Questions I got wrong Part 2 Flashcards
5.
Which of the following activities best demonstrates a phonics activity?
a.
Sorting rhyming words
b.
Playing alphabet bingo and covering a letter when the teacher says its name
c.
Matching picture cards to the consonant blends they begin with
d.
Listening to a fictional story read aloud by the teacher and identifying the setting
C. Matching picture cards to the consonant blends they begin with.
When students match picture cards with the consonant blends they begin with, they are using their understanding of the relationships between letters and the sounds they make. Therefore, it is a phonics activity. Choice A is a phonological awareness activity because it deals with sounds rather than letter/sound relationships. Choice B is a letter identification activity because students are matching letters to their names without addressing the sounds they make. Choice D is a comprehension activity because students are listening to a story and identifying story elements. They are not decoding the text independently
7.
Research has indicated that which of the following options is the best predictor of early reading success?
a.
Phonemic awareness
b.
Interest in reading
c.
Concepts of print
d.
Oral vocabulary
a.
Phonemic awareness
While all of these options are important and beneficial for reading development, research has indicated that phonemic awareness is one of the strongest predictors of early reading success. Understanding that words are made up of individual sounds assists with learning the letter/sound relationships in phonics. These relationships are used to decode words.
Reader’s theater can best assist students in which area?
a.
Memorization of text
b.
Reading fluency
c.
Artistic development through prop creation
d.
Creative writing
b.
Reading fluency
In reader’s theater, students are given roles in an informal play and practice their lines repeatedly before performing for the class. As students practice reading their lines repeatedly, they build reading fluency. Students typically read from their scripts during reader’s theater, so memorization is not required. Additionally, students usually do not use any costumes or props, and they typically use existing scripts rather than writing their own.
19.
A second-grade teacher is designing a word sort to help her students identify inflectional endings. Which pair of words should she use in this activity?
a.
Jumped and eating
b.
Blew and boo
c.
Crunch and trash
d.
Day and weigh
a.
Jumped and eating
An inflectional ending is a letter or group of letters added to the end of a root word. It is sometimes used to change the tense of the root word, as in the case of adding ed to jump to indicate past tense. Both -ed and -ing are inflectional endings. The words in choice B end in diphthongs, which are formed when two vowel sounds are combined within a syllable. The words in choice C end in consonant digraphs, or two or more consonants that are combined to form a new sound. The words in choice D rhyme, and they use different spelling patterns to make the same sound.
27.
Which of the following options best demonstrates a kinesthetic activity to build sight word recognition?
a.
Circling sight words found in a magazine article
b.
Building sight words with letter tiles
c.
Reading books containing numerous sight words
d.
Hopping along sight words written in chalk
d.
Hopping along sight words written in chalk
When students participate in kinesthetic activities, they are physically engaged in the learning process. These activities involve movement, such as hopping along the sight words written in chalk. While the other activities can also be used to practice sight words and may involve tactile experiences, they involve less movement and physical activity than hopping.
28.
Which theory suggests that there is no fixed meaning in any text, and that the meaning is determined by each individual’s interactions with the text based on prior knowledge and experiences?
a.
Louise Rosenblatt’s transactional theory of the literary work
b.
Howard Gardner’s theory of multiple intelligences
c.
David Perkins’ theory of learnable intelligence
d.
Lev Vygotsky’s social development theory
a.
Louise Rosenblatt’s transactional theory of the literary work
Louise Rosenblatt’s transactional theory of the literary work suggests that reading is a transaction between the reader and the text, and different readers may take different meaning from the same text. Vygotsky’s social development theory suggests that children interact in various social and cultural contexts through which cognitive development takes place. David Perkins theorized that humans have three types of intelligence: neural, experiential, and reflective. While neural intelligence is determined by genetics, experiential and reflective intelligence can be developed over time and should be fostered through learning experiences. According to Gardner’s theory, there are eight different types of intelligences, and each type has different strengths and learning preferences.
38.
Which of the following words has exactly two morphemes?
a.
Defrosting
b.
Realigned
c.
Dogs
d.
Tip
c. Dogs
A morpheme is the smallest unit of language with meaning, and a morpheme cannot be broken down any further without losing that meaning. Dogs has two morphemes: dog and the s, which indicates that the word is plural. Choice A has three morphemes: de, frost, and ing. Choice B also has three morphemes: re, align, and ed. Choice D has one morpheme: tip.
41.
A sentence in a book states, “It is fun to play checkers.” Which of the following examples demonstrates an error related to meaning, if stated by a student reading the text?
a.
It is fun playing checkers.
b.
It is fun to play chess.
c.
It is fun to play games.
d.
It is fun to play checkers with friends.
c.
It is fun to play games.
In choice C, the student selected a word that makes sense in the sentence but does not share any visual similarities with the existing word. He was relying on meaning to decode the word. Choice A demonstrates a structural error, as the student changed the verb ending. However, the sentence he read still sounds right. Choice B demonstrates a visual error, as he substituted a word that is visually similar to the existing word. Choice D demonstrates an insertion, as he added a prepositional phrase to the end of the sentence.
