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Foundations of Reading Test Part 2 Flashcards | StudBud
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Foundations of Reading Test Part 2
Foundations of Reading Test Part 2
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Questions that will help you pass the FORT...
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1
Guidance and practice with specific comprehension strategies...
Early Fluent/Fluent Readers (typically second through third grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
2
Seeing reading and writing modeled through listening to good stories and seeing others write meaningful messages...
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Fluent/Fluent Readers (typically second through third grade)
3
b, ch, d, dg, g, o, ash, s, th, th, v, z are not in the ____________________ language...
Spanish
Chinese
German
French
4
Know that reading needs to make sense...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
5
Can write some letters, usually those in their own names...
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Fluent/Fluent Readers (typically second through third grade)
6
Help the child notice the structure of the text, e.g. "Yes, this is a fairy tale."
Predicting
Activating Background Knowledge
Noticing Structure of the text
Conducting Picture Walk
7
Include more sounds/letters in spelling, especially initial or final consonants; may write some whole words or parts...
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
8
Can student repeat plot, provide characters, setting etc. stated
directly, explicitly, and/or sequentially
?
Engagement of Schema
Inferential Comprehension
Literal Comprehension
Self-Monitoring
9
Know the meaning of some punctuation (capitals and periods), but may not use consistently in writing and reading...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
10
Does s/he apply comprehension strategies (visualization, summarizing, synthesizing, making connections etc)?
Engagement of Schema
Literal Comprehension
Inferential Comprehension
Self-Monitoring
11
Experience with rhyming and other word play...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
12
Continued opportunities to read and discuss a variety of increasingly challenging and personally meaningful texts...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
13
What is the obvious weakness?
Use of Context Clues/Use of Phonics
Identification of Sight Words/Use of Phonics
Use of Phonics/Analysis of Word Structure
Analysis of Word Structure/Identification of Sight Words
14
The supporting details of two or more main ideas indicate how those concepts are similar or different.
Chronological/Sequential/ Temporal
Compare/Contrast
Descriptive/Enumerative
Cause and Effect
15
Games and activates to build phonemic awareness...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
16
Assessment made on a regular basis through a variety of means, both formal and informal.
Norm-Referenced Tests
Cloze Procedure
Criterion-Referenced Tests
Ongoing Reading Assessment
17
Can student repeat plot, provide characters, setting etc. stated
directly, explicitly, and/or sequentially
?
Literal Comprehension
Inferential Comprehension
Engagement of Schema
Self-Monitoring
18
Hearing and discussing a variety of literature read aloud...
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
19
Use spaces between words, but not consistently...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
20
The reader needs to use information from the text and their own world experiences to form a judgment.
Evaluative
Indifferential
Literal
Inferential
21
Practice reading silently...
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
22
A major idea supported by a list of details or examples, which may occur in any order
Cause and Effect
Compare/Contrast
Descriptive/Enumerative
Chronological/Sequential/ Temporal
23
Read the ______ info at top of page. It's easy to miss. It tells student grade level and helps review running record...
Miscue Analysis
Background
Foreground
Analysis of Oral reading
24
Can identify most letters by name & can use some letter/sound knowledge(sound of the first letter) to help figure words.
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
25
Encouragement to write using invented spelling...
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Fluent/Fluent Readers (typically second through third grade)
26
Analysis of any responses (mistakes) made during oral reading that deviate from those anticipated...
Running Records
Portfolio Assessment
Rubrics
Miscue Analysis
27
Begin to match spoken words with print...
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
28
Are more attentive to print and know more print conventions...
Early Fluent/Fluent Readers (typically second through third grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
29
dg, j, sh, th, z are not in the ____________________ language...
Spanish
French
Chinese
German
30
Experience with sorting words and pictures to build letter and sound recognition...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
31
As you read _____________ note type of miscues the student makes; the T-chart below helps to identify miscue trends...
IEP
Foreground
Running Record
Behavioral Analysis
32
May make scribbles or strings of random letters with no spaces; one letter may represent a whole word...
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
33
Games, activates to consolidate voice/print match and build sight word recognition...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
34
Use pictures, story patterns, context and memory of some words as well as some phonics to make sense of print...
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
35
What is the obvious Strength & Weakness?
