A teacher is planning instruction to promote four-year-olds' development of skills related to Pennsylvania's PreK-4 learning standard about reading, analyzing, and interpreting text. With children at this developmental l
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A teacher is planning instruction to promote four-year-olds' development of skills related to Pennsylvania's PreK-4 learning standard about reading, analyzing, and interpreting text. With children at this developmental level, which of the following approaches to a read-aloud activity would be most appropriate for the teacher to use to develop the children's conceptual understanding of fact and opinion?
A. having the children identify characters who demonstrate examples of faulty reasoning in a fable
B. asking the children to decide which statements related to an article in a children's nature magazine are true or false
C. helping the children tell one thing they learned from a nonfiction text
D. showing the children how to differentiate between essential and nonessential information in a nonfiction children's picture book - ANSWER C
A fourth-grade teacher would like to promote reluctant readers' independent reading. Which of the following teacher strategies is likely to be most effective in achieving this goal?
A. engaging students in discussions about their interests and working with the library media specialist to locate appropriate-level books on these topics
B. reading aloud a variety of books from the classroom library on a regular basis and engaging students in discussions related to the read-alouds
C. creating attractive displays of both fiction and nonfiction books and magazines in the classroom library and regularly inviting students to browse the displays
D. providing opportunities for students to visit the school's library media center and to learn about the center's resources and organization - ANSWER A
A third-grade teacher regularly models for students how to paraphrase a portion of a text and how to pose and respond to questions that clarify or follow up on information presented in a text. These practices promote students' literacy
development primarily by:
A. supporting their development of dispositions and attitudes that help create a purposeful, literate environment in the classroom.
B. enhancing their knowledge of the organizational structure of different types of text.
C. promoting their development of self-monitoring skills that support reading and learning across the curriculum.
D. fostering their ability to make connections between the reading curriculum and their lives. - ANSWER C
A first-grade teacher explains that he is going to read a story aloud and he wants students to consider how the story makes them feel. Afterward, he prompts the students to recall and discuss specific words and phrases the author used to evoke particular feelings. This oral language activity supports students' literacy development primarily by helping the students:
A. retell a story's key events accurately.
B. make and verify predictions about a story.
C. connect key events in a story to their own lives.
D. develop an awareness of a story's tone. - ANSWER D
A kindergarten teacher has placed many signs around the classroom, including
simple written directions (e.g., Please hang up coats!) and labels for objects (e.g.,
clock, Teacher's chair). During daily activities, the teacher regularly points to and
reads aloud relevant signs. The teacher has also created a classroom library filled
with age-appropriate books and has incorporated relevant signs and books into all
the learning centers. These strategies are most effective in addressing which of
the following goals related to effective instruction in emergent literacy?
A. creating a print-rich environment
B. providing guided and independent skills practice
C. encouraging independent reading
D. infusing reading activities across the curriculum - ANSWER A
At the beginning of the school year, a kindergarten teacher establishes a variety of
classroom roles that rotate on a daily basis. The roles include Calendar Helper
and Star of the Day. The Calendar Helper identifies and announces the day of the
week, the date, and the day's weather, with teacher support if needed. The Star
of the Day shares an object, talking briefly about the item and then answering
three questions about it from classmates and/or the teacher. Regularly performing
these types of classroom roles directly benefits students' emergent literacy
development primarily by enhancing the students':
A. self-confidence and comfort level in front of their peers.
B. ability to use a range of expressive language skills.
C. knowledge of content vocabulary across the curriculum.
D. personal responsibility and perseverance with tasks. - ANSWER B
In keeping with Pennsylvania's PreK-4 learning standards in language arts, which
of the following writing skills would be most appropriate to include in language arts
instruction at the first-grade level?
A. revising writing by adding details or missing information
B. focusing writing for a particular audience
C. revising writing by varying sentence length and structures
D. using transition words to clarify ideas in writing
8. - ANSWER A
A teacher delivering standards-based literacy instruction grounded in scientificbased
reading research is most likely to use the results of reading assessments
for which of the following purposes?
A. using formal and informal assessments to place students into the most
appropriate reading group for a given school year
B. using ongoing informal assessments to continually plan and modify individual
students' reading goals and instruction
C. using formal standardized assessments to diagnose each student's reading
difficulties at the beginning of the school year
D. using comprehensive summative reading achievement assessments on a
weekly to biweekly basis to monitor students' progress - ANSWER B
A group of primary-grade teachers is reviewing potential core instructional
materials for teaching beginning-reading skills. The most important selection
criteria for the teachers to consider would be to ensure that the materials:
A. include clear, appealing visual supports such as illustrations.
B. are linked to a variety of online teacher resources.
C. include supplemental assessments and learning activities.
D. are aligned with relevant state learning standards. - ANSWER D
Which of the following words contains a diphthong?