46.
Which of the following instructional strategies best demonstrates a way to prevent letter confusion in kindergarten students?
a.
Introducing the letters in alphabetical order
b.
Teaching visually similar letters, such as b and d, separately
c.
Requiring students to master each letter before introducing the next letter
d.
Focusing more on letter sounds than on letter names
b.
Teaching visually similar letters, such as b and d, separately
Children tend to confuse letters that are visually similar, such as b and d. Introducing them separately helps to prevent confusion between them. While there are differing theories on which order to use when introducing letters, generally alphabetical order is not the most effective. Letters are sometimes grouped for instruction by the difficulty of their sounds, their formation, or relevance to the students (such as introducing letters in their names first). Letters may be introduced in small groups to allow students to practice them in context, and both letter sounds and letter names are important for students to learn.
8.
Which of the following questions requires students to make an inference about a fictional text?
a.
Did the author support her points with strong evidence?
b.
How do you think the character felt when she said that?
c.
What do you think will happen next?
d.
Does this character remind you of any characters in other books you have read?
b.
How do you think the character felt when she said that?
Inferring requires readers to use clues rather than explicit evidence to determine the author’s meaning. Choice B requires students to use the character’s statements to infer how he or she felt at the time. Choice A requires students to evaluate the writing. Choice C requires students to make a prediction. Choice D requires students to make a text-to-text connection.
49.
Which of the following options best demonstrates a kindergarten teacher differentiating phonics instruction for her diverse group of students?
a.
Asking struggling readers to decode two CVC words and asking highly proficient readers to decode 10 CVC words
b.
Asking struggling readers to decode CVC words and asking highly proficient readers to write CVC words in sentences
c.
Asking struggling readers to decode CVC words and asking highly proficient readers to decode words with consonant blends
d.
Having struggling and proficient readers work in pairs to decode CVC words
c.
Asking struggling readers to decode CVC words and asking highly proficient readers to decode words with consonant blends
Differentiation involves instructing students according to their individual strengths and needs as indicated by assessment data. Instruction should challenge students in their zones of proximal development to ensure that they learn new skills without becoming bored or frustrated. Choice C provides both groups of students with words at their appropriate levels of difficulty. Choice A involves simply giving extra words to highly proficient readers. If they have already mastered decoding CVC words, decoding many of them is likely to be boring and unchallenging. Similarly, if highly proficient readers have already mastered CVC words, writing them in sentences is likely to be less challenging or beneficial than learning to decode more complex words. While paired experiences can be beneficial in many situations, choice D does not provide more challenging words for the highly proficient readers, nor does it ensure that they will scaffold the struggling readers rather than decoding the words for them.
56.
What is orthographic processing?
a.
The ability to separate spoken words into component sounds
b.
Understanding the predictable sound each letter makes
c.
Recognizing letter patterns that make up words or word parts
d.
Understanding spoken words
c.
Recognizing letter patterns that make up words or word parts
Orthographic processing refers to recognizing letter patterns that make up words or word parts. For example, a student may see the word sight and immediately recognize the ight pattern. The ability to separate spoken words into component sounds is a part of phonological awareness. Alphabetic principle is the understanding that each letter makes a predictable sound. Receptive language involves understanding spoken words.
57.
Which of the following words contains a phonogram produced by three letters?
a.
Tack
b.
Hit
c.
Bleak
d.
Light
d. Light
A phonogram is a letter or group of letters that represent a single sound. In the word light, the letters igh together produce one sound, /ī/. The longest phonogram in choice A contains two letters, ck. Choice B contains only one-letter phonograms. The longest phonogram in choice C contains two letters, ea, which together produce the /ē/ sound.
58.
Cause and effect, compare and contrast, and time order are all examples of what?
a.
Literary devices
b.
Literary elements
c.
Genres
d.
Text structures
d. Text structures
Text structure refers to how a text is organized. Different text structures are used depending on the purpose for writing, and cause/effect, compare/contrast, and time-order text structures are all commonly used in nonfiction texts. Literary devices are techniques authors use in their writing to set a certain mood, emphasize a point, convey a description, or more. Literary elements refer to parts of texts, such as characters, setting, plot, conflict, and resolution. Genres refer to specific categories of texts, such as fantasies.
69.
Which of the following statements is typically true of literature circles?
a.
All students within a classroom read and discuss the same book.
b.
Teachers predetermine the questions and concepts that will be discussed.
c.
Students have choices about the books they read.
d.
Groups remain static throughout the year.
c.
Students have choices about the books they read.
Although teachers may supply the possible options, students are typically given choices about the books they read for literature circles. This helps maintain interest and engagement throughout the process. Students participate in literature circles in small groups, and there are usually multiple books being read and discussed throughout a classroom. Students are encouraged to lead the discussions and introduce questions and topics for analysis. Additionally, groups may change frequently as students finish books and move on to new texts.
