Ms. Jones introduces visualizing as a comprehension skill to her first-grade students using a short passage of text. Which of the following strategies illustrates how to best introduce the skill?

d) Explaining the process in detail and modeling it by thinking aloud while reading the passage

a) Allowing the students to read the passage independently and draw an illustration to match it

b) Assigning partners to illustrate the passage that is read aloud by the teacher

c) Demonstrating how to summarize the passage using a story map with pictures

A kindergarten teacher sets a benchmark goal for students to quickly recognize a set of ten new sight words within a three-week instructional time period. The teacher introduces the words by using flash cards and engages students in a series of activities that reinforce learning within authentic contexts. During this time, the teacher also creates a small-group workshop activity in which students view each word printed in large letters on a card, say the word, and then use pipe cleaners to form the word. Which of the following is the primary benefit to students of participating in the workshop activity?

a) Improving long-term memory of a nondecodable word by engaging multiple student senses in learning

b) Building a student’s reading fluency by improving the ability to flexibly apply phonological awareness skills

c) Increasing a student’s ability to use several sensory modalities to phonetically decode and recognize an unknown word

d) Reinforcing recognition of a word through a student’s ability to connect visual language symbols with sounds that the symbols represent

Which of the following statements about the correlation between phonemic awareness and reading development is best supported by research?

a) Students’ reading skills advance as students develop greater phonemic awareness.

b) Weak phonemic awareness has virtually no impact on reading skills after the third grade.

c) Students with weak phonemic awareness often acquire strong decoding skills to compensate.

d) Poor reading skills in the later grades are solely the result of weak phonemic awareness in the early grades.

A first-grade teacher notices during guided reading that a student has difficulty decoding words such as “ran,” “pet,” “him,” and “hot.” Which of the following is the most appropriate way for the teacher to confirm the student’s difficulty?

a) Administering a phonemic-awareness assessment in which the student breaks spoken words into individual phonemes

b) Choosing an appropriate passage for the student to read aloud and noting how many words the student can read in 1 minute

c) Checking for understanding by asking explicit questions after the student has completed reading a grade-level passage

d) Presenting a list of grade-level high-frequency words for the student to read aloud

In order to develop students’ spelling skills a teacher presents the following words to the class. · Chin · Shut · Draw · Rash Which of the following strategies best utilizes a multisensory and recursive approach to teaching the spelling of these words?

b) Using letter tiles to build previously learned CVC words along with the new words

a) Chanting a poem with the digraph sounds found in the words

c) Completing a work sheet that matches pictures with the correct digraphs in the words

d) Writing each new word and similar CVC words multiple times

A primary purpose of a criterion-referenced reading benchmark is to

d) set the standards for student skill mastery along with a time frame indicating when the level of mastery should be achieved

a) identify a student’s level of mastery of a curriculum-based skill as beginning, developing, or proficient

b) compare a student’s mastery of a specific skill to that of peers who have previously taken the same assessment

c) evaluate student skill mastery by reporting performance with raw scores, percentile ranking, and grade equivalents

A second-grade teacher reviewed data from the midyear literacy screening and compared them to the data from the beginning-of-the-year literacy screening. The data revealed that the students who were grade-level readers at the beginning of the year showed very little growth in reading comprehension, and two-thirds of the emergent readers were ready to be placed with the grade-level readers. Which of the following strategies will best help accelerate the growth of the grade-level readers?

a) Playing recordings of interesting stories that are above the students’ reading level and discussing character development, plot, and theme

b) Using guided reading groups to assign students texts at their independent reading level and asking them to complete comprehension questions

c) Telling students to practice silent reading with texts at their instructional level and requiring them to journal about setting, conflict, and resolution

d) Using guided reading groups to assign students texts at their frustration level and practicing the use of context clues to define new words

1. Fourth-grade students are researching animals using informational texts. They complete the inquiry chart (I-chart) below to record what they find in various texts. Topic Question 1: Where do elephants live? Question2: What do elephants eat? Question 3: Do elephants live together? What do I/we already know? In Africa Grass and plants using their trunks ??? Source 1 African elephants live in the savanna. Some elephants live in forests leaves. twigs. fruit. bark. grass and roots Female elephants live together and male elephants live together Source 2 African. Southeast Asia and South Asia Adult elephants eat about 330 pounds of plants every day They care for each other and are sad when their family dies Source 3 Elephants like to live near water Elephants spend about 18 hours a day eating Families have between 3 and 25 elephants Which of the following is the most important pedagogical reason for having students complete an I-chart?

b) It encourages students to build on their prior knowledge of a topic.

a) It enables students to evaluate the reliability of expository texts.

c) It supports students’ understanding of content vocabulary.

d) It promotes students’ understanding of expository text features.

