Reading Praxis Study Material 2 – Flashcards

Use the information below to answer the following question. Sarah looked forward to her family's vacation at the shore. She loved building sand castles and searching for beautiful shells. Even on a day with rain, Sarah had fun staying indoors playing cards and board games with her family. Question: A second-grade student makes several miscues when orally reading the passage above. Which of the following shows an error in decoding a word containing a vowel digraph? A. Pronouncing "cords" for "cards" B. Substituting "chore" for "shore" C. Saying "ran" for "rain" D. Omitting the "l" in "playing"

Later I found my old camera with one picture left I took a picture of my dog and I sent in to my uncle he loves dogs. Question: A student wrote the sentence above in a journal. Which of the following teacher actions will most likely help the student improve his or her writing? A. Having the student read aloud the journal entry and add appropriate punctuation where needed B. Providing a list of rules for capitalization that the student can use for reference C. Suggesting that the student add adjectives to his or her writing to make it more descriptive D. Circling misspelled words and having the student use a dictionary to find the correct spellings

A student who reads with expression, appropriate phrasing, and good inflection, is described as reading with A. generalization B. inference C. intensity D. prosody

After studying a classic novel, which of the following instructional activities should a middle school reading teacher include in a lesson to best promote student higher-order thinking? A. Creating a backstory for a secondary character in the novel that explains his or her behavior in the book B. Reading other texts by the same author and then identifying character similarities across texts C. Answering comprehension questions that require textual evidence to support the answers D. Viewing an excerpt of a video version of the novel to observe the character interaction and setting

Use the excerpt below to answer the question that follows. Although the creative process of screenwriting owes a great deal to the history and development of the theater, the two art forms differ. In a play, the bulk of what is on the page is the characters' dialogue; in a screenplay the balance shifts toward scene description, the scene description, the actions of the characters, and the visuals the audience sees. Put another way, the play depends upon the words of the characters to carry the weight of the storytelling, while a screenplay (and the film made from it) depends on the actions of the characters. Question: Which of the following organizational patterns is used in the passage? A. Compare and contrast B. Chronological order C. Problem and solution D. Argument and counterargument

Which list of words is most appropriate in assessing student knowledge of the /t/ sound for the suffix "-ed"? A. Wanted, sorted, branded B. Ticked, ditched, nipped C. Fringed, dodged, hummed D. Attached, angled, invented

During parent conferences, the parents of a student ask the teacher to explain their child's stanine score of 8 in the area of reading comprehension. Which of the following responses most accurately describes the student's score? A. The student is performing at a level expected of students of the same age. B. The results indicate limited achievement in the measured area. C. The student is performing below grade level compared with grade-level peers. D. The results show above-average achievement in the measured area.

How many phonemes does the word "shade" have? A. 4 B. 3 C. 5 D. 2

I reread the paper carefully for all errors. I checked the paper for complete sentences. I double-checked for correct spelling. I capitalized all proper nouns. Question: At which stage of the writing process would the above checklist be most helpful for third-grade students to use? A. Rewriting B. Editing C. Revising D. Drafting

A first-grade teacher plans to instruct students in the decoding strategy of dividing phonetically regular words into onsets and rimes. Which of the following words is best for the teacher to use to most effectively model the skill? A. Stop B. Catch C. Break D. Want

Which of the following is/are the most important criterion/criteria when identifying a quality informational text? A. Controlled vocabulary for ease of comprehension B. Illustrative attractiveness and design C. Accurate information and cohesiveness of ideas D. Location aids, such as an index

During a reading lesson, a teacher shows students five cards. Each card contains the picture of an object and the name of the object. The five objects are an igloo, an umbrella, an egg, an octopus, and an apple. The students look at each object and say the word for the object. Which of the following vowel sounds is the focus of the lesson? A. Beginning short vowel sounds B. Middle short vowel sounds C. Beginning long vowel sounds D. Middle long vowel sounds

Which of the following is the first step a parent can take to promote phonological development in a child? A. Teach all the letters of the alphabet B. Play rhyming games with one-syllable words C. Play a game taking turns blending simple words D. Provide computer software games on letter-sound identification

