Praxis 5205 Topic 6

Poll

How are you feeling today???

Poll

Choose the gif that best captures how prepared you feel for Topic VI: Assessment and Instructional Decision Making?

Multiple Choice

According to the Simple View of Reading, what happens to reading comprehension if either word recognition or language comprehension is zero?

• Reading comprehension is maximized

• Reading comprehension is zero

• Reading comprehension is unaffected

• Reading comprehension is doubled

Multiple Choice

Hyperlexia refers to a case in which

• Word-level reading is far below one's reading comprehension.

• Word-level reading is far above one's reading comprehension.

• Word-level reading and reading comprehension are both above average.

• Word-level reading and reading comprehension are both below average.

Multiple Choice

What is dyslexia?

• A specific learning disability that causes people to see/read numbers and letters backwards or causes words to move around on a page.

• A specific learning disability that is not neurobiological in origin but is characterized by difficulties with accurate and fluent word recognition, poor spelling, and decoding abilities.

• A specific learning disability that is neurobiological in origin and is characterized by difficulties with accurate and fluent word recognition, poor spelling, and decoding abilities.

• A specific learning disability that affects people with average to below average intelligence and who are often unmotivated and sometimes have memory impairment.

Multiple Choice

Which is not an issue with dyslexia?

• intelligence

• phonology

• writing

• spelling

Multiple Choice

Students with dyslexia struggle with phonological awareness.

• Fact

• Myth

Multiple Choice

Students with dyslexia have poor vision or hearing.

• Fact

• Myth

Multiple Choice

Students with dyslexia always reverse letters.

• Fact

• Myth (but can occur)

Multiple Select

Which THREE of the following characteristics most strongly suggest that an elementary study has dyslexia?

• Problems following spoken directions and asking that speakers repeat what they have said

• Struggles with rhyming and learning the sounds of the alphabet

• Reversing similar looking letters like "b" and "d"

• Trouble recognizing previously taught words, frequently guessing words based on pictures and not their letters (e.g.
  "puppy" for "dog")

• Difficulty spelling, organizing ideas, and putting ideas into written language

Multiple Choice

What instructional method does NOT work for students with dyslexia?

• repeating directions

• using graphic organizers

• only providing written directions

• using verbal and visual information

Multiple Choice

Dyslexic students may need:

• Time to respond orally.

• Time to complete assignments.

• Time to process what they heard.

• All of the above.

Multiple Choice

Which of these are NOT components of "Structured Literacy"?

• Phonology--Morphology

• Sound Symbol relationships--Syllables

• Explicit--Systematic--Diagnostic instruction

• Picture cueing

• Syntax--Semantics

Multiple Choice

A third-grade student has excellent basic sight vocabulary and is proficient in decoding skills. However, they are experiencing difficulty in comprehending grade-level text. Which of the following would be the most effective intervention for this student?

• Placing the student in a first-grade reading group

• Having the student attend an after-school tutoring program

• Teaching the student to use fix-it-up strategies while reading

• Notifying the students' parents of the concern

Multiple Choice

Marissa is a struggling reader. Before reading a nonfiction text about the water cycle, her teacher had Marissa create a list of everything she already knew about the subject. Why would Marissa's teacher do this?

• Marissa's teacher knows that activating a student's prior knowledge about a subject before reading helps the student decode unfamiliar words.

• Marissa's teacher knows that activating a student's prior knowledge about a subject before reading helps the student comprehend the text.

• Marissa's teacher knows that activating a student's prior knowledge about a subject before reading helps the student improve his or her fluency reading rate.

• Marissa's teacher knows that activating a student's prior knowledge about a subject before reading helps the student construct better written responses.

Multiple Choice

It is most important for a teacher who provides content instruction to ESL students to do which of the following ?

• Expect the ESL students to remain academically behind their peers.

• Provide lower-level content instructional materials to the ESL students

• Discourage ESL students from using nonstandard English

• Incorporate content materials that are culturally relevant to the ESL students.

Multiple Choice

After being in the United States for two years, Pablo seems to have no problem talking with his friends at lunch.  But when it comes to classwork, he says he doesn’t understand anything.  What’s probably going on?

• Pablo doesn’t want to do his classwork, so he claims he doesn’t understand.
• Pablo has proficiency in social language but not in academic language.
• Pablo has a learning disability.
• Pablo’s pretends to not understand, so he can get accommodations.

Multiple Choice

Which of the following may need to be explicitly taught to English Learners but NOT native speakers?

• Phonics

• Tier 1 Vocabulary

• Tier 2 Vocabulary

• Reading Comprehension Skills

Multiple Choice

All of the following statements describe effective reading instruction for ELLs except which one?

