Science of Teaching Reading Test Flashcards
In which of the following stages of spelling development does the child leave behind their phonetic dependence and rely on visual/morphemic strategies?
Transitional
Conducting a structural analysis would be the best strategy for students to use to decipher the meaning of which of the following words?
Mislead
A first-grade teacher is working with a small group of students with a set of manipulative tiles. She says “sand”, and then says “/s/ /a/ /n/ /d/”, pushing one tile forward for each separate sound she makes. Which of the following concepts is the teacher presenting to the students?
Phonemic Awareness
A teacher is beginning a unit on homonyms. The class starts out by reading the book Llamaphones by Janik Coat. Each page depicts a homophone pair with the illustration used to differentiate the meaning. Next, the class is divided into pairs to create word webs for a homophone pair. The teacher models the activity by having the class help her fill in the web.
Semantic maps help develop student’s vocabulary skills by:
Helping students make connections between words
Words that are impossible for students to sound out, such as “their, of, could” should be taught during which reading lesson?
Irregular Words
A teacher is beginning a unit on homonyms. The class starts out by reading the book Llamaphones by Janik Coat. Each page depicts a homophone pair with the illustration used to differentiate the meaning. Next, the class is divided into pairs to create word webs for a homophone pair. The teacher models the activity by having the class help her fill in the web.
After all the pairs have completed their word webs, the teacher hangs the webs on a bulletin board. The teacher then asks students to view the webs and choose five homophone words to incorporate into a creative writing assignment. How does this extension activity improve student vocabulary knowledge?
Students need exposure to words in context, and incorporating new words into their own writing is one way to give context to the new terms.
A first-grade teacher wants to incorporate more cross-curricular reading applications into her classroom, specifically with her history and science lessons. Which strategy would help best meet her goal of helping students comprehend cross-curricular informational texts?
Using graphic organizers to evaluate text structures in various subjects.
A third-grade teacher assigns students an expository text to read with a set of five questions. More than half the class misses the same question about the article’s main idea. Which of the following topics should the teacher cover to help students with this concept?
The purpose of titles, subtitles, and topic sentences.
A first-grade teacher administers a pseudo word assessment three times a year to track student progress on word decoding. Which is a limitation of administering only this type of assessment to students?
This assessment only focuses on code-based reading skills.
At the beginning of the year, a second-grade teacher wants to perform an assessment of students’ phonemic awareness. Which activity would best help the teacher assess this skill?
Providing students with a word and asking them to swap out a sound to change the word.
A third-grade classroom is composed of students of many ethnicities, some of whom are English language learners. The students are at a variety of reading levels and proficiencies. Which type of text would be the best choice to use in this classroom so that all students can connect to and comprehend the content?
Folktales
A small group of students has mastered letter-sound relationships for specific consonants (t,g,m) and short-vowel sounds for a and i. They are able to spell words with correct initial and final consonant sounds. Based on these skills, what small group activity should the teacher administer to move students along the continuum of development of knowledge and skills related to the alphabetic principle?
Having students read short paragraphs using these familiar sounds and practice reading and decoding the words, with teacher modeling as needed.
After reading a short fiction text to students, a teacher provides each child with a set of picture cards depicting events in the story. She asks the students to organize the photos in the order in which they occurred in the story. This activity can be used with:
Understanding basic story structure.
A kindergarten teacher gives a spelling pretest to her students. One student turns in the following list of words. Which of the following mini-lessons should the teacher present to address this student’s spelling difficulties?
Vowel diagraphs
A third-grade class has been studying mammals and reptiles, and the teacher would like to help students synthesize all the information they have learned about both types of animals. The teacher seats students in pairs and asks them to fill in a blank Venn diagram. Next, the teacher conducts a class discussion in which each pair of students shares their organizer and she records their findings in a whole-group version, shown here:
Creating this type of graphic organizer will help students develop their reading comprehension skills by:
Providing a system for recording commonalities and differences between the topics
A first-grade teacher introduces a game to her students. Each pair gets a spinner, a copy of the chart below, and a letter bank. Students take turns spinning the dial and complete a word in one of the columns according to what number the spinner lands on. The teacher completed the first row as an example.
This activity will help students develop word analysis skills by showing them how to:
Use orthographic skills to recognize letter patterns and practice phoneme substitution in words containing short vowels
Students come to their first year of school with various degrees of prior exposure to literature. Which strategy would be most effective for students who have had limited or no experience with written text?
Reading aloud from a predictable patterned big books and focusing instruction on print concepts and basic phonological awareness
A second-grade classroom with multiple Spanish-speaking English language learners is working on literary analysis. The class reads aloud a short story in which the main character, Lisa, visits Mexico while on vacation. Lisa struggles to fit in at first because she does not speak Spanish. Over the course of the book, she learns new words and phrases to use during her trip. During and after reading, the class discusses various aspects of the text and answers general comprehension questions posed by the teacher. One of the areas the teacher wants to focus on is generating a well-constructed summary of the story. The teacher provides a graphic organizer for students to complete as a whole group before writing the actual summary. Which chart or organizer would be most beneficial for the class to complete in order to achieve this goal?
