Texas Literacy Exam PDF
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Roosevelt University
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This document contains sample questions for a literacy exam.
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1- According to findings in the Report of the National Literacy Panel on Language-Minority Children and Youth, which of the following curricular adjustments would most effectively support the literacy development of English learners with respect to text comprehension? A-integrating comprehensive or...
1- According to findings in the Report of the National Literacy Panel on Language-Minority Children and Youth, which of the following curricular adjustments would most effectively support the literacy development of English learners with respect to text comprehension? A-integrating comprehensive oral language instruction with literacy instruction B- changing the primary focus of early literacy instruction to comprehension skills. C- increasing the level of intensity in beginning decoding and spelling instruction. D- using multimodal techniques to teach emergent literacy skills. 2- Which of the following actions by elementary school teachers in the early grades would best demonstrate an understanding that decoding and encoding are reciprocal skills that develop synchronously during the early stages of reading development? A - creating regular opportunities for students to apply new syllable patterns in their daily writing that have been explicitly taught during phonics instruction B- having students regularly use think-aloud when they encounter an unfamiliar word in print to reinforce their use of metacognition to improve their reading. C- questioning students frequently about their oral reading to determine if they understand the meaning of vocabulary words that they can read aloud accurately. D- engaging students in frequent opportunities to discuss personal or shared experiences while the teacher transcribes and displays the stories in writing. 3- A teacher would like to help students identify their literacy skills and strengths as part of an assets- based approach to literacy instruction. Which of the following teacher actions is consistent with this type of approach? A- encouraging students to select a wide range of informational and literary texts for independent reading during designated, in-school silent reading periods and holding them accountable for comprehension. B- providing students with explicit feedback about what they already know and are able to do well and helping them use this information to establish realistic yet challenging learning goals. C- using direct observations of students' learning challenges as well as the results of multiple literacy assessments to make grouping decisions and keeping groups together until students demonstrate progress. D- prioritizing for intervention students' areas of greatest needs in literacy and collaborating with students' families as well as consulting with specialists, as needed, to support them. 4- A school district in Texas has adopted the Multi-Tiered Systems of Support (MT SS) model of instruction in their K-3 literacy program, which includes a core reading program (Tier 1), supplemental instruction (Tier 2), and intensive instruction (Tier 3). Instructional grouping in Tier 2 is restricted to five or fewer students. This limitation enhances the effectiveness of literacy instruction for the students primarily by: A- allowing students to work in a setting that supports their preferred learning style. B- providing students with a learning environment that promotes their self-concept as successful readers. C- allowing students to receive instruction at a slower pace, focused on foundational literacy skills. D- providing students with increased opportunities to practice developing skills with teacher feedback. 5- A second-grade student has been identified with dysgraphia but does not have difficulty with decoding or encoding. Which of the following approaches to instruction would be most effective in promoting the student's development with respect to the identified area of need? A- arranging for the student to have more time for written tasks, such as formal assignments and tests, and assigning a note-taking buddy to assist the student in filling in gaps in the student's work. B- arranging for the student to use speech-to-text software for all writing tasks to eliminate the need for the student to learn writing and to allow the student to focus exclusively on conveying ideas. C- Provide the student with explicit instruction in letter formation and frequent, short, guided- practice sessions to build the student's handwriting fluency and automaticity in letter memory and formation. D- Provide the student with explicit instruction and guided practice in translating phonemes to their corresponding graphemes in order to strengthen the student's orthographic representation. 6- 7- In which of the following ways can the teacher best foster the students' feelings of self-efficacy as readers in the context of the research projects? A- by reminding students to reflect on the purpose of their reading task. B- by providing students with a rubric with which they can self-evaluate their text analysis. C- by monitoring the groups closely and redirecting students' comments when they are off-topic. D- by offering frequent praise for students' reading skills and strategies. 8- Several research groups include students with a diverse range of reading skills. The teacher wants to differentiate instruction for students in a way that will also strengthen their capacity for reading more complex text. Which of the following approaches best aligns with research-based best practices to accomplish this purpose? A- establishing varied responsibilities and expectations for students in the research groups according to their demonstrated reading strengths and needs. B- Provide audiobooks for students with below-grade-level reading skills and allow time for them to listen to the text before the research groups meet. C- facilitating peer-assisted learning opportunities in which students with more advanced reading skills read aloud the texts to students who are less proficient. D- providing a set of texts representing a range of text-complexity levels and interactive formats and allowing students to work collaboratively to read the texts. 9-This type of informal assessment strategy would be most appropriate to use for which of the following instructional purposes? A- diagnosing students' difficulties in literacy development to determine appropriate intensive interventions. B- observing individual students' development in various dimensions of literacy over time. C- determining the appropriate starting point for whole-group instruction in literacy development. D- screening students to determine if additional literacy assessments are needed. 10- 11- When planning assessments to measure students' comprehension of literary texts, an elementary school teacher selects a variety of passages from a range of cultures, including those that reflect the diverse cultural experiences of the students. The teacher also considers students' familiarity with cultural content when evaluating students' responses to texts. The teacher's actions best demonstrate the importance of taking which of the following factors into consideration when selecting texts for assessments? A- Literary aspects of culture are inherently difficult for young students to understand without scaffolding. B- Comprehension of literary text relies both on well-developed code-based skills as well as culturally broad oral vocabulary knowledge. C- A reader's cultural background knowledge can be an important factor affecting their comprehension of a literary text. D- Literary themes are frequently presented as universals of human experience that are well-understood by readers from all cultures. 12- Which of the following statements identifies a characteristic of criterion-referenced tests that, in general, makes them unsuitable for use as a formative assessment of foundational reading skills? A- While criterion-referenced assessments can measure students' mastery of target skills, they provide little information about the extent of students' skill development toward mastery. B- While criterion-referenced assessments can rank students' overall performance in relation to other students at the same grade level, they do not provide objective data about students' mastery of specific skills. C- While the results of criterion-referenced assessments can provide insight into an individual student's reading processes, they do not provide a measure that can be compared easily over time. D- While criterion-referenced assessments can measure a student's progress toward achieving district curricular goals, they provide no information about the student's standing in comparison to national norms. 13- A second-grade student demonstrates grade-level oral reading fluency but is reluctant to participate in post-reading discussions and frequently exhibits comprehension difficulty when answering questions about assigned literary texts. The teacher would like to better understand the student's process of constructing meaning from text. Which of the following assessment procedures administered individually would be most effective for the teacher to use? A- Have the student read aloud a short narrative text and then retell the story in the student's own words. B- having the student reread silently a familiar text and then asking the student a range of questions about the author's craft and the text's structure. C- Have the student write a text-to-self response about a very familiar text of the student's own choosing. D- having the student read aloud graded lists of regularly and irregularly spelled words until the student begins to make decoding errors at a particular level. 14- How could a teacher best determine if a particular text is written at an appropriate level for a student to read independently (i.e., with little or no teacher support)? A- by having the student read aloud a section of the text and answer questions about it, and then determining if the student's accuracy is at least 90 percent and comprehension, is at least 75 percent. B- by reading aloud a section of the text to the student and asking the student a series of comprehension questions about the passage, and then determining if the student's comprehension is at least 95 percent. C- by having the student read aloud a section of the text and answer questions about it, and then determining if the student's accuracy is at least 95 percent and comprehension, is at least 90 percent. D- by reading aloud a section of the text to the student and asking the student a series of comprehension questions about the passage, and then determining if the student's comprehension is 100 percent. 