Science of Teaching Reading Exam|
114 Questions and answers
Transitional - -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 - -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 - -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. - -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 - -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. - -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. - -
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. - -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. - -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. - -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 - -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. -
-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. - -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 - -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. -
-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 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. - -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:
- Reading aloud from predictable patterned big books and focusing
instruction on print concepts and basic phonological awareness. - -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?
- A Somebody-Wanted-But-So-Then chart. - -A second-grade classroom with
multiple Spanish-speaking English language learners is working on literary
114 Questions and answers
Transitional - -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 - -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 - -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. - -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 - -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. - -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. - -
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. - -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. - -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. - -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 - -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. -
-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. - -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 - -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. -
-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 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. - -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:
- Reading aloud from predictable patterned big books and focusing
instruction on print concepts and basic phonological awareness. - -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?
- A Somebody-Wanted-But-So-Then chart. - -A second-grade classroom with
multiple Spanish-speaking English language learners is working on literary