• ELL's first language literacy does not affect their literacy development in English.

• ELLs benefit from instruction in the essential components of reading.

• ELLs need more work in vocabulary than native English speakers.

• Cognates in their native language can help ELLs learn English vocabulary

Multiple Choice

Which strategy is good to use with ELs?

• Read written instructions, Repeat
• Model new skill
• Speak slower, not louder
• All are good strategies

Multiple Choice

An English teacher is teaching a group of beginner English Language Learners (ELLs) common school vocabulary (pencil, book, chair) and useful phrases ("May I use the restroom?"). She has been pointing to the vocabulary words, saying them, and then having the students repeat them back orally and write them in their notebooks. The students seem to be getting words confused when they try to use them in the classroom environment. Which of the following support strategies would be most appropriate to help students internalize and use the vocabulary they are learning?

• provide pictures of each vocabulary word and sentence stems for writing and speaking

• pair each student with a native-born English speaker to take part in pronunciation exercises

• have students film themselves saying the vocabulary words and then have them write them

• have students take pictures of each school object and paste them in their notebooks

Multiple Choice

Tom, a first-grade students, says things such as, "Her go to a new school now" and "He go to eat last night." To best help Tom develop proper grammar while speaking, the teacher should

• have Tom record himself speaking so he can monitor his improvement

• follow up with the correct model, such as "She goes to a new school? Where does she go now?"

• realize that Tom will naturally become more proficient in his grammar as he matures

• refer Tom to the school's speech language therapist for a diagnosis

Multiple Choice

Within Ms. Smith's first grade class, there are a range of students at varying skill levels. She is noticing that some of her students are getting restless and distracted during phonics activities and practice, and she attributes these behaviors to them already understanding the material and finishing quickly. How can she best support these advanced learners?

• by incorporating more challenging examples and/or multisyllable words into their practice

• by allowing these students to use this class time to work on other subjects

• by providing extra practice for these students so they don't finish as quickly

• by shifting away from whole-class phonics instruction

Multiple Choice

A kindergarten student is falling behind as the class progresses through phonetic instruction. She has memorized most of the sound-to-letter pairings, but as the class prepares to move on to more complex letter combinations, the teacher is concerned that she will not be able to catch up without additional help. How should the teacher support this student's phonetic skills development?

• by providing additional instruction and practice, either small-group or individualized, to ensure mastery of these skills

• by waiting to introduce new skills until everyone in the class is ready to move on

• by incorporating review into whole-class instruction so all students continue to be exposed to these skills

• by continuing with instruction as planned, because these connections will naturally be reinforced as new skills are taught

Multiple Choice

A teacher notes that a student is consistently not meeting grade level performance standards. Which of the following should be the classroom teacher's 1st step?

• Adjust instructional techniques to meet the student's unique learning needs

• Continue to assess and monitor the student's academic progress on a regular basis

• Refer the student for testing to determine if he or she qualifies for special services

• Identify specific learning goals based on the student's current performance levels.

Multiple Choice

A modified text based on a student's reading level is . . .

• Differentiation by CONTENT

• Differentiation by PROCESS

• Differentiation by PRODUCT

• NOT an example of differentiation

Multiple Choice

Sentence starters for all students is . . .

• Differentiation by CONTENT

• Differentiation by PROCESS

• Differentiation by PRODUCT

• NOT an example of differentiation

Multiple Choice

Offering different multimedia options to demonstrate understanding is . . .

• Differentiation by CONTENT

• Differentiation by PROCESS

• Differentiation by PRODUCT

• NOT an example of differentiation

Multiple Choice

Extended time is . . .

• Differentiation by CONTENT

• Differentiation by PROCESS

• Differentiation by PRODUCT

• NOT an example of differentiation

Multiple Choice

A fluid or dynamic method of grouping students. Rather than being set, group membership changes to meet the different needs of the students.

• Cooperative learning groups

• Homogeneous grouping

• Heterogeneous grouping

• Flexible grouping

Multiple Choice

Flexible grouping means grouping students based on:

• Academic Needs

• Interests

• Learning Styles

• All of the above can be used

Multiple Choice

Which of the following accommodations is most likely to be found in an IEP for a student who is a struggling reader?

• being exempt from the expectation of reading independently

• being provided with a completed story map to support comprehension

• having their choice of reading materials

• having the text read aloud to them

Multiple Choice

How teachers know whether or not their students are understanding the material as they are teaching it.

