890_Exam Flashcards

Question

Which of the following sets of words would be most effective to use when introducing students to the concept of structural/morphemic analysis? A. late, great, wait, eight B. afraid, obtain, explain, remain C. swim, swims, swam, swum D. pretest, retest, tested, testing ## Footnote 在向學生介紹結構/詞素分析的概念時，下列哪一組字最有效？ A. late, great, wait, eight B. afraid, obtain, explain, remain C. swim, swims, swam, swum D. pretest, retest, tested, testing

Answer 1

D In the context of reading, structural analysis is the process of recognizing the morphemic structure of words. Typically, structural analysis is introduced to students in the early elementary grades as a strategy for identifying words with inflectional endings and common derivational prefixes and suffixes that are in students' oral vocabulary. The list in Option D features a phonically regular base word and affixes that are appropriate for beginning readers. The words pretest and retest both include a common prefix, while tested and testing include inflectional endings. Option A is incorrect because the words in this list contain only one morpheme and therefore are not useful for demonstrating structural analysis. Option B is incorrect because the list features words that contain prefixes and roots that are inappropriate for beginning instruction in structural analysis. Option C is incorrect because this list features a base word (swim) with irregular past tense forms (swam, swum). Such forms are inappropriate for introducing beginning readers to structural/morphemic analysis because the morpheme for past tense is indicated by a spelling change rather than by the more typical addition of an inflectional ending. ## Footnote 在閱讀中，結構分析是辨識詞素結構的過程。通常，結構分析在小學低年級就作為識別學生口語詞彙中具有屈折詞尾和常見派生前綴和後綴的單字的策略引入。選項 D 中的清單包含一個語音規則的字根和適合初學者的詞綴。單字 pretest 和 retest 都包含一個常見前綴，而 tested 和 testing 包含屈折詞尾。選項 A 不正確，因為此列表中的單字僅包含一個詞素，因此無法用於演示結構分析。選項 B 不正確，因為清單中的單字包含的前綴和字根不適合結構分析的初級教學。選項 C 不正確，因為此清單中的字根 (swim) 具有不規則過去式 (swam、swum)。這種形式不適合向初學者介紹結構/詞素分析，因為過去式的詞素是透過拼字變化來表示的，而不是透過更典型的添加屈折結尾來表示的。

Answer 2

B Option B is correct because this strategy focuses students' attention on the phonics elements that affect the words' spelling: the final silent e in all of the base words and the initial letter of the inflections. When inflections begin with a vowel (i.e.,-ed, -ing), the silent e in the base word is dropped. In contrast, when the inflection begins with a consonant (i.e., the inflection -s) the e-drop rule does not apply. Options A, C, and D are incorrect because these strategies do not focus on a contrast between the two sets of words that could explain when an e-drop takes place. The sets of words on both sides of the chart have exactly the same morphological structure (A) and include exactly the same base words (C). Option D is incorrect because, while most of the words in the table contain a long-vowel sound, identifying the vowel sound patterns of the words in the table would not help a student to generate the target spelling rule. The base word live (pronounced with short-vowel sound) is also an example of the target spelling pattern because it contains a final silent e which is dropped when adding the vowel suffix -ing. ## Footnote 選項B是正確的，因為這種策略將學生的注意力集中在影響單字拼字的語音元素上：所有基本單字的字尾不發音的e，以及詞形變化的首字母。當詞形變化以母音開頭（例如-ed、-ing）時，基本字中不發音的e會被省略。相反，當詞形變化以子音開頭（例如-s）時，e-drop規則不適用。選項A、C和D是錯誤的，因為這些策略沒有關注兩組詞之間的對比，而這組詞可以解釋e-drop何時發生。圖表兩側的詞組具有完全相同的形態結構（A），並且包含完全相同的基本詞（C）。選項D是錯誤的，因為雖然表格中的大多數單字都包含長元音，但辨識表格中單字的元音模式並不能幫助學生產生目標拼字規則。基本字 live（發音為短元音）也是目標拼字模式的一個例子，因為它包含一個末尾不發音的 e，在添加元音後綴 -ing 時該 e 會被刪除。

Answer 3

B Option B is correct because this strategy provides students with extensive practice focused on accurately encoding and decoding the newly learned orthographic patterns in word context. Evidence indicates that such practice strengthens the orthographic representation of the words in the students' mental lexicon and helps build automatic word recognition or automaticity, the ability to recognize words without conscious effort. Evidence also suggests that once new orthographic knowledge develops, a reader can more readily apply it to unfamiliar words in context. Option A is incorrect because evidence does not support implicit instruction as an effective method to achieve automatic word recognition. In addition, implicit instruction would not provide students with enough practice to develop automaticity. Option C is incorrect because scientific evidence indicates that this strategy, also known as the three-cueing systems, is the way poor readers attempt to read unfamiliar words in print; whereas, proficient readers use decoding to identify unfamiliar words. In addition, emphasizing context clues as a word-identification strategy distracts students from attending to the words' orthographic forms, which is necessary for developing automatic word recognition. The process of decoding or sounding out words is essential to a reader's acquisition of new orthographic knowledge, and the development of automaticity is essential for achieving sufficient fluency to support reading comprehension. Option D is incorrect because the strategy does not directly facilitate the decoding and encoding processes necessary for applying orthographic knowledge automatically. ## Footnote 選項B是正確的，因為這種策略為學生提供了大量的練習，重點是準確地在詞彙語境中編碼和解碼新學到的正字法模式。證據表明，這種練習可以強化學生心智詞典中單字的正字法表徵，並有助於建立自動詞彙識別或自動化能力，即無需刻意努力就能識別單字的能力。證據還表明，一旦掌握了新的正字法知識，讀者就能更容易將其應用於語境中不熟悉的單字。選項A是錯誤的，因為證據並不支持隱性教學是實現自動詞彙辨識的有效方法。此外，隱性教學無法為學生提供足夠的練習來培養自動化能力。選項C是錯誤的，因為科學證據表明，這種策略（也稱為三重提示系統）是閱讀能力較差的人嘗試閱讀印刷品中不熟悉單字的方式；而熟練的讀者則使用解碼來識別不熟悉的單字。此外，強調上下文線索作為單字辨識策略會分散學生對單字正字法的注意力，而正字法是發展自動單字辨識能力的必要條件。解碼或讀出單字的過程對於讀者獲得新的正字法知識至關重要，而發展自動性對於達到足夠的流暢度以支持閱讀理解至關重要。選項D不正確，因為該策略並不能直接促進自動應用正字法知識所必需的解碼和編碼過程。

Answer 4

B Option B is correct because the syllables in multisyllable words that are not multimorphemic (i.e., words that do not contain affixes) follow the same syllable types as those in single-syllable words (e.g., closed, open, r-controlled, vowel team). Thus, teaching students to recognize multisyllable words as a series of syllables allows them to apply their prior knowledge of syllable types to decode longer words accurately and efficiently. This strategy also supports them in applying syllable-division strategies to unfamiliar words. Option A is incorrect because reading predictable text is typically used with emergent readers and is not appropriate for teaching decoding of multisyllable words. Option C is incorrect because sounding out multisyllable words letter by letter is not an efficient strategy for decoding longer words. In addition, it does not encourage students to apply syllable-division strategies. Option D is incorrect because simply practicing memorizing high-frequency multisyllable words using flash cards does not provide students with a strategy for accurately decoding unfamiliar multisyllable words encountered in texts. ## Footnote 選項 B 是正確的，因為非多詞素的多音節詞（即不包含詞綴的詞）中的音節遵循與單音節詞相同的音節類型（例如，閉音節、開音節、r 控制音節、元音組）。因此，教導學生將多音節字辨識為一系列音節，可以讓他們運用先前對音節類型的知識，準確有效地解碼較長的單字。這種策略還可以幫助他們將音節劃分策略應用於不熟悉的單字。選項 A 是錯誤的，因為閱讀可預測的文本通常用於新興讀者，並且不適合教授多音節詞的解碼。選項 C 是錯誤的，因為逐字母讀出多音節字並不是解碼較長單字的有效策略。此外，它也不鼓勵學生應用音節劃分策略。選項 D 不正確，因為僅僅使用抽認卡練習記憶高頻多音節詞並不能為學生提供準確解碼文本中遇到的不熟悉的多音節詞的策略。

Answer 5

D Option D is correct because these regular words feature syllables with which the students are familiar. The word reveal includes an open syllable and a basic vowel team syllable that makes a long vowel sound. The word combine includes a closed syllable and a silent-e syllable. And the word explain includes a closed syllable and a vowel-team syllable that makes a long vowel sound. Options A, B, and C are incorrect because the words in these lists feature phonics elements that the students have not learned yet. Options A and B feature advanced vowel teams. The vowel team in treadmill, healthy, and pleasant (A) makes a short vowel sound, while the vowel teams in council, county, and avoid (B) make diphthongs. Meanwhile, the words in Option C end in a consonant + le syllable, which is a syllable type that the students have not learned yet. ## Footnote 選項D正確，因為這些常用字包含學生熟悉的音節。單字reveal包含一個開音節和一個基本的元音組音節，該音節發長元音。單字combine包含一個閉音節和一個不發音的e音節。單字explain包含一個閉音節和一個元音組音節，該音節發長元音。選項A、B和C不正確，因為這些清單中的單字包含學生尚未學習的語音元素。選項A和B包含高階元音組。 treadmill、healthy和pleasure（A）中的元音組發短元音，而council、county和avoid（B）中的元音組構成雙元音。同時，選項C中的單字以子音+le音節結尾，這是學生尚未學習的音節類型。

Answer 6

A Option A is correct because the strategy is based on a common syllable boundary pattern in English (VC/CV). For this reason, the strategy is effective with most two syllable words containing two medial consonants with a vowel on either side. Options B, C, and D are incorrect because these decoding strategies are not consistent with the syllable structure of English words and therefore are not reliably accurate or efficient strategies for decoding multisyllable words. In addition, they do not build on the students' skill in recognizing single syllable words that follow a closed-syllable pattern. Furthermore, Option D is incorrect because this strategy promotes guessing based on incomplete decoding, which would undermine the students' development of accurate decoding skill. ## Footnote 選項 A 是正確的，因為策略是基於英語中常見的音節邊界模式（VC/CV）。因此，該策略對大多數包含兩個中間輔音且兩側各有一個元音的雙音節詞有效。選項 B、C 和 D 是錯誤的，因為這些解碼策略與英文單字的音節結構不一致，因此對於解碼多音節字來說，它們並不是可靠、準確或有效的策略。此外，這些策略並沒有建立在學生辨識遵循閉音節模式的單音節字的技能之上。此外，選項 D 也是錯誤的，因為這種策略鼓勵基於不完整解碼的猜測，這會阻礙學生準確解碼技能的發展。

Answer 7

C Option C is correct because the word accumulate consists of the following syllable types: the first syllable of the word is closed; the second and third syllables are open, and the final syllable of the word is a silent-e syllable. Options A, B, and D are incorrect because the word accumulate does not contain a syllable with a vowel team. Furthermore, Option B is incorrect because the word accumulate does not contain a onsonant + le syllable. ## Footnote 選項C正確，因為單字accumulate由以下音節類型組成：第一個音節是閉音節；第二和第三個音節是開音節；最後一個音節是不發音的e音節。選項A、B和D不正確，因為單字accumulate不包含由元音組成的音節。此外，選項B也不正確，因為單字accumulate不包含由子音+le組成的音節。

Answer 8

A The web shows a circle with the base word act in the center and connected to four word lists that are categorized according to different morphological processes— clockwise from left, adding suffixes or inflectional endings, adding prefixes, adding both, and creating compound words. Thus, the chart illustrates how to categorize multimorphemic words according to morpheme type and how these types of morphemes are combined, which promotes students' awareness of the morphemic structure of words. Option B is incorrect because only a single compound word is presented in the web, which is insufficient to illustrate and promote understanding of this word type. Option C is incorrect because syllable patterns are not the focus of analysis. Option D is incorrect because the only root word in the web, the base word act, is derived from the Latin word actus and is not a Greek root. ## Footnote 表格以一個圓圈為中心，以基本詞act為中心，並連接四個根據不同形態過程分類的詞表——從左到右依次為：添加後綴或屈折詞尾、添加前綴、添加前綴和添加後綴以及創建複合詞。因此，表格展示瞭如何根據形態類型對多形態詞進行分類以及這些形態素類型是如何組合的，這有助於學生認識詞的形態結構。選項B不正確，因為表中只有一個複合詞，不足以說明和促進對這種詞類型的理解。選項C不正確，因為音節模式不是分析的重點。選項D不正確，因為表中唯一的字根，基本字act，源自拉丁文actus，而不是希臘文字根。

Answer 9

D Option D is correct because the word mover contains the derivational suffix -er, which, when affixed to a verb, creates a noun with the general meaning "someone who performs the action of the verb" (e.g., a mover is someone who causes something to move). A derivational suffix alters the meaning of a base word and almost always changes the grammatical class of the word (e.g., from verb to noun). Options A, B, and C are incorrect because they have inflectional morphemes that mark person (A) or tense (B and C) in a verb. Inflections are a very limited class of grammatical morphemes that do not change a base word's part of speech or alter its fundamental meaning, but indicate grammatical attributes or functions, such as number, mood, person, tense, or case. ## Footnote 選項D正確，因為單字mover包含派生後綴-er，該後綴加在動詞後，會形成一個名詞，其一般含義是「執行動詞動作的人」（例如，mover是指使某物移動的人）。派生後綴會改變字根的含義，幾乎總是會改變該字的語法類別（例如，從動詞變成名詞）。選項A、B和C不正確，因為它們包含用於標記動詞中的人稱（A）或時態（B和C）的屈折詞素。屈折詞素是一類非常有限的語法詞素，它們不會改變字根的詞性或基本意義，而是指示文法屬性或功能，例如數、語調、人稱、時態或格。

Answer 10

C Option C is correct because the strategy begins with what students already know (inflectional endings) and then increases the difficulty of the task incrementally, introducing just one derivational suffix at a time. In addition, the teacher also provides explicit explanation in how the meaning of an affix transforms the meaning of the base word. Differentiating the lesson in this way makes the task of generating multimorphemic words more accessible to the students without altering the lesson's learning objective. Option A is incorrect because this differentiation strategy increases the difficulty of the task by requiring more knowledge about roots and affixes than the original task. It also provides the students with less structure or scaffolding. Option B is incorrect because the strategy changes the lesson objective from learning morphemic analysis skills to learning spelling conventions related to affixes. Option D is incorrect because, by definition, nonsense words do not have meaning, an essential component of morphemic analysis. ## Footnote 選項C是正確的，因為策略從學生已知的知識（屈折詞尾）開始，然後逐步增加任務難度，每次只引入一個派生後綴。此外，教師也明確解釋了詞綴的意思如何改變字根的意思。以這種方式區分課程，使得學生更容易完成產生多詞素單字的任務，而不會改變課程的學習目標。選項A是錯誤的，因為這種區分策略比原始任務需要更多有關字根和詞綴的知識，增加了任務的難度。它還為學生提供了更少的結構或支架。選項B是錯誤的，因為該策略將課程目標從學習詞素分析技能轉變為學習與詞綴相關的拼字慣例。選項D是錯誤的，因為根據定義，無意義的字沒有意義，而意義是詞素分析的重要組成部分。

