Teaching Rdg (A)
Teaching Rdg. (B)
Teaching Rdg. (C)
Teaching Rdg. (D)
Teaching Rdg. (E)
100
Why is it important for teachers to focus on students' phonological awareness during emergent reading development?
A) Memorizing sight words is necessary to read quickly and efficiently.
B) Spelling correctly leads to success in other subjects like social studies and science.
C) Understanding how the smallest units in words function is necessary for spelling and reading development.
D) Being able to read fluently allows students to achieve on standardized reading exams.
C) Understanding how the smallest units in words function is necessary for spelling and reading development.
(Phonological awareness is essential in developing spelling and word recognition. The foundational skills in phonological awareness are necessary for students to acquire the phonics skills (spelling) necessary for reading.)
100
A student draws a stick figure and scribbles above the picture. The student says, "This says, 'Sarah is my best friend.'" What can the teacher determine from this behavior?
A) The student need assistance with fine motor skills.
B) The students is ready for phonics instruction using single syllable words.
C) The student understands directionality of print.
D) The student can distinguish between pictures and print.
D) The student can distinguish between pictures and print.
(Even though it is just a scribble, the student is displaying an essential skill in beginning reading, which is distinguishing between pictures (stick figure) and text (scribble).
100
Which word is correctly broken up by onset and rime?
A) /mon/- /key/
B) /t/ - /ap/
C) /hand/ - /y/
D) /pro/ - /tect/
B) /t/ - /ap/
(Onset is the beginning consonant or consonant cluster. Rime is the vowel and consonants that follow. In this case, the only answer choice with a definitive onset and rime is B. The /t/ is the onset. The /ap/ is the rime. The other answer choices are broken up by syllables, not onset and rime.
100
Students are analyzing the words fair and plain. Each student uses them in a sentence. Below are examples of one of the student's sentences. The teacher is helping students:
It wasn't fair that I didn't get to go to the fair.
She ate her plain sandwich as she sat in the grassy plain.
A) Identify and use common homonyms
B) Identify and use common roots
C) Identify and use commonly confused words
D) Identify synonyms for common words
A) Identify and use common homonyms
(In both examples, homonyms- words that sound alike or are spelled alike- are used.)
100
Having students trace letters in the sand is most appropriate for students working on:
A) Letter formation
B) Word recognition
C) Pencil control
D) Phonemic awareness
A) Letter formation
(Having students trace letters in the sand is effective for letter formation. Printed words are appropriate for word recognition. Exercising fine motor skills would be helpful for pencil control. Phonemic awareness has to do with sounds only and is not a correct answer.)
200
Which of the following strategies would be most helpful for students who are working on onset and rime skills?
A) Count the number of sounds in the word back.
B) Identify the beginning sound in the word back.C) Substitute the /b/ sound in back with a /t/ sound.
D) Segment the word back into two sounds /b/ and /ack/.
D) Segment the word back into two sounds /b/ and /ack/.
(Answer D is an example of onset and rime. The /b/ is the onset and /ack/ is the rime. All the other answer choices focus on phonemic awareness.)
200
A teacher is helping students use language structure and grammar to figure out difficult words in grade-level text. The students are using what cuing system?
A) Semantic
B) Syntactic
C) Graphophonic
D) Phonological
B) Syntactic
(The students are using language structure and grammar, which is syntactic. Semantic is meaning, graphophonic is sound-letter relationships, and phonological is not a cuing system.)
200
Which of the following students is demonstrating the highest level of phonemic awareness?
A) The student identifies the beginning /p/ sound in the word pass.
B) The student substitutes the beginning /p/ sound to the word pass with a /g/ sound making the word gas.
C) The student adds a /t/ sound to the word pass making the word past.
D) The student segments the word pass into 3 distinct sounds- /p/ /a/ /s/.
B) The student substitutes the beginning /p/ sound to the word pass with a /g/ sound making the word gas.
(The highest level of phonemic awareness is substitution because it involves manipulation of the word.)
200
A teacher encourages second-grade English language learners to take a decodable passage home and read it 2 times each night for 5 nights. The primary purpose of this strategy would be to increase:
A) Comprehension
B) Phonics
C) Automaticity
D) Metacognition
C) Automaticity
(This is a repeated reading exercise. Repeated reading helps to increase automaticity and fluency.)
200
When students have awareness of phonemes in words, syllables, and onset-rime segments, they are demonstrating:
A) Phonological awareness
B) Phonics mastery
C) Phonemic awareness
D) Structural analysis
A) Phonological awareness
(PA refers to the broad skill that includes recognizing and working with sounds in spoken language.
Phonics involves understanding the relationship between sounds and their corresponding letters or groups of letters in written language.
Phonemic awareness is a subset of phonological awareness that focuses specifically on the ability to hear, identify, and manipulate individual phonemes in spoken words.
Structural analysis is more related to vocabulary and word recognition strategies rather than the auditory and oral skills involved in phonological awareness.
300
Asking students to listen to the word can and asking the students to add a /t/ sound to the word is most appropriate for students who have a:
A) Beginning level of phonemic awareness
B) Beginning level of phonics skills
C) Relatively high level of phonemic awareness
D) Relatively high level of phonics
C) Relatively high level of phonemic awareness
(Remember, manipulation of words is part of the complex stage of phonemic awareness. Therefore, the students must have a relatively high level of phonemic awareness to engage in this activity. Because the scenario is talking about sounds in words, the question is focused on phonemic awareness, not phonics. Therefore, we can eliminate answers B and D.)
