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Final Exam Elem Reading Methods

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Instruction should occur in all parts so that each is strengthened and can work together.

In which line in the table is the underlined portion of an example word accurately matched to the term that is used to describe that phonics element?
A. Line 1
B. Line 2
C. Line 3
D. Line 4

A second-grade teacher divides the class into small groups and provides a copy of the following instructions to each group. Students work collaboratively to complete the activity. Afterward, each group shares their results with the whole class during a teacher-led discussion.

The activity and related discussion would best promote students' ability to:
A. use semantic and syntactic clues to identify the meaning and pronunciation of homographs.
B. apply structural clues to decode and identify the meaning of printed words.
C. find and use synonyms for common words to expand their receptive and expressive vocabularies.
D. associate related vocabulary words and sort them into meaningful groups.

A first-grade teacher periodically administers spelling surveys to help assess students' phonics knowledge. The following tables show one student's performance on a spelling survey midway through the school year and again two months later.

The student's performance on the second administration of the spelling survey indicates that the student has progressed with respect to which of the following phonics elements?
A. initial and final consonants
B. long-vowel teams and diphthongs
C. consonant digraphs and blends
D. silent e and r-controlled vowels

A second-grade teacher frequently conducts spelling inquiry workshops with students to deepen their understanding of various orthographic guidelines. For example, in one inquiry, the teacher gives students a set of words that follow the silent-e syllable pattern and that include the inflectional ending -ing, -ed, or -s. Students work with a classmate to sort the base words according to whether the word drops the silent e when adding the inflection. After sorting the words, the students must analyze each list to generate a rule describing the conditions that require an e-drop. The following is a completed chart by one pair of students.

Some pairs of students, such as the pair whose work is shown, correctly sort the words, but they still cannot generate an orthographic rule for when to drop the silent e. The teacher could best support these students by prompting them to:
A. explain how different types of morphemes come together to create more complex words.
B. examine the consonant/vowel patterns of the base words and suffixes on both sides of the chart.
C. describe what feature all the base words had in common before an inflectional suffix was added.
D. identify all the long-vowel and short-vowel pattern words on either side of the chart.

A teacher poses the following question to fourth-grade students.
What words can you think of that have the word "act" in them? Using student responses, the teacher creates the following web on the board.

This technique is likely to be most helpful for enhancing the students' awareness of:
A. morphemic structure.
B. compound words.
C. syllable patterns.
D. Greek roots.

A third-grade teacher uses word matrices as a strategy for teaching structural or morphemic analysis skills. The teacher models for students how to create and use a word matrix to generate related words by combining a base word or root with one or more affixes. Following is a word matrix for the base word move

The teacher supports students in generating the following list of words using this matrix: moves, moving, moved, mover, movement, movements, remove, removes, removing, removed, remover, unmoving, and unmoved.

Which of the following words that the students generated contains a derivational suffix?
A. moves
B. moving
C. moved
D. mover

A third-grade teacher uses word matrices as a strategy for teaching structural or morphemic analysis skills. The teacher models for students how to create and use a word matrix to generate related words by combining a base word or root with one or more affixes. Following is a word matrix for the base word move

The teacher supports students in generating the following list of words using this matrix: moves, moving, moved, mover, movement, movements, remove, removes, removing, removed, remover, unmoving, and unmoved.

Two students in the class with a learning disability are successful in generating multimorphemic words when presented with a familiar base word and a simple suffix (e.g., -s, -ed). However, when presented with a familiar prefix, base word or root, and suffix, they cannot generate any new words, with or without the support of the matrix. Which of the following strategies for differentiating the lesson would be most appropriate for supporting the students' development in structural or morphemic analysis?
A. allowing the students to construct their own matrices by choosing their own base words or root with which to work and then providing them with a different set of affixes than the ones used in the modeled matrix
B. emphasizing basic orthographic guidelines related to the addition of affixes with the students rather than trying to promote their understanding of the underlying concept and skills of word construction
C. having the students begin with a two-box matrix using a few common inflections and then gradually introducing one new derivational affix at a time and explaining how each affix changes the meaning of the base word
D. providing the students with a greater number of affixes to choose from and allowing them to construct multisyllable nonsense words using the matrix rather than encouraging them to generate words that have meaning

A sixth-grade teacher is planning an instructional unit on summarizing informational text. In one lesson, the teacher will show students how to use the graphic organizer shown below to support them in identifying important ideas from an informational passage.

Which of the following learning goals would be most essential for the teacher to address in the lesson to develop students' ability to compose an effective summary from these kinds of notes?
A. citing evidence from the passage using direct quotes and paraphrasing
B. developing a personal response to and interpretation of the passage
C. noting unanswered questions that are raised in the passage
D. analyzing the author's stylistic choices in the passage