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Worksheets418 APPLICATIONS of the Science of Reading Practice Test
Total questions: 72
Worksheet time: 36hrs 0mins
Which of the following environmental factors plays the largest role in language development in early childhood?
proximity to a local library
experience with multiple languages
engagement with educational technology
access to language-rich social interactions
Based on convergent research, oral language is the foundation for reading and writing development. Which of the following instructional approaches would best promote language development?
providing a variety of speaking opportunities for students to use new academic vocabulary
motivating students to practice listening and speaking skills independently
designing student projects requiring equal use of all four components of language
crafting instruction targeting the development of oral and written language in isolated units
A prekindergarten teacher begins each school day with a "question of the day." The teacher provides sentence stems, models answering using a complete sentence, and gives the class "think time" before asking for responses. Taking turns, children respond in complete sentences. Which of the following rationales best supports the use of this instructional routine for developing oral language in emergent readers?
promoting social interactions and peer engagement is highly effective in oral language development and future reading success.
scaffolding learning ensures children at all levels of oral language development can respond in writing successfully.
creating a welcoming classroom environment and fostering student relationships increases oral language development and literacy success.
establishing daily routines and procedures helps children transition into a learning mindset and maximizes instructional minutes necessary for oral language development.
Which of the following instructional activities would be most appropriate for reinforcing phonemic awareness skills?
segmenting syllables in spoken words
blending onsets and rimes to form spoken words
recognizing alliteration from spoken words
substituting individual sounds in a spoken word
A kindergarten teacher incorporates environmental print during small-group lessons with students who are developing alphabet knowledge. This practice best supports children's literacy development primarily by:
establishing the foundational skills needed to orally retell a story.
encouraging independent handwriting practice on letter formation.
bridging the connection between letters and initial attempts to read.
introducing language skills needed for developing phonological awareness.
Which of the following instructional strategies would be most effective for supporting a beginning reader's understanding that print is read from left to right in an alphabetic language?
asking children to identify the capital letters on each page in a big book during a teacher read-aloud
reading aloud a predictable storybook to the class and asking children to read chorally
having children dictate stories to the teacher and then draw illustrations to go with their stories
pointing to each word in a big book as the teacher reads during a read-aloud
Which of the following emergent literacy skills reflects a key component of phonological awareness?
clapping each syllable of a multisyllable word
pointing to objects in the classroom named by the teacher
identifying the first letters of students' names
repeating multisyllable words with accurate articulation
Several students are having difficulty segmenting syllables and distinguishing between single-syllable and multisyllable words presented orally. Which of the following intervention activities would be most effective to use first to promote students' development in this area?
orally presenting short words to the students and helping them substitute a new sound for the initial sound of each word
modeling for students how to clap in time to songs that have a strong rhythm (e.g., "The Itsy Bitsy Spider")
asking students to place a hand under their chins and count each time their chin touches their hand while saying a word aloud
modeling for students the correct pronunciation of new multisyllable words and having them repeat the words
According to convergent research, which of the following factors is the best predictor of a child's success in beginning reading?
level of phonemic awareness and letter knowledge skills
exposure to a variety of books and academic vocabulary
amount of prior knowledge and varied experiences
level of phonological awareness and handwriting skills
Which of the following emergent reading skills is most essential to developing beginning spelling skills in an alphabetic language?
distinguishing between letters with visually similar structures
understanding the most common meanings of spoken words
manipulating individual phonemes in spoken words
matching letter names with their written letter/symbol
Which of the following instructional strategies would be most effective in promoting a student's understanding of the alphabetic principle?
counting the number of words in a sentence using buttons
matching uppercase letters to lowercase letters using cards
identifying sets of rhyming words with a partner
pointing to the beginning of each sentence while reading a book
After introducing and modeling a letter's formation, a teacher has students stand with an arm fully extended out in front of them and write the letter in the air while saying the letter formation strokes. This instructional strategy is most effective at supporting a student's understanding of which of the following concepts?
A. alphabetic principle
B. phonemic awareness
C. phonological awareness
concepts of print
A teacher is using the word ladder below with a small group of students. Each student completes a blank paper ladder as the teacher gives directions. Word ladders are most effective for developing which of the following foundational reading skills?
letter-sound correspondence
syllable division patterns
letter knowledge and formation
onset and rime recognition
A student's letter-sound knowledge is a strong indicator of a student's ability to:
decode accurately with ease.
read with prosody.
develop a strong academic vocabulary.
retell a story read aloud.
