A fourth-grade teacher reserves time each day for her students to write about their reading in their reader's notebook. Today, she asks them to answer the following three questions: What is one event or idea from your reading that connects to another text you have read? Explain the connection. Describe a chapter, paragraph, or sentence from your reading that reminded you of a personal experience. Explain the connection. Think about your reading. Identify one aspect of the book that has impacted the way your see or understand something in the world, outside of things you have personally experienced. Explain the connection. This activity is designed to:

facilitate student determination of how the setting impacts the plot in the story they are reading.

be a reflective experience to help students brainstorm for their own writing.

deepen the reader's understanding of the text by considering the idea in a larger context.

encourage the reader to analyze the author's craft

Which of the following is most important in promoting reading comprehension across all content areas?

recognizing organizational structures

Which of the following would be the best way to assess a student's knowledge of phonics?

Listen to the student read their own writing aloud.

Ask the student to provide examples of words that rhyme

Listen to the student read aloud from a list of sight words.

Evaluate the student's spelling when they write, especially when it includes unfamiliar words

A first-grade student is reading aloud and mispronounces the following words: after, old, ask, and what . The student could benefit from additional instruction in which of the following areas?

automatic recognition of high-frequency words

phonics instruction on the seven syllable types

A fourth-grade teacher has assigned the independent reading of a section from the social studies textbook in order to evaluate her students' ability to comprehend informative nonfiction texts. Of the various reading comprehension skills, which of the following will be specifically important for comprehending this text?

recalling key details from the text

the ability to incorporate various media into an understanding of the text

evaluating the author's perspective and possible bias

applying your schema to provide a context for the information in text

A sixth-grade teacher allows her students to choose a persuasive text from a few preselected options. Regardless of the article they choose, each student will receive the following post-reading questions: What is the topic of the article? What is the author's opinion or perspective on this topic? What reasons does the author present to support his perspective? Does the author provide any evidence? If so, where did the author find the evidence? Do you find the author's perspective, reasons, and evidence persuasive? Why or why not? When viewed collectively, what is the instructional purpose of the post-reading questions?

promoting close reading of persuasive texts

prompting student evaluation of the author's position

identifying the difference between an informative text and a persuasive text

supporting student identification of the text's main idea

Which of the following describes an appropriate way to incorporate leveled texts into classroom instruction?

Guide students toward appropriately leveled books for independent reading but allow them to push beyond their assigned level if they find a book especially interesting.

Discreetly help students find books on their level and discourage them from reading above level books when reading independently.

The teacher should know the book levels and student reading levels. When teaching a text whole class, ensure that the book is at a low enough level for all students, even if it is much below the reading level of some high achievers. Require all students to read books on their level when reading independently.

Provide lists of leveled books and only allow students to choose books from the list that match with their level.

How does a student's level of oral vocabulary impact their decoding and reading abilities?

A student with a large vocabulary is more likely to recognize whether or not they have decoded a word correctly.

A student with a large vocabulary will have greater knowledge of sight words, requiring them to decode less while they read.

Students who have a wide vocabulary are typically students who have been read to extensively at home.

Oral vocabulary and decoding skills are unrelated.

Which of the following activities would best support a student's ability to decode multisyllabic words?

Provide practice matching prefixes, roots, and suffixes to create new words.

Provide practice with 3 letter words, asking the students to replace letters one at a time to form new words.

Increase classroom time spent on teacher modeled reading.

Focus classroom instruction on multisyllabic sight words instead of sight words with only one syllable

A student who is typically a strong reader and specifically loves to read fiction narratives struggles more with content specific informative texts. The teacher regularly implements pre-reading and during-reading activities for the class as a whole, but which of the following strategies would be the most helpful for this specific student when reading the more challenging informative texts?

take turns reading aloud with a neighbor

paraphrase the text sentence by sentence

use a dictionary to define every unfamiliar word

A teacher is preparing her class to independently read an article about a new telescope being built by a group of scientists. During their pre-reading activity, the teacher purposefully includes challenging or unfamiliar vocabulary like "Magellan," "precision," and "resolution" in both the class discussion about telescopes and their anticipation guide. Which of the following best explains the teacher's reason for incorporating these words into their pre-reading activities?

to encourage student recognition of the words and improve their ability to connect their oral vocabulary to their written vocabulary

to help the students predict the focus of the text

to support word analysis skills while reading independently

to increase student awareness of sound-letter correspondence

A sixth-grade teacher has assigned each student a different modern day poet. She has asked the class to research the poets' lives and work, and create a short presentation to share with the class. All work will be completed digitally, and all sources, notes, and presentation media will be submitted to the teacher electronically. Which of the following lessons would be most important to a student learning how to apply reading comprehension strategies to a digital text?

how to save a document as a PDF and use digital annotation tools

how to self monitoring your reading comprehension of a digital text versus a printed text

how to use various digital presentation applications

ways to use the "think aloud" strategy digitally with a peer

Which of the following instructional strategies would be most beneficial when providing Tier Two vocabulary instruction to a group of struggling readers?