A. anchor
B. boiled
C. measure
D. truths - ANSWER B
A prekindergarten teacher regularly writes students' comments on chart paper
during whole-class discussions and rereads the comments to the class. This
practice supports young children's emergent literacy development primarily by
promoting their:
A. awareness of the relationship between print and spoken language.
B. skill in identifying basic letter-sound correspondences.
C. understanding that spoken language is made of smaller phonological units.
D. knowledge of a wide range of environmental print. - ANSWER A
A kindergarten teacher reads aloud a poem that contains alliteration in each line.
The teacher reads the poem twice, each time emphasizing the alliteration. On the
third reading, the teacher invites the children to repeat each line exactly as the
teacher recited it. This activity is most effective in promoting the children's
development in which of the following areas of emergent literacy?
A. alphabetic awareness
B. letter-sound correspondence
C. letter recognition
D. phonological awareness - ANSWER D
A third-grade student is having difficulty reading words and syllables that contain
complex letter combinations, which is affecting her comprehension of grade-level
texts. For example, the student reads the word stretch as [st] [rĕt] [ch] and the
word pledge as [p] [lĕd] [guh]. Which of the following intervention strategies is
likely to be most effective in addressing this student's reading difficulty and
advancing her reading development?
A. having the student engage in daily rereading of passages that include
morphologically complex words
B. modeling for the student how to use context clues in a text to determine the
meaning of unfamiliar words
C. engaging the student in daily practice reading word lists comprising gradelevel
irregular sight words
D. providing the student with instruction and practice decoding consonant
clusters as chunks - ANSWER D
A second-grade student frequently makes errors such as reading the words taped
as tapped, hoping as hopping, and shines as shins when reading aloud. Which of
the following approaches to addressing the student's difficulty is likely to be most
effective?
A. providing the student with explicit review and practice reading and spelling
CVCe words that contain inflectional endings
B. providing the student with explicit instruction in common syllable types and
syllabication guidelines
C. engaging the student in daily fluency activities focused on silent reading of
texts written at the student's instructional reading level
D. teaching the student how to distinguish between a syllable and a morpheme in
multisyllable words - ANSWER A
A second-grade teacher is planning reading instruction at the beginning of the
school year and would like to determine the entry-level skills of individual students
in key areas of reading. Which of the following types of assessments would be
most appropriate for the teacher to use to assess entering students' decoding
skills?
A. a norm-referenced reading achievement test
B. an informal phonics inventory
C. a summative curriculum-based measurement
D. an oral reading fluency test - ANSWER B
Which of the following strategies would be most effective for a teacher to use as
the introduction to a letter-formation lesson for a group of kindergarten students?
A. displaying a large alphabet card of the target letter and having the students
practice copying the letter using individual portable chalkboards
B. reading aloud a "big book" that contains many instances of the target letter
and then calling on individual students to point to each instance while saying
the letter's name
C. providing students with individual worksheets containing multiple instances of
the target letter and having them trace the letter several times
D. demonstrating to students how to form the target letter in the air while stating
the motions and then repeating the process as the students imitate the
teacher - ANSWER D
A first-grade teacher plans a multisensory intervention for a student using a
procedure called sound boxes. In this activity, the student places tokens such as
pennies into boxes drawn on a piece of paper while slowly saying the sounds in a
word. For example, for the word fan, the teacher would draw a horizontal
rectangle and divide it into three boxes, giving the student three tokens. The
student would say the word slowly (e.g., fffaaannn) and place a token into a box
as he or she says each new sound in the word. This procedure is most likely
designed to improve the student's ability to:
A. segment words into phonemes.
B. spell words that follow regular phonics patterns.
C. divide words into onsets and rimes.
D. recognize common letter-sound correspondences. - ANSWER A
A kindergarten teacher is using direct instruction to teach new vocabulary to
students. Which of the following strategies would best help students integrate the
new words into their existing vocabulary?
A. having students maintain a personal word list of new words
B. using the new words with students several times in different spoken contexts
C. guiding students to look up the new words in a children's dictionary
D. having students use illustrated cards to review the meaning of new words - ANSWER B
A prekindergarten teacher helps students memorize a poem and recite it chorally.
The teacher could best use this activity to build a foundation for which of the
following literacy skills?
A. prosodic reading
B. independent word-learning
C. strategic reading
D. responsive listening - ANSWER A
A second-grade teacher is beginning an integrated content-area unit on farming.
As an introduction to the unit, the teacher helps students brainstorm words related
to the concept of farming and guides students in creating a semantic map with the
words. This activity best illustrates a strategy targeting which of the following
essential components of effective vocabulary instruction?
