Deck 1: Becoming an Effective Literacy Teacher

Question 1

Six-year-old Carmen is learning to speak English and often makes statements such as "I have a pen blue" instead of "I have a blue pen." That type of error shows that Carmen is having difficulty with the:

A) morphemic system
B) phonological system
C) semantic system
D) syntactic system

Answer 1

D

Question 2

Commercially produced reading programs which typically include a student's textbook, accompanying workbook, supplemental instructional materials, and teacher's guide are known as:

A) literature focus programs
B) expository text programs
C) basal reading programs
D) workshop programs

Answer 2

C

Question 3

Students usually feel comfortable, safe, and more willing to take risks when:

A) the classroom environment includes daily surprises
B) the classroom environment is predictable with familiar routines
C) a stimulus-response theory of learning is practiced
D) older students visit the classroom

Answer 3

B

Question 4

John McFadden has just graduated from college and will begin his first year as a teacher in September. Experienced educators have correctly told him that teachers experience the most success when they:

A) take the first several weeks of the school year to establish the classroom community
B) assume all children understand the rules on the first day of school
C) begin with a stimulus-response approach to learning
D) establish a teacher-centered classroom

Question 5

Third grade teacher Gene Brady noticed that his students had difficulty using comprehension strategies. Of the following, the most effective way for this teacher to help his students would be to:

A) ask older students to serve as tutors
B) ask students to serve as tutors for their classmates
C) provide worksheets and guided practice
D) provide minilessons and model comprehension strategies

Question 6

Theorists such as Piaget explained that students' knowledge is organized into cognitive structures or files in mental filing cabinets known as:

A) repetends
B) scaffolds
C) zones
D) schemata

Question 7

Jason could not read the Harry Potter books independently but his reading tutor found that he could easily discuss and enjoy these books if she helped him with the more difficult vocabulary and guided his comprehension. For Jason, the task of reading the Harry Potter books were:

A) within the zone of proximal development
B) beyond the zone of proximal development
C) an example of a stimulus-response task
D) at his independent level

Question 8

Theorist such as Louise Rosenblatt have explained that students don't try to figure out the author's meaning as they read; instead, they negotiate a meaning that makes sense to them based on the words they are reading and their existing knowledge. The work of these theorists reflects:

A) behaviorism
B) transactional theory
C) interactive models
D) critical literacy

Question 9

Educators who believe that learning is the result of stimulus and response actions subscribe to a theory known as:

A) Constructivism
B) Behaviorism
C) Reader Response
D) Inquiry Learning

Question 10

Texts used for guided reading instruction should be written at the students':

A) independent level
B) instructional level
C) frustration level
D) listening level

Question 11

When a class is engaged in a literature focus unit:

A) every student reads the same book
B) every student selects a book which he/she would like to read
C) the teacher reads the entire book aloud
D) only expository texts are read

Question 12

During guided reading instruction, students usually work in:

A) self-selected groupings
B) mixed-age groupings
C) heterogeneous ability groups
D) homogeneous ability groups

Question 13

The word bookcases contains:

A) one morpheme
B) two morphemes
C) three morphemes
D) four morphemes

Question 14

As a new sixth grade teacher was selecting books for his classroom library, an experienced teacher correctly advised him that students within a typical classroom:

A) all read at the same grade level
B) read at a wide range of levels
C) enjoy the same reading topics
D) prefer the same authors

Question 15

Shared writing differs from modeling because in shared writing:

A) teachers edit the students' work
B) teachers select the writing topics
C) students contribute to the writing activity
D) students work with their parents

Question 16

The zone of proximal development is:

A) the level where students have great difficulty learning
B) the level where students can work independently
C) the level between students' actual development and their potential development
D) the level where students are not successful.

Question 17

Wendy's mother taught her a few basic crochet stitches when she was eight years old. As she got older, Wendy was able to learn additional crochet stitches in process of:

A) assimilation
B) accommodation
C) schema
D) response theory

Question 18

In the English language, there are approximately:

A) 10 speech sounds
B) 44 speech sounds
C) 100 speech sounds
D) Over 500 speech sounds

Question 19

Teachers can serve as a model of fluent reading by:

A) guiding students as they complete worksheets
B) reading aloud to students
C) encouraging parents to read to their children
D) providing big books in the classroom

Question 20

When he rides the school bus, Tommy engages in casual conversation with his friends. He uses more formal language when he gives oral reports in the classroom. Tommy's ability to use appropriate language in each situation shows his understanding of the:

A) phonological system
B) syntactic system
C) pragmatic system
D) semantic system

Question 21

Teachers use informal assessment tools to monitor daily progress. List and describe three types of informal assessment tools that an elementary classroom teacher could use.

Question 22

Tommy, an eight-year-old struggling reader, attended a school with a highly phonetic instructional reading program. When his family moved to another state, he transferred to a school that implemented a balanced literacy program. Why is balanced literacy an appropriate instructional approach for struggling readers?

Question 23

Students usually have more opportunities to work independently, select their reading material, set personal schedules, and collaborate with classmates when they participate in:

A) basal reading programs
B) literature focus units
C) guided minilessons
D) reading and writing workshop

Question 24

Katia, an eight-year-old student who is an English learner, was reluctant to raise her hand to participate in whole class discussions. Her teacher was correctly advised to help Katia expand her vocabulary and gain confidence in speaking by:

A) forcing her to participate in whole class discussions
B) allowing her to write her answers instead of speaking
C) encouraging her to participate in small groups
D) encouraging Katia to draw pictures to express her thoughts

Question 25

The Common Core State Standards are organized into:

A) two strands
B) three strands
C) four strands
D) five strands

Question 26

Effective teachers use formal and informal assessment measures primarily to:

A) modify their instruction and reteach when necessary
B) rank students within a class
C) provide standardized assessment results to administrators
D) provide report card grade for parents

Question 27

The Common Core State Standards include a strand on Informational Texts because:

A) all students should read classic literature
B) knowledge of phoneme-grapheme correspondence is essential for literacy
C) students should have opportunities to construct stories
D) mature readers should be able to use nonfiction materials

Question 28

A fifth grade teacher would like to ensure that she is scaffolding her English Learners' oral language acquisition and literacy development. List and describe five ways that she can accomplish this.