Science of Teaching Reading: Reading
Fluency Exam Q’s and A’s
b - -A second-grade teacher is working with students to develop their
automaticity in recognizing high-frequency words. Several English learners
often misread or omit high-frequency prepositions (e.g., in, on, of, by) when
reading connected text. Which of the following strategies for differentiating
instruction for the English learners would best scaffold their learning in order
to promote their accuracy and automaticity in reading high-frequency,
grade-level function words?
a. constructing word grids of the target words so that the students can
practice reading the words in isolation before reading a text that includes
them
b. having the students practice reading the target words in meaningful
phrases that are illustrated to reinforce understanding
c. pointing out the parts of each target word that are and are not decodable
and providing additional practice with the non-decodable elements
d. engaging the students in a timed collaborative match game with a partner
in which they try to improve their collective rate matching pairs of the target
words
- c - -A second-grade student scores well above the 50th percentile
benchmark for fluency on the midyear benchmark assessment. However, the
teacher notes that the student reads the text word-by-word in a choppy,
disjointed manner and has difficulty answering comprehension questions
afterward. Which of the following strategies would be most important for the
teacher to include in an intervention designed to address the student's
assessed needs?
a. engaging in a systematic review of phonics elements that should be
mastered by the middle of second grade
b. engaging in silent wide-reading of books written at the student's
independent reading level
c. engaging in oral reading following teacher modeling using texts that are
phrase-cued to approximate speech
d. engaging in buddy reading and choral reading with another student who
reads at the same level
- b - -Before assigning students a new science or social studies text, a third-
grade teacher introduces important Tier Three terms from the text. As part
of the introduction, the teacher leads students in applying morphemic
analysis skills to the words and also discusses new concepts related to the
words. The teacher's actions best reflect an understanding of which of the
following factors that can disrupt reading fluency and affect comprehension?
a. lack of automaticity in decoding grade-level words
Fluency Exam Q’s and A’s
b - -A second-grade teacher is working with students to develop their
automaticity in recognizing high-frequency words. Several English learners
often misread or omit high-frequency prepositions (e.g., in, on, of, by) when
reading connected text. Which of the following strategies for differentiating
instruction for the English learners would best scaffold their learning in order
to promote their accuracy and automaticity in reading high-frequency,
grade-level function words?
a. constructing word grids of the target words so that the students can
practice reading the words in isolation before reading a text that includes
them
b. having the students practice reading the target words in meaningful
phrases that are illustrated to reinforce understanding
c. pointing out the parts of each target word that are and are not decodable
and providing additional practice with the non-decodable elements
d. engaging the students in a timed collaborative match game with a partner
in which they try to improve their collective rate matching pairs of the target
words
- c - -A second-grade student scores well above the 50th percentile
benchmark for fluency on the midyear benchmark assessment. However, the
teacher notes that the student reads the text word-by-word in a choppy,
disjointed manner and has difficulty answering comprehension questions
afterward. Which of the following strategies would be most important for the
teacher to include in an intervention designed to address the student's
assessed needs?
a. engaging in a systematic review of phonics elements that should be
mastered by the middle of second grade
b. engaging in silent wide-reading of books written at the student's
independent reading level
c. engaging in oral reading following teacher modeling using texts that are
phrase-cued to approximate speech
d. engaging in buddy reading and choral reading with another student who
reads at the same level
- b - -Before assigning students a new science or social studies text, a third-
grade teacher introduces important Tier Three terms from the text. As part
of the introduction, the teacher leads students in applying morphemic
analysis skills to the words and also discusses new concepts related to the
words. The teacher's actions best reflect an understanding of which of the
following factors that can disrupt reading fluency and affect comprehension?
a. lack of automaticity in decoding grade-level words