A fifth-grade teacher asks students to complete the following writing assignment. Nonfiction Text Assignment. Read the short article titled 'Protection for Coral Reefs'. Then write a paragraph in which you do the following: 1. Identify the author's message or purpose for writing the article. 2. Provide three pieces of evidence from the article that supports your statement in 1. The assignment can best be used to assess students' mastery of which of the following reading-content standards? A. Verifying facts presented within a text through the use of multiple sources B. Recognizing contradictory statements made by an author within a text C. Making an inference by connecting ideas within a text D. Comparing the viewpoints of different authors among multiple texts

A fifth-grade teacher asks students to complete the following writing assignment. Nonfiction Text Assignment. Read the short article titled 'Protection for Coral Reefs'. Then write a paragraph in which you do the following: 1. Identify the author's message or purpose for writing the article. 2. Provide three pieces of evidence from the article that supports your statement in 1. Which of the following modifications to the assignment will most appropriately accommodate an English-language learner writing at the intermediate level of English-language proficiency? A. Identifying the author's purpose for the student B. Providing the student with relevant sentence stems C. Requiring the student to list only one piece of evidence D. Translating the article into the student's first language

Research supports that highly skilled readers A. recognize whole words without examining individual letters B. use context to anticipate words C. read almost every word D. go directly from print to meaning without studying each word

Indicate whether the following descriptions are true or false regarding explicit teaching. Explicit teaching begins with little teacher input and moves towards extensive teacher support for student learning.

Indicate whether the following descriptions are true or false regarding explicit teaching. Students have multiple opportunities to practice a skill on their own and to receive teacher feedback as needed.

Indicate whether the following descriptions are true or false regarding explicit teaching. Teacher modeling of the skill or strategy is one of the steps in explicit teaching.

Indicate whether the following descriptions are true or false regarding explicit teaching. The first step in explicit teaching is to set a purpose for what the students are about to learn.

Indicate whether the following descriptions are true or false regarding explicit teaching. Student inquiry, independent exploration, and hypothesis creation are important parts of explicit teaching.

A third-grade class is studying polar bears in their social studies class. Their teacher prepares the following writing assignment: How would the story of "Goldilocks and the Three Bears" be different if it took place near the Arctic Circle? Question: The assignment helps to develop which of the following? A. Making connections between previous experiences and reading selections B. Comparing and contrasting settings, characters, and events C. Drawing conclusions about how setting affects a story D. Understanding basic plots of fairy tales, myths, folktales, legends, and fables

Words that cannot be sounded out according to regular pronunciation rules are called irregular words. Which list below contains irregular words? A. Man, came, well, in B. We, him, get, so C. Do, said, was, of D. How, had, make, not

When teaching students how to use structural analysis to learn new words, which of the following words would best lend itself to this skill? A. Help B. Abnormal C. Maintain D. Detail

To encourage students to write more descriptive essays, a fourth-grade teacher asks the students to write an essay about a memorable moment. Which of the following strategies can the teacher incorporate to support the students in that area? A. Asking the students to make a list of sensory images B. Encouraging the students to use a thesaurus to find synonyms for some of their word choices C. Explaining how the students can incorporate transition words D. Suggesting that the students combine sentences

Indicate whether each statement below describes criterion-referenced or norm-referenced tests. Most of these tests have a cut score, which determines success or failure based on an established percentage of correct answers

Indicate whether each statement below describes criterion-referenced or norm-referenced tests. This test is most appropriate to use when an educator wants to assess the specific concepts or skills a student has learned through classroom instruction.

Indicate whether each statement below describes criterion-referenced or norm-referenced tests. This test uses percentile rank and grade-equivalent scores.

Indicate whether each statement below describes criterion-referenced or norm-referenced tests. This test is useful when educators want to make comparisons across large numbers of students or make decisions on student placement (in K-12 schools or college) and grade advancement.

