Multiple Choice Flashcards
A 6th grader who is advanced in most areas of reading has difficulty completing assigned reading selections. He appears motivated when he begins reading, but has difficulty keeping his attention on the task at hand. Which of the following would be his teachers best initial strategy for addressing this difficulty?
A. Adapting the student’s reading assignments to reduce their complexity and level of cognitive challenge.
B. Telling the student that his grades will be based in part on his ability to improve his concentration when he works on reading assignments.
C. Breaking down the student’s reading assignments into small steps and helping him learn to monitor his own attention and progress.
D. Managing the student’s reading assignments so that he generally has only one to work on at any given time.
C. Breaking down the student’s reading assignments into small steps and helping him learn to monitor his own attention and progress.
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.
An early elementary teacher could most
effectively support at-home reading by:
A. Sending parents/guardians a regular newsletter describing classroom reading activities.
B. Sharing with parents/guardians important articles from professional reading journals.
C. Recommending books that parents/guardians would likely enjoy reading with their children.
D. Providing parents/guardians with periodic reports on their children’s progress in reading.
C. Recommending books that parents/guardians would likely enjoy reading with their children.
A sixth-grade teacher wants to ensure that the classroom reading environment supports content-area learning for the English Learners in the class. Which of
the following strategies is likely to be most effective in addressing this objective?
A. Replacing classroom content-area books with simpler texts on the same subjects that the English Learners can understand more readily.
B. Providing English Learners with grade-level, English-only content-area books to promote academic language.
C. Making available in the classroom content-area texts at various levels that supplement and reinforce the information presented in students’ textbooks.
D. Setting up an area in the classroom where students can go to reread the content-area textbook quietly and
independently.
C. Making available in the classroom content-area texts at various levels that supplement and reinforce the information presented in students’ textbooks. Making available in the classroom content-area texts at various levels that supplement and reinforce the information presented in students’ textbooks.
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?
A fourth-grade class includes two students with Individualized Education Programs (IEPs). When planning classroom entry-level and progress- monitoring assessments for these students, the teacher should:
A. Make arrangements for the students
to be tested in an environment that
is quiet and free from distractions.
B. Consult the Reading/Language Arts Framework for California Public Schools to determine appropriate
assessments for students with IEPs.
C. Recognize that these students may require additional time to complete their work on these assessments.
D. Consult each student’s IEP to determine any specific testing accommodations required for that student.
D. Consult each student’s IEP to determine any specific testing accommodations required for that student.
A middle school teacher is preparing for the class to take the sixth-grade California Standards Test (CST) in English-language arts. The teacher believes that a student in the class with a Section 504 Plan would perform significantly better on the assessment if she were allowed to have frequent supervised breaks within sections of the test. Which of the following guidelines would be most important for the teacher to follow to ensure that arrangements for this student during the test are appropriate?
A. Providing the student with this testing accommodation only if it is specified in her Section 504 Plan.
B. Using good teacher judgment to determine if such an
accommodation is warranted.
C. Following whatever accommodations are generally
recommended for students with Section 504 Plans
D. Requesting testing accommodations for the student in writing at least eight weeks before the test is given.
A. Providing the student with this testing accommodation only if it is specified in her Section 504 Plan.
Midway through the year, a second-grade teacher convenes a student success team to plan additional support for a student who is performing somewhat below grade-level standards in reading. Other members of the team include the student and her
parents, another teacher who works closely with the student, and a school administrator. In the context of
developing an improvement plan for the student, which of the following pieces of information would be most important for the teacher to communicate to the
success team?
A. A comparison of the student’s reading skills with those of her peers who are performing at grade level.
B. A list of each of the formal and informal reading assessments that the student has taken so far during
this school year.
C. A list of appropriate formal reading assessments that could be used for the student’s summative evaluations.
D. A description of the student’s assessed strengths and weaknesses that could serve as a foundation for
addressing her needs.
D. A description of the student’s assessed strengths and weaknesses that could serve as a foundation for
addressing her needs.
A kindergarten teacher plays the following game with students. The teacher says, “Guess whose name I’m going to say now?” The teacher then says the initial
sound of a student’s name (e.g., /m/ for Mariko), and the children try to guess the name. This activity is likely to promote the reading development of students primarily by helping them:
A. Blend separate sounds in words.
B. Recognize that a spoken word is made up of sounds.
C. Understand the principles of phonics.
D. Learn how to spell their own names.
B. Recognize that a spoken word is made up of sounds.
*Careful…A sounds logical, but they aren’t BLENDING anything with this particular exercise!
Which of the following informal assessments would be most appropriate to use to assess an individual student’s phonemic awareness?
A. Asking the student to identify the sound at the beginning, middle, or end of a spoken word (e.g., “What
sound do you hear at the end of step?”)
B. Having the student listen to a tape-recorded story while looking at the book and then answer several
simple questions about the story
C. Asking the student to identify the letters in the alphabet that correspond to the initial consonant
sounds of several familiar spoken words.
D. Having the student listen to the teacher read aloud a set of words with the same beginning sound (e.g., train, trap, trouble) and then repeat the words.
A. Asking the student to identify the sound at the beginning, middle, or end of a spoken word (e.g., “What
sound do you hear at the end of step?”)
E.g., PHONEME = sound
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.
Quick refresh: A syllable can normally be divided into two parts: the onset, which consists of the initial consonant or consonant blend (c in cat), and the rime which consists of the vowel and any final consonants (at in cat).
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.
Which of the following strategies would best help a kindergarten student who is having difficulty visually distinguishing between the letters “b” and “d”?
A. helping the student focus on the directionality of each letter as the student traces it.
B. having the student look for the letters within the text of a favorite picture book.
C. repeating the name of each letter several times as the student points to the letter.
D. encouraging the student to observe closely as the teacher writes the letters.
A. helping the student focus on the directionality of each letter as the student traces it.
- A first grader can identify the letters of the alphabet and decode a number of simple words. He becomes confused, however, when tracking print in consecutive lines of print. Which of the following strategies is likely to be most effective in helping the student read a short paragraph of simple text?
A. Help him sound out unfamiliar words included in the text before he attempts to read the entire paragraph.
B. Have him use his finger or a marker as he reads the text.
C. Help him increase his reading rate to improve his understanding of the continuity between words and
sentences in the paragraph.
D. Modify the paragraph by using a yellow highlighter to identify natural groupings of words and phrases within the paragraph.
B. Have him use his finger or a marker as he reads the text.
Which of the following instructional practices would be most effective in promoting kindergarten students’
understanding of the alphabetic principle?
A. routinely saying the sounds in words when writing the words on the board.
B. creating a writing center in the classroom, stocked with paper and writing implements.
C. labeling key objects in the classroom such as the clock and tables.
D. stopping frequently during read-alouds to carefully pronounce and define important words.
A. routinely saying the sounds in words when writing the words on the board.
The alphabetic principle is the understanding that words are made up of letters and letters represent sounds. If a child understands these letter-sound associations, he is on the way to reading and writing words.
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.
Emergent Readers (Levels D-J) Readers at this stage have developed an understanding of the alphabet, phonological awareness, and early phonics. They have command of a significant number of high-frequency words.
