Word Analysis
After conducting a diagnostic spelling test, a teacher is developing a plan to provide direct, targeted instruction for each student. Which activity would be most appropriate for a student in the transitional stage of spelling?
A)Practice irregular spelling patterns by using any misspelled words in sentences.
B) Sort words into lists based on like spelling patterns.
C) Create word webs with Latin or Greek roots at the center.
D) Add suffixes to a root word to create various forms of the word (jump, jumps, jumper, jumping, jumped).
D) Add suffixes to a root word to create various forms of the word (jump, jumps, jumper, jumping, jumped).
Teachers are encouraged to use text frames throughout a text to prompt students to think about relationships between key ideas, concepts, and events in a text. This is likely to promote their comprehension of assigned texts.
Which of the following statements about text frames is inaccurate?
A)A problem/solution text frame includes questions about the problem and effectiveness of possible solutions.
B) A compare/contrast text frame includes questions about similarities and differences expressed in a text.
C) A cause/effect text frame includes questions about why something happened.
D) A descriptive text frame includes questions about the order of events.
D) A descriptive text frame includes questions about the order of events.
Which of the following most accurately describes the pre-alphabetic stage?
A) Students recognize letters but cannot yet write them.
B) Students have no working knowledge of the alphabetic system.
C) Students recognize individual letters but not words.
D) Students in this stage show more interest in numbers than the alphabet.
B) Students have no working knowledge of the alphabetic system.
Which of the following is the most appropriate type of text to use when conducting a timed oral reading assessment to gauge a student's current fluency level?
A)a passage from a text that is two grade levels below the student's current grade
B) a passage from a newspaper article written for a general adult audience
C) a passage from a novel the student has chosen for independent reading
D) a passage from the student's assigned grade-level textbook
D) a passage from the student's assigned grade-level textbook
First-grade teachers can formally and informally assess the development of their students' phonological awareness in all of the following ways EXCEPT
A) having the student give rhymes to short words that the teacher gives orally.
B) having the student read silently and write down certain syllables.
C) repeating the words back after the teacher says them aloud.
D) having the student blend together sounds into words that the teacher gives orally.
B) having the student read silently and write down certain syllables.
A twelfth-grade English class is reading Macbeth. Which of the following strategies would be most appropriate for students to use to determine the meaning of the word "harbinger" in the following excerpt?
The rest is labour, which is not used for you:
I'll be myself the harbinger and make joyful
The hearing of my wife with your approach;
So humbly take my leave.
A) structural analysis
B) syntactical analysis
C) contextual analysis
D) graphophonic analysis
C) contextual analysis
A first-grade class is learning about the differences between goods and services. The teacher has a list of goods and services that students will sort as a class. Which of the following graphic organizers is best suited for this activity?
A) tree map
B) Venn diagram
C) concept map
D) T-chart
D) T-chart
Which of the following is not an example of one of the phases of word recognition?
A) full-alphabetic stage
B) partial-alphabetic stage
C) pre-alphabetic stage
D) post-alphabetic stage
D) post-alphabetic stage
During independent reading time, a teacher walks around and holds mini book conferences with each student. She asks basic comprehension questions like, "What's happening now?" or "How did the character respond to X?" While conferencing with Jane, the teacher has trouble getting Jane to relate anything that has happened other than the characters' names. In order to help Jane succeed, what is the first step the teacher should take?
A) Assess Jane's current reading level and make sure the text is not above her frustrational reading level.
B) Assess Jane's current reading level and compare the reading level of the text she's currently reading to texts she has read previously.
C) Assess Jane's current reading level and make sure the text is not above her independent reading level.
D) Assess Jane's current reading level and make sure the text is not at her instructional reading level.
C) Assess Jane's current reading level and make sure the text is not above her independent reading level.
During a recent classroom spelling assessment, a third-grade teacher noticed a pattern: three students were frequently misspelling multisyllabic words like plastic, basket, and candle. These errors suggest they have difficulty isolating and manipulating individual sounds, a sign of phonological awareness gaps.
To address this, the teacher formed a small intervention group to strengthen the students' skills. In a quiet corner of the classroom, the teacher gathered the three students for a phonemic awareness session. She began with a warm-up:
"Let's say the word table," the teacher said. The students echoed, "Table."
"Great!" she replied. "Now, let's stop and think: if we take away the /t/ sound and replace it with /c/, what's the new word?" One student answered, "Cable!" The group repeated, "Cable!" and the teacher praised them.
The teacher continued practicing with the group. "Now, let's use the word camper, and change the /c/ to /h/. What's the new word?" They replied, "Hamper!"