A fourth-grade class read Marvin and the Mean Words, by Suzy Kline. In the story, Marvin, a boy who likes to tease others in his class, thinks he overhears his teacher saying that she hates him. Though it turns out to be a big misunderstanding, Marvin is flooded with feelings of rage and insecurity. After reading the story, a student wrote the following in a response journal.Marvin is getting better at respecting other people because he learned that mean words can hurt.The student's writing best exemplifies which of the following categories of response? A. Character identification B. Character assessment C. Visualizing setting D. Making predictions

A sixth-grade student ranked at the 23rd percentile on the Woodcock-Johnson III Tests of Achievement. The correct interpretation of this score is that the student scored as well as or better than A. 77% of the norming population B. 23% of the norming population C. 77% of the students in the class D. 23% of the students in the class

Which of the following statements best describes test reliability in both formal and informal assessments? A. The test measures what it is supposed to measure. B. A student's achievement is consistently measured in comparison to that of others of the same age. C. Test results measure skills closely related to the school-based curriculum. D. A student's performance would be generally consistent if the same test was administered a number of times.

Which of the following is an effective instructional strategy for helping kindergarten students develop an understanding of concepts about print? A. Exposing students to a variety of rhyming texts B. Finger tapping to count phonemes in words C. Facilitating guided practice of visualization techniques D. Modeling how to track during shared reading

A teacher wants to describe to the class a rule associated with adding a silent "e" to the end of a consonant-vowel-consonant (CVC) word. The best approach is to tell the students that when a silent "e" appears at the end of a CVC word, it cannot be heard but it will A. make the other vowel have a long sound B. make the other vowel and consonants have a blended sound C. make the other vowel have a short sound D. change the other vowel into a long "e" sound

Which of the following words contains the soft sound of "g"? A. Wiggle B. Thought C. Urgent D. Guilt

A first-grade student shows evidence of phonological awareness but has difficulty segmenting words into phonemes. Which of the questions below is likely to be the most challenging for the student to answer? A. Listen to these word parts: /p/ /i/ /ck/. What is the word? B. Which of these two words rhyme: "fun," "sun," or "tan"? C. Listen to this word: "sad." How many sounds do you hear? D. Which of these two words have the same medial sound: "fit," "bin," "can"?

During a writing conference, a sixth-grade teacher notices that a student needs help with organization of ideas. Which of the following questions is most likely to promote growth in this area? A. Does the conclusion summarize all your ideas? B. Do the examples support the ideas in each paragraph? C. Where can more details be added? D. Does the topic sentence grab the attention of the reader?

A middle school teacher wants students to support their ideas with evidence from the text they are reading. Which of the following strategies will best help the teacher achieve this goal? A. Responding to comprehension questions orally B. Recording student questions on sticky notes C. Illustrating memorable scenes on art paper D. Writing a response in a double-entry journal

Which of the following concepts is best supported by current research on emergent literacy? A. Children begin their literacy learning when they enter school. B. Reading and writing development have distinct beginning and ending points. C. Reading and writing develop in children concurrently and in interrelated ways. D. Children begin their literacy learning after having mastered basic letter-sound skills.

Which of the following is an example of internal conflict? A. "All the way home, Emilio felt angry with himself. Why couldn't he have spoken up at the meeting? Why was he always so shy?" B. "Juanita and Marco disagreed about where they should take the money they had found." C. "In the high winds, the crew was barely able to keep the sails from dipping sideways. Each time the wind accelerated, the crew almost lost the boat." D. "Celine struggled to walk through the cold, blowing wind."

During a writing lesson, Ms. Richards asks her students to identify a writing audience, a list of writing topics, and a purpose. Ms. Richards' class is most likely working on which of the following stages of writing? A. Publishing B. Editing C. Drafting D. Prewriting

Bandwagon Testimonial Rewards Glittering generality Question: The above mentioned devices should most likely be taught when studying which of the following genres? A. Narrative B. Biographical C. Persuasive D. Poetry

Which of the following is most likely to promote an adolescent's motivation to read through curriculum design? A. Aligning content and skills to state standards B. Offering students a choice of supplemental reading materials C. Offering cross-age and peer-tutoring programs D. Monitoring student growth through frequent formative assessments

Which of the following strategies is appropriate for teaching students to automatically recognize high-frequency words? A. Encouraging students to sound out a word when it is encountered B. Asking students to make a picture dictionary using those words C. Inviting students to create new words by adding or deleting sounds D. Presenting a word visually and asking students to say it

