Which of the following activities would best support a students ability to decode multisyllabic words?

A 6th grader who is advanced in most areas of reading has difficulty completing assigned reading selections. He appears motivated when he begins reading, but has difficulty keeping his attention on the task at hand. Which of the following would be his teachers best initial strategy for addressing this difficulty? A. Adapting the student's reading assignments to reduce their complexity and level of cognitive challenge. B. Telling the student that his grades will be based in part on his ability to improve his concentration when he works on reading assignments. C. Breaking down the student's reading assignments into small steps and helping him learn to monitor his own attention and progress. D. Managing the student's reading assignments so that he generally has only one to work on at any given time.

C. Breaking down the student's reading assignments into small steps and helping him learn to monitor his own attention and progress.

When creating lesson plans to promote specific reading skills, a teacher should make sure that:A. Each planned activity for students is designed to strengthen two or more specific reading skills.B. The targeted reading skills relate to an appropriate instructional progression and reflect students' needs.C. Each planned activity connects students' reading, writing, listening, and speaking skills.D. the targeted reading skills are grade-appropriate and taught to all students using the same instructional methods.

B. The targeted reading skills relate to an appropriate instructional progression and reflect students' needs.

An early elementary teacher could most effectively support at-home reading by:A. Sending parents/guardians a regular newsletter describing classroom reading activities.B. Sharing with parents/guardians important articles from professional reading journals.C. Recommending books that parents/guardians would likely enjoy reading with their children.D. Providing parents/guardians with periodic reports on their children's progress in reading.

C. Recommending books that parents/guardians would likely enjoy reading with their children.

A sixth-grade teacher wants to ensure that the classroom reading environment supports content-area learning for the English Learners in the class. Which of the following strategies is likely to be most effective in addressing this objective?A. Replacing classroom content-area books with simpler texts on the same subjects that the English Learners can understand more readily.B. Providing English Learners with grade-level, English-only content-area books to promote academic language.C. Making available in the classroom content-area texts at various levels that supplement and reinforce the information presented in students' textbooks.D. Setting up an area in the classroom where students can go to reread the content-area textbook quietly and independently.

C. Making available in the classroom content-area texts at various levels that supplement and reinforce the information presented in students' textbooks. Making available in the classroom content-area texts at various levels that supplement and reinforce the information presented in students' textbooks.

Of the following questions, which would be most important for a teacher to consider when interpreting the results of a reading assessment for a particular student?A. How did the student's performance on this assessment compare with that of the student's classmates?B. Are these findings sufficient to assign a grade to the student's performance?C. How do these findings relate to the student's performance on other recently administered reading assessments? D. Do these findings provide information about the student's ranking in regard to national norms of reading achievement?

C. How do these findings relate to the student's performance on other recently administered reading assessments?

A fourth-grade class includes two students with Individualized Education Programs (IEPs). When planning classroom entry-level and progress-monitoring assessments for these students, the teacher should:A. Make arrangements for the students to be tested in an environment that is quiet and free from distractions.B. Consult the Reading/Language Arts Framework for California Public Schools to determine appropriate assessments for students with IEPs. C. Recognize that these students may require additional time to complete their work on these assessments.D. Consult each student's IEP to determine any specific testing accommodations required for that student.

D. Consult each student's IEP to determine any specific testing accommodations required for that student.

A middle school teacher is preparing for the class to take the sixth-grade California Standards Test (CST) in English-language arts. The teacher believes that a student in the class with a Section 504 Plan would perform significantly better on the assessment if she were allowed to have frequent supervised breaks within sections of the test. Which of the following guidelines would be most important for the teacher to follow to ensure that arrangements for this student during the test are appropriate?A. Providing the student with this testing accommodation only if it is specified in her Section 504 Plan.B. Using good teacher judgment to determine if such an accommodation is warranted.C. Following whatever accommodations are generally recommended for students with Section 504 PlansD. Requesting testing accommodations for the student in writing at least eight weeks before the test is given.

