Subtest 1

Question 1

A first grade teacher considers ways to help a new student who is beginning English learner development skills and phonemic awareness and knowledge of English sounds. Which of the following steps will be most important for the teacher to take first?

A. Collecting a set of simple rhyming poems in English to practice reciting with the student
B. preparing a list of simple English words with different vowel sounds for the student to study
C. gaining some basic familiarity with the sound system of the student’s primary language
D. making a study tape for the student by recording an oral in reading of high frequency English words

Answer 1

C. gaining some basic familiarity with the sound system of the student’s primary language

Question 2

A first grade teacher leads a small group of beginning readers in a lesson focused on decoding simple words composed of letters that students have learned to sound out in isolation. The teacher begins by writing the word “sat” on the board. In keeping the research based practices, the most appropriate step for the teacher to take next in this lesson would be to:

A. Teach the student to blend the sounds in the word “sat” slowly and continuously without pausing (tapping the sounds out)
B. Ask the students to suggest words they know that rhyme with sat and write these words on the board
C. teach students to 1st silently scan all the letters in the word sat and then pronounce the word aloud
D. have the students practice identifying the word sat in a variety of connected texts

Answer 2

A. Teach the student to blend the sounds in the word “sat” slowly and continuously without pausing (tapping the sounds out)

Question 3

Which of the following strategies would best help a kindergarten teacher assess a student’s ability to blend phonemes?

A. Say the words set, pet, and mp, then ask the child which one sounds different
B. say the sounds /s/, /e/, and /t/ separately, then ask the child to say them as one word
C. say the words sat, set, and sit, then ask the child to see them with /m/ in place of /s/
D. say the word set, then ask the child to tap once for each sound the word contains

Answer 3

B. say the sounds /s/, /e/, and /t/ separately, then ask the child to say them as one word

Question 4

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, medial or final 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 listened to the teacher read aloud a set of words with the same beginning sound (e.g train, trap, trouble) and then repeat the words

Answer 4

A. Asking the student to identify the sound at the beginning, medial or final of a spoken word (e.g “what sound do you hear at the end of step)

Question 5

Which of the following informal assessments would be most appropriate to use to assess an individual student’s phonemic awareness?

A. Have the student recite Old McDonald and then have the student recite the song aloud
B. teacher writes the word “ride” and have the student say individual sounds
C. have the student whisper silently and then recite a word out loud
D. have the students segment the sounds in the word cat /c/ /a/ /t/ in order

Answer 5

D. have the students segment the sounds in the word cat /c/ /a/ /t/ in order

Question 6

What strategy is best used to teach phonemic awareness?

A. Saying the alphabet out loud
B. Singing “old McDonald”
C. Break apart words from a list
D. Say the individual sounds of a word

Answer 6

D. Say the individual sounds of a word

Question 7

What strategy is best used to teach phonemic awareness?

A. Write the word ride
B. copy the word with sand letter (dog)
C. say the pronunciation of (cat)

Answer 7

C. say the pronunciation of (cat)

Question 8

A student who joins a first grade classroom in late October performs poorly on a phonemic awareness activity. Two address this student’s reading needs, which of the following steps would be most important for the teacher to take first?

A. Engaging the student in a variety of beginning phonics games and activities
B. Consulting informally with the special education teacher to see if the student might benefit from an individualized education program
C. Conducting informal phonemic awareness assessments with the student
D. Making immediate plans for a sequence of differentiated instruction for the student in phonemic awareness skills

Answer 8

C. Conducting informal phonemic awareness assessments with the student

Question 9

Which of the following statements best explain why students continue to need systemic, explicit instruction to support and promote fluency even after they have achieved automaticity?

A. Vocabulary and academic language continue to be significant factors that disrupt students’ fluency
B. Students need continued guided practice and basic phonics patterns and elements
C. Students need continued guided practice and basic word identification skills
D. High frequency irregular sight words continue to be significant factors that disrupt students fluency

Answer 9

A. Vocabulary and academic language continue to be significant factors that disrupt students’ fluency

Question 10

A third grade teacher develops word list from a small group of students that includes words representing complex phonics patterns. After reviewing the list with students the teacher did a dictation activity with a different set of words that follow the same pattern and the student wrote down the word. This activity demonstrates the teachers awareness of the importance of?

