My Rica Flashcards

Front 1

1. A sixth grader who is advanced in most
areas of reading has difficulty completing
assigned reading selections. He appears
motivated when he begins reading, but he
has difficulty keeping his attention on the
task at hand. Which of the following
would be his teacher's best initial strategy
for addressing this difficulty?

A. adapting the student's reading
assignments to reduce their
complexity and level of cognitive
challenge

B. telling the student that his grades
will be based in part on his ability to
improve his concentration when he
works on reading assignments

C. breaking down the student's reading
assignments into small steps and
helping him learn to monitor his
own attention and progress

D. managing the student's reading
assignments so that he generally
has only one to work on at any
given time

Back 1

C. breaking down the student's reading
assignments into small steps and
helping him learn to monitor his
own attention and progress

Front 2

2. When creating lesson plans to promote
specific reading skills, a teacher should
make sure that:
A. each planned activity for students is
designed to strengthen two or more
specific reading skills.

B. the targeted reading skills relate
to an appropriate instructional
progression and reflect students'
needs.

C. each planned activity connects
students' reading, writing, listening,
and speaking skills.

D. the targeted reading skills are
grade-appropriate and taught
to all students using the same
instructional methods.

Back 2

B. the targeted reading skills relate
to an appropriate instructional
progression and reflect students'
needs.

Front 3

3. An early elementary teacher could most
effectively support at-home reading by:

A. sending parents/guardians a regular
newsletter describing classroom
reading activities.

B. sharing with parents/guardians
important articles from professional
reading journals.

C. recommending books that
parents/guardians would likely
enjoy reading with their children.

D. providing parents/guardians with
periodic reports on their children's
progress in reading.

Back 3

C. recommending books that
parents/guardians would likely
enjoy reading with their children.

Front 4

4. A sixth-grade teacher wants to ensure
that the classroom reading environment
supports content-area learning for the
English Learners in the class. Which of
the following strategies is likely to be
most effective in addressing this
objective?

A. replacing classroom content-area
books with simpler texts on the
same subjects that the English
Learners can understand more
readily

B. providing English Learners with
grade-level, English-only content area books to promote academic
language

C. making available in the classroom
content-area texts at various levels
that supplement and reinforce the
information presented in students'
textbooks

D. setting up an area in the classroom
where students can go to reread the
content-area textbook quietly and
independently

Back 4

C. making available in the classroom
content-area texts at various levels
that supplement and reinforce the
information presented in students'
textbooks

Front 5

5. Of the following questions, which
would be most important for a teacher
to consider when interpreting the results of
a reading assessment for a particular
student?

A. How did the student's performance
on this assessment compare with
that of the student's classmates?

B. Are these findings sufficient to
assign a grade to the student's
performance?

C. How do these findings relate to the
student's performance on other
recently administered reading
assessments?

D. Do these findings provide
information about the student's
ranking in regard to national norms
of reading achievement?

Back 5

C. How do these findings relate to the
student's performance on other
recently administered reading
assessments?

Front 6

6. A fourth-grade class includes two students
with Individualized Education Programs
(IEPs). When planning classroom entry level
and progress-monitoring assessments
for these students, the teacher should:

A. make arrangements for the students
to be tested in an environment that
is quiet and free from distractions.

B. consult the Reading/Language Arts
Framework for California Public
Schools to determine appropriate
assessments for students with IEPs.

C. recognize that these students may
require additional time to complete
their work on these assessments.

D. consult each student's IEP to
determine any specific testing
accommodations required for that
student.

Back 6

D. consult each student's IEP to
determine any specific testing
accommodations required for that
student.

Front 7

7. A middle school teacher is preparing for
the class to take the sixth-grade California
Standards Test (CST) in English-language
arts. The teacher believes that a student in
the class with a Section 504 Plan would
perform significantly better on the
assessment if she were allowed to have
frequent supervised breaks within sections
of the test. Which of the following
guidelines would be most important for
the teacher to follow to ensure that
arrangements for this student during the
test are appropriate?

A. providing the student with this
testing accommodation only if it is
specified in her Section 504 Plan

B. using good teacher judgment
to determine if such an
accommodation is warranted

C. following whatever
accommodations are generally
recommended for students with
Section 504 Plans

D. requesting testing accommodations
for the student in writing at least
eight weeks before the test is given

Back 7

A. providing the student with this
testing accommodation only if it is
specified in her Section 504 Plan

Front 8

8. Midway through the year, a second-grade
teacher convenes a student success team to
plan additional support for a student who
is performing somewhat below grade-level
standards in reading. Other members of
the team include the student and her
parents, another teacher who works
closely with the student, and a school
administrator. In the context of
developing an improvement plan for the
student, which of the following pieces
of information would be most important
for the teacher to communicate to the
success team?

A. a comparison of the student's
reading skills with those of her peers
who are performing at grade level

B. a list of each of the formal and
informal reading assessments that
the student has taken so far during
this school year

C. a list of appropriate formal reading
assessments that could be used for
the student's summative evaluations

D. a description of the student's
assessed strengths and weaknesses
that could serve as a foundation for
addressing her needs

Back 8

D. a description of the student's
assessed strengths and weaknesses
that could serve as a foundation for
addressing her needs

Front 9

9. A kindergarten teacher plays the following
game with students. The teacher says,
"Guess whose name I'm going to say
now?" The teacher then says the initial
sound of a student's name (e.g., /m/ for
Mariko), and the children try to guess the
name. This activity is likely to promote
the reading development of students
primarily by helping them:

A. blend separate sounds in words.

B. recognize that a spoken word is
made up of sounds.

C. understand the principles of
phonics.

D. learn how to spell their own names.

Back 9

B. recognize that a spoken word is
made up of sounds.

Front 10

10. Which of the following informal
assessments would be most appropriate
to use to assess an individual student's
phonemic awareness?

A. asking the student to identify the
sound at the beginning, middle, or
end of a spoken word (e.g., "What
sound do you hear at the end of
step?")

B. having the student listen to a taperecorded
story while looking at the
book and then answer several
simple questions about the story

C. asking the student to identify
the letters in the alphabet that
correspond to the initial consonant
sounds of several familiar spoken
words

D. having the student listen to the
teacher read aloud a set of words
with the same beginning sound
(e.g., train, trap, trouble) and then
repeat the words

Back 10

A. asking the student to identify the
sound at the beginning, middle, or
end of a spoken word (e.g., "What
sound do you hear at the end of
step?")

Front 11

11. A kindergarten teacher is preparing a
student for a phonemic awareness
assessment.

Teacher: What is this a picture of?
[The teacher displays a
picture of a boat.]

Student: A boat?

Teacher: A boat, that's right. Now,
let's say the word boat
together very slowly:
/b/.../ō/.../t/. [The student
pronounces the word with
the teacher.]

Teacher: How many sounds do you
hear? /b/.../ō/.../t/ . . . [The
teacher slowly repeats the
word.]

Student: Three?
Teacher: That's right, three. Now, I'd
like you to do this for some
more words.

This assessment would be an appropriate
way to test the student's ability to perform
which of the following phonemic
awareness tasks?

A. counting and blending the phonemes
in a word

B. identifying onsets and rimes

C. recognizing how many phonemes
are contained in a word

D. relating phonemes to letters

Back 11

C. recognizing how many phonemes
are contained in a word

Front 12

12. The use of rhyming texts for kindergarten
read-alouds is likely to promote the
reading development of kindergarten
students primarily by:

A. fostering their phonological
awareness.

B. increasing their vocabulary
knowledge.

C. enhancing their understanding of
story elements

D. improving their letter recognition
skills.

Back 12

A. fostering their phonological
awareness.

Front 13

13. Which of the following strategies would
best help a kindergarten student who is
having difficulty visually distinguishing
between the letters b and d?

