Foundations of Reading Practice Test 69-97

Which of the following questions about this part of the text would most effectively target students' inferential comprehension?

• How does living near a river help people meet their most basic survival needs, and where can you find that information in the text?

• Can you identify the reason why industry benefited from being near moving water?

• Do you think living near a river makes life easier or more difficult for people, and what information in the text makes you think so?

• Why are rivers beneficial for activities like growing crops and grazing animals?

These questions support students' reading comprehension primarily by prompting them to:

• monitor comprehension of informational texts.

• identify the theme in expository texts.

• draw inferences from informational texts.

• analyze points of view in expository texts.

Which of the following learning goals would be most essential for the teacher to address in the lesson to develop students' ability to compose an effective summary from these kinds of notes?

• citing evidence from the passage using direct quotes and paraphrasing

• developing a personal response to and interpretation of the passage

• noting unanswered questions that are raised in the passage

• analyzing the author's stylistic choices in the passage

In keeping with evidence-based best practices, providing direct instruction in which of the following aspects of informational text would be most essential to students' success and growing independence in using informational texts for personal research?

• using text features to locate specific information in a text

• presenting information gained from a text in charts and tables

• using an outline to organize collected information in a logical format

• distinguishing between implied and explicitly stated information in a text

To prepare students to integrate information across texts in this activity, which of the following steps would be most essential for the teacher to take?

• providing a brief history of the environmental movement in the United States

• providing explicit instruction in how to identify the most important points and key details presented in the texts

• providing students with opportunities to share their personal responses to the articles

• providing explicit instruction in discipline-specific conventions of scientific writing (e.g., use of passive voice, quantitative data)

The teacher's practice is most likely to promote students' reading comprehension of informational texts by:

• modeling for them metacognitive comprehension strategies.

• giving them an example of fluent oral reading.

• summarizing for them the main ideas of an expository text.

• exposing them to new vocabulary in context.

Given this excerpt from the chapter, which of the following graphic organizers would best promote students' awareness of the chapter's text structure?

• outline

• Venn diagram

• timeline

• semantic map

Which of the following differentiation strategies would best support students with diverse language abilities in making text-based inferences?

• inviting the English learners to read the passages that will be used in the lesson in advance and to refer back to the printed copies of the passages during the lesson

• offering the English learners alternative, literal comprehension-building activities (e.g., 'Fill in the blank: The authors said ________. The text was mostly about ________.')

• collecting a variety of reference materials for the classroom, and making them freely available to the English learners as needed during instruction

• providing the English learners with sentence frames to scaffold the lesson (e.g., 'I think that ________. I think so because I read ________ and because I know that ________.')

Skimming is likely to be the most effective strategy for accomplishing which of the following reading tasks?

• evaluating the validity of information on an Internet website

• previewing a chapter in a content-area textbook

• synthesizing information from various sources for a research report

• studying specific facts for a content-area exam

A third-grade teacher has been conducting a series of ongoing assessments of a student's oral reading. Shown below is a sentence from a text, followed by a transcription of the student reading the text. The sample is representative of the student's typical oral reading performance. Text: Up ahead, Julia saw the overturned boat disappear over the waterfall's edge. Student: "Up ahead, Julie saw the overtired boat (pauses reading) overturned boat disappoint over the water's edge (pauses reading) disappear over the water's edge." Given the information provided, the teacher could best address this student's needs by providing targeted, evidence-based instruction focused on:

• developing the ability to self-monitor reading comprehension.

• enhancing oral vocabulary development and use of word-learning strategies.

• improving reading accuracy by attending to all parts of a word.

• promoting the ability to track connected text.