten high frequency sight words
Decoding most vowel digraphs in simple single-syllable and to-syllable words
A first-grade teacher reads aloud a short sentence to a student, then asks the student to identify the number of words in the sentence. For words of more than one syllable, the student counts each syllable as one
Understanding that words are made up of sound
Recognizing boundaries between words
Understanding that print carries meaning
Connecting oral language to reading
Which of the following activities would be most effective in encouraging second-grade students to use their developing phonics knowledge to promote their accurate spelling of regular single-syllable words?
Having individual students sort a set of 20 words (e.g. boat, low, rope) into different groups of letter combinations that spell the same sound (e.g. oa words, ow words, and oCe words that make long o)
Having pairs of students quiz each other on the spelling of words that follow recently taught complex phonics patterns
Having the whole class compete in various spelling games (e.g. spelling bee, spelling baseball) that focuses on grad level words that follow complex spelling patters (e.g. throw, right, thought)
A five-year-old writes the following sentence and tells his kindergarten teacher that it says, “I love my baby sister” Example: [ILVIMBABESSTR] This writing sample suggests that the student has NOT yet developed the concept that:
Writing consists of discrete words
Recognizing boundaries between words
Print carries meaning
Connecting oral language to reading
Students in a middle school class have been reading and discussing a math test. To help promote the student’s 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 instructional activities. Which of the following strategies would best help the students learn how to spell the vocabulary words?
The students prepare for a spelling quiz by taking a pretest on the vocabulary words.
The teacher calls on students to spell the vocabulary words aloud
The teacher and the students discuss the morphology of each word
The students study a list of the vocabulary words with definitions
A third-grade teacher regularly plans spelling instruction focusing on specific complex spelling patterns (e.g. one unit focuses on the phonogram-ight and words right, light, sight, and tonight). This approach to spelling instruction also promotes students reading development primarily by:
Supporting their ability to use metacognitive strategies effectively during reading
Developed their knowledge based on literary devices such a rhyming and alliteration
Enhancing their ability to recognize larger chunks of letters when decoding unfamiliar words
Expanding their oral vocabulary knowledge to support development of automatic word recognition
A third-grade teacher regularly assigns students who have achieved automaticity extended passages to read silently 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?
Modeling appropriate silent reading behaviors for the students by reading a text independently as the students read the assigned passages
Providing the students with the same target passage and ensuring that it is written at or below the students independent reading level
Monitoring students silent reading during the activity by holding the accountable for comprehension of the passage
Having the students use a repeated oral reading procedure with a selected potion of each passage before they read the passage silently
Which of the following instructional strategies is likely to be most effective in reinforcing students’ recognition of high frequency, irregular sight words?
Teach the students how to use context clues to determine the meaning of sight words
Have students 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 are likely to encounter while reading
Incorporate a cumulative review of sight words into daily reading instruction
A 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
Recognize letter sound correspondence
Blend phonemes within words (instruction)
Understanding how to divide words into syllables
At the elementary 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
Promote students understanding and facility using an expanding oral vocabulary
Foster students’ explicit knowledge of academic-language structures
Increase student’s repertoire of metacognitive and textual bades comprehension strategies
A middle school teacher wants to help a student with a mild learning disability improve his accurate decoding and spelling of words that have similar sounds but different meanings such as angel/angle and dessert/desert. Which of the following instructional activities would be most effective for this purpose?
Having the student list words that can be formed from letters in each pair of the word (e.g. angel, angle, age, gel).
Having the student use a dictionary to look up the definitions of the similarly spelled words and then write down an original sentence with each of the words.
Providing a worksheet on which the student must match each of the similarly spelled words with the appropriate definition
Giving the students additional guided practice and reading the words in context noting differences with a highlighter (ang-, ang-, )
A first-grade teacher plans word-sort activity for students who frequently interchange s and sh when spelling words he can read correctly. The teacher has the student read aloud a set of CVC and CCVC word cards and then separate them into two piles, words that begin with s and words that begin with sh. This activity is likely to promote the students spelling skills primarily by:
Expanding his vocabulary knowledge to support his spelling development
Motivating him to apply and assess his spelling skills across the curriculum
Helping him apply his phonics knowledge to improve his spelling accuracy
Building his reading fluency to complete his spelling development
Developing second-grade students analysis skills promotes their word identification primarily by helping the
Use context clues to identify the meaning of unfamiliar syllables in words
Recognize familiar syllable patterns to support decoding
Understanding similarities between spoken and written forms of syllables
Categorize multisyllabic words by their semantic relationships
Which of the following instructional strategies would be most effective to use with early elementary students who have mastered grade-level decoding but have not yet achieved automaticity?