A reading teacher slowly pronounces a specific set of sounds (e.g., /m/ /ā/ /n/ the phoneme m, the phoneme for short a, the n phoneme ) by stretching out each sound. The teacher then asks students what word these sounds would make if they were said together quickly. This activity is most effective in developing students'
awareness of word patterns.
phonological articulation.
ability to blend phonemes.
vocabulary development.
Which of the following student activities would best prepare students to segment words into separate phonemes?
drawing objects that start with the same sound, such as bee and book
clapping the number of words in a sentence
practicing letter identification and phonics skills
identifying the onset and rime in a set of rhyming words
A group of students is proficiently reading words following a consonant-vowel-consonant pattern, such as tap, lip, sit, and lack. Which of the following words would be most appropriate for a reading teacher to introduce to students to next?
trap, slip, slit, black
tree, fern, first, book
bake, cake, five, rope
them, queen, chair, king
A group of students has been reading one-syllable VCe V C e - pattern words (e.g., bake, rope) successfully. Next, the teacher has students practice reading multisyllable words containing previously learned syllable patterns and VCe V C e syllables. The teacher has noticed that some students are struggling reading unfamiliar multisyllable words containing this pattern. Which of the following instructional strategies would be most beneficial for students learning to read multisyllable words containing the VCe V C e pattern?
assigning decodable readers with VCe V C e words as additional independent reading practice for students
assigning audiobooks with VCe V C e words for students to listen to during independent reading
modeling how to divide multisyllable words into syllables and identifying each individual syllable type
modeling how to analyze multisyllable words using affixes, root words, and base words
A teacher is introducing students to the suffixes -tion and -sion. The teacher first displays the suffixes on the board and explains their meanings to the class. Which of the following next instructional strategies would be most effective to prepare students to decode words with suffixes -tion and -sion?
displaying the words played, called, and treated on the board and asking students to read the words chorally
instructing students to sort words ending in -tion and -sion based on the sound produced by each suffix
having students discover the different sounds -tion and -sion produce by reading words ending in the two suffixes with a partner
modeling how to add -tion and -sion to many familiar words and reading the words with students
A student is struggling to read the word calorimeter in a science article. Which of the following word analysis strategies would be most appropriate for the student to use?
syllable division
phonics skills
structural analysis
contextual analysis
Research has shown that phonics instruction is an effective tool for developing children's early literacy when it is reinforced with:
authentic listening exercises.
programmed spelling instruction.
decodable reading material.
repetitive oral language drills.
The most effective strategy for addressing upper elementary students' lack of automatic word recognition of grade-level irregular high-frequency words is:
Providing repeated exposure and practice with the target words in various contexts.
Focusing solely on phonics instruction for all words.
Encouraging students to guess words based on pictures.
Having students memorize long lists of words without context.
Which of the following strategies would be most appropriate for a lesson designed to prepare students to decode words that contain the inflectional ending -ed?
writing landed, ended, and tested on the board, and then asking students to sound out each of the words letter by letter
providing students with written practice doubling the final consonant of several CVC words and adding -ed to the words
writing -ed on the board, explaining its meaning, and then demonstrating how to add the ending to several familiar words
having students listen to a variety of words with the -ed ending and helping them generate a rule for pronouncing these words
In the elementary grades, which of the following classroom literacy activities would be most effective in reinforcing phonics and sight-word instruction?
frequent independent student writing activities
oral vocabulary-development activities
frequent teacher read-alouds using challenging texts
student practice using metacognitive strategies
Which of the following skills would be most appropriate to include when evaluating the reading fluency of a student who reads accurately and at an appropriate pace?
decoding
rate
prosody
automaticity
Proficiency in which of the following skills has a direct impact on the relationship between reading accuracy and fluency development at the primary level?
applying appropriate expression and tone when reading
segmenting and blending sounds
identifying affixes and root words
determining words' contextual meanings
An early reader is making adequate progress with basic decoding skills, but when reading connected text aloud, reads slowly, word by word. Which of the following instructional strategies would be most effective for improving this student's reading fluency?
