Show:
Planning, Organizing, and Managing Reading Instruction Based on Ongoing
Assessment
Word Analysis
Fluency
Vocabulary, Academic Language, and Background Knowledge
Comprehension
100

Of the following questions, which would be most important for a teacher to consider when interpreting the results of a reading assessment for a particular student? 

A. How did the student's performance on this assessment compare with that of the student's classmates? 

B. Are these findings sufficient to assign a grade to the student's performance? 

C. How do these findings relate to the student's performance on other recently administered reading assessments? 

D. Do these findings provide information about the student's ranking in regard to national norms of reading achievement?

C. How do these findings relate to the student's performance on other recently administered reading assessments?

100
A kindergarten teacher is preparing a student for a phonemic awareness assessment. Teacher: What is this a picture of? [The teacher displays a picture of a boat.] Student: A boat? Teacher: A boat, that's right. Now, let's say the word boat together very slowly: /b/.../ō/.../t/. [The student pronounces the word with the teacher.] Teacher: How many sounds do you hear? /b/.../ō/.../t/ . . . [The teacher slowly repeats the word.] Student: Three? Teacher: That's right, three. Now, I'd like you to do this for some more words. This assessment would be an appropriate way to test the student's ability to perform which of the following phonemic awareness tasks? A. counting and blending the phonemes in a word B. identifying onsets and rimes C. recognizing how many phonemes are contained in a word D. relating phonemes to letters
C. recognizing how many phonemes are contained in a word
100
Several first graders have mastered sounding out and blending words that follow simple short-vowel phonics patterns. Their teacher would like to help them begin to develop whole-word reading (i.e., automatic word recognition) of words that follow these patterns. Which of the following instructional approaches would be most effective for this purpose? A. using teacher read-alouds followed by echo reading and then choral rereading of the students' favorite texts that include some simple words B. scheduling frequent silent independent reading practice of word lists based on the students' oral language vocabulary C. providing modeling and guided student practice sounding out simple, regular words subvocally and then reading them aloud normally D. exposing students to common environmental print to provide frequent exposures to everyday words and phrases
D. exposing students to common environmental print to provide frequent exposures to everyday words and phrases
100
Which of the following word pairs are homophones? A. answer and reply B. playful and replay C. table and stable D. sight and site
D. sight and site
100
Lately, when choosing a book to read, a third grader who reads at grade level always selects books from a series that is written in a very formulaic style that does little to extend his conceptual or language development. The teacher's best response to this behavior would be to: A. avoid interfering with the student's selection of books as long as he finds his choices enjoyable. B. provide the student with books with similar themes or on similar topics that are more challenging for him. C. point out to the student some of the major limitations of the books he is choosing to read and ask him not to read those books at school. D. advise the student that he should choose books that will prepare him for the more difficult reading he will encounter in fourth grade.
B. provide the student with books with similar themes or on similar topics that are more challenging for him.
200

When creating lesson plans to promote specific reading skills, a teacher should make sure that:

A. each planned activity for students is designed to strengthen two or more specific reading skills.

B. the targeted reading skills relate to an appropriate instructional progression and reflect students' needs.

C. each planned activity connects students' reading, writing, listening, and speaking skills.

D. the targeted reading skills are grade-appropriate and taught to all students using the same instructional methods.

B. the targeted reading skills relate to an appropriate instructional progression and reflect students' needs.

200
The use of rhyming texts for kindergarten read-alouds is likely to promote the reading development of kindergarten students primarily by: A. fostering their phonological awareness. B. increasing their vocabulary knowledge. C. enhancing their understanding of story elements. D. improving their letter recognition skills
A. fostering their phonological awareness.
200
When reading aloud texts, a second-grade English Learner often makes errors in pronunciation that are unrelated to her ability to accurately decode the words. The teacher's best response would be to: A. write down words the student mispronounces and include them on a list for her to practice reading aloud. B. analyze the student's pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension. C. encourage other students in the class to help the student work on improving her accuracy in pronunciation. D. help the student avoid having pronunciation errors count as reading miscues by stopping her and having her correct her own errors.
B. analyze the student's pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.
200
When reading the last sentence of the passage, the student pronounces the word imagine as [ĭm mā' jīn]. Evidence from this assessment best supports which of the following interpretations of this wordreading error? A. The student recognizes the base word but is unaware of phonological shifts that apply to the derived form. B. The student is unfamiliar with syllabication rules governing medial consonants. C. The student does not apply the appropriate phonics generalizations to the last two syllables of the word. D. The student applies syllabication and phonics rules correctly but does not recognize the word.
D. The student applies syllabication and phonics rules correctly but does not recognize the word.
200
A teacher substitutes blank spaces for several nouns, verbs, adjectives, and adverbs in an appropriate level text and asks students to determine reasonable and logical words to complete each blank. This technique is useful as an informal assessment of students' understanding of English language structures primarily because it requires them to: A. define various grammatical categories in their own words. B. select appropriate words based on their grammatical function as well as on their meaning. C. group words into grammatical categories to clarify their meaning. D. draw on grammatical knowledge to identify the subjects and predicates of complex sentences.
B. select appropriate words based on their grammatical function as well as on their meaning.
300