Offering the students extrinsic rewards for reading a specified number of pages in a given week
Assigning the students grade-level passages and reading responses activities that must be completed in class
Having the students whisper read decodable texts while the teacher monitors each student for accuracy
Timing the students as they practice silently reading a series of unfamiliar passages as quickly as possible.
Reading rate can be used as a reliable indicator of an elementary student's reading fluency provided that rate is considered in relation to which of the following measures?
Level of synthetic development
Decoding accuracy
Level of engagement while reading
Vocabulary knowledge
A teacher conducts an assessment of a student's oral reading and accuracy, this type of assessment would be best used to determine whether the student can:
Use textual evidence to support comprehension
Decode text automatically
Apply background knowledge to an unfamiliar text
Students in a first grade class have mastered decoding regular CVCC words by sounding out and blending the individual sounds of the words decoding instructions for students. What is the next step for instruction?
Sounding out and blending irregular sight words
Teaching common, regular cvcc words
Sounding out both regular and irregular cvcc words
Teaching regular ccvc and cvvc
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, too, two
Cvc words, sound patterns such as fun, sit
Carry, carried, carries
A first-grade teacher notices one of her students is having difficulty during a variety of phonological awareness activities. Which instructional strategies are likely to be most effective in addressing phonemic awareness weakness?
Practicing alliteration, rhyming, blending and segmentation
Brainstorming
Sort word
Practicing letter identification
While listening to students read, a second-grade teacher notices that students are struggling when approaching multisyllabic words. Which of the following is the teachers most effective response to help students transfer the knowledge of reading single-syllable words to reading words with multi syllables?
Divide multi syllabic words into single syllable words
Help with onset and rhymes
Memorize high frequency words
Learn about the base of the word
What are the rules for the sound of the consonants digraph?
sounds of consonants with 1 or more consonants omitted
sounds of consonants depend on vowel that comes after
Sounds of consonants are herd individually/depending on the word
Consonants retain original sound
Once s student has mastered vowel CVC words, what should be focused on next?
Regular and irregular CVC words
CVCe
CCVC
CVCC
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? (question will list 6-8 words)
Consonant digraph
Onsets and rimes
Diphthongs
Consonant blends
A first-grade teacher notices one of her students struggling with reading. He is in the lowest achieving group. The teacher has tried some strategies to improve his reading but seems to make no progress. The next step the teacher should take in working with the student is to?
Assess his reading and target instruction to meet identified skills needed
Request the help of specialists at her school -such as the reading specialist, or counselor, to make a joint decision on how to best help the student
Send home more homework for the child to practice reading skills with his parents
Read more often with the child to help develop confidence, and provide buddy reading time with more capable students
A kindergarten student recognizes letters and their sounds but struggles to decode them in words when tested on phonemic awareness. What strategy will help the student to decode?
Sound deletion/identity activity
Sound blending
Sound segmenting
Sound isolation/phonemes
Midway through the year, a second-grade teacher notices that a student is below grade level in their reading levels. What should she do?
Make a referral for the student to be placed in special education setting
Consult with a more experienced teacher on different strategies she can use
Hold a meeting with the parents to describe all the students weaknesses
Assess the student and plan instruction based on his needs
A third grader receives a spelling list that is dictated by his teacher. Based on the list, what can the student benefit from?
Student needs greater phonemic awareness
Has one to one letter sound correspondence
Needs to improve phonics patterns and inflectional endings
Short vowel syllable instruction
After teaching consonant blends, the student should master what skill?
Short vowels
Long vowel ending blends and word families
Open closed syllables
Cvcc or ccvc words
Automaticity in phonemic awareness is a skill required to obtain what type of instruction?
Phonic skills
Increased vocabulary
Increasing reading rate
Increasing fluency
A first grader who demonstrates pre-phonetic writing. After looking at a phonemic writing sample, chose one option given.
Letters are made up of words
Student does not know that letters make up words
Words carry meaning
Concepts of print
Which of the following words have consonant blend?
Frame
Chart
Each
knife
Identify the consonant blend
Chin
Ship
Brave
this
A first-grade teacher is going over and reteaching a vowel pattern before reading a passage. Such activity would be most useful for promoting the students:
Increasing reading rate
Enhancing accuracy
Become familiar with words
Supporting sight word recognition
A kindergarten teacher points at every word in a “big book” as she reads it aloud to the whole class. What is the main purpose of reading from a big book?
words and print have meaning or show relation of what individual words look like in print or promoting students awareness of how words are represented in print
makes a connection to the pictures
sentences are made of separate words
to model letter formation
Before mastering multisyllabic words, what should students master?
Short vowel sounds in single syllable
Single syllable then double multisyllable
CVCe words
Learning about morphology
Master of fluency, which of the following skills best indicates a student's readiness for explicit instruction in Vce and CVCe pattern words?
