Arkansas Foundations of Reading Test || All Questions
Answered Correctly.
Instructional strategies to promote oral language skills correct answers recommended to use
vocabulary words in context, many opportunities to listen and speak for a variety of purposes to
both peers and adults
Portfolios correct answers collection of completed student work selected by the student and the
teacher. can be used to track progress over time and check for mastery of certain skills.
Oral language development correct answers phonological skills: ability to recognize and
manipulate sounds in spoken words
syntactic skills: understanding grammatical rules and how to correctly arrange words in
sentences.
semantics: ability to understand meanings of words, phrases, sentences, and longer texts.
Morphological skills: understanding meanings of word parts
pragmatics: understanding social rules of language
dysgraphia correct answers disorder of written expression. difficulty holding pencils correctly,
forming letters, writing on lines, putting thoughts into written words, and organizing writing in
meaningful ways.
selecting appropriate texts to support the backgrounds and interests of diverse learners correct
answers teachers should consider students' reading levels and stages of reading development to
determine how much text support is needed, for emergent readers teachers should consider how
much picture support is present, how many words are printed on each page, and predictability of
text. for transitional and fluent readers, teachers should consider text complexity.
reading strategies vs. reading interventions correct answers reading strategies are methods
teachers use to help students learn reading skills. Interventions are specific plans to help students
make progress in targeted areas.
transitional stage of writing development correct answers students begin using mixture of capital
and lowercase letters appropriately. use several different punctuation marks, writing includes
broader vocabulary than when they were in the emergent stage.
texts at students' instructional reading levels correct answers texts read with 90% to 94%
accuracy, respond correctly to 70% to 89% of comprehension questions. These books present
some challenges for readers, but they can still be read without frustration
texts at students' independent reading levels correct answers texts read with 95-100% accuracy,
respond correctly to 90 to 100& of comprehension questions. These books can be read by the
students with no assistance
,analyzing and interpreting assessment data correct answers creating charts and graphs outlining
different data subsets, identify students who did not demonstrate proficiency on each standard,
track individual student performance on each standard over time.
when to respond to miscues in reading correct answers overcorrection may interfere with
confidence and reading enjoyment. Teachers should strategically choose which types of errors to
respond to during each reading session. one approach, only intervene for one error. Another
approach is to intervene only when errors effect meaning of text.
locate and identify features of expository texts correct answers feature walks, charts listing
features and functions posted in the classroom, comprehension questions that require use of text
features to answer.
learning environments supportive of cultural and linguistic differences correct answers
classrooms should incorporate culturally and linguistically diverse materials from cultures of
students. Reading materials, artwork, classroom labels, and posters are examples of diverse
materials that can be included.
activities that support reading, writing, listening, and speaking development correct answers four
main components of english language development, often used together. project-based learning
activities and performance assessments are useful for integrating these four skills.
why explicitly teach nonverbal communication skills correct answers sometimes known as body
language, works with verbal communication to convey desired messages, if used inappropriately
meaning of communication may be lost or misconstrued. nonverbal communication can be
interpreted differently based on cultures, so students should be aware of messages nonverbal
communication is sending to audiences.
syntactic cues correct answers readers use their knowledge about correct oral language structures
and the ways sentences are put together to decode and make meaning of an unknown word.
texts at students' frustration levels correct answers texts read with less than 90% accuracy,
respond correctly to less than 70% of comprehension questions. These books are considered
difficult for students to read.
flexible groupings correct answers way to differentiate instruction, more targeted instruction
based on needs of students, groups can be small or large and the students in the group change
based on needs. formal and informal assessment data can be used to group students.
david perkins' theory of learnable intelligence correct answers three types of intelligence: neural
(IQ, can't be changed), experiential (types of experiences one has), and reflective (ability to
problem solve and reason). experiential and reflective knowledge can be grown over time.
common characteristics of reading retention deficiencies correct answers difficulties
remembering what they have read, may occur due to difficulties transferring information to
short- or long-term memory or difficulties retrieving information previously stored in long term
, memory. graphic organizers can be used to help students while they read, story maps can be
used, sequencing charts, notes, and text summaries can be used.
