. A kindergarten teacher could best determine if a child has begun to develop phonemic awareness by asking the child to:

Count the number of words the child hears in a sentence as the teacher says the sentence.

say the word cat, then say the first sound the child hears in the word.

Point to the correct letter on an alphabet chart as the teacher names specific letters

listen to the teacher say boat and coat, then identify whether the two words rhyme

At the end of each school day, a preschool teacher encourages the children to talk about the day's events. As the children describe each event, the teacher writes it on large block paper. Afterward, the teacher reads the list back to the class. This activity would contribute to the children's literacy development primarily by promoting their:

basic understanding of the alphabetic principle.

Awareness that speech can be represented by writing.

Basic understanding of word boundaries.

Awareness of the relationship between syllables and the spoken word.

A second-grade teacher regularly reviews spelling patterns previously taught. The teacher also provides students with multiple opportunities to read and write connected text that features words containing the target spelling patterns and to engage in word sorts focused on previously taught spelling patterns. These types of activities are likely to promote students' reading proficiency primarily by developing their:

Knowledge of grade-level vocabulary.

Reading fluency with respect to accuracy.

Awareness of different types of morphemes

Word recognition with respect to sight words.

. Which of the following best describes the relationship between word decoding and reading comprehension in a beginning reader's development?

Decoding skills and reading comprehension skills tend to develop independently of one another

Reading comprehension skills directly facilitate the development of decoding skills.

Development of decoding skills is secondary to the development of reading fluency and comprehension skills

Rapid automatic decoding skills help facilitate development of reading fluency and comprehension

Which of the following statements best describes how oral vocabulary knowledge is related to the process of decoding written words?

A reader applies decoding skills to unfamiliar written words in order to increase his or her oral vocabulary knowledge

A reader's oral vocabulary knowledge allows the reader to derive meaning as he or she decodes written words.

A reader must have extensive oral vocabulary knowledge in order to learn decoding processes

A reader's oral vocabulary knowledge is dependent on his or her development of strong decoding skills

Which of the following sets of words would be most effective to use when introducing students to the concept of structural analysis?

Late, great, wait, eight

Afraid, obtain, explain, remain

Swim, swims, swam, swum

Pretest, retest, tested, testing

A second-grade teacher has students pull two single-syllable nouns from a hat (e.g., bulb, light) and asks them to form words by putting the words together (e.g., lightbulb). Students then draw pictures to illustrate their new words and write short stories using the new words. This activity is likely to be most effective for helping students:

Use visualization as a reading comprehension strategy.

Apply knowledge of phonics generalizations.

Use context clues to identify unfamiliar words

Understand the concept of compound words.

A third-grade teacher administers the following informal reading assessment to individual students. Part I: Read aloud the following words: laugh neighbor beginning friend together young Part II: Read aloud the following passage: Nick and Ben are best friends. They have been neighbors since they were very young. In the beginning, they did not get along, but now they play together every day after school. They make jokes and laugh a lot. One student performs significantly better on the second part of the test than on the first. Which of the following is the best assessment of this student's reading performance?

The student is proficient at using context clues to help identify words but has weak word decoding skills.

The student can decode single-syllable words but has not yet learned how to decode multisyllable words.

The student is proficient at using syntactic clues to identify words but is not yet skilled at using semantic clues.

The student understands letter-sound correspondence but has limited awareness of syllable structure.

The theoretical basis for including the brainstorming activity in this lesson is that having the students share their vocabulary knowledge about farms prior to the reading will:

Give the teacher an opportunity to assess and compare the students' oral language skills

Reinforce the students' understanding and recognition of key concepts about print.

Facilitate the students' comprehension by activating prior knowledge and building schema.

Prepare the students to benefit from explicit phonics instruction related to the text

A fifth-grade teacher guides students in reading a complex literary text. First, the teacher reads aloud the beginning of the text as the students follow along silently in their copies. Next, the teacher rereads key phrases and sentences, asking students what the author meant by certain statements or by the choice of certain words. Finally, the teacher and students reread the section aloud together with expression. The teacher repeats these steps with each section of the text. This activity promotes reading proficiency primarily by:

Modeling for students how to engage in close reading of academic texts.

Developing students' word consciousness and love of interesting new words.

Helping students achieve grade-level fluency benchmarks for accuracy and rate.

Encouraging students to apply metacognitive comprehension strategies as they read.

A fifth-grade class is about to read a play about the life of Harriet Tubman called "Travels on the Railroad." Which of the following prereading activities would best promote students' comprehension of the text?

. Introducing the common elements of plays as a genre and looking at sections of a printed play as a class

asking students to generate several questions about the play based on the play's title

asking students to share what they already know about the time period during which the play takes place

Encouraging groups of students to create and perform their own short skits about the same subject

A third-grade teacher periodically reads aloud from a chapter in content-area textbooks and describes his thought processes as he reads. Following is an example: "'The moon does not shine on its own. The sun's light reflects off the moon.' Hmm. I'm imagining that the sun is like a flashlight shining on the moon in the dark. 'As the moon rotates, only the part that faces the sun is visible from the Earth.' I'm not quite sure what "visible" means, but it sounds kind of like vision, which I know has to do with eyes. It probably means the part that we can see from the Earth. Now, that makes me wonder— why do we see different amounts of the moon at different times? Let's see if the next part of the chapter explains this . . ." This practice is most likely to promote students' reading proficiency by:

exposing them to new vocabulary in context.

Modeling for them metacognitive comprehension strategies.

Giving them an example of fluent oral reading.

Summarizing for them the main ideas of an expository text.

A third-grade teacher observes that students who read aloud fluently also demonstrate greater comprehension of expository texts. The best explanation for this is that fluent readers:

. Possess a self-awareness that allows them to use metacognitive skills efficiently.

Have already developed the base of background knowledge typically covered by textbooks.

Have well-developed skills for decoding any level of text word by word.

Are able to focus their full attention and cognitive resources on the meaning of a text.

A first-grade teacher encourages beginning readers to "write" their own captions beneath their drawings. This practice is most likely to lead to which of the following?

The students will tend to lose interest in writing because of their frustration with their lack of mastery of the English spelling system.

The students' overall reading proficiency will be adversely affected by any spelling errors that go uncorrected.

The students will tend to develop strong automatic word recognition skills from their interaction with print.

The students' development of phonics knowledge will be reinforced as they experiment with their own phonetic spellings.

Which of the following types of activities would be most important to include on a daily basis when planning reading instruction for first graders who are developing as beginning readers?

Activities that introduce students to basic concepts about print

Activities that emphasize listening to and producing rhyming, alliteration, and similar forms of wordplay

Activities that promote students' development of decoding and other word analysis skills

Activities that emphasize memorization of lists of gradelevel-appropriate sight words

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