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