The session continued with similar word pairs, and the teacher began prompting students individually to think of words with the same endings. She used their responses as a formative assessment to identify who could manipulate sounds independently and who needed more support.
After working on beginning and ending consonant sounds, which of the following is an ideal assessment to address changes in the students' phonological awareness?
A) a morphemic analysis in which students demonstrate knowledge of word parts
B) an oral examination in which students demonstrate phoneme segmentation
C) a written examination in which students demonstrate semantic mapping
D) a fluency drill in which students demonstrate decoding skills
B) an oral examination in which students demonstrate phoneme segmentation
A seventh-grade teacher notices that a few students are repeatedly misspelling the words celsius and fahrenheit in their papers. She writes the names Anders Celsius and Daniel Gabriel Fahrenheit on the board and talks about how they each invented these forms of measurement. The teacher conducts a group discussion on how the names of each physicist relate to the measurements they created. This lesson helps students develop their reading and writing abilities by:
A) encouraging them to read books on scientists and systematically study unfamiliar words.
B) teaching them to use etymology to spell and decode unfamiliar multisyllabic words.
C) helping students apply basic linguistics rules to spelling multisyllabic words.
D) showing students common spelling patterns found in multisyllabic, scientific terms .
B) teaching them to use etymology to spell and decode unfamiliar multisyllabic words.
A classroom with multiple Spanish-speaking English language learners is working on literary analysis. The class reads aloud a short story in which the main character, Lisa, visits Mexico while on vacation. Lisa struggles to fit in at first because she does not speak Spanish. Over the course of the book, she learns new words and phrases to use during her trip.
During and after reading, the class discusses various aspects of the text and answers general comprehension questions posed by the teacher. One area the teacher wants to focus on is generating a well-constructed summary of the story. The teacher provides a graphic organizer for students to complete as a whole group before writing the actual summary.
Which chart or organizer would be most beneficial for the class to complete in order to achieve this goal?
A) a K-W-L chart
B) a plot diagram
C) a Somebody-Wanted-But-So-Then chart
D0 a SQ3R chart
C) a Somebody-Wanted-But-So-Then chart
A middle school teacher has three students who have been identified as advanced and who are reading at 4+ levels above grade level. They are generally well-behaved, but the teacher notices that these three become easily bored and distracted during instruction. She hopes to differentiate some of her instruction so these students can stay on track and continue to show growth. When differentiating instruction for high-performing students, a teacher should design activities that:
A) include more questions or parts of the project to complete.
B) are on the same level as other students so they can help provide instruction to their peers.
C) isolate gifted students so they can work individually and without distraction.
D)are problem- or inquiry-based to allow for self-guidance and motivation.
D) are problem- or inquiry-based to allow for self-guidance and motivation.
What is the greatest challenge for students when given an analytic scoring rubric?
A) The specific requirements for a high grade are not listed.
B)The guidelines and expectations are vague.
C)The amount of information on it can be overwhelming.
D) There is not a checklist of everything required for the assignment.
C) The amount of information on it can be overwhelming.
When teaching English as a second language to students with a native language that uses a logographic writing system, which instructional approach is most likely to promote positive language transfer?
A) Ignoring the differences between logographic and alphabetic writing systems to avoid confusion.
B) Providing extra practice with English vocabulary to compensate for differences in writing systems.
C) Teaching English phonics exclusively to help students understand the alphabetic writing system.
D) Incorporating activities that highlight similarities and differences between logographic and alphabetic writing systems.
D) Incorporating activities that highlight similarities and differences between logographic and alphabetic writing systems.
A teacher provides students with a set of word cards. The teacher models how she can put two cards together to make one new word. She holds up the card blue and berry to create blueberry. The class is instructed to use their cards to individually come up with 10 new, real words. Once everyone has 10 words, they can choose a partner to use four of their new words in a sentence. The teacher then asks for volunteers to share one of their sentences with the class. This word-generating activity will benefit students in which area?
A) determining the number of syllables in polysyllabic words
B) defining new vocabulary terms using roots and affixes
C) easily decoding compound words while reading
D) peer-editing writing for simple grammatical and spelling errors
C) easily decoding compound words while reading
An English class has recently finished reading a chapter of Ender's Game. The teacher assigns the class an essay in which the students must respond to the story by analyzing the conflict between the main character, Ender, and a fellow character. She asks the students to explain the conflict, write about each character's emotions towards the other character, and tell how the situation could have been resolved without the use of violence. The teacher's assignment of this prompt best
A) promotes the students' use of higher-order thinking skills in their writing.
B) allows students to work on their prose writing.
C) develops the students' creative writing skills.
D) allows the teacher to check for reading comprehension among the students.
