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1.Which circular adjustment would support ELls in text comprehension?: -

A:Integrating comprehensive oral language instruction with literary

instruction

2.Which actions would demonstrate understanding that decoding and

encod- ing are reciprocal?: A: creating regular opportunities for students

to apply new syllable patterns in their daily writing that have been

explicitly taught during phonics instruction

3.A teacher would like students to identify literacy skills as part of assets

based approach to literacy instruction?: B: providing students with

explicit feed- back about what they already know and are able to do

4.MTSS Tier 1,2,3 instruction. This enhances the effectiveness of literacy

instruction for students by:: D: providing students with increased

opportunities to practice developing skills with teacher feedback

5.A 2nd grade student with dysgraphia not have difficulty with encoding

and decoding. Which is most effective in promoting development?: C:

Providing the student with explicit instruction in letter formation and

frequent, short, guided practice sessions to build students handwriting

fluency and automaticity in letter memory and formation

6.In which line in the table below is the underlined portion of the example

word accurately matched to the phonics term?: C: line 3 (diphthong)

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?:

B: by providing students with a rubric with which they can self-evaluate

8.Several research groups include students with a diverse range of reading

skills. Teacher want to differentiate instruction for students to strengthen

their capacity for reading more complex texts?: D: Providing a set of texts

representing a rang 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?: B: observing

individual students development in various dimensions of literacy over

time

10.10. Alphabetic principle:: A: Casey loves dancing

11.11. When planning assessments to measure comprehension an elemen-

tary selects variety of cultures including those that reflect the diverse

cultural experiences of the students. What factors consider when selecting

texts for assessments?: C: A reader's cultural background knowledge can

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1.Which circular adjustment would support ELls in text comprehension?: - A:Integrating comprehensive oral language instruction with literary instruction 2.Which actions would demonstrate understanding that decoding and encod- ing are reciprocal?: A: creating regular opportunities for students to apply new syllable patterns in their daily writing that have been explicitly taught during phonics instruction 3.A teacher would like students to identify literacy skills as part of assets based approach to literacy instruction?: B: providing students with explicit feed- back about what they already know and are able to do 4.MTSS Tier 1,2,3 instruction. This enhances the effectiveness of literacy instruction for students by:: D: providing students with increased opportunities to practice developing skills with teacher feedback 5.A 2nd grade student with dysgraphia not have difficulty with encoding and decoding. Which is most effective in promoting development?: C: Providing the student with explicit instruction in letter formation and frequent, short, guided practice sessions to build students handwriting fluency and automaticity in letter memory and formation 6.In which line in the table below is the underlined portion of the example word accurately matched to the phonics term?: C: line 3 (diphthong) 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?: B: by providing students with a rubric with which they can self-evaluate 8.Several research groups include students with a diverse range of reading skills. Teacher want to differentiate instruction for students to strengthen their capacity for reading more complex texts?: D: Providing a set of texts representing a rang 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?: B: observing individual students development in various dimensions of literacy over time 10.10. Alphabetic principle:: A: Casey loves dancing 11.11. When planning assessments to measure comprehension an elemen- tary selects variety of cultures including those that reflect the diverse cultural experiences of the students. What factors consider when selecting texts for assessments?: C: A reader's cultural background knowledge can

2 / 18 ba an important factor affecting their comprehension 12.12. Which of the following statements identifies a characteristic of crite- rion-referenced tests that, in general, makes them unsuitable for use as a formative assessment?: A: While criterion- referenced assessments can measure

4 / 18 issue. The teacher's strategy in this lesson promotes development of the student's academic language skills by (graph)?:: C: scaffolding students partic- ipation in academic conversations with sentence frames