instructional technology used to promote literacy development at home correct answers online
games and apps that can be used to practice literacy skills, digital storybooks, communication
with others using digital tools
SQ3R correct answers a study method incorporating five steps: Survey, Question, Read,
Retrieve, Review. can help students comprehend textbooks.
instructional strategies to teach word analysis skills and vocabulary to ELLs correct answers
focusing on cognates is one way to help build word analysis skills and vocabulary for ELLs.
visuals can be used that show meanings of words.
context clues to figure out meanings of unknown words correct answers teachers should
explicitly introduce students to different types of context clues, including definition, antonym,
synonym, and inference clues.
formative vs. summative assessment correct answers -formative is embedded in learning, giving
feedback, ongoing
-summative is 'high' stakes to determine progress
family members promote love of reading at home correct answers incorporate reading time into
children's lives daily. sometimes family members can read aloud to their children, have children
read aloud to them, or take turns on who reads aloud.
role reading specialists play in improving school reading curricula correct answers have access to
assessment data from multiple grade levels and time periods. can lead data analysis teams that
look for trends that may indicate gaps in their schools' reading curricula.
help readers recognize and explore meanings of unknown vocabulary words correct answers first
it's important to ID unknown vocab words, then students need to determine which words are
central to meanings of the text and worth exploring further. Then, students can be encouraged to
use strategies such as context clues, looking for known roots or affixes, or consulting
dictionaries.
specific instructional strategies to teach word analysis skills to highly proficient readers correct
answers can benefit from developing same word analysis skills as other readers, such as looking
for known parts in unfamiliar vocabulary words, breaking apart words into components, and
finding relationships between the meanings and spellings of different words.
non-contextual strategies for vocabulary development correct answers used when new
vocabulary is learned without seeing or hearing the words in context. students can be taught to
use tools such as dictionaries to define unknown words when contextual clues are not available.
can be encouraged to draw pictures to explain the word or use graphic organizers to show the
relationships among words.
Answered Correctly.
Instructional strategies to promote oral language skills correct answers recommended to use
vocabulary words in context, many opportunities to listen and speak for a variety of purposes to
both peers and adults
Portfolios correct answers collection of completed student work selected by the student and the
teacher. can be used to track progress over time and check for mastery of certain skills.
Oral language development correct answers phonological skills: ability to recognize and
manipulate sounds in spoken words
syntactic skills: understanding grammatical rules and how to correctly arrange words in
sentences.
semantics: ability to understand meanings of words, phrases, sentences, and longer texts.
Morphological skills: understanding meanings of word parts
pragmatics: understanding social rules of language
dysgraphia correct answers disorder of written expression. difficulty holding pencils correctly,
forming letters, writing on lines, putting thoughts into written words, and organizing writing in
meaningful ways.
selecting appropriate texts to support the backgrounds and interests of diverse learners correct
answers teachers should consider students' reading levels and stages of reading development to
determine how much text support is needed, for emergent readers teachers should consider how
much picture support is present, how many words are printed on each page, and predictability of
text. for transitional and fluent readers, teachers should consider text complexity.
reading strategies vs. reading interventions correct answers reading strategies are methods
teachers use to help students learn reading skills. Interventions are specific plans to help students
make progress in targeted areas.
transitional stage of writing development correct answers students begin using mixture of capital
and lowercase letters appropriately. use several different punctuation marks, writing includes
broader vocabulary than when they were in the emergent stage.
texts at students' instructional reading levels correct answers texts read with 90% to 94%
accuracy, respond correctly to 70% to 89% of comprehension questions. These books present
some challenges for readers, but they can still be read without frustration
texts at students' independent reading levels correct answers texts read with 95-100% accuracy,
respond correctly to 90 to 100& of comprehension questions. These books can be read by the
students with no assistance
,analyzing and interpreting assessment data correct answers creating charts and graphs outlining
different data subsets, identify students who did not demonstrate proficiency on each standard,
track individual student performance on each standard over time.
