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Instructional Tools
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Reading
Testing
Misc. Grab Bag
100
The purpose of implementing informal assessments after teaching a new concept during whole-group instruction is to: A. maintain accurate records for planning flexible groups that meet identified needs for students. B. collect data for grading and report cards. C. maintain accurate records for discussion with district personnel. D. organize seating arrangements to maintain peer groups alignment.
The purpose of implementing informal assessments after teaching a new concept during whole-group instruction is to: A. maintain accurate records for planning flexible groups that meet identified needs for students.
100
The primary formats for phonemic awareness are: A. oral blending and segmentation B. identifying spelling patterns and vowels C. sequencing and classifying D. orthography and word analysis
The primary formats for phonemic awareness are: A. oral blending and segmentation
100
In the beginning of the year, a fourth grade teacher received the standardized test result for his class. The data displayed that 72% of his students scored below basic in the area of reading comprehension. The most effective step the teacher should take before implementing instruction is: A. have a meeting with the previous teachers of his students to determine what skills were taught and what problems they encountered when teaching their class. B. provide students with multiple assessments that focus on individual skills each week. C. provide students with an entry-level assessment in order to determine the strengths and weaknesses each student has in the area of reading. D. have students write a journal entry on why they have difficulties with understanding reading comprehension questions.
The most effective step the teacher should take before implementing instruction is: C. provide students with an entry-level assessment in order to determine the strengths and weaknesses each student has in the area of reading.
100
A third grade teacher uses the results of a Cloze Assessment in order to provide support to her students with independent reading. This assessment plays an effective role because: A. It motivates the students to read faster. B. It determines the students’ interest level for a book. C. It provides for more reading opportunities . D. It determines the appropriate independent reading level for the students
This assessment plays an effective role because: D. It determines the appropriate independent reading level for the students
100
Prior to administering a standardized test to a student with a learning disability, it is imperative that the teacher thoroughly reads the student’s IEP to determine: A. if the wording of the test needs to be modified. B. if the student is capable of taking the test. C. if the student should take an assessment that is at their instructional level. D. the modifications that must be implemented during the testing period.
Prior to administering a standardized test to a student with a learning disability, it is imperative that the teacher thoroughly reads the student’s IEP to determine: D. the modifications that must be implemented during the testing period.
200
A second grade student assessed below grade level for fluency, but is able to decode words in isolation and scores above grade level for reading comprehension. The student needs direct instruction in the area of: A. phonemic awareness B. literal comprehension C. pacing during fluency instruction D. accuracy during fluency instruction
The student needs direct instruction in the area of: D. accuracy during fluency instruction
200
As an additional support to her five students struggling with the phonemic awareness lesson during whole group instruction, a kindergarten teacher uses Elkonin boxes with colored tiles. As the teacher says a word, the student moves a tile in a box for each sound they hear in the target word. The teacher calls on each student to tell her the sounds they hear in the word while touching the colored tiles. This strategy should enhance understanding of identifying sounds because: A. it uses an auditory technique that allows the student to hear the sounds louder during instruction. B. it uses a pre-teaching technique that prepares the student to identify sounds orally. C. it enhances the lesson by making it more fun for students, using colors and grids. D. it uses a kinesthetic technique that allows the student to use a hands-on approach for identifying sounds in a word.
This strategy should enhance understanding of identifying sounds because: D. it uses a kinesthetic technique that allows the student to use a hands-on approach for identifying sounds in a word.