A Somebody-Wanted-But-So-Then Chart
A second-grade classroom with multiple Spanish-speaking English language learners is working on literary analysis. The class reads aloud a short story in which the main character, Lisa, visits Mexico while on vacation. Lisa struggles to fit in at first because she does not speak Spanish. Over the course of the book, she learns new words and phrases to use during her trip. During and after reading, the class discusses various aspects of the text and answers general comprehension questions posed by the teacher. One of the areas the teacher wants to focus on is generating a well-constructed summary of the story. The teacher provides a graphic organizer for students to complete as a whole group before writing the actual summary. In what additional way could the teacher scaffold this activity that would benefit her students who are in the intermediate stage of English language proficiency in the area of writing?
Allowing the students to deliver their summary verbally to the teacher
A second-grade classroom with multiple Spanish-speaking English language learners is working on literary analysis. The class reads aloud a short story in which the main character, Lisa, visits Mexico while on vacation. Lisa struggles to fit in at first because she does not speak Spanish. Over the course of the book, she learns new words and phrases to use during her trip. During and after reading, the class discusses various aspects of the text and answers general comprehension questions posed by the teacher. One of the areas the teacher wants to focus on is generating a well-constructed summary of the story. The teacher provides a graphic organizer for students to complete as a whole group before writing the actual summary. By choosing this text, the teacher is demonstrating her understanding of:
The need to mirror diversity of her classroom in her text choices
A first-grade teacher has recently conducted oral timed reading assessments. She records the number of words per minute a student completes as well as any miscues and self-corrections made by the student.
The teacher meets privately with each student to share the results. The teacher meets with Tim first. She noted in Tim’s reading that he made a number of miscues but did not pause to acknowledge them or attempt to self-correct. Tim read at an above-average speed, completing the reading 20 seconds faster than his peers. Some of his errors included saying “dark” for “bark,” “nap” for “map,” and “jab” for “gab.” Previously Tim has been able to read grade-level texts with 95% accuracy, but on this assessment he scored closer to 75%.
During the conference, the teacher should be sure to:
Tell the student the ways in which he read well as well as provide actionable areas of improvement (fluency/pace)
A first-grade teacher has recently conducted oral timed reading assessments. She records the number of words per minute a student completes as well as any miscues and self-corrections made by the student.
The teacher meets privately with each student to share the results. The teacher meets with Tim first. She noted in Tim’s reading that he made a number of miscues but did not pause to acknowledge them or attempt to self-correct. Tim read at an above-average speed, completing the reading 20 seconds faster than his peers. Some of his errors included saying “dark” for “bark,” “nap” for “map,” and “jab” for “gab.” Previously Tim has been able to read grade-level texts with 95% accuracy, but on this assessment he scored closer to 75%.
Based on the results of the assessment, which activity would best address the errors made by Tim and improve his oral reading in the future?
Modeling reading with appropriate speed and having Tim practice reading more slowly and with expression
A kindergarten student is in the semiphonetic stage of spelling development and is hesitant to write longer pieces because she is concerned about misspelling words. The teacher should take which of the following steps to encourage further development of the student’s reading and writing skills?
Encouraging her to keep sounding out words and spelling the best of her abilities
A third-grade teacher notices two students are both automatic readers and share the same reading rate and comprehension level. She would like to assign them an activity that will help improve their individual reading rates. Which of the described activities would be best suited for this purpose?
A shared reading activity in which both students silently read the same text independently, pausing along the way to discuss the main points of the text
A first-grade teacher is looking for a new way to help students with literary analysis of complex texts. She decides to reread a text multiple times, each time asking the students to analyze the text in a specific manner. For example, after the first reading the teacher checks for comprehension. Then she reads it again, this time focusing on plot structure.
Once the students have completed their study of characterization, the teacher reads the text one more time. While reading, she asks the students to close their eyes. Once the reading is over, the teacher prompts the students to choose one scene from the story they found most interesting and draw it. Students then share their drawing with a partner and discuss why they chose that scene.
This activity can help students to understand complex texts by:
Encouraging them to visualize the text to create understanding
A first-grade teacher is looking for a new way to help students with literary analysis of complex texts. She decides to reread a text multiple times, each time asking the students to analyze the text in a specific manner. For example, after the first reading the teacher checks for comprehension. Then she reads it again, this time focusing on plot structure.
During the third reading, she would like the students to identify character development. The teacher can best accomplish this goal by:
Focusing on the illustrations and text to analyze the characters’ feelings
A first-grade teacher would like to improve her students’ ability to track print when it appears on consecutive lines in a book. Several students in the class have a good understanding of the alphabet, corresponding letter sounds, and simple decoding, but they struggle to understand longer lines of text. Which of the following strategies could she use as she models reading a short paragraph containing simple vocabulary in front of the class?
Using her finger to touch each word while reading slowly from left to right on the page
A second-grade teacher would like to help students develop their phonological awareness skills by teaching them to decode words faster as they read. Which of the following concepts should the teacher focus on to help students achieve this goal?