A. helping the student focus on the
directionality of each letter as the
student traces it

B. having the student look for the
letters within the text of a favorite
picture book

C. repeating the name of each letter
several times as the student points to
the letter

D. encouraging the student to observe
closely as the teacher writes the
letters

Back 13

A. helping the student focus on the
directionality of each letter as the
student traces it

Front 14

14. A first grader can identify the letters of the
alphabet and decode a number of simple
words. He becomes confused, however,
when tracking print in consecutive lines
of print. Which of the following strategies
is likely to be most effective in helping
the student read a short paragraph of
simple text?

A. Help him sound out unfamiliar
words included in the text before
he attempts to read the entire
paragraph.

B. Have him use his finger or a marker
as he reads the text.

C. Help him increase his reading rate to
improve his understanding of the
continuity between words and
sentences in the paragraph.

D. Modify the paragraph by using
a yellow highlighter to identify
natural groupings of words and
phrases within the paragraph.

Back 14

B. Have him use his finger or a marker
as he reads the text.

Front 15

15. Which of the following instructional
practices would be most effective in
promoting kindergarten students'
understanding of the alphabetic principle?

A. routinely saying the sounds in
words when writing the words on
the board

B. creating a writing center in the
classroom, stocked with paper and
writing implements

C. labeling key objects in the
classroom such as the clock and
tables

D. stopping frequently during readalouds
to carefully pronounce and
define important words

Back 15

A. routinely saying the sounds in
words when writing the words on
the board

Front 16

16. An emergent reader frequently reverses
some letters and numbers during writing
tasks. Which of the following strategies
would be most effective in helping this
student develop more accurate letter
formation skills?

A. providing the student with
supplemental practice writing lists
of words that are spelled with the
target letters

B. having the student practice tracing
the target letter shapes with a finger
while saying aloud the sequence of
steps to form each letter

C. providing the student with a
supplemental handwriting workbook
that describes the formation of the
target letters in a series of steps

D. encouraging the student to vocalize
words when writing, especially
when the words contain the target
letters

Back 16

B. having the student practice tracing
the target letter shapes with a finger
while saying aloud the sequence of
steps to form each letter

Front 17

17. In the word chimpanzee, which of the
following pairs of letters is a digraph?

A. ch

B. mp

C. an

D. ee

Back 17

A. ch

Front 18

18. A kindergarten student has demonstrated
the ability to write words phonetically, but
she is reluctant to write because she is
worried about misspelling words. The
teacher could best promote the student's
reading and writing development by:

A. reassuring her that it is okay for now
to express herself in writing by
spelling words as they sound.

B. giving her a spelling list of highfrequency
sight words to copy and
learn each day.

C. helping her make a list of words that
she already knows how to spell
correctly.

D. suggesting that she spend time
copying some of the words found in
her favorite stories.

Back 18

A. reassuring her that it is okay for now
to express herself in writing by
spelling words as they sound.

Front 19

19. During which of the following stages of
spelling development do students typically
begin to show an understanding of the
correspondence between letters and
sounds?

A. precommunicative

B. semiphonetic

C. phonetic

D. transitional

Back 19

B. semiphonetic

Front 20

20. Function words such as to, the, and of are
most appropriately taught in the context of
which of the following areas of reading
instruction?

A. phonics skills practice

B. structural analysis skills

C. academic-language development

D. sight-word vocabulary

Back 20

D. sight-word vocabulary

Front 21

21. A first-grade teacher provides students
with explicit, systematic phonics
instruction to promote their reading
development. When designing activities
to teach letter-sound correspondences,
the teacher should:

A. provide reading opportunities for
students to practice sounds in
context after studying the sounds
in isolation.

B. make certain that students have
mastered vowel sounds before
focusing on consonants.

C. ensure that students master the
spelling of practice words using the
target sound before teaching a new
sound.

D. include instruction in related
consonant blends when introducing
individual consonants

Back 21

A. provide reading opportunities for
students to practice sounds in
context after studying the sounds
in isolation.

Front 22

22. Early in the school year, a first-grade
teacher wants to conduct an assessment
of students' ability to read grade appropriate
words, including phonetically
regular words and high-frequency
irregular sight words. Which of the
following informal assessments would be
most appropriate and effective for this
purpose?

A. The teacher pairs each student with
a partner for shared oral reading of
simple texts and makes anecdotal
notes on their performance.

B. The teacher meets individually with
students and asks each student to
write a list of words the student
knows how to read.

C. The teacher allows each student to
select a grade-appropriate text from
the classroom library and asks each
student to try reading the text aloud.

D. The teacher prepares a list of
grade-appropriate words, asks each
student to try reading the words
aloud, and records the results.

Back 22

D. The teacher prepares a list of
grade-appropriate words, asks each
student to try reading the words
aloud, and records the results.

Front 23

23. Several first graders have mastered
sounding out and blending words that
follow simple short-vowel phonics
patterns. Their teacher would like to help
them begin to develop whole-word
reading (i.e., automatic word recognition)
of words that follow these patterns.
Which of the following instructional
approaches would be most effective for
this purpose?

A. using teacher read-alouds followed
by echo reading and then choral
rereading of the students' favorite
texts that include some simple
words

B. scheduling frequent silent
independent reading practice of
word lists based on the students'
oral language vocabulary

C. providing modeling and guided
student practice sounding out
simple, regular words subvocally
and then reading them aloud
normally

D. exposing students to common
environmental print to provide
frequent exposures to everyday
words and phrases

Back 23

C. providing modeling and guided
student practice sounding out
simple, regular words subvocally
and then reading them aloud
normally

Front 24

24. When reading aloud texts, a second-grade
English Learner often makes errors in
pronunciation that are unrelated to her
ability to accurately decode the words.
The teacher's best response would be to:

A. write down words the student
mispronounces and include them on
a list for her to practice reading
aloud.

B. analyze the student's pronunciation
patterns and plan an intervention to
address difficulties that may affect
her reading comprehension.

C. encourage other students in the
class to help the student work
on improving her accuracy in
pronunciation.

D. help the student avoid having
pronunciation errors count as
reading miscues by stopping her and
having her correct her own errors.

Back 24

B. analyze the student's pronunciation
patterns and plan an intervention to
address difficulties that may affect
her reading comprehension.

Front 25

25. Which of the following approaches would
be most effective in helping first-grade
students who have the prerequisite
decoding skills learn to decode words that
end in the inflectional morpheme -ing?

A. explicitly teaching the students to
read the unit -ing in isolation before
teaching them to decode familiar
words that end in the inflection

B. using think-aloud during a guided
reading to model how to use
contextual analysis as a strategy for
recognizing words ending in -ing

C. having students practice reading
word lists that include words ending
in both the more familiar rime -ing
as well as the inflection -ing

D. teaching the inflectional ending -ing
in the context of an instructional
unit on identifying open and closed
syllables in multisyllabic words

Back 25

A. explicitly teaching the students to
read the unit -ing in isolation before
teaching them to decode familiar
words that end in the inflection

Front 26

26. An eighth-grade teacher wants to help
students improve their spelling of
scientific vocabulary, including the
terms listed below.

barometer

centimeter

dehydrate

hydrogen

microscope

telescope

thermal

thermometer

Which of the following instructional
strategies is likely to be most effective
for this purpose?

