TEXES 293 Science of Teaching Reading
Exam Q’s and A’s
A first-grade teacher uses the video/recording feature of an iPad device to
record her students retelling stories that they have read. After the students
retells the story, the student and teacher listen to the retelling and discuss
the content. Which of the following best describes this practice?
A. The teacher was assessing listening comprehension
B. The teacher was teaching the story elements
C. The teacher was promoting prosody
D. The teacher was using technology to support students' motivation to read
- -D. The teacher was using technology to support students' motivation to
read
- Mrs. Smythe's kindergarten class is working on phonological awareness.
Which of the following skills should she emphasize FIRST with her students?
A. Recognizing and counting syllables in a word
B. Recognizing the initial sound of a spoken word
C. Making up a story while looking at pictures
D. Learning that the English language is read from left to right - -A.
Recognizing and counting syllables in a word
- A second grade teacher points to the word "grain" on the board, underlines
the letters "ai" in the middle of the word, and pronounces the word /grraaan/,
emphasizing the long "a" sound. She explains to the class that when two
vowels appear between two consonants, readers should pronounce the long
vowel sound in the first vowel. Then she repeats the steps with other similar
words providing multiple opportunities for students to practice. Which of the
following concepts is the teacher primarily addressing?
A. Phonemic awareness
B. Alphabetic principle
C. Fluency
D. Schema - -B. Alphabetic principle
- Based on current research, which of the following is NOT important in the
selection of materials for teaching the alphabetic principle?
A. Are more frequent used letter-sound correspondences taught before less
frequently used letters?
B. Does the order of letter sound introduction lead to the blending and
decoding of words quickly?
,C. Are auditorily and visually similar letter sounds introduced separately?
D. Does the program limit the number of letter-sound correspondences
taught to one per week? - -D. Does the program limit the number of letter-
sound correspondences taught to one per week?
- Being able to connect speech sounds with the printed letters they
represent us a description of -
A. Phonemic awareness
B. Structural analysis
C. Phonics
D. Comprehension - -C. Phonics
- Which of the following instructional activities does NOT encourage
development of print awareness in school children?
A. Teaching a lesson about the parts of a book (cover, title page, author,
illustrator)
B. Using a "big book" to read a story aloud
C. Demonstrating the motions to the song "Twinkle, Twinkle, Little Star"
D. Helping a student write his name - -C. Demonstrating the motions to the
song "Twinkle, Twinkle, Little Star"
- A preschool teacher wants to assess a child's concept of print. The teacher
begins by allowing the child to examine a children's book and then asks the
child some simple questions. Which of the following teacher questions would
be MOST appropriate in this context?
A. What do you think this book is about?
B. Can you tell me what sound any of these letters make?
C. What can you tell me about how books work?
D. Can you show me where to start reading? - -D. Can you show me where
to start reading?
- A teacher is creating a list of high-frequency, irregular sight words. Which
of the following sets of words would be appropriate to include in the list?
A. Jump, sale, moon
B. Thank, mine, seen
C. Have, mother, been
D. Back, store, down - -C. Have, mother, been
- In general, the BEST strategy for helping beginning readers identify
function words such as "to", "the", and "of" would be to -
A. Encourage students to apply phonic analysis to such words
, B. Provide instruction in the use of context clues
C. Develop students' structural analysis skills
D. Teach such words as sight vocabulary - -D. Teach such words as sight
vocabulary
- A third-grade teacher wants to broaden students' understanding of their
own culture and the cultures of others through the reading of literary texts.
Which of the following strategies would MOST effectively address this goal?
A. Students research a well-known author from a different culture and write a
report about the author's life and works
B. The teacher reads aloud and discusses passages selected from a variety
of literary texts written by authors who have diverse cultural backgrounds
C. Students read folk tales and other literature from various cultures and
discuss the similarities and differences
D. The teacher includes a variety of texts by diverse authors in the classroom
library and provides frequent opportunities for students to read
independently - -C. Students read folk tales and other literature from various
cultures and discuss the similarities and differences
- Which of the following instructional activities for fourth graders would BEST
prepare students to understand the concept of literary theme?
A. Students work in small groups to prepare a dramatic enactment of a
meaningful scene from a story students have read
B. Students read familiar fables and fairy tales and the teacher guides
students to discuss the moral or meaning of each story
C. Students read an age-appropriate story and then work with a partner to
list meaningful events and central characters in the story
D. Students read the first half of a story, outline the sequence of events, and
then predict what the moral of the story will be - -B. Students read familiar
fables and fairy tales and the teacher guides students to discuss the moral or
meaning of each story
- A prekindergarten teacher is preparing an introductory lesson focusing on
isolating/identifying the initial sound in spoken words for a small group of
children whose informal assessments indicate they are ready to learn this
skill. The group includes an English learner. Which of the following
instructional supports would best promote the English learner's success in
achieving the instructional goal of this lesson?