Answer 11

D Option D is correct because this statement reflects decades of evidence related to the development of skilled reading. According to convergent research, accurate, automatic decoding skills are foundational to the development of reading fluency, which in turn is essential to support reading comprehension. Without fluent reading skills, readers do not have sufficient cognitive resources to attend to the meaning of a text. Fluency is not only essential for supporting text comprehension among beginning readers; it continues to be crucial for supporting reading comprehension as students encounter increasingly complex texts in the elementary grades and beyond. Options A, B, and C are incorrect because these statements are not supported by convergent, evidence-based research on beginning reading development ## Footnote 選項D是正確的，因為這個表述反映了數十年來與閱讀技能發展相關的證據。根據聚合研究，準確、自動的解碼技能是閱讀流暢性發展的基礎，而流暢性對於支持閱讀理解至關重要。如果沒有流暢的閱讀技能，讀者就沒有足夠的認知資源來理解文本的意思。流暢性不僅對於支援初學者理解文本至關重要；而且隨著學生在小學及以後接觸到越來越複雜的文本，它對於支援閱讀理解仍然至關重要。選項A、B和C是錯誤的，因為這些表述沒有得到關於初級閱讀發展的聚合性、基於證據的研究的支持。

Answer 12

C Option C is correct because the phrase-cueing activity described both highlights phrases that convey essential ideas in the poem and provides students with a context in which to speak about the phrases in a meaningful way. Recognizing component phrases in a written text is essential to reading the text with prosody—that is, reading with the natural phrasing and meaningful expression found in spoken language. Prosody is one of the three key indicators of reading fluency. Reading phrases expressively both supports and is supported by text comprehension. Options A, B, and D are incorrect because these options do not accurately reflect the lesson described. Reading aloud the poem (prior to analyzing its key phrases) does not result in appreciation of beauty or meaning in the poem (A). The phrase-cueing activities do not focus on developing students' decoding accuracy (B). Finally, the lesson focuses on only one key indicator of reading, prosody, and not on the other indicators, accuracy or reading rate (D). ## Footnote 選項C是正確的，因為所描述的短語提示活動既突出了詩歌中傳達核心思想的短語，也為學生提供了以有意義的方式談論短語的語境。識別書面文本中的組成短語對於韻律地閱讀文本至關重要——也就是說，**使用口語中自然的措辭和有意義的表達進行閱讀。韻律是閱讀流暢度的三個關鍵指標之一。富有表現力地閱讀短語既支持文本理解，也受文本理解的支持。** 選項A、B和D不正確，因為這些選項沒有準確反映課程內容。大聲朗讀這首詩（在分析其關鍵字詞之前）並不能讓人欣賞詩的美感或意義(A)。片語提示活動沒有重視培養學生的解碼準確度(B)。最後，這堂課只關注閱讀的一個關鍵指標──韻律，而沒有關注其他指標──準確性或閱讀速度(D)。

Answer 13

B Option B is correct because providing individualized instruction based on students' assessed areas of need in phonics knowledge and skills will likely improve students' decoding accuracy. In an oral fluency assessment, accuracy is measured by the percentage of word-reading errors the student makes during oral reading. Option A is incorrect because second grade level phonics instruction focuses on orthographic patterns larger than single letters. Promoting oral reading accuracy by encouraging students to read words letter by letter would be appropriate for students who are in an earlier phase of reading development, when they are still focused on learning letter-sound correspondence and blending skills. Options C and D are incorrect because these benefits do not correspond to the instruction described, which is focused on increasing the students' reading accuracy and not on developing their automaticity (C) or reading rate (D). ## Footnote B 選項B是正確的，因為根據學生在語音知識和技能方面評估的不足之處提供個人化指導可能會提高學生的解碼準確性。在口語流利度評估中，準確度是透過學生在朗讀過程中犯的單字閱讀錯誤百分比來衡量的。選項A是錯誤的，因為**二年級的語音教學著重於大於單字母的正字法模式。透過鼓勵學生逐字母閱讀單字來提高朗讀準確性，對於處於閱讀發展早期階段的學生來說比較合適，因為他們仍然專注於學習字母-聲音對應和拼讀技巧。**選項C和D是錯誤的，因為這些好處與所描述的教學不符，教學的重點是提高學生的閱讀準確性，而不是培養他們的閱讀自動化（C）或閱讀速度（D）。

Answer 14

A Option A is correct because it corresponds to evidence that indicates that rereading the same text several times can enhance comprehension of the text and can improve reading rate and automaticity with respect to the text, but that these gains do not necessarily transfer to other texts. The most effective way for students to improve reading rate and automaticity is to practice reading a wide range of texts that they can read accurately. Option B is incorrect because, while improving one's reading rate may improve one aspect of prosody (reading at an appropriate pace), it does not necessarily contribute to other aspects of prosody, such as reading with appropriate phrasing and expression. Option C is incorrect because the activity does not focus on developing students' comprehension skills and strategies. Option D is incorrect because the students are reading texts that are accessible and appropriate to them (i.e., texts they can read with a very high degree of accuracy and comprehension), so they are unlikely to encounter new phonics patterns in the texts. ## Footnote 選項 A 是正確的，因為它對應的證據表明，多次重讀同一篇文章可以增強對文章的理解，並可以提高對該文章的閱讀速度和自動化程度，但這些提高並不一定能轉移到其他文章中。學生提高閱讀速度和自動化程度最有效的方法是練習閱讀各種他們能夠準確閱讀的文章。選項 B 是錯誤的，因為提高閱讀速度雖然可以改善韻律的一個方面（以適當的速度閱讀），但並不一定有助於韻律的其他方面，例如以適當的措辭和表達方式閱讀。選項 C 是錯誤的，因為這項活動沒有專注於培養學生的理解能力和策略。選項 D 是錯誤的，因為學生正在閱讀他們容易理解和適合的文章（即他們能夠以非常高的準確度和理解力閱讀的文章），所以他們不太可能在文章中遇到新的語音模式。

Answer 15

B Option B is correct because accurate, fluent reading at the first-grade level depends on mastering basic decoding skills. Evidence indicates that teachers can support students' development of accurate decoding skills most effectively by promoting students' phonics knowledge and skills explicitly and systematically. In addition, teaching students the common English syllable types reinforces their phonics knowledge and builds orthographic knowledge that will support their accurate decoding of unfamiliar words they encounter in grade-level, decodable texts. Meanwhile, providing students with explicit instruction in common inflectional endings as part of phonics instruction expands their word-reading ability and allows them to read a greater range of decodable texts with accuracy and comprehension. Options A and C are incorrect because teaching students to rely on context clues for word identification (A) and teaching students to memorize words (C) do not contribute to students' development of phonics skills or rthographic knowledge, which are needed to support the development of accurate, automatic decoding. Accurate, automatic decoding is prerequisite for developing reading fluency that is sufficient to support reading comprehension. Option D is incorrect because guessing words based on incomplete decoding and partial letter-sound information would result in many word-reading errors. This would not support development of oral reading fluency or reading comprehension. ## Footnote 選項 B 是正確的，因為一年級學生能否準確流利地閱讀取決於是否掌握基本的解碼技能。證據表明，教師透過明確而係統地培養學生的語音知識和技能，可以最有效地支持學生發展準確的解碼技能。此外，教導學生常見的英語音節類型可以強化他們的語音知識，並建立正字法知識，這將有助於他們準確解碼在年級可解碼文本中遇到的不熟悉單字。同時，作為語音教學的一部分，為學生提供常見詞尾的明確指導，可以擴展他們的單字閱讀能力，使他們能夠準確、理解地閱讀更大範圍的可解碼文本。選項 A 和 C 是錯誤的，因為教導學生依靠上下文線索來識別單字（A）和教導學生記憶單字（C）無助於學生發展語音技能或正字法知識，而這些技能和知識是支持準確、自動解碼發展所必需的。準確的自動解碼是培養足以支持閱讀理解的閱讀流暢度的先決條件。選項D不正確，因為基於不完整的解碼和部分字母發音資訊來猜測單字會導致許多單字閱讀錯誤。這不利於培養口語閱讀流暢度或閱讀理解能力。

Answer 16

A Option A is correct because, in the primary grades, the most common factor disrupting fluency is weak decoding skills. The key indicators of fluency are accuracy, rate, and prosody. In an oral reading fluency screening, a teacher uses a student's performance reading aloud a grade-level passage to take a quick measure of the students' overall reading development. Note that gaps in a student's phonics knowledge most directly affect reading accuracy, but inaccurate reading can also affect other fluency indicators (e.g., by causing a slow rate or choppy reading, by reducing a student's score in words correct per minute). Options B, C, and D are incorrect because the texts typically used in beginning-of-year, second-grade level screening assessments primarily feature words that represent the phonics skills and syllable types taught in first grade. Therefore, the complexity of the text would mostly likely not be at a level where vocabulary (B), language structure (C), or background knowledge (D) would be primary disruptors to oral reading fluency. ## Footnote 選項A是正確的，因為在小學階段，影響流暢度最常見的因素是解碼能力較弱。流暢度的關鍵指標是準確性、速度和韻律。在朗讀流暢度測驗中，教師會根據學生大聲朗讀年級程度文章的表現來快速衡量學生的整體閱讀發展程度。需要注意的是，學生在語音知識方面的差距最直接地影響閱讀準確性，但不準確的閱讀也會影響其他流利度指標（例如，導致閱讀速度變慢或斷斷續續，降低學生每分鐘正確單字數）。選項B、C和D是不正確的，因為二年級開學階段的測驗通常使用的文字主要包含代表一年級教授的語音技能和音節類型的單字。因此，文本的複雜程度很可能不會達到詞彙（B）、語言結構（C）或背景知識（D）成為影響朗讀流利度的主要因素的程度。

Answer 17

A Option A is correct because students who are learning, but have not yet mastered, the decoding skills necessary to read a particular text benefit from immediate corrective feedback as part of evidence-based practice designed to build their competence and independence applying these skills. Furthermore, the teacher's attention to the students' prosody provides them with explicit instruction in this aspect of fluency, while conveying to them the value of reading with expression. This is especially important because students who are not yet decoding automatically may tend to read passages word by word, or they may tend to read through punctuation to try to improve their rate at the expense of prosody and comprehension. Option B is incorrect because evidence suggests that reading the same passage up to three or four times provides the maximum benefit. Any additional readings are not likely to add value. Option C is incorrect because relying on context clues for word identification is a frequent cause of word-reading errors and the hallmark of a reader at risk for reading difficulty. Option D is incorrect because students should not engage in silent reading for fluency practice until their decoding is automatic. In addition, this strategy would not allow the teacher to monitor the students' reading accuracy or prosody. ## Footnote 選項A是正確的，因為對於正在學習但尚未掌握閱讀特定文本所需解碼技能的學生來說，即時的糾正反饋是他們受益匪淺的，而這種基於證據的練習旨在培養他們運用這些技能的能力和獨立性。此外，教師對學生韻律的關注，為他們提供了關於流利度的明確指導，同時也向他們傳達了富有表現力的閱讀的價值。這一點尤其重要，因為尚未具備自動解碼能力的學生可能傾向於逐字逐句地閱讀，或者傾向於跳過標點符號來提高閱讀速度，而忽略了韻律和理解力。選項B是錯誤的，因為有證據表明，閱讀同一篇文章最多三到四次就能獲得最大的益處。任何額外的閱讀都不太可能增加價值。選項C是錯誤的，因為依賴上下文線索來識別單字是導致單字閱讀錯誤的常見原因，也是閱讀困難的典型特徵。選項D是錯誤的，因為學生在能夠自動解碼之前，不應該透過默讀來練習流暢度。此外，這種策略不允許老師監控學生的閱讀準確性或韻律。

Answer 18

D Research has shown that fluent readers have higher levels of comprehension than readers who lack fluency. By the third grade, fluent readers have developed automatic word recognition, which allows them to focus on the meaning of what they are reading rather than expending significant cognitive resources on decoding words. Options A, B, and C are incorrect because achieving reading fluency does not necessarily mean that students know how to use metacognitive skills (A) or that they have already developed background knowledge at the level of a textbook (B). Having fluency also does not mean that a third-grade student is skilled enough to decode any level of text (C). ## Footnote 研究表明，流利閱讀者的理解程度高於缺乏流利閱讀能力的讀者。到三年級時，流利閱讀者已經發展出自動詞義識別能力，這使得他們能夠專注於閱讀內容的含義，而不是花費大量的認知資源來解碼單字。選項A、B和C不正確，因為達到閱讀流暢度並不一定意味著學生懂得運用後設認知技能（A），也不一定意味著他們已經掌握了課本程度的背景知識（B）。達到流利程度也不意味著三年級學生能夠熟練地解碼任何級別的文本（C）。

Answer 19

C Option C is correct because the explanation accurately reflects characteristics of poetry that support evidence-based strategies for promoting oral reading fluency. Evidence indicates that rereading or repeated reading is an effective strategy for improving oral reading fluency of texts. Reading poems provides an authentic context for rereading to promote prosody and comprehension. Poems are meant to be performed for an audience, and therefore rehearsal has an authentic purpose. Poems are also meant to be shared and can be read chorally or responsively by stanzas or lines. Option A is incorrect because this statement does not directly address fluency practice. Furthermore, encouraging students to rely on predictable text structures for word identification is not an evidence-based practice. Options B and D are incorrect because having poetry resources readily available (B) and having poems found in many lengths and about many topics (D) describe features that are not unique to poetry. In addition, these particular features do not relate directly to strategies for promoting fluency development. ## Footnote 選項C是正確的，因為其解釋準確地反映了詩歌的特點，這些特點支持了基於證據的提升口語閱讀流利度的策略。證據表明，重讀或重複閱讀是提高文字口語閱讀流暢度的有效策略。閱讀詩歌為重讀提供了真實的語境，有助於提升韻律和理解力。詩歌是為觀眾表演的，因此排練有真實的目的。詩歌也是為了分享，可以按節或行進行合唱或應答式朗讀。選項A不正確，因為陳述並未直接涉及流利度練習。此外，鼓勵學生依賴可預測的文本結構來識別單字並非基於證據的做法。選項B和D不正確，因為擁有現成的詩歌資源（B）以及擁有不同長度和主題的詩歌（D）所描述的特徵並非詩歌獨有。此外，這些特定特徵與提升口語閱讀流暢度的策略沒有直接關係。