A. showing students how to divide
scientific terms into syllables to
facilitate accurate spelling

B. conducting practice drills to help
students memorize the irregular
spelling patterns of the words

C. familiarizing students with the
spelling and meaning of Greek
morphemes in scientific terms

D. helping students determine correct
spellings by dividing the words into
onsets and rimes

Back 26

C. familiarizing students with the
spelling and meaning of Greek
morphemes in scientific terms

Front 27

27. A sixth-grade teacher observes that
several students have misspelled the word
pasteurize. After writing pasteurize and
Louis Pasteur on the board, the teacher
explains how Pasteur invented the process
of pasteurization. Students then discuss
how the word Pasteur relates to the word
pasteurize. This instructional activity
fosters students' reading and writing
development primarily by:

A. helping them learn to use etymology
to improve spelling and decoding of
multisyllabic words.

B. helping them improve their ability
to distinguish between similarly
spelled words.

C. motivating them to use orthographic
patterns to expand their vocabulary
knowledge.

D. motivating them to improve their
spelling and decoding through the
use of systematic study skills.

Back 27

A. helping them learn to use etymology
to improve spelling and decoding of
multisyllabic words.

Front 28

28. A third-grade student who is an advanced
learner has already demonstrated mastery
of the derivational suffixes -ness and
-ment, which will be the focus of an
upcoming whole-class decoding and
spelling lesson. Which of the following
strategies for differentiating instruction for
this lesson would be most appropriate for
this student?

A. having the student work on
inflectional suffixes

B. teaching the student the content
planned for the following lesson

C. encouraging the student to engage in
independent silent reading

D. introducing the student to higher level
derivational suffixes

Back 28

D. introducing the student to higher level
derivational suffixes

Front 29

29. Which of the following word pairs are
homophones?

A. answer and reply

B. playful and replay

C. table and stable

D. sight and site

Back 29

D. sight and site

Front 30

30. A second-grade teacher would like to
include independent silent reading as one
of several approaches used to promote
students' fluency development. When
planning differentiated fluency instruction
for individual students in the class, the
teacher should keep in mind that using
independent silent reading to promote
fluency:

A. is most critical for students whose
sight-word knowledge is below
grade level.

B. should be limited to narrative texts
in the early elementary grades.

C. is most effective when students
select texts at or above their
instructional reading level.

D. should be limited to students who
have already acquired automaticity.

Back 30

D. should be limited to students who
have already acquired automaticity.

Front 31

31. A fourth-grade student who reads grade-level
narrative texts with fluency and
excellent comprehension is struggling to
read aloud a grade-level content-area
passage about a topic with which the
student is familiar. The student reads the
passage hesitantly, frequently stopping to
reread clauses or entire sentences.
Afterward, the student demonstrates
limited comprehension of what was read.
Which of the following factors is most
likely disrupting the student's fluent
reading of this text?

A. insufficient background knowledge
to support basic comprehension of
the text

B. lack of experience with the
academic-language structures used
in the text

C. insufficient monitoring of
comprehension while reading the
text

D. lack of grade-level word analysis
skills for accurate decoding of the
words in the text

Back 31

B. lack of experience with the
academic-language structures used
in the text

Front 32

32. Which of the following instructional
activities would best help upper-elementary
English Learners develop
intonations and rhythms of the English
language to support fluent reading?

A. leading a class discussion on an age-appropriate
topic, then having each
student read aloud a section of a text
that is written about the same topic

B. having the students record their own
oral reading of a passage and then
listen to the recording while silently
rereading the passage

C. giving an expressive oral reading of
a short text, then having the students
echo read the text as the teacher
reads it aloud again

D. encouraging the students to practice
reading aloud a text in which
stressed words and punctuation
marks are highlighted

Back 32

C. giving an expressive oral reading of
a short text, then having the students
echo read the text as the teacher
reads it aloud again

Front 33

33. A second-grade teacher would like to plan
an activity to improve the reading rate of
two students who read at about the same
rate and level and are both automatic
readers. Which of the following activities
would best address the students' needs?

A. a cooperative silent reading activity,
in which the students read the same
passage together silently, stopping
periodically to share their
understanding of the text

B. a repeated reading activity, in which
each student takes several turns
reading aloud a decodable passage
to the other student while the other
student follows along silently

C. a paired reading activity, in which
the students sit side by side and read
a shared text aloud in unison,
gradually increasing their pace as
they proceed through the text

D. a timed partner-reading activity,
in which the students take turns
silently reading a shared text for one
minute while the other student keeps
time and says when to stop

Back 33

A. a cooperative silent reading activity,
in which the students read the same
passage together silently, stopping
periodically to share their
understanding of the text

Front 34

34. A second grader has demonstrated the
ability to decode individual words
accurately, but she reads very slowly and
laboriously. When the teacher tries to
engage the student in oral reading
activities, she says she feels
"embarrassed" and would rather read
silently. Which of the following
modifications to instruction would be
most appropriate and effective for helping
this student improve her reading fluency?

A. encouraging her to serve as an
"audience" for other students' oral
reading until she demonstrates
willingness to read aloud herself
B. having her reread a text several
times using whisper reading to build
her fluency and confidence with
respect to the text

C. teaching her how to use self-monitoring
as she reads to improve
her literal comprehension and ability
to read with prosody

D. providing her with explicit phonics
instruction to improve her word
identification skills before requiring
her to read aloud

Back 34

B. having her reread a text several
times using whisper reading to build
her fluency and confidence with
respect to the text

Front 35

In an oral fluency assessment at the beginning of the school year, a third-grade student reads aloud an
unfamiliar passage selected by the teacher while the teacher records the student's reading performance on
a separate copy of the text, noting the student's reading time and then calculating the student's oral reading
fluency score. The teacher's annotated copy of the passage appears below.

Notes see page 18 of 08/2009 Rica:
Passage consists of
Three paragraphs, approx 100 words, multiple self corrections (18) with compound words (with mispronunciations and pauses between each part), one omission, one mispronounced word.

Time: 155 sec Oral Reading Fluency: 57 wpcm/ 98% accuracy Fall 50th percentile benchmark is 71 wcpm or words correct per minute.

35. Based on the student's reading
performance on this assessment,
instruction to increase the student's
reading fluency should focus primarily on:
A. enhancing the student's contextual
analysis skills.

B. promoting the student's automatic
word recognition.

C. improving the student's academic-language
skills.

D. expanding the student's oral
vocabulary knowledge.

Back 35

B. promoting the student's automatic
word recognition.

Front 36

In an oral fluency assessment at the beginning of the school year, a third-grade student reads aloud an
unfamiliar passage selected by the teacher while the teacher records the student's reading performance on
a separate copy of the text, noting the student's reading time and then calculating the student's oral reading
fluency score. The teacher's annotated copy of the passage appears below.

Notes see page 18 of 08/2009 Rica:
Passage consists of
Three paragraphs, approx 100 words, multiple self corrections (18) with compound words (with mispronunciations and pauses between each part), one omission, one mispronounced word.

Time: 155 sec Oral Reading Fluency: 57 wpcm/ 98% accuracy Fall 50th percentile benchmark is 71 wcpm or words correct per minute.

36. When reading the last sentence of the
passage, the student pronounces the word
imagine as [ĭm mā' jīn]. Evidence from
this assessment best supports which of the
following interpretations of this word-reading
error?

A. The student recognizes the base
word but is unaware of phonological
shifts that apply to the derived form.

B. The student is unfamiliar with
syllabication rules governing medial
consonants.


C. The student does not apply the
appropriate phonics generalizations
to the last two syllables of the word.

D. The student applies syllabication
and phonics rules correctly but does
not recognize the word.

Back 36

D. The student applies syllabication
and phonics rules correctly but does
not recognize the word.

Front 37

37. Lately, when choosing a book to read, a
third grader who reads at grade level
always selects books from a series that is
written in a very formulaic style that does
little to extend his conceptual or language
development. The teacher's best response
to this behavior would be to:

A. avoid interfering with the student's
selection of books as long as he
finds his choices enjoyable.

B. provide the student with books with
similar themes or on similar topics
that are more challenging for him.

C. point out to the student some of the
major limitations of the books he is
choosing to read and ask him not to
read those books at school.

