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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
Can reader use clues from passage to infer what's happening (read between lines or look beneath the surface)?
Inferential Comprehension
Self-Monitoring
Literal Comprehension
Engagement of Schema
2
Information that is
implied
within the text, but not directly or explicitly stated...
Literal
Indifferential
Inferential
Evaluative
3
Read the ______ info at top of page. It's easy to miss. It tells student grade level and helps review running record...
Miscue Analysis
Foreground
Analysis of Oral reading
Background
4
Express their ideas more elaborately...
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
Make Connections, inferences, Checking Predictions, finding vocab, learning characters, draw conclusions, and deducting.
During Reading
Before Reading
After Reading
Not Used
6
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)
7
Hearing and discussing a variety of literature read aloud...
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)
8
What is the obvious Weakness?
Use of Context Clues
Identification of Sight Words
Use of Phonics
Analysis of Word Structure
9
Can student repeat plot, provide characters, setting etc. stated
directly, explicitly, and/or sequentially
?
Self-Monitoring
Engagement of Schema
Literal Comprehension
Inferential Comprehension
10
The test will ask you to use your knowledge of ______________________ strategies to write your response.
Word Identification
Sound Identification
Visual Identification
Letter Identification
11
ELLs cannot achieve fluency in oral speaking before they have achieved fluency in reading.
True
False
12
dg, j, sh, th, z are not in the ____________________ language...
Chinese
German
French
Spanish
13
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)
14
Can usually re-read his or her own 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)
15
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)
16
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
17
Language experience activities...
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)
18
Going through the book, covering print and asking students what is going on based on pictures...
Noticing Structure of the text
Conducting Picture Walk
Predicting
Activating Background Knowledge
19
If student quickly reads common words (Mom, the, am) Strength, if student misreads a number of common words (weakness).
Use of Context Clues
Use of Phonics
Identification of Sight Words
Analysis of Word Structure
20
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)
21
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)
22
May recognize some words and letters in their environment or texts; but not in a different 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)
23
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)
24
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)
25
Ask student what they know about the subject of the story, if they've had similar experiences, and do they know author..
Predicting
Activating Background Knowledge
Noticing Structure of the text
Conducting Picture Walk
26
Experience with rhyming and other word play...
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)
27
A subordinate structure that provides a question and answer, which may employ any (or all) of the first four structures.
Rhetorical Questions
Question/Answer
Inferential Answers
Problem/Solution
28
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 Readers (typically first through second grade)
Early Fluent/Fluent Readers (typically second through third grade)
29
Tests on objectives containing specific conditions, outcomes, & criteria expected for satisfactory task completion...
Ongoing Reading Assessment
Cloze Procedure
Norm-Referenced Tests
Criterion-Referenced Tests
30
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)
31
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)
Early Fluent/Fluent Readers (typically second through third grade)
Emergent Readers and Writers (pre-kindergarten through first grade)
32
Show influence of the texts they have read...
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)
33
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)
34
Know that reading needs to make sense...
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)
35
What is the obvious Strength?
Use of Phonics
Analysis of Word Structure
Identification of Sight Words
Use of Context Clues
36
Exposure to and practice with more aspects of word analysis...
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)
37
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 Phonics
Use of Context Clues
38
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)
39
b, ch, d, dg, g, o, ash, s, th, th, v, z are not in the ____________________ language...
German
French
Chinese
Spanish
40
Help the child notice the structure of the text, e.g. "Yes, this is a fairy tale."
Conducting Picture Walk
Activating Background Knowledge
Noticing Structure of the text
Predicting
41
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
42
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)
43
Does reader show evidence of activating background knowledge, use connections, and understand vocab?
Engagement of Schema
Self-Monitoring
Literal Comprehension
Inferential Comprehension
44
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)
45
What is the obvious Strength & Weakness?
Identification of Sight Words/Use of Context Clues
Use of Phonics/Identification of Sight Words
Use of Context Clues/Use of Phonics
Analysis of Word Structure/Use of Phonics
46
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)
47
Does s/he apply comprehension strategies (visualization, summarizing, synthesizing, making connections etc)?
Inferential Comprehension
Literal Comprehension
Engagement of Schema
Self-Monitoring
48
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)
49
What is the obvious weakness?
Use of Context Clues/Use of Phonics
Use of Phonics/Analysis of Word Structure
Identification of Sight Words/Use of Phonics
Analysis of Word Structure/Identification of Sight Words
50
Experience with sorting words and pictures to build letter and sound 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)
51
Continued prac. reading for meaning using various strategies: integrating cueing systems, self monitoring & correcting..
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)
52
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
53
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)
54
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)
55
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)
56
Assessment on the systematic collection of student work for evaluating changes in reading and language performance...