Answer 20

C Option C is correct because an important component of evidence-based fluency instruction is providing students with explicit models of prosodic reading—reading that has the phrasing, pacing, and expression of spoken language. Echo reading is a strategy in which a fluent reader reads aloud a small portion of a shared text, and a student or students immediately reread the same short passage, echoing the model's performance. In Option C, the volunteer would provide an individual student with an explicit model of prosodic reading followed by scaffolded practice through the use of echo reading. Options A, B, and D are incorrect because having the volunteers listen to the students engage in a "cold" reading of a text (A), time the students' reading rate (B), or monitor the students' on-task behavior (D) would not provide the students with modeling of or instruction in prosodic reading ## Footnote 選項C是正確的，因為循證流利教學的一個重要組成部分是為學生提供明確的韻律閱讀模型——具有口語的措辭、節奏和表達方式的閱讀。複讀是一種策略，即流利的讀者大聲朗讀共享文本的一小部分，然後一個或多個學生立即重讀同一段短文，模仿該模型的表現。在選項C中，志工會為個別學生提供一個明確的韻律閱讀模型，然後透過複讀進行支架式練習。選項A、B和D是錯誤的，因為讓志願者聆聽學生對文本進行「冷」讀（A）、記錄學生的閱讀速度（B）或監控學生的任務行為（D）並不能為學生提供韻律閱讀的示範或指導。

Answer 21

D Option D is correct because phrase-cueing both facilitates text comprehension and scaffolds appropriate phrasing, an important component of prosody. Phrase cues are visual marks added to a printed passage at phrase boundaries to help the reader recognize meaningful chunks of text and guide expressive phrasing. Such scaffolded support reinforces the prosodic modeling provided by the teacher or a volunteer adult reader. Option A is incorrect because simply changing the genre of texts would not provide the students with additional support in prosodic reading. Option B is incorrect because, while poetry performance might be motivating to students, such motivation does not provide the explicit, evidence-based instruction required to support students who have not yet developed the ability to read prosodically. Option C is incorrect because building the students' background knowledge related to a poem's theme and literary device focuses on the development of literary analysis skills rather than prosodic reading skills. ## Footnote D 選項D正確，因為短語提示既能促進文本理解，又能支撐恰當的措辭，而措辭是韻律的重要組成部分。短語提示是在印刷文本中短語邊界處添加的視覺標記，旨在幫助讀者識別有意義的文本塊並指導富有表現力的措辭。這種支撐性支持強化了教師或成人誌願者提供的節奏模式。選項A錯誤，因為僅僅改變文本體裁並不能為學生提供韻律閱讀的額外支持。選項B錯誤，因為雖然詩歌表演可能會激勵學生，但這種激勵並不能提供明確的、基於證據的指導，而這些指導對於尚未發展韻律閱讀能力的學生來說是必不可少的。選項C錯誤，因為建構學生與詩歌主題和文學手法相關的背景知識，著重於文學分析技能的培養，而不是韻律閱讀技能的培養。

Answer 22

D Option D is correct because this explanation identifies comprehension challenges frequently associated with informational texts that are independent of the reader's decoding ability. For a student to comprehend a text during reading, they must be able not only to decode each word but also connect the decoded words to words in their oral vocabulary. Content knowledge and academic vocabulary are important components of the background knowledge demands of informational texts. Research has shown that if a reader does not understand the meaning of at least 90 percent of the words in a text, comprehension breaks down. Therefore, a student with strong decoding skills but limited academic vocabulary and content knowledge related to grade-level informational texts may be able to decode the texts accurately but still not be able to make sense of them. Options A and B are incorrect because the student in the scenario already demonstrates automaticity decoding grade-level regular and irregular words, so phonologically based deficits are not likely causing the student's comprehension difficulties. Likewise, Option C is incorrect because readers use syntactic clues as a strategy for determining a word's grammatical function in a sentence. For example, this can be helpful for verifying the meaning and pronunciation of a multiple-meaning word in a text. However, a weakness in interpreting syntactic clues is not likely to be the primary cause of the student's consistent comprehension difficulties with informational texts. ## Footnote 選項 D 是正確的，因為這個解釋指出了資訊文本中經常出現的理解挑戰，這些挑戰與讀者的解碼能力無關。學生要想在閱讀過程中理解文本，不僅要能夠解碼每個單詞，還要將解碼後的單字與口語詞彙連結起來。內容知識和學術詞彙是資訊文本背景知識要求的重要組成部分。**研究表明，如果讀者不理解文本中至少 90% 單字的含義，理解就會失敗。因此，一個解碼能力強但學術詞彙和與年級水平資訊文本相關的內容知識有限的學生可能能夠準確地解碼文本，但仍然無法理解文本的含義。** 選項 A 和 B 不正確，因為場景中的學生已經展示了自動解碼年級程度的規則和不規則單字的能力，因此語音缺陷不太可能導致學生的理解困難。同樣，選項C也是錯誤的，因為讀者會使用句法線索作為判斷單字在句子中語法功能的策略。例如，這有助於驗證文本中多義詞的含義和發音。然而，句法線索解讀能力的不足不太可能是學生持續理解資訊類文本困難的主要原因。

Answer 23

C Option C is correct because, in the activity described, the students must convey the identifying features of an object using oral language alone. This prompts the students to use descriptive language to try to evoke a mental image of the object in the minds of their partners. Conversely, the partners must listen Attentively and focus carefully on these oral language clues to visualize and make accurate deductions about the objects. Options A and B are incorrect because the focus of the activity is on describing or interpreting descriptions of real objects using language. The activity does not focus on comparing words in terms of their connotative meanings (A) or syntactic category (B). Option D is incorrect because, while precision in language is one characteristic of an effective presentation, the setting in this activity is informal and conversational, and does not rely on or promote development of presentation skills. ## Footnote 選項 C 是正確的，因為在所描述的活動中，學生必須僅使用口語來傳達物體的辨識特徵。這促使學生使用描述性語言來嘗試在同儕的腦海中喚起物體的心理圖像。相反，同儕必須專心聆聽並仔細注意這些口語線索，以形象化並準確地推斷物體。選項 A 和 B 不正確，因為活動的重點是使用語言描述或解釋真實物體的描述。此活動不注重根據內涵意義（A）或句法類別（B）比較單字。選項 D 不正確，因為雖然語言的準確性是有效演示的一個特徵，但此活動的設定是非正式和對話的，並且不依賴或促進演示技巧的發展。

Answer 24

C Option C is correct because, by modeling how to use structural analysis and knowledge of familiar English morphemes to deduce the meaning of a new word (i.e., the root defense and the affixes in- and -ible), the teacher reinforces for students a powerful, independent word-learning strategy. Learning this strategy immediately extends students' understanding of the target word indefensible and, in the long term, promotes their ability to learn unfamiliar words that contain familiar morphemes. After using the strategy, the students should use context clues to verify that the meaning they have deduced makes sense in the text. Options A, B, and D are incorrect because they describe strategies that help students understand the meaning of a specific word, but they do not promote or extend the students' ongoing vocabulary development. ## Footnote 選項C是正確的，因為透過示範如何運用結構分析和熟悉的英語詞素知識來推斷新詞的含義（例如詞根defensible以及詞綴in-和-ible），教師強化了學生一種強有力的獨立詞彙學習策略。學習這種策略可以立即擴展學生對目標字詞indefensible的理解，並從長遠來看，提高他們學習包含熟悉詞素的不熟悉單字的能力。使用該策略後，學生應該使用上下文線索來驗證他們推斷的含義在文本中是否合理。選項A、B和D是錯誤的，因為它們描述的策略可以幫助學生理解特定單字的含義，但並不能促進或擴展學生持續的詞彙量增長。

Answer 25

A Option A is correct because conceptually challenging words, especially those associated with a new content-specific unit of study, are not likely to be in students' oral vocabularies, let alone in their reading vocabularies. To support students' reading comprehension of content-area texts associated with the unit, it is critical to introduce students to key concepts and associated vocabulary in both their oral and written forms prior to reading. Options B and C are incorrect because high-frequency words, whether with irregular spellings (B) or multiple meanings (C), are likely to be in students' reading vocabularies. Similarly, by fifth grade, students should have mastered reading many multisyllable words that include more than one common syllable type (D), so a word's syllable types alone would not necessarily indicate that the word is unfamiliar to students. ## Footnote 選項 A 是正確的，因為概念上具有挑戰性的單詞，尤其是與新的特定內容學習單元相關的單詞，不太可能出現在學生的口語詞彙中，更不用說閱讀詞彙了。為了幫助學生閱讀理解與該單元相關的內容領域文本，在閱讀之前以口頭和書面形式向學生介紹關鍵概念和相關詞彙至關重要。選項 B 和 C 是錯誤的，因為高頻詞，無論是拼字不規則（B）還是多重意義（C），都可能出現在學生的閱讀詞彙中。同樣，到五年級時，學生應該已經掌握了閱讀許多包含多種常見音節類型的多音節詞（D），因此僅憑一個單詞的音節類型並不一定表明該單詞對學生來說不熟悉。

Answer 26

B Option B is correct because the phrase one fell swoop is an idiom. An idiomatic expression is a word or set phrase that derives its meaning from common usage and not from the combined literal meanings of component words. After explaining the meaning of an unfamiliar idiom, a teacher can most effectively deepen a student's understanding of the idiom by providing several additional examples of the idiom used in comprehensible contexts. Options A and C are incorrect because one fell swoop functions semantically as a single unit, so strategies for determining the meaning of its component words would not help the student determine the meaning of the idiom as a whole. Tree diagrams (D) are used to represent the grammatical structure of a sentence. This would be useful in helping the student determine the grammatical function of the phrase in the sentence but not its meaning. ## Footnote 選項 B 是正確的，因為片語 one fell swoop 是一個慣用語。慣用語是指從日常用法而不是從組成字的字面意義組合而來的一個字或固定片語。在解釋了不熟悉的習語的含義後，教師可以透過提供幾個在易懂的語境中使用該習語的額外例子來最有效地加深學生對該習語的理解。選項 A 和 C 是錯誤的，因為 one fell swoop 在語義上作為一個整體發揮作用，因此確定其組成詞含義的策略並不能幫助學生確定整個習語的含義。樹狀圖 (D) 用來表示句子的語法結構。這有助於學生確定短語在句子中的語法功能，但不能確定其含義。

Answer 27

B This skill would enable students to make sense of a complex sentence step by step. Complex sentences are sentences that contain two or more clauses: an independent clause, which is the main clause, and one or more dependent clauses, which support or clarify the meaning of the main clause. The challenge for students in understanding this sentence structure is in understanding how the component clauses work together to communicate a coherent idea. Deconstructing the sentence into its component clauses allows the student to understand the ideas in each part of the sentence separately before considering how the ideas in the clauses are related. Option A is incorrect because distinguishing between sentences written in active voice and passive voice does not address the essential difficulty in understanding sentences with multiple clauses. Options C and D are incorrect because identifying transition words that link separate sentences (C) or distinguishing between demonstrative and indefinite pronouns (D) would not develop students' ability to understand complex sentences ## Footnote 這項技能能讓學生逐步理解複合句。複合句是包含兩個或多個子句的句子：一個獨立子句（主句）和一個或多個子句（支持或闡明主句的意思）。學生理解這種句子結構的挑戰在於理解各個子句如何協同工作以傳達連貫的想法。將句子分解成組成子句的句子，可以讓學生先分別理解句子各部分的意思，然後再考慮子句中的意思是如何關聯的。選項A不正確，因為區分主動語態和被動語態的句子並不能解決理解多從句句子的根本困難。選項C和D不正確，因為辨識連接不同句子的過渡詞（C）或區分指示代名詞和不定代名詞（D）並不能培養學生理解複合句的能力。

Answer 28

B Research has shown that independent reading of a wide range of literary and informational texts plays a key role in students' academic language development, as the language of books tends to be more sophisticated than that of everyday social language. The student in this scenario likely has adequate foundational reading skills, given the student's prior reading proficiency. However, the student's independent reading is limited to fiction and graphic novels written well below grade-level expectations, thus limiting the student's exposure to grade level academic language. Explicit instruction focused on developing the student's command of grade-level academic language structures would support the student's continued progress in comprehending grade-level academic texts. Options A, C, and D are incorrect because the student had been a fluent, proficient reader in previous years and continues to read below-grade level texts with pleasure. Thus, foundational reading skills are not likely causing the student's increasingly inconsistent reading comprehension of assigned academic texts. ## Footnote 研究表明，獨立閱讀各種文學和資訊類文本對學生的學術語言發展起著關鍵作用，因為書籍語言往往比日常社交語言更為複雜。鑑於學生先前的閱讀能力，這種情況下的學生可能已經具備了足夠的基礎閱讀技能。然而，該學生的獨立閱讀僅限於遠低於年級水平預期的小說和圖像小說，從而限制了學生接觸年級水平的學術語言。明確的指導著重於培養學生對年級水平學術語言結構的掌握，將有助於學生繼續理解年級水平的學術文本。選項 A、C 和 D 不正確，因為該學生在前幾年一直是一位流利、熟練的讀者，並且繼續愉快地閱讀低於年級水平的文本。因此，基礎閱讀技能不太可能導致學生對指定學術文本的閱讀理解越來越不一致。

Answer 29

C Two of the most effective instructional strategies for promoting English learners' comprehension of a content-area text are activating the students' prior knowledge of the text's content and contextualizing new concepts and vocabulary through the use of visuals, demonstrations, multimedia presentations, and/or hands-on activities. To contextualize new vocabulary related to plants and animals, the use of illustrations and photographs would be the most effective (and efficient) strategy to use and would also activate any prior knowledge the students had regarding the topic. The strategies described in Options A, B, and D are not likely to be particularly effective in promoting English learners' comprehension of the text because they neither build nor activate background knowledge related to the topic, and they do not help contextualize new vocabulary for learners. ## Footnote 促進英語學習者理解特定領域文本的兩種最有效的教學策略是：激活學生對文本內容的已有知識，以及透過使用視覺材料、演示、多媒體演示和/或實踐活動將新概念和詞彙置於語境中。為了將與動植物相關的新詞彙置於語境中，使用插圖和照片是最有效（且高效）的策略，同時也能激活學生對該主題的任何已有知識。選項 A、B 和 D 中描述的策略在促進英語學習者理解文本方面可能效果不佳，因為它們既不能建構也不能啟動與主題相關的背景知識，也無法幫助學習者將新詞彙置於脈絡中。