A. Developing students recognition of common syllable patterns to support accurate reading and writing
B. Helping students understand use of invented spelling to reinforce their phonics skills and foster self-expression
C. Helping students understand how the morphology of words relate to spelling patterns
D. Using writing activities to give students opportunities to apply phonics knowledge to new words

Answer 10

D. Using writing activities to give students opportunities to apply phonics knowledge to new words

Question 11

A first grade teacher provides students with explicit, systematic phonics instruction to promote their reading development. When designing activities to teach letter-sound correspondences, the teacher should:

A. Provide reading opportunities for students to practice sounds in context after studying the sounds in isolation
B. Make certain that students have mastered vowel sounds before focusing on consonants
C. Ensure that students master the spelling of practice words using the target sound before teaching a new sound
D. Provide reading opportunities for student to whisper read
E. Include instruction and related consonant blends when introducing individual consonants

Answer 11

A. Provide reading opportunities for students to practice sounds in context after studying the sounds in isolation

Question 12

Prosody has which of these characteristics:

A. Reading with excitement and correct intonation like teachers do. A good strategy is choral reading
B. Variation in pitch and intonation
C. Pronunciation of phonemes
D. Reading at a rapid rate
E. Co-articulation of word boundaries
F. Sounding of natural speech

Answer 12

B. Variation in pitch and intonation

F. Sounding of natural speech

Question 13

Prosodic oral reading both supports and is supported by reader’s:

A. Word consciousness and enjoyment of words
B. Ability to recognize the internal structure of words
C. Active comprehension processes
D. Phonemic awareness skills

Answer 13

C. Active comprehension processes

Question 14

Which of the following questions focuses most directly on a student’s ability to read with prosody?

A. Can the student writing accurate description of the main idea and supporting details of a passage after reading the passage aloud
B. Can the student demonstrate evaluative comprehension when responding to questions about a passage after reading it aloud?
C. Can the student connect elements in a passage to other sources, including personal experiences, after reading the passage aloud?
D. Can the student accurately read aloud a grade-appropriate passage in a manner that sounds like natural speech?

Answer 14

D. Can the student accurately read aloud a grade-appropriate passage in a manner that sounds like natural speech?

Question 15

Which of the following factors will most disrupt a second grade student’s fluency, with respect to accuracy?

A. The student does not regularly use meta-cognitive strategies to monitor comprehension
B. A student is more familiar with the text structures of narrative texts than those of expository text
C. The student does not recognize common inflected morphemes when they appear in unfamiliar words
D. A student is not familiar with common textual features that can help support comprehension

Answer 15

C. The student does not recognize common inflected morphemes when they appear in unfamiliar words

Question 16

In a curriculum based oral reading fluency assessment conducted in September, a second grade student has an accuracy rate of 98%, reading rate of 39 words per minute, or just words below 50% of our benchmark 51 words per minute. These results, such as the teacher should plan instruction for the student that focuses on which of the following dimensions of reading fluency

A. Enhancing the student’s contextual word analysis skills
B. Promoting the student’s automatic word recognition (automaticity)
C. Textual comprehension
D. Prosody

Answer 16

B. Promoting the student’s automatic word recognition (automaticity)

Question 17

Which of the following informal assessments would be most appropriate and effective to administer at the beginning of the school year to assess first grade students understanding of letter-sound correspondence

A. Asking individual students to recite the alphabet while following the letters on an alphabetical chart with their finger
B. Showing individual students a picture card and asking them to identify another word that begins with the same sound
C. Having individual students segment the sounds of single syllable words from a word list in the teachers read aloud (dog= /d/+/o/+/g/)
D. Asking individual students to say the sound a letter makes as the teacher points to individual letters in randomly organized list of letters

Answer 17

D. Asking individual students to say the sound a letter makes as the teacher points to individual letters in randomly organized list of letters

Question 18

A teacher is helping students learn orthographic generalization for adding suffixes to words ending in “y”. In addition to promoting their spelling development, this type of lesson is likely to promote students’ reading development by:

A. Developing vocabulary knowledge
B. Enhancing decoding skills
C. Building academic language
D. Improving pronunciation of words

Answer 18

B. Enhancing decoding skills

Question 19

In an oral fluency assessment in January, a second grade student reads aloud an unfamiliar passage selected by the teacher, while the teacher records the student’s reading performance on a separate copy of the text, noting the student’s reading time and then calculating the students oral reading fluency score. The teacher’s annotated copy of the text appears below.

Based on the student’s assessment results and reading performance during the assessment, fluency instruction for this student should focus primarily on:

A. encouraging and supporting the student’s continued progress in the area of reading rate
B. teaching the student to use self-monitoring for comprehension to support prosodic reading
C. encouraging the student to use context strategies to improve decoding accuracy
D. providing the student with corrective feedback to increase accurate reading

Answer 19

D. providing the student with corrective feedback to increase accurate reading

Question 20

The pattern of errors in this assessment most clearly suggests that the student:
Assessment about Tanya or Maria

A. Does not recognize most words automatically
B. Applies word analysis skills to decode multisyllabic words
C. Relies heavily on contextual clues of word recognition
D. Does not have the oral vocabulary to support recognition of many words

Answer 20

C. Relies heavily on contextual clues of word recognition

Question 21

One third grader likes to read and demonstrates strong word recognition skills, but he typically reads aloud in a halting manner and sometimes has difficulty answering comprehension questions after reading aloud a simple text. To help address the student’s reading difficulty, the teacher selects familiar texts at his independent reading level and then marks appropriate phrasings, as listed below:

Example: Once Upon a time/ in a Kingdom by the sea/ a brave young Princess/ decided to explore:

A. enhancing his auditory awareness and ability to segment sounds in words as he reads aloud
B. helping him learn how to recognize and convey idea units as he reads aloud
C. guiding him to apply a variety of word identification strategies as he reads
D. improving his ability to analyze grammatical structures as he reads

Answer 21

B. helping him learn how to recognize and convey idea units as he reads aloud

Question 22

A kindergarten teacher bases a number of reading related activities on “sound of the day” for one activity, children substitute the letter of the day for the sound in each of their names (e.g if /m/ is the sound of the day, Jack becomes Mack) and call each other by their “new” names. This activity is most likely to promote the reading development of students by:

A. Promoting the recognition of word boundaries
B. Preparing them to learn about concepts of onset and rhymes
C. Helping them understand how sound relates to print
D. Promoting their development of basic syllabication skills

Answer 22

B. Preparing them to learn about concepts of onset and rhymes

Question 23

When reading aloud familiar nursery rhymes, a kindergarten teacher occasionally substitutes rhyming words for the words of the original text. (such as “twinkle, twinkle little car” or “one, two, chuckle my boo) students are asked to identify the “mistakes.” This activity could best be used to assess students:

A. Comprehension of main ideas and supporting details
B. Ability to perceive unexpected changes in sound patterns
C. Awareness of letter-sound correspondences
D. Skill and blending individual phonemes

Answer 23

B. Ability to perceive unexpected changes in sound patterns

Question 24

A kindergarten teacher has designed an alphabet bingo game. Each student has a card with some of the letters of the alphabet printed on it and sets the loose titles. When the teacher calls out, B for example, students try to find a tile with a B on it and match it to the B on their cards. The activity is likely to be most effective in promoting which of the following reading skills?

A. Associating the names of the letters with their shapes
B. Identify sounds that correspond to different letters
C. Understand the directionality of print
D. Recognizing that a spoken word consists of separate sounds

Answer 24

A. Associating the names of the letters with their shapes

Question 25

A kindergarten teacher wants to assess a student’s ability to focus attention on the sounds and words. Which of the following assessment strategies would be most appropriate and effective for this purpose?

A. Provide a list of words that begin with the letters B&D and ask the student to circle all the words that begin with the letter B
B. Give several examples of rhyming words and then ask the student to say whether pairs of spoken words rhyme
C. Ask the students to circle the picture on a worksheet that corresponds to each word read aloud by the teacher from a short list
D. Model how to find “hidden words” (example rat in separate) and then give the student a hidden- words worksheet to complete

Answer 25

B. Give several examples of rhyming words and then ask the student to say whether pairs of spoken words rhyme

Question 26

Children in a kindergarten class work in teams to decorate cardboard cutouts of letters. With the help of their teacher and the physical education teacher, each team figures out how to “look like the letter” assigned to the team (e.g two students face each other and hold hands to form the letter H). The teacher photographs each team’s “human letter” and splays the photos with the decorated letters. This activity most clearly demonstrates which of the following principles of effective reading instruction?

A. Visually oriented activities can be especially helpful in strengthening the decoding skills of students with varied reading needs
B. Interdisciplinary activities can strengthen students’ phonemic awareness and understanding of letter-sound correspondences
C. Kinesthetic activities can be especially helpful in improving the phonological awareness of students who are visual learners
D. Multi-sensory activities can help promote the letter recognition skills of students with varied reading needs and learning styles

Answer 26

D. Multi-sensory activities can help promote the letter recognition skills of students with varied reading needs and learning styles

Question 27

A first grade teacher notices that a student who is a phonetic speller has begun placing a silent -e at the end of most words. The practice most likely reflects:

A. Difficulty in discriminating between vowels and consonants
B. The normal tendency of students in this age of spelling development to overgeneralize phonics rules
C. Difficulty in distinguishing sounds within words
D. The normal tendency of students in this stage of spelling development to overuse vowels

Answer 27

B. The normal tendency of students in this age of spelling development to overgeneralize phonics rules

Question 28

A kindergartener shows her teacher a picture she has drawn of her kitten and says, “see, it says tigger.” Based on the work sample the student appears to have developed some understanding of the concept that…

A. There is a difference between drawing and writing
B. Letter names differ from letter sounds
C. Printed text is directional
D. Every English word must contain a vowel

Answer 28

B. Letter names differ from letter sounds

Question 29

Several students in a second grade class typically make the following types of errors in their writing

Raining but spelled raning
snake but spelled snak

A. the use of morphology as a spelling strategy
B. the use of etymology as a spelling strategy
C. the spelling of high-frequency irregular sight words
D. the spelling of commonly occurring long-vowel patterns

Answer 29

D. the spelling of commonly occurring long-vowel patterns

Question 30

To help assess student’s spelling skills is second grade teacher dictates a set of words. Shown below is one students written performance on the assessment.

Whale but spelled wale
brush but spelled bruch

A. consonant blends
B. vowel digraphs
C. consonant digraphs
D. “R” controlled vowels

Answer 30

C. consonant digraphs

Question 31

A fifth grade teacher is studying the history of the United states during the colonial period. The teacher wants to help students spell units related vocabulary correctly when they engage in writing activities associated with the unit. The strategy is likely to be most effective in improving students’ spelling of unit related vocabulary.

A. Showing them copies of original documents from the colonial period, having them identify words that have since changed spelling (e.g, wagon, shoppe) And then having them analyze these spelling changes
B. Making sure that they understand that their research papers and other writing assignments for this unit will be graded on spelling as well as on content
C. Having them categorize and study new words by common features (e.g., words with a common suffix such as taxation, revolution; words what they common root such as colony, colonial, colonizing)
D. Preparing a list of keywords related to the unit and each week adding a few of the words from this list to the students’ regularly scheduled spelling test

Answer 31

C. Having them categorize and study new words by common features (e.g., words with a common suffix such as taxation, revolution; words what they common root such as colony, colonial, colonizing)

Question 32

At the beginning of the school year, a third grade teacher wants to conduct an assessment of students’ decoding abilities. Which of the following assessment methods would be most effective for this purpose?

A. The teacher observes students during classroom reading activities and makes anecdotal notes
B. Each student reads aloud a grade-appropriate passage while the teacher notes any miscue or errors
C. The teacher asks students to identify the initial, medial, and final sounds of a spoken word
D. Each student silently reads a grade appropriate passage and then answers comprehension questions

Answer 32

B. Each student reads aloud a grade-appropriate passage while the teacher notes any miscue or errors

Question 33

Which of the following divisions of the word strongly distinguishes the words onset and rime.

A. st/rong
B. stro/ng
C. s/trong
D. str/ong

Answer 33

D. str/ong

Question 34

Which for the following is a characteristic for the consonants in a consonant blend?

A. Each of the consonants retains its original sound
B. The sound associated with one or more of the consonants is omitted
C. The sound of consonants depends on the vowel that follows them
D. The sound of consonants depends on their position within the word

Answer 34

A. Each of the consonants retains its original sound

Question 35

In general, a first grade teacher should begin providing English phonemic-awareness instruction for English learners as soon as they demonstrate:

A. The ability to pronounce most vowel sounds in English
B. Some basic understanding of English stories that are read aloud
C. The ability to recite the English alphabet
D. Some basic comprehension of oral English

Answer 35

D. Some basic comprehension of oral English

Question 36

A kindergarten teacher should begin instruction in Word reading as soon as students have:

A. Learned a set of letter sounds that allow the formation of two-letter or three-letter words
B. Master the sounds that most commonly correspond to the letters of the alphabet
C. Demonstrate the ability to write all uppercase and lowercase letters
D. Demonstrate the ability to produce rhyming words

Answer 36

A. Learned a set of letter sounds that allow the formation of two-letter or three-letter words

Question 37

Illustrated below is a set of word cards that a first grade teacher is using with a small group of beginning readers

I, we, the, is, see, cat, fat, dog (picture of dog), rat (picture of rat)

A. writing carries meaning in different ways than pictures do
B. every sentence needs to include both a subject and a predicate
C. individual words are made-up of separate sounds
D. a sentence consists of separate words arranged in a particular order

Answer 37

D. a sentence consists of separate words arranged in a particular order

Question 38

A first grade teacher has designed the following as one activity to build the literacy skills of a student who has a reading disability. The teacher will use colored charts and asked the students to arrange the blocks from left to right as the teacher says a sequence of words. Such activity would be most useful for promoting the students:

A. Reading fluency
B. Understanding of word boundaries
C. Phonics awareness
D. Recognition of letter names

Answer 38

B. Understanding of word boundaries

Question 39

Difference between phonics skills and phonemic skills

A. Phonemic awareness is the general understanding that spoken language can be represented by print, while phonics requires knowledge or particular letter-sound associations
B. Phonemic awareness is the ability to associate sounds with letters, while phonics refers to knowledge of common spelling patterns
C. Phonemic awareness involves a general understanding of the alphabetic principle while phonics includes letter blending skills
D. Phonemic awareness is the ability to distinguish individual speech sounds while phonics requires knowledge of letter-sound correspondence

Answer 39

D. Phonemic awareness is the ability to distinguish individual speech sounds while phonics requires knowledge of letter-sound correspondence

Question 40

Which of the following factors would be most likely to cause a significant disruption in a first grade student’s development of reading

A. Lack of word consciousness
B. A limited knowledge of content vocabulary
C. Lack of familiarity with academic language
D. A limited sight-word vocabulary

Answer 40

D. A limited sight-word vocabulary

Question 41

A second grade student generally misreads more than 1 out of every 10 words when reading grade level texts. In order to promote the students’ reading fluency, the teacher should have the student:

A. Re read a text as many times as needed to be able to read it error free
B. Practice reading a variety of grade level texts to slow rate than the student has been using
C. Your help listen to an audio recording of a text prior to reading it independently
D. Practice reading of variety of texts written to the student’s independent reading level

Answer 41

D. Practice reading of variety of texts written to the student’s independent reading level

Question 42

Automaticity and word recognition supports student development of reading fluency primarily by:

A. Allowing them to direct their efforts on the meaning rather than on decoding each word
B. Enhancing their familiarity with more complex academic language and textual structures
C. Providing them with a range of metacognitive strategies useful to understand the meaning of a text
D. Fostering their appreciation for the relationship between written texts and spoken language

Answer 42

A. Allowing them to direct their efforts on the meaning rather than on decoding each word

Question 43

The primary reason for promoting pre-readers phonemic awareness is that such awareness is required in order for children to?

