1. Which of the following instructional techniques would be most appropriate for building
and monitoring students’ listening skills?
a. Read a story, poem, or other piece of literature to them each day before beginning class.
b. Give pop quizzes on the day’s lessons at the end of class.
c. Preview concepts that will be introduced in class and then allow the students to answer recall-based questions verbally at the end of class.
d. Pay close attention to the students’ answers on tests when they relate to classroom discussions.
2. Mrs. Baines’ 6th-grade class is preparing for their “World Community” project in which each student selects a famous person from another country to research and report upon. The student will compile research into a written report and create a poster with interesting pictures and visual images related to that person. The students will also deliver a speech or series of quotations originally spoken by their research subject. Why would Mrs. Baines include this last portion of the project?
a. To help her students get ready for the play they will put on later in the year, practicing speaking another person’s words with expression and interest.
b. To help students connect individual identity and oral expression while thinking about the world from another person’s perspective.
c. To provide material for the listening recall and comprehension portions of the unit quizzes and tests.
d. To round out a project that is predominantly focused on reading and writing by adding a bit of speech into the requirements.
3. Which choice is most true regarding the relationship of listening skills to literacy development?
a. One of the last stages of literacy development is the honing of listening skills.
b. Once a student learns to read, it is unnecessary to practice listening comprehension.
c. Before students can become literate in any sense, they must be able to listen carefully to reading instruction.
d. Listening skills and comprehension are integral to literacy and should continue to be developed simultaneously with other literacy skills.
4. A 4th grade class will begin a unit next week in which students will be building oral language concepts through a variety of readings, projects and discussions. Which of the following genres would be most appropriate to use for reading text and class discussion?
b. Folk tale
d. Science fiction
5. Which of the following activities is most helpful in developing general literacy skills of English language-learners or other students who are not yet reading fluently?
a. Solely focus on phonetics and building knowledge of sight words; without these skills, students will never be truly literate.
b. Assign partners or “buddies,” allowing the language-learners to observe and learn from more literate classmates.
c. Allow students to participate verbally in class activities without grading or giving undue critique to reading or written work.
d. Set goals with each student during each assignment to allow them to feel a sense of accomplishment and gradually increase the level of challenge throughout the year.
6. Which of the following statements are most true regarding emergent readers?
a. Emergent readers are very well-suited for demonstrating fluent, expressive oral reading to their peers and are very confident serving as peer tutors. They show that
they are ready for this role by appearing to ‘emerge’ from literacy instruction with confidence and excitement.
b. Emergent readers benefit from instruction across all aspects of literacy acquisition, including word identification, phonics, writing, listening, and speaking; they are still in the process of acquiring language skills in all forms and may be working at varied skill levels.
c. Emergent readers learn best when given the opportunity to listen and observe other students reading and speaking. Teachers should make efforts to ask the students to observe and listen as much as possible before attempting to read and write independently.
d. Emergent readers often display very high aptitudes in other disciplines, especially Social Studies and the Sciences. They have the innate ability to connect information from one class to the next.
7. Which student listed below exhibits signs of needing special instruction due to a learning disability or delay?
a. Jenna, a 6th-grade student who pauses to sound out long words with multiple syllables, slowing her oral reading.
b. Alina, whose thick accent makes her speech very difficult to understand when reading aloud or giving presentations.
c. Gavin, a 5th-grader who often does not remember concepts he has previously learned.
d. Billy, an 8th-grade student who frequently fails to turn in writing assignments and will sometimes skip over test questions that involve writing.
8. There are some students in Mr. Everly’s class that do not speak aloud in class discussions on a regular basis. Class discussions tend to be dominated by a smaller group of more outspoken students. How should he address this circumstance?
a. No action is necessary.
b. Make a rule that each student must contribute at least once to class discussion before a student can speak a second time.
c. Verbally encourage the quieter students to speak during class time, telling them that their contributions are valuable.
d. Use group work to engage students in conversation, observing and encouraging quieter students in this context.
9. Which of the following choices is not a component of reading fluency?
d. Voice Modulation
10. If a student is reading a text aloud at an “instructional level,” he or she should:
a. Find no more than one in five questions difficult to read.
b. Find no more than one in ten questions difficult to read.
c. Comprehend the majority, if not all, of what he reads.
d. Be able to instruct or teach other students to read and understand the text