Answer 30

C Stopping to consult a dictionary is generally disruptive to the reading process; however, in some situations, as with the sentence shown in the box, consulting a dictionary is the only effective method for determining the meaning of an unfamiliar term encountered in a text. Also, paraphrasing the sentence by substituting the dictionary definition for the unfamiliar term is a good method for both reinforcing understanding of the new term and returning the reader to the flow of the story. The other strategies given would not be effective in this particular situation. Option B is incorrect because contextual analysis would not be a useful strategy here, since the sentence around the term déjà vu provides little or no clues as to the term's meaning. Using structural analysis (D) would also not be helpful, since the term is made up of two words and they are borrowed from the French language. Finally, simply noting the term in a vocabulary log and coming back to it after finishing reading the story (A) would cause the student to miss the significance of the sentence and could diminish the student's comprehension of the story ## Footnote 停下來查字典通常會打斷閱讀過程；然而，在某些情況下，例如方格中所示的句子，查字典是確定文本中遇到的生詞意義的唯一有效方法。此外，用字典定義替換生詞來解釋句子，既能加深對新詞的理解，又能讓讀者回到故事的連貫性。其他策略在這種特殊情況下可能無效。選項B不正確，因為上下文分析在這裡不是一種有效的策略，因為圍繞「似曾相識」一詞的句子幾乎沒有提供任何線索來解釋該詞的含義。使用結構分析（D）也無濟於事，因為這個詞由兩個詞組成，而且它們是從法語中藉來的。最後，簡單地在詞彙記錄中記下這個術語，讀完故事後再回來查看它（A）會導致學生錯過句子的意義，並可能削弱學生對故事的理解

Answer 31

A Grouping words related to a text based on conceptual categories and the words' associative meanings helps deepen students' understanding of the vocabulary. Discussing and justifying connections among the words further enhances students' understanding of the words and promotes retention of new words. Option B is incorrect because, while exploring the etymology of target vocabulary words can also be an effective strategy for deepening students' understanding of the words, the activities described in the scenario did not involve exploration of word derivations. Nor did they involve using semantic or syntactic clues from the text to verify words' meanings (D). Option C is incorrect because studying the conceptual connections among key vocabulary in a text is not likely to enhance students' understanding of the text's structure. ## Footnote 根據概念類別和聯想意義將與文本相關的詞彙分組，有助於加深學生對詞彙的理解。討論並論證詞彙之間的連結可以進一步加深學生對詞彙的理解，並促進新詞彙的記憶。選項B不正確，因為雖然探索目標詞彙的詞源也是加深學生對詞彙理解的有效策略，但場景中描述的活動並未涉及詞源的探索，也沒有涉及使用文本中的語意或句法線索來驗證詞義（D）。選項C不正確，因為研究文本中關鍵詞彙之間的概念連結不太可能增強學生對文本結構的理解。

Answer 32

B At the second-grade level, a significant focus of literary analysis centers on the characters in a story and how their actions and words can provide clues to their traits, motivations, and feelings. Options A, C, and D are incorrect because, although having students identify important vocabulary from the story (A), reread the story and respond to literal comprehension questions (C), or engage in a freewrite about the story (D) may enhance students' text comprehension, these activities would not develop their literary analysis skills. ## Footnote 在二年級，文學分析的重點在於故事中的人物，以及他們的言行舉止如何揭示人物的性格、動機和情感。選項A、C和D是錯誤的，因為雖然讓學生識別故事中的重要詞彙（A）、重讀故事並回答文字理解問題（C），或就故事進行自由寫作（D）可能會增強學生的文本理解能力，但這些活動並不能培養他們的文學分析技能。

Answer 33

D This question prompts students to analyze the central conflict faced by the narrator (main character) in the passage: whether to live up to the values that govern their relationship with Coach or, instead, compromise these values to help a popular—but unprincipled—peer, Zander. To answer the question in Option D, students must infer the nature of the two relationships and then compare and contrast these relationships, a higher-order analysis that clarifies what is at stake for the narrator in this scene. Options A and B are incorrect because these questions target students' literal comprehension of the passage. Students can answer the questions by recalling explicitly stated details from the text or by scanning the text without using higher-order literary analysis skills. Option C is incorrect because the question is not relevant to the passage shown. A plot is the sequence of major events in a narrative. In the excerpt, dialogue is minimal, and does not advance the plot. ## Footnote 本題要求學生分析文章中敘述者（主角）面臨的核心衝突：是堅持他們與教練之間關係的價值觀，還是為了幫助一個受歡迎但缺乏原則的同伴贊德而放棄這些價值觀。要回答選項D中的問題，學生必須推斷這兩種關係的本質，然後進行比較和對比，這是一種更高層次的分析，可以闡明敘述者在這一場景中面臨的風險。選項A和B不正確，因為這些問題考察的是學生對文章的字面理解。學生可以透過回憶文本中明確陳述的細節或瀏覽文本來回答問題，而無需運用高階文學分析技巧。選項C不正確，因為問題與文章無關。情節是敘述中主要事件的順序。在這段摘錄中，對話很少，並且沒有推進情節發展。

Answer 34

C Characters, setting, plot, and a story's central lesson or message are important elements of story structure in narrative texts. At the second-grade level, students' literary analysis focuses primarily on these elements. Asking students direct, text-dependent wh questions about the elements in a literary text would reinforce their understanding of these key components of story grammar as they are realized in a particular story, which supports the students' developing analysis of the text's key ideas and details. Option A is incorrect because learning about the features of different literary genres promotes reading comprehension in a general way but would not effectively support primary-grade students in learning to analyze key ideas and details in a particular text. Option B is incorrect because, while setting is a key story element, evaluating its significance with respect to the text's theme is a task that goes beyond grade-level expectations for most second-grade students. Option D is incorrect because it focuses more on students' personal responses to a text rather than their development of literary analysis skills ## Footnote C 人物、背景、情節以及故事的核心教誨或訊息是敘事文本中故事結構的重要元素。二年級學生的文學分析主要關注這些元素。向學生直接詢問與文本相關的關於文學文本中這些元素的wh問題，可以強化他們對故事語法關鍵組成部分的理解，因為它們在特定故事中得以體現，從而支持學生對文本核心思想和細節的分析。選項A不正確，因為了解不同文學體裁的特徵通常可以促進閱讀理解，但無法有效地幫助小學生學習分析特定文本中的核心思想和細節。選項B不正確，因為雖然背景是故事的關鍵元素，但評估其相對於文本主題的重要性是一項超出大多數二年級學生年級要求的任務。選項D不正確，因為它更側重於學生對文本的個人反應，而不是他們文學分析技能的發展。

Answer 35

C This activity helps students **develop and organize their observations** from the first part of the lesson **into comparisons** that will be important to the upcoming discussion: **identifying similarities and differences in the genres along key dimensions, the major elements of a story**. The graphic organizer scaffolds that focus. Grouping students in **pairs helps ensure every student participates** in the activity, benefiting from the opportunity to expand their ideas in conversation with a partner, and **practice making comparisons using content-specific vocabulary**. Options A and D are incorrect because these questions focus on personal responses to a single piece and not on comparing distinguishing features of the genres. Option B is incorrect because having students take notes while rereading each piece does not encourage them to compare the pieces nor attend to features of a single piece that are key to such a comparison. The activity lacks the structure to focus students on the learning goal and the upcoming discussion. ## Footnote 這項活動旨在幫助學生將課程第一部分的觀察結果進行拓展和組織，形成對接下來討論至關重要的比較：識別不同體裁在關鍵維度（故事的主要元素）上的異同。圖形組織器提供了重點。將學生兩人一組有助於確保每位學生都參與活動，並有機會在與同儕的對話中拓展思路，並練習使用特定內容的詞彙進行比較。選項 A 和 D 不正確，因為這些問題關注的是學生對單一作品的個人反應，而不是比較不同體裁的不同特徵。選項 B 不正確，因為讓學生在重讀每篇文章時做筆記既不能鼓勵他們比較各個作品，也不能專注於單一作品中對這種比較至關重要的特徵。這項活動缺乏結構性，無法讓學生專注於學習目標和接下來的討論。

Answer 36

D **The passage contains many instances of words and phrases used idiomatically to convey important information about the characters' interaction** (e.g., "eyes met," "I wouldn't know," "snapped Jo," "about to blow a fuse"). While English learners with expanding level proficiency would have been explicitly taught grade-level academic language found in literary texts, they are** less likely to have been taught or even exposed to less common idiomatic English phrases and slang**. Options A and C are incorrect because they identify grade-level reading and language skills that should not be too difficult for a second-grade English learner with expanding level English language proficiency. **Would and know (A) are first- and second-grade high frequency words; the words blinked and shrugged (C) are typical of a grade-level literary text.** Option B is incorrect because, while applying **knowledge of print concepts associated with dialogue is not systematically studied until third grade, **this skill is not likely to affect students who are English learners more than their peers whose home language is English. Furthermore, other clues in this passage make the dialogue clear (e.g., "Jo asked," "he said"). ## Footnote 文章中有很多慣用的詞彙和短語，用來傳達人物互動的重要訊息（例如，「eyes met」、「I wouldn't know」、「snapped Jo」、「about to blow a fuse」）。雖然英語程度不斷提高的學生會學習到文學文本中常見的、年級程度的學術用語，但他們不太可能學習到，甚至接觸到不太常見的英語慣用短語和俚語。選項A和C是錯誤的，因為它們識別出的閱讀和語言技能對於英語能力不斷提高的二年級英語學習者來說應該不算太難。「would」和「know」（A）是一年級和二年級的高頻詞；「blinked」和「shrugged」（C）是年級水平文學文本的典型詞彙。選項B是錯誤的，因為雖然與對話相關的印刷概念知識的應用直到三年級才係統地學習，但這項技能對英語學習者的影響不太可能比母語為英語的同齡人更大。此外，這段話中的其他線索使對話變得清晰（例如，“喬問”，“他說”）。

Answer 37

D This aspect of the teacher's preparation focuses on identifying specific words or passages in the text that are relevant to the lesson's learning goals and appropriate focal points for discussion. Close reading support a text-based analysis of details and an author's use of craft (e.g., language choices, literary devices, text structures, narrative voice) to convey an idea or theme. Options A, B, and C are incorrect because, while identifying these textual elements relevant to students' literal comprehension of the stories may be part of preparing for any close rereading activity, this kind of preparation is not directly relevant to an analysis of the role of culture in the treatment of a theme. These strategies focus on the overall arc of the story or the plot (A and B), unfamiliar vocabulary (B), and story elements that may vary across the stories (C) but that do not necessarily relate to culture ## Footnote D 教師備課的這一方面著重於辨識文本中與課程學習目標和討論重點相關的特定字詞或段落。細讀支援基於文本的細節分析以及作者運用技巧（例如，語言選擇、文學手法、文本結構、敘述語調）來傳達思想或主題。選項 A、B 和 C 不正確，因為雖然識別這些與學生對故事的字面理解相關的文本元素可能是任何細讀重讀活動的準備工作的一部分，但這種準備與分析文化在主題處理中的作用並不直接相關。這些策略著重於故事或情節的整體走向（A 和 B）、不熟悉的詞彙（B）以及故事中可能存在差異但不一定與文化相關的故事元素（C）。

Answer 38

B During small-group discussions and close reading lessons, the teacher can provide students with explicit explanation, teacher modeling, and guided practice of specific strategies to use with different literary texts and for various academic purposes. Evidence indicates that students apply reading strategies more effectively when they are explicitly taught when and how to use particular strategies. Options A, C, and D are incorrect because these approaches rely on the students having already achieved a certain level of mastery with the strategies. In addition, they do not provide an opportunity for the teacher to monitor students' performance and reteach strategies as needed. ## Footnote 在小組討論和細讀課程中，教師可以為學生提供清晰的講解、示範和指導練習，幫助他們掌握針對不同文學文本和學術目的的具體策略。證據表明，當學生被明確地教導何時以及如何使用特定策略時，他們會更有效地運用閱讀策略。選項A、C和D不正確，因為這些方法都仰賴學生已經掌握了一定的策略。此外，這些方法沒有為教師提供監控學生表現和根據需要重新教授策略的機會。

Answer 39

B The activity described in the scenario requires students to be aware of what they are thinking about as they are performing a mental activity (i.e., reading), the very definition of metacognitive awareness. To bookmark passages where they use comprehension strategies such as making predictions or self-questioning, or where they encounter an unfamiliar word, students must monitor their reading processes, including noting when comprehension breaks down. Options A, C, and D are incorrect because, although the activity described is likely to enhance students' reading comprehension over time by promoting their metacognition, in the short term, the activity interrupts their reading. As such, it is not specifically designed to promote their reading fluency (A), enjoyment of the text (C), or ability to concentrate on the text (D). ## Footnote 場景中描述的活動要求學生在進行心理活動（例如閱讀）時意識到自己在思考什麼，而這正是後設認知意識的定義。為了標記他們使用理解策略（例如預測或自問）或遇到生字的段落，學生必須監控自己的閱讀過程，包括注意何時理解出現問題。選項A、C和D不正確，因為雖然所描述的活動可能會透過促進學生的後設認知來逐漸提高他們的閱讀理解能力，但在短期內，這些活動會打斷他們的閱讀。因此，它並非專門為提高他們的閱讀流暢度（A）、對文本的享受度（C）或集中註意力（D）而設計的。

Answer 40

A Teaching children the elements of a story provides them with essential background knowledge needed for comprehension of narrative texts. Children with little experience hearing stories read aloud or participating in academic discussions of stories may lack familiarity with the conventions that govern story narratives (e.g., the events in a plot are generally all related to a central challenge or problem introduced at the beginning of the story; the events relate directly to the main character; the events frequently unfold as a sequence of actions and reversals until the challenge that set the story in motion is resolved). Evidence indicates that explicit instruction in these elements improves comprehension of literary texts. Option B is incorrect because, while this approach might increase children's interest and engagement in stories, it would not build the background knowledge needed to recognize the causal links between events in a story's plot. Option C is incorrect because, while this exercise may provide children with practice recalling major events in a story, it would not promote insight into the causal relationships between character and plot that create a unified story. Option D is incorrect because, while this approach may provide an effective assessment of children's recall of story events, it neither measures nor promotes their understanding of the causal relationships underlying the story's plot. ## Footnote A 向兒童傳授故事的構成要素，可以提供他們理解敘事文本所需的基本背景知識。缺乏聽故事朗讀或參與故事學術討論經驗的兒童，可能不熟悉故事敘事的常規規則（例如，故事情節中的事件通常都與故事開頭提出的核心挑戰或問題相關；這些事件與主角直接相關；這些事件通常以一系列動作和反轉的方式展開，直到引發故事發展的挑戰得到解決）。有證據表明，對這些要素進行明確的指導可以提高對文學文本的理解。選項B 不正確，因為雖然這種方法可能會增加兒童對故事的興趣和參與度，但它無法建立識別故事情節中事件之間因果關係所需的背景知識。選項C不正確，因為雖然這個練習可以讓兒童練習回憶故事中的主要事件，但它無法幫助他們洞察構成完整故事的人物和情節之間的因果關係。選項 D 是錯誤的，因為雖然這種方法可以有效地評估兒童對故事事件的回憶，但它既不能衡量也不能促進他們對故事情節背後因果關係的理解。