A. deepening and clarifying students' knowledge of known words
B. providing direct instruction in new content-specific words
C. promoting students' comprehension of academic language
D. fostering the use of independent word-learning strategies - ANSWER A
A third-grade teacher has students create a KWL chart prior to reading an
informational text about fossils. This strategy is likely to promote students'
motivation and comprehension primarily in which of the following ways?
A. by enabling students to learn unfamiliar content words independently
B. by encouraging students to evaluate the author's point of view as they read
C. by helping students establish a purpose for reading the text prior to reading
D. by scaffolding students' understanding of the organizational structure of the
text - ANSWER C
A second-grade teacher is planning to read aloud a story to the class and would
like to use this activity to reinforce and build on students' literary analysis skills.
Which of the following strategies would likely be most appropriate and effective in
achieving this goal at this grade level?
A. guiding students to identify the main characters and major events in the story
B. prompting students to retell the story orally in their own words after the
reading
C. inviting students to discuss their favorite and least favorite parts of the story
D. asking students to use evidence from the story to explain the author's purpose - ANSWER A
A third-grade teacher would like to monitor students' progress in meeting reading
fluency benchmarks. Which of the following assessment strategies would be most
appropriate and effective for the teacher to use for this purpose?
A. evaluating students' comprehension after they silently read each passage in a
sequence of leveled passages
B. tracking students' net gains in accuracy and rate over the course of a
repeated reading procedure
C. analyzing students' automaticity reading aloud word lists that include a range
of word patterns and sight words
D. measuring students' average rate and accuracy while they read aloud an
unfamiliar grade-level passage - ANSWER D
A fourth-grade teacher would like to promote students' comprehension and critical
analysis of literary texts by helping them draw more effective conclusions. The
teacher could best achieve this goal by providing the students with explicit
instruction and guided practice in:
A. citing evidence from a text to support their responses to the text.
B. developing a story map of a text to keep track of the text's key elements.
C. using their prior experiences to make personal connections to a text.
D. creating a graphic organizer to identify relationships between a text's
characters. - ANSWER A
Once a week, a second-grade teacher conducts a fluency check with each
student. The teacher has the student read aloud an unfamiliar, appropriate-level
passage for one minute as the teacher notes errors on a separate copy of the
passage. The teacher calculates the number of words the student read correctly
during that minute, and both the teacher and the student maintain charts of the
student's weekly progress. This type of activity primarily focuses on which of the
following aspects of reading fluency?
A. accuracy
B. rate
C. prosody
D. automaticity - ANSWER B
A third-grade teacher would like to develop students' ability to understand and use
longer sentence structures and academic vocabulary. Which of the following
instructional practices would be most effective to use for this purpose during a
class discussion of a reading passage?
A. modeling contextual analysis with a syntactically challenging sentence from
the passage
B. using restatement and open-ended questions to clarify and extend students'
remarks about the passage
C. posting definitions of key words from the passage on the board prior to the
discussion
D. asking students to create a graphic organizer representing the main ideas or
argument in the passage - ANSWER B
As part of a science unit on earth systems, a fourth-grade teacher will have
students watch an instructional video about the water cycle. Before viewing, the
teacher conducts a brief guided discussion related to the content of the video,
using questions such as "What are some ways water moves from place to place
on, above, and below the earth's surface?" The teacher's strategy will likely
enhance students' comprehension of the video primarily in which of the following
ways?
A. by previewing content-specific words and phrases and prompting students to
apply critical-thinking skills
B. by modeling personal engagement with the video's content and explaining the
relevance of the content to students' lives
C. by relating the content to prior knowledge and engaging students in actively
listening for information
D. by providing an outline of the video's organizational structure and enhancing
students' ability to recall important details - ANSWER C
At the beginning of an inquiry-based multidisciplinary unit on birds of the region, a
first-grade teacher creates a display in the classroom of a variety of objects related
to the topic (e.g., bird nests, feathers, an audio recording of birdsong, photographs
and drawings of birds) and gives students a brief "tour" of the new objects. Which
of the following strategies for incorporating the objects into instruction would be
most effective for promoting the research skills of students at this developmental
level?
A. guiding students to select objects from the collection for an individual project
B. having students locate library resources related to one of the objects
C. guiding students to create labels with the name of each object for the
classroom display
D. having students describe, draw, and sort selected objects from the collection - ANSWER D
Following a class visit to a local wildlife preserve, a second-grade teacher has
students write an original folktale that takes place in that setting. Learning to use
which of the following tools would be most helpful to students as they begin to
develop ideas for their writing?
A. semantic web
B. KWL chart
C. story map
D. Venn diagram - ANSWER C
Which of the following activities would best he
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