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