Edward Anaya
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You can find the study materials on TEA or find the URL below. Here is the URL: https://tea.texas.gov/sites/default/files/The%20Teacher%20Knowledge%20of%20Early%20Literacy%20Skills%20survey.pdf

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Edward Anaya
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TEA Teacher Knowledge Skills Survey Form A

Frage 1 von 31

1

What does morphemic analysis help students do?

Wähle eine der folgenden:

  • identify letter-sound correspondence

  • blend speech sounds

  • examine words for meaningful parts

  • separate syllables into onset and rimes

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Frage 2 von 31

1

How many phonemes are in the word box?

Wähle eine der folgenden:

  • 1

  • 2

  • 3

  • 4

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Frage 3 von 31

1

What is a requirement of a syllable?

Wähle eine der folgenden:

  • it contains at least one consonant letter

  • it contains no more than one vowel letter

  • it be a pronounceable unit

  • it contains no more than one phoneme

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Frage 4 von 31

1

What is vocabulary instruction in the primary grades most concerned with teaching students?

Wähle eine der folgenden:

  • highly frequent words

  • base words and meaningful parts (e.g., prefix, suffixes)

  • decodable words

  • word meanings

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Frage 5 von 31

1

Which of the following is NOT an irregular, high frequency word?

Wähle eine der folgenden:

  • when

  • does

  • were

  • said

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Frage 6 von 31

1

If "tife" is a word, the letter "i" would probably sound like the "i" in which word?

Wähle eine der folgenden:

  • if

  • beautiful

  • find

  • ceiling

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Frage 7 von 31

1

How should writing lessons be explicitly taught?

Wähle eine der folgenden:

  • by explaining and modeling a task, skill, or strategy, and providing feedback while students write

  • by engaging students in correcting sample sentences on a daily basis

  • by explaining a task, skill, or strategy, and giving students an opportunity to practice

  • by engaging students in shared or interactive writing

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Frage 8 von 31

1

Which of the following sets of words would be best for a teacher to use when providing students with examples of words conforming to the "silent e" phonics generalization?

Wähle eine der folgenden:

  • time, make, cube, done

  • lake, breathe, raise, fate

  • brake, use, hope, shine

  • tree, lie, blue, toe

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Frage 9 von 31

1

As a teacher reads aloud to his students from a social studies text he comments aloud, "This word pioneer is in bold print so that means it is an important word," and "the chapter headings in the book can help me understand therein ideas in the book, so I will be sure to read them." The teacher is helping students improve their comprehension of informational text primarily how?

Wähle eine der folgenden:

  • teaching them how to use graphic organizers

  • modeling attention to useful features of informational text

  • improving students' recall of the details of the text

  • teaching them how to infer word meaning from context

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Frage 10 von 31

1

Two or three times each week Mrs. Hruby teaches "phonics through spelling" with her students. She pronounces words sound-by-sound as her students listen, write the appropriate letters, and then blend the letters to identify the words. Why is this activity likely to be effective?

Wähle eine der folgenden:

  • reinforces students' recognition of common spelling patterns

  • requires students to use letter-sound relationships to blend unfamiliar words

  • reviews and strengthens students' ability to recognize and blend word chunks

  • prepares students to combine letter-sound relationships with meaning-based clues

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Frage 11 von 31

1

Why are there two n's in "running"?

Wähle eine der folgenden:

  • because the base word ends in a single consonant preceded by a single vowel

  • because the final consonant is always doubled when adding -ing

  • because the letter u has many different pronunciations

  • because the consonant n is not well articulated

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Frage 12 von 31

1

Mr. Lewis' class has been learning spelling rules for adding "ing" to base words. He is looking for groups of words that illustrate the various rules to give students a complex challenge. Which of the following groups of words would be best for this purpose?

Wähle eine der folgenden:

  • hopping, running, sending, getting

  • hoping, buying, caring, baking

  • seeing, letting, liking, carrying

  • all of the word sets are useful for this purpose

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Frage 13 von 31

1

Mrs. Card wants to help her students become good spellers. Which activity should Ms. Card do?

Wähle eine der folgenden:

  • pronounce a word and have students write each sound

  • display letter cards and have students pronounce the sounds

  • say each sound of a word and have students say the word

  • ask students whether pairs of spoken words rhyme

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Frage 14 von 31

1

Why is metacognition important in reading comprehension?