• Formative Assessment
• Summative Assessment
• Scaffolding
• Differentiation

Multiple Choice

These assessments are aimed at assessing the extent to which the most important outcomes at the end of the instruction have been reached. But it measures more: the effectiveness of learning, reactions on the instruction and the benefits on a long-term base. The long-term benefits can be determined by following students who attend your course, or test. You are able to see whether and how they use the learned knowledge, skills and attitudes.

• Performance Assessment

• Criterion-referenced assessment

• Authentic Assessments

• Summative assessment

• Confirmative assessment

Multiple Choice

Formative assessments can include observations.

• True
• False

Multiple Choice

Done at the end of a unit.

• Summative Assessment
• Formative Assessment 
• Backwards Design
• Effective Questioning

Multiple Choice

After observing that a student is not a fluent reader, the teacher should first:

• make arrangements for small-group intervention.

• formally assess the student's reading fluency to identify possible causes.

• request formal testing from the school diagnostician.

• increase the amount of reading homework that the student is assigned each night.

Multiple Choice

A kindergarten student is struggling to recognize individual sounds in words. What should be the teacher's first step in supporting the student's phonological development?

• determining whether the student can recognize the initial sound of words

• practicing clapping out the syllables of words

• determining which level(s) of phonemic awareness the student is struggling with

• reinforcing rhyme awareness by singing songs and reading books that contain repeated rhymes

Multiple Choice

A teacher has her student's complete an 'exit ticket' at the end of her lesson on making inferences. The next day, she works with six students to provide additional instruction on inferencing using different materials and methods. She is differentiating instruction based on feedback from a/an _________________.

• diagnostic

  assessment

• formative

  assessment

• summative assessment

• benchmark assessment

Multiple Choice

Mrs. Oskvig, a second-grade teacher, wants to assess Jacob's ability to decode words. What type of assessment should she use for this?

• She should read a list of words out loud while Jacob writes down the spelling for each word.

• She should have Jacob read a short passage and answer several comprehension questions.

• She should have Jacob read a leveled word list and keep track of his errors.

• She should have Jacob read a list of ten sentences and time how long it takes him to complete the task.

Multiple Choice

What is considered a hallmark of dyslexia?

• Visual perception issues

• Phonological processing deficits

• Low intelligence

• Poor language comprehension

Multiple Choice

A class prepares to read a science text about an unfamiliar, complex process. The best way the teacher can support students' successful reading of the text is to

• guide students to continue reading when they come to an unfamiliar word in order to search for context clues

• assign small portions of the text, and then pause for discussion and student questions before moving on

• make dictionaries available to students so that they can look up the meanings of challenging vocabulary words before reading each section of the text

• ask students to do a quick write-up about the process using their background knowledge, and then ask them to share their writing with a partner

Multiple Choice

A teacher uses the following methods to differentiate instruction:

-Graphic organizers

-Visuals and realia

-Cognates

-Explicitly teaching the meaning of sight words

She is working to meet the needs of which of students?

• Struggling readers

• Advanced learners

• English learners

• Students reading on grade-level

Multiple Choice

Olivia, a first-grade student, has a reading intervention plan to improve her decoding of CVCe words. In addition to working with the teacher in a small group each day. Olivia's teacher gives her 10 new CVCe words to decode each Friday. The number of words read correctly is recorded on a graph, and the teacher notes any improvement made from the previous weeks. Which type of assessment is the teacher demonstrating?

• Progress monitoring

• Screening assessment

• Summative assessment

• Norm-referenced assessment

Ms. Rollin’s 4th grade class has 10 students on grade-level for reading, 2 students reading two or more years above grade level, a student with an IEP due to their dyslexia, 3 beginning English learners, and 5 student reading below grade level for unknown reasons.

Task 1: Identify and describe TWO assessments that Ms. Rollin’s can do to try and determine what areas her five students reading below grade level are struggling with.

Task 2: Identify and describe TWO ways that Ms. Rollin’s can differentiate her reading instruction to meet the needs of at least TWO different groups of learners in her class.

Constructed Response Scenario

Open Ended

Ms. Rollin’s 4th grade class has 10 students on grade-level for reading, 2 students reading two or more years above grade level, a student with an IEP due to their dyslexia, 3 beginning English learners, and 5 student reading below grade level for unknown reasons.

Task 1: Identify and describe TWO assessments that Ms. Rollin’s can do to try and determine what areas her five students reading below grade level are struggling with.

Task 2: Identify and describe TWO ways that Ms. Rollin’s can differentiate her reading instruction to meet the needs of at least TWO different groups of learners in her class.

Poll

EXIT TICKET: Now how do prepared do you feel for Topic VI: Assessment and Instructional Decision Making?