MIDTERM Practice Test - Foundations of Literacy development

About how many students nationally cannot read proficiently by 4th grade? What are some of the emotional or economic byproducts of this statistic?

• 65% nationally. Leads to higher dropout rates, lower income earnings, and emotional effects such as shame or frustration.

• 25% nationally. Leads to increased college attendance and higher self-esteem.

• 80% nationally. Results in improved job prospects and emotional well-being.

• 40% nationally. Leads to lower dropout rates and increased financial stability.

Tags

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.11-12.1

CCSS.RL.8.1

CCSS.RL.9-10.1

What does the following statement mean to you and do you think it is accurate? Explain. Literacy is a social justice issue.

• Literacy affects access to education, jobs, and participation in democracy. Inequitable literacy instruction perpetuates systemic inequality.

• Literacy is only about reading books and has no impact on society.

• Literacy is a personal achievement unrelated to social issues.

• Literacy is important only for academic success, not for social justice.

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

What are the two main components of reading according to the “Simple View” of reading?

• Decoding and Language Comprehension.

• Phonics and Spelling.

• Vocabulary and Writing.

• Fluency and Handwriting.

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

What are the two main components of reading according to the “Simple View” of writing?

• Transcription and Ideation (text generation).

• Phonological Awareness and Vocabulary.

• Comprehension and Decoding.

• Fluency and Syntax.

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

What are the 5 key components of reading as identified by the National Reading Panel in 2001?

• Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension.

• Phonemic Awareness, Grammar, Writing, Vocabulary, Comprehension.

• Phonemic Awareness, Phonics, Spelling, Vocabulary, Listening.

• Phonemic Awareness, Phonics, Fluency, Writing, Comprehension.

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

Does reading develop in the same way that speaking develops? Explain.

• No — speech is natural; reading is learned and requires explicit instruction.

• Yes — both reading and speaking develop naturally without instruction.

• Yes — reading and speaking are both innate abilities.

• No — reading develops earlier than speaking.

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

What is meant by “code breaking” and “meaning making” when it comes to learning to read?

• Code-breaking: recognizing print-sound relationships (decoding). Meaning-making: understanding text (comprehension).

• Code-breaking: writing stories. Meaning-making: drawing pictures to represent stories.

• Code-breaking: memorizing words. Meaning-making: reciting the alphabet.

• Code-breaking: learning grammar rules. Meaning-making: identifying punctuation marks.

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

What 3 central processing areas of the brain are involved in learning to read? (NOTE-technical names or Brain City terms are both acceptable)

• Sound City, meaning mountain, Vision Villages.

• Memory Lane, Logic Loop, Emotion Expressway.

• Hearing Hills, Touch Town, Smell Street.

• Balance Bridge, Taste Tunnel, Sleep Square.

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

Our written system is:

• Alphabetic

• Pictographic

• Hieroglyphic

• Logographic

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

Select at least two brain benefits of being bilingual from the options below.

• Improved cognitive flexibility and better memory

• Decreased attention span and slower thinking

• Reduced problem-solving skills and less creativity

• Increased risk of language confusion and forgetfulness

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5