A teacher wants to expose students to a wide range of genres. One week the teacher has students select a book in which a moral is taught and animals speak. The genre of literature students are being asked to check out can best be described as A. fable B. myth C. folktale D. legend

Which of the following teacher interventions is most effective when readers lack the knowledge to read a text on an unfamiliar topic? A. Teaching new vocabulary as a pre-reading step B. Providing relevant background information C. Questioning students to determine prior knowledge D. Reading the text aloud before asking students to read silently

Which of the following is a research-based method for improving a student's reading fluency? A. Providing students many opportunities to reread the same passage B. Teaching students to recognize story structure C. Encouraging students to use context clues to determine word meaning D. Providing direct instruction on self-questioning

The best way to develop students' metacognitive skills is for teachers to do which of the following? A. Give students a few global prereading questions to guide their reading. B. Advocate and model the use of self-questioning strategies during reading. C. Have students memorize the new vocabulary words needed to comprehend the reading selection. D. Provide opportunities for students to write comprehension questions for one another.

A teacher has students read a passage and then asks the students to think about the following questions. Why does the writer use these words to describe the situation? What types of adjectives and adverbs does the author use for description? What are the denotations and connotations of the words the author uses? By asking these questions, the teacher is primarily helping students understand which of the following? A. Setting B. Characterization C. Tone D. Theme

Which of the following is a critical thinking skill essential for students to develop when learning web research skills? A. Citing sources accurately and appropriately B. Cross-checking facts to ensure reliability of information C. Learning how to navigate to find relevant content D. Attributing the words and ideas of others on reports and projects

While reading an informational passage, a student comes to the word "lead" and engages in the following think aloud. I recognize this word and know that it can be pronounced in different ways depending on how it is used. "Lead" is a chemical that is sometimes used to make things like pipes. "Lead" can also be a verb that means to guide. I need to read to the end of the sentence and think about which pronunciation and definition makes sense in this passage. Question: Which of the following best describes the process the student used to gain understanding of the word? A. Orthographic B. Phonological C. Meaning D. Context

A teacher is designing an instructional plan for a small group of students who are having difficulty decoding unfamiliar multisyllabic words. The most appropriate approach to address the students' need is to teach them to A. sound out multisyllabic words phoneme by phoneme B. clap out the number of syllables in multisyllabic words C. memorize grade appropriate word lists that contain multisyllabic words D. look for affixes and morphemes in multisyllabic words

A teacher is concerned that many intermediate-level students use nonstandard English patterns in their speech and writing. A colleague who has kept abreast of recent trends is most likely to advise the teacher to A. provide extensive practice using written exercises that require students to make choices between standard and nonstandard word forms B. insist that the students be more consistent in using standard forms in oral communications at school C. provide experiences from which the students can conclude that different usage styles are appropriate in different situations D. encourage students to be more consistent in using standard forms in oral communications outside of school

Which of the following best describes an appropriate purpose for collecting data from an annual statewide reading assessment? Select all that apply. A. Identifying overall strengths and weaknesses in reading instruction B. Monitoring changes in students' reading skills over a school year C. Identifying student populations in need of extra reading support D. Setting school-wide goals for student performance in reading E. Categorizing strengths and weaknesses of specific curriculum used within a district

A teacher is searching for an assessment tool that will provide specific information to guide instruction in order to improve each students' writing abilities. Which of the following is most likely to assist the teacher in this goal? A. A holistic scoring rubric B. An analytic scoring rubric C. A standardized test D. An attitude survey

A teacher is planning instruction for two students. One student makes oral reading errors due to over-reliance on contextual strategies. The other student makes errors based on inadequate graphophonic analysis. Based on the information given, which of the following statements is most likely true? A. The two students require very different types of intervention to address each student's individual weakness B. Both students require explicit decoding instruction and frequent opportunities for practice C. Despite the errors, the student who makes oral reading errors due to over-reliance on contextual strategies will still be able to accurately comprehend the text. D. The student who relies on contextual strategies will not have as many decoding errors as the student with inadequate graphophonic skills.