Answer 41

A This question focuses students' attention on a grade-level-appropriate literary analysis skill that directly builds on insights that would likely develop during the writing activity, such as the impact of narrative point of view on what is included in a story and on the tone of a story, and, in particular, how the narrative point of view (the vantage point from which the events in a story unfold) in the novel they read may have shaped their experience of the story as a reader. Options B, C, and D are incorrect because these questions are not related to the concerns and learning opportunities initiated in the writing activity. ## Footnote 本題旨在檢視學生與其年級相符的文學分析技能，該技能直接建立在寫作活動中可能培養的洞察力之上，例如敘事視角對故事內容和基調的影響，以及他們所讀小說的敘事視角（故事事件展開的有利位置）如何影響他們作為讀者對故事的體驗。選項B、C和D不正確，因為這些問題與寫作活動中引發的關注點和學習機會無關。

Answer 42

A The information provided in the scenario indicates that the student reads aloud accurately and with fluency, but the student does not consistently remember key details or events after reading. The teacher should provide evidence-based instruction in narrative text structure (story elements) using a scaffold, such as a graphic organizer, as a first step in supporting the student's reading comprehension of literary texts. Graphic organizers based on story grammar would support the student in identifying and recalling key elements such as characters, setting, and events, as well as the relationships between story elements. The latter would also support the student's literary analysis. Option B is incorrect because this strategy is effective for developing fluency, which is not an area of difficulty for this student. Option C is incorrect because, while limited vocabulary knowledge can be a factor impeding reading comprehension, Tier Three vocabulary—technical vocabulary related to a specific discipline or content area—does not commonly appear in second-grade literary texts and, therefore, is unlikely to be the source of the student's comprehension difficulty. Option D is incorrect because this practice does not address the likely source of the student's difficulty, an inability to identify and recall important details in the context of a longer story. A three-sentence story would likely include only essential information, so it would not require discerning between important and unimportant details ## Footnote A 場景中提供的資訊表明，學生能夠準確且流利地朗讀，但學生在閱讀後無法始終記住關鍵細節或事件。教師應使用支架（例如圖形組織器）提供以證據為基礎的敘事文本結構（故事元素）教學，作為幫助學生閱讀理解文學文本的第一步。基於故事語法的圖形組織器可以幫助學生識別和回憶關鍵元素，例如人物、場景和事件，以及故事元素之間的關係。後者也有助於學生進行文學分析。選項B不正確，因為這種策略對於提高流暢度是有效的，而流暢度並非該學生的困難。選項C不正確，因為雖然詞彙知識有限可能是阻礙閱讀理解的因素，但第三層詞彙（與特定學科或內容領域相關的技術詞彙）在二年級文學文本中並不常見，因此不太可能成為學生閱讀理解困難的根源。選項D不正確，因為這種做法沒有解決學生學習困難的根本原因，即無法在較長的故事中識別和回憶重要細節。三句話的故事很可能只包含必要的訊息，因此不需要區分重要和不重要的細節。

Answer 43

C At the secondary level, formal literary response involves developing a thesis and providing evidence from the text to support the thesis. To help sixth graders learn how to construct an effective literary response to a text, the teacher should provide opportunities, such as prompted writing in response journals, to develop a thesis related to a text (e.g., identifying a main idea or theme of the text), and then to support the thesis by citing evidence from the text. Options A, B, and D are incorrect because these prompts do not target literary response skills. Option A emphasizes vocabulary development, while Options B and D focus students on literal comprehension skills only—that is, identifying factual information explicitly stated in the text. ## Footnote ** 在中學階段，正式的文學回應包括發展論點，並提供文本中的證據來支持論點。為了幫助六年級學生學習如何建構對文本的有效文學回應，教師應提供機會，例如在回應日記中提示寫作，發展與文本相關的論點（例如，.確定文本的主要思想或主題），然後透過引用文本中的證據來支持論點**。選項 A、B 和 D 不正確，因為這些提示並非針對文學回應技巧。選項 A 強調詞彙發展，而選項 B 和 D 僅關注學生的字面理解技巧，即識別文本中明確陳述的事實資訊。.

Answer 44

C Reading planners such as the one described compel students to reread a complex academic text multiple times so that they can complete the activities in the planner, which are specifically designed to prompt the students to interact with the content and language of the text. Option A is incorrect because the activities do not focus on developing students' evaluative comprehension skills. Option B is incorrect because using a reading planner as described would not promote development of prosodic reading, since it is a silent reading activity that does not involve explicit or implicit teacher modeling of or instruction in prosodic reading. A text-based reading planner would not teach students how to adjust their reading rate based on text difficulty (D) because it focuses on just one specific text.

Answer 45

C The answer to the question in Option C is not explicitly stated in the text. Therefore, to answer this question, the students need to make inferences based on information in the text and their own background knowledge about what people need to survive and thrive. Options A, B, and D are incorrect because the answers to these questions are explicitly stated in the text. Therefore, they only require literal comprehension ## Footnote C 選項C中問題的答案在文中並沒有明確說明。因此，要回答這個問題，學生需要根據文中的資訊以及自己的背景知識，對人們生存和發展所需的條件進行推論。選項A、B和D是錯誤的，因為這些問題的答案在文中已經明確說明。因此，它們只需要字面理解。

Answer 46

D An opinion piece is a type of essay or argument in which an author takes a stand on an issue and tries to persuade readers by presenting supporting evidence. The teacher's questions are designed to help students analyze the author’s arguments by identifying an author's opinion, evaluating how effectively the author supports an argument justifying that opinion, and considering factors that may have influenced the author's opinion. Option A is incorrect because, while students may monitor their comprehension of the texts, comprehension monitoring is not explicitly taught or reinforced by the questions. Similarly, the skills described inOptions B and C may be secondary outcomes of this activity but are not the primary goal. ## Footnote 觀點文章是一種文章或論證形式，作者在其中就某個問題表明立場，並試圖透過提供支持性證據來說服讀者。教師提出的問題旨在幫助學生分析作者的論點，具體方法是識別作者的觀點，評估作者對該觀點的論證的有效性，並思考可能影響作者觀點的因素。選項A不正確，因為雖然學生可以監控自己對文本的理解，但問題並沒有明確地教導或強化對理解監控的學習。同樣，選項B和C所描述的技能可能是這項活動的次要成果，而非主要目標。

Answer 47

A A summary is a brief and succinct statement of the main points of a text. Option A is correct because identifying supporting evidence and using direct quotation and paraphrasing accurately in the graphic organizer will support students in developing an accurate summary. Accurately representing the relationships between main ideas and details is essential to comprehending the text and to preparing a coherent summary. Option B is incorrect because developing a personal response to a piece does not support the goal of writing a summary, which is to present succinctly the ideas or opinions of a source, quite distinct from one's own opinions. Options C and D are incorrect because, although an evaluation of unanswered questions (C) or an analysis of an author's style (D) may usefully follow a summary of a passage, these activities do not support the process of developing the summary. ## Footnote 摘要是對文本要點的簡潔陳述。選項 A 是正確的，因為在圖表中準確識別支持性證據並準確地使用直接引用和釋義將有助於學生撰寫準確的摘要。準確地表達主要思想和細節之間的關係對於理解文本和編寫連貫的摘要至關重要。選項 B 是錯誤的，因為對文章做出個人回應不利於撰寫摘要的目標，摘要的目的是簡潔地表達來源的想法或觀點，與個人觀點截然不同。選項 C 和 D 是錯誤的，因為雖然對未解答的問題進行評估（C）或對作者風格的分析（D）可能有助於總結一段文章，但這些活動不利於撰寫摘要的過程。

Answer 48

A Learning to use text features builds students' ability to research questions independently. For example, reviewing a table of contents would support students in identifying what information is included in a book and in understanding how the information is organized by topic. Learning to use an index would help students locate specific information in the text. Options B and C are incorrect because these strategies focus on presenting the results of research in a systematic and clear way after research is complete. While good organization may shape ongoing research by prompting further questions, it does not provide students with the support they need to navigate informational texts independently. Option D is incorrect because distinguishing between implied and explicitly stated information is an advanced-level research skill more appropriate to an older student who has already mastered the fundamental features of informational texts. ## Footnote 學習運用文本特徵可以培養學生獨立研究問題的能力。例如，查看目錄可以幫助學生識別書中包含的訊息，並理解訊息是如何按主題組織的。學習使用索引可以幫助學生在文本中找到特定資訊。選項 B 和 C 不正確，因為這些策略著重於在研究完成後以系統化清晰的方式呈現研究結果。雖然良好的組織方式可以透過引發進一步的問題來引導正在進行的研究，但它並不能為學生提供獨立瀏覽資訊文本所需的支援。選項 D 不正確，因為區分隱含資訊和明確陳述的資訊是一項高級研究技能，更適合已經掌握資訊文本基本特徵的年齡較大的學生。

Answer 49

B The first step in developing the type of analysis described in the scenario is understanding important features or characteristics of each technology, and then identifying important areas of comparison and contrast between the two technologies to be compared. To do this, the students must be able to identify important points and key details in the articles because these are likely to focus on the practical considerations to be compared, such as effectiveness in solving the problem, cost, availability of materials, and time required to implement the solution. Options A, C, and D are not correct because these options do not promote background knowledge or skills relevant to the task at hand. Learning historical background information (A), developing a personal response to the articles (C), and becoming familiar with discipline-specific writing conventions (D) would not likely help students integrate and compare information about technological solutions to a problem ## Footnote 進行場景中描述的分析的第一步是理解每種技術的重要特性或特徵，然後確定待比較的兩種技術之間重要的比較和對比領域。為此，學生必須能夠識別文章中的要點和關鍵細節，因為這些要點和細節可能側重於待比較的實際因素，例如解決問題的有效性、成本、材料的可用性以及實施解決方案所需的時間。選項 A、C 和 D 不正確，因為這些選項沒有促進與當前任務相關的背景知識或技能。學習歷史背景資訊 (A)、培養對文章的個人回應 (C) 以及熟悉特定學科的寫作慣例 (D) 不太可能幫助學生整合和比較有關問題技術解決方案的資訊。

Answer 50

A Metacognitive reading comprehension strategies prompt students to think about their thinking as they read a text. The teacher models two powerful metacognitive strategies: visualizing to support comprehension and self-questioning to clarify understanding and to set a purpose for further reading. Option B is incorrect because the teacher pauses several times during reading to make comments about the text, so the teacher does not present an example of fluent oral reading. The teacher could conceivably summarize the text at the end of the think-aloud (C), but there is no evidence in the description to suggest this will occur. Option D is incorrect because, while the teacher talks about the vocabulary word visible and determines what it means deductively, the focus of this portion of the teacher's think-aloud is promoting the students' comprehension of the sentence as a whole in which the word visible occurs. ## Footnote 後設認知閱讀理解策略促使學生在閱讀文本時反思自己的想法。教師示範了兩種強大的後設認知策略：透過視覺化理解，以及透過自我提問來澄清理解並為進一步閱讀設定目標。選項B不正確，因為教師在閱讀過程中多次停頓並評論文本，因此教師沒有提供流暢的朗讀範例。教師可以在出聲思考環節（C）結束時總結文本，但描述中沒有證據表明會出現這種情況。選項D不正確，因為雖然教師討論了詞彙visible並透過演繹推理推斷其含義，但教師出聲思考環節的這一部分重點是促進學生理解包含visible一詞的整個句子。

Answer 51

C The text structure of this passage is chronological, focusing on when troop ovements took place leading up to the battle. Timelines are the most effective form of graphic organizer for conveying a chronology of events. Options A, B, and D are incorrect because these types of graphic organizer are better suited to other types of passages or purposes. Outlines (A) and semantic maps (D) are best used with passages that are organized into different sections or categories of related content, while Venn diagrams (B) visually display similarities and differences between two or more related topics. ## Footnote 這篇文章的文本結構是按時間順序排列的，重點是部隊調動在戰鬥前發生的時間。時間軸是傳達事件時間順序的最有效的圖形組織形式。選項A、B和D不正確，因為這些類型的圖形組織方式更適合其他類型的文章或用途。大綱（A）和語意圖（D）最適合用於將文章組織成不同章節或類別的相關內容，而維恩圖（B）則能夠直觀地展示兩個或多個相關主題之間的異同。

Answer 52

D Readers make text-based inferences by combining evidence from the text with relevant background knowledge. Sentence frames like the ones described provide English learners with a language scaffold that supports making inferences based on evidence and background knowledge. Not only does the sentence frame divide the skill into a series of simple steps, but it also makes the linguistic task more accessible for the students as they discuss or write about the content in the passages. According to evidence, English learners benefit from literacy instruction that incorporates explicit language support to complete academic language tasks. Options A and C are incorrect because, while prereading the passages (A) or being able to use reference materials (C) may be useful if the students need support in understanding some words in the passage, these strategies do not support language development related to the target skill, making inferences during reading. Option B is incorrect because this strategy does not provide the English learners with support in inferential comprehension. All students should receive differentiated instruction that makes grade-level instruction accessible. ## Footnote 讀者透過將文本證據與相關背景知識結合來進行基於文本的推論。如上所述的句子框架**為英語學習者提供了一個語言支架，支持他們根據證據和背景知識進行推論。句子框架不僅將技能分解為一系列簡單的步驟，而且還使學生在討論或撰寫文章內容時更容易完成語言任務。** 證據表明，英語學習者受益於結合明確語言支援的讀寫教學，以完成學術語言任務。選項 A 和 C 不正確，因為雖然預讀文章（A）或使用參考資料（C）在學生需要幫助理解文章中的某些單字時可能有用，但這些策略不支持與目標技能相關的語言發展，即在閱讀過程中進行推論。選項 B 不正確，因為這種策略沒有為英語學習者提供推理理解的支持。所有學生都應該接受差異化教學，以便他們能夠接受年級程度的教學。