Wähle eine der folgenden:

  • it helps students to monitor their own comprehension

  • it makes the teacher aware of when the students are experiencing difficulty during reading

  • it prompts students to create mental images

  • it causes automatic processing of the text so that students can make meaning of the text

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Frage 15 von 31

1

Teachers often read texts aloud as students follow along before the students try to read the text themselves. Which of the following is the best reason why teachers might do this?

Wähle eine der folgenden:

  • to teach comprehension strategies directly

  • to model their expert decoding skills to students

  • it prompts students to create mental images

  • it causes automatic processing of the text so that students can make meaning of the text

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Frage 16 von 31

1

What is a reading method that focuses on teaching the application of phonemes to letters called?

Wähle eine der folgenden:

  • phonics

  • phonemics

  • orthography

  • phonetics

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Frage 17 von 31

1

What would the open syllable of the nonsense word "botem" most likely rhyme with?

Wähle eine der folgenden:

  • coat

  • hot

  • rah

  • low

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Frage 18 von 31

1

After reading a story, what should the discussion focus on in order to maximize comprehension?

Wähle eine der folgenden:

  • sequencing the events of the story

  • the most important parts of the story

  • the details of the story

  • the characters in the story

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Frage 19 von 31

1

Which of the following is an example of reading comprehension instruction that helps to promote active construction of meaning?

Wähle eine der folgenden:

  • independent silent reading

  • doing a think aloud

  • sounding out difficult words

  • looking up words in a dictionary

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Frage 20 von 31

1

What is the most important reason that oral segmentation and oral blending activities should be a part of reading instruction in the primary grades?

Wähle eine der folgenden:

  • strengthen students' fluency development through oral practice

  • help students hear and identify short and long vowel sounds

  • allow students to hear the mistakes of other students

  • give students practice with skills they will use in silent reading

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Frage 21 von 31

1

Which word(s) is/are phonetically irregular?

Wähle eine der folgenden:

  • done

  • give

  • peach

  • a & b

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Frage 22 von 31

1

Following her lesson on recognizing diphthongs in words, Mrs. Byrnes wants to provide her students with additional practice. Which type of text should she select to prove the best practice?

Wähle eine der folgenden:

  • predictable text with repetitious phrases

  • authentic text from children's literature

  • text with a high percentage of selected decodable words

  • none of the above

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Frage 23 von 31

1

Mr. Kubota teachers his grade 3 students to decode unfamiliar words by breaking words into parts such as word root, prefix, and/or suffix (e.g., un-imagine-able). Which skill is he teaching?

Wähle eine der folgenden:

  • structural analysis

  • analyze the meaning of the word parts

  • syllabication

  • chunking the word

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Frage 24 von 31

1

What is the difference between sight words and vocabulary words?

Wähle eine der folgenden:

  • sight words are learned through decoding and vocabulary words are not

  • sight words are learned on sight and vocabulary words are learned by decoding

  • sight words are related to recognition and vocabulary words are related to meaning

  • none of the above

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Frage 25 von 31

1

A teacher assigns pairs of students to reread a text aloud to each other three times. What skill will this activity strengthen most effectively?

Wähle eine der folgenden:

  • choral reading

  • text comprehension

  • fluency development

  • automatic word recognition

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Frage 26 von 31

1

How many morphemes are in the word "unhappiness"?

Wähle eine der folgenden:

  • 2

  • 3

  • 4

  • 5

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Frage 27 von 31

1

Which phonemic awareness activity would be most difficult for a student?

Wähle eine der folgenden:

  • blending phonemes into real words

  • blending onset-rime units into real words

  • deleting a phoneme and saying the word that remains

  • none of the above

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Frage 28 von 31

1

Mrs. Newswander begins a writing lesson by creating with the students a web that contains the word "said," surrounded by words like shouted, sulked, and replied. She did this to teach students:

Wähle eine der folgenden:

  • prewriting

  • drafting

  • revising

  • editing

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Frage 29 von 31

1

Decoding skills will benefit a student's understanding of text only if the words he or she decodes are what?

Wähle eine der folgenden:

  • recognized at sight

  • encountered several times

  • included in the student's oral vocabulary

  • also defined by context clues

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Frage 30 von 31

1

Which of the following is a nonsense word that does not follow English spelling patterns?

Wähle eine der folgenden:

  • shease

  • toyn

  • squive

  • clow

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Frage 31 von 31

1

What can sentence combining help students learn to do?

Wähle eine der folgenden:

  • question the text

  • correct grammatical errors

  • form complex sentence structures

  • analyze word structure

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