5 / 18 22.22. When reading story books aloud to the class. A first grade teacher pauses regularly to think aloud about the text and illustrations and to spec- ulate about information included in the narrative.: D: by facilitating students understanding of narrative text structure and development of inference skills 23.23. A Kinder teacher conducts parent guardian curriculum sessions with translators available. Which recommendations for home language that is not english?: C: sharing with a young child learning english various stories, songs and word games in home language 24.24. 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 students' language variety. Which approach would be most appropriate for the teacher to use with these students?: B: helping the students understand the distinction between everyday language and languages used in school and texts. 25.25. Onset/rime activity which would you use to stretch out the onset?: Fish, Sharp 26.26. 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 activities would present an appropriate level of challenge to the students?: A: initial sound deletion 27.27. One child cannot count the words in a sentence or the syllables in a word. Which strategy to use?: D: placing a block to represent each word or syllable as it is stated 28.28. A 1st grade teacher conducts a phonological awareness activity in which students match sounds in spoken words. They name familiar objects or animals in picture cards. Which describes how this type of activity directly supports reading development?: C: identifying component phonemes in spoken words prepares students to sound out and spell familiar words in print 29.29. 3rd grade teacher is working with a small group sof struggling readers to have difficulty decoding multisyllabic words. Which instructional strategies would be most effective?: A: leasing the students inchorally repeating a list of multisyllabic words read aloud by the teacher and clapping for each syllable 30.30. A kinder teacher plans a series of lessons focused on segmenting phonemes in spoken words. According to evidence based best practices, which activities should come last in instructional sequence?: C: having stu- dents identify and sequence the individual phones in the words

7 / 18 instruction which steps is first?: D: comparing the ELL home language to english to determine if the target english phonemes are present in the students home language 32.32. 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?: C: "Show me where i should begin to read on these pages" 33.33. 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 words in each line. Which of the following small group lessons would be most appropriate to use next to meet the assessed needs of the child?: B: a teacher think aloud during an interactive reading lesson about the use of end punctuation and capitalization 34.34. At a later time, the prekindergarten teacher plans to read aloud of Talking cloth. Which strategy?: B: encouraging the children to ask questions about details of the story conveyed in the illustration and text 35.35. 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?: D: using various common fonts and both lowercase and uppercase versions of each letter 36.36. 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?: B: reducing the number of different letters the student is asked to distinguish in a single sort 37.37. 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 alphabetic principle?: B: having small groups of students listen carefully as the teacher says a CVC word slowly several times 38.38. A student with limited previous formal schooling comes to kinder mid year. A universal screening indicates no letters knowledgeHe has good phonological awareness skills. Teacher should plan instruction-: D: Intensive and emphasizes achievement of grade-level standards in alphabet knowledge as early as possible 39.39. A kindergarten class includes an intermediate level ELL with emergent literacy experiences in the students' non alphabetic home language. Which statements point to an aspect of students' home language experience that would be most important?: A: English learners whose home language is non-al- phabetic have likely developed phonemic

8 / 18 awareness to a lesser degree 40.40. A 1st grade teacher implements differentiated small group phonics instruction that includes explicit, sequential instruction in phonics elements

10 / 18 decoding of both common and less common sound spelling patterns 50.50. At the end of a lesson, teach plan informal assessment to monitor students progress in phonics elements au,aw, ou,ow/ Which is likely to demon-

11 / 18 strate mastery?: B- conducting a spelling dictation requiring students to write single-syllable words with these patterns in the correct spelling pattern column 51.51. Given the students performance wich generations would be most effective to teach first (graph)?: C: vowels in unstressed syllables are pronounced with a schwa sound 52.52: A 2nd teacher leads an activity to compose and decompose compound words dragon+fly=dragonfly. This type of activity builds students competence in reading by?: C: providing multimodal cueing to support word recognition and meaning 53.53: Given this writing sample, this students ould most benefit which of the following syllable types? (graph): B: open syllables 54.54: A 3rd grade teacher has introduced common prefixes and suffixes in words context and would like to promote students ability to use their knowledge of affixes to support recognition of longer more difficult words.: A: isolating and reading any prefix or suffix in an unfamiliar words before attempting to read the rest 55.55: struggling reader has difficulty reading multisyllabic words. For exam- ple reads "plain" but misreads "explain": D: reteaching syllable division skills and common affixes systematically both isolated words and appropriate level connected text 56.56: Given data, which conclusion most appropriate for teacher to draw regarding fluency? (graph): C: Students C,S,V, need targeted intervention 57.57: Teacher concerned that students A,F,M do not read wit accuracy and comprehension. Which strategy??: D: having individual students segment se- quentially each of the sounds in four and five sound words presented orally by the teacher 58.58. This type of fluency assessment best provides a measure of students?- : C: General ability to read with efficacy 59.59: Which of the following intervtions would be most appropriate for the teacher to use to promote the fluency development of students T-Z who performed below 25th percentile?: A: providing targeted instruction to improve decoding accuracy and automaticity 60.60: The teacher would like to ensure that all students in the class receive instruction that address their specific learning strengths and needs. Plan for teaching first?: B: asking text based questions to ascertain if the students reading rate compromises comprehension