A primary advantage of using a student portfolio as an alternative to traditional tests and performance measures is that this type of assessment A. contains only exemplary work B. does not require a grade to be assigned C. measures student achievement over time D. contains only work selected by the student

A teacher administers several word inventories and one particular student regularly misses the following words. Remark Swerving Chord Squirt Dessert Bigger Question: According to the data, on which of the following does the teacher most likely need to focus? A. R-controlled vowels B. Consonant digraphs C. Double consonants D. Suffixes

During instruction, a teacher frequently asks questions to gauge students' level of understanding of the content and concepts being taught. Which of the following instructional tools is the teacher using? A. A teachable moment B. Formative assessment C. Summative assessment D. Closure

Which of the following reading tasks is most likely to be enhanced by scanning an expository text? A. Evaluating the scope and validity of the information B. Getting a general overview of the structure of the piece C. Analyzing the author's perspective on the topic D. Locating a specific piece of information quickly

Mr. James, a kindergarten teacher, reads a story aloud to his students. As he reads, he asks the students to identify which sound is the same in the words "pig," "pumpkin," and "pail," three words mentioned throughout the story. Which phonemic-awareness skill is he practicing with the students? A. Phoneme segmentation B. Phoneme blending C. Phoneme identity D. Phoneme categorization

A student has completed the following word sort: Flaps Table Cat Fail Mask Aim Slab Mats Question: Which of the following did the student sort incorrectly? A. Flaps B. Aim C. Cat D. Mats

Which of the following informal diagnostic procedures requires students to provide appropriate words to complete the sentences in a reading passage in which words have been deleted in a systematic fashion? A. Running record B. Cloze technique C. Informal reading inventory D. Oral reading interview

A high school literature teacher has students engage in a close reading of a literary passage. The teacher states: "As students read, I walk around the classroom and observe their annotations. I encourage students to mark sections of text that they don't understand and I look for patterns in their responses." Question: Based on the statement, the teacher's next best step is most likely to A. evaluate strengths and weaknesses in students' passage-based vocabulary knowledge B. organize students in mixed-ability pairs to orally reread the piece C. provide students with an alternate version of the piece at a lower readability level D. use the recorded comments as a formative assessment to drive further instruction

Ms. Rulo prepared the following notes on Laura, a sixth-grade student: Laura is very attentive in class. However, whenever a passage is read aloud, Laura cannot answer literal comprehension questions correctly. Question: According to the information above, in which of the following does Laura first need direct instruction and guided practice? A. Making predictions B. Drawing conclusions C. Organizing information D. Recalling facts

First-grader Matthew knows initial and final consonants and also uses but confuses some medial short vowels. He does not use blends and digraphs often, if at all. Matthew is ready to study blends and digraphs with pictures and mixed-vowel word families. Which of the following stages of spelling development describes Matthew? A. Emergent B. Letter-name C. Syllable and affix D. Derivational relation

Which of the following statements is true of the main idea of a text? A. The main idea is the subject matter of the text. B. The main idea is provided in the topic sentence. C. The main idea summarizes the central thought of the text. D. The main idea is repeated in the first sentence in each paragraph.

Fill in each blank with a word from the list that best serves as an example of the syllabication rule. tennis tackle music idle • When a syllable ends in a vowel, the vowel is long, as in . • When a syllable ends in a consonant, the vowel is short, as in • Divide a word between two like consonants, as in . • When a consonant lies between two vowels, divide the word after the first vowel, as in .

My vacation was excieting. We did many interesting things. We went to the beach. We played in the sand and collected delicate shells. It was really hot so we went in the ocean. We played games in the water. We had an amazing time. A student wrote the paragraph above about summer vacation. Which of the following areas should the teacher most focus on during a writing conference with the student? A. Word choice B. Sentence variety C. Spelling D. Fragments and run-on sentences

Ms. Mattis wants to informally assess her student's directionality skills to identify which students need additional practice. Which of the following questions can she ask to informally assess this skill? A. How did you know what that word was? B. Where do you start reading? C. Did you miss any words as you read? D. Did that sound right?