A. Providing the student with this testing accommodation only if it is specified in her Section 504 Plan.

Midway through the year, a second-grade teacher convenes a student success team to plan additional support for a student who is performing somewhat below grade-level standards in reading. Other members of the team include the student and her parents, another teacher who works closely with the student, and a school administrator. In the context of developing an improvement plan for the student, which of the following pieces of information would be most important for the teacher to communicate to the success team?A. A comparison of the student's reading skills with those of her peers who are performing at grade level.B. A list of each of the formal and informal reading assessments that the student has taken so far during this school year.C. A list of appropriate formal reading assessments that could be used for the student's summative evaluations.D. A description of the student's assessed strengths and weaknesses that could serve as a foundation for addressing her needs.

D. A description of the student's assessed strengths and weaknesses that could serve as a foundation for addressing her needs.

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:A. Blend separate sounds in words.B. Recognize that a spoken word is made up of sounds.C. Understand the principles of phonics.D. Learn how to spell their own names.

B. Recognize that a spoken word is made up of sounds.*Careful...A sounds logical, but they aren't BLENDING anything with this particular exercise!

Which of the following informal assessments would be most appropriate to use to assess an individual student's phonemic awareness?A. Asking the student to identify the sound at the beginning, middle, or end of a spoken word (e.g., "What sound do you hear at the end of step?")B. Having the student listen to a tape-recorded story while looking at the book and then answer several simple questions about the storyC. Asking the student to identify the letters in the alphabet that correspond to the initial consonant sounds of several familiar spoken words.D. Having the student listen to the teacher read aloud a set of words with the same beginning sound (e.g., train, trap, trouble) and then repeat the words.

A. Asking the student to identify the sound at the beginning, middle, or end of a spoken word (e.g., "What sound do you hear at the end of step?")E.g., PHONEME = sound

A kindergarten teacher is preparing a student for a phonemic awareness assessment.Teacher: What is this a picture of? [The teacherdisplays a picture of a boat.]Student: A boat?Teacher: A boat, that's right. Now, let's say the word boat together very slowly: /b/.../ō/.../t/. [The student pronounces the word with the teacher.]Teacher: How many sounds do you hear? /b/.../ō/.../t/ .. [The teacher slowly repeats the word.]Student: Three?Teacher: That's right, three. Now, I'd like you to do this for some more words.This assessment would be an appropriate way to test the student's ability to perform which of the following phonemic awareness tasks?A. Counting and blending the phonemes in a word.B. Identifying onsets and rimes.C. Recognizing how many phonemes are contained in a word.D. Relating phonemes to letters.

C. Recognizing how many phonemes are contained in a word.Quick refresh: A syllable can normally be divided into two parts: the onset, which consists of the initial consonant or consonant blend (c in cat), and the rime which consists of the vowel and any final consonants (at in cat).

The use of rhyming texts for kindergarten read-alouds is likely to promote the reading development of kindergarten students primarily by:A. Fostering their phonological awareness.B. Increasing their vocabulary knowledge.C. Enhancing their understanding of story elements.D. Improving their letter recognition skills.

A. Fostering their phonological awareness.

Which of the following strategies would best help a kindergarten student who is having difficulty visually distinguishing between the letters "b" and "d"?A. helping the student focus on the directionality of each letter as the student traces it.B. having the student look for the letters within the text of a favorite picture book.C. repeating the name of each letter several times as the student points to the letter.D. encouraging the student to observe closely as the teacher writes the letters.

A. helping the student focus on the directionality of each letter as the student traces it.

14. A first grader can identify the letters of the alphabet and decode a number of simple words. He becomes confused, however, when tracking print in consecutive lines of print. Which of the following strategies is likely to be most effective in helping the student read a short paragraph of simple text?A. Help him sound out unfamiliar words included in the text before he attempts to read the entire paragraph.B. Have him use his finger or a marker as he reads the text.C. Help him increase his reading rate to improve his understanding of the continuity between words and sentences in the paragraph.D. Modify the paragraph by using a yellow highlighter to identify natural groupings of words and phrases within the paragraph.