13 / 18 62.62: 2nd grade teacher examines students' results on the TPRI measure for fluency. Students in class received reading rate scores in the 75th percentile. Which activities benefit fluency?: D: readers theatre 63.63. Given the continuum of fluency development described in the Texas preK guidelines and the TEKS for ELAR, which fluency building activities would be good for students entering kinder?: B: Naming letters of the alphabet presented in random order and then arranging them in sequence 64.64: 1st grade teacher administers moy benchmark. One group performs 50th percentile benchmark in oral reading fluency with an accuracy rate of less than 90%. Which instructional strategies?: B: reteaching the students grade level decoding skills based on results of word reading benchmark assessments 65.65: Teacher plans to use the word den in the excerpt to introduce children to the concept of words with discipline specific meanings. Which instructional strategy?: D: discussing how the context of nature can be used as a clue to connect den to its meaning in the text 66.66: In this think aloud the teacher promotes the childrens use of indepen- dent word learning strategies by modelng which of the following contextual strategies?: B; locating clues in the text to clarify meaning of the word 67.67:Given the assessment, which conclusion?: A: at he student uses a ranges of strategies to learn unfamiliar Tier 3 vocab words 68.68: The teachers actions best demonstrate understanding of the impor- tance of what vocab development?: D: varying levels of ELL use of cognates as a learning strategy 69.69: A teacher supports vocab learning by having create a thesaurus featur- ing words that the teacher has explicitly taught. The teachers decision to have students include less formal words and phrases in their thesaurus entries best demonstrates awareness of which?: B; Associating new or unfamiliar words with words from their own fulurrral family backgrounds promostes students vocab development 70.70: 3rd grade teacher is planning miniunits for ELLs. Which instructional protocols woul dbe effective for vocab and literacy development?: D: providing a variety of writing, reading and oral language experiences

71: 2nd grade teacher established routines of introducing and defining new target vocab words which extension activities woul dbe most appropriate for the students to add to routine?: B: creating their own analogies for hte vocab words to deepen understanding of word

14 / 18 meaning 72.72: The teachers actions best demonstrate understanding of which of the following concepts related to the development of reading comprehension?: B:

16 / 18 techniques, including using sentence frames and brainstorming appropriate vocabulary

17 / 18 82.82. An elementary classroom has a wide range of literary analysis skills. Which approach TEKS related to literary analysis would be most effective for planning instruction?: C: using spiraling content and increasing rigor of the TEKS across grade levels to plan small group instruction that deeps students understanding 83.83: A 3rd grade teacher conducts a whole class read aloud of a chap- ter involving Native Americans from Little house of the prairie. After read- ing, teacher asks prompting questions. This scenario demonstrates teachers awareness of which concept related to critical thinking about about literary texts?: B: students need to identify author biases that may have an impact on texts meaning 84.84: Which of the following text based questions woul be appropriate for the teacher to use to promote students inferential comprehension related to Emperors egg?: C: what prevents the penguins from going off to sea to feed when they egg-sit 85.85: The teacher uses the excerpt as one source for words for explicit vocabulary instruction and/oor word study for the week. Which words would be most appropriate to select for explicit instruction with beginning ELL in the class?: A: Whole 86.86: 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?: C: "You should read this type of book from beginning to end" 87.87: The reacher wants to assess students' ability to draw conclusions about the importance of specific events in Kahol's life. Which of the following journal prompts would 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? 88.88: As part of a cross curricular unit on weather, a preK teacher conducts the whole class read aloud of informational text about seasons. Teacher could best asses the children's ability to apply information form the book by observing th children in the center and asking them to?: A: explain the reasons why they sorted the items in the way they did 89.89: As part of a science unit focused on the components of soil, a 1st grade teacher plans to read aloud from the picture book "Dirt: The scoop on Soil" the teacher wants to promote critical thinking. Which strategy is most appropriate for the goal?: D: Having students compare the ways various animals in the text help keep soil healthy

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