Provide the students with sentence stems that they can incorporate new words in context.

Have students practice using words during conversation with peers.

Explain definitions and ask students to restate in their own words.

Ask students to create a concept map.

Which of the following would best promote the increase of students' reading vocabulary?

make time for students to engage in independent reading

have students read different perspectives of the same historical event

review students' journal entries with the student

provide students with books at, or near, their frustrational reading level

A teacher might ask students to compare the words go , goes , and undergo in order to support an understanding of:

how syllable analysis supports decoding.

A few times a week, a fifth-grade teacher reads a complex informational text with a small group of students. One day, a student says, "When I read from the top to the bottom of the page, I don't always remember what it said." The best way for the teacher to help this student would be to:

teach the student self-monitoring text strategies such as rereading and notetaking.

teach the student how to read aloud with greater fluency at a more consistent rate

teach the student how to recognize expository text structures, such as problem/solution

teach the student how to make a KWL chart to fill in before, during, and after reading.

Over the past few weeks, a fourth-grader who reads on grade level has chosen independent reading books from a young adult series that is not advancing his vocabulary or comprehension skills. Which of the following approaches should the teacher take?

recommending some more advanced books for the student that are in the same genre the student has picked out

showing the student the simple vocabulary present in the books and recommending another popular book that is more advanced

refraining from interfering with the student's book choices because the series he has chosen is fostering a lifelong love of reading

providing an advanced word list with definitions for him to supplement his lack of vocabulary growth

A first-grade teacher assigns a three-sentence writing assignment to students. As students begin working, the teacher notices a student asking another student how to spell the word fish . The teacher asks the student if she can sound the word out, and the student says, "/fff/.../iii/.../ssshhh/," but she can't think of the letters to write. Which of the following strategies could the teacher implement to help this student encode letters and write them down?

Give the student letter/sound picture cards in which each letter of the alphabet is in the shape of something that starts with that letter.

Have the student sit with a partner and practice breaking challenging words into syllables and sound them out while reading a text together.

Sing the alphabet song on a regular basis at the beginning of class and hang an alphabet chart in the room for students to reference while they write.

Present several read alouds as a targeted phonics intervention and have students work on pronouncing the words containing digraphs and blends.

Students will learn to read phonetically regular words in a simple to complex progression. Of the skills provided, which of the following skills would most likely be the earliest skill mastered?

common vowel and consonant patterns

Early in the school year, a kindergarten teacher administers a quick phonics screener to each student in the class. The results of the screener show eight students require intervention on vowel/consonant (VC) and consonant/vowel/consonant (CVC) words, while the other eight students are still working on identifying letter sounds. What is the first step the teacher should take based on this assessment data?

group students in two groups, assign one group activities on closed vowel sounds and the other group activities on the alphabetic principle

seat each student working on letter sounds with a partner working on VC/CVC words in order to provide scaffolding for both groups

create individual intervention plans for students working on identifying letter sounds and allow students working on VC/CVC words to continue receiving normal classroom instruction

reteach letter sounds for only one class period and then readminister the assessment before breaking students into groups

A fifth-grade teacher reads a short story to the class. After the reading, the teacher projects a paragraph on the board that contains an argument between the two characters. The teacher models how she analyzes the text in order to make inferences about the characters' motivations in the excerpt. Next, she projects the paragraph from the end of the story where the character's conflict is resolved. She asks the students to work in pairs to similarly analyze the new paragraph. In what way is this activity designed to impact student literacy?

Build student independence in close reading a te

Improve student understanding of plot structure in fiction narratives.

Improve students' ability to summarize a text.

Help students distinguish between different types of conflict.

How does identifying transition words help readers construct meaning?

Transition words clarify how ideas relate to one another.

Transition words establish a hierarchy of ideas.

Transition words connect a dependent clause to an independent clause.

Transition words improve the flow of the text.

A fourth-grade teacher is evaluating various policies for checking out books from her classroom library. What should be her primary goal when establishing this policy?

providing easy access to books without ridgid times limits for how long a student can keep a book and/or limiting the type or level of books a student borrows

eliminating the possibility of classroom books leaving the classroom unaccounted for and not being returned to the teacher.

verifying students are restricted to accessing books on their reading level in a discreet way

reducing the risk of students rereading the same book and/or keeping a book too long

A sixth-grade teacher uses the following excerpt as part of an activity to expose her students to various forms of informational text. If you look at a map of the World, you will see, in the left-hand upper corner of the Eastern Hemisphere, two islands lying in the sea. They are England and Scotland, and Ireland. England and Scotland form the greater part of these islands. Ireland is the next in size. The little neighbouring islands, which are so small upon the map as to be mere dots, are chiefly little bits of Scotland,—broken off, I dare say, in the course of a great length of time, by the power of the restless water. After reading the excerpt together once, the teacher asks her students to read the paragraph again on their own and create a rough sketch of the described map. In what way will sketching the map support student comprehension of the text?

