SCIENCE OF TEACHING READING (293) ALL
ANSWERS 100% CORRECT SPRING FALL-2026
SOLUTION RATED
GRADE A+
Based upon skills delineated in the ELAR TEKS, which of the following best represents
appropriate learning objectives for the recognition and analysis of plot within a literary text? -
Grade 1Students will describe the main events, the problem, and the resolution in a story that is
read aloud.
Grade 3Students will analyze the sequence of events, the conflict, and the resolution ina story.
Grade 5Students will analyze the rising action, climax, falling action, and resolution in astory.
A first-grade teacher plans a small group activity in which students will use their knowledge of
letter-sound knowledge to make words. The teacher prepares letter cardsusing letters (p, n, a, t,
s, l) preprinted on cardstock and cut apart. During the small group lesson the teacher gives each
student a set of cards. The teacher has the students name each letter and its sound as a review.
Then the teacher guides the students to make the word "sat" by moving the letter cards together.
The students are then directed to make new words based on the directions theteacher gives. For
example, "Change one sound in the word "sat" to make it say "sap". Students make a variety of
words using the letters supplied by changing, removing, or rearranging the letters as necessary
according to the teacher's directions. Each time a new word is made, the students sound out and
pronounce the new word.In order for themaking-words activity to successfully enhance the
students' graphophonemic knowledge and word recognition, it is important that the teacher does
which of the following? - Carefully control the words students are asked to make by only
including words that are spelled with letter-sound correspondences that students have been
taught.
A sixth-grade teacher has assigned a novel study to the students in second period. Thestudents
were placed in cooperative groups of 5 and assigned a novel written by the same author. Each
group is expected to read and discuss the assigned novel.
The students in each cooperative group are expected to discuss the book they had been
assigned. The goal of discussion, as an instructional strategy, is which of the following? -
Student-led discussions help students understand and interpret literature.
A kindergarten teacher has planned the following activity to reinforce students' ability to
distinguish the initial sound in words.
The teacher prepared a brown paper bag filled with small objects. In small groups, the students
take turns drawing an object from the bag. Each student names the object andits initial sound
(e.g. I have a pencil. The first sound is /p/. I have a fork. The first sound is /f/). What would be
the most appropriate scaffolding for an English learner who is having difficulty identifying
objects and the initial sounds? - The teacher names all the objects in the bag before having the
student participate in the task.
A sixth-grade teacher has assigned a novel study to the students in second period. Thestudents
were placed in cooperative groups of 5 and assigned a novel written by the same author. Each
group is expected to read and discuss the assigned novel.
,Based on the above scenario, the teacher chose cooperative groups as an approach toreading
instruction. Which of the following is most likely the rationale for this choice? - Cooperative
learning is linked to increased reader motivation and comprehension.
A fourth-grade teacher wants to ensure that the classroom reading environment supports content-
area learning for the English Language Learners in class. Which of thefollowing strategies is
likely to be most effective in addressing this objective? - Making available in the classroom
library texts at various levels that supplement and reinforce the information presented in
students' textbooks.
A principal analyses scores for a reading assessment used by primary reading teachers. Through
analyses, the principal finds that the scores are very inconsistent
throughout the classrooms. Which of the following questions should the principal askabout
the assessment? - Are the scores reliable?
Maria writes "trk" for the word truck. When considering the developmental stages ofspelling,
Maria uses — - semiphonetic spelling.
In a parent/teacher conference, a second-grade teacher discussed several ways fluencycould be
promoted at home. Which of the following strategies would best help build fluency at home? - A
parent could encourage a child to read engaging, grade-level material multiple times.
,When creating lesson plans to promote specific reading skills, a fourth grade teachershould
make sure — - the targeted reading skills relate to an appropriate instructionalprogression and
reflect students' needs.
A fifth grade teacher would like her class to complete a book report using a variety ofmedia
tools. Each student had to create a book trailer using technology, including pictures, video,
audio, and text. The teacher used technology to — - communicate a message through
language, medium, and presentation.
An elementary teacher regularly makes use of flexible, heterogeneous grouping forliteracy
centers and homogeneous grouping for guided reading. Heterogeneous grouping is most likely
to benefit the students in what way? - Mixed groups allow students to help scaffold learning
among peers.