A. listening to a teacher model reading at a steady, appropriate pace
B. timing how long it takes the student to read an unfamiliar passage
C. reviewing previously learned high-frequency words daily
D. practicing lines from a Reader's Theater focusing on expression and tone
The relationship between reading fluency and comprehension is best described by which of the following statements?
Proper phrasing and attention to punctuation while reading have a greater impact on reading comprehension than reading accuracy.
The reader's ability to read text with appropriate prosody and reading rate increases reading comprehension.
Reading with appropriate expression and tone, indicators of reading fluency, is not directly related to reading comprehension.
Reading accuracy is dependent upon the reader's ability to understand the subject matter of the text prior to reading.
A reading teacher is selecting texts for repeated oral readings to use in a fluency intervention group. Which of the following types of texts would be most effective for promoting fluency development?
texts including familiar words and decodable words
expository (informational) texts on familiar topics discussed in the classroom
texts including academic vocabulary and high-frequency words
expository (informational) texts on high-interest subjects and people
A reading teacher would like to provide additional instructional scaffolding in reading fluency for an intervention group whose reading is inaccurate, slow, and labored. Which of the following strategies would be most effective to implement first?
reading a decodable text after a review of previously taught phonics and syllable patterns
rereading and performing a Reader's Theater for the whole class
reading aloud with a partner and asking comprehension questions about the text
rereading a text and tracking the words read per minute after each reading
An intervention focused on prosody would be most appropriate for addressing the needs of which of the following students who have not yet developed reading fluency?
a student who reads aloud haltingly with frequent pronunciation errors
a student who reads aloud accurately but without appropriate expression or pauses between sentences
a student who pauses often to decode words when reading aloud
a student who makes frequent but contextually appropriate miscues when reading aloud
An upper elementary student exhibits excellent decoding skills and an adequate sight-word vocabulary. However, when asked to read passages aloud, the student reads word by word in a steady monotone. Which of the following instructional strategies is likely to be most effective in addressing the needs of this student?
motivating the student to read at increasingly faster rates using a system of tangible rewards
providing the student with practice reading sentences aloud using phrasing and intonation patterns modeled by the teacher
having the student whisper-read passages while the teacher monitors the student's accuracy and rate
providing the student with practice blending letter combinations and structural elements into increasingly longer and more complex words
A middle school teacher has an English language learner (ELL ELL) who reads fluently and accurately but struggles with reading comprehension in grade-level texts rich with academic vocabulary. Which of the following instructional approaches would best support the student's vocabulary and reading comprehension development?
providing student-friendly definitions and discussing examples and non-examples in various contexts
having students search for the words in grade-level texts during independent reading and track them on a log
copying the definitions from a dictionary and posting them on the classroom walls for quick reference
incorporating the words as part of spelling instruction and homework for additional practice
Which of the following instructional methods is most appropriate for teaching academic and domain-specific vocabulary words?
modeling for students how to use contextual analysis to identify an unfamiliar word's meaning
providing students dictionaries to find the definitions of unfamiliar vocabulary words
assigning students independent reading of texts containing the new vocabulary words
pre-teaching the new words to students using scaffolds such as visuals and examples
The use of structural analysis is most appropriate in determining the meaning of which of the following words?
physician
element
conifer
deconstruct
A teacher is reading a story aloud to a group of upper elementary English language learners (ELLs E L L's). The teacher stops after reading the word determined and explains that determined means to continue to work at something even though it is difficult. For example, "I was determined to finish the race even though I was exhausted and hot." Which of the following activities would be most effective in further supporting students' understanding of the new word?
asking students to identify the phonemes and syllables in the word using Elkonin boxes
providing opportunities for students to share personal connections related to the word determined
having students find synonyms and antonyms for the word determined using an online dictionary and thesaurus
instructing students to find pictures online illustrating the meaning of the new word
During a structured read-aloud, a reading teacher intentionally stops intermittently and focuses attention on the author's use of precise word choice (e.g., the use of the word scorching for hot, glacial for cold). After the read-aloud, the teacher has students develop a semantic gradient in which students arrange given words in a list and discuss and justify their ordering. The list includes the following words:
enormous, huge, large, big, small, little, tiny, microscopic.
This exercise most effectively promotes students' vocabulary knowledge by:
deepening understandings of the relationships between known words and new vocabulary in graphic form.
providing opportunities to compare the phonetic patterns between familiar words and new words in the list.
discovering that synonyms are universally interchangeable in English regardless of context.
providing opportunities to practice syllabication analysis skills in English to strengthen orthographic processing.
