1. A first-grade teacher, Mrs. Rolfi, reads aloud to her students at least twice a day. Though she sometimes reads information books and poetry, she usually reads picture storybooks. She feels this will help her students develop:
a. An understanding of story structure
b. An understanding of the proper spellings for diphthongs, like the oi in oil.
c. Left to right directionality
d. All concepts about print
2. Mrs. Justeson teaches kindergarten. A reading specialist who works at her school reviewed her instructional program and saw that she had not planned shared book experiences. Mrs. Justeson can't wait to plan her first shared book experience. What is the first thing she will need to do?
a. Get plenty of writing paper with clearly marked lines.
b. Write each of the words on Fry's New Instant Word List on 3 x 5 cards.
c. Find some big books.
d. Rearrange the furniture in his room
3. Mrs. Archer teaches first grade. She has become frustrated with her attempts to use the Language Experience Approach (LEA) with her students. She does the LEA with some of her students in Spanish, which is their first language. For her English speakers, she does the LEA in English. She is frustrated because her students don't seem to say very much. This could be because:
a. For almost all of the LEA sessions, she insists on selecting the topics; for example, yesterday's topic was, "Why should put our pencils and books away before recess?"
b. Her students have not mastered the initial consonant sound-symbol relationships.
c. Her students speak very little English.
d. She doesn't use the 10 x 14 inch newsprint paper with room at the top of each sheet for her students to illustrate what they have dictated.
4. Mrs. Stein teaches kindergarten. She wants to help her students understand that print carries meaning, so she has decided to construct a learnign center featuring examples of environmental print. She will include all of the following except:
a. Old cereal boxes.
b. Big books.
c. Bumper stickers.
d. Candy wrappers.
5. Mrs. Kearns is a fifth-grade teacher. Almost all of her students are excellent readers. She has four students, however, who have difficulty understanding what they read despite the fact that the children in this group make very few word identification errors. To help this group of four students, she could:
a. Develop a comprehensive plan to teach meaning vocabulary, especially key words this group of students will encounter in their basal readers, social studies, and science textbooks.
b. Assess the students to determine if each has developed phonemic awareness; if not, he should begin with a series of lesson on sound matching.
c. Teach students to use guide words when they are using the dictionary.
d. Do very little; there is every reason to believe that this group of children will "outgrow" the problem with little help.
6. Mrs. Chizhik teaches fifth grade. She has five students who have difficulty with end punctuation. When they write, they sometimes omit any ending mark. More frequently they use a period to end all sentences, even those requiring a question mark or an exclamation point. She has decided to teach this group of children a series of five lessons on end punctuation. Knowledge of the proper use of end punctuation affects reading performance because:
a. Students who know how to use end punctuation appropriately will make fewer errors when asked to make up words with many prefixes and suffixes.
b. Not all languages use the same end punctuation as English.
c. End punctuation is one aspect of knowing the structure of the English language.
d. It will help students understand the meaning of the text.
7. Mr. Johnson wants to do a better job of teaching meaning vocabulary. He realizes that there are many words in the English language that his fifth graders don't know. Which words should he select for his meaning vocabulary lessons?
a. Words that are topically related to each other and words needed to comprehend a reading selection.
b. The best idea is to proceed in alphabetical order. First, teach words that begin with A, then proceed to words that begin with B.
c. Select the words the children are most interested in learning.
d. He should start by teaching the meanings of the words his students already know because that will help them learn key strategies for learning words they don't know.
8. Mrs. Kippler is a first-grade teacher. Six of her students are having difficulty learning the corresponding sounds that go with the consonants at the end of words. The first thing she should do for these students is:
a. Begin planning a series of direct, explicit lessons that will teach them consonant blends and consonant digraphs.
b. Administer a test of concepts about print.
c. Decide whether or not it is important for this group of children to be taught phonics.
d. Do a thorough assessment to see if they can hear the individual sounds that occur at the end of words.
9. Mrs. Pillow is a fourth-grade teacher. She has five English Learners. She wants, of course, to help them learn to read in English. She should:
a. Conduct daily assessments of each EL's word identification skills.
b. Not teach directionality and tracking of print if her English Learners know how to read in Spanish.
c. Understand that if the children have learned to read in a language other than English, there will be a negative transfer of those literacy skills to English.
d. Place these students in the same group for comprehension lessons
10. Mr. Anderson is the principal of Redding Elementary School. Recent test results showed that students at his school did poorly on phonics tasks. The primary-grade teachers at his school agree that something must be done. As a first step, Mr. Anderson should suggest that his teachers do which of the following:
a. Teach the rules of sound-symbol relationships by requiring children to restate those rules in language appropriate for their level of development.
b. Work more on prefixes and suffixes, with emphasis on prefixes that negate (like un, non).
c. Conduct a thorough assessment of each child to determine precisely which sound-symbol relationships each child knows and does not know.
d. Ask students more questions that require critical thinking using materials designed for first, second, and third graders.