Answer 53

B Many factors contribute to reading comprehension. Skilled readers use different comprehension strategies to achieve different purposes. For example, the first student described in this item may have skimmed the chapter to look for specific words or phrases mentioned in the comprehension questions, while the second student may have scanned the chapter for main ideas but did not dwell on individual terms or facts. Option A is incorrect because the first student had difficulty answering questions about the gist of the chapter, so it is likely that that student did not apply metacognitive strategies to enhance understanding during reading. Option C is incorrect because the second student was able to construct a strong summary of the chapter, which suggests an ability to use inferential skills. While background knowledge and experiences have a strong influence on reading comprehension (D), this factor cannot explain why the students focused on such different levels of the text. ## Footnote 影響閱讀理解的因素很多。熟練的讀者會使用不同的理解策略來達到不同的目的。例如，本題中描述的第一位學生可能只是略讀了章節內容，尋找理解問題中提到的特定單字或短語；而第二位學生可能只是瀏覽了章節的主要思想，但沒有仔細研究個別術語或事實。選項A不正確，因為第一位學生在回答有關章節主旨的問題時遇到了困難，因此該學生很可能沒有運用後設認知策略來增強閱讀理解。選項C不正確，因為第二位學生能夠對章節進行有力的概括，這顯示他具備運用推理技巧的能力。雖然背景知識和經驗對閱讀理解有很大影響（D），但這個因素無法解釋為什麼學生對文本的關注程度如此不同。

Answer 54

B Skimming involves a quick, superficial reading of a text to get an overall impression of the material. This would be an appropriate and effective strategy for previewing a textbook chapter. Options A, C, and D are incorrect because evaluating the validity of information on a website (A), synthesizing information from a variety of sources for research purposes (C), and studying facts for a content-area exam (D) all require a more careful reading of textual materials than skimming. ## Footnote 略讀是指快速、粗略地閱讀文本，以獲得對材料的整體印象。這是一種預覽教科書章節的恰當且有效的策略。選項 A、C 和 D 不正確，因為評估網站上資訊的有效性 (A)、出於研究目的綜合來自各種來源的資訊 (C) 以及為內容領域考試研究事實 (D) 都需要比略讀更仔細地閱讀文本材料。

Answer 55

C Targeted instruction focused on enhancing the student's ability to attend to all parts of words during decoding is responsive to the typical errors the student makes in the assessment. In the representative sample, the student accurately reads most of the words. The student also reads the beginnings of longer, morphologically complex words accurately (i.e., correctly decoding the first morpheme in the compound word overturn and the complex word disappear) but misreads the remaining portion of both words. In each case, the student guesses the word based on its first syllable rather than decoding all parts of the word. Options A, B, and Dare incorrect because they identify reading skills that the student clearly has already mastered, as evidenced in the representative sample. The student demonstrates comprehension monitoring by self-correcting in real time when word-reading errors do not make sense in the context (A). The student also demonstrates good comprehension and command of reading and oral vocabulary (B). Finally, the student demonstrates competence when tracking connected text by reading words in order across lines and from line to line (D) in the representative sample ## Footnote 針對學生在解碼過程中註意單字所有部分的能力進行有針對性的指導，可以解決學生在評估中常犯的錯誤。在代表性樣本中，學生準確讀出了大部分單字。學生也能準確讀出較長、形態複雜的單字的開頭（例如，正確解碼複合詞 overturn 和複雜詞 disappear 中的第一個字素），但會誤讀兩個單字的剩餘部分。在每種情況下，學生都是根據第一個音節來猜測單詞，而不是解碼單字的所有部分。選項 A、B 和 Dare 不正確，因為它們表明學生顯然已經掌握了閱讀技巧，代表性樣本就是明證。當單字閱讀錯誤在上下文中無法理解時，學生會透過即時自我糾正來展示理解監控（A）。學生也表現出良好的理解能力以及對閱讀和口語詞彙的掌握（B）。最後，學生透過按順序閱讀跨行和逐行的單字（代表性樣本中的 D）來展示追蹤連續文本的能力

Answer 56

A Explicitly teaching the student common English syllable-division strategies, or patterns (e.g., VC/CV, V/CV, VC/V, V/V, /stable final syllable), will provide the student with an evidence-based strategy for dividing multisyllable words into decodable parts. By applying syllable-division strategies, the student would be more likely to accurately pronounce each syllable in an unfamiliar word, which would facilitate the student's ability to recognize it as a word in their oral vocabulary. Using an intervention strategy that has been proven to be effective in supporting readers' accurate decoding of multisyllable words will allow the teacher to determine if the student has the potential forimprovement with a short-term intervention. If the retest results show no improvement, this would indicate to the teacher that the student likely lacks the foundational phonics skills necessary to benefit from instruction in syllabication. Option B is incorrect because teaching a particular strategy does not provide a teacher with national benchmarks. Option C is incorrect because the intervention described focuses on improving the student's word-level foundational reading skills development, not on text-level reading comprehension development. Option D is incorrect because most students require explicit instruction in syllabication strategies (and morphemic analysis) to support them in learning how to read unfamiliar multisyllable words accurately and automatically. Just because this student has not yet mastered reading multisyllable words does not suggest that the student has a specific reading disability. ## Footnote 明確地向學生傳授常見的英語音節劃分策略或模式（例如，VC/CV、V/CV、VC/V、V/V、/穩定的尾音節），將為學生提供一種基於證據的策略，將多音節詞劃分為可解碼的部分。透過運用音節劃分策略，學生更有可能準確地發出不熟悉單字的每個音節，這將有助於學生將其識別為口語詞彙中的單字。使用已被證明可有效支持讀者準確解碼多音節詞的干預策略，將使教師能夠確定學生是否有透過短期幹預而提高的潛力。如果重測結果顯示沒有提高，則向教師表明學生可能缺乏從音節劃分教學中受益所必需的基礎語音技能。選項 B 不正確，因為教授特定策略並不能為教師提供國家基準。選項C不正確，因為所描述的介入措施著重於提升學生在詞彙層面的基礎閱讀技能，而不是在文本層面的閱讀理解能力。選項D不正確，因為大多數學生需要明確的音節策略（和詞素分析）指導，才能幫助他們學習準確、自動地閱讀不熟悉的多音節單字。僅僅因為這個學生還沒有掌握閱讀多音節詞，並不代表他有特定的閱讀障礙。

Answer 57

B Test validity is the degree to which a test measures what it is intended to measure. Options A and C are incorrect because they describe how criterion-referenced tests (A) and norm-referenced tests (C) are scored. Option D is incorrect because it describes test reliability, which is a different concept related to test performance

Answer 58

C Reliability indicates the degree to which a test yields consistent results over successive administrations. If a test yielded fluctuating results, it would be considered to have low reliability. Options A and D are incorrect because they describe other dimensions of test performance (i.e., content validity [A] and predictive validity [D]). Option B is incorrect because standardized tests are not designed to serve as instructional interventions. ## Footnote C 信度表示測試在連續多次測試中產生一致結果的程度。如果測試結果波動，則該測試的信度較低。選項 A 和 D 不正確，因為它們描述的是測試表現的其他維度（例如內容效度 [A] 和預測效度 [D]）。選項 B 不正確，因為標準化測驗並非旨在用作教學介入。

Answer 59

B A norm-referenced reading assessment, a type of standardized assessment, compares students' performance with that of a norming group, which is a large sample of students typically at the same grade level or in the same age range. The score on a norm-referenced assessment is typically presented as a percentile ranking. Option A is incorrect because a summative assessment summarizes students' progress at the end of a time period after learning has taken place and does not compare students' performance against that of a norming group. Typical purposes of summative assessments include identifying what skills students have mastered during a specified time period or evaluating the effectiveness of a reading program or instructional strategy. Option C is incorrect because a curriculum-based reading assessment evaluates how well students have learned basic reading skills taught. The results can inform teachers of students' progress and challenges with respect to the reading curriculum. Option D is incorrect because benchmark assessments are interim assessments that track students' progress toward an instructional goal. Benchmark assessments can be used to help predict how well students are likely to perform on end-of-year state assessments. ## Footnote 常模參照閱讀評估是一種標準化評估，它將學生的表現與常模組（通常為同一年級或同一年齡段的大量學生樣本）的表現進行比較。常模參照評估的分數通常以百分位排序表示。選項A不正確，因為總結性評估是在學習結束後總結學生的進步，而不是將學生的表現與常模組進行比較。總結性評估的典型目的包括確定學生在特定時間內掌握了哪些技能，或評估閱讀計畫或教學策略的有效性。選項C不正確，因為基於課程的閱讀評估評估的是學生學習所教導的基本閱讀技能的程度。評估結果可以讓教師了解學生在閱讀課程方面的進步和挑戰。選項D不正確，因為基準評估是追蹤學生朝著教學目標前進的中期評估。基準評估可用於幫助預測學生在年終州級評估中的表現。

Answer 60

C In the scenario described, the teacher makes an instructional decision—to make vocabulary instruction more systematic and robust—based on students' performance on the vocabulary subtest of the standardized schoolwide assessment. Their performance was below the national average and, more importantly, below their performance in other dimensions of reading measured by the assessment. Option A is incorrect because the scenario does not provide information about the students' performance on informal assessments. Options B and D are incorrect because the scenario only mentions the standardized schoolwide assessment and does not provide information about other assessment strategies the teacher is using (B) or whether the results on the standardized assessment provide information about how the students performed with respect to state standards (D). The scenario only mentions that the students performed "below the national average." ## Footnote 在上述場景中，教師根據學生在標準化全校評估詞彙測驗中的表現，做出教學決策，使詞彙教學更加系統化和穩健化。他們的成績低於全國平均水平，更重要的是，也低於評估中衡量的其他閱讀維度的成績。選項A不正確，因為該場景未提供學生在非正式評估中的表現資訊。選項B和D不正確，因為該場景僅提及標準化全校評估，並未提供教師正在使用的其他評估策略（B）的信息，也未提及標準化評估的結果是否反映了學生相對於州標準的表現（D）。此場景僅提及學生的表現「低於全國平均」。

Answer 61

A In the scenario described in this item, the teacher collects data about students' vocabulary development across multiple language modes (e.g., listening, speaking, reading, and writing). In addition, analyzing students' use of vocabulary in multiple contexts allows the teacher to monitor students' vocabulary development in multiple dimensions, such as their depth of understanding of new vocabulary (e.g., as evidenced in their vocabulary journals) and their command, usage, and retention of new vocabulary (e.g., as evidenced during class discussions and in their daily writing). Option B is incorrect because the teacher does not use anecdotal or theoretical data to track students' progress. Option C is incorrect because the assessment strategies the teacher is using are not easily quantified. Option D is incorrect because the scenario only mentions evidence that the teacher is collecting with respect to students' vocabulary development and not each essential component of reading ## Footnote A 在本題所描述的場景中，教師收集了學生在多種語言模式（例如聽、說、讀、寫）下的詞彙發展資料。此外，分析學生在多種情境下的詞彙使用情況，教師可以從多個維度監控學生的詞彙發展，例如他們對新詞彙的理解深度（例如，詞彙日誌中體現的詞彙量）以及他們對新詞彙的掌握、使用和記憶（例如，課堂討論和日常寫作中體現的詞彙量）。選項B不正確，因為教師沒有使用軼事或理論數據來追蹤學生的學習進度。選項C不正確，因為教師使用的評量策略不易量化。選項D不正確，因為該場景僅提到教師收集的與學生詞彙發展相關的數據，而沒有提及閱讀的每個基本要素。

Answer 62

D When children use causal conjunctions, they demonstrate that they understand and can express a causal relationship supported by evidence or a reason (e.g., "She did X because…," "X didn't work, so she did Y."). If children do not explicitly state connections between characters and events, the teacher cannot assume the children understand the causal relationships in the story. Option A is incorrect because details about events do not necessarily demonstrate an understanding about what caused the event or how it affects the characters in the story. Option B is incorrect because the use of sequence words provides evidence of children’s understanding of the chronology or sequence of events in the story but does not provide evidence of their understanding of causal relationships between characters and events in the story. Option C is incorrect because questions direct children's responses. If the teacher asks a question that requires children to think about causality, then the teacher is directing the children to make causal connections. Questioning can be an effective instructional strategy for supporting students in learning how to make connections between characters and events; however, this is not an effective assessment strategy for determining whether children understand the causal relationships in the story on their own, without teacher prompting. ## Footnote D 當兒童使用因果連接詞時，他們表明他們理解並能夠表達由證據或理由支持的因果關係（例如，“她做了X，因為…”，“X沒有起作用，所以她做了Y。”）。如果兒童沒有明確說明人物和事件之間的聯繫，老師就不能假設他們理解故事中的因果關係。選項A不正確，因為事件的細節並不一定能表明他們理解事件的原因或它如何影響故事中的人物。選項B不正確，因為使用序列詞證明了兒童理解了故事中事件的時間順序或順序，但並未證明他們理解了故事中人物和事件之間的因果關係。選項C不正確，因為問題引導兒童的回答。如果老師提出一個需要兒童思考因果關係的問題，那麼老師就是在引導兒童建立因果連結。提問是一種有效的教學策略，可以幫助學生學習如何在人物和事件之間建立聯繫；然而，這並不是一個有效的評估策略，無法確定孩子們是否能夠在沒有老師提示的情況下自己理解故事中的因果關係。

Answer 63

D Asking advanced readers to elaborate on specific story elements in their retelling prompts them to use higher-order thinking skills (e.g., inferencing) during the assessment, which is an appropriate differentiation strategy for advanced learners. For example, asking the children to elaborate on how a character responds to a story event (e.g., "How do you think the character feels when…") encourages them to make inferences by combining their background knowledge about stories, characters, situations, and feelings with evidence in the text to elaborate on things that may not be explicitly stated in the text. Option A is incorrect because asking literal questions can serve to limit children's retelling to the explicitly stated events or details in the story and does not promote higher-order thinking. Similarly, Options B and C are incorrect because summarizing an informational text (B) or recording the children's retelling (C) does not engage the children in higher-order thinking ## Footnote D 要求高級讀者在複述中詳細闡述特定的故事元素，可以促使他們在評估中運用高階思維技能（例如推理），這是一種適合高級學習者的差異化策略。例如，請孩子們詳細闡述一個角色對故事事件的反應（例如，「你認為角色在…時會有什麼感受」），可以鼓勵他們將自己關於故事、人物、情境和感受的背景知識與文本中的證據相結合，進行推理，從而闡述文本中可能未明確闡述的內容。選項A不正確，因為提出字面問題可能會將孩子的複述限制在故事中明確陳述的事件或細節上，並且不利於培養高階思維。同樣，選項B和C也不正確，因為總結資訊性文字（B）或記錄孩子們的複述（C）並不能激發孩子們進行高階思維。