B. Have him use his finger or a marker as he reads the text.

Which of the following instructional practices would be most effective in promoting kindergarten students' understanding of the alphabetic principle?A. routinely saying the sounds in words when writing the words on the board.B. creating a writing center in the classroom, stocked with paper and writing implements.C. labeling key objects in the classroom such as the clock and tables.D. stopping frequently during read-alouds to carefully pronounce and define important words.

A. routinely saying the sounds in words when writing the words on the board.The alphabetic principle is the understanding that words are made up of letters and letters represent sounds. If a child understands these letter-sound associations, he is on the way to reading and writing words.

An emergent reader frequently reverses some letters and numbers during writing tasks. Which of the following strategies would be most effective in helping this student develop more accurate letter formation skills?A. providing the student with supplemental practice writing lists of words that are spelled with the target letters.B. having the student practice tracing the target letter shapes with a finger while saying aloud the sequence of steps to form each letter.C. providing the student with a supplemental handwriting workbook that describes the formation of the target letters in a series of steps.D. encouraging the student to vocalize words when writing, especially when the words contain the target letters.

B. having the student practice tracing the target letter shapes with a finger while saying aloud the sequence of steps to form each letter.Emergent Readers (Levels D-J)Readers at this stage have developed an understanding of the alphabet, phonological awareness, and early phonics. They have command of a significant number of high-frequency words. (adsbygoogle = window.adsbygoogle || []).push({});

In the word chimpanzee, which of the following pairs of letters is a digraph?A. chB. mpC. anD. ee

A. chDigraph: A digraph is a single sound, or phoneme, which is represented by two letters. (ch, wh, sh, th. ck, gn, mb, etc.)

A kindergarten student has demonstrated the ability to write words phonetically, but she is reluctant to write because she is worried about misspelling words. The teacher could best promote the student's reading and writing development by:A. reassuring her that it is okay for now to express herself in writing by spelling words as they sound.B. giving her a spelling list of high-frequency sight words to copy and learn each day.C. helping her make a list of words that she already knows how to spell correctly.D. suggesting that she spend time copying some of the words found in her favorite stories.

A. reassuring her that it is okay for now to express herself in writing by spelling words as they sound.

During which of the following stages of spelling development do students typically begin to show an understanding of the correspondence between letters and sounds?A. precommunicativeB. semiphoneticC. phoneticD. transitional

B. semiphonetic1. PRECOMMUNICATIVE SPELLING is the “babbling” stage of spelling. Children use letters for writing words but the letters are strung together randomly. The letters in precommunicative spelling do not correspond to sounds. Examples: OPSPS = eagle; RTAT = eighty.2. SEMIPHONETIC SPELLERS know that letters represent sounds. They perceive and represent reliable sounds with letters in a type of telegraphic writing. Spellings are often abbreviated representing initial and / or final sound. Examples: E = eagle; a = eighty.3. PHONETIC SPELLERS spell words like they sound. The speller perceives and represents all of the phonemes in a word, though spellings may be unconventional. Examples: EGL = eagle; ATE = eighty.4. TRANSITIONAL SPELLERS think about how words appear visually; a visual memory of spelling patterns is apparent. Spellings exhibit conventions of English orthography like vowels in every syllable, e-marker and vowel digraph patterns, correctly spelled inflectional endings, and frequent English letter sequences. Examples: EGIL = eagle; EIGHTEE = eighty.5. CONVENTIONAL SPELLERS develop over years of word study and writing. Correct spelling can be categorized by instruction levels. For example, correct spelling for a corpus. . . words that can be spelled by the average fourth grader would be fourth grade level correct spelling. Place the word in this category if it is listed correctly.