When the letter combination [or digraph] "a" and "i" appears in a syllable, it usually represents the sound of A. the "i" in kite B. the "a" in car C. the "a" in case D. the "a" in cat

Which of the following scenarios best demonstrates behavior of an emergent reader? A. A student opens a familiar book and recalls enough of the language and plot to pretend to read it without actually identifying any of the words. B. A student has a set of 26 cards with letters of the alphabet on them and stacks them to make a high structure. C. A student takes turns with a partner to read a chapter in a nonfiction book and then records new information. D. A student reads independently from a self-selected fiction book for fifteen minutes.

Mr. Stewart, a third-grade teacher, plans to assess a student's comprehension of a fictional story. He chooses an informal tool that has the following benefits. In addition to gathering data about what the student has understood, the assessment shows what the reader has added or inferred from the story. The assessment gives information about how the reader constructs the story and organizes a response. Information about the quality of a student's language and the thought processes in constructing a response can be collected. Question: Which of the following is most likely the assessment measure Mr. Stewart selects? A. Retelling B. Running record C. Open-ended prompts D. Anecdotal records

While observing a student reading, the teacher notices that the student does not match letters with their correct sounds. The student is most likely having problems with A. comprehension B. syntax C. graphophonic cues D. reading fluency

Teacher: What is the first sound in van? Student: The first sound in van is /v/. The teacher is assessing the student's ability to do which of the following phonemic awareness tasks? A. Phoneme isolation B. Phoneme categorization C. Phoneme blending D. Phoneme segmentation

Before reading a selection about pond life from a science textbook, a teacher asks students to write all that they know about the topic. Then the teacher asks several students to share their thoughts with the class. The teacher briefly points out similarities and differences in the students' concepts. Question: The primary purpose of the activity is to help the students A. establish stronger peer relationships by encouraging the use of a common vocabulary to describe experiences B. develop their speaking and listening skills in a particular content area C. read the text assignment smoothly and quickly when they come to it D. expand their schemata in order to construct meaning and retain information from the reading

Which of the following is a characteristic of the language experience approach (LEA) ? A. Use of a grade-leveled series of texts that are read aloud B. Emphasis on sequenced skills instruction and practice C. Focus on language as the bridge between the oral and written language D. Preteaching by using oral language activities and vocabulary words as a basis for predicting

Over time, a teacher builds a collection of students' personal narratives at various performance levels. During a writing workshop, the teacher shows students a genre-specific assessment rubric and displays an anonymous writing piece on the smartboard. Then, using the rubric, students work in small groups to evaluate the piece and share their assessments with the class. Question: Which of the following is the most likely goal of the instructional activity? A. To provide examples of style elements in effective written expression B. To illustrate for students bow to score a writing piece holistically C. To give students a clearer understanding of meeting expected standards D. To provide an opportunity to compare characteristics of various genres

A reading specialist conducts a workshop for teachers on use of the directed reading-thinking activity (DRTA) method of instruction. In the model, teachers ask students to first make predictions based on the title and cover of a book. At various points in the story, students stop reading and check the accuracy of their predictions. Predictions are then changed or clarified, and new predictions may be made based on new information the students learned while reading. The DRTA method of instruction is most likely to promote which of the following? A. Applying metacognitive skills to increase comprehension B. Using text structures to summarize C. Reinforcing use of word-recognition skills in context D. Increasing motivation to read independently

The following is a reader's response prompt that a fourth-grade teacher gives to students. Describe a time when you felt the same way as a character in the story. Question: The prompt best facilitates students' ability to A. identify implied themes within a text B. examine a text from multiple viewpoints C. make deeper connections to a text D. support arguments with textual evidence

Which of the following is the primary purpose of a norm-referenced test? A. Interpreting a student's performance using set criteria B. Measuring how well a student has learned content-specific knowledge and skills C. Indicating where a student performs in comparison to a group of similar students D. Evaluating a student's performance compared to a standard

Ms. Osborn teaches a variety of reading strategies to help her students become strategic readers. The strategies include predicting, previewing, monitoring comprehension while reading, generating questions, and summarizing. Which of the following most likely explains Ms. Osborn's purpose in teaching the strategies? A. Research has shown that reading comprehension improves when teachers provide explicit instruction. B. The school district mandates that students receive instruction in reading-comprehension strategies. C. Research has shown that only these strategies are effective. D. The school literacy coach has given workshops in the use of the strategies.