Answer 64

A The general profiles described in the scenario can help the teacher be more strategic and efficient when selecting appropriate diagnostic assessments for individual students. Gathering more information about an individual student's specific areas of difficulty will support the teacher in planning more targeted, effective interventions for the student. Option B is incorrect because a comprehensive intervention plan may not be warranted if a student's profile does not suggest that it is. For example, if a student reads grade-level passages accurately and fluently but cannot answer comprehension questions after reading, further diagnostic probing should focus on factors that affect comprehension rather than on all components of reading. Options C and D are incorrect because using these general profiles will not ensure that an intervention will integrate various language modes (C) or that the differentiation or intervention strategies the teacher uses will be standards based (D). ## Footnote A 情境中所描述的一般概況可以幫助教師在為個別學生選擇合適的診斷評估時更具策略性和效率。收集更多關於個別學生具體困難領域的資訊將有助於教師為其規劃更有針對性、更有效的干預措施。選項B不正確，因為如果學生的概況沒有表明需要製定全面的干預計劃，則可能沒有必要。例如，如果學生能夠準確流利地閱讀年級程度的文章，但在閱讀後無法回答理解問題，那麼進一步的診斷探究應該側重於影響理解的因素，而不是閱讀的所有組成部分。選項C和D不正確，因為使用這些一般概況並不能確保幹預措施能夠整合各種語言模式（C），也不能確保教師使用的差異化或乾預策略是基於標準（D）。

Answer 65

C The primary purpose and benefit of **progress-monitoring** is to adjust instruction according to a student's response to the instruction. Progress-monitoring needs to occur frequently to be effective, so it is important that it captures even small improvements, which will help the teacher make appropriate adjustments to the content, intensity, or pace of the differentiated instruction or intervention. Option A is incorrect because monitoring students' stronger skills with the same frequency as the students' weaker skills would not be an efficient use of assessment because it would not necessarily result in information that can inform instruction in the students' area(s) of need. Option B is incorrect because standardized, norm referenced assessments are not designed to be given frequently or show incremental progress. They are summative in nature and indicate how the students compare with other students in a particular area of reading. They do not provide information about how to adjust differentiated instruction or an intervention. Option D is incorrect because group-administered assessments would not present the same opportunities as individual assessments for the teacher to identify nuances of a student's performance that might result in adjustment of instruction. In addition, some skills assessments must be administered individually. ## Footnote C 進度監控的主要目的和益處是根據學生對教學的反應來調整教學。進度監控需要頻繁才能有效，因此捕捉即使是微小的進步也至關重要，這將有助於教師對差異化教學或介入的內容、強度或節奏做出適當的調整。選項A不正確，因為以與學生較弱技能相同的頻率監控學生的強項技能並非評估的有效利用，因為它不一定能提供能夠指導學生所需領域教學的資訊。選項B不正確，因為標準化、常模參照的評估並非旨在頻繁進行或顯示漸進式進步。它們本質上是總結性的，顯示學生在特定閱讀領域與其他學生的比較。它們不提供有關如何調整差異化教學或介入的資訊。選項D不正確，因為小組評估不像個別評估那樣，為教師提供識別學生表現細微差別的機會，而這些細微差別可能會導致教學調整。此外，有些技能評估必須單獨進行。

Answer 66

A Integrating decodable texts with phonics instruction aligns with evidence based instruction. Practice applying newly learned phonics skills to read words is an essential component of an effective beginning reading program. Reading decodable texts gives beginning readers opportunities to practice applying newly learned phonics patterns and skills in the context of connected text to help build automaticity. Decodable texts aligned with the sequence of instruction in the reading curriculum emphasize words with phonics patterns previously taught. Because these texts feature regularly spelled words that match children's phonics knowledge, they encourage children to use decoding for word identification, which is prerequisite for developing accurate, automatic reading skills. Options B, C, and D are incorrect because leveled texts, illustrated predictable texts, and themed alphabet books do not limit words included in the text to those with known phonics patterns. These text types often use picture supports and repeated (i.e., predictable) phrases that promote the use of guessing as a word identification strategy, which undermines the development of strong decoding skills in beginning readers. ## Footnote 將可解碼文本與語音教學結合符合實證教學原則。練習運用新學到的語音技能閱讀單字是有效的初級閱讀計畫的重要組成部分。閱讀可解碼文本為初學者提供了在連貫文本中練習運用新學到的語音模式和技能的機會，從而幫助建立閱讀的自動化。與閱讀課程的教學順序相符的可解碼文本強調了先前教授過的具有語音模式的單字。由於這些文本包含與兒童語音知識相符的規則拼寫單詞，因此它們鼓勵兒童使用解碼來識別單詞，這是培養準確、自動閱讀技能的先決條件。選項B、C和D不正確，因為分級文字、插圖的可預測文字和主題字母書不會將文字中包含的單字限制為具有已知語音模式的單字。這些文字類型通常使用圖片和重複的（即可預測的）短語，鼓勵使用猜測作為單字辨識策略，這會削弱初學者發展強大的解碼技能。

Answer 67

A The students' profile in the scenario aligns with characteristics of students beginning to transition to the partial-alphabetic phase of word-reading development. Children in the pre-alphabetic phase can track and identify words in predictable text with rehearsal and have learned some high-frequency words by sight, as described in the first and fourth bullets. However, as children transition to the partial-alphabetic phase, they are beginning to make connections between their growing phonemic awareness and knowledge of letter-sound correspondences, so they begin to use some letter sounds to read and write words, usually focusing on the first letter sound in a word. The students in the scenario demonstrate these behaviors in the second, third, and fifth bullets. Option B is incorrect because the students do not attend to all the letter sounds in words, a key characteristic of the full-alphabetic phase. Since the students do not demonstrate behaviors characteristic of the full-alphabetic phase, they cannot possibly have the skills necessary to begin transitioning to more advanced phases (Options C and D). ## Footnote A 該場景中學生的概況與開始過渡到部分字母表階段的學生的特徵相符。處於字母表前階段的兒童可以透過練習在可預測的文本中追蹤和識別單詞，並且已經透過視覺學習了一些高頻詞，如第一點和第四點所述。然而，隨著兒童過渡到部分字母表階段，他們開始將日益增強的音素意識與字母發音對應關係聯繫起來，因此他們開始使用一些字母發音來讀寫單詞，通常專注於單詞中的第一個字母發音。該場景中的學生在第二點、第三點和第五點中展示了這些行為。選項B不正確，因為學生沒有註意到單字中的所有字母發音，而這是完全字母表階段的一個關鍵特徵。由於學生沒有表現出完全字母表階段特有的行為，他們可能不具備過渡到更高級階段所需的技能（選項C和D）。

Answer 68

D In differentiated instruction, a teacher uses individualized and small-group instruction to align the content, intensity, and pacing of instruction in a particular area (e.g., spelling) with the strengths and needs of the students. Differentiated instruction would allow the teacher in this scenario to instruct students according to their current spelling strengths and needs, as indicated by the assessment data. Meanwhile, flexible grouping means that the teacher continually monitors individual student’s progress and changes the makeup of the groups as students' strengths and needs change. Option A is incorrect because this whole-group instructional approach does not take into account that some students would not yet be ready to learn certain spelling elements, while other students would have already mastered many of the elements. This would reduce the opportunities for many students to benefit from instruction. Option B is incorrect because it reflects an outdated and ineffective approach to spelling instruction, in which students memorize lists of specific, unrelated words each week instead of learning spelling skills that are generalizable to many words. Teaching generalizable spelling skills promotes students' development of orthographic knowledge that supports and reinforces both reading and spelling development, whereas memorizing random words has little benefit. Option C is incorrect because homework would not provide most students with the explicit instruction and teacher-guided practice they need to advance their spelling skills. ## Footnote 在差異化教學中，教師採用個別化和小組教學，使特定領域（例如拼字）的教學內容、強度和節奏與學生的優勢和需求一致。在這種情況下，差異化教學允許教師根據評估數據顯示的當前拼字優勢和需求來指導學生。同時，靈活分組意味著教師持續監控每個學生的進度，並根據學生的優勢和需求的變化調整小組的組成。選項A不正確，因為這種全組教學方法沒有考慮到有些學生尚未準備好學習某些拼字要素，而其他學生可能已經掌握了許多要素。這會減少許多學生從教學中受益的機會。選項B不正確，因為它反映了一種過時且無效的拼字教學方法，學生每週記住一串具體的、不相關的單詞，而不是學習可以推廣到許多單字的拼字技巧。教授通用拼字技能可以促進學生發展正字法知識，從而支持和強化閱讀和拼字能力的發展，而記憶隨機單字幾乎沒有好處。選項C是錯誤的，因為家庭作業無法為大多數學生提供提高拼字技能所需的明確指導和教師指導的練習。

Answer 69

B Adjusting instruction for individual students according to their responses to intervention is a key principle of the Multi-Tiered Systems of Support (MTSS) model of instruction. The teacher should monitor the progress of the individual students in the Tier Two intervention group using an appropriate, evidence-based assessment, and then adjust instruction for individual students based on their responses to instruction. For example, some of the students might need more intensive instruction, while others may demonstrate mastery after a few lessons. Option A is incorrect because providing reading materials at the most accessible level will not provide opportunities for students to advance in their learning and to apply new skills. Option C is incorrect because instructional materials that are aligned with students' interests may not be aligned with their reading strengths and/or learning goals. Option D is incorrect because following a scripted program verbatim from beginning to end implies that the teacher is not attending to students' responses to the intervention and their changing strengths and needs. ## Footnote 根據學生對介入的反應調整教學是多層次支持系統 (MTSS) 教學模式的關鍵原則。教師應使用適當的、以證據為基礎的評估來監控第二層介入組中每個學生的進度，然後根據學生對教學的反應調整教學。例如，有些學生可能需要更密集的指導，而其他學生可能在幾堂課後就掌握了知識。選項 A 不正確，因為提供最容易理解的閱讀材料不會提供學生學習進步和應用新技能的機會。選項 C 不正確，因為符合學生興趣的教材可能與他們的閱讀優勢和/或學習目標不一致。選項 D 不正確，因為從頭到尾逐字逐句地遵循腳本程序意味著教師沒有關注學生對介入的反應以及他們不斷變化的優勢和需求。

Answer 70

B Trade books are books marketed to a general audience. Children's trade books cover a range of topics and include both fiction and nonfiction texts. Wide reading of trade books provides students with exposure to many genres and helps them begin to develop an awareness of the structural differences between genres. Trade books are not limited to specific themes or lend themselves exclusively to literal comprehension (A), nor do they use simplified syntax or controlled vocabulary (C). Reading trade books does not explicitly (or implicitly) teach fourth-grade students phonological and phonemic awareness skills (D), which are typically developed at a much earlier grade level using primarily oral language activities. ## Footnote 大眾讀物是面向大眾讀者的書籍。兒童大眾讀物涵蓋各種主題，包括虛構和非虛構類文本。廣泛閱讀大眾讀物可以讓學生接觸到多種體裁，並幫助他們逐漸了解不同文類之間的結構差異。大眾讀物並不局限於特定主題，也不只適合字面理解（A），也不使用簡化語法或受控詞彙（C）。閱讀大眾讀物並不能明確（或隱含地）教會四年級學生語音和音素意識技能（D），這些技能通常在小學階段就透過口語活動培養起來。

Answer 71

C Since the students could read the text orally with fluency during subsequent informal assessments, the teacher needs to consider other factors that may have affected the students' comprehension of the text. Informational texts introduce vocabulary words that are likely to be unfamiliar to many students in a fifth-grade classroom. Informational texts may also include academic language structures with which students are unfamiliar. For students to be able to read and comprehend such a text independently, the teacher may need to model and provide students with practice in close reading of key passages in the text, as well as explicitly teach key vocabulary prior to reading. Using only informational texts that students can access independently (A) is not an effective option, as these texts are unlikely to include important grade level vocabulary and thus may not match grade-level standards for that content area. Similarly, simply providing students with instruction in test-taking skills (B) or focusing on narrative texts for reading activities (D) would not help students develop the content-specific knowledge and vocabulary required at their grade level. ## Footnote 由於學生在隨後的非正式評估中能夠流利地朗讀文本，教師需要考慮其他可能影響學生理解文本的因素。資訊性文本所引入的詞彙可能對五年級課堂中的許多學生來說並不熟悉。資訊性文本也可能包含學生不熟悉的學術語言結構。為了讓學生能夠獨立閱讀和理解這樣的文本，教師可能需要為學生提供示範，讓他們練習仔細閱讀文本中的關鍵段落，並在閱讀前明確教授關鍵詞彙。僅使用學生可以獨立理解的資訊性文本（A）並非有效選擇，因為這些文本不太可能包含重要的年級詞彙，因此可能不符合該內容領域的年級標準。同樣，僅為學生提供應考技巧指導（B）或專注於閱讀活動的敘述性文本（D）也無助於學生發展其年級所需的特定內容知識和詞彙。

Answer 72

C Providing explicit support and modeling how to complete the graphic organizer align with an evidence-based approach to reading instruction, in which a teacher provides direct explanation and explicit modeling before having students engage in guided practice and finally independent practice of a new reading skill. In this scenario, the teacher uses think-aloud and questioning to provide explanation and modeling of a literary analysis task. Options A, B, and D are incorrect because these strategies describe actions that the students are not yet adequately prepared to take because the strategies do not provide the students with sufficient instruction or support to complete the task. ## Footnote 提供明確的支援並示範如何完成圖形組織器符合實證閱讀教學法。在實證閱讀教學法中，教師在學生進行指導練習，並最終獨立練習新的閱讀技能之前，提供直接的解釋和明確的示範。在本案例中，教師使用出聲思考和提問來解釋和示範文學分析任務。選項A、B和D不正確，因為這些策略描述的是學生尚未充分準備的行動，因為這些策略沒有為學生提供足夠的指導或支援來完成任務。

