Edward Anaya
Quiz by , created more than 1 year ago

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
Created by Edward Anaya over 4 years ago
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TEA Teacher Knowledge Skills Survey Form A

Question 1 of 31

1

What does morphemic analysis help students do?

Select one of the following:

  • identify letter-sound correspondence

  • blend speech sounds

  • examine words for meaningful parts

  • separate syllables into onset and rimes

Explanation

Question 2 of 31

1

How many phonemes are in the word box?

Select one of the following:

  • 1

  • 2

  • 3

  • 4

Explanation

Question 3 of 31

1

What is a requirement of a syllable?

Select one of the following:

  • 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

Explanation

Question 4 of 31

1

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

Select one of the following:

  • highly frequent words

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

  • decodable words

  • word meanings

Explanation

Question 5 of 31

1

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

Select one of the following:

  • when

  • does

  • were

  • said

Explanation

Question 6 of 31

1

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

Select one of the following:

  • if

  • beautiful

  • find

  • ceiling

Explanation

Question 7 of 31

1

How should writing lessons be explicitly taught?

Select one of the following:

  • 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

Explanation

Question 8 of 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?

Select one of the following:

  • time, make, cube, done

  • lake, breathe, raise, fate

  • brake, use, hope, shine

  • tree, lie, blue, toe

Explanation

Question 9 of 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?

Select one of the following:

  • 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

Explanation

Question 10 of 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?

Select one of the following:

  • 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

Explanation

Question 11 of 31

1

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

Select one of the following:

  • 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

Explanation

Question 12 of 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?

Select one of the following:

  • hopping, running, sending, getting

  • hoping, buying, caring, baking

  • seeing, letting, liking, carrying

  • all of the word sets are useful for this purpose

Explanation

Question 13 of 31

1

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

Select one of the following:

  • 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

Explanation

Question 14 of 31

1

Why is metacognition important in reading comprehension?

Select one of the following:

  • 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

Explanation

Question 15 of 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?

Select one of the following:

  • 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

Explanation

Question 16 of 31

1

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

Select one of the following:

  • phonics

  • phonemics

  • orthography

  • phonetics

Explanation

Question 17 of 31

1

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

Select one of the following:

  • coat

  • hot

  • rah

  • low

Explanation

Question 18 of 31

1

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

Select one of the following:

  • sequencing the events of the story

  • the most important parts of the story

  • the details of the story

  • the characters in the story

Explanation

Question 19 of 31

1

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

Select one of the following:

  • independent silent reading

  • doing a think aloud

  • sounding out difficult words

  • looking up words in a dictionary

Explanation

Question 20 of 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?

Select one of the following:

  • 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

Explanation

Question 21 of 31

1

Which word(s) is/are phonetically irregular?

Select one of the following:

  • done

  • give

  • peach

  • a & b

Explanation

Question 22 of 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?

Select one of the following:

  • predictable text with repetitious phrases

  • authentic text from children's literature

  • text with a high percentage of selected decodable words

  • none of the above

Explanation

Question 23 of 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?

Select one of the following:

  • structural analysis

  • analyze the meaning of the word parts

  • syllabication

  • chunking the word

Explanation

Question 24 of 31

1

What is the difference between sight words and vocabulary words?

Select one of the following:

  • 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

Explanation

Question 25 of 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?

Select one of the following:

  • choral reading

  • text comprehension

  • fluency development

  • automatic word recognition

Explanation

Question 26 of 31

1

How many morphemes are in the word "unhappiness"?

Select one of the following:

  • 2

  • 3

  • 4

  • 5

Explanation

Question 27 of 31

1

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

Select one of the following:

  • 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

Explanation

Question 28 of 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:

Select one of the following:

  • prewriting

  • drafting

  • revising

  • editing

Explanation

Question 29 of 31

1

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

Select one of the following:

  • recognized at sight

  • encountered several times

  • included in the student's oral vocabulary

  • also defined by context clues

Explanation

Question 30 of 31

1

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

Select one of the following:

  • shease

  • toyn

  • squive

  • clow

Explanation

Question 31 of 31

1

What can sentence combining help students learn to do?

Select one of the following:

  • question the text

  • correct grammatical errors

  • form complex sentence structures

  • analyze word structure

Explanation

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