A secondary school teacher introduces students to important concepts and new vocabulary before students participate in a hands-on science activity. After the activity, which of the following strategies would most effectively reinforce students' learning of the new vocabulary?
having students use the target words to complete a cloze exercise
asking students to use the target words as they discuss what they learned from the activity
having students write a sentence using each word
having students compile dictionary definitions of the words in a personal glossary of science terms
As part of a science unit on types of rocks, a middle school teacher guides students in completing the chart during a class discussion. This activity is most likely to promote the students' vocabulary development by helping them:
deepen their understanding of the relationships among a group of words.
apply their knowledge of root words and affixes to new words.
extend their understanding of a group of words with multiple meanings.
retain new words through the use of multisensory techniques.
Use the information below to answer the question that follows. Glaciers are formed when large amounts of snow build up over time and slowly transform into ice. The enormous weight of the built-up ice causes the edges of the glacier to flow outward like a very slow river. Friction causes the bottom of the glacier to move more slowly than the top of the glacier. Because of their huge mass, glaciers can carve valleys and even level mountaintops as they move. Today, the world's largest glaciers are located in the two polar regions—in arctic Greenland in the north and Antarctica in the south. Which of the underlined words in this passage would be most appropriate to select for explicit instruction because its meaning cannot be easily deduced from context?
transform
friction
mass
polar
Which of the following student activities would be most effective for development of evaluative-level reading comprehension in narrative text?
identifying the author's mood and tone
writing a character analysis on the main character
retelling the plot of the narrative
writing a book review of the narrative
Based on convergent research, early readers' reading comprehension is mostly impacted by development of which of the following skills?
oral language skills
prior knowledge
decoding
academic vocabulary skills
During a close reading of a text, which of the following activities would be most appropriate for a student to use in a third read to determine the author's purpose?
having students silently reread and annotate the text to prepare for a class discussion on key points
providing students with a writing prompt focused on the author's writing style and organization before reading
guiding students in a rereading of the text focusing on author's word choice and tone
instructing students to paraphrase and compose a summary of the text
A middle school reading teacher wants to activate prior knowledge and introduce academic language before reading an expository (informational) text with a group of English language learners (ELLs E L L's). Which of the following instructional scaffolds would best promote the students' reading comprehension in this complex text?
guiding the group in completing a KWL chart on the text's topic
reading the text introduction aloud and writing a summary as a group
assigning an independent word hunt in which students locate new vocabulary words in the text
comparing features of narrative and expository (informational) texts using a Venn diagram
A secondary school teacher wants to promote students' ability to critically analyze an author's purpose in a text. Which of the following instructional strategies would be most appropriate for developing students' deep comprehension of text?
having students silently reread and write an outline of the text using headings and subheadings
modeling paraphrasing and afterward having students compose a summary of the text
having students conduct online research on the text's topic to build background knowledge
integrating multiple intentional think-alouds during a structured read-aloud of the text
A group of elementary students is working on retelling grade-level narrative texts. They are proficient at producing a basic retelling of the beginning, middle, and end of the texts, and the teacher thinks the group is ready to generate more complex retellings. Which of the following activities would support advancing the students' retelling skills?
completing a story map graphic organizer prior to retelling a story
filling in a Venn diagram on two major characters in a story
writing questions about major plot events to discuss with a partner
confirming predictions made prior to reading a story for accuracy
A reading teacher is developing a self-questioning taxonomy on a narrative text to facilitate students' critical analysis of the text. Which of the following questions would best prompt students to examine the plot?
What event initiates the action in the story?
How do the characters feel and interact with each other?
What does the author's choice of words indicate about what the author might be thinking?
How does the author resolve the conflict?
Before reading a new chapter in the science textbook, a secondary school teacher wants to conduct a prereading exercise to facilitate critical thinking and promote engagement with the text. Which of the following prereading activities would be most effective in supporting comprehension of an expository (informational) text?
guiding students on a text feature walk through the new chapter, previewing and discussing key features such as headings, captions, and diagrams
matching vocabulary words from the text with their corresponding definitions from the dictionary
reviewing word analysis strategies previously taught as a reminder of what students can do when encountering an unfamiliar word in the new chapter
reading aloud a narrative text to the class on a similar topic and discussing the story's sequence
A group of teachers are selecting diagnostic assessments to administer to students who are approaching grade-level standards. They plan to use the assessment results to guide small-group instruction. During the selection process, which of the following questions would be most appropriate for the teachers to ask when evaluating test validity?