11. Mr. Tripper sang, "Who has the /m/ word to share with us?" as his students looked at the stuffed animals he gave them. Fred, who had a monkey, said, "I do, Mr. Tripper!" This is an example of:
a. A child who can successfully do sound matching tasks, and is developing phonemic awareness.
b. Automaticity, in this case, automaticity of memory
c. A teacher who facilitates reading comprehension before students read, while they read, and after they read.
d. A phonics lesson that is highly motivational.
12. Ms. Keino is a fourth-grade teacher. She wants to increase the meaning vocabularies of her students. In addition to teaching her fourth-grade students the meanings of difficult words they will read in their basal readers, social studies textbooks, and science textbooks, Ms. Keino should also:
a. Begin to use a direct and explicit approach to phonics.
b. Be sure that each student completes at least one workbook page a week.
c. Do what is necessary to increase both the amount of time her students read and the types of books they read.
d. Assess all her students for their ability to distinguish simple, compound, and complex sentences.
13. A teacher who wants to increase the amount of time students spend reading independently has many possible instructional interventions to consider. If a teacher considers the possibilities and decides to administer an informal reading inventory (IRI), what is the rationale behind this choice?
a. An IRI has a high degree of validity because the inventory will include a battery of tests, each allowing the teacher to view reading development from a different perspective.
b. In order to help children select books that are written at a level they can easily understand, it will be necessary to determine each child's independent reading level.
c. Research shows that the amount of time any child spends reading independently depends on many factors.
d. Student independent reading plays a critical role in promoting students' familiarity with language patterns
14. Mr. Serdula teaches fifth grade. He has a student, Fred, who needs to increase his meaning vocabulary. Fred seems to learn the meaning of the words Mr. Serdula directly teaches. Fred, however, "falls apart" when he comes to a word he does not know when he is reading independently. Mr. Serdula should:
a. Teach Fred the meanings of common prefixes and suffixes.
b. Give Fred the responsibility of creating the semantic feature analysis charts that Mr. Serdula will use in his lessons.
c. Work on inferential comprehension through a gradual release of responsibility model.
d. Tell Fred to use contextual cues to unlock the meanings of unknown words.
15. A fifth-grade student is having difficulty with tasks requiring a search for information in a hard-copy encyclopedia. This student knows how to find the correct volume for the information she needs, and she knows how to quickly locate the entry she is looking for. Her teacher notices, however, that she reads every word in the entry even when she only needs a single item of information. Her teacher should:
a. Require the student to only use online information sources because the hard-copy encyclopedia format will be obsolete in the near future.
b. Teach the student to read faster by reading nouns.
c. Teach the student to use the reading strategy of generating questions; before reading the entry, the student should decide on three questions that will be answered while reading; then the student reads selectively to only model those questions.
d. Model and explicitly teach how to read for different purposes, especially how to scan for specific information.
16. Mr. Anderson has been using guided reading with a group of five of his students. The lessons always seem to go badly. The students in this group do not seem to understand what is going on in the stories they read. This could be because:
a. He should be doing guided reading with his entire class, using an instructional aide to assist his less able readers.
b. He neglected to include a writing assignment with each guided reading lesson; for example, writing personal responses to stories in journals.
c. The five students have three different instructional reading levels.
d. He has failed to teach students how to summarize what they have read.
17. It is important that students know how to spell high-frequency words. A teacher who selects high-frequency words for a weekly spelling list could provide the following rationale for that decision:
a. High-frequency words, for the most part, are difficult to spell.
b. High-frequency words are those words that appear most frequently in printed English.
c. This will help children as they go about the process of mastering the most regular sound-symbol relationships in English.
d. Phonetic spellers choose at least one letter to represent each sound in words they write.
