Planning, Organizing, and Managing Reading Instruction Based on Ongoing
Assessment
Assessment
The teacher reads aloud the clause "All mimsy were the borogoves" and asks students what that might mean. One student responds, "It means that the borogoves were all mimsy!" This student's response demonstrates skill in which of the following reading comprehension strategies?
A. applying relevant content knowledge
B. recognizing cause-and-effect relationships
C. analyzing the use of figurative language
D. interpreting unusual grammatical constructions
D. interpreting unusual grammatical constructions
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
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
A fifth-grade teacher is teaching a unit on fiction. To begin, students read several simple fairy tales and discuss the moral or meaning of each one. The teacher then assigns a more complex story and leads a discussion about the moral of the story after students finish reading it. This instructional strategy is most likely to promote students' reading proficiency by:
A. guiding students to analyze the relationship between plot and character in a literary text.
B. helping students identify and understand the theme of a literary text.
C. fostering students' ability to distinguish an author's use of fact versus opinion in a text.
D. enhancing students' ability to use self-monitoring strategies to clarify the meaning of a text.
B. helping students identify and understand the theme of a literary text.
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
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.
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.
To promote students' comprehension of a passage about comets and meteoroids, a middle school teacher shows the students how to use facts from the text to complete a Venn diagram.
This comprehension strategy is most effective in facilitating students' ability to:
A. use inferential comprehension skills to identify cause-and-effect relationships.
B. draw on their prior knowledge to clarify understanding.
C. organize textual information according to similarities and differences.
D. apply their vocabulary knowledge in new contexts.
C. organize textual information according to similarities and differences.
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"
Which word contains a consonant cluster?
A)boat
B) train
C) chew
D) carpet
B) train
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
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.
A third-grade teacher prepares several
poster-sized copies of the six pointed star diagram with each point correalting to one of six questions (who, what, when, where, why, and how).
After reading an assigned story, students divide into small groups, and the teacher distributes a copy of the star diagram to each group. The members of each group discuss how the six questions (who, what, when, where, why, and how) apply to the story and write answers in the six points of the star. The teacher then displays the completed star diagrams and leads a whole-class discussion about them. This instructional activity is most likely to promote students' reading proficiency in which of the following ways?
A. improving students' comprehension by encouraging them to analyze a text's underlying theme
B. helping students learn a strategy for using visual representation to analyze key elements of a text
C. improving students' comprehension by encouraging them to connect personal experience to a text
D. helping students learn to use evaluative comprehension skills to determine an author's point of view
B. helping students learn a strategy for using visual representation to analyze key elements of a text
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.
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.
A fourth-grade student who reads grade-level narrative texts with fluency and excellent comprehension is struggling to read aloud a grade-level content-area passage about a topic with which the student is familiar. The student reads the passage hesitantly, frequently stopping to reread clauses or entire sentences.
Afterward, the student demonstrates limited comprehension of what was read.
Which of the following factors is most likely disrupting the student's fluent reading of this text?
A. insufficient background knowledge to support basic comprehension of the text
B. lack of experience with the academic-language structures used in the text
C. insufficient monitoring of comprehension while reading the text
D. lack of grade-level word analysis skills for accurate decoding of the words in the text
B. lack of experience with the academic-language structures used in the text
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.
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.