| Question | Answer |
| bloom's taxonomy can be used to assist the kindergarten teacher in | developing questions for read aloud discussions |
| which of the following words has a digraph | chip |
| vocabulary knowledge is a significant predictor of | reading success |
| which sentence describes helpful classroom strategies for struggling readers | during small group reading instruction, provide instructional level decodable texts so that students have the change to spply the alphabetic princuple |
| which of the following sentences does not apply to graphic organizers | graphic organizers increase understanding of the decoding process |
| which sound is the onset of the word big | /b/ |
| effective reading instruction includes explicit, systematic instuction in blending letter sound correspondences recognizing high frequency and irregular words, using common spelling syllable pattersn and stuructural analysis these are examples of | phonics and word study instruction |
| studyents who are struggling readers benefit from all of the following except | implicit instruction in phonics |
| how many phonemes are in the word straight | 5 |
| un, con, est, and morph are all examples of | morphemes |
| being aware of own's own thinking processes during reading, such as focusing one's attention, noticing when one is not understanding what is read, and processing information is known as | metacognition |
| phonological awareness | refers to the more general understanding of the sound structure of words and sentences |
| identify the definition of a morpheme | smallest unit of meaning |
| during a phonemic awareness lesson the teacher says /m/ /a/ /p/ then the students say map the students are | blending |
| if a third grade student is reading text with 93% accuracy level he is | reading at his instructional level and you should use this level of text for reading instruction |
| phonemic awareness is the knowledge that | the words we speak are composed of individual sounds |
| which word includes a consonant blend | train |
| select the item that does not belong in the comprehension activity referred to as reciprocal teaching | first letter mnemonic |
| prosody is the ability to | read with proper expression |
| which of the following statements is not true of effective third grade comprehension strategy instuction | it is best taught implicity |
| identify the item below that is an example of research based multiple strategy comprehention instruction | reciprocal teaching |
| according to research which of the following is not one of the ways that students learn meanings of words indirectly | repeated exposure to active word building sequences |
| an effective approach to increase students reading speed is | repeated readings |
| the teacher has students review and practice previously taught letter sound correspondences read words containing those same correspondences and then has the students write words using those same letters writing during reading instruction | helps students to apply the alphabetic principle |
| which of the following demonstrates correct segmenting of the individual sounds in the word big | /b/ /i/ /g/ |
| teacher: listen as i say some words tell me which words begin with the same sound: big, boy, house. this is an example of | teaching phonemic awareness |
| how many phonemes are in the words three | 3 |
| what type of task is the following, teacher: i'm going to say a word and i want you to say the word one sound at a time, tap. student:/t/ /a/ /p/ | segmentation |
| which word has the same phoneme as the first phoneme in top | mixed |
| teaching students letter sound correspondences | prepare them for decoding words |
| morphemic analysis could be helpful when determining the meaning of which of these words | untie |
| which of the following sets of words is phonetically regular | mat, in, shape |
| the understanding that the sequence of letters in written words represents that sequence of phonemes in spoken words refers to | the alphabetic principle |
| to provide second grade students practice with automatic recognition of hig frequency irregular words, teacher can create sight recognition activities using words such as | because, does, again |
| vocabualry is important to the reading process because | readers must know what most of the words mean before they can understand what they are reading |
| which words from a story should a teacher identify to use for vocabulary instruction | important, useful, and difficult words |
| narratives | are stories that include elements of story grammer |
| the majority of children who struggle when learning to read | need systematic instruction in both word reading skills and in vocabulary and comprehension strategies in order to become good readers by 3rd grade |
| if you want to give students practice with auditory segmentation of 4 phoneme words so that they can repressent all of the speech sounds in one syllbale words, you could have them practice this skill with the following words | please, brain |
| phonemic awareness is the knowledge that | the words we speak are composed of individual sounds |
| what is the 3rd phoneme in does | /z/ |
| each students orally reads a grade level passage as the teacher records word accuracy. which students was reading at his/her instructional level | jose 94% |
| a word that contains an open syllable is | veto |
| which of the following scenarios would best help students build reading fluency | in pair, students orally read text assigned by the teacher |
| a test that is reliable is one that | gives consistent results |
| which of the following is not a component of reciprocal teaching | visualizing |
| the kwl comprehension strategy is designed primarily to be used with | expository text |
| for k-3 students who have not yet learned to read well, the following statement is true | listening comprehension is better than reading comprehension |
| fluency can best be defined as | speed, accuracy, and expression |
| offering students the support they need to accomplish tasks includes sequencing skills, modeling and explaining thinking processes, and providing corrective feedback. this type of support is called | scaffolding |
| Students in a middle school class have
been studying the battle of the Alamo.