A kindergarten teacher uses bright-colored chalk to write individual letters on sheets of black construction paper. Students take turns pointing a flashlight at and naming the letter on each sheet. Which of the following instructional objectives does the activity target?

c) Supporting learning of the alphabetic principle

a) Improving phonological awareness skills

b) Building understanding that words are made by sequencing letters

d) Reinforcing knowledge of using phonics as a decoding strategy

Which of the following should a teacher do to best help students who are revising their own writing?

c) Recommend that students elaborate and use words to make images more specific.

a) Give the students a minilesson on how to identify errors in subject-verb agreement.

b) Identify grammatical errors in the students’ writing that need correction.

d) Require students to use dependent clauses to make simple sentences more elaborate.

Mr. Krause’s fourth-grade students are having difficulty answering text-dependent comprehension questions. He plans to use the question-answer relationship (QAR) strategy to help students comprehend the types of questions being asked. The QAR strategy supports students in

a) distinguishing between textually explicit and textually implicit questions

b) identifying the text structure presented in the questions asked

c) determining whether the question requires an answer or is hypothetical

d) using words directly from the question to formulate a complete response

After presenting a group writing assignment to students, a third-grade teacher plans to introduce technology to foster group collaboration. Which of the following uses of technology would best help the teacher meet this goal?

b) Employing an online document-sharing service

a) Having the students take turns at a computer station

c) Setting up a group chat on a social-media platform

d) Utilizing an online bulletin board

Ms. Dorsey, a second-grade teacher, begins a lesson by reviewing the story grammar of conventional short fiction. She reminds students that most stories have a beginning that includes information about the setting and the main characters. Then an event introducing a goal or problem occurs, followed by a series of events in which the characters attempt to solve the problem. At the end of the story, the goal or problem is finally resolved. Which of the following best explains the teacher’s rationale for instructing students in recognizing story grammar in fictional texts?

a) To provide a framework that helps students to comprehend and retain story information

b) To improve skill in noticing how character traits change over the course of a story

c) To support interest and motivation to engage in wide, independent reading activities

d) To use the understanding of repetition in fictional plot development to write an original story

A kindergarten teacher is helping students develop concepts about print. The teacher can best achieve the goal by using which of the following approaches?

c) Asking students questions about the number of words in a sentence and where a sentence begins and ends in a paragraph

a) Helping students understand that a new word is formed when adding certain sounds to the beginning of a familiar word

b) Having students identify a missing word in a familiar text when only one vowel in the word is provided

d) Creating word-family charts so that students can see that words look alike when their endings sound alike

Which of the following strategies is most likely to be effective in motivating elementary students to read independently in school?

c) Allowing students to choose texts about topics that interest them

a) Reminding students that reading is crucial to being successful in the future

b) Providing extrinsic rewards such as free time when students read more

d) Engaging students in critical thinking activities during guided reading

A teacher focuses on the following skills while working with a group of students. · Clarifying a purpose for reading · Previewing a text before reading · Monitoring understanding by adjusting reading speed · Checking for understanding after reading a text The teacher is primarily developing students’ ability to

b) use metacognitive strategies to think about and have control over their reading

a) draw conclusions from information or clues they find in a text

c) activate background knowledge to help them understand what they are reading

d) synthesize information in a text to explain what the text is about

Which of the following reading skills is the most important prerequisite to understanding an author’s purpose?

c) Distinguishing between facts and opinions

a) Creating mental images while reading

b) Eliminating unnecessary information

d) Making personal connections to the text

Which of the following is the most effective strategy for building and extending students’ vocabulary knowledge?