300
Which of the following sets of letters would a teacher use when helping students with their diphthongs?
A) oi, ai, ei
B) kn, gn, gh
C) ee, ea, oo
D) ff, ll pp
A) oi, ai, ei
(Diphthongs are sounds formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another. They can appear in the initial, middle, or final position in a word. Words like aisle, join and loud contain diphthongs.)
300
A student in the partial-alphabetic phase says the word sun and identifies the /s/ and /n/ sounds. What would be the most appropriate next step to take with this student?
A) Identify all three letters in the word.
B) Identify medial sounds in words.
C) Decode the word by using grammar rules.
D) String together blends in words.
B) Identify medial sounds in words.
(Because the student is in the partial-alphabetic stage, the student only knows some of the letters. The next step would be to word on medial sounds or the middle /u/ vowel sound.)
300
Which type of vocabulary do students acquire first?
A) Listening
B) Speaking
C) Reading
D) Writing
A) Listening
(Listening, Speaking, Reading, Writing)
300
Phonemic awareness includes the ability to:
A) Form compound words and combine word parts.
B) Spell accurately and decode unfamiliar words.
C) Pronounce individual sounds in words.
D) Differentiate between homonyms and to spell accurately.
C) Pronounce individual sounds in words.
(Phonemic awareness involves only listening to and pronouncing sounds in words. In fact, students can practice phonemic awareness without any paper or pencils. It is only the individual sounds (phonemes) in words.
400
An English learner is struggling to identify certain sounds in words. What would be the best approach to help the student develop phonemic awareness?
A) Determine if the student has phonemic awareness in the first language.
B) Have the student work with an English learner who is fluent in English.
C) Require the student to use English only when speaking.
D) Use pictures to help the student identify different words.
A) Determine if the student has phonemic awareness in the first language.
(The question is asking about phonemic awareness, which is skills focused on sounds only. Nurturing students' first language so the students can master the skills in their second language is very important for English learners.)
400
Which of the following would be most appropriate to strengthen automatic word recognition skills?
A) Memorize high frequency words.
B) Have students track letters with a finger as they read.
C) Write down difficult words over and over.
D) Use a dictionary for unfamiliar words.
A) Memorize high frequency words.
(Memorizing high frequency words is an effective way to increase automatic word recognition.)
400
A teacher has posted words next to everyday objects in the classroom- door, pencils, library, sink. The teacher is developing students':
A) Phonemic awareness
B) Morphology
C) Spelling
D) Environmental print
D) Environmental print
(Environmental print is the print of everyday life. By labeling all the everyday objects in the room, the teacher is helping students with their environmental print.)
400
A fourth-grade health teacher wants students to read a news article about a new health study involving kids and sleep. The teacher knows the text will be complex for some students who struggle. Which of the following would be most effective to support these students?
A) Have struggling students take home extra reading for homework.
B) Have students use sustained silent reading in class.
C) Use a variety of leveled text and differentiate instruction based on needs.
D) Have the reading coach come in and teach the class.
C) Use a variety of leveled text and differentiate instruction based on needs.
(C has all the good word choices you should look for in an answer. What are they? Extra homework and SSR are usually not the correct options.)
400
A teacher is working with a student on initial sounds. The teacher says pet and asks the students to replace the initial consonant to make other words, such as get, vet, and set. What is this an example of?
A) Segmenting
B) Blending
C) Structural Analysis
D) Substituting
D) Substituting
(The students are manipulating the word by switching or substituting one sound for another. This is considered the highest level of phonemic awareness.)
500
A teacher is using picture cards to help students recognize words. Students see the picture below and say, "Sun!" What phase of word recognition are the students in?
A) Pre-alphabetic
B) Partial-alphabetic
C) Full-alphabetic
D) Consolidated -alphabetic
A) Pre-alphabetic
(The students are only seeing a picture. Therefore, they are in the pre-alphabetic stage. Partial, full, and consolidated phases all require the use of letter recognition. In this case, there is only a picture.)
500
A teacher asks students to think of and write down 5 words that contain the prefix in. Which of the following skills is the teacher reinforcing:
A) Greek and Latin roots
B) Structural analysis and morphology
C) Phonemic awareness and phonics
D) Vocabulary and homographs
B) Structural analysis and morphology
(Analyzing prefixes, suffixes and roots is a type of structural analysis associated with morphology.)
500
A child with book handling skills will:
A) Sound out unfamiliar words
B) Track letters with his or her finger.
C) Turn an upside-down book right side up before opening it.
D) Spell unfamiliar words correctly using decoding skills.
C) Turn an upside-down book right side up before opening it.
(When students have book handling skills, they understand that we read from left to right, top to bottom, front to back. If you hand a child a book that is upside-down, the child with book handling skills will turn it right side up.)
500
Which of the following would negatively impact a student's ability to quickly decode a word during a fluency read?
A) A lack of phonics skills
B) A lack of prosody
C) A lack of comprehension
D) A lack of semantics
A) A lack of phonics skills
(Decoding words requires students to use their phonics skills.)
500
A reading teacher wants to help students with segmentation. What is the most appropriate instructional approach?
A) Have students break apart words by separate phonemes.
B) Have students break apart compound words.
C) Have students bland beginning consonants together.
D) Have students use prefixes and suffixes to learn words.
A) Have students break apart words by separate phonemes.
(Segmenting is breaking apart a word by individual sounds (phonemes). This helps students with phonemic awareness. Answers B and D are exercises in morphology. Segmenting is the opposite of blending, which eliminates answer C.