15- A third-grade teacher meets regularly with individual students to discuss their reading. At the beginning of one student's conference, the student enthusiastically showed the teacher an illustrated children's book about the Apollo space program that the student selected for independent reading. The student points out their favorite photographs and graphics in the text. When the teacher asks the student to read aloud a paragraph, the student encounters difficulty understanding some longer, technical words in the text. Which of the following approaches to providing feedback would be most effective for the teacher to use to support the student's continued growth in reading? A- acknowledging the student's efforts to read challenging texts containing longer words and suggesting that the student use syllabicity skills to pronounce the technical terms correctly and match them to words in the student's oral vocabulary. B- complimented the student on selecting an informational text for independent reading and suggesting other informational texts that are available in the classroom library that will introduce the student to other science and social studies topics. C- helping the student find another book or resource about the Apollo program that is written in simpler language and providing the student with instruction in strategies for recognizing books that are just right for the student's current reading level. D- praising the student for finding such an exciting book and showing the student where to find more information about the technical terminology included (e.g., looking for a glossary in the book, finding an appropriate online resource) 16- How could the teacher best improve the intervention to make it more effective in promoting the students' capacity to produce more syntactically and cognitively complex oral and written language? A- during step 1, providing the students with practice reading aloud the text in which they focus on phrasing, intonation, and expression to make the underlying relationships between story ideas more explicit. B- during step 2, ensuring that the students are provided with sentence frames for each element of story grammar and having the students generate two sentences per frame. C- during step 3, explicitly teaching the students how to use transition words such as but, so, because, and then to connect the sentences logically to reflect relationships between story elements. D- during step 4, providing the students with a paragraph template aligned with the story grammar of the target text and including a word bank for students to complete the template. 17- Which of the following strategies for assessing students' performance in steps 4 and 5 would provide the teacher with the most appropriate data to determine if the students are making adequate progress in oral language and writing related to retelling texts? A- developing an observational checklist to assess students' oral retellings in step 4 and a rubric to assess their written retellings in step 5, both aligned with the key elements of story grammar outlined in step 2. B- developing text-based questions about key elements of story grammar relevant to the target text students read and discussed in steps I and 2 to provide the students with prompting to enhance their retelling performance in steps 4 and 5. C- using standardized oral language and writing rubrics for steps 4 and 5 that are aligned with grade-level expectations in conventions of standard English, such as grammar, syntax, spelling, and punctuation D- using grade-level expectations in academic language and vocabulary to establish descriptors to use in evaluating the complexity of the sentences the students produce in their retellings in steps 4 and 5 related to the story from step 1. 18- The teacher is concerned about one student in the group who participates adequately in steps 1 and 2 but has difficulty putting multiple sentences together during step 3. Consequently, the student has not made progress on steps 4 and 5, despite engaging in the small-group intervention two to three times a week over a period of weeks and receiving extra one-on-one practice sessions with the teacher once or twice a week during the same period. The teacher also has noticed that in other class contexts, the student has difficulty generating oral language discourse; that is, the student's utterances are not longer than a single sentence. Often, the student's utterances consist of a sentence fragment, unless the teacher provides scaffolding, such as that provided in step 2 of the intervention. Which of the following actions would be most appropriate for the teacher to take next to address the student's needs? A- incorporating accountable-talk sentence frames during the intervention and making the frames available to the student during steps 3, 4, and 5. B- collaborating with the school's speech-language pathologist to collect and analyze oral and written language samples by the student to help inform the development of a Tier 3 (intensive) language intervention for the student. C- referring the student for a speech and language evaluation based on the student's written retelling samples generated during step 5 of the intervention. D- adjusting expectations for the student in meeting second-grade TEKS with respect to retelling texts and evaluating the student's progress based on the first-grade TEKS until the student's language performance improves. 19- A prekindergarten teacher records weekly anecdotal notes about children's interactions during unstructured play. Included in these notes are observations about the children's oral language development with respect to important developmental milestones. For example, early in the school year, the teacher observes that one group of three-year-old children speaks primarily with single words, a second group uses phrases combining two words, and a third group uses early sentences (e.g., "l want more blocks."). According to research, in addition to utterance length, which of the following language milestones would be most important for the teacher to document to help distinguish children who are early sentence users from children at earlier stages of language development? A- using negative modifiers (e.g., no, not) to express negation. B- using rising intonation when asking yes-or-no questions. C- using prepositions (e.g., in, on) to convey spatial relationships. D- using context to convey the meaning of an utterance. 20- A prekindergarten teacher closely observes children during the first several weeks of school to identify individuals who may be at risk for speech and language delays. Which of the following four-year- old children exhibits language behaviors that would require intervention and ongoing monitoring? A- A child whose home language is English overgeneralizes the use of the regular-ed past-tense inflection. B- A child whose home language is English primarily uses gestures and some unintelligible words to communicate. C- An English learner can comprehend utterances spoken in English but cannot produce similar utterances without scaffolding. D- An English learner can follow directions and nonverbal cues but does not say anything in English. 21- A third-grade teacher plans to lead a whole-class discussion about a topical issue. Before the discussion, the teacher uses direct instruction to introduce a series of conversational strategies that students can practice during the discussion. The teacher also provides students with personal conversational-strategy bookmarks, shown below, that they can refer to during any class discussion. Add On Example: I would like to add to what said. Repeating Example: Could you please repeat what you said? Revoicing Example: Are you saying that? Reasoning Examples: I agree because I disagree because. The teacher's strategy in this lesson promotes development of the students' academic-language skills primarily by: A- providing students with a basis for evaluating their own performance and participation level in discussions. B- challenging students to ground their arguments in a text and provide evidence for their clåims. C-scaffolding students' participation in academic conversations with sentence frames appropriate to the setting. D- providing students with a wide range of tactics for initiating conversations with peers. 22- When reading storybooks aloud to the class, a first-grade teacher pauses regularly to think aloud about the text and illustrations and to speculate about information suggested by, but not explicitly included in the narrative. For example, the teacher speculates about a character's feelings at a key moment in the story, given what the reader learned about the character in an earlier part of the book. According to research, participating in this type of listening activity contributes to students' ongoing development in reading comprehension primarily in which of the following ways? A- by motivating students to read and attend carefully to a wide range of texts, which in turn builds their reading vocabulary. B- by providing students with an introduction to collaborative conversational skills that will serve as a foundation for literary discussions at higher grade levels. C- by promoting students' connections to familiar, cultural, and educational experiences that influence their understanding of the text. D- by facilitating students' understanding of narrative text structure and development of inference skills for narrative text. 23- A kindergarten teacher conducts parent/guardian curriculum sessions with translators available for parents/guardians whose primary language is not English. In one session, the teacher discusses evidence-based home practices that support students' literacy development. Which of the following recommendations would be most appropriate to communicate to families whose home language is not English? A- Reading aloud a variety of books in English to a young child learning English is the most effective way to support the child's English language and literacy development. B-Discussing similarities and differences between a home language and English with a young child learning English prevents delays in the child's English language development. C- Singing with a young child learning English various stories, songs, and word games in the home language contributes to the child's literacy development in English. D- Reading books at home previously read aloud by a teacher will improve the academic vocabulary of a young child learning English and best prepare the child for school discussions. 24- A teacher observes that several students in the class make the same grammatical errors when speaking or writing and that the errors are typical of the students' language variety. The teacher wants to differentiate oral language instruction for this group of students to extend their English language skills and improve their ability to comprehend and produce academic oral language and writing. Which of the following approaches would be most appropriate for the teacher to use with these students? A- exposing the students to unfamiliar standard English language forms by implicitly modeling academic English throughout the school day when talking to the class or speaking to individual students. B- helping the students understand the distinction between everyday language and the language used in school and texts, and systematically teaching them unfamiliar grammatical constructions. C- taking into account the students' home language variety when assessing their oral language and written work and allowing the students to use the language forms that are familiar to them. D- providing the students with explicit error correction whenever the students use a language form in their oral language or writing that is not aligned with standard academic English. 25- For the onset/rime activity, which of the following sets of words from the story would allow the teacher the best opportunity to stretch out the words' onset to support the children's ability to perceive it? A- gill, bump B- blame, plant C- fish, sharp D- splash, skin 26- A few children in the class are more advanced in their phonological awareness skills. On a recent assessment, they were able to do the onset/rime activity consistently. Which of the following activities identified by the teacher would present an appropriate level of challenge to the students? A- initial sound deletion B- repeating and counting words. C- counting syllables in words. D- syllable deletion 27- One child cannot count the words in a sentence or the syllables in a word. Which of the following strategies is likely to be most effective in scaffolding the child's ability to complete these tasks successfully? A- representing the words or sentences to be segmented with picture stimuli. B- shortening the sentences or words so that they only have two to three parts. C- having the student generate original sentences or words for the task. D- placing a block to represent each word or syllable as it is stated. 28-A first-grade teacher conducts a phonological awareness activity in which students match sounds in spoken words. In this activity, students name familiar objects or animals shown in a set of picture cards and then match them to picture cards that represent words with the same ending sound (e.g., book and rock; map and cup). Which of the following statements best describes how this type of activity directly supports students' reading development? A- Understanding the morphological structure of words helps students see patterns and apply them when they read and write. B- Naming pictures and identifying speech sounds expands and deepens students' oral vocabulary knowledge. C- Identifying component phonemes in spoken words prepares students to sound out and spell familiar words in print. D- Learning to recognize letters automatically provides students with a foundation for rapid decoding and fluency. 29- A third-grade teacher is working with a small group of struggling readers who have difficulty decoding multisyllabic words. Which of the following instructional strategies would be most effective in reinforcing a key phonological awareness skill that is a prerequisite for learning syllabication? A- leading the students in chorally repeating a list of multisyllabic words read aloud by the teacher and clapping for each syllable. B- Have the students silently review a printed list of multisyllabic words and draw slanted lines after each syllable. C-reviewing with the student's rules for dividing words at syllable boundaries (e.g., dividing between double consonants) D- preparing and having the students complete a cloze exercise in which they must identify and write the missing syllables in words. 30- A kindergarten teacher plans a series of lessons focused on segmenting phonemes in spoken words. According to evidence-based best practices, which of the following activities should come last in the teacher's instructional sequence? A- having students distinguish and isolate the initial phoneme in words presented orally by the teacher that begin with a stop consonant (e.g., tan, puff) B- having students attend to and identify the initial phoneme in words that begin with a continuous consonant sound (e.g., sit, mop) as the teacher says the word slowly. C- having students identify and sequence the individual phonemes in words that begin or end with consonant blends (e.g., clap, bump, gift) as the teacher slowly stretches out the word orally. D- having students listen to and count the individual phonemes in words that begin or end with a consonant digraph (e.g., thought, wish, back) as the teacher holds up a finger while saying each phoneme. 31- A second-grade teacher analyzes the results of benchmark assessments for an English learner. The data indicate that the student is experiencing difficulty pronouncing and distinguishing several English sounds. To deliver effective differentiated instruction that supports the student's development of phonemic awareness in English, the teacher should take which of the following steps first? A- developing an ABC book in which the English learner writes uppercase and lowercase forms of each letter and attaches pictures that begin with each letter's most common sound. B- creating a cloze story for the English learner that focuses on words containing problematic letters and sounds, as indicated on the student's assessment. C- meeting with the English learner's parents/guardians to discuss the assessment results and to recommend home activities targeted to close the gap in phonemic awareness. D- comparing the English learner's home language to English to determine if the target English phonemes are present in the student's home language. 32-Which of the following teacher prompts would be most effective to use to obtain the most advanced measure of the child's development in print concepts? A- "Point to each of the capital letters on these pages." B- "Point to the part of these pages that shows a picture and the part that shows written words." C- "Show me where I should begin to read on these pages." D- "Show me an example of a word on these pages." Use the information below to answer the three questions that follow. A prekindergarten teacher uses high-quality picture books to support the classroom curriculum in a variety of ways. For example, as part of an informal individual assessment, the teacher hands the picture book The Talking Cloth to a four-year-old child and says, "Show me how to hold the book for reading." The teacher then opens the book to the two facing pages shown below and asks the child to respond to additional prompts. Aunt Phoenix smiles and takes a cloth from the top of the basket. She unfolds it with a flourish—a long magic carpet. It runs like a white river across the floor. 33- The teacher asks the child to identify features of print that indicate the beginning and end of a sentence. The child responds by pointing to the first and last word in each line. Given the child's performance, which of the following small-group lessons would be most appropriate to use next to meet the assessed needs of the child? A- a teacher-guided activity in which children cut sentence strips into equal parts that reflect the line breaks in a published text. B- a teacher think-aloud during an interactive reading lesson about the use of end punctuation and capitalization. C- a teacher read-aloud of a big book using a pointer to demonstrate one-to-one correspondence of spoken language to printed text. D- a teacher read-aloud of a shared text modeling fluent reading with pausing at the end of every sentence. 34- At a later time, the prekindergarten teacher plans to conduct a whole-class read-aloud of The Talking Cloth to promote the children's comprehension and analysis of this literary text. According to the continuum of development outlined in the Texas Prekindergarten Guidelines, which of the following instructional strategies would be most appropriate for the teacher to use with these two pages? A- adding a long piece of fabric to the classroom role-playing center, so the children can reenact how Aunt Phoebe unfolds the cloth. B- encouraging the children to ask questions about details of the story conveyed in the illustration and text. C- thinking aloud about the author's purpose and craft in using particular words, such as magic carpet. D- leading the children in a discussion of the main ideas of this literary text as they relate to both the illustration and the words. 35- When creating the card decks, which of the following guidelines would be most important for the teacher to follow in order to enhance students' development of letter recognition? A- using different colors for each letter represented in a given game deck. B- ensuring that letters in a given game deck do not share notable features. C- limiting a given game deck to letters having distinctive names and letter-sounds. D- using various common fonts and both lowercase and uppercase versions of each letter. 36- Which of the following strategies for differentiating this activity would be most appropriate to use with a student who is not able to identify many letters of the alphabet fluently? A- decreasing the size of the deck by reducing the number of cards for each letter. B- reducing the number of different letters the student is asked to distinguish in a single sort. C- focusing the sorts on letters that the student is able to recognize with consistency. D- preparing the deck so that cards with the same letter appear next to each other in the grid. 37- Which of the following strategies for engaging students with the letter cards would be most appropriate for the teacher to use to promote students' understanding of the alphabetic principle? A- having pairs of students work with multiple decks of cards to correctly identify and sequence all 26 letters of the alphabet. B- having small groups of students listen carefully as the teacher says a CVC word (e.g., sit) slowly several times and then place the appropriate letter card corresponding to each sound of the word in a pocket chart in the correct sequence. C- having individual students practice writing each of the letters that appear in a given card deck and then naming each letter aloud to the teacher or other adult. D- having pairs of students play a game in which the letters in a deck are all laid face down and the students take turns trying to find cards that match by flipping over two cards at a time and keeping them if they both show the same letter. 38- A student with limited previous formal schooling enters a kindergarten class midyear. While results of the universal screening indicate that the student has not yet learned to recognize or name the letters of the alphabet, the student demonstrates good phonological awareness skills and advanced oral vocabulary development. Given the findings of convergent, scientifically based reading research with respect to the development of alphabet knowledge, the teacher should plan instruction for this student that is: A- designed to build on developed strengths and integrate instruction addressing gaps in alphabet knowledge gradually in the context of classroom instruction. B- remedial and implements instructional delivery at a measured pace that matches the student's current level of literacy development. C- focused on providing a broad range of meaningful literacy experiences, with a special emphasis on direct experiences with books. D- intensive and emphasizes achievement of grade-level standards in alphabet knowledge as early as possible. 39- A kindergarten class includes an intermediate-level English learner with emergent-literacy experiences in the student's non-alphabetic home language. Which of the following statements points to an aspect of the student's home language experience that would be most important for the teacher to consider when planning instruction in the alphabetic principle for this student? A- English learners whose home language is non-alphabetic have likely developed phonemic awareness to a lesser degree than speakers of alphabetic languages, which may inhibit them from making speech- to-print connections. B- Some non-alphabetic languages rely on spoken features such as tone to make meaningful distinctions between similar-sounding words. C- Some consonant sounds found in non-alphabetic languages do not have English equivalents, while other sounds have equivalents, which may cause challenges to the English learners' development of alphabet knowledge in English. D- A writing system that is primarily morphological will encompass a significantly larger set of written characters than an alphabetic language. 40- A first-grade teacher implements differentiated, small-group phonics instruction that includes explicit, sequential instruction in phonics elements and teacher-supported practice reading decodable text. Which of the following assessment strategies would best provide data directly related to students' ability to apply the content of small- group lessons to unfamiliar text? A- administering a cloze exercise that includes words with targeted phonics elements, and then calculating the percentage correct. B- having individual students read aloud a word list from a standardized informal reading inventory, and then noting correct responses. C- administering a grade-level oral reading fluency assessment to individual students, and then calculating words correct per minute. D- having individual students read a list of words that are not real and that exemplify targeted phonics elements, and then noting error patterns. 41- Early in the school year, to help plan effective, integrated beginning reading and spelling instruction, a second- grade teacher analyzes students' spelling errors and categorizes them according to their most likely cause. The teacher uses the key below when interpreting spelling errors. Code—The spelling error indicates an orthographic or code-based difficulty (i.e., the student has not yet mastered a specific phonics element and its associated spelling pattern). PS—The spelling error is phonological and indicates difficulty in phonemic segmentation (i.e., accurately identifying and sequencing the sounds in a spoken word). The teacher's analysis of one student's typical spelling errors is shown below. Target Word: sand plan fist soap Student's Spelling: san pan fits sop Most Likely Cause for Error: PS PS PS Code Given the data provided, the student's decoding and spelling development would benefit most from an intervention initially focused on: A- helping the student transfer mastery of phonemic segmentation skills from oral to written language. B- improving the student's ability to accurately segment all the phonemes in four-phoneme, closed- syllable words. C- helping the student segment and map phonemes to graphemes in single-syllable words containing vowel teams. D- improving the student's ability to accurately segment all the phonemes in closed-syllable words containing consonant digraphs. 42- A second-grade teacher records the following errors a student makes in recent journal entries. The errors are representative of the types of errors the student makes on daily writing assignments. Correct: Spelling planned dropped clumped landed Spelling Error: pland dropt clumpt landid Given the student's spelling errors, which of the following strategies would best address the student's underlying difficulty spelling words with the inflectional ending -ed? A- conducting a word-inquiry analysis of words with and without an e-drop. B- writing word sums before adding an inflection to words following the consonant-doubling rule. C- sorting words with an -ed inflection according to the common pronunciations of -ed. D- self-editing previously written work that features verbs with irregular past-tense forms. 43- A small group of entering second-grade students demonstrates mastery of closed-syllable words with all five short vowels in their reading and writing, including in CCVC and CVCC words, but they have not yet mastered long-vowel-pattern words. Following the continuum of phonics instruction prescribed in the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR), which of the following phonics skills should the teacher plan to teach next to the students? A- decoding and spelling words with the silent-e pattern for all five vowels. B- recognizing vowel-syllable patterns in single-syllable and two-syllable words, including closed, open, silent-e, vowel-team, and r-controlled syllables. C- decoding words with silent consonants, such as knot and gnat. D- applying knowledge of syllable division patterns, such as VC/CV, V/CV, and VC/CCV, to decode two- and three-syllable words. 44- A first-grade teacher leads a small group of students in the following reading activity, which focuses on the inflectional ending -ing. The teacher writes a verb (e.g., jump, march) on the board and asks, "What's my word?" The students read the word in unison. The teacher then writes -ing at the end of the base word, underlines the new word, and prompts students to read the inflected verb by asking, "What's my word?" The teacher asks one of the students to act out the word and calls on the other students to use the word written on the board (e.g., marching) to describe what they see (e.g., "The kid is marching in a parade"). In this lesson, the teacher promotes students' reading vocabulary and enhances students' recognition of the inflectional ending -ing primarily by: A- expanding students' expressive vocabulary to include a broad range of inflected and noninflected verbs. B- developing students' metalinguistic awareness of base-word changes associated with the addition of an inflectional suffix. C- demonstrating to students that a word's classification and meaning remain the same when an inflectional ending is added to the word. D- helping students connect the addition of an inflectional ending to its effect on a word's spelling and meaning. 45- A first-grade teacher observes that simple homographs (e.g., jam, bat, tap) appear with frequency in beginning-level decodable texts, which presents challenges related to both decoding and reading comprehension for several English learners in the class. The teacher plans to provide small- group, differentiated instruction to address the needs of these students. Which of the following student activities in such a lesson would be most effective for this purpose? A- generating a list of simple, rhyming words, or word families, that include the most common homographic words. B- creating a chart with group definitions for the term’s homograph, homophone, and homonym. C- creating multiple-meaning word webs with pictures illustrating meanings for common homographic words. D- sorting common homographs by distinctive features such as medial vowel sounds or part of speech. 46- A third-grade teacher is planning differentiated instruction to address the needs of a small group of students with similar reading behaviors. When reading aloud, the students frequently make word- reading errors that change the meaning of a text. They only rarely make self-corrections. While continuing to build the students' phonics and fluency skills, the teacher would also like to make the students accountable for comprehension. Which of the following approaches would best address this goal? A- providing the students with direct instruction in cross-checking words during decoding, deciding if they make sense, and applying other decoding strategies when they do not. B- pairing the students and having them read and reread texts aloud and give each other immediate feedback on their word-reading accuracy with the text. C- increasing the amount of preliminary word work students complete before reading practice, with a focus on newly learned spelling patterns students will encounter in a text. D- modeling for students how to predict words during reading using text illustrations and then cross- checking word predictions with spelling cues in words. 47- A second-grade beginning-level English learner consistently omits the inflection -s when reading aloud or spelling regular plural nouns in English (e.g., the student reads the sentence "We saw many people riding bikes in the park" as "We saw many people riding bike in the park"). The teacher verifies that the student understands the concept of plural and then conducts research on the student's home language. The teacher determines that in the student's home language plurals are not conveyed with an affix. Which of the following strategies for differentiating instruction would likely be most effective in addressing the student's needs? A- providing the student with explicit instruction in regular and irregular plurals and frequent opportunities to use the inflection in reading, writing, listening, and speaking. B- developing a list of grade-level nouns and having the student practice adding the -s inflection at the end of the words. C- using picture cards or pointing out illustrations when reading with the student to ensure that the student comprehends that a particular noun is meant to represent more than one. D- using a visual cue (e.g., two fingers) to remind the student to pronounce the -s when speaking. Use the information below to answer the three questions that follow. A second-grade teacher creates and posts a series of spelling charts that feature phonics patterns the class is studying. The teacher encourages students to add words from their own reading to the appropriate columns. Part of one of these charts appears below. Au: sauce taught vault haul fault Aw: claw yawn straw thaw paw Ou: ouch shout snout proud mouth Ow: cow brow now plow how During small-group instruction, the teacher leads students in a word inquiry process using the chart to identify spelling generalizations about words that contain a particular vowel sound following one of the phonics patterns. 48- Which of the following generalizations about English orthography, observed during this inquiry, would be most effective in promoting students' accurate spelling of words with these spelling patterns? A- Some vowel team spellings (e.g., au, ou) do not typically end a word or syllable. B- Some vowel team spellings do not produce words with long vowel sounds. C- Some vowel team spellings are diphthongs (e.g., ou, ow), combining two sounds. D- Some vowel teams have multiple spellings that each need to be memorized. 49- Teaching students to spell syllable types they are learning to read promotes students' ongoing literacy development primarily by: A- developing students' metalinguistic ability to recognize the origins of words with different spelling patterns. B- promoting students' automatic decoding of both common and less common sound-spelling patterns. C- providing students with ways to monitor their own reading and writing and detect decoding and encoding errors. D- encouraging students to learn orthographic rules that will promote their accurate reading and spelling. 50- At the end of the lesson, the teacher would like to plan an informal assessment to monitor students' progress in the phonics elements au / aw and ou / ow. Which of the following assessment approaches is most likely to demonstrate that students have mastered these elements? A- administering an oral word-pattern survey that assesses skill in reading these vowel patterns in the context of the full range of grade-level vowel patterns. B- conducting a spelling dictation requiring students to write single-syllable words with these patterns in the correct spelling- -pattern column. C- administering a written spelling assessment with multisyllabic words that contain the target vowel patterns (e.g., cowbell, awful, pauper) D- conducting a pseudo-word assessment (reading words that are not real) with stimuli for several spelling patterns at once (e.g., graw, chaup) 51- A teacher records and then analyzes the spelling errors from a struggling reader's daily writing. A representative sample of one error pattern appears in the chart below. Correct Spelling: slogan broken chosen carton gallon Spelling Error: slogin brokin chosin cartin gallin Given the student's performance, which of the following generalizations about English words would be most effective to teach the student first to address the student's assessed difficulty? A- When syllables end in a consonant, the vowel sound is short. B- Final stable syllables always end with the same letter combination. C- Vowels in unstressed syllables are pronounced with a schwa sound. D- Vowel teams can represent more than one sound in different word contexts. 52- A second-grade teacher leads an activity in which students decompose and recompose compound words from their component base words (e.g., dragon + fly = dragonfly, baseball = base + ball). In this activity, the teacher uses cards with pictures to represent component words and then prints the compound word below the two pictures. The teacher prompts students to read the cards chorally, leading them to hold out a hand as they read each component word and then clap their hands together as they read the compound word. This type of activity builds students' competence in reading and spelling compound words primarily by: A- building on their vocabulary knowledge of Tier One words. B- using pictures and movement to increase students' word consciousness. C- providing multimodal cueing to support word recognition and meaning. D- highlighting contrasts between simple and complex words. 53- A second-grade teacher analyzes the following writing sample from a student: I like the book Owl Moon by Jane Molen. A boy and his dad looked for owls. They called to an owl. But it didn’t call back. The owl was silent. it didn’t even make a sound. But the boy and his dad kept looking. At the end, they were able to find an owl. Given this writing sample, this student would benefit most from targeted instruction focused on which of the following syllable types? A- vowel team syllables B- open syllables C- syllables that end in -Ie D- closed syllables 54- A third-grade teacher has introduced common prefixes and suffixes in word context and would like to promote students' ability to use their knowledge of affixes to support their recognition of longer, more difficult words when reading connected text. Teaching students to use which of the following strategies when encountering challenging words in texts would best address the teacher's goal? A- isolating and reading any prefix or suffix in an unfamiliar word before attempting to read the rest of the word. B- rereading a sentence without the unfamiliar word before inferring the meaning of the word and any likely inflectional or derivational endings. C- using a reference source to help identify the base word and any prefixes or suffixes in a longer, unfamiliar word. D- sounding out component letters of prefixes, base words, and suffixes carefully, letter-sound by letter- sound, in the order in which they occur. Use the information below to answer the two questions that follow. Early in the school year, a fifth-grade teacher administers a words-correct-per-minute (wcpm) screening with a comprehension check to each student in the class, using a grade-level passage. Several students in the class score ten words or more below the fifth-grade 50th percentile beginning-of-year (BOY) norm of 121 words per minute. A chart of the students' performance on the screening is shown below. Students Scoring 10 Words or More Below Fifth-Grade Beginning-of-Year (BOY) Norm of 121 Words Correct per Minute (wcpm): Student Identifier: Student A Student C Student F Student M Student S Student V WCPM: 87 103 99 110 110 98 # of Words Read in 1 minute: 121 105 115 133 112 99 # of Words - Reading Errors: 34 2 16 23 2 1 # of Questions answered Correctly (out of 10): 4/10 9/10 6/10 5/10 10/10 10/10 55- A struggling reader has difficulty reading multisyllabic words. In a word-pattern assessment, the student easily decodes the majority of single-syllable words yet has difficulty reading longer words with the same syllable patterns. For example, the student reads the word plain but misreads the word explain; the student accurately reads the words pass, send, and her but misreads the word passenger. Given this assessment data, which of the following intervention strategies would be most effective and appropriate for the teacher to use to address the student's assessed needs? A-reteaching and reviewing grade-level morphemic elements as needed in the context of meaningful oral reading. B- setting a purpose for reading in advance by directing the student to identify common root words and elements in the text. C- providing the student with additional practice reading a range of multisyllabic words using flash cards prior to beginning a reading assignment. D- reteaching syllable division skills and common affixes systematically using both isolated words and appropriate-level text. 56- Given the information and data provided, which of the following conclusions would be most appropriate for the teacher to draw regarding fluency instruction for these students? A- Student A should receive an individualized intensive intervention focused on increasing reading rate while simultaneously receiving an intensive intervention in reading comprehension strategies. B- Students C, F, and V should be grouped together for a targeted fluency intervention focused on improving their reading rate and prosody using grade-level texts. C- Students C, S, and V need a targeted intervention focused on improving their automaticity reading grade-level words in order to improve their reading rate while maintaining comprehension. D- Students M and S need a targeted intervention focused on paired reading in which they time each other reading grade-level texts and graph their weekly progress in words-correct-per-minute. 57- The teacher is concerned that students A, F, and M do not read grade-level text with sufficient accuracy to support comprehension. The teacher plans to administer diagnostic assessments to these students in phonemic awareness, phonics, syllabication, and word analysis to determine the cause(s) of their word-reading errors. Which of the following assessment strategies would be most effective for the teacher to use to determine if the students' reading difficulties are related to a critical gap in phonemic awareness? A- asking individual students to clap the number of syllables in randomly ordered three-, four-, and five- syllable words presented orally by the teacher (e.g., electricity, bicycle, television) B- having individual students listen to target five- and six-letter words presented orally by the teacher (e.g., chime, short, threw) and identify each word's final sound C- asking individual students to produce two or more rhyming words for each target word presented orally by the teacher, using target words of five or six letters (e.g., spray, chick, string) D- having individual students segment sequentially each of the sounds in four- and five-sound words (e.g., space, branch, slump) presented orally by the teacher. Use the information below to answer the four questions that follow. Several times a year, a second-grade teacher uses a classroom fluency snapshot (CFS) to provide a quick assessment of students' oral reading fluency development. In the assessment, the teacher selects a grade-level benchmark passage, then briefly meets with all of the students individually and has them read the passage aloud. The teacher notes any reading errors and calculates the number of words each student reads correctly in one minute. The teacher records the information in a class chart, organized from highest to lowest words-correct-per- minute (wcpm). The December CFS chart is shown below. Letters of the alphabet are used to identify the 26 students in the class. Classroom Fluency Snapshot (CFS) Grade: 2 Date: Dec. 10 Middle-of-Year (MOY) benchmarks: 90th percentile = 131 wcpm 75th percentile = 109 wcpm 50th percentile = 84 wcpm 25th percentile =59 wcpm WCPM Range: Students (wcpm): 170-179 student A (173) 160-169 -- 150-159 -- 140-149 student B (144) 130-139 students C (135), D (134) 120-129 student E (126) 110-119 students F (117), G (110) 100-109 student H (103) 90-99 students I (98), J (93), K (93), L (91), M (91) 80-89 students N (88), O (85), P (82) 70-79 student Q (75) 60-69 students R (64), S (63) 50-59 students T (55), U (54) 40-49 students V (49), W (47), X (47) 30-39 students Y (38), Z (37) 58- This type of fluency assessment best provides a measure of students': A- general academic achievement compared to grade-level norms. B- specific needs with respect to academic background knowledge. C- general ability to read grade-level materials with efficacy. D- specific needs with respect to foundational reading skills. 59- Which of the following interventions would be most appropriate for the teacher to use to promote the fluency development of students T through Z, who performed below the 25th percentile benchmark on the assessment? A- providing targeted instruction to improve decoding accuracy and automaticity. B- modeling reading instructional-level texts with appropriate expression and phrasing. C- scheduling timed reading with a classmate focused on increasing the reading rate. D- posing questions before reading to promote increased motivation and engagement. 60- The teacher would like to ensure that all students in the class receive instruction that addresses their specific learning strengths and needs. To develop an appropriate differentiation plan for student A, which of the following steps should the teacher take first? A- assessing the student's metacognitive awareness and use of reading strategies through the use of a student think-aloud. B- Asking text-based questions to ascertain if the student's reading rate compromises comprehension. C- administering a reading interest survey to identify the text types the student would likely enjoy reading independently. D- determining if the student can maintain the same reading rate when reading aloud texts in different genres. 61- Which of the following strategies would be most beneficial for the teacher to use during the CFS to ensure that the data collected provides a measure of individual students' fluency development across all fluency indicators? A- assigning scores for accuracy and prosodic elements such as expression and phrasing. B- measuring accuracy when reading high-frequency words in the passage. C- determining if reading the passage, a second time improves reading performance. D- conducting the one-minute oral reading sample twice, using different texts. 62- A second-grade teacher examines students' results on the T PRI measure for reading rate and prosody. Several students in the class received reading rate scores at the 75th percentile and prosody rubric scores of two (out of four). The teacher wants to develop differentiated activities for students that reflect their performance on both component measures of reading fluency. Which of the following student activities is most likely to benefit the students with the fluency profile described? A- reading and rereading decodable passages aligned to grade-level phonics skills and receiving feedback on accuracy. B- practicing reading texts slightly above their instructional reading levels with corrective decoding feedback from the teacher. C- working in pairs to read aloud and record reading speeds for multiple successive readings of the same passage. D- preparing for and performing readers' theatre scripts using assisted reading and repeated reading. 63-Given the continuum of fluency development described in the Texas Prekindergarten Guidelines and the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR), which of the following fluency-building activities would be most appropriate for students entering kindergarten? A- repeating and memorizing chants led by the teacher during circle time. B- naming letters of the alphabet presented in random order and then arranging them in sequence. C- matching lowercase and uppercase letters of the alphabet in a memory game. D- unscrambling words from familiar written sentences using punctuation and word-order clues. 64- A first-grade teacher administers middle-of-year benchmark assessments in phonemic awareness, word reading, oral reading fluency, and comprehension. One group of students performs at the 50th percentile benchmark in oral reading fluency, with an accuracy rate of less than 90%. Which of the following instructional strategies would be most effective for the teacher to use to address the assessed needs of these students in reading fluency? A- meeting with the students on a weekly basis to assess their oral reading fluency and record their progress on a student-friendly chart. B- reteaching the students’ grade-level decoding skills and high-frequency words that they lack based on the results of the word-reading benchmark assessments. C- having the students practice reading in pairs, taking turns reading a grade-level text aloud and asking and answering comprehension questions about the text. D- providing the students with texts at their independent reading level to read and reread with proper intonation and expression. Use the information below to answer the two questions that follow. A prekindergarten teacher is planning to conduct a whole-class read-aloud of Animal Homes by Debbie Martin as part of a unit about the relationship of organisms to their environment. Following is an excerpt from the book. Dormouse's nest: A bramble bush is a good place for a dormouse's nest. The nest is made of bark and leaves.... The nest doesn't have a door. The dormouse pokes its way out with its nose. Dormice like to eat nuts and berries. This fat dormouse has just eaten some nuts.... Otter's den: Otters live near rivers. They often play in the water. Their thick fur keeps them warm and dry. Otters dig dens along riverbanks. 65- The teacher plans to use the word den in the excerpt to introduce children to the concept of words with discipline-specific meanings. After reading aloud the text, the teacher shows children pictures of the various meanings of the word den (e.g., an animal's burrow, a small room where a person studies or reads, a group of Cub Scouts). Which of the following instructional strategies would best help the children understand how to determine the meaning of a multiple-meaning word such as den when they encounter it in a text? A- pointing out that they may have also heard den used with a different meaning than the ones in the pictures. B- creating a list of words that are synonyms and antonyms of den and discussing their meanings. C- comparing similarities and differences between the meanings of the words nest and den. D- discussing how the context of nature can be used as a clue to connect den to its meaning in the text. 66- The teacher reads aloud the text multiple times over a period of time. During each reading, the teacher focuses on a different aspect of the text. Following is a transcript of one of the teacher's think- aloud while reading aloud the text. Teacher: "A bramble bush is a good place for a dormouse's nest. The nest is made of bark and leaves." When I hear the word bark, I usually think of my dog barking. But in this sentence, I realized that the word bark means something used to build a nest. I used the words bramble bush and leaves to figure out that bark must be part of a tree or bush. In this think-aloud, the teacher promotes the children's use of independent word-learning strategies by modeling which of the following contextual strategies? A- locating synonyms in the text that can be used to define the word. B- locating clues in the text that explain or clarify the meaning of the word. C- contrasting the word with antonyms of the word that appear in the text. D- using an embedded definition of the word within the text. 67- A third-grade teacher is teaching a cross-curricular unit on government and collects data about students' content-specific vocabulary development with respect to the unit. Below is an excerpt of the teacher's anecdotal notes for one student. Observations: After viewing a background-building anchor video, student attempts to use new vocabulary words such as officials and elected in whole-group discussion and applies corrective feedback when given. During small-group reading, the student asks clarifying questions about the difference between the terms local and state. During an assigned reading, the student creates a vocabulary log and uses a dictionary to look up unfamiliar terms, such as law, national, and act. Given the assessment evidence provided, which of the following conclusions would be most appropriate for the teacher to draw regarding the student's academic vocabulary development? A- The student uses a range of strategies to learn unfamiliar Tier Three vocabulary words. B- The student has developed advanced-level knowledge of grade-level Tier Three vocabulary words. C- The student attempts to learn new Tier Three vocabulary words but is hesitant to use unfamiliar words in new contexts. D- The student lacks knowledge of effective vocabulary strategies to support understanding of Tier Three vocabulary words in context. 68- A second-grade teacher plans to begin a science unit with a discussion about the experiments that the students will conduct during the unit. Prior to the whole-class discussion, the teacher displays and explicitly reviews the following chart with a group of Spanish-speaking English learners in the class. English: activity experiment (noun and verb) attention accident identification inspection Spanish: actividad experiment (noun), experimentar (verb) atencion accidente identificacion inspeccion The teacher's actions best demonstrate understanding of the importance of which of the following factors that affect vocabulary development? A- variations in English learners' developmental characteristics B- variations in English language proficiency among English learners C- varying levels of English learners' development of word _consciousness D- varying levels of English learners' use of cognates as a learning strategy 69- A teacher supports vocabulary learning by having students each create a thesaurus featuring words that the teacher has explicitly taught. Students record target vocabulary words and then list synonyms and antonyms for each entry. The teacher encourages students to include in their entries synonyms and antonyms from class and independent reading as well as from their oral vocabulary, including slang. The teacher's decision to have students include less formal words and phrases in their thesaurus entries best demonstrates awareness of which of the following important principles related to vocabulary acquisition? A- The use of independent word-learning strategies supports students' vocabulary development. B- Associating new or unfamiliar words with words from their own cultural and family backgrounds promotes students' vocabulary development. C- Wide and frequent independent reading expands students' vocabulary development. D- Engaging in a range of activities that help develop word consciousness and wordplay can contribute to students' vocabulary development. 70- A third-grade teacher is planning a series of academic-vocabulary mini-units for a small group of students that includes some English learners. Assessment data indicate that the students' limited academic vocabulary is contributing to reading comprehension difficulties. To anchor each mini-unit, the teacher selects several short, high-interest informational passages that are thematically related to an upcoming content-area unit. In keeping with evidence-based best practice, which of the following instructional protocols would be most effective for the teacher to use with these texts to promote the students' academic vocabulary development and support their overall literacy development? A- using repeated oral reading with the selected texts to build the students' automatic word recognition and reading fluency in the content areas. B- focusing on direct explanation of content-specific words that appear in the texts and reinforcing their meaning through independent student research of each word's definition, part of speech, and usage in the context of the texts. C- selecting texts written in everyday language to develop a greater foundation of social language proficiency before orally introducing specialized content words. D- providing a variety of writing, reading, and oral language experiences that focus on the texts' content and promote the students' concept development and use of key general-academic and content-specific words from the texts. 71- A second-grade teacher has established the routine of introducing and defining new target vocabulary words during reading instruction, providing examples for the words' use in multiple contexts, and supporting students in using the words. Which of the following extension activities would be most appropriate for the teacher to add to the routine to address the needs of a small group of gifted and talented students in the class? A- listening to a variety of audio books to hear the target vocabulary words repeated in context multiple times. B- creating their own analogies for the vocabulary words to deepen understanding of word meaning. C- matching the target vocabulary words with real objects, pictures, and gestures to demonstrate meaning. D- making their own sketches of each target vocabulary word to create visual images of word meaning. Use the information below to answer the three questions that follow. Before students in a second-grade class read a challenging informational text about animal and plant life in the Sonoran Desert, the teacher reads aloud a picture book about the seasons of the Sonoran Desert and shows students a short documentary about birds and other organisms that live in a saguaro cactus. The teacher then constructs the chart below with students. The teacher lists information the students recall from the picture book and documentary in the left column and interpretations the students make in the right column. When students suggest an interpretation, the teacher encourages them to identify parts of the book and/or documentary that relate to their ideas. The teacher then rereads the section(s) and/or replays the scene(s) to help the students clarify their ideas. The class's completed chart is shown below. 1- Understanding -Facts from the resources(s): Arid—no rain, hot in the day. Animals rest in the day. Animals hunt at night. Pollen collects on animals and travels to other plants. Plants are dormant in summer—do not grow. Animals find water, food, and shelter in the cactus. Babies are born in the spring when food and water are more plentiful. 2- Interpretation - I think... plants and animals have to find ways to "beat the heat." pollination shows how animals and plants help each other. animals and plants in the desert have to adapt to living there. animals and plants in the desert depend on each other for food and water. there's a life cycle to the seasons for both the plants and the animals. 72- The teacher's actions best demonstrate understanding of which of the following concepts related to the development of reading comprehension? A- the importance of encouraging and supporting students' independent reading of informational texts. B- the importance of helping students accumulate background knowledge to support their making inferences from texts. C- the importance of encouraging students to make connections between texts and their personal experiences. D- the importance of providing students with explicit explanations of content and Tier Three vocabulary relevant to a text. 73- During the process of creating the chart, the teacher models which of the following research-based strategies that students can apply to their own reading? A- engaging in focused rereading of a text for deeper understanding. B- skimming a text for the gist or general understanding of the text. C- using repair strategies when text comprehension breaks down. D- connecting a text's print and illustrations to enhance meaning. 74- How can the teacher best differentiate the activity for a student identified with dyslexia in the class in order to scaffold the student's participation in the sharing of information gained from the read-aloud and documentary and to reinforce the student's learning of the new content? A- providing a sentence frame for the student to use to identify a favorite part of the book and documentary. B- having a peer mentor create picture cards to assist the student in learning the names of the animals and plants shown in the book and documentary. C- engaging the student in sequencing labeled illustrations of the four seasons and in naming one key feature of each season. D- having the student visually represent what the student learned in quick-sketches and then helping the student map language to the drawings. 75- By the middle of the school year, a third-grade student who had demonstrated proficient reading skills at the beginning of the school year is having increasing difficulty comprehending grade- level literary and informational texts assigned in class. The results of ongoing assessments indicate that the student continues to meet grade- level expectations in reading fluency, but the student's comprehension has dropped below grade level. Given this information, the student would most likely benefit from more in-depth assessment and targeted instruction focused on the student's: A- development of decoding skills and automaticity. B- knowledge of key English language phonological structures. C- acquisition of grade-level academic language and vocabulary. D- skills in prosodic reading, including intonation, phrasing, and expression. 76- During a comprehension assessment, a second-grade student struggles with word-reading accuracy when reading a grade-level informational passage. After reading the passage, the student has difficulty summarizing the passage or answering questions about its content. However, when the teacher reads the same passage aloud, the student is able to provide an accurate summary and can answer both literal and inferential comprehension questions about the text. The student's performance on this assessment best illustrates the importance of which of the following factors affecting reading comprehension? A- listening comprehension skills. B- prior knowledge C- oral language development D- decoding skills 77- An elementary school teacher uses publishers' recommended grade-level bands to help select appropriately complex books for students' independent reading. However, the teacher is aware that two books may be assigned the same level yet one can present more challenges to readers than the other. Which of the following qualitative dimensions of a text would make the text more challenging to readers? A- The author uses figurative language frequently throughout the book. B- The author uses accessible language that allows for literal interpretations of the text to readily occur. C- The author states the text's purpose explicitly at the beginning of the book. D- The author uses transition words to signal sequential and causal relationships between sentences and paragraphs. 78- An elementary school teacher would like to build students' academic-language and background knowledge to support their reading comprehension. Which of the following strategies would best help the teacher achieve this goal? A- ensuring that students make explicit cross-curricular connections between the topics they are studying in social studies and science. B- providing students with multiple opportunities to interact informally with peers about the informational texts they are reading in social studies and science. C- challenging students to expand their personal interests to include social studies and science topics and to add informational texts to their independent reading. D- selecting a broad range of audio and video resources for students to listen to, view, discuss, and write about related to grade- level social studies and science content. 79- The teacher records the following information about one student's oral response. -SCORE: 1 -Transcription of student's oral response: "Well, Wolf was nice at first. He gave Mrs. Chicken a bunch of pancakes and stuff. He really loves chicken stew. And he's so hungry! I love chicken stew, too!" Given these assessment results, the student would likely benefit most from explicit instruction focused on which of the following strategies? A- reviewing other familiar stories with the student and helping the student identify who or what the story was about. B- asking the student to make a quick-sketch of the character Wolf and to label the drawing with words that describe the character. C- rereading the story with the student and helping the student create a flowchart showing causal relationships between the character's actions. D- encouraging the student to make personal connections between a character in the story and a person the student knows and to list words that describe the person. 