a) Showing students how to use roots and affixes to determine meanings

b) Asking students to use unfamiliar words in a sentence

c) Asking students to look up the definitions of unfamiliar words to determine meanings

d) Requiring students to memorize the spelling of unfamiliar words

A preschool teacher works with a small group of students in a center and asks them to walk around the room to find and name groups of five objects or pictures that begin with the same sound. Students first find a bat, a ball, a box, a boat, and a bug. Then they identify a chair, a chart, a chain, a chick, and a cherry. Which of the following early literacy concepts is best supported by the instructional activity?

b) Locating the onset and rime of words commonly used in class

a) Distinguishing letter-sound correspondence in printed words

c) Developing phonological awareness by recognizing alliteration

d) Building vocabulary based on items that are accessible in class

By guiding students to fill in the blanks, the teacher best supports student learning in which of the following areas?

d) Applying punctuation rules to simple sentences

a) Combining two or more sentences

b) Expanding sentences with different parts of speech

c) Writing a variety of sentence types

A fourth-grade teacher uses a variety of personal narrative writing samples as models to provide instruction in the characteristics of the genre. Following the instruction and a review of steps in the writing process, the teacher assigns a project in which students are asked to write personal narrative stories. Jennifer, a student, begins the process of writing a personal narrative to share with peers about an adventure that happened during a recent family camping trip. She uses a story-map organizer as a prewriting strategy to focus on the basic elements of the genre as they relate to the experience. Jennifer then uses the information in the graphic organizer to write a draft. Next, she begins the revision step in the writing process and while rereading the draft pauses to consider her audience. Through reflection on her work, Jennifer decides to return to the graphic organizer to add more vivid language and details to make the writing piece more exciting to classmates. Jennifer’s actions best demonstrate an understanding of which of the following essential components of effective writing?

d) Being flexible and moving recursively through the stages of the writing process to best meet targeted goals

a) Maintaining a focus that the purpose of writing is to inform an audience about a chosen topic of inquiry

b) Having adequate background knowledge on a subject to be able to work through the writing process independently

c) Patterning personal writing pieces on ideas in exemplary texts that show varied linguistic structures to make writing interesting

A kindergarten teacher prepares to use an interactive read-aloud to enhance students’ vocabulary knowledge. Which of the following best describes a guideline the teacher should adhere to when selecting the vocabulary words the students will learn?

b) Words that are used multiple times should be chosen, because they provide students with repeated exposure in a meaningful context.

a) Words that are abstract in meaning should be chosen, because they require more frequent exposure before students can conceptualize them.

c) Words that represent a variety of disparate themes should be chosen, because they help to broaden students’ background knowledge.

d) Words that are unique to an individual text should be chosen, because they are not likely to be seen elsewhere by students.Bottom of Form

A teacher provides students with sentences to use to determine the meanings of words according to their contexts. Which of the following sentences best fulfills the teacher’s purpose?

c) “Omnivorous” animals prefer eating both plants and meat.

a) “Decomposers” are beneficial to the environment.

b) Please “reanalyze” the errors in the assignment.

d) My “radius” is broken, but the doctor says the injury is not life threatening.

A teacher selects both fiction and nonfiction texts that all students in a guided reading group can read independently with 95 percent accuracy. The teacher instructs the students to read the texts aloud together chorally four times over a period of time. Which of the following changes to the activity best facilitates reading fluency?

c) Modeling how to read the selected texts before asking the students to read them

a) Including only texts that students can read with 100 percent accuracy

b) Choosing either all fiction or all nonfiction texts

d) Introducing key vocabulary words before having students read the texts

A teacher selects words from a storybook and places them in a pocket attached to the back cover. The student removes all the familiar words from the pocket and attempts to find the remaining words within the text of the story. Which of the following is the instructional purpose of the activity?

c) Building sight word vocabulary

b) Developing phonemic awareness

d) Recognizing initial consonants in words

A teacher laminates pictures of book covers for several favorite read-aloud stories and places them in the retelling center. Student A chooses a cover and, without showing it to Student B, describes the beginning, middle, and end of the story. Student B guesses which story Student A is describing. The activity is best suited to reinforce which of the following literacy skills?