A. Selecting stimulus words for the lesson that have sounds common to both
English and the English learner's home language
B. Developing an alternative lesson for the English learner that focuses on
skills that fall earlier along the phonological awareness continuum
Exam Q’s and A’s
A first-grade teacher uses the video/recording feature of an iPad device to
record her students retelling stories that they have read. After the students
retells the story, the student and teacher listen to the retelling and discuss
the content. Which of the following best describes this practice?
A. The teacher was assessing listening comprehension
B. The teacher was teaching the story elements
C. The teacher was promoting prosody
D. The teacher was using technology to support students' motivation to read
- -D. The teacher was using technology to support students' motivation to
read
- Mrs. Smythe's kindergarten class is working on phonological awareness.
Which of the following skills should she emphasize FIRST with her students?
A. Recognizing and counting syllables in a word
B. Recognizing the initial sound of a spoken word
C. Making up a story while looking at pictures
D. Learning that the English language is read from left to right - -A.
Recognizing and counting syllables in a word
- A second grade teacher points to the word "grain" on the board, underlines
the letters "ai" in the middle of the word, and pronounces the word /grraaan/,
emphasizing the long "a" sound. She explains to the class that when two
vowels appear between two consonants, readers should pronounce the long
vowel sound in the first vowel. Then she repeats the steps with other similar
words providing multiple opportunities for students to practice. Which of the
following concepts is the teacher primarily addressing?
A. Phonemic awareness
B. Alphabetic principle
C. Fluency
D. Schema - -B. Alphabetic principle
- Based on current research, which of the following is NOT important in the
selection of materials for teaching the alphabetic principle?
A. Are more frequent used letter-sound correspondences taught before less
frequently used letters?
B. Does the order of letter sound introduction lead to the blending and
decoding of words quickly?
,C. Are auditorily and visually similar letter sounds introduced separately?
D. Does the program limit the number of letter-sound correspondences
taught to one per week? - -D. Does the program limit the number of letter-
sound correspondences taught to one per week?
- Being able to connect speech sounds with the printed letters they
represent us a description of -
A. Phonemic awareness
B. Structural analysis
C. Phonics
D. Comprehension - -C. Phonics
- Which of the following instructional activities does NOT encourage
development of print awareness in school children?
A. Teaching a lesson about the parts of a book (cover, title page, author,
illustrator)
B. Using a "big book" to read a story aloud
C. Demonstrating the motions to the song "Twinkle, Twinkle, Little Star"
D. Helping a student write his name - -C. Demonstrating the motions to the
song "Twinkle, Twinkle, Little Star"
- A preschool teacher wants to assess a child's concept of print. The teacher
begins by allowing the child to examine a children's book and then asks the
child some simple questions. Which of the following teacher questions would
be MOST appropriate in this context?
A. What do you think this book is about?
B. Can you tell me what sound any of these letters make?
C. What can you tell me about how books work?
D. Can you show me where to start reading? - -D. Can you show me where
to start reading?
- A teacher is creating a list of high-frequency, irregular sight words. Which
of the following sets of words would be appropriate to include in the list?
A. Jump, sale, moon
B. Thank, mine, seen
C. Have, mother, been
D. Back, store, down - -C. Have, mother, been
- In general, the BEST strategy for helping beginning readers identify
function words such as "to", "the", and "of" would be to -
A. Encourage students to apply phonic analysis to such words
, B. Provide instruction in the use of context clues
C. Develop students' structural analysis skills
D. Teach such words as sight vocabulary - -D. Teach such words as sight
vocabulary
- A third-grade teacher wants to broaden students' understanding of their
own culture and the cultures of others through the reading of literary texts.
Which of the following strategies would MOST effectively address this goal?
A. Students research a well-known author from a different culture and write a
report about the author's life and works
B. The teacher reads aloud and discusses passages selected from a variety
of literary texts written by authors who have diverse cultural backgrounds
C. Students read folk tales and other literature from various cultures and
discuss the similarities and differences
D. The teacher includes a variety of texts by diverse authors in the classroom
library and provides frequent opportunities for students to read
independently - -C. Students read folk tales and other literature from various
cultures and discuss the similarities and differences
- Which of the following instructional activities for fourth graders would BEST
prepare students to understand the concept of literary theme?
A. Students work in small groups to prepare a dramatic enactment of a
meaningful scene from a story students have read
B. Students read familiar fables and fairy tales and the teacher guides
students to discuss the moral or meaning of each story
C. Students read an age-appropriate story and then work with a partner to
list meaningful events and central characters in the story
D. Students read the first half of a story, outline the sequence of events, and
then predict what the moral of the story will be - -B. Students read familiar
fables and fairy tales and the teacher guides students to discuss the moral or
meaning of each story
- A prekindergarten teacher is preparing an introductory lesson focusing on
isolating/identifying the initial sound in spoken words for a small group of
children whose informal assessments indicate they are ready to learn this
skill. The group includes an English learner. Which of the following
instructional supports would best promote the English learner's success in
achieving the instructional goal of this lesson?
A. Selecting stimulus words for the lesson that have sounds common to both
English and the English learner's home language
B. Developing an alternative lesson for the English learner that focuses on
skills that fall earlier along the phonological awareness continuum