200
The assessments that is used in order to determine accurate reading levels for expository texts are: A. CLOZE tests B. Data retrieval charts C. Reading Logs D. Read Alouds
The assessments that is used in order to determine accurate reading levels for expository texts are: D. Read Alouds
200
A kindergarten teacher assesses her student with a midyear assessment and he is still unable to recognize all upper and lowercase letters, isolate sounds in CVC words, or produce rhyming words for targeted words. She has provided small group instruction, individual instruction, and has held a conference with the parents to provide additional support in the home. What is the next step the teacher should take to ensure the student can obtain progress in these areas? A. Ask the principal to retain the student, due to lack of understanding grade level concepts. B. Meet with a school-based team, consisting of administrators, support personnel, select teachers, and reading coach to determine various strategies that can be used to support the student with mastering grade appropriate skills. C. Transfer student to a different teacher that may have better strategies for teaching the student. D. Provide homework packets that the parents can use at home to reinforce learning because the teacher has done all that she can do.
What is the next step the teacher should take to ensure the student can obtain progress in these areas? B. Meet with a school-based team, consisting of administrators, support personnel, select teachers, and reading coach to determine various strategies that can be used to support the student with mastering grade appropriate skills.
200
A kindergarten teacher implements the following lesson: Teacher: What are the sounds in the word sit? Student: /s/ /i/ /t/ Teacher: Good. The new word is pit. What sound changed sit to pit? Student: /p/ The phonemic awareness lesson above is an example of: A. substituting a medial vowel B. substituting an initial consonant sound C. syllable blending D. phoneme counting
The phonemic awareness lesson above is an example of: B. substituting an initial consonant sound
300
A teacher has completed a whole group lesson on a grammar topic. She has assigned the students to complete five sample questions while she walks around the room and provides feedback and corrections to their work. This instructional component is an example of: A. orientation B. presentation C. structured and guided practice D. independent practice and application
This instructional component is an example of: D. independent practice and application
300
An example of a phonemic awareness assessment is: A. medial phoneme substitution B. word sort C. matching prefixes and their meanings D. matching uppercase and lowercase letters, using word cards
An example of a phonemic awareness assessment is: A. medial phoneme substitution
300
During the first week of school, a kindergarten teacher assesses each student by asking a series of questions after handing them a book: Where is the front cover of the book? Use your finger to show me where I will begin reading on this page? Use your finger to show me the direction I need to read. Point to the title of the book. Show me how to turn the page. Where is the beginning of the story? Where is the end of the story? The teacher implemented this assessment to determine the students’ skills in the area of: A. phonics B. concepts about print C. phonemic awareness D. alphabetic Principle
The teacher implemented this assessment to determine the students’ skills in the area of: B. concepts about print
300
The purpose of an entry-level assessment is to determine: A. long term planning for the organization of small groups, determine the selection of appropriate instructional tools, create a comprehensive learning environment, and aligning student needs to CA State Standards. B. if the students mastered all of the grade level standards in the previous year. C. student retention of information over the summer. D. long term groupings for small group and individual instruction.
The purpose of an entry-level assessment is to determine: A. long term planning for the organization of small groups, determine the selection of appropriate instructional tools, create a comprehensive learning environment, and aligning student needs to CA State Standards.
300
A first grade teacher is designing lessons to focus on the alphabetic principle for small group instruction. An effective lesson will be: A. the teacher segments a CVC word. For each sound in the word the student places a corresponding letter card on the mat. After placing the letter cards on the mat, the student blends the sounds to say the word. B. the students sequence the alphabet on a graphic organizer. C. the student participates in sight word activities. D. the teacher recites the alphabet song with her students daily.
An effective lesson will be: A. the teacher segments a CVC word. For each sound in the word the student places a corresponding letter card on the mat. After placing the letter cards on the mat, the student blends the sounds to say the word.
400
A kindergarten teacher notices that two of his students are having difficulty with identifying the letters p and q. The best strategy for helping the students distinguish the two letters is: A. using flashcards to repeat letter names. B. having the students look for the letters in a Big Book. C. practicing letter formation during hands-on activities, such as tracing letters in sand. D. having the students copy the letters five times each for homework.
The best strategy for helping the students distinguish the two letters is: C. practicing letter formation during hands-on activities, such as tracing letters in sand.