d) Interpreting a communicated message

a) Developing oral reading fluency

c) Visualizing a book’s story elements

The table shown represents data gathered by a classroom teacher after administering diagnostic reading assessments to a second-grade class over the course of the school year. Shown are the data for a specific student as well as the class averages. AVERAGE NUMBER OF WORDS READ CORRECTLY PER MINUTE Fall Winter Spring Grade 2 class average 51 72 89 Daniel 48 67 80 Which of the following instructional supports is best justified by the data shown?

c) Developing greater reading fluency

a) Enhancing self-monitoring strategies

b) Strengthening vocabulary development

d) Increasing text comprehension

When using a newspaper article for a shared reading activity, no students in the class can explain the meaning of the word “absence” in the following passage. Sam was chosen because he is considered the best investigator of mechanical failures. The bridge collapsed overnight, yet the video shows no people, animals, or warnings of a problem. Sam read the report twice, yet he still could not overcome the absence of cause and gain a clear understanding about the factors that explained the disaster. Based on the passage, which of the following teacher-directed questions is most appropriate for students learning to identify the meaning of unknown words?

d) Do the surrounding words offer a clue about the meaning of the word “absence”?

a) Which definition in the dictionary explains the meaning of the word “absence”?

b) Was Sam confused because there were no people or animals near the bridge?

c) How would you use the word “absence” in a sentence?

A teacher begins a new unit on writing a persuasive letter. Which of the following instructional methods is best for the teacher to use during the planning stage?

c) Helping students determine appropriate goals for their letters

a) Providing students with a predetermined list of topic options

b) Pairing students to share sentences orally before writing them

d) Presenting a checklist to students for evaluating their letters

Which of the following instructional strategies is best for a first-grade teacher to use with emergent readers?

c) Designing a series of lessons with one reading objective and providing modeling, think-alouds, and guided practice of the objective

a) Teaching a minilesson on a specific skill and asking students to complete independent practice of that skill

b) Demonstrating two or three reading objectives in one lesson and facilitating guided practice for each of the objectives

d) Providing students with time to read independently and helping them select books with proper leveling, content, and interest factors

While reading a short passage from a realistic fiction story aloud to the class, a student reads the following sentence. “I didn’t think what I had done was so bad, but my mother sure knows how to make a mountain out of a molehill.” The teacher focuses the students’ attention on the author’s use of the phrase “to make a mountain out of a molehill” as an example of figurative language. Which of the following teacher actions is the most appropriate next step in helping students understand the phrase?

b) Asking students to decide whether the literal meaning of the phrase is the author’s intended message

a) Having students recall other texts in which an author has used other unique linguistic structures

c) Adding the phrase to a student-created poster of author’s tools used to convey meaning by using language in interesting ways

d) Requiring that students write explanations of their personal reactions to the author’s purpose for selecting the phrase to convey meaning

The following sentence appears in a nonfiction book that fourth-grade students are reading in class. Unfamiliar words selected by students are underlined in the excerpt. The duck-billed platypus is a peculiar animal in that its snout, which does not look like a nose, helps it recognize sources of food. Which of the following instructional methods will best help students understand and retain the meaning of the new words?

d) Discussing each new word by asking students probing questions that require the students to support their answers with reasoning

a) Asking students to look up the definitions of the words and write them in their reading journals

b) Helping students find easily understood synonyms for each word and write them in place of the new vocabulary

c) Advising students to examine the use of each word in context and narrow connotations for the words to a singular context

A group of students have an accuracy rate of 94% and above on a recent running record. Which of the following activities will best help improve the development of the students’ reading skills?

c) Reading books at the next level with teacher support

a) Continuing to read books at the current level because students are succeeding

b) Reading familiar books with a partner of a lower reading level

d) Listening independently to audiobooks from the next level

Teaching Reading 1 Praxis Practice

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Teaching Reading 1 Praxis Practice