D. advise the student that he should
choose books that will prepare him
for the more difficult reading he will
encounter in fourth grade.

Back 37

B. provide the student with books with
similar themes or on similar topics
that are more challenging for him.

Front 38

38. A second-grade student has limited
vocabulary knowledge, which hinders the
student's word recognition and reading
comprehension. The student's oral reading
is slow and labored, and the student
typically spends the majority of
independent reading time browsing
through books, making little effort to read
the actual words on the page. Research
has shown that which of the following is
most likely to happen if this student
receives no instructional intervention?

A. The student will always be behind
average-performing peers but will
achieve an adequate reading level to
be academically successful.

B. The student will naturally begin to
show more interest and proficiency
in reading as the student matures
and will catch up with average-performing
peers in third grade.

C. The student will remain
approximately at a second-grade
reading level and will not be able to
progress beyond this level.

D. The student will begin to fall behind
peers in reading development and
will continue to fall further behind
in later grades as texts include
increasingly difficult vocabulary.

Back 38

D. The student will begin to fall behind
peers in reading development and
will continue to fall further behind
in later grades as texts include
increasingly difficult vocabulary.

Front 39

39. Which of the following statements best
explains an important limitation of
teaching students to rely on context as
their primary strategy for determining the
meaning of unfamiliar words in texts?

A. Context clues have limited
usefulness for students who already
have well-developed background
knowledge related to a text's subject
or content.

B. Using context to determine the
meaning of an unfamiliar word
disrupts students' reading fluency
more significantly than simply
consulting a dictionary.

C. Explicit context clues about a word's
meaning are not very common in
most texts, while implicit contextual
clues often require students to apply
background knowledge they lack.

D. Overreliance on context as a wordlearning
strategy hinders students'
vocabulary growth, since they
should be learning most new words
in direct vocabulary instruction.

Back 39

C. Explicit context clues about a word's
meaning are not very common in
most texts, while implicit contextual
clues often require students to apply
background knowledge they lack.

Front 40

40. A fifth-grade teacher is planning a
multidisciplinary unit on water pollution.
For this unit, students will read chapters
from their social studies and science
textbooks as well as relevant fictional
narratives. These materials will also be
incorporated into a variety of instructional
activities designed to promote students'
reading development. Which of the
following statements best describes an
important advantage of using a cross-curricular
approach such as this unit to
promote students' reading development?

A. Interdisciplinary reading instruction
provides more opportunities for
teachers to tailor teaching strategies
to the needs of individual students.

B. Reading instruction that focuses on
both literature and content-area texts
helps students recognize and
understand differences between
written and oral English.

C. Interdisciplinary reading instruction
motivates students to apply a variety
of word identification strategies to
clarify the meaning of texts.

D. Reading instruction that integrates a
variety of related texts promotes
deep processing of new vocabulary
through multiple exposures to key
words and concepts.

Back 40

D. Reading instruction that integrates a
variety of related texts promotes
deep processing of new vocabulary
through multiple exposures to key
words and concepts.

Front 41

41. A middle school teacher writes the morpheme dict on the board, pronounces it, and explains that dict
derives from the Latin word for "speak." The teacher then asks students if they can think of English
words that start with or include dict. The teacher uses the students' suggestions to create the diagram
shown below.

benediction dictionary

dict
(speak)

dictator predict contradict

This activity is likely to promote students'
vocabulary development primarily by
helping the students:

A. recognize common prefixes and
suffixes.

B. learn the techniques of concept
mapping.

C. apply knowledge of word roots as a
word-learning strategy.

D. draw on a knowledge of phonics
to unlock word meanings.

Back 41

C. apply knowledge of word roots as a
word-learning strategy.

Front 42

42. A teacher substitutes blank spaces for
several nouns, verbs, adjectives, and
adverbs in an appropriate level text and
asks students to determine reasonable and
logical words to complete each blank.
This technique is useful as an informal
assessment of students' understanding of
English language structures primarily
because it requires them to:

A. define various grammatical
categories in their own words.

B. select appropriate words based on
their grammatical function as well
as on their meaning.

C. group words into grammatical
categories to clarify their meaning.

D. draw on grammatical knowledge to
identify the subjects and predicates
of complex sentences.

Back 42

B. select appropriate words based on
their grammatical function as well
as on their meaning.

Front 43

43. A fifth-grade teacher gives students the
following sentence:

Neither walking on the beach nor running
around the track cheered Ahmed up.

The teacher asks the students how the
phrases that come just after neither
and just after nor are similar. This
exercise can promote students' reading
comprehension by helping them:

A. distinguish between explicit and
implied main ideas.

B. apply literal comprehension skills.

C. identify cause-and-effect
relationships.

D. recognize parallel grammatical
structures.

Back 43

D. recognize parallel grammatical
structures.

Front 44

44. A middle school teacher designs an
instructional activity in which students
combine several sentences to form a single
sentence, as illustrated below.

Combine:
Matthew stood and waited for the bus.
The sun was blazing hot.
Matthew fanned himself with the
newspaper.

Single sentence:
Waiting for the bus, Matthew stood
in the blazing sun, fanning himself with
the newspaper.

This activity is likely to be most effective
in helping students:

A. strengthen their ability to
comprehend and write complex
sentences.

B. apply literal comprehension skills
to identify and write main idea
statements.

C. improve their inferential
comprehension skills.

D. use self-monitoring techniques to
clarify the meaning of text.

Back 44

A. strengthen their ability to
comprehend and write complex
sentences.

Front 45

45. Structural analysis would be the most
appropriate strategy for a student to use
to determine the meaning of which of the
following words?

A. impassable

B. elephant

C. interim

D. examine

Back 45

A. impassable

Front 46

Use the information below to answer
the question that follows.

A sixth-grade teacher reads his students
the nonsense poem "Jabberwocky" by
Lewis Carroll. The first four lines of the
poem are shown below.

'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.

46. The teacher reads aloud the clause "All
mimsy were the borogoves" and asks
students what that might mean. One
student responds, "It means that the
borogoves were all mimsy!" This
student's response demonstrates skill
in which of the following reading
comprehension strategies?

A. applying relevant content
knowledge

B. recognizing cause-and-effect
relationships

C. analyzing the use of figurative
language

D. interpreting unusual grammatical
constructions

Back 46

D. interpreting unusual grammatical
constructions

Front 47

Use the information below to answer
the question that follows.

A sixth-grade teacher reads his students
the nonsense poem "Jabberwocky" by
Lewis Carroll. The first four lines of the
poem are shown below.

'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.

47. The teacher plans a variety of
activities related to "Jabberwocky."
Students will work in pairs to make up
definitions for some of the nonsense
words (e.g., slithy). They will read the
poem aloud using tone of voice to express
various moods. Finally, they will create
their own nonsense poems and give oral
readings of them. These activities are
most likely to promote students' reading
development by:
A. providing students with the
opportunity for an in-depth
analysis of a specific literary
genre.
B. developing students' understanding
of the differences between written
and oral English.
C. fostering students' enjoyment of
playing with and thinking about
language.
D. helping students make distinctions
between serious and whimsical
literature.

Back 47

C. fostering students' enjoyment of
playing with and thinking about
language.

Front 48

Use the information below to answer
the question that follows.

