SCIENCE OF TEACHING READING ACTUAL EXAM WITH
ALL 114 QUESTIONS AND VERIFIED ANSWERS GRADED A+
LATEST VERSION 2024.
Transitional - ANSWER-In which of the following stages of spelling development does the child leave
behind their phonetic dependence and rely on visual and morphemic strategies?
mislead - ANSWER-Conducting a structural analysis would be the best strategy for students to use to
decipher the meaning of which of the following words?
Phonemic Awareness - ANSWER-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?
helping students make connections between words. - ANSWER-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:
irregular words - ANSWER-Words that are impossible for students to sound out, such as their, of, and
could, should be taught during which of the following reading lessons?
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. - ANSWER-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?
Using graphic organizers to evaluate text structures in various subjects. - ANSWER-A first-grade teacher
wants to incorporate more cross-curricular reading applications into her classroom, specifically with her
history and science lessons. Which strategy below would help best meet her goal of helping students
comprehend cross-curricular informational texts?
The purpose of titles, subtitles, and topic sentences. - ANSWER-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?
This assessment only focuses on code-based reading skills. - ANSWER-A first-grade teacher administers a
pseudoword assessment three times a year to track student progress on word decoding. Which of the
following is a limitation of administering only this type of assessment to students?
Providing students with a word and asking them to swap out a sound to change the word. - ANSWER-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?
Folktales - ANSWER-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?
Having students read short paragraphs using these familiar sounds and practice reading and decoding
the words, with teacher modeling as needed. - ANSWER-A small group of students has mastered letter-
sound relationships for specific consonants (t, g, and m, for example) 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?
, Understanding basic story structure. - ANSWER-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 to help
students with:
Vowel diagraphs - ANSWER-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?
Showing them how to compare and contrast differences and similarities. - ANSWER-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. - ANSWER-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:
The teacher distributes another blank copy of the organizer to each student, along with two articles to
read, one on amphibians and one on crustaceans. Using this organizer could help students retain the
new information they learn by:
Use orthographic skills to recognize letter patterns and practice phoneme substitution in words
containing short vowels. - ANSWER-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:
ALL 114 QUESTIONS AND VERIFIED ANSWERS GRADED A+
LATEST VERSION 2024.
Transitional - ANSWER-In which of the following stages of spelling development does the child leave
behind their phonetic dependence and rely on visual and morphemic strategies?
mislead - ANSWER-Conducting a structural analysis would be the best strategy for students to use to
decipher the meaning of which of the following words?
Phonemic Awareness - ANSWER-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?
helping students make connections between words. - ANSWER-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:
irregular words - ANSWER-Words that are impossible for students to sound out, such as their, of, and
could, should be taught during which of the following reading lessons?
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. - ANSWER-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?
Using graphic organizers to evaluate text structures in various subjects. - ANSWER-A first-grade teacher
wants to incorporate more cross-curricular reading applications into her classroom, specifically with her
history and science lessons. Which strategy below would help best meet her goal of helping students
comprehend cross-curricular informational texts?
The purpose of titles, subtitles, and topic sentences. - ANSWER-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?
This assessment only focuses on code-based reading skills. - ANSWER-A first-grade teacher administers a
pseudoword assessment three times a year to track student progress on word decoding. Which of the
following is a limitation of administering only this type of assessment to students?
Providing students with a word and asking them to swap out a sound to change the word. - ANSWER-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?
Folktales - ANSWER-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?
Having students read short paragraphs using these familiar sounds and practice reading and decoding
the words, with teacher modeling as needed. - ANSWER-A small group of students has mastered letter-
sound relationships for specific consonants (t, g, and m, for example) 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?
, Understanding basic story structure. - ANSWER-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 to help
students with:
Vowel diagraphs - ANSWER-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?
Showing them how to compare and contrast differences and similarities. - ANSWER-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. - ANSWER-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:
The teacher distributes another blank copy of the organizer to each student, along with two articles to
read, one on amphibians and one on crustaceans. Using this organizer could help students retain the
new information they learn by:
Use orthographic skills to recognize letter patterns and practice phoneme substitution in words
containing short vowels. - ANSWER-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:
