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Which of the following practices by a prekindergarten teacher best reflects an assets-based approach to reading instruction? ✔✔planning instruction in various areas of reading using
continually adjusted flexible groupings according to each child's current assessed knowledge and skills
Assest-based approach to reading instruction ✔✔Focuses on what children know rather than what
they do not know
A first-grade student has been identified as having dyslexia and has begun intervention. Which of the following approaches to instruction would be most effective to enhance the student's reading development? ✔✔providing the student with systematic, explicit multimodal instruction in all the
essential, evidence-based components of reading
A third-grade teacher frequently uses an online application at the end of a lesson that allows the teacher to post a small task or question for students on the classroom computer. For example, after a lesson on prefixes, the teacher posts three base words and asks students to change the meaning of each word by adding an appropriate prefix from the lesson. Throughout the day, students post their individual responses for the teacher to review. In this scenario, the teacher is using technology for which of the following assessment purposes? ✔✔Formative assessment
purpose of formative Assessment ✔✔the purpose of a formative assessment is to obtain
information about what students have learned and are able to do following instruction
At the beginning of the school year, a first-grade teacher conducts a brief screening assessment in which the teacher asks small groups of students to spell four CVC words and one word with a consonant blend (e.g., bag, hen, sit, mop, slug). In addition to providing the teacher with information about students' knowledge of letter-sound correspondences, this type of assessment would also provide information about students' development in which of the following other areas
related to emergent reading? ✔✔Phonemic awareness
A prekindergarten teacher is preparing an introductory lesson focused on isolating/identifying the initial sound in spoken words for a small group of children whose informal assessments indicate that they are ready to learn this skill. The group includes an English learner. Which of the following instructional supports would best promote the English learner's success in achieving the
instructional goal of this lesson? ✔✔selecting stimulus words for the lesson that have sounds
common to both English and the English learner's home language
As part of an informal assessment of students' phonemic awareness skills, a kindergarten teacher meets with individual students and says, "We're going to play a word game. I'm going to say a word that you know. When you hear it, I want you to say each sound in the word in the right order. For example, if I say fan, you should say IăQ." The teacher then helps the student practice the procedure using the practice words in, sat, and top. After meeting with each student, the teacher reviews students' performance and notices that several students performed similarly on the
sound boxes from two different phonics lessons are shown below. ✔✔the importance of utilizing
the reciprocity between decoding and encoding to reinforce phonics instruction
A kindergarten teacher reads a decodable text about cats with a small group of students and then incorporates the content of the text into an interactive writing lesson. First, the teacher has students orally generate several sentences that relate to the actions of the cat in the story. The teacher then says, "Those are great sentences. Help me write them on the chart paper." For each decodable word in a sentence, the teacher pauses to prompt the students to listen to the sounds of the word and use their knowledge of the letter-sound correspondences that they practiced in the decodable text to identify which letter the teacher should write next. This scenario best demonstrates the teacher's awareness of which of the following concepts related to students' development of beginning
reading skills? ✔✔the importance of applying newly taught phonics elements to writing
A first-grade teacher would like to incorporate instruction in morphemes for students who have mastered reading and spelling closed- and open-syllable words. Which of the following skills is best aligned with both the teacher's goal and the continuum of word-reading skills described in the first-grade Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading
(ELAR)? ✔✔decoding and identifying the meaning of words with the inflectional endings -s, -es,
and -ed
A second-grade student scores well above the 50th percentile benchmark for fluency on the midyear benchmark assessment. However, the teacher notes that the student reads the text word- by-word in a choppy, disjointed manner and has difficulty answering comprehension questions
afterward. Which of the following strategies would be most important for the teacher to include in an intervention designed to address the student's assessed needs? ✔✔engaging in oral reading
following teacher modeling using texts that are phrase-cued to approximate speech
. Several students in a first-grade class have progressed from the partial-alphabetic phase of word- reading development to the full-alphabetic phase. Which of the following instructional activities would be most appropriate for promoting these students' word-reading accuracy and automaticity? ✔✔having the students practice reading simple closed-syllable words in isolation and in decodable
texts
Before assigning students a new science or social studies text, a third-grade teacher introduces important Tier Three terms from the text. As part of the introduction, the teacher leads students in applying morphemic analysis skills to the words and also discusses new concepts related to the words. The teacher's actions best reflect an understanding of which of the following factors that
can disrupt reading fluency and affect comprehension? ✔✔unfamiliarity with a text's content
Which of the following sets of words would be most appropriate to categorize as Tier Two words?
✔✔arrange, observe, predict
A third-grade English learner has grade-level decoding skills and scores around the grade-level benchmark for words correct per minute on oral reading fluency measures. However, the student's text comprehension is mixed. The student comprehends some literary and informational texts with ease, yet struggles with others. Given this evidence, when the student is having difficulty with a
4: Hold the string at each end, dip the pinecone in the honey, and then dip it in the seeds.(Pausing) Oh! Now I know why the instructions say to tie the string to each end! If I didn't, I think I would get honey all over my hands, and they would become sticky. Step 5: Tie each pinecone birdfeeder to a coat hanger until you are ready to hang them outside to attract bird friends. Which of the following text analysis skills does the teacher model during this
think-aloud? ✔✔drawing conclusions about information in a text
A kindergarten teacher reads aloud the big book The Little Yellow Chicken's House by Joy Cowley to a small group of students. In the story, the main character has to make a decision as to whether or not his friends should come into the warm cozy house he built to get out of the rain, since they refused his requests for help during construction of the house. The teacher has the students orally rehearse their opinion as to whether or not the unhelpful characters should be allowed into the house. The teacher asks the students to include in their responses the reason for their opinion. As each student tells an opinion, the teacher holds up a sign that says "because" to prompt students to
add to their responses. ✔✔promoting students' use of sentences and grammatical structures of
increasing complexity
the teacher brings in a variety of building materials mentioned in the story The Little Yellow Chicken's House (e.g., straw, wood, stones) for the students to describe, sort, and categorize. The teacher also asks the students to describe how the character used the materials in his house. The teacher's actions best demonstrate attention to which of the following instructional goals? ✔✔developing oral language expression
The teacher's practices in this scenario best demonstrate which of the following key principles of effective vocabulary instruction for prekindergarten children as described in the Texas
Prekindergarten Guidelines? ✔✔creating ways for young children to interact with and use new
vocabulary in meaningful contexts
The extension of the activity best demonstrates the teacher's understanding of which of the
following key factors affecting vocabulary development in prekindergarten children? ✔✔the role
of families in supporting and reinforcing young children's vocabulary development
During the second reading of the text, the teacher would like to focus students' attention on
analyzing the author's craft. How can the teacher best achieve this goal? ✔✔by discussing how the text is constructed (e.g., who narrates the text; the use of dialogue, word choice, and diary structure)
After the third reading of the text, the teacher has students discuss whether the goldfish was happier when it was once again alone in a fishbowl or when it rejoined the other creatures in a large fish tank. The students must work with a partner to locate support from the text and illustrations for their claim. Conducting this type of collaborative conversation as part of a focused-rereading
protocol benefits students' understanding of a complex text primarily by ✔✔encouraging students
to co-construct meaning using evidence from the text
A first-grade teacher provides reading instruction that is systematic and explicit and emphasizes both foundational reading skills and various dimensions of comprehension. According to research
A kindergarten teacher meets with individual students and asks them to point to the words in the text of a familiar nursery rhyme as the teacher and student read the nursery rhyme aloud together. Some students demonstrate understanding of the directionality of print by sweeping their finger as they "read," but they are not able to accurately point to the individual words. Other students who readily associate letters with sounds use this understanding to guide their finger as they point to a word that starts with the sound they hear at the beginning of the spoken word. The second group of students clearly try to match their speech to the print as they say the words. The teacher can best
use the results of this informal assessment to determine which students are able to: ✔✔apply key
concepts related to the alphabetic principle.
A third-grade teacher reviews data on the literacy skills of several beginning-level English learners who did not attend school prior to moving to the United States. The teacher wants to plan appropriate small-group reading instruction for the students. Which of the following types of text would best meet the reading development needs of English learners who are at an emergent stage
of English language development and at the pre-alphabetic phase of word reading? ✔✔predictable
text
A first-grade teacher is working with a small group of students that includes English learners and speakers of various dialects of English. As part of a series of lessons on the inflectional ending - ed, the teacher helps the students sort a list of inflected verbs according to their final sound or syllable. The teacher selected the verbs from a text the students are currently reading. The students' completed word-sort chart is shown below.
The teacher's strategy of having the students sort and pronounce inflected verbs is likely to benefit the English learners and speakers of various dialects primarily in which of the following ways?
✔✔by helping the students learn to perceive and produce inflections that they may not use in their
everyday speech
A second-grade teacher divides the class into pairs and presents each pair of students with a unique set of word cards. The teacher models how to match two word cards to build a new word (e.g., mail + box = mailbox, some + thing = something). The teacher then challenges the students to work with their partners to build as many new words as they can using their own set of word cards. The students are assigned to make a list of their new words and draft a sentence for three of the words. Afterward, each pair of students reads aloud their lists of words and sentences to the class. This activity supports students' reading development primarily by promoting their ability to: ✔✔decode compound words quickly and accurately while reading.
A second-grade teacher is working with students to develop their automaticity in recognizing high- frequency words. Several English learners often misread or omit high-frequency prepositions (e.g., in, on, of, by) when reading connected text. Which of the following strategies for differentiating instruction for the English learners would best scaffold their learning in order to promote their accuracy and automaticity in reading high-frequency, grade-level function words? ✔✔having the
students practice reading the target words in meaningful phrases that are illustrated to reinforce understanding
A first-grade teacher often uses a simple timeline graphic organizer to scaffold information for students when they are reading social studies texts about historical events or the lives of important people. The teacher's practice is most likely to promote students' development of which of the
following disciplinary-literacy skills? ✔✔recognizing text structures commonly used in social
studies
A first-grade classroom includes several students who are English learners. The teacher is preparing text-dependent prompts to ask students during a read-aloud of the big book The Napping House by Audrey Wood. The first set of prompts focuses on establishing the setting of the story. The text describes a house where everyone is sleeping. The illustration shows a granny sleeping in a bed, a cat sleeping on a chair, and a dog sleeping on the floor. It is raining outside the window.
The teacher wants to align prompts about the setting of the story with the English learners' oral proficiency levels. Which of the following prompts would best align with a student who is at the
beginning level of oral language proficiency in English? ✔✔Point to where everyone is sleeping.
As the story progresses, more characters enter the bedroom and pile on the snoring granny to take a nap. The teacher asks students to describe what is occurring on each page. In response to the text and illustrations, one English learner says, "Mouse sleep on cat. Cat sleep on dog." The student's grammar is most typical of an English learner at which of the following levels of English language
proficiency? ✔✔intermediate
A first-grade teacher conducts a series of phonics lessons with a small group of students. The teacher supports instruction by providing the students with oral reading practice using decodable texts that feature the phonics skill being taught. After providing instruction and guided practice in the target phonics skill, the teacher administers a 10-word oral reading assessment to individual students in the group. The assessment includes target words from the decodable texts the students read as well as new words that are unfamiliar to the students but that require them to use the same phonics skill targeted in the lessons. ✔✔monitoring students' progress toward mastery of a reading
skill
Given the student's performance on the assessment, which of the following actions would be most appropriate for the teacher to take next? ✔✔engaging the student in phonemic awareness activities
focused on final consonant blends
A second-grade teacher analyzes the summary results of a student's oral reading fluency measure, shown below. Book level: Early second grade Accuracy rate: 92% Error rate: 1:12 (average of 1 error for every 12 words read) Self-correction rate: 1:6 (average of 1 self-correction for every 6 errors) Teacher: I noticed that you used some very good strategies. When you read the word of instead of off, you could tell it didn't sound right in the sentence, and you fixed it right away. Of and off look a little alike, but they're not the same. I also noticed that you were thinking about what is happening in the story, and you used that to help decide whether a word you read makes sense.
The teacher would like to reinforce this lesson while also promoting the students' knowledge of independent word-learning strategies. The teacher could best address both goals by showing the
students how to ✔✔use print and/or digital resources to search for more synonyms and antonyms
of a target word
The teacher observes that some students are having difficulty completing the right side of the blank SomebodyWanted-Because-But-So-Then chart. Which of the following scaffolding strategies would best help the students use the chart to develop summaries that convey story relationships?
✔✔adding a text-dependent question next to each of the summarizing prompts (e.g., "Because..."
/ "Why didn't Carlos want to ask his mother for help?")
Given this retelling, the teacher could best improve the student's ability to summarize the story in a way that conveys story relationships by providing explicit instruction in which of the following skills? ✔✔using causal conjunctions to connect the various events in the story in a logical manner