A sixth-grade teacher reads his students
the nonsense poem "Jabberwocky" by
Lewis Carroll. The first four lines of the
poem are shown below.

'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.

48. One student pronounces gyre with a hard
g sound, while his classmate uses a soft
g sound. They ask the teacher who is
correct. The teacher's best response would
be to:

A. remind students to use their
knowledge of syntactic principles
to determine the pronunciation.

B. explain that one strategy for
determining a likely pronunciation
of a new word is to consider other
words that contain a similar root
(e.g., gyrate, gyroscope).

C. have the class vote and suggest that
students use the pronunciation that
is preferred by the majority.

D. advise them that since gyre is a
nonsense word, it does not really
matter whether they pronounce it
with a hard g or a soft g, so both
pronunciations are correct.

Back 48

B. explain that one strategy for
determining a likely pronunciation
of a new word is to consider other
words that contain a similar root
(e.g., gyrate, gyroscope).

Front 49

Use the information below to answer
the question that follows.

A sixth-grade teacher reads his students
the nonsense poem "Jabberwocky" by
Lewis Carroll. The first four lines of the
poem are shown below.

'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.

49. The teacher asks the students if they can
tell which of the nonsense words in the
poem are nouns. One student says that
toves is a noun. Another says that wabe
and borogoves are nouns and adds that
gyre and gimble are verbs. The class then
discusses how students were able to draw
these conclusions. This exercise would be
especially useful for helping students
understand that:

A. being familiar with conventions of
capitalization and spelling can help
a reader interpret a text.

B. recognizing the roots of words can
help a reader decode the words.

C. being familiar with common
language structures can help a
reader interpret a text.

D. recognizing a text's genre can help a
reader comprehend the text.

Back 49

C. being familiar with common
language structures can help a
reader interpret a text.

Front 50

Use the information below to answer the question that follows.

A sixth-grade class that includes several English Learners has been studying volcanoes. The teacher
designs the following paragraph-building activity as part of a chapter review toward the end of the unit.

Step 1: The teacher leads a brief whole-class discussion reviewing key topics covered by the textbook
chapter.

Step 2: Students form heterogeneous cooperative learning groups with three or four students in each
group. Each of the students selects one of the key topics reviewed during the discussion.

Step 3: Individual students write one or two sentences about their topic on sentence strips.

Step 4: The members of the group then decide how to put the various sentences together, editing the
sentences as necessary to form a comprehensible paragraph about the chapter and correcting any
errors in grammar or spelling.

After participating in this activity, all of the students review the chapter in their science text about
volcanoes.

50. The paragraph-building activity described
is likely to promote students' reading
development primarily by helping them:

A. apply knowledge of common
text structures to improve
comprehension as they read.

B. transfer skills from oral language to
written language.

C. use a variety of word identification
strategies.

D. understand differences between
spoken and written English.

Back 50

B. transfer skills from oral language to
written language.

Front 51

Use the information below to answer the question that follows.

A sixth-grade class that includes several English Learners has been studying volcanoes. The teacher
designs the following paragraph-building activity as part of a chapter review toward the end of the unit.

Step 1: The teacher leads a brief whole-class discussion reviewing key topics covered by the textbook
chapter.

Step 2: Students form heterogeneous cooperative learning groups with three or four students in each
group. Each of the students selects one of the key topics reviewed during the discussion.

Step 3: Individual students write one or two sentences about their topic on sentence strips.

Step 4: The members of the group then decide how to put the various sentences together, editing the
sentences as necessary to form a comprehensible paragraph about the chapter and correcting any
errors in grammar or spelling.

After participating in this activity, all of the students review the chapter in their science text about
volcanoes.

51. After assessing the effectiveness of this
activity, the teacher decides to include an
additional step. For step 5, the teacher
will guide students to develop topic
sentences for the paragraphs they
generated. This modification is most
likely to promote students' reading
development by:

A. encouraging students to draw on
prior knowledge to clarify their
understanding as they read.

B. helping students distinguish
between facts and opinions as
they read.

C. encouraging students to apply
vocabulary knowledge in new
contexts.

D. helping students recognize main
ideas and how supporting details
relate to main ideas.

Back 51

D. helping students recognize main
ideas and how supporting details
relate to main ideas.

Front 52

Use the information below to answer the question that follows.

A sixth-grade class that includes several English Learners has been studying volcanoes. The teacher
designs the following paragraph-building activity as part of a chapter review toward the end of the unit.

Step 1: The teacher leads a brief whole-class discussion reviewing key topics covered by the textbook
chapter.

Step 2: Students form heterogeneous cooperative learning groups with three or four students in each
group. Each of the students selects one of the key topics reviewed during the discussion.

Step 3: Individual students write one or two sentences about their topic on sentence strips.

Step 4: The members of the group then decide how to put the various sentences together, editing the
sentences as necessary to form a comprehensible paragraph about the chapter and correcting any
errors in grammar or spelling.

After participating in this activity, all of the students review the chapter in their science text about
volcanoes.

52. Which of the following best describes one
important way in which this activity is
likely to benefit English Learners?

A. Arranging sentences in a meaningful
order helps English Learners
develop skills for locating and
retrieving related information from
content-area texts.

B. Combining sentences into
paragraphs encourages English
Learners to employ a variety of
word identification strategies.

C. Discussing and writing about a
content-area topic support English
Learners' reading related to the topic
by reinforcing key concepts and
academic-language development.

D. Analyzing and editing individual
sentences improve English Learners'
reading fluency by helping them
chunk text as they read.

Back 52

C. Discussing and writing about a
content-area topic support English
Learners' reading related to the topic
by reinforcing key concepts and
academic-language development.

Front 53

53. To promote students' comprehension of a
passage about comets and meteoroids, a
middle school teacher shows the students
how to use facts from the text to complete
the following Venn diagram.

[Illustration on page is of Venn diagram comparing and contrasting "comets" and "meteroids"]

This comprehension strategy is most
effective in facilitating students' ability to:

A. use inferential comprehension
skills to identify cause-and-effect
relationships.

B. draw on their prior knowledge to
clarify understanding.

C. organize textual information
according to similarities and
differences.

D. apply their vocabulary knowledge in
new contexts.

Back 53

C. organize textual information
according to similarities and
differences.

Front 54

54. An eighth-grade class will be reading a
drama that is a challenging grade-level
text. The teacher is concerned that a
student in the class who has a reading
disability will have difficulty keeping up
with and understanding the reading
assignments. Which of the following
strategies would be most effective for the
teacher to use to promote the student's
access to the text and his ability to
participate fully in class discussions
related to it?

A. assigning the student the play
several weeks before his classmates
are scheduled to begin reading it

B. providing the student with a
narrative version of the play to read
rather than the original, dramatic
version

C. assigning the student only selected
portions of the play, such as a few
key speeches and dialogues

D. providing the student with an
audiorecording of the play to listen
to in conjunction with his reading

Back 54

D. providing the student with an
audiorecording of the play to listen
to in conjunction with his reading

Front 55

55. A first-grade teacher plans to assess a
student's comprehension of a short story
through oral retelling. After the student
silently reads the story, the teacher will
prompt the student's retelling by asking
open-ended questions. To prepare for this
assessment, the teacher reads the story
carefully and composes the questions.
Which of the following additional steps
would be most helpful for the teacher to
take before the retelling activity begins?

A. Prompt the student to recall similar
tasks the student has previously
performed.

B. Prepare a checklist of the key
elements that an effective retelling
of this story should include.

C. Review grades earned by the student
on recent tests and quizzes in
language arts.

D. Remind the student to concentrate
on recalling as many details as
possible during the retelling.

Back 55

B. Prepare a checklist of the key
elements that an effective retelling
of this story should include.

Front 56

56. A fifth-grade teacher is teaching a unit on
fiction. To begin, students read several
simple fairy tales and discuss the moral or
meaning of each one. The teacher then
assigns a more complex story and leads a
discussion about the moral of the story
after students finish reading it. This
instructional strategy is most likely to
promote students' reading proficiency by:

A. guiding students to analyze the
relationship between plot and
character in a literary text.

B. helping students identify and
understand the theme of a literary
text.

C. fostering students' ability to
distinguish an author's use of
fact versus opinion in a text.

D. enhancing students' ability to use
self-monitoring strategies to clarify
the meaning of a text.

Back 56

B. helping students identify and
understand the theme of a literary
text.

Front 57

57. A third-grade teacher prepares several
poster-sized copies of the star diagram
illustrated below.

What?


Who? What?


How? Where?

Why?

After reading an assigned story, students
divide into small groups, and the teacher
distributes a copy of the star diagram to
each group. The members of each group
discuss how the six questions (who, what,
when, where, why, and how) apply to the
story and write answers in the six points of
the star. The teacher then displays the
completed star diagrams and leads a
whole-class discussion about them. This
instructional activity is most likely to
promote students' reading proficiency in
which of the following ways?

A. improving students' comprehension
by encouraging them to analyze a
text's underlying theme

B. helping students learn a strategy
for using visual representation to
analyze key elements of a text

C. improving students' comprehension
by encouraging them to connect
personal experience to a text

D. helping students learn to use
evaluative comprehension skills to
determine an author's point of view

Back 57

B. helping students learn a strategy
for using visual representation to
analyze key elements of a text

Front 58

58. A sixth-grade teacher has students read a short expository text. After the students finish reading the text,
the teacher uses guided discussion to help them complete the form shown below.

[Topic of the text:]
[Author's thesis about the topic:]
[Evidence presented by the author:]
1.
2.
3.
4.
5.

[Is this evidence factual
and/or reasonable?]
1.
2.
3.
4.
5.

This writing activity promotes students'
comprehension and analysis of expository
texts primarily by:

A. developing their ability to evaluate
the adequacy of an author's
conclusions.

B. teaching them explicit strategies
for distinguishing facts from
opinions.

C. encouraging them to identify ways
in which a text reflects the traditions
and beliefs of its author.

D. helping them clarify their
understanding of a text through the
use of outlines.

Back 58

A. developing their ability to evaluate
the adequacy of an author's
conclusions.

Front 59

Use the information below to answer the question that follows.

A fourth-grade class is beginning a unit on deserts. The teacher starts the unit by having the students
form small groups and list everything they know about deserts. Then the whole class meets to share their
lists, and the teacher helps the students arrange their ideas into a web. The class's partially completed
web is shown below.

[Partial web of "Deserts" with categories of
CLIMATE, PEOPLE, PLANTS, LANDFORMS, ANIMALS]

[CLIMATE]
dry
hot
thunderstorms
sandstorms

[PLANTS]
cactus

[LANDFORMS]
sand dunes
big boulders

[ANIMALS]
snakes
scorpions
camels

[PEOPLE]
nomads
food
water
shelter tents

59. Creating such a web is likely to promote
students' ability to retain and use
information they read about a topic by:

A. encouraging students to attend to
new information on the topic rather
than to familiar information.

B. providing students with the
vocabulary they need to make
sense of their reading.

C. prompting students to assess the
accuracy of their prior knowledge of
the topic.

D. helping students learn to use
categories to organize their thinking
about the topic.

Back 59

D. helping students learn to use
categories to organize their thinking
about the topic.

Front 60

Use the information below to answer the question that follows.

A fourth-grade class is beginning a unit on deserts. The teacher starts the unit by having the students
form small groups and list everything they know about deserts. Then the whole class meets to share their
lists, and the teacher helps the students arrange their ideas into a web. The class's partially completed
web is shown below.

[Partial web of "Deserts" with categories of
CLIMATE, PEOPLE, PLANTS, LANDFORMS, ANIMALS]

[CLIMATE]
dry
hot
thunderstorms
sandstorms

[PLANTS]
cactus

[LANDFORMS]
sand dunes
big boulders

[ANIMALS]
snakes
scorpions
camels

[PEOPLE]
nomads
food
water
shelter tents

60. After giving each student a copy of the
web developed by the class, the teacher
could best help students make use of the
web to learn and retain facts from their
reading by asking them to:

A. add continuously to the web as
they encounter and analyze new
information in their reading.

B. compare the content of this web to
the content of webs on other topics.

C. review each category on the web to
ensure that it is an appropriate one
to have included.

D. memorize the information on the
web before they begin their reading.

Back 60

A. add continuously to the web as
they encounter and analyze new
information in their reading.

Front 61

ASSIGNMENT A

The length of your response is limited to the lined space available on the one-page
Assignment A Response Sheet. You are to prepare a written response of approximately 75–125 words to Assignment A.

Use the information below to complete the exercise that follows.

A second-grade teacher frequently uses the following strategy when working with struggling readers
who are performing below the second-grade fluency benchmark. The teacher selects a variety of
supplementary texts that use a controlled vocabulary (i.e., nearly all the words are high-frequency sight
words or easily decodable words). The teacher then has the students read these texts aloud quietly to
themselves over a period of days as the teacher monitors their reading.

Examinee Task
Using your knowledge of reading fluency, write a response in which you:

• identify what aspect of fluency (i.e., accuracy, reading rate, or prosody) this instructional strategy
primarily develops; and

• explain how this instructional strategy promotes development of the aspect you identified.

Be sure to relate your response to specific features of the instructional strategy described above.

Back 61

Sample Response for Assignment
A—Domain 3

This instructional strategy primarily helps develop students' reading rate. The selected
texts help support development of reading rate because they use controlled vocabulary
(i.e., primarily easily decodable words and high-frequency sight words). Research shows
that reading texts with a high readability is more effective in enhancing reading rate
than when readability is not controlled. The strategy also promotes reading rate because
the teacher selects "a variety" of these texts and has the students read them "over a
period of days." This provides the students with repeated practice reading the same
words in a variety of contexts, which helps build their automatic recognition of the words.
Automaticity in word recognition is essential for developing reading rate, which enhances
fluency.

Evaluation of Sample Response

This assignment assesses competencies in Domain 3. The response fulfills the purpose of the assignment by
identifying the aspect of fluency (i.e., reading rate) that this instructional strategy primarily develops and explaining
how the strategy promotes this aspect of fluency. The response reflects an accurate understanding of fluency through
its discussion of the role of appropriate texts in supporting development of reading rate and the importance of building
automaticity to enhance reading rate and fluency. Support for the writer's argument is found in a clear explanation of
factors that enhance reading rate (e.g., automaticity of word recognition).

Front 62

ASSIGNMENT B

Record your written response to Assignment B on the Assignment B Response Sheet on page 5 of the
Answer Document. The length of your response is limited to the lined space available on the one-page

Assignment B Response Sheet. You are to prepare a written response of approximately 75–125 words to
Assignment B.

Use the information below to complete the exercise that follows.

Prior to having students read a textbook chapter on tree classification, a fifth-grade teacher divides
students into small groups and gives each group a set of labeled photographs and diagrams of a particular
type of tree (e.g., pines), with each group focusing on a different type of tree. The students examine their
photographs and diagrams, write down as many characteristics as they can about their assigned tree, and
then present their findings to the whole class. As students share their ideas, the teacher writes key words
and phrases on the board (e.g., pine trees = have cones, have needles, the needles grow in clusters, the
needles are green in both the summer and winter photographs) and also introduces new terminology
(e.g., trees that have cones are called conifers). The teacher then conducts a guided whole-class
discussion during which students identify characteristics shared by more than one type of tree (e.g.,
having cones) and sort the trees by these characteristics (e.g., conifers = pines, firs, hemlocks, spruces,
cedars, and larches).