Which of the following types of assessment would provide the most information about a
student's decoding ability and other word analysis skills? - a miscue analysis
Students in a fourth grade class work in groups to develop a list of spelling words thatfocuses on
homophones. Which of the following word pairs best represents this concept? - sight and site
A teacher plans to assess a student's comprehension of a short story through oral retelling. After
the student silently reads the story, the teacher will prompt the student's retelling by asking
open-ended questions. To prepare for this assessment the teacher reads the story carefully and
composes the questions. Which of the following additionalsteps would be most helpful for the
teacher to take before the retelling activity begins? -Prepare a checklist of the key elements that
an effective retelling of this story should include.
A first grade teacher is preparing a list of words for her students to learn as sight words. Which
of the following pair of words would be most appropriate for that list? - threw andeight
A middle school teacher uses a knowledge rating chart to informally assess vocabulary
knowledge. Students self-assess their knowledge of the words before and after the vocabulary
study. If students know the word, they should be able to use it correctly. If they have heard of
it, they may or may not understand the word well. If they don't knowit, this is a word absent
from their vocabulary. Illustrated below is one students self- assessment. - evaluate their own
understanding of words and to monitor their vocabulary growth.
A fourth grade teacher sets aside time each week for her students to check out booksfrom the
school library. In the conversation shown below, the teacher is circulating among his students in
the library, talking with them about their selections.
Teacher: This book cover looks interesting. Why did you choose this book, Caleb?Caleb: It's
just for fun.
Teacher: So, you're reading for enjoyment. (Turns to another student at the table.) Howabout
3
, you, Velma? Why did you choose this book about crocodiles?
Velma: I need to find out more about crocodiles for my research project.
Teacher: You're reading for information. (Turns to another student at the table.) I seeyour book
is about France, Rodrigo. Did you choose it to help you with a research project?
Rodrigo: No. My sister is going to Paris for an exchange program. I wanted to find outwhat
Paris is like.
Teacher: Sounds like you're reading to learn about the world.
4
ANSWERS 100% CORRECT SPRING FALL-2026
SOLUTION RATED
GRADE A+
Based upon skills delineated in the ELAR TEKS, which of the following best represents
appropriate learning objectives for the recognition and analysis of plot within a literary text? -
Grade 1Students will describe the main events, the problem, and the resolution in a story that is
read aloud.
Grade 3Students will analyze the sequence of events, the conflict, and the resolution ina story.
Grade 5Students will analyze the rising action, climax, falling action, and resolution in astory.
A first-grade teacher plans a small group activity in which students will use their knowledge of
letter-sound knowledge to make words. The teacher prepares letter cardsusing letters (p, n, a, t,
s, l) preprinted on cardstock and cut apart. During the small group lesson the teacher gives each
student a set of cards. The teacher has the students name each letter and its sound as a review.
Then the teacher guides the students to make the word "sat" by moving the letter cards together.
The students are then directed to make new words based on the directions theteacher gives. For
example, "Change one sound in the word "sat" to make it say "sap". Students make a variety of
words using the letters supplied by changing, removing, or rearranging the letters as necessary
according to the teacher's directions. Each time a new word is made, the students sound out and
pronounce the new word.In order for themaking-words activity to successfully enhance the
students' graphophonemic knowledge and word recognition, it is important that the teacher does
which of the following? - Carefully control the words students are asked to make by only
including words that are spelled with letter-sound correspondences that students have been
taught.
A sixth-grade teacher has assigned a novel study to the students in second period. Thestudents
were placed in cooperative groups of 5 and assigned a novel written by the same author. Each
group is expected to read and discuss the assigned novel.
The students in each cooperative group are expected to discuss the book they had been
assigned. The goal of discussion, as an instructional strategy, is which of the following? -
Student-led discussions help students understand and interpret literature.
A kindergarten teacher has planned the following activity to reinforce students' ability to
distinguish the initial sound in words.