Function words such as "to," "the," and "of" are most appropriately taught in the context of which of the following areas of reading instruction?A. phonics skills practiceB. structural analysis skillsC. academic-language developmentD. sight-word vocabulary

A first-grade teacher provides students with explicit, systematic phonics instruction to promote their reading development. When designing activities to teach letter-sound correspondences, the teacher should:A. provide reading opportunities for students to practice sounds in context after studying the sounds in isolation.B. make certain that students have mastered vowel sounds before focusing on consonants.C. ensure that students master the spelling of practice words using the target sound before teaching a new sound.D. include instruction in related consonant blends when introducing individual consonants.

A. provide reading opportunities for students to practice sounds in context after studying the sounds in isolation.

Early in the school year, a first-grade teacher wants to conduct an assessment of students' 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?A. The teacher pairs each student with a partner for shared oral reading of simple texts and makes anecdotal notes on their performance.B. The teacher meets individually with students and asks each student to write a list of words the student knows how to read.C. 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.D. The teacher prepares a list of grade-appropriate words, asks each student to try reading the words aloud, and records the results.

D. The teacher prepares a list of grade-appropriate words, asks each student to try reading the words aloud, and records the results.

Several first graders have mastered sounding out and blending words that follow simple short-vowel phonics patterns. Their teacher would like to help them begin to develop whole-word reading (i.e., automatic word recognition) of words that follow these patterns. Which of the following instructional approaches would be most effective for this purpose?A. using teacher read-alouds followed by echo reading and then choral rereading of the students' favorite texts that include some simple words.B. scheduling frequent silent independent reading practice of word lists based on the students' oral language vocabulary.C. providing modeling and guided student practice sounding out simple, regular words subvocally and then reading them aloud normally.D. exposing students to common environmental print to provide frequent exposures to everyday words and phrases.

C. providing modeling and guided student practice sounding out simple, regular words subvocally and then reading them aloud normally.

When reading aloud texts, a second-grade English Learner often makes errors in pronunciation that are unrelated to her ability to accurately decode the words. The teacher's best response would be to:A. write down words the student mispronounces and include them on a list for her to practice reading aloud.B. analyze the student's pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.C. encourage other students in the class to help the student work on improving her accuracy in pronunciation.D. help the student avoid having pronunciation errors count as reading miscues by stopping her and having her correct her own errors

B. analyze the student's pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.

Which of the following approaches would be most effective in helping first-grade students who have the prerequisite decoding skills learn to decode words that end in the inflectional morpheme -ing?A. explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection.B. using think-aloud during a guided reading to model how to use contextual analysis as a strategy for recognizing words ending in -ingC. having students practice reading word lists that include words ending in both the more familiar rime -ing as well as the inflection -ingD. teaching the inflectional ending -ing in the context of an instructional unit on identifying open and closed syllables in multisyllabic words.

A. explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection.

An eighth-grade teacher wants to help students improve their spelling of scientific vocabulary, including the terms listed below:barometercentimeterdehydratehydrogenmicroscopetelescopethermalthermometerWhich of the following instructional strategies is likely to be most effective for this purpose?A. showing students how to divide scientific terms into syllables to facilitate accurate spellingB. conducting practice drills to help students memorize the irregular spelling patterns of the wordsC. familiarizing students with the spelling and meaning of Greek morphemes in scientific termsD. helping students determine correct spellings by dividing the words into onsets and rimes

C. familiarizing students with the spelling and meaning of Greek morphemes in scientific termsETYMOLOGY

A sixth-grade teacher observes that several students have misspelled the word "pasteurize." After writing pasteurize and Louis Pasteur on the board, the teacher explains how Pasteur invented the process of "pasteurization." Students then discuss how the word Pasteur relates to the word "pasteurize." This instructional activity fosters students' reading and writing development primarily by:A. helping them learn to use etymology to improve spelling and decoding of multisyllabic words.B. helping them improve their ability to distinguish between similarly spelled words.C. motivating them to use orthographic patterns to expand their vocabulary knowledge.D. motivating them to improve their spelling and decoding through the use of systematic study skills.