Examinee Task
Using your knowledge of reading instruction, write a response in which you:

• describe how the teacher can effectively differentiate instruction with respect to this activity in order
to address the needs of students in the class who are English Learners; and

• explain why the instructional strategy you described would be effective in addressing the needs
of these students and promoting their development of vocabulary, academic language, and/or
background knowledge.

Be sure to relate your response directly to the activity described above.

Back 62

ASSIGNMENT B/DOMAIN 4
Sample Response for Assignment B—Domain 4

Since the activity and textbook chapter require knowledge of vocabulary that's not often
used in everyday speech (e.g., cones, needles, clustered) and will likely be unfamiliar to
English Learners, the teacher should lead a discussion with them beforehand in which the
teacher uses the visuals (i.e., photographs, diagrams) to (1) identify and activate their
related background knowledge and (2) explicitly teach the more basic but essential
academic vocabulary they'll need to complete the activity and comprehend the textbook
chapter successfully. The teacher should reinforce new vocabulary by having the English
Learners enter the words in their science notebooks along with notes and drawings about
the words' meanings. This strategy would be effective in addressing the needs of English
Learners because it uses visuals to support their understanding and activate their
background knowledge, explicitly teaches essential vocabulary to support their learning and
reading, and reinforces new vocabulary through discussion and writing.

Evaluation of Sample Response
This assignment assesses competencies in Domain 4. The response fulfills the purpose of the assignment by
describing an effective strategy for differentiating instruction for the target students and explaining why the strategy
would be effective in addressing their needs. The response reflects an accurate understanding of vocabulary
development and effective strategies for differentiating vocabulary instruction for English Learners. Support for the
writer's argument is found in a clear explanation of the types of words that should be the focus of the differentiated
lesson and how best to teach these words in order to support the students' reading and learning.

Important Notes About Assignment B (Domain 4)

The Examinee Task in Assignment B may ask candidates to describe a strategy for differentiating the given
activity for students in the class who are advanced learners*, struggling readers*, English Learners, OR students
with special needs (e.g., a student with a learning disability). A successful response to Assignment B will reflect
an understanding of strategies that are appropriate for differentiating reading instruction for the specific group of
students identified in the Examinee Task.
*Since Assignment B assesses competencies in Domain 4, the term advanced learners in this Examinee Task
refers to students who are advanced in vocabulary, academic language, and/or background knowledge, while the
term struggling readers refers to students who are experiencing difficulty learning to read because they lack
prerequisite knowledge and skills in vocabulary, academic language, and/or background knowledge.

Front 63

ASSIGNMENT C
Record your written response to Assignment C on the Assignment C Response Sheet on pages 7 and 8 of
the Answer Document.

The length of your response is limited to the lined space available on the two-page
Assignment C Response Sheet.

You are to prepare a written response of approximately 150–300 words to
Assignment C.

Use the information below to complete the exercise that follows.

At the beginning of the year, a fourth-grade teacher uses the following procedure as part of an informal
assessment of students' word analysis skills.
In this assessment, the teacher asks individual students to read aloud from a list of 50 words. As students
read, the teacher makes a record of their performance on a separate copy of the list, using check marks to
indicate words a student reads easily and accurately and using simplified phonetic transcription to record
any errors.

Below are some of the words used in the assessment, followed by the teacher's record of one student's
reading performance.
stretch _________
recess _________
drape _________
settlement [sĕt' lĕm ĕnt']
safety [săf' ət ē']
deadline _________
begin _________
influenced [ ĭn flŭnkt']
opposite [ō' pō sīt']
disagreement [dī' săg' rē mĕnt]

Examinee Task
Based on your analysis of the assessment evidence provided, write a response in which you:
1. identify one important need demonstrated by this student in the area of word analysis;
2. describe an instructional strategy or activity to address this need; and
3. explain why the instructional strategy or activity you described would be effective for this purpose,
citing evidence from the student's performance to support your response.

Back 63

ASSIGNMENT C/DOMAIN 2
Sample Response for Assignment C—Domain 2

One need demonstrated by this student is difficulty using structural analysis to decode
multisyllabic words. For example, the student doesn't seem to recognize roots (e.g., safe,
settle, agree) and affixes (e.g., -ty, -ment, dis-) in words that contain multiple
morphemes, so the student makes syllable breaks in the middle of morphemes (e.g.,
pronouncing "safety" as [săf-ət-ē].

One strategy that would help the student would be using explicit instruction to promote
the student's automatic recognition of common affixes. For example, to build automatic
recognition of the prefix dis-, the teacher should have the student practice reading it in
isolation in short lists, in which several instances of dis- appear with affixes the student
has already mastered. Next, the student practices reading dis- in word-reading exercises
using short, decodable words (e.g., dislike, discard). The teacher gradually introduces
increasingly complex words and short passage-reading exercises containing the target
affix. The teacher repeats this strategy to teach other affixes the student doesn't
recognize automatically and to reinforce affixes recently taught by including them among
the mastered affixes in the exercises.
This strategy would be effective in addressing the student's need because automatic
recognition of affixes will help the student decode multisyllabic words that contain
multiple morphemes, including helping the student distinguish a word's root. The strategy
provides ample practice and reinforcement reading target affixes in increasingly complex
contexts.


Evaluation of Sample Response
This assignment assesses one or more competencies in Domain 2. The response fulfills the purpose of the assignment
by accurately identifying a need demonstrated by the student in word analysis, describing an effective strategy for
addressing this need, and explaining why the strategy would be effective. The writer demonstrates an accurate
understanding of structural analysis and related terminology (e.g., morphemes) and also describes effective procedures
for promoting automatic recognition of a target affix. The writer offers strong support for the response by providing
appropriate, accurate details and an accurate rationale explaining why the described instructional strategy would be
effective.

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ASSIGNMENT D

Record your written response to Assignment D on the Assignment D Response Sheet on pages 9 and 10 of
the Answer Document. The length of your response is limited to the lined space available on the two-page
Assignment D Response Sheet.

You are to prepare a written response of approximately 150–300 words to
Assignment D.

Use the information below to complete the exercise that follows.

A first-grade teacher is assessing a student's reading comprehension of a story that he reads fluently and
accurately by having the student retell the story. The story is printed below.

Pam is at school. She plays a new game called "Red Light Green Light." A girl tells her how to
play the game.

First, Pam has to run as fast as she can. She likes to run. When she runs fast she
can feel the wind on her face.

Next, the girl says, "Red light!" Pam has to stop. She must stand
still.

Then the girl says, "Green light!" Now, Pam can run again. She runs fast.

Pam likes the new
game. She wants to play it with her friend Rosa after school.

After the student reads the story, the teacher asks him to "tell me the story in your own words."

Printed
below is the student's oral response.

It's a story about some girls. One girl is named Pam. She doesn't know how to cross the street.

The teacher then asks a targeted question to try to prompt the student to elaborate on his response. Below
is the student's response to the question, "How do you know that Pam needs to learn about crossing the
street? Tell me as much as you can remember."

Because she doesn't even know about red lights and green lights. How red is for stop and green is
for go. I think she's a little kid. And this other girl bosses her around. Pam wants to run in the
wind, but the other girl makes her stop. She yells, "Red light!" and then Pam stops. I think the
other girl tells her about crossing the street when the cars stop. So, she learns about it.