The teacher prepared a brown paper bag filled with small objects. In small groups, the students
take turns drawing an object from the bag. Each student names the object andits initial sound
(e.g. I have a pencil. The first sound is /p/. I have a fork. The first sound is /f/). What would be
the most appropriate scaffolding for an English learner who is having difficulty identifying
objects and the initial sounds? - The teacher names all the objects in the bag before having the
student participate in the task.
A sixth-grade teacher has assigned a novel study to the students in second period. Thestudents
were placed in cooperative groups of 5 and assigned a novel written by the same author. Each
group is expected to read and discuss the assigned novel.
,Based on the above scenario, the teacher chose cooperative groups as an approach toreading
instruction. Which of the following is most likely the rationale for this choice? - Cooperative
learning is linked to increased reader motivation and comprehension.
A fourth-grade teacher wants to ensure that the classroom reading environment supports content-
area learning for the English Language Learners in class. Which of thefollowing strategies is
likely to be most effective in addressing this objective? - Making available in the classroom
library texts at various levels that supplement and reinforce the information presented in
students' textbooks.
A principal analyses scores for a reading assessment used by primary reading teachers. Through
analyses, the principal finds that the scores are very inconsistent
throughout the classrooms. Which of the following questions should the principal askabout
the assessment? - Are the scores reliable?
Maria writes "trk" for the word truck. When considering the developmental stages ofspelling,
Maria uses — - semiphonetic spelling.
In a parent/teacher conference, a second-grade teacher discussed several ways fluencycould be
promoted at home. Which of the following strategies would best help build fluency at home? - A
parent could encourage a child to read engaging, grade-level material multiple times.
,When creating lesson plans to promote specific reading skills, a fourth grade teachershould
make sure — - the targeted reading skills relate to an appropriate instructionalprogression and
reflect students' needs.
A fifth grade teacher would like her class to complete a book report using a variety ofmedia
tools. Each student had to create a book trailer using technology, including pictures, video,
audio, and text. The teacher used technology to — - communicate a message through
language, medium, and presentation.
An elementary teacher regularly makes use of flexible, heterogeneous grouping forliteracy
centers and homogeneous grouping for guided reading. Heterogeneous grouping is most likely
to benefit the students in what way? - Mixed groups allow students to help scaffold learning
among peers.
Which of the following types of assessment would provide the most information about a
student's decoding ability and other word analysis skills? - a miscue analysis
Students in a fourth grade class work in groups to develop a list of spelling words thatfocuses on
homophones. Which of the following word pairs best represents this concept? - sight and site
A teacher plans to assess a student's comprehension of a short story through oral retelling. After
the student silently reads the story, the teacher will prompt the student's retelling by asking
open-ended questions. To prepare for this assessment the teacher reads the story carefully and
composes the questions. Which of the following additionalsteps would be most helpful for the
teacher to take before the retelling activity begins? -Prepare a checklist of the key elements that
an effective retelling of this story should include.
A first grade teacher is preparing a list of words for her students to learn as sight words. Which
of the following pair of words would be most appropriate for that list? - threw andeight
A middle school teacher uses a knowledge rating chart to informally assess vocabulary
knowledge. Students self-assess their knowledge of the words before and after the vocabulary
study. If students know the word, they should be able to use it correctly. If they have heard of
it, they may or may not understand the word well. If they don't knowit, this is a word absent
from their vocabulary. Illustrated below is one students self- assessment. - evaluate their own
understanding of words and to monitor their vocabulary growth.
A fourth grade teacher sets aside time each week for her students to check out booksfrom the
school library. In the conversation shown below, the teacher is circulating among his students in
the library, talking with them about their selections.
Teacher: This book cover looks interesting. Why did you choose this book, Caleb?Caleb: It's
just for fun.
Teacher: So, you're reading for enjoyment. (Turns to another student at the table.) Howabout
3
, you, Velma? Why did you choose this book about crocodiles?
Velma: I need to find out more about crocodiles for my research project.
Teacher: You're reading for information. (Turns to another student at the table.) I seeyour book
is about France, Rodrigo. Did you choose it to help you with a research project?
Rodrigo: No. My sister is going to Paris for an exchange program. I wanted to find outwhat
Paris is like.
Teacher: Sounds like you're reading to learn about the world.
4