Use of Phonics/Identification of Sight Words
Analysis of Word Structure/Use of Phonics
Identification of Sight Words/Use of Context Clues
Use of Context Clues/Use of Phonics
36
Activities that engage students in using oral and written...
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
37
Supported practice while reading engaging, predictable books w/ pictures that clearly relate to & illustrate the story..
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Fluent/Fluent Readers (typically second through third grade)
38
Prior knowledge & experiences, Predicting what text is about based on features, visuals, text type, & setting a purpose.
Before Reading
Not Used
After Reading
During Reading
39
A versatile, informal instrument used in determining a student’s reading level, context while reading, and Vocab level..
Criterion-Referenced Tests
Cloze Procedure
Norm-Referenced Tests
Ongoing Reading Assessment
40
Recognize many words in and out of context...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
41
Continued prac. reading for meaning using various strategies: integrating cueing systems, self monitoring & correcting..
Early Fluent/Fluent Readers (typically second through third grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
42
Assessment on the systematic collection of student work for evaluating changes in reading and language performance...
Miscue Analysis
Portfolio Assessment
Running Records
Rubrics
43
Does the reader decode longer words into smaller parts (root words, syllables, affixes, and inflections)?
Use of Phonics
Analysis of Word Structure
Identification of Sight Words
Use of Context Clues
44
Make Connections, inferences, Checking Predictions, finding vocab, learning characters, draw conclusions, and deducting.
Not Used
After Reading
Before Reading
During Reading
45
You will be asked to identify ____________ in their running record; use several examples from text to support your work.
One Strength and One Weakness
One Misspelled Word
One Grammatical Error
One Noun and One Verb
46
The running record that allows the teacher to determine: Text difficulty, oral language, visual patterns in text, etc...
Miscue Analysis
Running Records
Rubrics
Portfolio Assessment
47
Information that is
implied
within the text, but not directly or explicitly stated...
Inferential
Evaluative
Literal
Indifferential
48
Express their ideas more elaborately...
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
49
What are the 4 types of Word Identifications?
Use of Listening Skills, Verbal Skills, Alphabet Skills, and Reading Skills
Use of Phonics, Analysis of Word Structure, Context Clues, and Sight Words
Facts, Opinions, Truth, and Lies
Use of Names, Spelling, Grammar, and Punctuation
50
Ask student what they know about the subject of the story, if they've had similar experiences, and do they know author..
Noticing Structure of the text
Predicting
Activating Background Knowledge
Conducting Picture Walk
51
What is the obvious Weakness?
Analysis of Word Structure
Use of Phonics
Identification of Sight Words
Use of Context Clues
52
What is the obvious weakness?
Use of Phonics
Identification of Sight Words
Analysis of Word Structure
Use of Context Clues
53
Exposure to and practice with more aspects of word analysis...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
54
Pretend read and write: they turn pages of books, invent the story using pictures and their memory of a story...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
55
May “read” or attribute meaning to his or her marks; may not be able to “re-read” these marks at a later time...
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Fluent/Fluent Readers (typically second through third grade)
56
Going through the book, covering print and asking students what is going on based on pictures...
Conducting Picture Walk
Predicting
Noticing Structure of the text
Activating Background Knowledge
57
Hearing, discussing, retelling a variety of stories read aloud...
Early Fluent/Fluent Readers (typically second through third grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
58
Tests on objectives containing specific conditions, outcomes, & criteria expected for satisfactory task completion...
Ongoing Reading Assessment
Cloze Procedure
Criterion-Referenced Tests
Norm-Referenced Tests
59
Practice building accuracy, fluency, expression...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
60
Are more comfortable with drafting, revising and editing...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
61
Understand that written language conveys messages...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
62
Encouragement to experiment with writing...
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
63
In writing may reverse some letters, and may use mostly upper case letters...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
64
How'd child use/not use phonics knowledge (knowledge of letter-sound correspondence) & phonics generalization to decode?
Identification of Sight Words
Use of Phonics
Use of Context Clues
Analysis of Word Structure
65
Use spelling that is closer to conventional spelling...
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
66
If student corrects word or replaces a word that makes sense (Strength), if replaced word doesn't make sense (Weakness).
Analysis of Word Structure
Identification of Sight Words
Use of Phonics
Use of Context Clues
67
ch, ee, j, ng, oo, th, th are not in the ____________________ language...