How long does the assessment take to administer?
Does the assessment measure what it is designed to measure?
Does the assessment yield consistent scores when given in various contexts?
How does the assessment adapt for students requiring accommodations and modifications?
Which of the following statements is the best description of an assessment that has reliability?
A. The assessment measures what it is intended to measure.
B. The assessment is easy to administer and score.
C. Does the assessment yield consistent scores when given in various contexts?
D. The assessment provides feedback to improve learning.
An elementary reading teacher is administering a midyear formal reading assessment. One of the subtests in the assessment measures nonsense word fluency, in which a student reads as many nonsense words (e.g., mog, zote) as they can in a given time period. This assessment would be most appropriate for determining a student's ability to:
decode individual phonemes and blend them together.
identify and generate rhymes.
decode irregular high-frequency words.
identify and spell common inflectional morphemes.
A teacher uses reading assessment results to guide selection of appropriate texts for use with students when differentiating instruction. Which of the following types of assessment would be most appropriate in guiding text selection?
summative assessments
norm-referenced assessments
standardized benchmark assessments
frequent informal assessments
A student reads aloud an unfamiliar grade-level passage on an informal reading assessment. The student scores well below the grade-level standards for fluency. When analyzing the student's results, which of the following steps should the teacher take next to further assess the student's reading performance?
evaluate the student's decoding skills and automaticity
determine if the student was engaged and focused while reading
evaluate the student's level of background knowledge on the topic
determine if the student can recall key ideas from the passage
Which of the following assessment schedules for an academic year would be most appropriate for a teacher to use when administering a progress monitoring reading assessment?
at the end of the school year
at the end of each grading period
at regular intervals throughout the year
at the beginning and end of the school year
A middle school class has been focusing on analysis of character development in a narrative text. The teacher could best evaluate students' mastery of this skill through completion of which of the following activities?
completing text-based constructed-response questions
summarizing the narrative using a story map
taking a criterion-referenced multiple-choice test
writing an essay on personal connections to the text
A reading teacher wants to assess a student's reading progress using an informal reading inventory (IRI). The results of this assessment would be most appropriate for which of the following purposes?
identifying student areas of interest in reading
determining special education eligibility
identifying a student's reading comprehension level
determining student's syllabication and morphemic analysis skills
A teacher plans to meet with students in small groups to provide differentiated reading instruction. Which of the following approaches is most effective when configuring small groups for differentiated reading instruction?
Based on student data from ongoing progress monitoring and informal diagnostic assessments, differentiated small groups should be constantly changing and flexible to meet student needs.
In order to maintain a positive classroom environment and student motivation, students should have the freedom to choose their own small groups.
Based on similar levels of reading proficiency, differentiated small groups, once established, should not change because students work on specific goals and texts selected for their group.
In order to enhance collaboration and critical thinking while reading and increase active engagement, students should be grouped with students of various levels of reading proficiency.
A secondary school teacher wants to provide parents/guardians with information about how their child's current learning aligns with state reading assessment results. Which of the following approaches would be most effective for communicating this information with parents/guardians?
creating a video for parents/guardians showing how to access their child's assessment results and online resources for additional practice at home
sharing district-wide grade-level trends from the state reading assessment so parents/guardians understand the teacher's instructional plans and goals
distributing and explaining grade-level reading expectations and learning standards to parents/guardians at a parent/guardian meeting
writing weekly newsletters for parents/guardians explaining how current learning relates to the state reading assessment and providing optional at-home practice
Elementary teachers want to assess students' reading progress at the end of the first semester. Which of the following types of assessment would be most effective for the teachers to use with all students to identify students' proficiency levels in various domains of literacy?
a screening assessment
reading interest inventory
progress monitoring
a diagnostic assessment
A teacher is analyzing results from a universal screener administered at the beginning of the school year. A few students have been flagged as at risk for possible reading difficulties. Which of the following steps should the teacher take next to further evaluate these students' needs?
research each students' educational background with a focus on reading performance
immediately begin teaching the students in a reading intervention group to maximize instructional time
administer a diagnostic assessment to determine if further evaluation is needed and appropriate interventions
review previously taught phonics patterns in a small group and assign decodable readers for independent reading
Which of the following statements accurately explains the importance of phonological awareness instruction as part of an early literacy program?
