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