chapter 11 EDRE 4450

Of the following, the most appropriate role for a school literacy coach is to:

• work individually with students who struggle in reading

• conduct teacher observations

• plan instructional programs for parents

• collaborate with teachers to design instruction

Tags

CCSS.RF.1.3B

CCSS.RF.1.3D

CCSS.RF.4.4C

CCSS.RF.5.4A

CCSS.RF.5.4C

A Response to Intervention (RTI) program involves three tiers. During the first tier, students:

• are placed in special education programs

• are screened to identify academic difficulties

• participate in Reading Recovery programs

• participate in 30 minute daily tutoring sessions

In the most effective intervention programs, students are instructed by:

• paraprofessionals

• peer tutors

• certified teachers

• parent volunteers

Tags

CCSS.RF.2.3B

CCSS.RF.3.3C

CCSS.RF.4.4A

CCSS.RF.4.4C

CCSS.RF.K.3C

Second grade teacher Mabel Frisby never asks all of her students to complete the same assignment because some students are working below grade level and some exceed grade level expectations. When this teacher varies and adjusts instruction and assignments to address individual differences, she is practicing:

• differentiated instruction

• balance literacy

• the Accelerated Reader System

• Whole Language Instruction

Tags

CCSS.RF 4.3.A

CCSS.RF.3.3C

CCSS.RF.3.4A

CCSS.RF.5.3A

CCSS.RF.5.4A

To increase the likelihood that all students will be successful, teachers should:

• use consistent workbook programs

• ask every student to complete the same assignment

• create tiered lessons

• hold the same requirements for all students

Tags

CCSS.RF.2.4C

CCSS.RF.3.3A

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.4C

When a teacher practices differentiated instruction, he should:

• place students in ability groups which remain constant throughout the school year

• allow students to place themselves in permanent groups

• place students in flexible groups which will change according to need

• base grouping primarily upon the students' social needs

Tags

CCSS.RF.2.3D

CCSS.RF.3.4B

CCSS.RF.4.4A

CCSS.RF.K.3A

CCSS.RL.6.10

The most effective way to help students who struggle with writing is to provide:

• daily spelling drills

• related workbook exercises

• topics for daily compositions

• more opportunities for authentic writing

Tags

CCSS.RF.1.3C

CCSS.RF.1.4A

CCSS.RF.2.3F

CCSS.RF.3.3C

CCSS.RF.5.4C

When teachers create tiered activities, they should:

• tell students that some will get an easier assignment

• tell students that some are more capable than others

• strive to make the differences among assignments unnoticeable

• ask parents to select the appropriate level of difficulty for their children

Tags

CCSS.RF.2.3A

CCSS.RF.2.3F

CCSS.RF.2.4A

CCSS.RF.K.3D

CCSS.RF.K.4

When the new school year began, new teacher Mary Kay planned many reading activities for her class. Veteran teachers correctly advised that she should use a single text:

• for all instruction to facilitate discussion

• when students participate in reading workshop

• 75% of the time to build the classroom community

• only 25% of the time so that she could differentiate instruction

Tags

CCSS.RF 4.3.A

CCSS.RF.1.3A

CCSS.RF.K.3A

CCSS.RF.K.4

CCSS.RL.6.10

The child who is most likely to have difficulty learning to read is the child who has:

• poor fine or gross motor skills

• parents who had difficulty learning to read and write

• strong oral language skills

• parents who read aloud to learn

Tags

CCSS.RF.2.3B

CCSS.RF.2.3C

CCSS.RF.2.3D

CCSS.RF.3.3A

CCSS.RF.3.4B