The development of phonological awareness skills fosters students' metacognitive skills leading to future academic success.
Phonological awareness skills are a critical component of the foundational skills required for unlocking an alphabetic writing system.
The ability to match letter sounds with their written form, a subset of phonological awareness, correlates with a student's handwriting skills.
Phonological awareness skills increase retention of academic vocabulary and correlate with future reading success.
Which line in the table is completed accurately?
Line 1
Line 2
Line 3
Line 4
According to scientifically based reading research, instruction in which of the following concepts would be most appropriate for promoting students' word recognition and analysis skills at the beginning of upper elementary grades in preparation for reading more complex texts?
high-frequency words
common inflectional endings
multisyllable and irregularly spelled words
regular phonics patterns
Scientifically based reading research supports which of the following recommendations on effective reading instruction?
Reading instruction should primarily focus on reading comprehension.
Reading instruction should be personalized, on demand, and authentic.
Reading instruction should primarily focus on phonics and decoding skills.
Reading instruction should be explicit, systematic, and cumulative.
A reading teacher is planning a lesson for a small group of early readers who are striving to detect the individual sounds in spoken words. The teacher plans to say a word slowly while concurrently counting each sound using plastic counting chips. Which of the following words would be most appropriate for the teacher to use?
tap, bag, pat
front, jump, slurp
grit, crib, drip
fell, sun, man
An early reader is struggling with isolating and identifying the last sounds of spoken familiar words. Which of the following instructional strategies would be appropriate in developing this student's phonemic awareness skills?
segmenting one-syllable spoken words into onset and rime
dividing familiar spoken words into syllables
blending spoken one-syllable words to make compound words
categorizing spoken words according to rhyme
In early elementary grades, which of the following activities would be most effective in supporting decoding skills and high-frequency word recognition?
daily exposure to a variety of genres and texts
frequent opportunities for oral language development
routine independent student writing opportunities
practice developing metacognitive skills during independent reading
Students are reading decodable readers after a lesson on the consonant digraph /th/. The teacher's use of decodable readers is most effective for beginning readers for which of the following reasons?
Decodable readers give students opportunities to practice structural analysis skills necessary for decoding academic vocabulary.
Decodable readers give students opportunities to reinforce phonics skills aligned to the scope and sequence of classroom instruction.
Decodable readers expose students to new phonics skills prior to instruction, thus building background knowledge and improving reading accuracy.
Decodable readers expose students to a variety of genres and text structures, thus increasing background knowledge and supporting reading comprehension.
A secondary school teacher engages students in frequent word study of select words aligned to the current science unit and provides explicit instruction in independent word analysis strategies, such as morphemic, structural, and contextual analysis. This approach is most effective in supporting the development of which of the following skills?
disciplinary literacy skills
orthographic skills
early literacy skills
phonological skills
A local meteorologist is scheduled to speak to a science class about local weather patterns. Which of the following instructional approaches would be most effective in promoting the listening comprehension of English language learners (ELLs E L L's ) prior to the meteorologist's visit?
distributing dictionaries and instructing students to copy the definitions of weather-related terminology in their notebooks
pre-teaching the academic vocabulary and concepts the meteorologist will reference during the presentation
assigning a variety of expository (informational) texts on weather for independent reading to build background knowledge
reading aloud a narrative text set around a major weather event and sharing personal connections to the text
A reading teacher meets with each student weekly to set, adjust, and maintain individualized reading goals. This evidence-based approach is likely to be most effective in achieving which of the following instructional goals?
improving students' reading motivation by developing feelings of self-efficacy as readers
supporting student reading goals effectively and efficiently by providing opportunities for independent reading
fostering students' interest in reading by creating a personalized library for students
exposing students to a variety of reading materials and genres by curating a classroom library
A middle school reading class is beginning a novel unit on historical fiction. The teacher would like to foster students' interest and self-efficacy in reading during the unit. Which of the following instructional approaches would support the teacher's goal?
allowing students to choose a novel of their interest from a list of historical fiction novels
requiring students to annotate throughout each chapter during the novel study
requesting students compose a summary of each chapter in the novel
reviewing decoding and word recognition strategies prior to reading each chapter