It requires the student to reread and visualize the image being described by the text.

It facilitates metacognition by requiring the student to question what they read as they read it.

It provides the opportunity to determine the accuracy of the text's description.

It activates the student's background knowledge of that part of the world

Which of the following describes the best use of a running record?

to track student reading progress over a year

to predict future assessment performance

to identify the cause of under-performance on an assessment

to track student performance on unit assessments over the year

A teacher is asking students to evaluate an argument in a persuasive text. Which of the following sentence stems would best support this goal?

The author's introduction suggests...

Foundations Practice Test

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Foundations Practice Test

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Mathematics

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University

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Practice Problem

•

Easy

•

CCSS

RI. 9-10.10, RI.11-12.5, L.1.5A

+52

Standards-aligned

Beverley Reid

Used 2+ times

FREE Resource

38 questions

Show all answers

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

At the beginning of the year, during open house, a preschool teacher always welcomes her class by reading aloud one of her favorite books. She holds the book up for everyone to see the words and pictures, and she uses her finger to move along the text as she reads. She then encourages parents to also track their progress through books at home by tracing the line of text as they read. Which of the following is the teacher's reason for this suggestion?

to encourage student structural analysis of words

to teach all print concepts

to improve student recognition of sight words

to help students develop an understanding of print orientation

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A classroom teacher divides the class into pairs and gives each student a folder containing a picture of a recognizable person like a fireman or a doctor. They do not show the picture to their partner and describe the image in detail until their partner is able to correctly identify the person. Which of the following describes one of the goals of this lesson?

improve student attention to details

increase student awareness of public servants in their community

further developing oral language and listening skills

provide an opportunity for students to practice appropriate questioning as an audience member

Tags

CCSS.RI.1.4

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

When creating lesson plans for a reading unit centered on a specific learning goal, the teacher should ensure that:

each lesson contains instructional strategies that build on one another and meet the learning needs of each student.

the lessons are cross-curricular, integrating science and history learning goals in addition to teaching reading standards.

each lesson covers more than one skill in order to help students master the targeted goal more quickly.

the lessons are designed around the most common learning style of the students in the classroom — auditory, visual, or kinesthetic.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

While assessing a student's reading fluency, the teacher has her read aloud from a text while documenting errors and reading speed. At the end of the text, the student seemed to have read the passage easily, made very few errors, and has read at a reasonable rate, but she was unable to correctly answer the reading comprehension questions. Which of the following is a likely cause of the disconnect between the student's oral fluency and her reading comprehension?

limited vocabulary

limited phonological awareness

weak understanding of morphology

inadequate automaticity

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A fifth-grade class is beginning a research project in which the students will be independently reading information about an assigned topic. Which of the following reading activities would best support student comprehension of this new information?

Consider the author's purpose for writing about the topic.

Paraphrase difficult sections of the text.

Consider students' prior knowledge and only assign familiar topics to the students

Stop reading to look up any confusing words in the dictionary.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following best describes a value specific to assessing with an authentic task?

Since it will be impossible to ensure that students are completing their at home reading expectations, focus mostly on building in class time for independent reading.

Conserve class time for instruction by establishing clear expectations for independent reading, and ask parents to sign reading logs in order to ensure compliance.

Accommodate some in class independent, student choice reading by inviting students to read at their desk if they finish an assignment early. Also set high expectations for independent reading each night at home.

Set aside specific in class reading time, where they will also see you reading, while also establishing expectations for independent reading at home.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following describes a way that spelling instruction can support the decoding skills of early readers?

Spelling lists should consist of only irregular sight words that students are not expected to decode.

Memorizing common letter patterns through spelling can then be applied to unfamiliar words with similar structures when reading.

Spelling words can be chosen specifically to expand individual student vocabulary.

Spelling lists help students break words into separate syllables.

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

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Foundations Practice Test

38 questions

When creating lesson plans for a reading unit centered on a specific learning goal, the teacher should ensure that:

A fifth-grade class is beginning a research project in which the students will be independently reading information about an assigned topic. Which of the following reading activities would best support student comprehension of this new information?

Which of the following best describes a value specific to assessing with an authentic task?

Which of the following describes a way that spelling instruction can support the decoding skills of early readers?

Through phonics instruction, students learn to analyze phonetically regular words in a simple to complex progression. Based on this understanding, which lesson topic listed below would be taught last?

Which of the following is most important in promoting reading comprehension across all content areas?

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