Running Records
Rubrics
Portfolio Assessment
Miscue Analysis
57
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 Fluent/Fluent Readers (typically second through third grade)
Early Readers (typically first through second grade)
58
Analysis of any responses (mistakes) made during oral reading that deviate from those anticipated...
Portfolio Assessment
Rubrics
Miscue Analysis
Running Records
59
The running record that allows the teacher to determine: Text difficulty, oral language, visual patterns in text, etc...
Rubrics
Running Records
Portfolio Assessment
Miscue Analysis
60
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)
61
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)
62
Informal Reading Inventories (IRIs): A compilation of graded reading selections with comprehension questions...
False
True
63
A main idea supported by details, which must be in a particular order.
Compare/Contrast
Cause and Effect
Chronological/Sequential/ Temporal
Descriptive/Enumerative
64
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)
Emergent Readers and Writers (pre-kindergarten through first grade)
Early Readers (typically first through second grade)
65
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
66
What is the obvious Strength & Weakness?
Use of Phonics/Identification of Sight Words
Analysis of Word Structure/Use of Phonics
Use of Context Clues/Use of Phonics
Identification of Sight Words/Use of Context Clues
67
Understand that books have exact and unchanging messages carried by print as well as pictures...
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)
68
ELLs' self-consciousness about accents & errors can affect their fluency, especially if they are asked to read out loud.
True
False
69
These are factual materials for science, social studies, and other content areas, as well as “concept books” for ELL's.
Informational/Expository Texts
Fictional Texts
Persuasive Texts
Argumentative Texts
70
The supporting details of two or more main ideas indicate how those concepts are similar or different.
Cause and Effect
Compare/Contrast
Descriptive/Enumerative
Chronological/Sequential/ Temporal
71
What are the 4 types of Word Identifications?
Use of Names, Spelling, Grammar, and Punctuation
Facts, Opinions, Truth, and Lies
Use of Listening Skills, Verbal Skills, Alphabet Skills, and Reading Skills
Use of Phonics, Analysis of Word Structure, Context Clues, and Sight Words
72
Score predictions, Retell (setting, characters, events), Summarize, Identify New Ideas & learning skills from the story.
Not Used
Before Reading
During Reading
After Reading
73
Guidance and practice with specific comprehension strategies...
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)
74
Assessment made on a regular basis through a variety of means, both formal and informal.
Criterion-Referenced Tests
Cloze Procedure
Norm-Referenced Tests
Ongoing Reading Assessment
75
You will be asked to identify ____________ in their running record; use several examples from text to support your work.
One Grammatical Error
One Strength and One Weakness
One Misspelled Word
One Noun and One Verb
76
ch, ee, j, ng, oo, th, th are not in the ____________________ language...
German
Chinese
Spanish
French
77
Supporting details give the causes of a main idea or the supporting details are the results produced by the main idea...
Compare/Contrast
Descriptive/Enumerative
Cause and Effect
Chronological/Sequential/ Temporal
78
As you read _____________ note type of miscues the student makes; the T-chart below helps to identify miscue trends...
IEP
Running Record
Foreground
Behavioral Analysis
79
Increase their use of punctuation...
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
A set of scoring guidelines for evaluating student work.
Miscue Analysis
Rubrics
Portfolio Assessment
Running Records
81
May know some letter names and some letter sound associations...
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)
82
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)
83
Can recognize, by sight, a small but growing store of words in different contexts...
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)
84
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)
85
The reader needs to use information from the text and their own world experiences to form a judgment.
Literal
Evaluative
Indifferential
Inferential
86
Practice building accuracy, fluency, 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)
87
What is the obvious weakness?
Identification of Sight Words
Use of Phonics
Analysis of Word Structure
Use of Context Clues
88
Use pictures, story patterns, context and memory of some words as well as some phonics to make sense of print...
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
Encouragement to experiment with 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)
90
What is the obvious weakness?
Use of Phonics
Identification of Sight Words
Analysis of Word Structure
Use of Context Clues
91
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
Use of Context Clues
Analysis of Word Structure
92
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)
93
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)
94
Provides information on how well a student performs in comparison to an external reference group or norm group.
Ongoing Reading Assessment
Criterion-Referenced Tests
Norm-Referenced Tests
Cloze Procedure
95
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)
96
A major idea supported by a list of details or examples, which may occur in any order
Compare/Contrast
Chronological/Sequential/ Temporal
Cause and Effect
Descriptive/Enumerative
97
Can student repeat plot, provide characters, setting etc. stated
directly, explicitly, and/or sequentially
?
Inferential Comprehension
Self-Monitoring
Literal Comprehension
Engagement of Schema
98
A versatile, informal instrument used in determining a student’s reading level, context while reading, and Vocab level..
Criterion-Referenced Tests
Norm-Referenced Tests
Cloze Procedure
Ongoing Reading Assessment
99
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)
100
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)
