TExES Science of Teaching Reading
(293) review Exam Questions &
Answers
Domain 1 (13% on the test) - -(actual science of teaching) Competency 1:
understand foundational concepts, principles and best practices related to
the science of teaching reading.
Competency 2: understand foundational concepts, principles, and best
practices related to the reading assessment.
- Domain 2 (43% on the test) - -competency 3,4 & 5 - all about developing
oral language skills, phonological and phonemic awareness, print concepts
and alphabet
- still in domain 2 - -competency 6,7 & 8 - spelling, reading fluency, word
identification skills
- Domain 3 (24% of test) - -competency 9, 10 11 & 12 - texts
- domain 4 (20% of test) - -competency 13 -CRQ section - analyze
assessment data, prepare an organized developed written response based
on the data and information presented
- a day or night before the exam - read the competency descriptive
statements - this helps to understand language that will appear on the
questions on the test - -Study Guide for competencies 1 & 3:
science of teaching & reading/oral language
- D. - -EX question
26. A first-grade teacher provides reading instruction that is systematic and
explicit and emphasizes both foundational reading skills and various
dimensions of comprehension. According to research in *preventing reading
difficulties*, which of the following additional actions would be most
important for the teacher to take to ensure that reading instruction
*addresses all students' reading needs*?
A. engaging students in frequent oral reading activities to develop reading
fluency (this focuses on 1 component (fluency) so it is not correct
B. exposing students to a variety of genres to enhance reading
comprehension (just focused on comprehension - so not correct because it
does not meet ALL students reading needs)
C. providing students with daily opportunities to work independently on
written exercises that emphasize key grade-level reading and spelling skills
, (gets specific about spelling at the end - so probably not it but sounds good
up to this part)
D. assessing students' reading development regularly to implement timely
and effective instructional responses when a delay is apparent (assessing =
helping to determine ALL students reading needs & timely & effective
instructional responses = how best to prevent reading difficulties and
addresses all students reading needs - best answer)
- B - -At the *beginning of the school year*, a *kindergarten* teacher
determines that some students have had *limited prior formal and informal
literacy experiences*(these students have not been in school and have not
been read to much at home). To accelerate these students' reading
development, which of the following strategies would be most appropriate
for the teacher to emphasize?
A. conducting reading interest surveys with the students to match individual
students with texts that they are most likely to enjoy reading during
independent reading in class and for at-home reading-skills practice (key
thing here is to look at grade level - kindergarten are not going to be
independent reading because they are new to this and don't have much
literacy experience - also might not have at home reading normally for this
age)
B. engaging the students in interactive read-alouds using predictable big
books that feature rhyming words to promote their development of concepts
of print, phonological awareness, and knowledge of text structure (all of this
agrees with this age group - read aloud with big books (big pictures - kid
books) are appropriate for kindergarten)
C. providing the students with intensive instruction in phonics skills, syllable
patterns, and morphology using leveled texts to ensure their development of
accurate, automatic decoding skills and reading fluency (too advanced for
these students at the beginning of the years but are best practice)
D. having the students help put up a classroom word wall of the 100 words
that appear most frequently in children's texts to encourage them to begin
learning to read the words automatically by sight (too advanced for these
students at the beginning of the years but are best practice)
- D - -40. Use the information below to answer the two questions that
follow.
"A *first-grade* classroom includes several students who are *English
learners*. The teacher is preparing *text-dependent prompts* to ask
students during a read-aloud of the big book The Napping House by Audrey
Wood. The first set of prompts focuses on establishing the setting of the
story. The text describes a house where everyone is sleeping. The illustration
shows a granny sleeping in a bed, a cat sleeping on a chair, and a dog
sleeping on the floor. It is raining outside the window."
The teacher wants to align *prompts about the setting* of the story with the
*English learners'* *oral proficiency levels*. Which of the following prompts
(293) review Exam Questions &
Answers
Domain 1 (13% on the test) - -(actual science of teaching) Competency 1:
understand foundational concepts, principles and best practices related to
the science of teaching reading.
Competency 2: understand foundational concepts, principles, and best
practices related to the reading assessment.
- Domain 2 (43% on the test) - -competency 3,4 & 5 - all about developing
oral language skills, phonological and phonemic awareness, print concepts
and alphabet
- still in domain 2 - -competency 6,7 & 8 - spelling, reading fluency, word
identification skills
- Domain 3 (24% of test) - -competency 9, 10 11 & 12 - texts
- domain 4 (20% of test) - -competency 13 -CRQ section - analyze
assessment data, prepare an organized developed written response based
on the data and information presented
- a day or night before the exam - read the competency descriptive
statements - this helps to understand language that will appear on the
questions on the test - -Study Guide for competencies 1 & 3:
science of teaching & reading/oral language
- D. - -EX question
26. A first-grade teacher provides reading instruction that is systematic and
explicit and emphasizes both foundational reading skills and various
dimensions of comprehension. According to research in *preventing reading
difficulties*, which of the following additional actions would be most
important for the teacher to take to ensure that reading instruction
*addresses all students' reading needs*?
A. engaging students in frequent oral reading activities to develop reading
fluency (this focuses on 1 component (fluency) so it is not correct
B. exposing students to a variety of genres to enhance reading
comprehension (just focused on comprehension - so not correct because it
does not meet ALL students reading needs)
C. providing students with daily opportunities to work independently on
written exercises that emphasize key grade-level reading and spelling skills
, (gets specific about spelling at the end - so probably not it but sounds good
up to this part)
D. assessing students' reading development regularly to implement timely
and effective instructional responses when a delay is apparent (assessing =
helping to determine ALL students reading needs & timely & effective
instructional responses = how best to prevent reading difficulties and
addresses all students reading needs - best answer)
- B - -At the *beginning of the school year*, a *kindergarten* teacher
determines that some students have had *limited prior formal and informal
literacy experiences*(these students have not been in school and have not
been read to much at home). To accelerate these students' reading
development, which of the following strategies would be most appropriate
for the teacher to emphasize?
A. conducting reading interest surveys with the students to match individual
students with texts that they are most likely to enjoy reading during
independent reading in class and for at-home reading-skills practice (key
thing here is to look at grade level - kindergarten are not going to be
independent reading because they are new to this and don't have much
literacy experience - also might not have at home reading normally for this
age)
B. engaging the students in interactive read-alouds using predictable big
books that feature rhyming words to promote their development of concepts
of print, phonological awareness, and knowledge of text structure (all of this
agrees with this age group - read aloud with big books (big pictures - kid
books) are appropriate for kindergarten)
C. providing the students with intensive instruction in phonics skills, syllable
patterns, and morphology using leveled texts to ensure their development of
accurate, automatic decoding skills and reading fluency (too advanced for
these students at the beginning of the years but are best practice)
D. having the students help put up a classroom word wall of the 100 words
that appear most frequently in children's texts to encourage them to begin
learning to read the words automatically by sight (too advanced for these
students at the beginning of the years but are best practice)
- D - -40. Use the information below to answer the two questions that
follow.
"A *first-grade* classroom includes several students who are *English
learners*. The teacher is preparing *text-dependent prompts* to ask
students during a read-aloud of the big book The Napping House by Audrey
Wood. The first set of prompts focuses on establishing the setting of the
story. The text describes a house where everyone is sleeping. The illustration
shows a granny sleeping in a bed, a cat sleeping on a chair, and a dog
sleeping on the floor. It is raining outside the window."
The teacher wants to align *prompts about the setting* of the story with the
*English learners'* *oral proficiency levels*. Which of the following prompts