A. helping them learn to use etymology to improve spelling and decoding of multisyllabic words.

A third-grade student who is an advanced learner has already demonstrated mastery of the derivational suffixes -ness and -ment, which will be the focus of an upcoming whole-class decoding and spelling lesson. Which of the following strategies for differentiating instruction for this lesson would be most appropriate for this student?A. having the student work on inflectional suffixes.B. teaching the student the content planned for the following lesson.C. encouraging the student to engage in independent silent reading.D. introducing the student to higher-level derivational suffixes.

D. introducing the student to higher-level derivational suffixes.

Which of the following word pairs are homophones?A. answer and replyB. playful and replayC. table and stableD. sight and site

A second-grade teacher would like to include independent silent reading as one of several approaches used to promote students' fluency development. When planning differentiated fluency instruction for individual students in the class, the teacher should keep in mind that using independent silent reading to promote fluency:A. is most critical for students whose sight-word knowledge is below grade level.B. should be limited to narrative texts in the early elementary grades.C. is most effective when students select texts at or above their instructional reading level.D. should be limited to students who have already acquired automaticity.

D. should be limited to students who have already acquired automaticity.E.g. students that are still struggling with basic reading skills can't complete silent reading? Out of ZPD?Automaticity is the ability to do things without occupying the mind with the low-level details required, allowing it to become an automatic response pattern or habit. It is usually the result of learning, repetition, and practice.

A fourth-grade student who reads grade-level narrative texts with fluency and excellent comprehension is struggling 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 student's fluent reading of this text?A. insufficient background knowledge to support basic comprehension of the textB. lack of experience with the academic-language structures used in the textC. insufficient monitoring of comprehension while reading the text D. lack of grade-level word analysis skills for accurate decoding of the words in the text

B. lack of experience with the academic-language structures used in the text

Which of the following instructional activities would best help upper-elementary English Learners develop intonations and rhythms of the English language to support fluent reading?A. 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 topicB. having the students record their own oral reading of a passage and then listen to the recording while silently rereading the passage C. giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads it aloud againD. encouraging the students to practice reading aloud a text in which stressed words and punctuation marks are highlighted

C. giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads it aloud again

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 students' needs?A. a cooperative silent reading activity, in which the students read the same passage together silently, stopping periodically to share their understanding of the textB. a repeated reading activity, in which each student takes several turns reading aloud a decodable passage to the other student while the other student follows along silently C. a paired reading activity, in which the students sit side by side and read a shared text aloud in unison, gradually increasing their pace as they proceed through the textD. a timed partner-reading activity, in which the students take turns silently reading a shared text for one minute while the other student keeps time and says when to stop (adsbygoogle = window.adsbygoogle || []).push({});

A. a cooperative silent reading activity, in which the students read the same passage together silently, stopping periodically to share their understanding of the text

A second grader has demonstrated the ability to decode individual words accurately, but she reads very slowly and laboriously. When the teacher tries to engage the student in oral reading activities, she says she feels "embarrassed" and would rather read silently. Which of the following modifications to instruction would be most appropriate and effective for helping this student improve her reading fluency?A. encouraging her to serve as an "audience" for other students' oral reading until she demonstrates willingness to read aloud herselfB. having her reread a text several times using whisper reading to build her fluency and confidence with respectto the textC. teaching her how to use self-monitoring as she reads to improve her literal comprehension and ability to read with prosodyD. providing her with explicit phonics instruction to improve her word identification skills before requiring her to read aloud

B. having her reread a text several times using whisper reading to build her fluency and confidence with respectto the text

Based on the student's reading performance on this assessment, instruction to increase the student's reading fluency should focus primarily on: A. enhancing the student's contextual analysis skills. B. promoting the student's automatic word recognition.C. improving the student's academic-language skills.D. expanding the student's oral vocabulary knowledge.