A. Benefit from phonics instruction
B. Understand that the print they see is in the environment carries meaning
C. Recognize the names and shapes of individual letters
D. Develop an extensive site word vocabulary

Answer 43

A. Benefit from phonics instruction

Question 44

Which of the following morphemes is an inflectional ending?

A. -al
B. -ize
C. -ly
D. -ed

Answer 44

D. -ed

Question 45

A fourth grade teacher notices that some students are having difficulty spelling words with -ed and -ing endings. Which of the following strategies is likely to be most effective in improving the students’ spelling of such words?

A. Showing the students concrete examples of words that follow common syllable patterns and having them practice spelling these words
B. Helping the students memorize the correct spelling of words of this type by posting challenging high-frequency words on a word wall
C. Providing the students with explicit review of orthographic rules for adding inflections to verbs and with additional practice applying these rules
D. Planning instructional activities to reinforce the students’ understanding of letter-sound correspondence and key phonics blending skills

Answer 45

C. Providing the students with explicit review of orthographic rules for adding inflections to verbs and with additional practice applying these rules

Question 46

In which of the following types of accented syllable is a single vowel letter most likely to represent it’s long sound?

A. CVC
B. CVCe
C. CVCC
D. VCC

Answer 46

B. CVCe

Question 47

Mastery of which of the following skills best indicates a student’s readiness for explicit instruction in reading VCe and CVCe pattern words such as ate and home?

A. Recognizing inflected endings in single syllable words
B. Decoding most short vowel phonics patterns in single syllable words
C. Recognizing at least 10 high-frequency sight words
D. Decoding most vowel digraphs and simple single-syllable and two-syllable words

Answer 47

B. Decoding most short vowel phonics patterns in single syllable words

Question 48

A first grade teacher reads aloud a short sentence to a student, then asks the student to identify the number of words in the sentence. For words of more than one syllable, the student counts each syllable as one word. The results of this informal assessment suggest that the student may need help:

A. Understanding that words are made-up of sounds
B. Recognizing the boundaries between words
C. Understanding that print carries meaning
D. Connecting oral language to reading

Answer 48

B. Recognizing the boundaries between words

Question 49

Which of the following activities would be most effective in encouraging 2nd grade students to use their developing phonics knowledge to promote their accurate spelling of regular single-syllable words?

A. Having individual students sort a set of 20 words (e.g., oa words, ow words, and VCe words that make long o)
B. Having pairs of students quiz each other on the spelling of words that follow recently taught complex phonics patterns
C. Having the whole class compete in various spelling games (spelling bee, spelling baseball) that focus on grade level words that follow complex spelling patterns
D. Having small groups of students invent plausible phonetic spellings for a group of grade level irregular site words

Answer 49

A. Having individual students sort a set of 20 words (e.g., oa words, ow words, and VCe words that make long o)

Question 50

A 5 year old writes the following sentence and tells his kindergarten teacher that it says “I love my baby sister”

ILVMIBABESSTR

This writing sample suggests that the student has NOT yet developed the concept that?

A. Writing consists of discrete words
B. print carries meaning
C. writing represents spoken language
D. language can be segmented into phonemes

Answer 50

A. Writing consists of discrete words

Question 51

Students in a middle school class have been reading and discussing a math test. To help promote the students’ reading proficiency, the teacher targets a number of vocabulary words in the test, such as triangle and Pentagon. These words are the focus of several instructional activities. Which of the following strategies would best help the students learn how to spell the vocabulary words?

A. The students prepare for a spelling quiz by taking a pretest on the vocabulary words
B. The teacher calls on students to spell the vocabulary words aloud
C. The teacher and the students discuss the morphology of each word
D. The students study a list of the vocabulary words with definitions

Answer 51

C. The teacher and the students discuss the morphology of each word

Question 52

A third grade teacher regularly plans spelling instruction focusing on specific complex spelling patterns (e.g., one unit focuses on the phonogram -ight and the words right, light, sight, and tonight). This approach to spelling instruction also promotes students’ reading development primarily by:

A. Supporting their ability to use metacognitive strategies effectively during reading
B. Developed their knowledge of sound based on literary devices such as rhyming and alliteration
C. Enhancing their ability to recognize larger chunks of letters when decoding unfamiliar words
D. Expanding their oral vocabulary knowledge to support development of automatic word recognition

Answer 52

C. Enhancing their ability to recognize larger chunks of letters when decoding unfamiliar words

Question 53

A third grade teacher regularly assigns students who have achieved automaticity extended passages to read silently to promote their reading fluency. Which of the following steps would be most important for the teacher to take to ensure that this activity is effective in supporting fluency development?