The teacher plans a role-playing activity
to help structure whole-class discussion
about the Alamo. During the discussion,
one student will play the role of a
newspaper re | understand how differing points of
view affect spoken messages. |
| A fourth-grade class has been reading folk
tales from around the world. Which of the
following oral language activities would
be most effective in promoting students'
multicultural awareness and appreciation? | The teacher guides students to
discuss some features that folk tales
of various countries have in
common as well as some of the
unique features of each culture's
folk tales. |
| A teacher reads aloud a story to a student
who is in the emergent literacy stage
of reading development. The teacher
wants to assess the student's literal
comprehension of the sequence of events
in the story. Which of the following
assessment strate | providing the student with visual
aids to use in explaining what
happened in the story |
| A teacher regularly analyzes the attempted
spellings of emergent readers. In addition
to providing information about students'
spelling development, this approach
would best help the teacher assess
students': | ability to apply phonics skills. |
| A teacher reads aloud a story to emergent
readers. The teacher guides students to
discuss the story, focusing particular
attention on students' understanding of
the story's ending. Then the teacher
asks students to imagine and describe
another adven | promoting development of their
inferential comprehension skills. |
| 6. A teacher is planning an activity in
which students will count the phonemes
contained within various words. The
teacher begins by selecting words with | stamp |
| A teacher is working with a group of
students in the emergent literacy stage of
reading development who have had little
experience with books. Which of the
following instructional activities would
best promote the students' understanding
of the rela | The teacher displays a big book and
points to each word as she reads the
book aloud. |
| Which of the following strategies would
best promote beginning readers' automatic
recognition of high-frequency, irregular
sight words? | having the students engage in
repeated readings of familiar texts at
their independent reading levels |
| To promote students' reading fluency,
a fifth-grade teacher plans activities in
which students and their assigned partners
will engage in repeated oral readings.
When the teacher assembles reading
materials for this purpose, it would be
most importa | both partners are capable of reading
aloud with no more than 5 word
recognition errors per 100 words
of text. |
| Students in a middle school class are
learning about the westward movement
of pioneers in the United States during
the nineteenth century. The teacher plans
to have students read several selections
on this topic and then prepare reports.
The teacher | providing Alicia with opportunities
to talk about how her own
experience of moving to the United
States compares with the pioneers'
experiences described in the
assigned readings |
| Ms. Lennox, a social studies teacher, and
Mr. Vale, a reading teacher, work with a
group of middle school students. Early in
the school year, Ms. Lennox mentions that
the students are having difficulty retaining
information from their geography textb | Encourage the students to preview
the text to anticipate its content and
recall related knowledge. |
| A middle school teacher wants to improve
students' comprehension of informational
texts by helping the students analyze
comparison/contrast text structures.
Which of the following instructional
strategies would best address this goal? | The teacher helps students create a
Venn diagram to summarize a
comparison/contrast text. |
| Students in a middle school class have
been learning about active and passive
verbs. Which of the following instructional
activities would best help students
recognize and understand differences
between the active and passive voice? | Working with partners, students
convert passive sentences to the
active voice; then the teacher guides
students to discuss how these
changes affect tone and meaning. |
| Which of the following upper-elementary
students would benefit most from the use
of word processing equipment for writing? | Neil, who is often discouraged by
the time-consuming process of
revision |
| For the past week, students in
Ms. Burgess's fifth-grade class
have been writing original stories.