B. promoting the student's automatic word recognition.

When reading the last sentence of the passage, the student pronounces the word imagine as [ĭm mā' jīn]. Evidence from this assessment best supports which of the following interpretations of this word-reading error? A. The student recognizes the base word but is unaware of phonological shifts that apply to the derived form. B. The student is unfamiliar with syllabication rules governing medial consonants. C. The student does not apply the appropriate phonics generalizations to the last two syllables of the word.D. The student applies syllabication and phonics rules correctly but does not recognize the word.

D. The student applies syllabication and phonics rules correctly but does not recognize the word.

Lately, when choosing a book to read, a third grader who reads at grade level always selects books from a series that is written in a very formulaic style that does little to extend his conceptual or language development. The teacher's best response to this behavior would be to:A. avoid interfering with the student's selection of books as long as he finds his choices enjoyable.B. provide the student with books with similar themes or on similar topics that are more challenging for him.C. point out to the student some of the major limitations of the books he is choosing to read and ask him not to read those books at school.D. advise the student that he should choose books that will prepare him for the more difficult reading he will encounter in fourth grade.

B. provide the student with books with similar themes or on similar topics that are more challenging for him.

A second-grade student has limited vocabulary knowledge, which hinders the student's word recognition and reading comprehension. The student's oral reading is slow and labored, and the student typically spends the majority of independent reading time browsing through books, making little effort to read the actual words on the page. Research has shown that which of the following is most likely to happen if this student receives no instructional intervention?A. The student will always be behind average-performing peers but will achieve an adequate reading level to be academically successful. B. The student will naturally begin to show more interest and proficiency in reading as the student matures and will catch up with average-performing peers in third grade.C. The student will remain approximately at a second-grade reading level and will not be able to progress beyond this level.D. The student will begin to fall behind peers in reading development and will continue to fall further behind in later grades as texts include increasingly difficult vocabulary.

D. The student will begin to fall behind peers in reading development and will continue to fall further behind in later grades as texts include increasingly difficult vocabulary.

Which of the following statements best explains an important limitation of teaching students to rely on context as their primary strategy for determining the meaning of unfamiliar words in texts?A. Context clues have limited usefulness for students who already have well-developed background knowledge related to a text's subject or content.B. Using context to determine the meaning of an unfamiliar word disrupts students' reading fluency more significantly than simply consulting a dictionary.C. Explicit context clues about a word's meaning are not very common in most texts, while implicit contextual clues often require students to apply background knowledge they lack.D. Over-reliance on context as a word-learning strategy hinders students' vocabulary growth, since they should be learning most new words in direct vocabulary instruction.

C. Explicit context clues about a word's meaning are not very common in most texts, while implicit contextual clues often require students to apply background knowledge they lack.

A fifth-grade teacher is planning a multidisciplinary unit on water pollution. For this unit, students will read chapters from their social studies and science textbooks as well as relevant fictional narratives. These materials will also be incorporated into a variety of instructional activities designed to promote students' reading development. Which of the following statements best describes an important advantage of using a cross-curricular approach such as this unit to promote students' reading development?A. Interdisciplinary reading instruction provides more opportunities for teachers to tailor teaching strategies to the needs of individual students.B. Reading instruction that focuses on both literature and content-area texts helps students recognize and understand differences between written and oral English.C. Interdisciplinary reading instruction motivates students to apply a variety of word identification strategies to clarify the meaning of texts.D. Reading instruction that integrates a variety of related texts promotes deep processing of new vocabulary through multiple exposures to key words and concepts.

D. Reading instruction that integrates a variety of related texts promotes deep processing of new vocabulary through multiple exposures to key words and concepts.