400
The foundational skills necessary for a student to achieve automatic word recognition are: A. concepts about print, letter recognition, comprehension B. phonemic awareness, book handling skills, fluency C. phonemic awareness, phonics instruction, and reading words in context D. phonics instruction, sight word instruction, letter formation
The foundational skills necessary for a student to achieve automatic word recognition are: C. phonemic awareness, phonics instruction, and reading words in context
400
The foundational skills that directly support students with automaticity in reading fluency are: A. phonemic awareness, word analysis, sight word recognition B. word analysis, vocabulary, academic language C. phonemic awareness, vocabulary, comprehension D. decoding, encoding, comprehension
The foundational skills that directly support students with automaticity in reading fluency are: A. phonemic awareness, word analysis, sight word recognition
400
A kindergarten teacher administers the following assessment for letter recognition to individual students: b P t v g R e d s H n z Why is it important that the letters are not placed in alphabetical order on the assessment? A. to confuse the student B. to ensure the student is able to identify the letters and is not reciting the alphabet song while saying the letters. C. to make the assessment more challenging D. to prepare the students for relating the letters to the sounds
Why is it important that the letters are not placed in alphabetical order on the assessment? B. to ensure the student is able to identify the letters and is not reciting the alphabet song while saying the letters.
400
Use the chart below to answer the question that follows. the and is it we of To you he was a up that on not The monitoring assessment above is used to determine the students’ mastery of: A. sight words B. long vowel patterns C. multisyllabic words D. fluency
The monitoring assessment above is used to determine the students’ mastery of: A. sight words
500
A second grade teacher has an upcoming lesson that will focus on the endings –er and –est. She realizes that she needs to ensure her seven students that are English Learners receive explicit instruction on the endings since they do not exist in their primary language. The most effective and systematic instruction would be: A. to provide students with a preteaching lesson of the skill using visual supports to show the comparison of objects with –er and –est endings. B. to provide students with a reteaching lesson of the skill using visual supports to show the comparison of objects with –er and –est endings. C. to use visual supports to show the comparison of objects with –er and –est endings during whole group instruction. D. to group the English Learners together during the whole group lesson so they can work collaboratively and orally discuss the rules in order to understand the skill.
The most effective and systematic instruction would be: A. to provide students with a pre-teaching lesson of the skill using visual supports to show the comparison of objects with –er and –est endings.
500
A first grade student was reading the following sentences from a decodable text: Matt liked to sit on a mat with his fat cat. The fat cat looked at the rat while he sat on Matt’s lap. The fat cat ran at the rat. Matt yelled at his cat, “Get that rat!” By the letter combinations displayed in the text, it can be determined that the target letter combination during direct instruction was: A. at B. an C. et D. am
By the letter combinations displayed in the text, it can be determined that the target letter combination during direct instruction was: A. at
500
During Independent Workshop, a first grade teacher has her students work in groups of three in order to rehearse for reader’s theater presentations that are performed weekly. This strategy supports: A. word reading B. decoding C. encoding D. accuracy, pacing, and prosody
This strategy supports: D. accuracy, pacing, and prosody
500
After reviewing the miscue analysis for her second grade students’ fluency, a teacher notices that 60% of her students missed words such as quietly, practiced, wondered, toward, nervous, and routines. This data informs her that she needs to conduct explicit instruction in the area of: A. irregular sight word instruction B. phonemic awareness C. academic language D. decoding multisyllabic words
This data informs her that she needs to conduct explicit instruction in the area of: D. decoding multisyllabic words
500
During a fluency lesson, the teacher explicitly explained to her students the importance of recognizing punctuation marks within texts and modeled the various intonations and pitches for the dialogue between two characters. The teacher was modeling: A. accuracy B. prosody C. rate D. language conventions
During a fluency lesson, the teacher explicitly explained to her students the importance of recognizing punctuation marks within texts and modeled the various intonations and pitches for the dialogue between two characters. The teacher was modeling: B. prosody