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