Expanding their sight word vocabulary
Increasing reading rate
Reinforcing their language skill acquisition
Decoding most short vowel phonics patterns in single syllable words (enhancing reading accuracy)
Before teaching consonant blends, the student should master what skill?
Decoding simple single syllable words and multisyllabic words
Recognize at least 10 sight words
Knowing individual CVC sounds
Decoding most vowel digraphs and simple-single and two syllable words
Early, in the school year, a first-grade teacher wants to conduct an assessment of student’s 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 student 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 prepare a list of grade-appropriate words, asks each student to try reading the words aloud, and records the results
A fourth-grade student who reads grade-level narrative text with fluency and excellent comprehension is struggling (with fables) to read aloud a grade-level content area passage about a topic with which the student is familiar. The student reads the passage hesitantly, frequently stopping to reread clauses or entire sentences. Afterward, the student demonstrates limited comprehension of what was read. Which of the following factors is most likely disrupting the students fluent reading of this text?
Insufficient background knowledge to support basic comprehension of the text
Lack of experience with the academic-language structures used in the text
Insufficient monitoring of comprehension while reading the text
Lack of grade-level word analysis skills of accurate decoding of the words in the text
Which of the following instructional activities would best help upper elentary 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 student echo read the text as the teacher reads aloud
Encouraging the student to practice reading aloud a text in which stresses words and punctuation marks are highlighted
Having the students record their own oral reading of a passage and ten listen to the recording while silently rereading the passage
Leading a class discussion on an age-appropriate topic, then having each student read aloud a section of a text that is written about the same topic
A second-grade teacher would like to plan an activity to improve the reading rate of two students who read at about the same rate and level and are both automatic readers. Which of the following activities would best address the student’s needs?
A cooperative reading activity, in which the students read the same passage together silently, stopping periodically to share their understanding of the text
Repeated reading activity
Paired reading activity
Timed partner reading
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 the initial sound of a student’s name (e.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 seperate sounds in words
recognize that spoken word is made up of sounds
understand the principles of phonics
learn how to spell own names
Which of the following strategies would best help kindergarten student who is having difficulty visually distinguishing between the letters b and d?
Helping the student focus on the directionality of each letter as the student traces it.
Having the student look for the letters within the text of a favorite book
Repeating the name of each letter several times as the student points to the letter
Encouraging the student to observe closely as the teacher writes the letters
When reading texts aloud, a second grade English Learner often makes errors in pronunciation that are unrelated to their ability to accurately decode the ord. The teacher’s best response would be to?
Write down words the student mispronounces and include them on a list for her to practice reading aloud
Analyze the student pronunciation patters and plan an intervention to address difficulties that may affect her reading comprehension
Encourage other student in the class to help the student work on improving her accuracy in pronunciation
Help the student avoid having pronunciation errors count as reading miscues by stopping her and having her correct her own errors
Which of the following approaches would be most effective in helping first grade students who have the perquisite decoding skills learn to decode words that en 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 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 0ing as well as the inflection -ing
Teaching the ineffectual 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 if letters is a diagraph?
-ch
-mp
-an
-ee
Kindergarten student writes [IlkMICem] to write I like my ice cream
pre-communicative
semi-phonetic
phonetic
transitional
Third grade students will read and then discuss questions from the reading with kindergarten student. What is this activity promoting and why do some teachers it a a support in class?
Promoted phonics
Helped improve accuracy and develop fluency
A boy wrote a passage about going to camp/ rock climbing with his friend Ralph. He talked about the fun they had. He had some miss spellings with the words. Instead of writing “to” he wrote “too” and instead of “where” he wrote “wear.” The question was about his accuracy to write words and spelling errors
Conventional spelling stage with additional instruction on homophones
Ability to write sight words
Transitional spelling stage
Stages of spelling
A table shows a kindergarten student spelled the animals in a drawing they made
Has a mastery of letter recognition
Is forming a connection between phonemic awareness and letter knowledge
Applying basic phonics to single syllable words
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A middle school teacher is teaching the words like, “symphony” the Greek word phony means “sound” the “ph” makes the /f/ sound
Helps students identify suffixes and prefixes
Root words help decode and spell words accurately
Some English words are spelled differently
Onset and rime. How to help a kinder student
Separate the compound word cupcake into single syllables
Playing
Merrily, merrily, changed to kerrily, kerrily
Away/day
A teacher writes, “Tim likes cake” on the board and reads it outloud. Then she draws boxes around each word and points to the words and has students read it with her. What is the reason for this?
teach word boundaries
automatacity
An excerpt from a student who is in conventional phase of spelling but used “their” instead of “they’re”
Transitional Stage
The student is in the conventional stage of spelling but needs help with homophobes
