1. Which of the following strategies is most appropriate for supporting vocabulary acquisition for English learners (ELs) in kindergarten?
A. Labeling items in the classroom in English and in the children's primary language Correct
B. Giving the children an opportunity to copy weekly spelling words in English
C. Encouraging the children to read while listening to audiobooks written in English
D. Providing the children with books written in their native language instead of English
Explanation
Labeling classroom items in both English and the children's primary language is like building a bridge between familiar and new words, helping young English learners connect vocabulary to objects in a supportive, visual way. Copying spelling words focuses on writing, audiobooks may overwhelm beginners, and native-language books don't directly build English vocabulary.
2. Which of the following lists contains examples of homophones?
A. Anti-, con-, pre-, un-
B. Big, small, early, late
C. Flower, flour, beat, beet Correct
D. Happy, joyful, elated, delighted
Explanation
Homophones are like sound twins, words that sound the same but have different meanings and spellings, such as flower/flour and beat/beet. Prefixes, opposites, or synonyms don't share this sound-alike quality.
3. Which of the following statements best provides evidence that a student has become proficient in oral reading automaticity?
A. The student adjusts reading rate based on background knowledge of the topic and the demands of the genre.
B. The student follows the pace of the text being read during choral reading and reads sight words correctly.
C. The student recognizes text structure, understands author's purpose, and makes connections to the passage.
D. The student effortlessly decodes text and thus can focus on gaining meaning from the text. Correct
Explanation
Oral reading automaticity is like a smooth ride, where decoding words becomes effortless, freeing the mind to focus on meaning. Adjusting rate, following choral pace, or analyzing structure involve higher-level comprehension skills, not core automaticity.
4. A first-grade teacher shows students a storybook and asks the questions above. Which of the following best describes the skill the teacher is trying to promote? The implied questions include "Where is the front of the book?", "What is the title of the book?", "Where should you begin reading?", "What are the first and last words on this page?", and "Where is the back of the book?"
A. Comprehension
B. Print awareness Correct
C. Making predictions
D. Phonemic awareness
Explanation
The teacher's questions focus on understanding the physical structure and organization of a book, such as its front, title, starting point, and word positions, which aligns with print awareness. This skill involves recognizing book-handling techniques and how print functions, distinct from comprehension (understanding content), making predictions (anticipating story events), or phonemic awareness (sound recognition).
5. Establishing procedures for students to use active listening skills while engaging in small-group discussions allows the students to
A. communicate personal feelings through tone of voice and body language
B. focus on acquiring the exact message a speaker is trying to present Correct
C. plan out exactly what they want to say while another person is speaking
D. make inferences and predictions about what a speaker is trying to say
Explanation
Active listening is like tuning into a radio signal, helping students catch the speaker's precise message. Expressing feelings, planning responses, or making inferences shifts focus from receiving the message accurately.