Foundations in Reading OAE ALL SOLUTION LATEST EDITION 2023/24 GUARANTEED GRADE A+

Which of the following statements best describes the most important benefit of frequent informal assessments of students' reading progress? a. The assessment results guide teachers in choosing appropriate texts for students and differentiating instruction. b. Students' test-related anxiety is reduced when testing is a regular part of the classroom routine. c. The assessment results help teachers diagnose when a students has a specific learning or reading disability. d. Students' motivation to read is increased when they can see concrete evidence of improvement. a. The assessment results guide teachers in choosing appropriate texts for students and differentiating instruction. Competency 0001: A research-based reading curriculum is organized to introduce students to increasingly complex skills that depend on the students' prior mastery of simpler, prerequisite skills. Frequent assessment of students' skill development allows the teacher to differentiate instruction appropriately, including selecting appropriate texts for instruction to match students' current level of development, identifying areas of difficulty for particular students who require additional instruction or reteaching, and modifying instruction to ensure that all students are able to master requisite skills. One of the subtests in formal reading assessment measures a student's ability to read a printed series of nonsense words quickly and accurately. This kind of assessment would be most appropriate for determining a student's development in which of the following areas of reading? a. Alphabetic knowledge b. Phonics skills c. Phonological awareness d. Word recognition b. Phonics skills Competency 0001: Phonetically regular nonsense words are used in this type of assessment to ensure that the students must use phonics skills to decode words, rather than use sight-word knowledge. Performing this assessment task quickly and accurately measures a student's mastery of phonics skills, including letter-sound knowledge and his or her ability to sound out letters and blend letter sounds to form phonetically regular words. Several students in a kindergarten classroom speak a nonstandard dialect of English. When interpreting the results of phonemic segmentation assessments, the teacher's most appropriate response to the students' dialect differences would be to: a. Alternate between standard and nonstandard dialects when pronouncing words for students to segment. b. Accept a student's segmentation as correct if it is correct for the student's dialect. c. Ask a student to resegment words using the standard pronunciation if the student used a nonstandard pronunciation. d. preteach the standard pronunciation of all words to be used in formal and informal assessments. b. Accept a student's segmentation as correct if it is correct for the student's dialect. Competency 0001: An assessment in phonemic segmentation measures a student's ability to discern and separately pronounce the component phonemes of a spoken word. Children acquire the phonemes of their language (and dialect) early in the course of language acquisition. A student's phonemic segmentation should be considered successful if the phonemes he or she identifies are consistent with the student's pronunciation of the word. For example, if in a student's dialect the final phoneme in a word is not pronounced, it would be acceptable for the student to omit that phoneme when segmenting the word. In the second half of the school year, a third-grade teacher assesses the sight-word reading vocabulary of students by using an ordered sampling of the 300 most frequently occurring words in elementary-level texts. (All sets are 20 words taken from the 100 most frequent words) -Set 1: who, water, about, would, each, they, down, there, was, come -Set 2: great, why, over, large, know, sentence, little, house, know, from -Set 3: city, children, enough, country, while, paper, own, don't, stop, might a. The assessment results can be used to determine students' instructional reading levels. b. The word sets follow regular spelling patterns that students are typically taught in the primary grades. c. The assessment results allow the teacher to compare students' relative achievement. d. The word sets are representative of the most common words that students will encounter during reading. d. The word sets are representative of the most common words that students will encounter during reading. Competency 0001: The sight-word assessment described requires students to demonstrate their mastery of words they are most likely to encounter reading at their grade level. Since the content of the assessment is representative of the words they need to master in order to read grade-level texts fluently, the assessment results can be used as one measure in determining sutdents' progress toward reading. A teacher would like to assess the evaluative comprehension skills of a small group of middle school students by asking the students to think aloud while reading a newspaper editorial about an important national issue. Which of the following teacher directions to the students would be most appropriate for this assessment purpose? a. "Tell me when you read a fact and when you read an opinion." b. "Pause when you come to an unfamiliar word and tell me what you think it means." c. "Tell me when you read something affects your own life." d. "Pause at the end of each paragraph and tell me what the main point of the paragraph is." a. "Tell me when you read a fact and when you read an opinion." Competency 0001: Evaluative reading comprehension is the ability of a reader to make judgments about a text during reading using criteria external to the text. Asking the students to distinguish between statements of fact and statements of opinion while reading an editorial would provide a measure of their ability to recognize elements in a persuasive text that are key to a critical evaluation of the logic and strength of the writer's argument. A third-grade teacher frequently reads aloud selected passages from materials in the classroom and school library, including