A) promotes the students' use of higher-order thinking skills in their writing.
Mr. Lubrano teaches eighth-grade social studies. He begins an economics lesson by organizing students into heterogeneous groups. He assigns each group a prereading activity to be used with the textbook. As they read in their groups, the students are instructed to create a list of target words. Later in the lesson, they will define the words and discuss as a group.This activity fulfills a language objective because it gives the ELLs the opportunity to:
A) experience motivation that results from teamwork.
B) self-monitor their English proficiency.
C) practice English as a means of expressing their ideas.
D) interact socially with peers.
C) practice English as a means of expressing their ideas.
A high school teacher is selecting a tool to assess reading levels for students with varied language and academic backgrounds. What should the teacher consider first when choosing a tool?
A)the visual appeal of the assessment's formatting
B) the district-approved reading level system and its alignment to instructional goals
C) the average class score from last year's results
D) whether the tool is available in multiple languages
B) the district-approved reading level system and its alignment to instructional goals
A small group of ELL students is struggling with recognizing how printed words and spoken language are related. Which activity below would best help the students develop this skill?
A) Asking students comprehension questions during reading.
B) In turns, one student will say a word and the rest of the group will write it on paper.
C) Having the students read aloud to each other while the teacher listens and corrects.
D) The teacher reading aloud a familiar story to the group and pointing out the text and punctuation marks as she reads.
D) The teacher reading aloud a familiar story to the group and pointing out the text and punctuation marks as she reads.
A teacher provides a list of terms and asks students to add the suffixes -ship, -er, and -or to the words. For example, fix + -er = fixer. Once students have added a suffix and created a new word, they discuss how the suffix has changed the meaning and part of speech of the original word. This activity introduces students to
A) derivational affixes.
B) structural affixes.
C) inflectional affixes.
D) morphological affixes.
A) derivational affixes.
The following questions reference this excerpt from The Scarlet Letter by Nathaniel Hawthorne.
In my native town of Salem, at the head of what, half a century ago, in the days of old King Derby, was a bustling wharf--but which is now burdened with decayed wooden warehouses, and
exhibits few or no symptoms of commercial life; except, perhaps, a bark or brig, half-way down its melancholy length, discharging hides; or, nearer at hand, a Nova Scotia schooner, pitching out her cargo of firewood--at the head, I say, of this dilapidated wharf, which the tide often overflows, and along which, at the base and in the rear of the row of buildings, the track of many
languid years is seen in a border of unthrifty grass--here, with a view from its front windows down this not very enlivening prospect, and thence across the harbour, stands a spacious edifice of brick. From the loftiest point of its roof, during precisely three and a half hours of each forenoon, floats or droops, in breeze or calm, the banner of the republic; but with the thirteen stripes turned vertically, instead of horizontally, and thus indicating that a civil, and not a military, post of Uncle Sam's government is here established.
Which of the following points of view is utilized by the author in this excerpt?
A) third person limited
B) third person omniscient
C) first person
D) second person
C) first person
A third-grade teacher is working to determine the complexity of a text that she would like to use for a class assessment. To do this, she will consider the three aspects of text complexity. Which of the three aspects of text complexity include the text's meaning or purpose, structure, language conventionality and clarity, and knowledge demands?
A) task considerations
B) qualitative measures
C) reader considerations
D) quantitative measures
B) qualitative measures
Ms. Hernandez noticed a few students, including William, struggling with phonemic awareness skills during small group reading instruction. William had difficulty identifying and manipulating individual sounds within words (for example, identifying the beginning sound in "dog").
What would be the most effective next step for Ms. Hernandez to take to support William and other students facing this challenge?
A) Move on to decoding CVC (consonant-vowel-consonant) words to develop reading fluency.
B) Focus on sight word recognition activities to help students learn new vocabulary words.
C) Engage students in explicit phonemic awareness activities, such as segmenting words into individual sounds, blending sounds to form words, and identifying rhyming words.
D) Provide students with audiobooks to listen to independently to improve their overall listening comprehension.
C) Engage students in explicit phonemic awareness activities, such as segmenting words into individual sounds, blending sounds to form words, and identifying rhyming words.
Mrs. Harper is assessing her students' word awareness. Which of the following activities would best demonstrate word awareness?
A) Making a list of a combination of words and gibberish, then asking the class to circle real words.
B) Reading a word aloud and asking the class to hold up the number of syllables using their fingers.
C) Providing a collection of phonemes and asking students to combine them into words.
D) Reading a sentence aloud and asking the student how many words were in the sentence.
D) Reading a sentence aloud and asking the student how many words were in the sentence.