Test Review

Question 1

writing workshop

Answer 1

Writing workshop involves a mini-lesson followed by work time and then
share time. There is no shared lived experience.

Question 2

language experience approach

Answer 2

In the language experience
approach, the class shares an experience and then writes about it.

Question 3

reciprocal teaching

Answer 3

Reciprocal

teaching is a strategy whereby groups of students analyze a text.

Question 4

think-alouds

Answer 4

think-aloud is an

oral model of a thought process.

Question 5

Which of the following literacy-based classroom activities will also aid students in
social development?

Answer 5

A. choral reading
B. writing conferences
C. the Frayer Model
D. Elkonin boxes

Question 6

choral reading

Answer 6

Choral reading involves no social interaction, as students are reading
synchronously.

Question 7

writing conferences

Answer 7

Writing conferences help students learn to give constructive feedback
and be aware of others’ feelings.

Question 8

the Frayer Model

Answer 8

The Frayer Model is a graphic organizer to

promote vocabulary development.

Question 9

Elkonin boxes

Answer 9

Elkonin boxes help students identify phonemes in

words.

Question 10

A student who does not make progress in both Tier 2 and Tier 3 reading
interventions may be

Answer 10

A. placed in a different classroom.
B. given Tier 1 interventions.
C. given texts at an independent reading level.
D. referred for evaluation for special education services.

Question 11

A. placed in a different classroom.
B. given Tier 1 interventions.
C. given texts at an independent reading level.
D. referred for evaluation for special education services. (Correct)

Answer 11

Explanation: A. Incorrect. Classroom placement decisions cannot be made without further
evaluation and parental consent.

B. Incorrect. Tier 1 interventions occur in the context of the main classroom and would already have happened at this point.

C. Incorrect. The student should be
given texts based on the activity: texts at the independent reading level for independent activities,
and texts at the instructional reading level for instruction.

D. Correct. An RTI framework can be
helpful in screening all students for possible special education services. After Tier 3 interventions,
students may be referred for evaluation, with parental consent.

Question 12

A phonics screener can MOST effectively aid teachers in

Answer 12

A. selecting texts at the students? instructional reading level.
B. targeting word analysis instruction for each student.
C. designing authentic phonics assessments.
D. planning oral language instruction.

Question 13

Q6) A phonics screener can MOST effectively aid teachers in
A. selecting texts at the students? instructional reading level.
B. targeting word analysis instruction for each student.
C. designing authentic phonics assessments.
D. planning oral language instruction.

Answer 13

Explanation: A. Incorrect. An Informal Reading Inventory (IRI) is more useful for finding texts at
the students’ instructional reading level.

B. Correct. Targeting word analysis can help determine
which specific skills students need practice with.

C. Incorrect. Authentic assessments are “real-life.”
A phonics screener is not an authentic assessment and does not really help teachers
develop an authentic way to assess phonics knowledge.

D. Incorrect. A phonics screener is used
to plan reading instruction rather than oral language instruction.

Question 14

An eighth-grade teacher wants to create a lesson on identifying logical fallacies.
This lesson would MOST LIKELY be included in a unit on which of the following
topics?
A. author’s purpose
B. rhetoric
C. fiction
D. main idea

Answer 14

Explanation:
A. Incorrect. Logical fallacies are part of analyzing rhetorical techniques, not
necessarily purpose, since the purpose would be to persuade.

B. Correct. Rhetoric refers to
techniques (effective or ineffective) used to influence readers.

C. Incorrect. Logical fallacies are
typically found in nonfiction texts of an argumentative nature.

D. Incorrect. Main idea and
identification of logical fallacies are two distinct topics.

Question 15

RTI

Answer 15

Part of the goal of RTI is to determine the need for special education
services and provide referrals as necessary.

Question 16

A teacher hangs a poster in the classroom that says, “I before E except after C or
when sounded like ay as in neighbor and weigh.” This poster gives an example of
A. a continuum of spelling.
B. a graphophonic cue.
C. a phonogram.
D. an orthographic pattern.

Answer 16

Explanation:
A. Incorrect. The continuum of spelling is the process by which words of increasing degree of difficulty are introduced.

B. Incorrect. Graphophonic cue is another word for decoding: when a student reads a word based on its component letters and sounds.

C. Incorrect. A phonogram is a single sound unit, such as /a/ or /sh/.

D. Correct. This is a common spelling convention, or orthographic pattern, present in English.

Question 17

Graphophonic cue

Answer 17

another word for decoding:

when a student reads a word based on its component letters and sounds.

Question 18

orthographic pattern.

Answer 18

This is a common spelling

convention, or orthographic pattern, present in English.

Question 19

phonogram

Answer 19

A phonogram is a single sound unit, such as /a/ or /sh/.

Question 20

continuum of spelling.

Answer 20

The continuum of spelling is the process by which words of increasing
degree of difficulty are introduced.

Question 21

morphemes

Answer 21

Morphemes are the smallest units of
meaning in words. Endings that indicate tense or singularity or plurality are considered
morphemes.

Question 22

A fifth-grade teacher plans a lesson on digital dictionary skills. What type of
vocabulary instruction is being provided?
A. incidental vocabulary learning
B. word-learning strategies
C. semantic impressions
D. semantic features analysis

Answer 22

Explanation:
A. Incorrect. Incidental vocabulary learning involves students learning vocabulary in the context of authentic activities such as reading texts.

B. Correct. Being skilled at using a dictionary helps students to learn new words as they encounter them.

C. Incorrect. Semantic impressions is a vocabulary learning strategy, but it is not related to dictionary skills.

D. Incorrect. Semantic features analysis is a vocabulary learning strategy that helps students think more
deeply about vocabulary words.

Question 23

incidental vocabulary learning

Answer 23

Incidental vocabulary learning involves students learning vocabulary in
the context of authentic activities such as reading texts.

Question 24

semantic features analysis

Answer 24

Semantic features analysis is a vocabulary learning strategy that helps students think more
deeply about vocabulary words.

Question 25

significant measurement error

Answer 25

Measurement error refers to all the variations that impact performance, such as outside noise.

Question 26

phonemes

Answer 26

phonemes are sounds.

Question 27

morphemes

Answer 27

smallest unit of meaning in words.