Which of the following is the most accurate statement about the process of language acquisition in young children? A. Young children understand full sentences at a relatively late stage in language development. B. Young children exhibit random, highly variable errors in sentence construction. C. Young children infer the underlying rules of language to which they are exposed. D. Young children require planned early instructional intervention to master the language's grammar.

A student and a teacher are reading aloud in unison. The teacher, sitting slightly behind the student, leads the oral reading. The teacher speaks into the student's ear and moves a finger under the words as they are read. This fluency-building strategy is known as which of the following methods? A. Neurological impress B. Reading while listening C. Paired reading D. Repeated reading

First-grade students Porter and Henry are working together in a learning center where they are listening to a series of words recorded by the teacher. Each student taps out the speech sounds they hear in the words and then checks with the other student to see if he agrees. The primary benefit of the activity for the students is that it A. reinforces phonemic awareness B. provides practice in working cooperatively C. helps develop auditory discrimination D. helps develop rhyming skills

A teacher asks students to search the Internet to locate information on a self-selected research question. Which of the following strategies is most effective for helping students locate the material needed to answer the questions? A. Finding the authorship and copyright information for various websites B. Comparing and contrasting different search engines C. Identifying key words to use in the search D. Skimming the information on various websites

After reading a story, a fourth-grade teacher asks the students to compare two characters. Which of the following graphic organizers is best for students to use for the activity? A. Venn diagram B. Cluster diagram C. Sequence chart D. Flowchart

Which of the following activities describes structural analysis? A. Identifying the beginning, middle, and ending sounds in a word B. Blending individual sounds to decode a word C. Counting the number of syllables in a spoken word D. Identifying the word-meaning parts of the word

Students in a sixth-grade class are preparing to give an oral report on a famous author they have researched. Which of the following strategies would be most effective for students to do before speaking to an audience? A. Providing a copy of the report to all students in the class B. Writing key words on note cards to refer to during the presentation C. Memorizing the report before the presentation D. Creating a media-based presentation from which to read the report

In a fifth-grade reading class, the teacher asks students to write a list of words associated with the American Revolution. Next the teacher draws three columns on the board and labels them "British," "American," and "Both." Students are asked to come to the board and write their words in the most appropriate column. The class discusses why each word belongs in the particular column. This vocabulary-development activity is known as which of the following? A. Semantic feature analysis B. List-group-label C. Using context clues D. OPIN

A first-grade class sorts word cards into categories provided by the teacher. Below is a result of the sort. A first-grade class sorts word cards into categories provided by the teacher. Below is a result of the sort. Which of the following skills does the chart shown best reinforce? A. Spelling of rhyming words B. Knowledge of vowel patterns C. Understanding of beginning consonant sounds D. Knowledge of consonant digraphs

A second-grade teacher uses an assessment tool for coding, scoring, and analyzing a student's oral reading behavior. Which of the following best describes the technique? A. Shared reading B. Reader's conference C. Process interview D. Running record

Which of the following is the best reason for using flexible grouping in the reading classroom? A. Flexible grouping allows teachers to tailor instruction to address students' changing needs. B. Flexible grouping ensures opportunities for students to have discussions around a common text with their peers. C. Flexible grouping allows students to get comfortable working with the same group of peers throughout the school year. D. Flexible grouping provides time for students to progress through a set of materials.

To promote family involvement in literacy activities, teachers can encourage parents to A. buy comics and story books B. get their child a library card C. discuss stories and experiences at home D. volunteer in the school's media center

Which of the following should be the primary focus when using a holistic rubric to score a writing assignment? A. The overall structure and quality of the writing assignment B. The appropriate use of vocabulary in the writing assignment C. The student's performance on a specific criterion D. The level of performance for each criterion

A fourth-grade teacher is developing a writing assignment, the goal of which is to help students persuade readers to agree with an opinion. Which of the following writing prompts is most appropriate for the assignment? A. Describe your favorite television show. B. Write a new episode of your favorite television show. C. How are the television shows you watch different than the shows your parents watched when they were your age? D. Should a limit be placed on the amount of time children spend watching television?

