Elementary Education – Test 1 Study Guide with Key Concepts
and Practice Questions
Which of the following teacher practices in a kindergarten class is likely to be most effective in
reinforcing students' development of phonemic awareness? - correct answer ✔✔ having
students line up or join a group when they hear the teacher say the first sound in their name
Which of the following methods would be most appropriate to use as part of an assessment of a
kindergarten student's phonological awareness skills? - correct answer ✔✔ saying a familiar
multisyllable word and asking the student to repeat the word while clapping for each syllable in
the word
A kindergarten teacher routinely conducts read-alouds with students. During the reading, the
teacher stops periodically to discuss the story events with the students. Which of the following
literacy elements is the teacher most directly supporting with this approach? - correct answer
✔✔ promoting the students' listening comprehension skills and oral language development
A kindergarten teacher plans instruction to develop students' phonological awareness at the
word level. Which of the following directions would be most effective for the teacher to use to
promote this skill? - correct answer ✔✔ "Tap a finger for each word you hear in this sentence: I
cannot run fast."
Prior to a class reading of a story, a second-grade teacher selects some action words from the
text, writes the words on the board, and teaches them to the students. Next the teacher and
students read the story together. The teacher directs the students to act out each word while
repeating it aloud every time the words appear in the story. The teacher's actions primarily
reflect the importance of: - correct answer ✔✔ reinforcing students' oral and phonics skills
through an engaging activity.
A kindergarten teacher models the following procedure for a student who is experiencing
difficulty with letter recognition. The teacher looks at the target letter p with the student, says
, the letter's name, and then traces the letter while verbalizing the strokes involved in its
formation. Then the teacher provides the student with guided practice following the same
procedure with other target letters (e.g., b, d, q). This multisensory activity would be most
effective to use in an intervention designed to promote the student's ability to: - correct answer
✔✔ distinguish between the features of visually similar letters.
A teacher places printed labels on various objects in the classroom and frequently points to and
refers to the objects by name in conversation with the students. Which of the following early
literacy skills is the teacher most directly promoting? - correct answer ✔✔ concepts of print
Kindergarten students each have a notecard with their first name written on it. The teacher asks
a series of questions, such as "Whose name has a t in it?" and "Who has a capital K at the
beginning of their name?" The students respond affirmatively by giving a thumbs up. By
engaging students in this activity, the teacher is providing practice in: - correct answer ✔✔
letter recognition.
In a research-based, systematic program of phonics instruction, which of the following complex
letter combinations should be taught last? - correct answer ✔✔ au
A third-grade student can read grade-level literary texts at an appropriate rate with strong
accuracy and good prosody. When reading grade-level, self-selected informational texts,
however, the student reads in a slow, halting manner. Which of the following statements best
explains the most likely reason for this discrepancy in the student's reading styles? - correct
answer ✔✔ The informational texts contain vocabulary and/or syntactic structures that are
unfamiliar to the student.
A first-grade student struggles to read and comprehend grade-level texts. The results of
informal assessments indicate that the student can identify basic letter-sound correspondences
and sight words and is able to read CVC words that have already been taught explicitly.
However, the student has difficulty reading new CVC words and other single-syllable words
presented in word lists and relies heavily on context clues as a decoding strategy when reading
connected text. Which of the following instructional strategies would likely be most effective in
addressing this student's reading needs and promoting reading development? - correct answer
and Practice Questions
Which of the following teacher practices in a kindergarten class is likely to be most effective in
reinforcing students' development of phonemic awareness? - correct answer ✔✔ having
students line up or join a group when they hear the teacher say the first sound in their name
Which of the following methods would be most appropriate to use as part of an assessment of a
kindergarten student's phonological awareness skills? - correct answer ✔✔ saying a familiar
multisyllable word and asking the student to repeat the word while clapping for each syllable in
the word
A kindergarten teacher routinely conducts read-alouds with students. During the reading, the
teacher stops periodically to discuss the story events with the students. Which of the following
literacy elements is the teacher most directly supporting with this approach? - correct answer
✔✔ promoting the students' listening comprehension skills and oral language development
A kindergarten teacher plans instruction to develop students' phonological awareness at the
word level. Which of the following directions would be most effective for the teacher to use to
promote this skill? - correct answer ✔✔ "Tap a finger for each word you hear in this sentence: I
cannot run fast."
Prior to a class reading of a story, a second-grade teacher selects some action words from the
text, writes the words on the board, and teaches them to the students. Next the teacher and
students read the story together. The teacher directs the students to act out each word while
repeating it aloud every time the words appear in the story. The teacher's actions primarily
reflect the importance of: - correct answer ✔✔ reinforcing students' oral and phonics skills
through an engaging activity.
A kindergarten teacher models the following procedure for a student who is experiencing
difficulty with letter recognition. The teacher looks at the target letter p with the student, says
, the letter's name, and then traces the letter while verbalizing the strokes involved in its
formation. Then the teacher provides the student with guided practice following the same
procedure with other target letters (e.g., b, d, q). This multisensory activity would be most
effective to use in an intervention designed to promote the student's ability to: - correct answer
✔✔ distinguish between the features of visually similar letters.
A teacher places printed labels on various objects in the classroom and frequently points to and
refers to the objects by name in conversation with the students. Which of the following early
literacy skills is the teacher most directly promoting? - correct answer ✔✔ concepts of print
Kindergarten students each have a notecard with their first name written on it. The teacher asks
a series of questions, such as "Whose name has a t in it?" and "Who has a capital K at the
beginning of their name?" The students respond affirmatively by giving a thumbs up. By
engaging students in this activity, the teacher is providing practice in: - correct answer ✔✔
letter recognition.
In a research-based, systematic program of phonics instruction, which of the following complex
letter combinations should be taught last? - correct answer ✔✔ au
A third-grade student can read grade-level literary texts at an appropriate rate with strong
accuracy and good prosody. When reading grade-level, self-selected informational texts,
however, the student reads in a slow, halting manner. Which of the following statements best
explains the most likely reason for this discrepancy in the student's reading styles? - correct
answer ✔✔ The informational texts contain vocabulary and/or syntactic structures that are
unfamiliar to the student.
A first-grade student struggles to read and comprehend grade-level texts. The results of
informal assessments indicate that the student can identify basic letter-sound correspondences
and sight words and is able to read CVC words that have already been taught explicitly.
However, the student has difficulty reading new CVC words and other single-syllable words
presented in word lists and relies heavily on context clues as a decoding strategy when reading
connected text. Which of the following instructional strategies would likely be most effective in
addressing this student's reading needs and promoting reading development? - correct answer