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MULTIPLE CHOICE QUESTION

1 min • 1 pt

A teacher reviews the following student scores on a standardized reading test with the goal of determining the areas in which the student will require additional instruction.
· 75th percentile in vocabulary knowledge
· 85th percentile in decoding
· 40th percentile in comprehension
· 70th percentile in fluency
Based on the data, which of the following activities best addresses the student’s needs?

a) Reviewing high-frequency words

b) Identifying context clues in sentences

c) Listening to an audio version of the text

d) Using a plot chart to track the events in a story

MULTIPLE CHOICE QUESTION

1 min • 1 pt

A kindergarten teacher plans a lesson designed to give students guided practice in learning a phonological awareness skill. Having students participate in which of the following activities best meets the teacher’s goal?

a) Asking students to follow along as the teacher moves a finger from left to right while orally reading a line of text in a picture book

b) Having students say the word “airplane” and then asking them to say it again without pronouncing “air”

c) Distributing a set of plastic letters to students and having them use the manipulatives to form decodable words

d) Cutting a student’s name card into individual letters and modeling how to put the letters together to form the name

MULTIPLE CHOICE QUESTION

1 min • 1 pt

A first-grade teacher selects a picture book that retells the well-known fairy tale Goldilocks and the Three Bears to read aloud to the class. Following the first oral reading of the text, the teacher distributes a graphic organizer with a set of questions for students to answer as the text is read again. During the second reading, the teacher pauses at different parts of the story and asks students to independently answer one of the questions related to that part of the story on the work sheet. A portion of the graphic organizer the teacher uses is shown below.

Question

The Story Says

I Say

And So I Believe…

The teacher’s instructional method best engages students in which of the following thinking processes related to successful reading comprehension?

a) Making decisions about what is going to happen next in a story by connecting existing knowledge to new information an author gives as a text is read

b) Determining what is important in a story and recording it in the student’s own words

c) Searching a story to reach a conclusion based on clues an author gives and prior knowledge to construct meaning that goes beyond what is literally stated

d) Creating mental images of the events happening in a story that support recall of main ideas

MULTIPLE CHOICE QUESTION

1 min • 1 pt

A first-grade teacher works with small groups of students to teach them how to develop their writing skills. Which of the following methods best fosters the students’ ability to use correct mechanics, such as punctuation and capitalization, in their own writing?

a) Assigning work sheets from a workbook to complete

b) Having students copy rules in their copybooks for reference

c) Emphasizing pauses indicated by punctuation during read-alouds

d) Using mentor texts to encourage imitation of effective writing

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following phonemic manipulations is the most complex and is generally developed last by most students?

a) Change the /m/ in “mouse” to /h/.

b) Say “frame.” Say it again without the /r/.

c) What word is made when “bl” and “oom” are combined?

d) Say “doughnut.” Now say it again, but don’t say “dough.”

MULTIPLE CHOICE QUESTION

1 min • 1 pt

A third-grade teacher’s reading instruction includes sources from multiple content areas. During a science lesson, students are reading a trade book about plants; the book contains many new and difficult vocabulary words, such as “chlorophyll,” “germinate,” and “photosynthesis.” Which of the following teaching activities will best help the students develop an understanding of the new words?

a) Making lists of words from the science book to post on a word wall in the classroom

b) Planning direct instruction using multimedia methods to introduce words in rich contexts

c) Having students assume definitions for the new words and relate them to words they already know

d) Giving the students Venn diagrams to sort the new vocabulary into well-defined categories

MULTIPLE CHOICE QUESTION

1 min • 1 pt

A kindergarten teacher assesses students’ understanding of concepts of print at the beginning of the year. The results of one student’s assessment are shown.

Concepts of Print Assessment

Can you point to
the front cover of the book? September (yes) May

Can you point to
the picture at the top of the book? September (yes) May

Can you show me one
letter? September (yes) May

Can you show me
where to read after this word? September (yes) May

Based on the data, which of the following instructional methods will best promote the student’s understanding of print conventions?

a) Teaching letter-sound relationships explicitly and in isolation

b) Activating the student’s background knowledge of concepts that are important to the content of the text

c) Using a finger to draw attention to letters and words in the text during a shared reading

d) Previewing the text to make predictions about its content before a shared reading

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