A. Modeling appropriate silent reading behaviors for the students by reading a text independently as the students read the assigned passages
B. Providing the students with the same target passage and ensuring that it is written at or below the students’ independent reading levels
C. Monitoring the students’ silent reading during the activity by holding them accountable for comprehension of the passage
D. Having the students use a repeated oral reading procedure with a selected portion of each passage before they read the passage silently

Answer 53

C. Monitoring the students’ silent reading during the activity by holding them accountable for comprehension of the passage

Question 54

Which of the following instructional strategies is likely to be most effective in reinforcing students’ recognition of high frequency, irregular sight words?

A. Teach the students how to use context clues to determine the meaning of sight words
B. Have students make a list of sight words they already recognize and sight words they want to learn
C. Model for students how to sound out sight words that students are likely to encounter while reading
D. Incorporate a cumulative review of sight words into daily reading instruction

Answer 54

D. Incorporate a cumulative review of sight words into daily reading instruction

Question 55

A first grade student is able to pronounce the separate sounds and words as she attempts to read aloud, but she remains unable to decode most words. This student is likely to benefit most from instruction designed to help her:

A. Segment words into phonemes
B. Recognize letter sounds correspondence
C. Blend phonemes within words (instruction)
D. Understanding how to divide words into syllables

Answer 55

C. Blend phonemes within words (instruction)

Question 56

At the elementary level systematic instruction in phonemic and word analysis skills is effective in supporting students’ literacy development primarily because these skills:

A. Enhance students’ reading and spelling accuracy and automaticity
B. Promote students’ understanding and facility using an expanding oral vocabulary
C. Foster students’ explicit knowledge of academic language structures
D. Increase students’ repertoire of metacognitive and textual based comprehension strategies

Answer 56

A. Enhance students’ reading and spelling accuracy and automaticity

Question 57

A middle school teacher wants to help a student with a mild learning disability improve his accurate decoding and spelling of words that have similar sounds but different meanings such as Angel/angle and dessert/desert. Which of the following instructional activities would be most effective for this purpose?

A. Having the student list words that can be formed from letters in each pair of the word (Angel, angle, age, gel)
B. Having the student use a dictionary to look up the definitions of the similarly spelled words and then write down an original sentence with each of the words
C. Providing a worksheet on which the student must match each of the similarly spelled words with the appropriate definition
D. Giving the students additional guided practice and reading the words in context noting differences with a highlighter (ang-, an-)

Answer 57

D. Giving the students additional guided practice and reading the words in context noting differences with a highlighter (ang-, an-)

Question 58

A first grade teacher plans word sort activity for students who frequently interchange S and SH when spelling words he can read correctly. The teacher has the student read aloud a set of CVC and CCVC word cards and then separate them into two piles, words that begin with S and words that begin with SH. This activity is likely to promote the student’s spelling skills primarily by:

A. Expanding his vocabulary knowledge to support his spelling development
B. Motivating him to apply and assess his spelling skills across the curriculum
C. Helping him apply his phonics knowledge to improve his spelling accuracy
D. Building his reading fluency to complete his spelling development

Answer 58

C. Helping him apply his phonics knowledge to improve his spelling accuracy

Question 59

Developing second grade students syllabic analysis skills promotes their word identification primarily by helping them:

A. Use context clues to identify the meaning of unfamiliar syllables in words
B. Recognize familiar syllable patterns to support decoding
C. Understanding similarities between spoken and written forms of syllables
D. Categorize multisyllabic words by their semantic relationships

Answer 59

B. Recognize familiar syllable patterns to support decoding

Question 60

Which of the following instructional strategies would be most effective to use with early elementary students who have mastered grade level decoding but have not yet achieved automaticity?

A. Offering the students extrinsic rewards for reading a specified number of pages in a given week
B. Assigning the students grade level passages and reading responses activities that must be completed in class
C. Having the students whisper read decodable texts while the teacher monitors each student for accuracy
D. Timing the students as they practice silently reading a series of unfamiliar passages as quickly as possible

Answer 60

C. Having the students whisper read decodable texts while the teacher monitors each student for accuracy

Question 61

Reading rate can be used as a reliable indicator of an elementary student’s reading fluency provided that rate is considered in relation to which of the following measures?

A. Level of synthetic development
B. Decoding accuracy
C. Level of engagement while reading
D. Vocabulary knowledge

Answer 61

B. Decoding accuracy

Question 62

A teacher conducts an assessment of a student’s oral reading and accuracy, this type of assessment would best be used to determine whether the student can:

A. Use textual evidence to support comprehension
B. Decode text automatically
C. Apply background knowledge to an unfamiliar text
D. Read text without expression

Answer 62

B. Decode text automatically

Question 63

Students in a first grade class have mastered decoding regular CVCC words by sounding out and blending the individual sounds of the words decoding instructions for students. What is the next step for students’ instruction?