when to respond to miscues in reading correct answers overcorrection may interfere with
confidence and reading enjoyment. Teachers should strategically choose which types of errors to
respond to during each reading session. one approach, only intervene for one error. Another
approach is to intervene only when errors effect meaning of text.
locate and identify features of expository texts correct answers feature walks, charts listing
features and functions posted in the classroom, comprehension questions that require use of text
features to answer.
learning environments supportive of cultural and linguistic differences correct answers
classrooms should incorporate culturally and linguistically diverse materials from cultures of
students. Reading materials, artwork, classroom labels, and posters are examples of diverse
materials that can be included.
activities that support reading, writing, listening, and speaking development correct answers four
main components of english language development, often used together. project-based learning
activities and performance assessments are useful for integrating these four skills.
why explicitly teach nonverbal communication skills correct answers sometimes known as body
language, works with verbal communication to convey desired messages, if used inappropriately
meaning of communication may be lost or misconstrued. nonverbal communication can be
interpreted differently based on cultures, so students should be aware of messages nonverbal
communication is sending to audiences.
syntactic cues correct answers readers use their knowledge about correct oral language structures
and the ways sentences are put together to decode and make meaning of an unknown word.
texts at students' frustration levels correct answers texts read with less than 90% accuracy,
respond correctly to less than 70% of comprehension questions. These books are considered
difficult for students to read.
flexible groupings correct answers way to differentiate instruction, more targeted instruction
based on needs of students, groups can be small or large and the students in the group change
based on needs. formal and informal assessment data can be used to group students.
david perkins' theory of learnable intelligence correct answers three types of intelligence: neural
(IQ, can't be changed), experiential (types of experiences one has), and reflective (ability to
problem solve and reason). experiential and reflective knowledge can be grown over time.
common characteristics of reading retention deficiencies correct answers difficulties
remembering what they have read, may occur due to difficulties transferring information to
short- or long-term memory or difficulties retrieving information previously stored in long term
, memory. graphic organizers can be used to help students while they read, story maps can be
used, sequencing charts, notes, and text summaries can be used.
instructional technology used to promote literacy development at home correct answers online
games and apps that can be used to practice literacy skills, digital storybooks, communication
with others using digital tools
SQ3R correct answers a study method incorporating five steps: Survey, Question, Read,
Retrieve, Review. can help students comprehend textbooks.
instructional strategies to teach word analysis skills and vocabulary to ELLs correct answers
focusing on cognates is one way to help build word analysis skills and vocabulary for ELLs.
visuals can be used that show meanings of words.
context clues to figure out meanings of unknown words correct answers teachers should
explicitly introduce students to different types of context clues, including definition, antonym,
synonym, and inference clues.
formative vs. summative assessment correct answers -formative is embedded in learning, giving
feedback, ongoing
-summative is 'high' stakes to determine progress
family members promote love of reading at home correct answers incorporate reading time into
children's lives daily. sometimes family members can read aloud to their children, have children
read aloud to them, or take turns on who reads aloud.
role reading specialists play in improving school reading curricula correct answers have access to
assessment data from multiple grade levels and time periods. can lead data analysis teams that
look for trends that may indicate gaps in their schools' reading curricula.
help readers recognize and explore meanings of unknown vocabulary words correct answers first
it's important to ID unknown vocab words, then students need to determine which words are
central to meanings of the text and worth exploring further. Then, students can be encouraged to
use strategies such as context clues, looking for known roots or affixes, or consulting
dictionaries.
specific instructional strategies to teach word analysis skills to highly proficient readers correct
answers can benefit from developing same word analysis skills as other readers, such as looking
for known parts in unfamiliar vocabulary words, breaking apart words into components, and
finding relationships between the meanings and spellings of different words.
non-contextual strategies for vocabulary development correct answers used when new
vocabulary is learned without seeing or hearing the words in context. students can be taught to
use tools such as dictionaries to define unknown words when contextual clues are not available.
can be encouraged to draw pictures to explain the word or use graphic organizers to show the
relationships among words.