18. Mr. Topping has a second-grade student who has not learned the simple sound-symbol relationships that all second graders should know. He has taught his phonics lessons following a whole-to-part approach. He should now:
a. Rely on language play, requiring the student to memorize two or three simple chants each work.
b. Assess his teaching, consider the alternatives, and try a part-to-whole approach.
c. Refocus on teaching the meanings of Greek and Latin root words.
d. Realize that spelling instruction in context will teach the student most of the sound-symbol relationships he needs to know.
a. An understanding of story structure
b. An understanding of the proper spellings for diphthongs, like the oi in oil.
c. Left to right directionality
d. All concepts about print
2. Mrs. Justeson teaches kindergarten. A reading specialist who works at her school reviewed her instructional program and saw that she had not planned shared book experiences. Mrs. Justeson can't wait to plan her first shared book experience. What is the first thing she will need to do?
a. Get plenty of writing paper with clearly marked lines.
b. Write each of the words on Fry's New Instant Word List on 3 x 5 cards.
c. Find some big books.
d. Rearrange the furniture in his room
3. Mrs. Archer teaches first grade. She has become frustrated with her attempts to use the Language Experience Approach (LEA) with her students. She does the LEA with some of her students in Spanish, which is their first language. For her English speakers, she does the LEA in English. She is frustrated because her students don't seem to say very much. This could be because:
a. For almost all of the LEA sessions, she insists on selecting the topics; for example, yesterday's topic was, "Why should put our pencils and books away before recess?"
b. Her students have not mastered the initial consonant sound-symbol relationships.
c. Her students speak very little English.
d. She doesn't use the 10 x 14 inch newsprint paper with room at the top of each sheet for her students to illustrate what they have dictated.
4. Mrs. Stein teaches kindergarten. She wants to help her students understand that print carries meaning, so she has decided to construct a learnign center featuring examples of environmental print. She will include all of the following except:
a. Old cereal boxes.
b. Big books.
c. Bumper stickers.
d. Candy wrappers.
5. Mrs. Kearns is a fifth-grade teacher. Almost all of her students are excellent readers. She has four students, however, who have difficulty understanding what they read despite the fact that the children in this group make very few word identification errors. To help this group of four students, she could:
a. Develop a comprehensive plan to teach meaning vocabulary, especially key words this group of students will encounter in their basal readers, social studies, and science textbooks.
b. Assess the students to determine if each has developed phonemic awareness; if not, he should begin with a series of lesson on sound matching.
c. Teach students to use guide words when they are using the dictionary.
d. Do very little; there is every reason to believe that this group of children will "outgrow" the problem with little help.
6. Mrs. Chizhik teaches fifth grade. She has five students who have difficulty with end punctuation. When they write, they sometimes omit any ending mark. More frequently they use a period to end all sentences, even those requiring a question mark or an exclamation point. She has decided to teach this group of children a series of five lessons on end punctuation. Knowledge of the proper use of end punctuation affects reading performance because:
a. Students who know how to use end punctuation appropriately will make fewer errors when asked to make up words with many prefixes and suffixes.
b. Not all languages use the same end punctuation as English.
c. End punctuation is one aspect of knowing the structure of the English language.
d. It will help students understand the meaning of the text.
7. Mr. Johnson wants to do a better job of teaching meaning vocabulary. He realizes that there are many words in the English language that his fifth graders don't know. Which words should he select for his meaning vocabulary lessons?
a. Words that are topically related to each other and words needed to comprehend a reading selection.
b. The best idea is to proceed in alphabetical order. First, teach words that begin with A, then proceed to words that begin with B.
c. Select the words the children are most interested in learning.
d. He should start by teaching the meanings of the words his students already know because that will help them learn key strategies for learning words they don't know.
8. Mrs. Kippler is a first-grade teacher. Six of her students are having difficulty learning the corresponding sounds that go with the consonants at the end of words. The first thing she should do for these students is:
a. Begin planning a series of direct, explicit lessons that will teach them consonant blends and consonant digraphs.
b. Administer a test of concepts about print.
c. Decide whether or not it is important for this group of children to be taught phonics.
d. Do a thorough assessment to see if they can hear the individual sounds that occur at the end of words.
9. Mrs. Pillow is a fourth-grade teacher. She has five English Learners. She wants, of course, to help them learn to read in English. She should:
a. Conduct daily assessments of each EL's word identification skills.
b. Not teach directionality and tracking of print if her English Learners know how to read in Spanish.
c. Understand that if the children have learned to read in a language other than English, there will be a negative transfer of those literacy skills to English.
d. Place these students in the same group for comprehension lessons
10. Mr. Anderson is the principal of Redding Elementary School. Recent test results showed that students at his school did poorly on phonics tasks. The primary-grade teachers at his school agree that something must be done. As a first step, Mr. Anderson should suggest that his teachers do which of the following:
a. Teach the rules of sound-symbol relationships by requiring children to restate those rules in language appropriate for their level of development.
b. Work more on prefixes and suffixes, with emphasis on prefixes that negate (like un, non).
c. Conduct a thorough assessment of each child to determine precisely which sound-symbol relationships each child knows and does not know.
d. Ask students more questions that require critical thinking using materials designed for first, second, and third graders.
