Foundations Practice Test

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

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

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

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

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

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

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

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:

1. What is one event or idea from your reading that connects to another text you have read? Explain the connection.

2. Describe a chapter, paragraph, or sentence from your reading that reminded you of a personal experience. Explain the connection.

3. 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:

• 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

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

Tags

CCSS.RF.1.3A

CCSS.RF.1.3D

CCSS.RI.1.3

CCSS.RI.2.3

CCSS.RI.3.8

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?

• blending onsets and rimes

• syllable types

• short and long vowels

• consonant blends

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

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

• summary skills

• recognizing organizational structures

• oral reading fluency

• having an advanced vocabulary

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