80- The teacher records the following information about one student's oral response. - SCORE: 4 - Transcription of students oral response: "At first, Wolf wanted to eat Mrs. Chicken. But he thinks she's too skinny, so he tries to get her fatter by baking lots of pancakes and doughnuts and yummy stuff like that. So, after a while he thinks she must be fat enough, so he goes knocking on her door. And he's SO surprised when all these cute little baby chicks start jumping up and kissing him and thanking him for all the food! That makes him so happy! Then, he changes his mind about eating chicken stew. And he becomes Uncle to all the little baby chicks!" Given these assessment results, the teacher could best extend the student's development in literary text analysis: A- prompting the student to identify the story's main events and explain the reasons for the character's actions. B- providing the student with a graphic organizer to help identify the story's main events, problem, and resolution. C- providing the student with opportunities to practice retelling narrative texts in ways that maintain the story's meaning. D- prompting the student to describe the character's internal and external traits based on what the character says and does. 81- One student in the group is an intermediate-level English learner. The teacher records the following information for the student. - SCORE: 2 - Transcription of student's oral response: "At end, Wolf don't want eat chicken. He 'Uncle Wolf now. He like the baby chickens! " Given these assessment results, the teacher could best promote the English learner's ability to respond to literary texts by: A- providing the student with explicit instruction in elaboration techniques, including using sentence frames and brainstorming appropriate vocabulary. B- providing the student with a targeted intervention focused on how to identify important events in a story. C- guiding the student in creating a "story map" graphic organizer that tracks each significant event in a story in correct sequence from beginning to end. D- directing the student through a total physical response exercise using key vocabulary from the story. 82- An elementary classroom includes students with a wide range of skills and abilities related to literary analysis. Which of the following approaches to teaching the Texas Essential Knowledge and Skills (TEKS) related to literary analysis would be most effective for the teacher to take when planning instruction in this area of reading? A- teaching and reteaching, as needed, a specific grade-level TEKS related to literary analysis to small groups of students until they achieve mastery and can move on to the next skill. B- focusing on TEKS related to literary analysis that are one or two levels below or above grade level for lower- and higher- achieving students, respectively, and focusing on grade-level TEKS for students reading on grade level. C- using the spiraling content and increasing rigor of the TEKS across grade levels to plan small- group instruction that cumulatively deepens students' understanding of and competence in specific literary analysis skills. D- administering a pre-assessment in grade-level literary analysis skills at the beginning of the school year and using the results to plan small-group instruction that focuses on skills that the group has not yet mastered. 83- A third-grade teacher conducts a whole-class read-aloud of a chapter involving Native Americans from Little House on the Prairie by Laura Ingalls Wilder. After the reading, the teacher asks a series of questions prompting the students to identify evidence from the text that presents the settlers' views about Native Americans and the Native Americans' views about the settlers. The students conclude that the Native American perspective is not represented in the text. The teacher explains that when reading a literary text readers should always consider whose viewpoints are represented in the text and whose are not. This scenario best demonstrates the teacher's awareness of which of the following concepts related to critical thinking about literary texts? A- Students need to be able to determine which information in a text is most important. B- Students need to identify author biases that may have an impact on a text's meaning. C- Students need to use synthesis to change their thinking about a text when the author presents new information. D- Students need to self-monitor their reactions and connections to a text as they read. Use the information below to answer the two questions that follow. A first-grade teacher is conducting a whole-class read-aloud of the book The Emperor's Egg by Martin Jenkins as part of a science unit related to structures and processes that help organisms survive in their environment. Following is an excerpt from the book. -Can you imagine it? -Standing around in the freezing cold with an egg on your feet for two whole months? … -What's more, there's nothing for the father penguin to eat on land. -And because he's egg-sitting, he can't go off to the sea to feed. So that means two whole months with an egg on your feet and no dinner! Or breakfast or lunch or snacks. -I don't know about you but I'd be very, very miserable. -Luckily, the penguins don't seem to mind too much. They have thick feathers and lots of fat under their skin to help keep them warm. And when it gets really cold and windy, they all snuggle up together and shuffle over the ice in a great big huddle. Most of the time, the huddle trundles along very, very slowly. 84- Which of the following text-based questions would be most appropriate for the teacher to use to promote students' inferential comprehension related to The Emperor's Egg? A-What do the penguins do to help each other stay warm when it gets too cold? B-Which parent does the egg-sitting, the mother penguin or the father penguin? C-What prevents the penguins from going off to sea to feed when they egg-sit? D-Which body features help penguins stay warm out in the cold for two months? 85-The teacher uses the excerpt as one source for words for explicit vocabulary instruction and/or word study for the week. Which of the following words from the excerpt would be most appropriate to select for explicit instruction with beginning-level English learners in the class but would not likely need to be explicitly taught to students whose home language is English? A- whole B- imagine C- miserable D- trundles Use the information below to answer the two questions that follow. A third-grade teacher plans to use a whole-class read-aloud of the text Frida Kahlo and Her Animalitos by Monica. Brown to guide students in an exploration of narrative nonfiction. Following is an excerpt from the text. Frida had a cat with black, shiny fur, the same color as her long dark hair. Like a cat, Frida was playful. But as a child, Frida couldn't always play. When Frida was six, she got very sick. She was in bed for a long time. But little Frida didn't get sad or bored. Instead, she used her breath to make mist on her window, and then she drew a door with her finger. Frida used her big imagination and curious eyes to walk out the door with a magic friend— a little girl who danced and played like a kitten! 86- Which of the following statements would be most appropriate for the teacher to include as part of instruction in this type of nonfiction text structure? A- "You should read this type of book the way you read a magazine, by choosing where to start and reading a page or section at a time in any order." B- "You should read this type of book twice to get the most information. The first time you read the main text. The next time you read the captions on the illustrations." C- "You should read this type of book from beginning to end, the same way you read fiction." D- "You should read this type of book by setting your purpose for reading and then skimming and scanning to locate the information." 87- The teacher wants to assess students' ability to draw conclusions about the importance of specific events in Kahlo's life. Which of the following journal prompts would best achieve this goal? A- What do we learn about Frida's personality in this section of the text? What- evidence in the text supports your answer? B- Make a personal connection to the text. Have you ever been sick like Frida? C- How is Frida described as similar to her cat in this section of the text? Find at least two quotes from the text that relate to cats. D- Would you like to bring Frida home to play with you? Why or why not? 88- As part of a cross-curricular unit on weather, a prekindergarten teacher conducts a whole-class read- aloud of an informational text about seasons. To promote children's ability to apply information from the book, the teacher sets up a center with seasonal clothing and accessories. The teacher selects items specifically mentioned in the book and encourages the children to categorize the items by season. The teacher could best assess the children's ability to apply information from the book by observing the children in the center and asking individuals to: A- explain the reason(s) why they sorted the items the way they did. B- select which items they most like to wear during a particular season. C- describe which clothing and accessories they would wear when it rains. D- distinguish between items designed to protect the head, body, hands, or feet. 89- As part of a science unit focused on the components of soil, a first-grade teacher plans to read aloud the informational picture book Dirt: The Scoop on Soil by Natalie Myra Rosinsky. The teacher wants to promote students' critical thinking about the text. Which of the following strategies would be most appropriate and effective in supporting the teacher's goal? A- modeling how to preview the illustrations before reading the text. B- modeling how to identify key details in the text as it is being read. C- helping students make connections between the text and their personal experiences. D- having students compare the ways various animals in the text help keep soil healthy. 90- A third-grade teacher notices during text-based discussions and on informal assessments that several students continue to have difficulty distinguishing facts from opinions when reading informational texts. The teacher provides the following small-group lesson on facts and opinions as part of differentiated instruction for these students. 1. As a pre-assessment, say a sentence and ask the students to write down whether they think it is a fact or opinion. (Do not disclose the answer to students.) 2. Provide an explicit explanation of a fact and an opinion. 3. Identify words that often provide a clue that a statement is an opinion. 4.-------- 5. Practice identifying statements as facts or opinions. 6. Write sentences that are facts and sentences that are opinions. 7. As a post-assessment, say the same sentence as was said in the pre-assessment, and ask students to write down whether it is a fact or an opinion. Have them explain their reasoning. 8. Review the sentence and discuss. Which of the following strategies would best complete the small- group lesson structure as step 4? A- Explain the purposes of using facts and opinions in different types of text. B- Challenge the students to identify facts and opinions throughout the day. C- Ask the students to identify when facts and opinions are used in texts. D- Model how to analyze a statement to determine if it is a fact or an opinion.