Terminology
Cloze Procedure
student reads a selection in which random words are deleted and replaced with blank spaces students read and fill in the blanks with words they think would best complete the sentence
How to form your open response
1. identify and name the strength. Either: they have a strength in literal/inferential comprehension or, decoding single syllable, or reading sight words, etc.
2. define the strength of weakness.
3. Provide evidence using at least 3 examples if possible.
4. provide instructional strategies with reasoning.
Which of the following statements best explains why most young children require explicit instruction to help them distinguish the phonemes in spoken words?
A. the correspondence between sounds and symbols in English is only partially regular
B. Many students have limited exposure to environmental print before school
C. In normal speech, the phonemes in a word are co articulated, or blended together
D. Written language makes use of some phonemes that rarely occur in oral language
C. In normal speech, the phonemes in a word are co articulated, or blended together
An elementary student has shown little improvement in reading skills after intervention by the classroom teacher and reading specialist. Which of the following steps would be most appropriate for the reading specialist to take next?
A. conduct a variety of assessments to verify the findings of previous reading tests
B. Meet with pre-referral team to determine whether further evaluation is needed
C. Concentrate on increasing student's motivation through independent reading of high interest texts
D. Make an independent referral for the student to receive special education services
B. Meet with pre-referral team to determine whether further evaluation is needed
A. Derivational endings
B. Etymology
C. Morphology
D. Phonology
B. Etymology
criterion referenced test
test based on objectives that contain specific conditions, outcomes, and criteria
Identify the weakness or strength
dream: deam
tried: tied
smell: sell
blends
A 3rd grade student is a proficient reader. Which of the following changes is most likely to occur as the student enters the upper-elementary grades and begins reading more complex content-area texts?
a. the students reading rate will become more consistent and uniform across all types of text
b. the students reading vocabulary will start to exceed the students oral vocabulary
c. the students independent reading preferences will shift from fiction texts to nonfiction texts
d. the students interests will shift from oral language activities to written language activities
b. the students reading vocabulary will start to exceed the students oral vocabulary
7. An early elementary class includes one highly proficient reader who reads several grade levels above the other students in the class. When planning instruction for this student, which of the following guidelines would be most important for the teacher to follow?
B. Use ongoing assessment of the student's reading level to help select challenging and engaging literature for the student's independent and guided reading.
What is the floss rule?
double the f, l, or s in one syllable words that end in f, l, or s.
provides information on how well a student performs in comparison to an external reference group or norm group
Determine the weakness or strenth:
student 1
situation: s-i-t-u-a-t-i-u-n
appreciation: a-p-p-r-e-c-i-a-t-i-o-n
student 2:
situation: sit-u-a-tion
appretiation: a-pre-ti-a-tion
student one is sounding out each sound in the word not using chunks or syllables to decode
student 2 is sounding out syllables but not yet reading the whole word smoothly
A first grade teacher is helping a student decode the word stop. Which of the following teacher prompts illustrates the synthetic approach to phonics instruction?
A. Can you think of other words that end with the letters op? What sound do the letters make in those other words?
B. say the sounds made by the individual letters "s-t-o-p" What do you get when you blend them together?
C. Look at this sentence: The stop light is read. Can you decode the second words by using clued from the rest of the sentence?
D. Does the word look like any other words that you know how to read?
B. say the sounds made by the individual letters "s-t-o-p" What do you get when you blend them together?
8. Which of the following describes the most appropriate instructional use of decodable texts?
C. to give beginning readers practice applying phonics skills
Continuous sounds are
informal reading inventories (iri)
a compilation of graded reading selection with comprehension questions accompanying each selection, they are individually administered and determine strengths and weaknesses in word recognition and comprehension
Identify the strength and weakness...
because .... (- ommited) then self corrected
there....this
friend....fend
could...cold and then self corrected
through... ommited and then self corrected
weakness: reading irregular words
strength: using context to self correct for meaning
A middle school teacher develops a set of post reading questions for students to answer in writing after they read a difficult content area text. To facilitate the students' analysis and recall of the text, the questions should require students to:
A. focus repeatedly on one or two ideas of the text
B. integrate important information from different parts of the text
C. quote directly from sections of the text that are especially difficult
D. answer each question in several different ways
B. integrate important information from different parts of the text
9. Based on current research, which of the following is an accurate statement about reading development?
A. By second grade, fluent readers are relying more on recognition of familiar spelling patterns and less on the blending of phonemes to sound out individual words.
stop sounds
sounds that can only be said for an instant without distortion. b,c,d,g,j,k,p,q,t,x these sounds are more difficult to blend than continuous sounds
running records
more flexible, on the run
can be completed with any text the child reads
check marks on a blank page indicate words red correctly.
identify the strength and and weakness
treat....tret
because....because (correct)
pray...pra
strain...stran
through...through (correct)
street...stret
been...correct
weakness: vowel teams, or double vowels that make the long sound.
strength: irregular sight words
A. Scores on test A tend to be relatively spread out, while scores on test B tend to be relatively close to the mean.
B. There were more students in the norm group for test a than in the norm group for test b
C. A student's score on test A predicts the reading achievement better than the students score on test b
D. Scores on test A are reported as raw scores while scores on test b are reported as grade equivalent scores
A. Scores on test A tend to be relatively spread out, while scores on test B tend to be relatively close to the mean.
10. A teacher approaches the school’s reading specialist to ask for assistance with the implementation of the school’s new reading program within the classroom. Which of the following actions would be most appropriate for the reading specialist to take in response to the teacher’s request?
D. modeling for the teacher how to use the program and then addressing areas of concern
variant correspondences are