ELA Prep Manual and Florida test
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| bloom's taxonomy can be used to assist the kindergarten teacher in | developing questions for read aloud discussions
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| which of the following words has a digraph | chip
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| vocabulary knowledge is a significant predictor of | reading success
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| 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
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| which of the following sentences does not apply to graphic organizers | graphic organizers increase understanding of the decoding process
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| which sound is the onset of the word big | /b/
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| 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
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| studyents who are struggling readers benefit from all of the following except | implicit instruction in phonics
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| how many phonemes are in the word straight | 5
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| un, con, est, and morph are all examples of | morphemes
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| 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
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| phonological awareness | refers to the more general understanding of the sound structure of words and sentences
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| identify the definition of a morpheme | smallest unit of meaning
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| during a phonemic awareness lesson the teacher says /m/ /a/ /p/ then the students say map the students are | blending
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| 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
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| phonemic awareness is the knowledge that | the words we speak are composed of individual sounds
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| which word includes a consonant blend | train
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| select the item that does not belong in the comprehension activity referred to as reciprocal teaching | first letter mnemonic
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| prosody is the ability to | read with proper expression
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| which of the following statements is not true of effective third grade comprehension strategy instuction | it is best taught implicity
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| identify the item below that is an example of research based multiple strategy comprehention instruction | reciprocal teaching
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| 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
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| an effective approach to increase students reading speed is | repeated readings
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| 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
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| which of the following demonstrates correct segmenting of the individual sounds in the word big | /b/ /i/ /g/
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| 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
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| how many phonemes are in the words three | 3
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| 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
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| which word has the same phoneme as the first phoneme in top | mixed
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| teaching students letter sound correspondences | prepare them for decoding words
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| morphemic analysis could be helpful when determining the meaning of which of these words | untie
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| which of the following sets of words is phonetically regular | mat, in, shape
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| the understanding that the sequence of letters in written words represents that sequence of phonemes in spoken words refers to | the alphabetic principle
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| 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
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| 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
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| which words from a story should a teacher identify to use for vocabulary instruction | important, useful, and difficult words
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| narratives | are stories that include elements of story grammer
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| 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
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| 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
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| phonemic awareness is the knowledge that | the words we speak are composed of individual sounds
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| what is the 3rd phoneme in does | /z/
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| 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%
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| a word that contains an open syllable is | veto
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| which of the following scenarios would best help students build reading fluency | in pair, students orally read text assigned by the teacher
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| a test that is reliable is one that | gives consistent results
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| which of the following is not a component of reciprocal teaching | visualizing
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| the kwl comprehension strategy is designed primarily to be used with | expository text
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| for k-3 students who have not yet learned to read well, the following statement is true | listening comprehension is better than reading comprehension
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| fluency can best be defined as | speed, accuracy, and expression
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| 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
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| 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.
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| 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.
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| 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
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| 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.
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| 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.
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| 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
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| 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.
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| 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
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| 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.
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| 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
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| 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.
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| 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.
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| 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.
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| 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
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| 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
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| 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.
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| 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
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| 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.
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| 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
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| 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
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| 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.
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| 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?
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| 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
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| Brendan's performance on this worksheet suggests that he would benefit most from reading instruction to strengthen his: | inferential comprehension
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| 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
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| 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"
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| 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
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| 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.
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| 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
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| 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.
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| 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.
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| 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.
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| The writing sample shown above demonstrates the student's correct use of commas to separate: | two independent clauses joined by a
coordinate conjunction.
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| 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
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| 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.
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Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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Created by:
rahenson