Function words such as to, the, and of are most appropriately taught in the context of which of the following areas of reading instruction?

A. phonics skills practice

B. structural analysis skills

C. academic-language development

D. sight-word vocabulary

D. sight-word vocabulary

300
An emergent reader frequently reverses some letters and numbers during writing tasks. Which of the following strategies would be most effective in helping this student develop more accurate letter formation skills? A. providing the student with supplemental practice writing lists of words that are spelled with the target letters B. having the student practice tracing the target letter shapes with a finger while saying aloud the sequence of steps to form each letter C. providing the student with a supplemental handwriting workbook that describes the formation of the target letters in a series of steps D. encouraging the student to vocalize words when writing, especially when the words contain the target letters
B. having the student practice tracing the target letter shapes with a finger while saying aloud the sequence of steps to form each letter
300
A second-grade teacher would like to include independent silent reading as one of several approaches used to promote students' fluency development. When planning differentiated fluency instruction for individual students in the class, the teacher should keep in mind that using independent silent reading to promote fluency: A. is most critical for students whose sight-word knowledge is below grade level. B. should be limited to narrative texts in the early elementary grades. C. is most effective when students select texts at or above their instructional reading level. D. should be limited to students who have already acquired automaticity
D. should be limited to students who have already acquired automaticity
300
A second-grade student has limited vocabulary knowledge, which hinders the student's word recognition and reading comprehension. The student's oral reading is slow and labored, and the student typically spends the majority of independent reading time browsing through books, making little effort to read the actual words on the page. Research has shown that which of the following is most likely to happen if this student receives no instructional intervention? A. The student will always be behind average-performing peers but will achieve an adequate reading level to be academically successful. B. The student will naturally begin to show more interest and proficiency in reading as the student matures and will catch up with averageperforming peers in third grade. C. The student will remain approximately at a second-grade reading level and will not be able to progress beyond this level. D. The student will begin to fall behind peers in reading development and will continue to fall further behind in later grades as texts include increasingly difficult vocabulary.
D. The student will begin to fall behind peers in reading development and will continue to fall further behind in later grades as texts include increasingly difficult vocabulary.
300
The paragraph-building activity described is likely to promote students' reading development primarily by helping them: A. apply knowledge of common text structures to improve comprehension as they read. B. transfer skills from oral language to written language. C. use a variety of word identification strategies. D. understand differences between spoken and written English. (26)
B. transfer skills from oral language to written language.
400

As Jack is reading a text sample, he reads "The dog ran to the horse" rather than what the text actually states, "The dog ran to the house". What type of strategy would be the most effective to utilize with this student? 

(a) Praise the student for reading so well.

(b) The word read in error is written on a flashcard and Jack practices the word over and over.

(c) After Jack finishes the reading, he should be given some time to retell what he has just read. If Jack does a good retelling, and the word in error didn’t disrupt the meaning of the text, there is no need to go back over the error. 

(d) After the student has read the text sampling, the recorder asks the student to look at the sentence again, reads the sentence as Jack read it and then asks the question: "Does that make sense? Let’s look at the word carefully, letter-by-letter"

(d) After the student has read the text sampling, the recorder asks the student to look at the sentence again, reads the sentence as Jack read it and then asks the question: "Does that make sense? Let’s look at the word carefully, letter-by-letter"

400
A kindergarten student has demonstrated the ability to write words phonetically, but she is reluctant to write because she is worried about misspelling words. The teacher could best promote the student's reading and writing development by: A. reassuring her that it is okay for now to express herself in writing by spelling words as they sound. B. giving her a spelling list of high frequency sight words to copy and learn each day. C. helping her make a list of words that she already knows how to spell correctly. D. suggesting that she spend time copying some of the words found in her favorite stories.
A. reassuring her that it is okay for now to express herself in writing by spelling words as they sound.
400
A second grader has demonstrated the ability to decode individual words accurately, but she reads very slowly and laboriously. When the teacher tries to engage the student in oral reading activities, she says she feels "embarrassed" and would rather read silently. Which of the following modifications to instruction would be most appropriate and effective for helping this student improve her reading fluency? A. encouraging her to serve as an "audience" for other students' oral reading until she demonstrates willingness to read aloud herself B. having her reread a text several times using whisper reading to build her fluency and confidence with respect to the text C. teaching her how to use self monitoring as she reads to improve her literal comprehension and ability to read with prosody D. providing her with explicit phonics instruction to improve her word identification skills before requiring her to read aloud
B. having her reread a text several times using whisper reading to build her fluency and confidence with respect to the text
400
Which of the following statements best explains an important limitation of teaching students to rely on context as their primary strategy for determining the meaning of unfamiliar words in texts? A. Context clues have limited usefulness for students who already have well-developed background knowledge related to a text's subject or content. B. Using context to determine the meaning of an unfamiliar word disrupts students' reading fluency more significantly than simply consulting a dictionary. C. Explicit context clues about a word's meaning are not very common in most texts, while implicit contextual clues often require students to apply background knowledge they lack. D. Overreliance on context as a word learning strategy hinders students' vocabulary growth, since they should be learning most new words in direct vocabulary instruction.
C. Explicit context clues about a word's meaning are not very common in most texts, while implicit contextual clues often require students to apply background knowledge they lack.
400
A first-grade teacher plans to assess a student's comprehension of a short story through oral retelling. After the student silently reads the story, the teacher will prompt the student's retelling by asking open-ended questions. To prepare for this assessment, the teacher reads the story carefully and composes the questions. Which of the following additional steps would be most helpful for the teacher to take before the retelling activity begins? A. Prompt the student to recall similar tasks the student has previously performed. B. Prepare a checklist of the key elements that an effective retelling of this story should include. C. Review grades earned by the student on recent tests and quizzes in language arts. D. Remind the student to concentrate on recalling as many details as possible during the retelling.
B. Prepare a checklist of the key elements that an effective retelling of this story should include.
500

Jill is having difficulty in hearing rhyming words. During an informal evaluation, her teacher found that Jill couldn’t tell that "fish and dish" were rhyming words. When the teacher tried several other rhyming and non-rhyming word pairs verbally, Jill couldn’t discern the rhyming pairs. Her answers were all "No, they don’t sound the same". Which instructional strategy would be the best to meet Jill’s needs ? 

(a) Jill should read several books that have rhyming patterns. 

(b) In a small group of other children who also need more experiences in rhyming patterns, the teacher directed-teaching instruction will follow a game format. The games will vary in the usage of rhyming words. 

(c) The instruction should be based on worksheets that have the student match rhyming words across columns as an independent activity. 

(d) Jill should have spelling words that are sets of rhyming words so that she can concentrate on the letters. Her spelling words should be written repeatedly in order so that Jill will be able to see the letter patterns in each of the spelling words. Her spelling test will then be conducted at the end of the week to make sure that she can spell and write all the words, as she recognizes each of the words, as the test is conducted orally by the teacher.

(b) In a small group of other children who also need more experiences in rhyming patterns, the teacher directed-teaching instruction will follow a game format. The games will vary in the usage of rhyming words.

500
During which of the following stages of spelling development do students typically begin to show an understanding of the correspondence between letters and sounds? A. precommunicative B. semiphonetic C. phonetic D. transitional
B. semiphonetic
500
Based on the student's reading performance on this assessment, instruction to increase the student's reading fluency should focus primarily on: A. enhancing the student's contextual analysis skills. B. promoting the student's automatic word recognition. C. improving the student's academiclanguage skills. D. expanding the student's oral vocabulary knowledge.
B. promoting the student's automatic word recognition.
500
Structural analysis would be the most appropriate strategy for a student to use to determine the meaning of which of the following words? A. impassable B. elephant C. interim D. examine
A. impassable
500
Which of the following best describes one important way in which this activity is likely to benefit English Learners? A. Arranging sentences in a meaningful order helps English Learners develop skills for locating and retrieving related information from content-area texts. B. Combining sentences into paragraphs encourages English Learners to employ a variety of word identification strategies. C. Discussing and writing about a content-area topic support English Learners' reading related to the topic by reinforcing key concepts and academic-language development. D. Analyzing and editing individual sentences improve English Learners' reading fluency by helping them chunk text as they read. (26)
C. Discussing and writing about a content-area topic support English Learners' reading related to the topic by reinforcing key concepts and academic-language development.