Phonemic awareness is important for later student reading development. Which of the following teacher prompts is best for building students' phonemic awareness? A. "Listen. I will clap the parts to your name. Jus... tin. How many?" (Students then count.) B. "Listen. Hat. Say it with a /b/ at the beginning." (Students then say "bat.") C. "Listen. If you are having fun, draw a ..." (Students then draw a rhyming word, such as sun). D. "Listen. Car. What is the last part?" (Students then answer "/ar/.")

Read the scenario below and then respond to all parts of the task in the space provided. The suggested time to spend on this question is 10 minutes. Scenario Mr. Collins has a heterogeneously grouped second-grade class of 28 students. He has observed that 7 of his second-grade students are reading below grade level; 10 others can answer literal questions but cannot make inferences; and 11. Mr. Collins has a 90-minute language arts block daily and incorporates reading, writing, listening, speaking, and viewing into the language arts blocks. He uses grouping to address his students' specific needs. The next day he will be teaching a lesson on birds. Tasks : 1) List specific instructional or learning activities that demonstrate effective classroom management strategies during the next day's 90-minute language arts block. Focusing on the topic of birds, your activities must address the reading needs of the following two groups: Group A: ten second graders who can answer literal questions but cannot make inferences Group B: eleven second graders who are proficient readers 2) Describe the specific instructional materials or types of instructional materials that would be appropriate to use with Group A and Group B, respectively. 3) Explain how the learning activities and the instructional materials you have identified would meet the needs of the students in Groups A and B, as they learn about birds.

Read the scenario below and then respond to all parts of the task in the space provided. The suggested time to spend on this question is 10 minutes. Information about the Student Julia, a fourth-grade student, has proficient decoding skills but below-average oral reading fluency skills. Her scores on a recent reading unit test indicate that she struggles with summarizing or identifying main ideas and supporting details of most stories. Julia scored below average on an activity that asked students to match synonyms and antonyms with appropriate vocabulary words. The classroom teacher's anecdotal records indicate that Julia is reluctant to participate in classroom discussions. During silent independent reading, Julia appears distracted and often asks classmates for help. Tasks : A) Based on the information provided above, identify and describe two reading difficulties that Julia is experiencing. Support each identified difficulty by including specific details about Julia's observed behavior. B) Describe two instructional strategies, one for each reading difficulty identified in Task 1, that Julia's teacher could use to help Julia improve her reading abilities. Be sure to explain how each strategy would benefit Julia by including specific references to Julia's reading behaviors. C) Describe two different assessment strategies that Julia's teacher could use to monitor Julia's improvement in reading during the school year. Be sure to include in your response the specific types of information to be collected from the identified assessments and how they will influence Julia's future instruction.

Read the scenario below and then respond to all parts of the task in the space provided. The suggested time to spend on this question is 10 minutes. Scenario To give his students a model of quality writing, Mr. Garfield provides them with the following excerpt from an informational text about volcanoes. A new volcano had just been born half a mile from a town on the tiny island called Heimaey (pronounced HAY-may) off the coast of Iceland. A few hours earlier, when Magnus went to bed, he had no idea that a gigantic plume of magma had risen from 8 miles beneath the earth to a spot just outside his town. Now the earth had split open in a mile-long gash, and a curtain of red-hot lava spurted 500 feet into the air. Magnus, who was mayor of the town, acted quickly. By eight o'clock in the morning, boats had taken about 5,000 people from Heimaey to safety on the mainland. All the chickens went by boat, too. Sheep got special treatment—they were flown out. About 300 people stayed behind, hoping they could do something to save their town. Hot ash that looked like fine black gravel fell in a dark blizzard that buried some of their homes. Lava flowed toward town, making a tinkling sound. Slowly, it covered and burned building after building in its path. Worst of all, lava crept toward the island's harbor. If it flowed much farther, it could close the mouth of the harbor, and hundreds of fishermen would have nowhere to bring their catch. Tasks 1. Identify the topics of two minilessons that Mr. Garfield can use to facilitate students' understanding of good informational writing. For each topic, choose one example from the excerpt that would be good for students to mimic. 2. Briefly describe a minilesson on one of the topics identified in Task 1. Be sure to include what the teacher and students will do during the minilesson. Explain how the instruction will foster students' growth in the area of writing.