How to separate words into syllables, being able to separate words into syllables will help students develop their phonological awareness skills and assist them with decoding and spelling more difficult words
A beginning reader often writes letters and numbers facing the wrong direction during writing activities in class. Which of these strategies would best help this student learn to form his letters more accurately?
Have the student practice tracing letters in a workbook in which the steps for forming each letter are notated
A classroom has a mix of students with varied home languages and English dialects. In order to best help students learn inflectional word endings (such as -ed), the teacher should have the students:
Complete a word sort categorizing inflected words by their pronounciation
Which strategy would be most likely to help a kindergarten student who struggles to visually differentiate between the appearance of the letters p and q?
Giving the student tracing exercises focusing on the shape and direction the letter faces
A kindergarten teacher is beginning instruction on vowel and consonant blends. While students work on a math assignment, she calls students individually to her desk and asks them to read from a list of words, some of which include blends. As the student reads, the teacher notes whether or not the student can correctly pronounce any of the blends. This type of assessment best represents a:
Diagnostic assessment; diagnostic assessments are used to determine a student’s current level and understanding of a topic. The teacher is using a diagnostic test to inform her instruction and determine the students’ current knowledge about the topic.
A student who is typically a strong reader and specifically loves to read fiction narratives struggles more with content specific informative texts. The teacher regularly implements pre-reading and during-reading activities for the class as a whole, but which of the following strategies would be the most helpful for this specific student when reading the more challenging informative texts?
Decrease reading rate
After taking a field trip to a local farm, a class reads a short story about animals who live on a farm. During the reading, the teacher has students help her decode words with phonemes the students have recently learned. After reading, the teacher breaks the students into small groups and has them help her generate sentences about farm animals. After the students say a sentence, the teacher writes the sentence on paper. She asks the students to help her spell out words containing letter sounds they discussed during the reading. By asking the students to help her sound out and spell words, the teacher is:
Reinforcing phonics skills through both encoding and decoding
When working with English language learners on phonemic awareness and phoneme identification, it is most appropriate to select words that:
Include sounds used in both English and the student’s native language
A teacher would like her students to develop their phonological awareness. Which of the following activities would best help students develop their phoneme substitution skills?
The teacher writes the word “lake” on the board and says it out loud. She then puts up a picture of a cake next to “_ake” and asks students what sound would fill in the blank.
An elementary teacher could encourage and provide support for at-home reading by:
providing a list of popular children’s books parents/guardians would enjoy reading with their children.
In the word applause, which pair of letters represents a diphthong?
AU
Diphthong: a sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another
A kindergarten class is reading the fable "The Ant and the Grasshopper." After they finish reading, the teacher asks each student whether or not they would have shared their food with Grasshopper. As students answer, the teacher reminds them to explain their reasoning and points to the words "because" and "since," which are written on the board. After the students finish discussing the text, the teacher divides everyone into small groups and hands them a collection of seeds similar to those that Ant would have collected in the story. The groups are asked to sort and categorize the food. They are given a large piece of paper with a blank table with three boxes across the top and larger boxes under each of those. The teacher asks the students to label the top box with the category (color, texture, shape, etc.) and then place the seeds that match that category into the second box. What is the most likely goal of this activity?
to allow students to experiment with descriptive language.
A kindergarten class is reading the fable “The Ant and the Grasshopper.” After they finish reading, the teacher asks each student whether or not they would have shared their food with Grasshopper. As students answer, the teacher reminds them to explain their reasoning and points to the words “because” and “since,” which are written on the board.
Here is a sample of the class discussion:
Teacher: “Clark, would you have let Grasshopper in to eat?”
Clark: “No.”
Teacher: “Why not? Remember to use one of these words.”
Clark: “No, I wouldn’t because Grasshopper did not help me collect the food.”
create more complex grammatical sentence structures and explain their thinking.
As part of a unit on weather systems, a first-grade class will be reading a scientific, informational text with many new, tier-three vocabulary terms. Before this reading takes place, the teacher has students write about their favorite type of weather, identify the current weather outside over the course of a week, and watch a few videos depicting different types of weather systems. The main purpose for these pre-reading activities is to:
Provide students with ample opportunities to activate and build upon background knowledge before reading the complex text
A prekindergarten teacher has recently started a unit on money. The teacher reads a short story where the main character goes to the store to buy groceries. The text uses monetary terms like "change," "total," and "receipt." Before reading, the class discusses times they've gone shopping with their parents. The teacher asks students to describe the process of paying for items and prompts students to use these terms. During reading she checks for understanding by pointing to the illustrations and defining the terms. After reading, the teacher gives pairs of students play money and food items and gives the children time to pretend to shop, acting as both the customer and the cashier. While students are shopping, the teacher walks around the room to overhear conversations. She notices that some ELL and native speaking students are struggling to use the new terms correctly. Which of the following extension activities would be most beneficial for all students to meet the teacher's goal of learning the words?
sorting and matching picture cards into examples and non-examples of the terms.