A. Sounding out and blending irregular sight words
B. Teaching common, regular CVCe words
C. Sounding out both regular and irregular CVCC words
D. Teaching regular CCVC and CVVC

Answer 63

D. Teaching regular CCVC and CVVC

Question 64

Teacher is trying to give words to a student moving from semi phonetic to phonetic spelling. What kind of words should be given?

A. Chow, shop
B. To, too, two
C. CVC words sound patterns such as fun and sit
D. Carry, carried, carries

Answer 64

C. CVC words sound patterns such as fun and sit

Question 65

A first grade teacher notices one of her students is having difficulty during a variety of phonological awareness activities. Which instructional strategies are likely to be most effective in addressing phonemic awareness weakness?

A. Practicing alliteration, rhyming, blending, and segmentation
B. Brainstorming
C. Sorting words
D. Practicing letter identification
E. This answer had chunking

Answer 65

A. Practicing alliteration, rhyming, blending, and segmentation

Question 66

While listening to students read, a second grade teacher notices that students are struggling when approaching multisyllabic words. Which of the following is the teacher’s most effective response to helping students transfer the knowledge of reading single-syllable words to reading words with multiple syllables?

A. Divide multi syllabic words into single syllable words
B. Help with onset and rhymes
C. Memorize high frequency words
D. Learn about the base of the word

Answer 66

A. Divide multi syllabic words into single syllable words

Question 67

What are the rules for the sound of the consonant and consonant digraph?

A. Sounds of consonants with one or more consonants omitted
B. Sounds of consonants depend on the vowel that comes after
C. Sounds of consonants are heard individually
D. Sounds of consonants depending on the the word
E. Consonants retain original sound

Answer 67

B. Sounds of consonants depend on the vowel that comes after

Question 68

Once a student has mastered short vowel CVC words what should be focused on next?

A. Regular and irregular CVC words
B. CVCe
C. CCVC
D. CVCC

Answer 68

D. CVCC

Question 69

The student is writing/or reading a few words and he made mistakes with “ch” and “sh” which skill is the student needing help with?

A. Consonant digraphs
B. Onset and rhymes
C. Diphthongs
D. Consonant blends

Answer 69

A. Consonant digraphs

Question 70

A first grade teacher notices one of her students is struggling with reading. He is in the lowest achieving group. The teacher has tried some strategies to improve his reading but seems to make no progress. What next step should the teacher take in working with the student?

A. Assess his reading and target instruction to meet identified skills needs
B. Request to help of specialists at her school such as the reading specialist or counsellor to make a joint decision on how to best help the student
C. Send home more homework for the student to practice reading skills with his parents
D. Read more often with the child to help develop confidence and provide buddy reading time with more capable students

Answer 70

A. Assess his reading and target instruction to meet identified skills needs

Question 71

A kindergarten student recognizes letters and their sounds but struggles to decode them in words when tested on phonemic awareness. What strategy will help the student to decode?

A. Sound deletion activity
B. Blending
C. phonemes
D. Segmenting

Answer 71

B. Blending

Question 72

Midway through the year, a second grade teacher notices that a student is below grade level in their reading levels. What should she do?

A. Make a referral for the student to be placed in special education setting
B. Consult with a more experienced teacher on different strategies she can use
C. Hold a meeting with the parents and describe all the student’s weaknesses
D. Assess the student and plan instructions based on his needs

Answer 72

D. Assess the student and plan instructions based on his needs

Question 73

A third grade teacher receives a spelling list that is dictated by his teacher. Based on the list, what can the student benefit from?

Table –>tabel
Share –>shared
Night –>nite

A. student needs greater phonemic awareness
B. has one to one letter sound correspondence
C. needs to improve phonic patterns and inflectional endings
D. regarding short vowel syllables instruction

Answer 73

C. needs to improve phonic patterns and inflectional endings

Question 74

After teaching consonant blends, the student should master what skill?

A. Short vowels
B. Long vowel ending blends and word families
C. Something about open closed syllables
D. CVCC or CCVC words

Answer 74

A. Short vowels

Question 75

Automaticity and phonemic awareness is a skill required to obtain what type of instruction?

A. Phonic skills
B. Increased vocabulary (reinforcing oral language skills)
C. Increasing reading rate
D. Enhancing reading accuracy (fluency)

Answer 75

D. Enhancing reading accuracy (fluency)

Question 76

A first grader who demonstrates pre phonetic writing (based on writing sample)

A. Letters are made-up of words
B. Student does not know that letters make words
C. Words carry meaning
D. Concepts of print

Answer 76

B. Student does not know that letters make words

Question 77

Which of the following words have an initial consonant blend?

A. Frame
B. Chart
C. Each
D. Knife

Answer 77

A. Frame

Question 78

Identify the consonant blend.

A. Chin
B. Ship
C. Brave
D. This

Answer 78

C. Brave

Question 79

A first grade teacher is going over and reteaching a vowel pattern before reading a passage. Such activity would be most useful for promoting the students:

A. Increasing reading rate
B. Enhancing accuracy
C. Read with expression
D. Become familiar with words

Answer 79

B. Enhancing accuracy

Question 80

A kindergarten teacher points at every word in a “big book” as she reads it Aloud to the whole class. What is the main purpose of reading from a big book?

A. Words and print have meaning (concepts of print)
B. Repeating it back to the students whole omitting the initial letter sound
C. Sentences are made-up of separate words
D. Model letter formation

Answer 80

A. Words and print have meaning (concepts of print)

Question 81

Before mastering multisyllabic words, what should students master?

A. Short vowel sounds and single syllable
B. First single syllable then double multi syllable
C. Learning about morphology of the word/ base word
D. CVCe words or long vowel sound

Answer 81

A. Short vowel sounds and single syllable

Question 82

Mastery of fluency?

A. Expanding their sight word vocabulary
B. Increase reading rate
C. Reinforcing their language skills
D. Enhancing their reading accuracy (Decoding short vowel phonics in single syllable words)

Answer 82

D. Enhancing their reading accuracy (Decoding short vowel phonics in single syllable words)

Question 83

Before teaching consonant blends, the student should master what skill?
Mastery of which of the following skills best indicates a student’s readiness for explicit instruction and reading VCe and CVCe pattern words

A. decoding simple single syllable words and multisyllabic words
B. recognize at least 10 sight words
C. decoding single and multi syllable words
D. decoding most vowel digraphs and simple single and two syllable words

Answer 83

D. decoding most vowel digraphs and simple single and two syllable words

Question 84

Early in the school year a first grade teacher wants to conduct an assessment of students ability to read grade appropriate words, including phonetical regular words and high frequency irregular sight words. Which of the following informal assessments would be most appropriate and effective for this purpose?

A. The teacher pairs each student with a partner for shared oral reading of simple texts and makes anecdotal notes on their performance
B. The teacher meets individually with students and asks each student to write a list of words the student knows how to read
C. The teacher allows each student to select a grade appropriate text from the classroom library and asks each student to try reading the text aloud
D. The teacher prepares a list of great appropriate words, asks each student to try reading the words aloud, and records the results

Answer 84

D. The teacher prepares a list of great appropriate words, asks each student to try reading the words aloud, and records the results

Question 85

A fourth grade student who reads grade-level narrative texts with fluency and excellent comprehension is struggling with (fables) 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 ability 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

Answer 85

B. Lack of experience with the academic language structures used in the text

Question 86

Which of the following instructional activities would best help upper elementary English learners develop intonations and rhythms of the English language to support fluent reading?

A. Giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads aloud again
B. Encouraging the students to practice reading aloud a text in which stressed words and punctuation marks are highlighted
C. Having the students record their own oral reading of a passage and then listen to the recording while silently rereading the passage
D. Leading a class discussion on an age appropriate topic, then having each student read aloud a section of a text that is written about the same topic

Answer 86

A. Giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads aloud again

Question 87

A second grade teacher would like to plan an activity to improve the reading rate of two students who read at about the same rate and level and are both automatic readers. Which of the following activities would best address the students’ needs?

A. A cooperative silent reading activity, in which the students read the same passage together silently, stopping periodically to share their understanding of the text
B. A repeated reading activity, in which each student takes several turns reading aloud a decodable passage to the other student while the other student follows along silently
C. A paired reading activity, in which the students sit side by side and read a shared text aloud in unison, gradually increasing their pace as they proceed through the text
D. A timed partner reading activity in which the students take turns silently reading a shared text for one minute while the other student keeps time and says when to stop

Answer 87

A. A cooperative silent reading activity, in which the students read the same passage together silently, stopping periodically to share their understanding of the text

Question 88

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 the 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 and 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

Answer 88

B. Recognize that a spoken word is made-up of sounds

Question 89

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 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 letter

Answer 89

A. Helping the student focus on the directionality of each letter as the student traces it

Question 90

When reading texts aloud, a second grade English learner often makes errors in pronunciation that are unrelated to their ability to accurately decode the word. 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 and 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 this student avoid having pronunciation errors count as reading miscues by stopping her and having her correct her own errors

Answer 90

B. Analyze the student’s pronunciation patterns and plan and intervention to address difficulties that may affect her reading comprehension

Question 91

Which of the following approaches would be most effective in helping 1st grade students who have the prerequisite decoding skills learned to decode words that end in the inflectional morpheme -ing.

A. Explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection
B. Using think aloud during a guided reading to model how to use contextual analysis as a strategy for recognizing words ending in -ing
C. Having students practice reading Word lists that include words ending in both the more familiar rhyme -ing as well as the inflection -ing
D. Teaching the inflectional ending ing in the context of an instructional unit on identifying open and closed syllables in multi syllabic words

Answer 91

A. Explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection

Question 92

In the word chimpanzee, which of the following pairs of letters is a digraph?

A. -ch
B. -mp
C. -an
D. -ee

Answer 92

A. -ch