11. Mr. Tripper sang, "Who has the /m/ word to share with us?" as his students looked at the stuffed animals he gave them. Fred, who had a monkey, said, "I do, Mr. Tripper!" This is an example of:
a. A child who can successfully do sound matching tasks, and is developing phonemic awareness.
b. Automaticity, in this case, automaticity of memory
c. A teacher who facilitates reading comprehension before students read, while they read, and after they read.
d. A phonics lesson that is highly motivational.
12. Ms. Keino is a fourth-grade teacher. She wants to increase the meaning vocabularies of her students. In addition to teaching her fourth-grade students the meanings of difficult words they will read in their basal readers, social studies textbooks, and science textbooks, Ms. Keino should also:
a. Begin to use a direct and explicit approach to phonics.
b. Be sure that each student completes at least one workbook page a week.
c. Do what is necessary to increase both the amount of time her students read and the types of books they read.
d. Assess all her students for their ability to distinguish simple, compound, and complex sentences.
13. A teacher who wants to increase the amount of time students spend reading independently has many possible instructional interventions to consider. If a teacher considers the possibilities and decides to administer an informal reading inventory (IRI), what is the rationale behind this choice?
a. An IRI has a high degree of validity because the inventory will include a battery of tests, each allowing the teacher to view reading development from a different perspective.
b. In order to help children select books that are written at a level they can easily understand, it will be necessary to determine each child's independent reading level.
c. Research shows that the amount of time any child spends reading independently depends on many factors.
d. Student independent reading plays a critical role in promoting students' familiarity with language patterns
14. Mr. Serdula teaches fifth grade. He has a student, Fred, who needs to increase his meaning vocabulary. Fred seems to learn the meaning of the words Mr. Serdula directly teaches. Fred, however, "falls apart" when he comes to a word he does not know when he is reading independently. Mr. Serdula should:
a. Teach Fred the meanings of common prefixes and suffixes.
b. Give Fred the responsibility of creating the semantic feature analysis charts that Mr. Serdula will use in his lessons.
c. Work on inferential comprehension through a gradual release of responsibility model.
d. Tell Fred to use contextual cues to unlock the meanings of unknown words.
15. A fifth-grade student is having difficulty with tasks requiring a search for information in a hard-copy encyclopedia. This student knows how to find the correct volume for the information she needs, and she knows how to quickly locate the entry she is looking for. Her teacher notices, however, that she reads every word in the entry even when she only needs a single item of information. Her teacher should:
a. Require the student to only use online information sources because the hard-copy encyclopedia format will be obsolete in the near future.
b. Teach the student to read faster by reading nouns.
c. Teach the student to use the reading strategy of generating questions; before reading the entry, the student should decide on three questions that will be answered while reading; then the student reads selectively to only model those questions.
d. Model and explicitly teach how to read for different purposes, especially how to scan for specific information.
16. Mr. Anderson has been using guided reading with a group of five of his students. The lessons always seem to go badly. The students in this group do not seem to understand what is going on in the stories they read. This could be because:
a. He should be doing guided reading with his entire class, using an instructional aide to assist his less able readers.
b. He neglected to include a writing assignment with each guided reading lesson; for example, writing personal responses to stories in journals.
c. The five students have three different instructional reading levels.
d. He has failed to teach students how to summarize what they have read.
17. It is important that students know how to spell high-frequency words. A teacher who selects high-frequency words for a weekly spelling list could provide the following rationale for that decision:
a. High-frequency words, for the most part, are difficult to spell.
b. High-frequency words are those words that appear most frequently in printed English.
c. This will help children as they go about the process of mastering the most regular sound-symbol relationships in English.
d. Phonetic spellers choose at least one letter to represent each sound in words they write.
18. Mr. Topping has a second-grade student who has not learned the simple sound-symbol relationships that all second graders should know. He has taught his phonics lessons following a whole-to-part approach. He should now:
a. Rely on language play, requiring the student to memorize two or three simple chants each work.
b. Assess his teaching, consider the alternatives, and try a part-to-whole approach.
c. Refocus on teaching the meanings of Greek and Latin root words.
d. Realize that spelling instruction in context will teach the student most of the sound-symbol relationships he needs to know.