Answer 73

C Option C is correct because this differentiation strategy provides all students, including advanced readers, with an appropriate level of challenge while learning grade level skills. Having students work on this assignment in homogeneous small groups based on their skill level allows the teacher to use texts with varying levels of complexity to differentiate the task. Option A is incorrect because having advanced readers work independently while all the other students work collaboratively in small groups isolates the advanced readers and does not allow them to benefit from collaboration. Option B is incorrect because having advanced readers provide instructional support to other students does not provide the advanced readers with the challenge they require to deepen or expand their own reading skills. Option D is incorrect because having students who complete their work early analyze a second poem does not necessarily deepen or extend learning. ## Footnote 選項 C 是正確的，因為這種差異化策略為所有學生（包括高級讀者）提供了適當的挑戰，同時也讓他們學習了年級程度的技能。讓學生根據他們的技能水平分成同質的小組完成這項作業，可以讓老師使用不同複雜程度的文本來區分任務。選項 A 是錯誤的，因為讓高級讀者獨立工作，而其他所有學生在小組中合作工作，會孤立高級讀者，使他們無法從合作中受益。選項 B 是錯誤的，因為讓高階讀者為其他學生提供教學支援並不能為高階讀者提供深化或擴展自身閱讀技能所需的挑戰。選項 D 是錯誤的，因為讓提前完成作業的學生分析第二首詩不一定會深化或擴展學習。

Answer 74

A Providing the students with explicit instruction in the use of various word reading skills and comprehension-repair strategies would allow them to access the more complex texts presented during whole-class reading routines. Options B and C are incorrect because they do not provide opportunities for the students to engage with complex grade-level texts. By using these strategies, the teacher would send the message that the teacher has low expectations regarding the students' capacity for growth in reading. This approach would not develop the students' feelings of self-efficacy and self-confidence as readers. It would more likely have the opposite effect. Option D is incorrect because simply exposing the students to different genres is not enough. The students in the scenario also need explicit instruction in skills and strategies for dealing with the challenges they will encounter in complex grade-level texts. ## Footnote 為學生提供各種單字閱讀技巧和理解修復策略的明確指導，將使他們能夠理解在全班閱讀過程中呈現的更複雜的文本。選項 B 和 C 是錯誤的，因為它們沒有為學生提供接觸複雜年級文本的機會。透過使用這些策略，教師會發出這樣的訊息：教師對學生的閱讀能力成長期望較低。這種方法不會培養學生作為讀者的自我效能感和自信心。它更有可能產生相反的效果。選項 D 是錯誤的，因為僅僅讓學生接觸不同類型的文本是不夠的。在這種情況下，學生還需要明確的技能和策略指導，以應對他們在複雜的年級文本中遇到的挑戰。

Answer 75

B Since most decodable texts are constructed specifically for the purpose of supporting students' decoding development, their stories are not necessarily sufficiently developed to support grade-level comprehension instruction, especially for older students such as the third graders in this scenario. A well-developed story includes, either explicitly or implied, essential story components or elements such as character(s), setting, an initiating event/problem, reactions to the initiating event/problem, attempts to carry out a plan in response to the main event/problem, consequences of the attempts or plan, and a resolution. Thus, by using decodable texts with an evidence-based scope and sequence for decoding instruction and complex, grade level texts read aloud by the teacher for comprehension instruction, the teacher can support the students' ongoing development in both reading fluency and text comprehension. Options A, C,and D are incorrect because they do not explicitly address comprehension instruction. ## Footnote 由於大多數可解碼文本都是專門為支持學生解碼能力發展而構建的，因此其故事情節發展並不一定足以支持年級水平的理解教學，尤其是對於年齡較大的學生，例如本案例中的三年級學生。一個完整的故事包含（或明或暗）基本的故事組成部分或元素，例如人物、背景、初始事件/問題、對初始事件/問題的反應、針對主要事件/問題實施計劃的嘗試、嘗試或計劃的後果以及解決方案。因此，透過使用基於證據的範圍和順序的可解碼文本進行解碼教學，並使用教師大聲朗讀的複雜年級水平文本進行理解教學，教師可以支持學生在閱讀流暢度和文本理解能力方面的持續發展。選項A、C和D不正確，因為它們沒有明確涉及理解教學。

Answer 76

D Students with language-expression challenges often have difficulty with academic language that utilizes conjunctions to connect ideas. Language frames provide a supportive syntactic structure for making a complex statement (e.g., conveying evidence for a response, making a causal statement, providing a reason for one's thinking). Providing the students with appropriate sentence or language frames would support their participation in the text-based discussions, as well as provide them with practice engaging in common academic language tasks, thus promoting both their literacy and language development. Options A, B, and C are incorrect because they do not address the students' underlying language-expression challenges or provide them with opportunities to produce academic language on their own with appropriate scaffolding. ## Footnote 語言表達障礙的學生通常難以運用連接詞連接思想的學術語言。複雜陳述的語言框架（例如，提供回應的證據、做出因果陳述、提供思考的理由）提供了支持性的句法結構。為學生提供合適的句子或語言框架，有助於他們參與基於文本的討論，並為他們提供參與常見學術語言任務的練習，從而促進他們的讀寫能力和語言發展。選項A、B和C不正確，因為它們沒有解決學生潛在的語言表達障礙，也沒有提供他們在適當的框架下獨立創作學術語言的機會。

Answer 77

Strength: Olivia demonstrates **strong self-correction and decoding strategies**, as seen in her multiple self-corrections (e.g., “forest”, “umbrella”, “describe”, “scientists”). She effectively uses phonics knowledge to sound out multisyllabic words (e.g., “ex-ak-le”, “des-skrib”), showing solid understanding of letter-sound relationships and syllabication patterns. This reflects growing phonemic awareness and attention to accuracy in word recognition. Need: Olivia needs support in **fluency and automaticity**. The frequent pauses, repetitions, and teacher-told words (e.g., “elements,” “scientists,” “describe”) suggest that her decoding is effortful, which slows her rate and affects comprehension. Limited automatic word recognition and uneven prosody indicate developing fluency. Instructional Strategy: Implement repeated **oral reading with modeled fluency** (Rasinski, 2012). During small-group sessions, the teacher models expressive reading of short science passages like this one, emphasizing phrasing and intonation. Olivia then rereads the same passage multiple times, focusing first on accuracy, then smoothness and expression. Track progress using a fluency rubric and timed readings. Incorporate echo reading (teacher reads a sentence, Olivia echoes it) to scaffold pacing and prosody. Gradually introduce phrased-cued texts to promote chunking meaningful word groups, which enhances comprehension. Evidence-based rationale: Research shows that repeated and modeled readings improve fluency and automatic word recognition, freeing cognitive resources for comprehension (National Reading Panel, 2000; Rasinski, 2012). Given Olivia’s strong self-correction and decoding foundation, this targeted fluency practice will build speed and expression without sacrificing accuracy. ## Footnote 優勢： Olivia 展現出**強大的自我糾正和解碼策略**，這從她多次自我糾正的單字（例如「forest」、「umbrella」、「describe」、「scientists」）中可見一斑。她能夠有效地運用語音知識拼讀多音節字（例如「ex-ak-le」、「des-skrib」），展現出對字母-聲音關係和音節模式的紮實理解。這反映出她對音素意識的不斷提升以及對詞彙辨識準確性的重視。不足： Olivia 需要在**流利度和自動化程度**方面得到支援。頻繁的停頓、重複以及老師講解的單字（例如“elements”、“scientists”、“describe”）表明她的解碼需要付出努力，這降低了她的速度並影響了理解。有限的自動詞彙辨識能力和不均勻的韻律表明她的流利度正在提升。教學策略：實作**重複朗讀，並模仿流暢度**（Rasinski，2012）。在小組課上，教師示範類似本文的短篇科學文章的表達性朗讀，強調措詞和語調。然後，Olivia 會多次重讀同一篇文章，首先專注於準確性，然後是流暢度和表達能力。使用流暢度評估標準和限時朗讀來追蹤進度。結合復讀（教師朗讀一個句子，Olivia 複述）來引導節奏和韻律。逐步引入帶有短語提示的文本，以促進學生形成有意義的詞組，從而增強理解力。基於證據的原理：研究表明，重複朗讀和模仿朗讀可以提高流利度和自動詞彙識別能力，從而釋放認知資源用於理解（國家閱讀小組，2000；Rasinski，2012）。鑑於奧利維亞強大的自我糾正和解碼基礎，這種有針對性的流暢性練習將在不犧牲準確性的情況下提高速度和表達能力。

Answer 78

Each score on a student's oral reading fluency (ORF) scorecard is typically calculated and means: 1. Words Correct Per Minute (WCPM) How it’s calculated: Count the total number of words Olivia read in one minute, then subtract the number of errors (mispronunciations, omissions, substitutions). Formula: WCPM=Total words read−Errors Olivia’s score: 115 wcpm This is above the 3rd-grade midyear benchmark (97 wcpm), showing that Olivia reads at a strong rate for her grade level. ---------------------------------------------------------------- 2. Accuracy (97%) How it’s calculated: Divide the number of words read correctly by the total number of words attempted, then multiply by 100. Formula: Accuracy% = (correct words read/ total words) % Interpretation: 97% accuracy means Olivia reads most words correctly, with only minor decoding or recognition errors. Accuracy above 95% indicates the text is at her independent reading level. ----------------------------------------------------------------- 3. Pace (Score = 3) How it’s scored: Typically rated on a 1–4 scale, based on smoothness and appropriate speed: 1 = very slow/labored 2 = moderately slow 3 = appropriate/steady 4 = quick and natural Olivia’s 3 means she maintains a steady reading rate, though still benefits from practice to increase flow and expression. ------------------------------------------------------------------- 4. Prosody (Smoothness = 2; Phrasing = 3) How it’s scored: Prosody reflects expression, phrasing, and intonation—how natural and conversational her reading sounds. - Smoothness (2): Indicates some hesitations or start-stop patterns. - Phrasing (3): Shows she groups words into meaningful phrases but may need support with tone and emphasis. ## Footnote 學生口語閱讀流暢度 (ORF) 記分卡上的每個分數通常以以下方式計算： 1. 每分鐘正確字數 (WCPM) 計算方法：計算奧莉維亞在一分鐘內閱讀的總單字數，然後減去錯誤數（發音錯誤、遺漏、替換）。公式： WCPM=閱讀總字數-錯誤數奧莉維亞的得分：115 每分鐘（wcpm）這高於三年級的年中基準（97 每分鐘），顯示奧莉維亞的閱讀速度在同年級中處於領先地位。 ---------------------------------------------------------------- 2. 準確率 (97%) 計算方法：將正確閱讀的單字數除以嘗試閱讀的總單字數，然後乘以 100。公式：Accuracy% = (correct words read/ total words) % 解釋： 97% 的準確率表示奧莉維亞能夠正確閱讀大多數單詞，只有輕微的解碼或識別錯誤。準確率高於 95% 表示文字適合她獨立閱讀。 ---------------------------------------------------------------- 3. 語速（分數 = 3）評分方法：通常根據流暢度和適當的語速，以 1-4 為等級進行評分： 1 = 非常慢/吃力 2 = 中等緩慢 3 = 適當/穩定 4 = 快速自然 Olivia 的 3 分錶示她保持穩定的閱讀速度，但仍需透過練習來提高流暢度和表達能力。 --------------------------------------------------- 4. 韻律（流暢度 = 2；措詞 = 3）評分方法：韻律反映了表達能力、措詞和語調——她朗讀時的自然程度和口語化程度。 - 流暢度 (2)：表示有些停頓或斷斷續續的模式。 - 措詞 (3)：顯示她能將單字組合成有意義的短語，但可能需要語氣和強調來輔助。

Answer 79

James needs support with inferential and evaluative comprehension. For example, he interprets this passage as "dreamy" or "dreamlike," overlooking the narrator's emotional experience of listening to his brother sing. This reflects challenges in inferring theme and perspective, and connecting figurative language to meaning. This suggests that he needs to strengthen his text analysis and metacognitive comprehension strategies (meaning monitoring and inference) to help him distinguish between literal and figurative language, infer the narrator's emotional reactions or themes, and connect imagery and tone to meaning.James – Reading Comprehension Strength: James demonstrates literal comprehension and recall of details. He accurately identifies surface-level events in The Mighty Miss Malone—for instance, recognizing that “Jimmie is singing” and “the narrator closes her eyes to listen.” This shows understanding of key ideas and sequencing, aligning with literal comprehension skills. Need: James needs support with inferential and evaluative comprehension. For example, he interprets this passage as "dreamy" or "dreamlike," overlooking the narrator's emotional experience of listening to his brother sing. This reflects challenges in inferring theme and perspective, and connecting figurative language to meaning. This suggests that he needs to strengthen his text analysis and metacognitive comprehension strategies (meaning monitoring and inference) to help him distinguish between literal and figurative language, infer the narrator's emotional reactions or themes, and connect imagery and tone to meaning. Instructional Strategy: Think-Aloud Modeling and Visualization Plan: Use a teacher think-aloud strategy to model how to make inferences and visualize what’s happening beyond the literal text. The teacher rereads short sections aloud, pausing to verbalize thoughts such as: “The narrator says everything disappears—so she’s probably focusing deeply, not dreaming. Let’s picture what she sees and feels while Jimmie sings.” After modeling, James practices the strategy with guided support using other emotionally descriptive texts. Incorporate graphic organizers (e.g., “What the text says / What it really means”) to connect literal details to inferred meaning. Evidence-based rationale: Think-alouds help students monitor comprehension and construct meaning beyond surface details (Duke & Pearson, 2002). Visualization strengthens inferential thinking and emotional engagement with text. ## Footnote 詹姆斯——閱讀理解優勢：詹姆斯展現了對文字的理解和對細節的回憶。他準確地辨識了《強大的馬龍小姐》中表層事件——例如，他能辨識出「吉米在唱歌」和「敘事者閉上眼睛聆聽」。這表明他理解了關鍵思想和故事的順序，這與他所掌握的文字理解技能相符。不足：詹姆斯需要推理理解和評價理解的支持。例如他把這段文字理解為“夢幻般的”或“夢境”，而忽略了敘述者描述的是聽哥哥唱歌時的情感體驗。這反映出他在推斷主題和視角，以及將比喻性語言與意義聯繫起來方面存在挑戰。這表明他需要加強文本分析和後設認知理解策略（意義監控和推理）以幫助他區分文字和比喻性語言，並且推斷敘述者情緒反應或主題的關聯並將意象和語氣與意義聯繫起來。教學策略：出聲思考示範與視覺化計劃：使用教師出聲思考策略，示範如何進行推斷，並將文字以外發生的事情視覺化。教師大聲重讀短篇，並停頓下來，用語言表達如下想法： “敘述者說一切都消失了——所以她可能在深度專注，而不是在做夢。讓我們想像一下她在吉米唱歌時看到和感受到的。” 示範之後，詹姆斯在引導下，使用其他情緒描述性文字練習該策略。結合圖形組織（例如，「文字內容/其真正意義」），將文字細節與推斷意義聯繫起來。循證理論：出聲思考有助於學生監控理解能力，並建構超越表面細節的意義（Duke & Pearson，2002）。視覺化則能增強推理思考和對文本的情感投入。

890_Exam Flashcards

(103 cards)