Spanish
French
Chinese
German
68
Modeling & explicit teaching of & practice w/ using 3 cuing systems & strategies to learn words and make sense of print.
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
69
A set of scoring guidelines for evaluating student work.
Running Records
Portfolio Assessment
Miscue Analysis
Rubrics
70
Supporting details give the causes of a main idea or the supporting details are the results produced by the main idea...
Compare/Contrast
Chronological/Sequential/ Temporal
Descriptive/Enumerative
Cause and Effect
71
These are factual materials for science, social studies, and other content areas, as well as “concept books” for ELL's.
Argumentative Texts
Fictional Texts
Informational/Expository Texts
Persuasive Texts
72
Continued exposure to shared & guided reading of pattern stories and other predictable books, with clear print and pics.
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Fluent/Fluent Readers (typically second through third grade)
73
ELLs' self-consciousness about accents & errors can affect their fluency, especially if they are asked to read out loud.
False
True
74
Can usually re-read his or her own writing...
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
75
Encouragement to continue writing with increasing support for revision and editing...
Early Fluent/Fluent Readers (typically second through third grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
76
A main idea supported by details, which must be in a particular order.
Descriptive/Enumerative
Compare/Contrast
Cause and Effect
Chronological/Sequential/ Temporal
77
Provides information on how well a student performs in comparison to an external reference group or norm group.
Criterion-Referenced Tests
Ongoing Reading Assessment
Norm-Referenced Tests
Cloze Procedure
78
Language experience activities...
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
79
ELLs cannot achieve fluency in oral speaking before they have achieved fluency in reading.
False
True
80
Informal Reading Inventories (IRIs): A compilation of graded reading selections with comprehension questions...
False
True
81
Does reader show evidence of activating background knowledge, use connections, and understand vocab?
Self-Monitoring
Engagement of Schema
Literal Comprehension
Inferential Comprehension
82
Understand that books have exact and unchanging messages carried by print as well as pictures...
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Fluent/Fluent Readers (typically second through third grade)
83
Can reader use clues from passage to infer what's happening (read between lines or look beneath the surface)?
Self-Monitoring
Literal Comprehension
Inferential Comprehension
Engagement of Schema
84
Read with increased fluency, accuracy, and expression...
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
85
A subordinate structure that provides a problem and solution, which may employ any (or all) of the preceding structures.
Rhetorical Questions
Inferential Answers
Question/Answer
Problem/Solution
86
Can apply phonics and other word analysis skills to figure out and confirm new words...
Early Fluent/Fluent Readers (typically second through third grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
87
Increase their use of punctuation...
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Fluent/Fluent Readers (typically second through third grade)
88
The test will ask you to use your knowledge of ______________________ strategies to write your response.
Sound Identification
Letter Identification
Visual Identification
Word Identification
89
What is the obvious weakness?
Use of Phonics
Use of Context Clues
Identification of Sight Words
Analysis of Word Structure
90
Can recognize, by sight, a small but growing store of words in different contexts...
Early Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
91
Has variable handwriting: may use more lower case letters, but still could be mixed with caps; may reverse some letters.
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
92
What is the obvious Strength & Weakness?
Identification of Sight Words/Use of Context Clues
Analysis of Word Structure/Use of Phonics
Use of Phonics/Identification of Sight Words
Use of Context Clues/Use of Phonics
93
If student quickly reads common words (Mom, the, am) Strength, if student misreads a number of common words (weakness).
Identification of Sight Words
Use of Context Clues
Analysis of Word Structure
Use of Phonics
94
A subordinate structure that provides a question and answer, which may employ any (or all) of the first four structures.
Question/Answer
Inferential Answers
Rhetorical Questions
Problem/Solution
95
May know some letter names and some letter sound associations...
Early Fluent/Fluent Readers (typically second through third grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
96
Score predictions, Retell (setting, characters, events), Summarize, Identify New Ideas & learning skills from the story.
Before Reading
During Reading
After Reading
Not Used
97
Examine the cover illustration (if there is one), read title of new book. Ask child to predict what it might be about...
Conducting Picture Walk
Predicting
Noticing Structure of the text
Activating Background Knowledge
98
Show influence of the texts they have read...
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
99
May recognize some words and letters in their environment or texts; but not in a different context;
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
100
What is the obvious Strength?
Identification of Sight Words
Analysis of Word Structure
Use of Context Clues
Use of Phonics