Ms. Burgess observes that some students
are spending their daily writing period
adding on to their stories, making them
longer but not necessarily bet | asking students to think about
what parts of their story are most
important and whether they have
described these parts clearly and
effectively |
| A middle school teacher wants to help
students learn how to offer constructive
feedback when they confer with their
partners during the initial stage of a
writing project. Which of the following
guidelines for students would be most
appropriate in t | Respond to your partner's planning
so far, and suggest ideas that he or
she may not have considered. |
| A middle school teacher designs an
activity in which students watch a twentyminute
film with the sound turned off.
Periodically, the teacher stops the film,
and students discuss what they have seen.
This instructional activity is most likely to
prom | helping students interpret and
evaluate visual images in film by
focusing attention on visual details |
| Which of the following instructional
strategies would best help fourth-grade
students learn to self-monitor their reading
comprehension? | The teacher displays a passage,
reads it aloud, and models a thinkaloud
approach by pausing to
question herself about the meaning
of what she is reading. |
| The questions on the "characters"
branch of the story tree are most likely
to strengthen students' inferential
comprehension by prompting the
students to: | evaluate motives behind actions |
| Mr. Wiggins's use of the story tree is most
likely to help students develop which of
the following reading skills? | critical analysis of literature |
| Which of the following uses of the story
tree would best help students apply
metacognitive skills to enhance their
comprehension? | Encourage students to ask
themselves questions similar to
those in the story tree when reading
or writing stories independently. |
| After finishing the unit on fantasy,
Mr. Wiggins's class is now moving on to
a unit on historical fiction. Which of the
following questions should Mr. Wiggins
ask his students in order to promote most
effectively their understanding of the
relations | Which branch or branches of the
fantasy story tree contain questions
that could also be applied to a story
tree for historical fiction? |
| According to the Texas Essential
Knowledge and Skills (TEKS), students
in the sixth grade should be able to use
graphic sources of information to address
research questions. Students are most
likely to develop these skills if they have
had opportuni | create their own tables and charts
summarizing the results of a peer
survey on an age-appropriate topic |
| Brendan's performance on this worksheet
suggests that he would benefit most from
reading instruction to strengthen his: | inferential comprehension |
| Given Brendan's responses to the
questions on the worksheet, which
strategy would most likely have improved
his comprehension of this passage? | asking himself if he understood
what was meant by the last sentence
in the selection |
| Which of the following modifications to
the chart would best promote development
of students' study and inquiry skills? | adding a fourth column labeled
"What We Still Want To Learn
About This Topic" |
| When reviewing this paper with the
student, the teacher should suggest which
of the following revisions? | reorganizing the paper to make the
sequence of ideas more logical |
| Generally speaking, which of the
following prewriting activities would be
most effective in helping fourth graders
write coherently about a favorite memory
or other personal experience? | Individual students describe their
experiences to a partner before
beginning to write. |
| A middle school teacher frequently has
students perform semantic mapping
activities before and after assigned
readings. Which of the following
statements best explains the primary
rationale for this instructional strategy? | Organizing reading material in new
ways highlights connections among
ideas and enhances students' shortterm
and long-term recall of the
material |
| Which of the following additional
guidelines for scripting oral presentations
would be most important for the teacher to
include in this list? | Provide strong supporting examples
to clarify and illustrate the main
ideas of your oral presentation. |
| Which of the following recommendations
would be most appropriate for the teacher
to make when advising students about
visual aids for their oral presentations? | Minimize the use of text in visual
aids and use concrete, precise
wording to facilitate readability. |
| Students in a middle school class are
working in small groups to produce and
videotape mock newscasts. To help
students prepare for this activity, the
teacher leads a class discussion about
videotaped excerpts from nationally
televised news programs | consider how visual images can be
used to highlight ideas and influence
viewers' perceptions. |
| The writing sample shown above
demonstrates the student's correct use of
commas to separate: | two independent clauses joined by a
coordinate conjunction. |
| Based on this writing sample, which of the
following types of spelling instruction
would be most effective in promoting the
student's spelling development? | teaching the student to recognize
and spell words that are pronounced
the same but spelled differently |
| This instructional activity is most likely to
promote development of students' study
and inquiry skills by: | helping students understand the
difference between recording and
analyzing information. |