passages from chapter books, short stories, poems, and articles from nonfiction magazines written for children. This practice benefits students' reading development primarily by: a. Improving their ability to monitor their comprehension when they read independently. b. Enhancing their interest in a broad range of texts for independent reading. c. Providing them with opportunities to practice critical decoding skills during independent reading. d. Promoting their ability to choose independent-reading texts appropriate for their reading level. b. Enhancing their interest in a broad range of texts for independent reading. Competency 0020: Teacher read-alouds are effective for exposing students to authors and text genres that are new to them. Research suggests that wide reading is of critical importance to students' vocabulary development and reading development in general. As part of a social studies unit, a sixth-grade teacher has students complete a WebQuest, in which groups of three students collaborate to create a travel brochure for a South or Central American country using information from a variety of Internet Web sites the teacher has screened in advance. This use technology is likely to benefit students' literacy development primarily by: a. Prompting critical evaluation of information from different sources. b. Maximizing classroom time spent on reading and writing tasks. c. Developing study skills that support achievement in the content areas. d. Promoting ability to synthesize information from multiple digital sources. d. Promoting ability to synthesize information from multiple digital sources. Competency 0020: A WebQuest is a cooperative-leading activity conducted online that provides students with opportunities for reading, researching, and writing for authentic purposes. In the activity described, students must read and synthesize information from multiple Websites for the explicit purpose f preparing materials that will appeal to an (imaginary) audience of travelers. A teacher would like to purchase a commercially published vocabulary program to use for focused vocabulary instruction with struggling readers. Which of the following criteria should be the teacher's primary consideration when evaluating potential programs for this purpose? a. Assessments are included at the beginning and end of each lesson. b. Lessons use clear examples and offer multiple opportunities for reinforcement. c. The organization of lessons is sequential and invariable. d. The layout of lessons is visually appealing and contains a variety of graphic features. b. Lessons use clear examples and offer multiple opportunities for reinforcement. Competency 0020: Knowledge of word meaning not only involves an understanding of the essential concept a word represents but also an understanding of the way this meaning varies according of the context in which the word appears. Since struggling readers are less likely to encounter vocabulary words in multiple contexts during independent reading, it is critical for instructional materials to include clear examples illustrating the meaning and usage of words introduced. research indicates that students require multiple exposures to words to develop depth of understanding, so opportunities for reinforcement are also critical in meeting the needs of these students. When evaluating software designed to promote students' development in specific areas of reading, a teacher should first consider wether the software is aligned with: a. Students' personal reading interests. b. Other supplemental reading resources. c. Relevant state reading standards. d. Available grade-level reading textbooks c. Relevant state reading standards. Competency 0020: In a standards-based reading program, selecting materials, including software for promoting development in specific areas of reading, should be based on a variety of criteria. First and foremost, the materials must be relevant to instruction by being aligned with reading standards. In-depth rereading and analysis of key passages in a text would be the most effective strategy for a student to use to achieve which of the following goals or purposes for reading? a. Detecting faulty reasoning in a persuasive text b. Identifying the topics covered in an informational text c. Determining the speaker or narrator of a literary text d. Locating a target word or phrase in an expository text a. Detecting faulty reasoning in a persuasive text Competency 0020: An effective strategy for evaluating the reasoning in a persuasive text is to identify the development of the author's argument, including determining what evidence, if any, the author presents to support each point. In addition, the reader should compare each point and piece of evidence to the conclusion(s) the author draws. In-depth rereading and analysis of key passages of the text would allow the reader to reconstruct the author's arguments and evidence and weigh them against the text's conclusion(s). Read the passage below from a middle school science textbook; then answer the questions that follow. Glaciers form when large amounts of snow build up over time and slowly _transform_ into ice. The enormous weight of the built-up ice causes the edges of the glacier flow outward like a very slow river. _Friction_ causes the bottom of the glacier to move more slowly than the top of the glacier. Because of their huge _mass_, glaciers can carve valleys and even level mountaintops as the move. Today, the world's larges glaciers are located in the two _polar_ regions--in arctic Greenland in the north and Antarctic in the south. Which of the underlined words in this passage would be most appropriate to select for explicit instruction because its meaning cannot be easily deduced from context? a. Transform b. Friction c. Mass d. Polar b. Friction Competency 0019: In the passage presented, while a consequence of friction is described ("friction causes the bottom of the glacier to move more slowly") the ford friction is neither defined, overtly or by apposition, nor is the friction as it occurs in this circumstance described. Since the meaning of the term friction cannot be deduced from context, this word would be most appropriate to select for explicit vocabulary instruction. Use the information below to answer the question that follow. In early October, a first-grade student is able to read short passages composed of familiar CVC words and high-frequency sight words at a rate of approximately three seconds per word. Following is a current writing sample from a story the student wrote independently. "thu litl red dog wos fune wen he jum tin th big pul." The little red dog was funny when he jumped in the big pool. Given the assessment evidence provided, the most appropriate spelling instruction for the student at this time would focus on promoting the student's accurate spelling of: a. single-syllable words that contain more complex letter combinations (e.g., when, pool) b. single-syllable, high-frequency sight-words (e.g., was, in, the) c. two-syllable words that follow common syllable patterns (e.g., little, funny) d. common two-syllable word families (e.g., funny, bunny, sunny) b. single-syllable, high-frequency sight-words (e.g., was, in, the) Competency 0003: The students misspells high frequency irregular sight-words taught in the first grade while spelling regular CVC words correctly (e.g., red, dog, big). Spelling and reading are reciprocal skills and as such are taught in tandem in a research-based literacy program. The student's reading rate indicates mastery of decoding skills for simple regular words and high-frequency irregular words and therefore readiness to learn related encoding of these familiar high-frequency irregular words. In the fall, winter, and spring, a second-grade teacher administers brief, standardized one-on-one assessments of specific reading skills to all the students in the class. The most appropriate use of the results of these assessments would be to: a. plan instructional goals and flexible groupings in reading to address students' needs. b. establish grade-level benchmarks in various areas of reading. c. determine the effectiveness of specific reading interventions for individual students. d. adjust a lesson to address the reading needs of each student. a. plan instructional goals and flexible groupings in reading to address students' needs. Competency 0003: Te assessments described are typically used in a standards-based reading program to determine how well each student is performing with respect to specific reading standards. Benchmarks establish in the fall, winter, and spring help the teacher plan (an later adjust) instructional goals and flexible groupings for each student. In the fall, the results of these assessments provide information about each student's entry-level skills (i.e., skill level prior to instruction) with respect to specific grade-level reading standards. At that point, the teacher uses the results to plan instructional goals for individual students and then determine flexible groupings for instruction in various ares of reading. The winter and spring assessments provide information about each student's progress toward the standards and help the teacher make appropriate adjustments to students' goals. A teacher informally assesses fourth-grade students' study skills by asking them to take notes on the science passage shown below. Deciduous trees that lose their leaves in winter. Oaks, elms, and maples are examples of deciduous trees. These trees lose their leaves to conserve water and to survive winter weather conditions. One student takes the following notes on the passage: 1. Deciduous tress lose their leaves in winter. 2. Oaks, elms, and maples are examples of deciduous trees. 3. Deciduous trees lose their leaves to conserve water and to survive winter weather conditions. Given this assessment evidence, the teacher could best develop this student's study skills by providing explicit instruction in which of the following sets of skills first? a. reflecting on and personally responding to information in texts b. summarizing and paraphrasing information in texts c. remembering and retaining information from texts d. retrieving and synthesizing information from texts b. summarizing and paraphrasing information in texts Competency 0003: The student has taken notes on the science passage by numbering and copying sentences almost verbatim from the original text suggesting that he or she has not constructed meaning from the text. Summarizing and paraphrasing an informational text--recognizing, condensing, and casting main ideas into one's own words-- effectively supports comprehension and retention of new knowledge by requiring students to integrate new information with background knowledge. Hence, explicit instruction on summarizing and paraphrasing information in texts would likely develop this student's study skills by promoting deeper processing and better retention of new information in texts. A fifth-grade teacher notices informal, progress-monitoring assessments that a student who is a struggling reader has difficulty reading unfamiliar multisyllable words, even when the words are composed of regular complex letter combinations that the student reads easily in shorter words. Given this evidence, the teacher should plan supplementary activities and instruction for this student that are focused on developing which of the following skills? a. using syntactic clues to identify multisyllable words b. decoding regular phonics patterns automatically c. using semantic clues to support word recognition d. identifying component syllables in longer words d. identifying component syllables in longer words Competency 0003: the fact that the student only experiences difficulty decoding multisyllable words indicates that the student has mastered the requisite phonics knowledge to decode the words. Learning a strategy for recognizing syllable boundaries or familiar syllable patterns will allow the student to chunk the letters of longer words into component syllables and use previously mastered decoding skills to decode these syllables and thereby the words. A high school teacher observes that two English language learners who have advanced-level academic-language and reading proficiency in English did not contribute during a prereading discussion of the topic of a textbook chapter. Later, the demonstrate little understanding of the chapter after reading it silently. Given the teacher's observations, these students would probably benefit most from instruction that develops their understanding of: a. the interrelationships among vocabulary words related to the topic. b. language structures that might encounter in texts about the topic. c. strategies for organizing new information they learn about the topic. d. concepts and other key background information related to the topic. d. concepts and other key background information related to the topic. Competency 0003: Background knowledge refers to prior knowledge about a topic or a field of study that supports comprehension and learning new content. The fact that the students were not able to contribute to the prereading discussion strongly suggests that they lacked prior knowledge or experiences related to the content of the chapter. This lack of background knowledge may also have compromised their ability to understand and learn from the prereading discussion, further impeding their reading comprehension of the chapter. Which of the following statements best describes the findings of scientific-based reading regarding phonics instruction at the elementary school level? a. Systematic phonics instruction produces significant benefits for elementary students and particularly for students who are having difficulty learning to read. b. Systematic synthetic phonics instruction has a greater positive effect on good readers' reading skills than on the reading skills of students who are struggling readers. c. Systematic phonics instruction significantly improves students' ability to comprehend texts at inferential and evaluative levels of understanding. d. implicit phonics instruction provided during authentic reading experiences is more effective in improving reading skills than systematic phonics instruction. a. Systematic phonics instruction produces significant benefits for elementary students and particularly for students who are having difficulty learning to read. Competency 0004: Convergent research strongly indicates that explicit, systematic phonics instruction makes a bigger contribution to children's growth in reading than alternative programs providing unsystematic phonics or no phonics instruction. Research also confirms that systematic phonics is effective no matter what the grouping structure used for instruction--individual, small-group, or whole-class. Furthermore, convergent research indicates that systematic phonics instruction is significantly more effective than non-phonics instruction in helping prevent reading difficulties among at-risk students and in helping remediate difficulties in disabled readers. Research indicates that skilled readers of English primarily rely on which of the following reading processes for word recognition? a. applying metacognitive strategies b. associating the visual shape of a word with its meaning c. attending to contextual clues d. attending to a word's component letters and letter units d. attending to a word's component letters and letter units Competency 0004: Scientific-based reading research indicates that skilled, accurate readers attend to every letter and word in a printed text with automaticity; that is, they perceive and recognize every letter and word in a rapid and generally unconscious process During phonics instruction, a second-grade teacher notices that an advanced-level English Language Learner has difficulty discriminating the English sound (short i) and (long e), causing orally presented pairs of contrasting words (e.g, lip and leap, fit and feet) to sound the same to the student. Which of the following interventions would be most effective in addressing this student's needs? a. providing the student with supplementary instruction in the use of contextual clues to support word recognition b. using direct instruction to teach the student the most common spelling patterns for these sounds in English words c. assigning the student supplementary reading, writing, and spelling activities to reinforce phonics instruction d. providing the student with direct instruction and practice aurally distinguishing these sounds English words d. providing the student with direct instruction and practice aurally distinguishing these sounds English words Competency 0004: Phonological knowledge plays a significant role in learning to read an alphabetic language such as English. An English Language Learner may experience difficulty perceiving differences between speech sounds associated with two distinct phonemes in English if these sounds are associated with a single phoneme (and therefore not perceived as distinct speech sounds) in the student's primary language. AN appropriate intervention would address this gap in phonological knowledge of English through explicit instruction and training to enhance the student's perception of the target English phonemes. The ability to understand and form questions is most fundamental to emergent readers' ability to: a. recognize syntactic structures that provide clues to the meaning of unfamiliar words in texts. b. acquire skills related to phonological and phonemic awareness. c. construct meaning as the listen to or discuss a story with the teacher and other students. d. make connections between the sounds of words and their corresponding letters in print. c. construct meaning as the listen to or discuss a story with the teacher and other students. Competency 0004: The ability to understand and form questions in English includes knowledge of variety of language markers in English (e.g., intonation associated with questions; inverted subject verb word order; use of auxiliary verbs, such as can, do and will; use of question words, such as who, what, where, when, why, and how). Children develop this ability over time in the course of language acquisition. When a school-age child who is able to understand or form some types of questions, his or her ability to comprehend and participate in classroom discussions about texts is enhanced. Since questioning is an integral component of self-monitoring (an important metacognitive reading comprehension strategy), questioning skills also serve as important foundational skills for emergent readers' future reading comprehension. Which of the following skills or abilities is most typical of the early stages of development in alphabetic principle? a. Recognizing that the word stop is associated with a stop sign b. drawing pictures on a sheet of paper to represent a shopping list c. writing the first letter of key words to create a sentence d. distinguish between visually similar letters c. writing the first letter of key words to create a sentence Competency 0004: The alphabetic principle is the generalization that the symbols (or letters) that encode words in print represent the phonemes or distinctive sounds of the spoken language. An ability to represent words in print with letters that correspond to their initial sounds demonstrates an understanding that letters represent the spoken sounds in words. In the primary grades, which of the following classroom literacy activities would be most effective in reinforcing phonics and sight-word instruction? a. Frequent independent student writing activities b. Oral vocabulary-development activities c. Frequent teacher read-alouds using challenging texts d. Student practice using metacognitive strategies a. Frequent independent student writing activities Competency 0004: Independent writing activities provide students with opportunities for practicing the spelling of words that follow phonics patterns already taught and high-frequency words that are taught as sight-words. Such practice helps promote students' ability to both encode and decode these words automatically. Furthermore, independent writing frequently requires students to spell unfamiliar words by sounding them out (i.e., applying phonemic segmentation skills to discern the component sounds in the words and applying knowledge of letter-sound correspondences to represent these sounds in writing), thus reinforcing basic phonics skills. Which of the following emergent literacy skills reflects a key component of phonological awareness? a. clapping each syllable of a multisyllable word b. pointing to objects in the classroom named by the teacher c. identifying the first letters of students' names d. repeating multisyllable words with accurate articulation a. clapping each syllable of a multisyllable word Competency 0005: Phonological awareness is the knowledge that spoken language is composed of smaller linguistic units, including words, syllables, and onset/rimes. Phonological awareness skills involve recognizing or manipulating these linguistic units. Clapping syllables reflects students' awareness of and ability to count the component parts in a multisyllable word. A kindergarten teacher says a common rime (e.g., -op) to a small group of students and then says a word that contains the rime (e.g., hop). The teacher then asks the students to generate more words based on this model. The teacher repeats this procedure with several common rimes and notices that one student in the group is able to repeat only the modeled words each time. The teacher could best differentiate the lesson for this student by first focusing on which of the following skills? a. recognizing when pairs of spoken words sound alike or different b. blending a series of separate phonemes to form familiar words c. recognizing a shared letter in a pair of words that sound different d. segmenting a series of simple words into separate phonemes a. recognizing when pairs of spoken words sound alike or different Competency 0005: The student in this scenario demonstrates difficulty performing a phonological awareness task that calls for producing rhyming words. Being able to perceive and identify rhyming words is a skill that is a prerequisite to being able to produce them. So, the teacher should begin instruction by developing the student's ability to identify when two words are phonologically similar; that is, when they rhyme. Several kindergarten students are having difficulty clapping to syllables and distinguishing between single syllable and multisyllable words presented orally. Which of the following intervention activities would be most effective to use first to promote students' development in this area? a. orally presenting short words to the students and helping them substitute a new sound for the initial sound of each word b. modeling for students how to clap in time to songs that have a strong rhythm (e.g., "The Itsy Bitsy Spider") c. orally presenting pairs of words (e.g., dinosaur/whale) to the students and asking them to identify which words sounds longer d. modeling for students the correct pronunciation of new multisyllable words and having them repeat the words c. orally presenting pairs of words (e.g., dinosaur/whale) to the students and asking them to identify which words sounds longer Competency 0005: Clapping for each component syllable in a word reflects an ability to perceive syllables in spoken language, which is one skill in a developmental sequence of skills related to understanding that spoken language is composed of smaller linguistic units. An activity in which students must actively listen to and compare the length of a single-syllable and multisyllable word may promote their recognition of differences in the phonological structure of these words (i.e., differences in the number of syllables) A kindergarten teacher introduces an oral game in which the students are asked to identify which word does not belong in a set of words (e.g., cat, rat, bread, mat). This activity promotes students' development of which of the following emergent literacy skills? a. segmenting a word into separate phonemes b. identifying common syllable patterns in words c. comprehending common nursery rhymes d. focusing attention on the sound patterns of words d. focusing attention on the sound patterns of words Competency 0005: Phonological awareness is the knowledge that spoken language is composed of smaller linguistic units, including words, syllables, and onsets/rimes. Phonological awareness skills, foundational to emergent literacy, involve recognizing or manipulating these linguistic units. In the oral game described, students must identify the rime--at shared in common by three of the words in order to identify the word that "does not belong" in the set (i.e., bead). A kindergarten teacher includes oral rhyming games as a regular part of the literacy curriculum. These activities support emergent literacy development primarily by promoting students': a. understanding of the alphabetic principle. b. awareness of simple phonological aspects of language. c. knowledge of simple English spelling patterns. d. understanding of basic blending and segmenting skills. b. awareness of simple phonological aspects of language. Competency 0005: Phonological awareness is the knowledge that spoken language is composed of smaller linguistic units, including words, syllables, and onsets/rimes. Phonological awareness skills involve recognizing or manipulating these linguistic units. Rhyming activities highlight syllable rimes and promote students' phonological awareness by requiring them to identify a word's rime and combine it with different onsets to create rhyming words. Students' ability to blend the phonemes in words orally contributes most directly to successful development of which of the following reading skills? a. recognizing common word patterns b. identifying common prefixes in multisyllable words c. sounding out words in print d. discriminating word boundaries in connected text c. sounding out words in print Competency 0006: Learning to blend phonemes presented orally during phonemic awareness training prepares students for using the skill to blend the sounds of letters they decode in print. Convergent research has shown that training in phonemic awareness skills, particularly in blending, contributes to success of students learning to read. Which of the following skills represents an important component of phonemic awareness? a. associating spoken sounds with letters b. recognizing letters of the alphabet c. demonstrating comprehension of oral language d. orally blending sounds together to make words d. orally blending sounds together to make words Competency 0006: Phonemic awareness is the knowledge that spoken words are composed of series of phonemes, and phonemic awareness skills involve the ability to discern and manipulate individual phonemes in words. Orally blending phonemes (or speech sounds) into words is a key phonemic awareness skill foundational to learning to read an alphabetic language. A kindergarten teacher slowly pronounces a specific set of sounds (e.g., /s/ /a/ /m/) by stretching out each sound. The teacher then asks students what word these sounds would make if they are said together quickly. This activity is most effective in developing students': a. awareness of word patterns. b. phonological articulation. c. ability to blend phonemes. d. vocabulary development. c. ability to blend phonemes. Competency 0006: Phonemic awareness is the knowledge that spoken words are composed of one or more phonemes, and phonemic awareness skills involve the ability to identify and manipulate individual phonemes in words. In the activity described, the teacher promotes development of the phonemic awareness skill of blending (i.e., combining separate speech sounds [phonemes] to pronounce a recognizable word). A kindergarten student who has difficulty blending phonemes in short words would benefit most from an intervention focused on which of the following oral skills? a. identifying the final sound in a set of words that all end with the same sound (e.g., pin, man, fun) b. identifying the medial sound in a set of words that begin and end with the same sounds (e.g., fin, fan, fun) c. combining an onset with a rime to make a familiar word (e.g., /s/ + -at= sat) d. combining two word cards and identifying the compound word they create (e.g., tooth+brush=toothbrush) c. combining an onset with a rime to make a familiar word (e.g., /s/ + -at= sat) Competency 0006: Convergent research suggests that skills involved in phonological awareness, including phonemic awareness, should be taught in order of difficulty. Therefore, appropriate differentiated instruction for this student should focus first on ensuring the student has mastered the easier (prerequisite) phonological skill of onset-rime blending before focusing on the student's are of difficulty, phonemic blending. In research-based sequence of instruction designed to develop students' phonemic awareness, which of the following skills would be most appropriate to introduce last? a. phoneme substitution b. blending phonemes c. phoneme deletion d. segmenting phonemes a. phoneme substitution Competency 0006: Convergent research indicates that phonemic awareness skills are of varying degrees of difficulty and should be taught in order of difficulty. Phoneme substitution is more advanced skill then blending, segmenting, or deleting phonemes, and therefore should be introduced after these skills have been taught. A teacher establishes a weekly time for students to write informal personal narratives in their journals and share journal entries in a classroom writers' circle. The teacher fully participates in these activities by writing in a journal when students are writing and occasionally sharing entries during the writers' circle. In this way, the teacher promotes students' literacy development by: a. encouraging them to make personal connections to texts. b. modeling an appreciation for writing as a medium for personal expression. c. accommodating their diverse learning styles. d. enhancing their understanding of the key steps and procedures in the writing process. b. modeling an appreciation for writing as a medium for personal expression. Competency 0007: The teacher's participation in the writers' circle allows the teacher to model the function of this kind of writing for personal expression. Also, the teacher's level of engagement in the activities demonstrates to students the high value the teacher places on writing and discussions about writing. Modeling positive dispositions toward literacy is effective for promoting children's motivation and lifelong appreciation for literacy. An elementary teacher plans to assign students to small groups for reading instruction. Which of the following approaches to grouping is most effective in addressing the needs of all students? a. using heterogeneous groups that include two or more students at each instructional reading level b. using homogeneous groups that are based on students' preferred learning styles c. using heterogenous groups that include a variety of learning styles and achievement levels d. using homogenous groups that are based on students' assessed needs in a targeted area of reading. d. using homogenous groups that are based on students' assessed needs in a targeted area of reading. Competency 0007: A research-based reading curriculum is organized to introduce students to increasingly complex skills that depend on students' prior mastery of simpler, prerequisite skills. Flexibly grouping students with the same assessed needs together for reading instruction allows the teacher to streamline instruction to focus on skills that are all members of the group need to develop and are prepared to learn. A teacher regularly supplements the classroom library with a range of fiction and nonfiction texts relating to content-area topics. This practice supports students' reading development primarily by: a. promoting students' development of reading comprehension strategies appropriate for content-are texts. b. introducing students to the key features of a variety of literary genres and types of informational text. c. promoting students' awareness of reading resources available in the local community. d. creating a classroom environment that emphasizes the value of reading across all areas of curriculum. d. creating a classroom environment that emphasizes the value of reading across all areas of curriculum. Competency 0007: Research has shown that a knowledge-rich environment, including opportunities for wide reading of both literary and informational texts, promotes students' vocabulary growth and their development of academic language and background knowledge, which are essential for supporting their reading comprehension. Ensuring that students have access to a range of texts (both fiction and nonfiction) that relate to content-area topics is an important first step in supporting wide reading among students and conveying the value of wide reading. A teacher regularly creates opportunities for students to discuss with a partner or in small groups their thoughts and opinions about the books and articles they are reading independently at home. This practice is most effective for promoting students': a. positive dispositions toward reading for pleasure. b. sharing of new and interesting vocabulary words. c. ability to use reading to pursue personal research goals. d. understanding of how to select materials at appropriate reading levels. a. positive dispositions toward reading for pleasure. Competency 0007: Providing students with opportunities to share their thoughts and feeling about their independent reading enhances their motivation to read and contributes to an overall classroom environment in which reading is valued, an important factor in promoting positive dispositions toward reading for personal pleasure or motivation. A high school content-are teacher regularly engages students in close reading of complex texts. During these lessons, the teacher guides students through various steps of the process, such as reading and rereading key sections of a text and generating and answering text-dependent questions. Regularly engaging students in such lessons enhances their development of college- and career-readiness primarily by: a. preparing them to construct logical complex arguments. b. exposing them to a wide range of literary and informational texts. c. promoting their ability to learn through reading complex texts. d. increasing their motivation to explore a variety of reading materials. c. promoting their ability to learn through reading complex texts. Competency 0007: In college and in many careers, people are required to read complex texts independently and proficiently. The practices the teacher engages students in during these lessons are designed to enhance their ability to read complex texts with comprehension. Regularly engaging students in these practices helps them internalize processes involved in effective close reading of texts. As part of an instructional unit designed to promote students' ability to set and pursue their own research goals, a middle school reading teacher provides students with explicit instruction in various research skills, then assigns students a research project. The teacher allows students to choose their own topic for their repost, helps them each develop a planning web, and requires them to use at least three sources for their research. When reviewing students first drafts of their reports, however, the teacher notices that many students seem to have simply copied or paraphrased same information in different sections without connecting it in meaningful ways. Which of the following strategies is likely to be the most effective in helping students conduct and use the results of their research more effectively? a. providing the students with opportunities to practice researching a variety of topics of personal interest to them b. working with students to develop a rubric that includes criteria for and examples of each step of the research process c. having the students develop an annotated bibliography prior to writing their report that lists the information addressed by each source d. encouraging the students to plan their project in advance and to review their plan periodically during the process b. working with students to develop a rubric that includes criteria for and examples of each step of the research process Competency 0007: Students vary their understanding of what research involved. The students in this scenario do not benefit from the planning web their teacher helped them develop for their projects because they seem to consider the goal of research is to accumulate as much information as possible about a given topic and/or to present the information they find in each source accurately without filtering it in any way. The students would benefit from explicit guidance and clear examples of each step of the research process, including how to set a clear purpose and audience for their research and how to synthesize information from multiple sources. Developing a rubric as described would provide them with both guidance and examples. A kindergarten teacher reads aloud daily to students. Which of the following steps related to the read-aloud activity would be most effective in promoting students' development of concepts of print and book-handling skills? a. before reading, asking the students to indicate the book's title and cover illustration and to point to where the teacher should begin reading b. after reading, making copies of the selected read-aloud book available to students in the classroom library c. before reading, providing brief summaries of two to three books and allowing the students to choose which book the teacher will read d. after reading, encouraging students to draw their own illustrations of the story to make books that they can take home a. before reading, asking the students to indicate the book's title and cover illustration and to point to where the teacher should begin reading Competency 0008: In the correct response, the teacher provides students with guided practice applying important concepts of print and related book-handling skills (e.g., recognizing that books have a title usually appearing on the front cover and that the printed title is distinct from the illustration; recognizing that the printed portion of a text--not the pictures-- is read; recognizing that books are read from front to back and that the first page to be read is distinct from and often follows a title page; knowing that words appear in lines of text and that reading should being at the left-hand side of the top line of text on a page). A kindergarten teacher runs a finger under the text while reading Big Books aloud to the class. This practice benefits students with limited prior literacy experiences by: a. focusing their attention on a key listening-comprehension strategy. b. developing their knowledge of what proficient readers should look like when reading. c. reinforcing their understanding of the directionality of print. d. promoting their awareness of the function of capitals and punctuation in texts. c. reinforcing their understanding of the directionality of print. Competency 0008: Concepts of print are foundational to reading development, and students with limited prior literacy experiences should be provided with enriched experiences with texts and activities directed to promoting knowledge and skills in this area. By running a finger under the text while reading aloud, the teacher draws attention to the printed portion of the page and models for students the direction in which print should be read. A kindergarten teacher is working with an English Language Learner who has had limited prior literacy experiences. The teacher guides the child in "reading" a book to the class teddy bear and then encourages the child to repeat the activity in his/her home language. This activity would be most effective in promoting the student's development of: a. letter knowledge. b. phonemic awareness. c. concepts of print. d. alphabetic awareness. c. concepts of print. Competency 0008: The activity described allows the teacher to model book-handling skills and related concepts of print, such as holding the book right-side up with the front cover on top and the spine on the left, beginning reading (or pretending-reading) on the first page of the book, and turning the pages in order from the front to the back of the book during reading. Which of the following guidelines would be most appropriate to follow when planning the sequence of instruction for teaching letter-sound correspondences? a. individualizing the sequence of instruction of each student by beginning with letters that are most familiar, such as the letters in the student's name b. introducing letters in groups according to their phonetic similarity, such as teaching the nasal consonants in one group c. focusing on letters that have similar upper- and lowercase forms (e.g., C/c, X/x) before letters that have distinct upper- and lowercase forms (e.g., D/d, N/n) d. introducing letters in groups that are visually and auditory distinct (e.g., teaching d with m or s rather than b or p) d. introducing letters in groups that are visually and auditory distinct (e.g., teaching d with m or s rather than b or p) Competency 0008: In keeping with research-based best practices, instruction in letter-sound correspondences should be planned so as to maximize students' learning and minimize their confusion. Ensuring that letters that are introduced in the same lesson are visually or auditorial distinct helps minimize student confusion. This is especially true for letters that look the same in print except for their spatial directionality (e.g. d, b, p, and q) Which of the following activities would best promote students' development of letter-sound correspondence with respect to a given letter? a. practicing writing both upper- and lowercase forms of the letter b. creating a class poster composed of words and drawings of words that begin with the letter c. playing a memory card game with different-colored sets of the letter d. looking for examples of the letter in books and others written materials found in the classroom b. creating a class poster composed of words and drawings of words that begin with the letter Competency 0008: The writing and drawing activity in response B reinforces explicit instruction in a particular letter-sound correspondence by enhancing students' phonemic awareness with respect to identifying the beginning sound (phoneme) of familiar spoken words (as represented by the images in the drawing) and providing them with practice encoding the sound in writing. A first-grade student who has mastered grade-level letter-sound correspondences yet struggles to decode unfamiliar regular words in decodable texts is likely to benefit most from an intervention focused on promoting student's ability to: a. blend letter sounds into words. b. read complex letter combinations. c. recognize word families. d. track print from left to right. CONTINUED..