The teacher completes the assessment by asking the student, "What else do you think Pam will do?"

The
student responds:
Maybe Pam will tell the girl to stop bossing her around.

Examinee Task
Using your knowledge of reading comprehension, write a response in which you:
1. identify one reading comprehension need demonstrated by this student;

2. describe an instructional strategy or activity to help address this need; and

3. explain why the strategy or activity you described would be effective for this purpose.

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ASSIGNMENT D/DOMAIN 5
Sample Response for Assignment D—Domain 5

The student demonstrated difficulty with literal comprehension, which led to his making
incorrect inferences. Since the student read the story aloud “fluently and accurately,” his
difficulty is probably not caused by inaccurate decoding or lack of fluency but rather by a
lack of attention to what he was reading. Therefore, the first thing I would do is have
the student reread the story.
If after rereading the student still misses the main idea (that the girls are playing a
game), I would use think-aloud and modeling to teach self-questioning as a comprehension
strategy. To begin, I'd read aloud the first couple lines of the story, pausing periodically
to ask a few questions, which I'd answer myself. Since the student's primary difficulty is
with literal comprehension, I would focus on literal questions (e.g., Where is Pam? What is
she doing? Who is she with?). Then, as I continue reading and questioning, I’d have the
student answer my questions. Finally, I’d encourage him to continue reading while I help
him ask and answer his own questions. As a follow-up, I’d have him practice this selfquestioning
strategy out loud with other passages while I monitored him.
This strategy would be effective in improving the student's literal comprehension because
it models and reinforces a technique he can use to monitor his own literal understanding
as he reads.

Evaluation of Sample Response
This assignment assesses one or more competencies in Domain 5. The response fulfills the purpose of the assignment
by discussing the student's reading need in literal comprehension, describing an effective strategy for addressing the
student's need by promoting his use of self-questioning during reading, and explaining why this approach would
enhance the student's comprehension. The writer accurately identifies the student's literal comprehension need,
as well as consequences of that need (incorrect inferences). The writer also demonstrates understanding of the
interrelationships between decoding, fluency, and comprehension and that rereading a text enhances a student's fluency
and comprehension with respect to that text. The writer then goes on to demonstrate knowledge of an effective
strategy for enhancing the student's literal comprehension by using think-aloud and guided practice to promote his use
of self-questioning. The writer supports the response with relevant, accurate details (e.g., regarding types of questions
to use when modeling self-questioning for literal comprehension, the importance of giving the student follow-up
activities for practice) and a clear rationale explaining why the strategy described can be expected to improve the
student's literal comprehension.

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ASSIGNMENT E
CASE STUDY

Record your written response to the case study in the Case Study Response Booklet. Your response is
limited to the lined space available in the four-page Case Study Response Booklet.

You are to prepare a written
response of approximately 300–600 words to Assignment E.

This case study focuses on a student named Isabel, who is eight years old. Her primary language is
English. The documents on the following pages describe Isabel's reading performance at the beginning
of third grade. Using these materials, write a response in which you apply your knowledge of reading
assessment and instruction to analyze this case study. Your response should include three parts:

1. identify three of Isabel's important reading strengths and/or needs at this point in the school year,
citing evidence from the documents to support your observations;

2. describe two specific instructional strategies and/or activities designed to foster Isabel's literacy
development for the remainder of the school year by addressing the needs and/or building on the
strengths you identified; and

3. explain how each strategy/activity you describe would promote Isabel's reading proficiency.

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ASSIGNMENT E/CASE STUDY
Sample Response for Assignment E—Case Study

Isabel's most important reading strength is that she appears to be a good decoder, as
indicated by her performance on the Informal Reading Assessment (IRA) and the oral
reading fluency (ORF) assessment, which was mentioned in the Teacher Notes. She
accurately decoded all the words in the IRA, making only one minor deletion, and her
accuracy on the ORF was 97%. She made short pauses on both assessments before highfrequency
irregular words (e.g., thought) and low-frequency words (e.g., quilt, climbed,
prairie, Oregon); however, her oral reading rate of 70 wcpm suggests that her fluency (at
least in terms of accuracy and rate), is not an issue at this time.
Isabel's lack of understanding of

Sarah's sadness suggests a weakness in inferential
comprehension. While she demonstrates good literal recall (e.g., Sarah's family came from
New York and was going to Oregon, Sarah had a little sister, Sarah was tired), Isabel
needs to consider details more carefully so that she can better understand why
characters in stories behave and think as they do. On her reading survey, she indicated
that she "sometimes" enjoys reading and that she doesn't often read for fun. This may
be because she is not inferring much meaning.
Isabel also needs to increase her vocabulary and understanding of multiple-meaning
words. She was able to think of an additional meaning for only two of six words on the
informal skill assessment. A general weakness in vocabulary knowledge could be another
factor contributing to her minimal enjoyment in reading, which has led to the limited
amount and breadth of her independent reading. Unfortunately, if her independent
reading continues to be so limited, this will only continue to inhibit her vocabulary growth.

One instructional strategy to improve Isabel's comprehension would be to teach her to
use information from the text to better understand character motives. I would teach
her to refer to the text for details to analyze a character's actions and to better
understand their motives and feelings. For example, when Isabel bases her inference about why Sarah's crying on a personal experience (Isabel's brother cries when he's tired)
rather than on something she read in the story, I would urge her to go back to the text
to look for evidence and, if necessary, I'd direct her to the lines in which Sarah talks
about the picnics under the maple with her grandma and wonders if she'll ever see that
tree again. By teaching Isabel to refer to the text to find support for her answers, I
would be developing her inferential comprehension skills. She would learn to base
inferences on evidence from the text.

A second strategy would be to help Isabel increase her understanding of vocabulary,
focusing first on words with multiple meanings. Beginning with the words that Isabel
had difficulty with on the Informal Skill Assessment (i.e., rose, rock, play, and beat), I
would show her sentences that illustrated other meanings of each word (e.g., The man
beat the rug with a stick. Beat it! I beat two eggs into the cake batter.). I'd have her
read the sentences and determine the word's meaning in each sentence. After
analyzing a given sentence, I'd ask her to think of her own sentence that used the word
in the same way. These activities would expand Isabel's vocabulary knowledge, which would
increase her comprehension of text.

Evaluation of Sample Response

This assignment assesses content related to the five domains of the RICA Content Specifications. The response fulfills
the purpose of the assignment by identifying one of Isabel's reading strengths (i.e., decoding accuracy) and two reading
needs (i.e., inferential comprehension and vocabulary), discussing two strategies that should enhance Isabel's literacy
development in light of her current performance (i.e., instruction in inferential comprehension and understanding
multiple-meaning words), and explaining how these strategies can be expected to benefit Isabel. The writer accurately
interprets Isabel's performance (as indicated in various case study documents) and demonstrates a solid grasp of current
reading pedagogy by describing instructional strategies that are likely to improve Isabel's reading skills. Strong
supporting evidence is found in the response's inclusion of accurate and appropriate details and explanations and in
the inclusion of an accurate rationale explaining the probable benefits of each of the two strategies described.

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Define: Fictional Narrative

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More narrowly defined, it is the fiction-writing mode whereby the narrator communicates directly to the reader.

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Define: Language Structure

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Language Structure:

Linguists study the semantics and the grammar of languages to gain an understanding of the structure.

Phonemes are the basic sounds that all languages are built on.

The next level of language structure is morphemes which are the smallest units of meaning in a language.Phonological rules allow only certain combinations of phonemes to be used in word construction.

Each language has a set of rules for making words and sentences.

Sentence structure is studied by looking at noun and verb phrases seperately and then dividing the phrases further.