The teacher wants her first graders to write correct spellings. What should the teacher do?

Provide students with print in the classroom (walls, label everything)

Provide students with a dictionary

Tell the students to use spell check

Select the example in which a student uses letters to form words in a sentence.

If u com with mi u cn c hr ther. (If you come with me you can see her there)

skwdfkwerooiodfafekj;qrei (If you come with me you can see her there)

c-a-t (if you come with me you can see her there.

A fifth grade teacher provides her students with an easier science article with easier vocabulary about the topic of asteroids before reading from the actual science textbook. What is the teacher trying to achieve.

Possibly pre-teaching/pre-loading information to familiarize students with content and vocabulary

The teacher said the word basketball, then asked the student to delete the word basket and say the word. The student replied "ball" What is the teacher trying to check with the students?

Word consciousness or deletion skills

that the kids know that a basketball is just a ball

A first grade student needs instructions and assistance if they have not mastered which skill?

Sound and letter correspondence at the end of the year.

A first grader who demonstrate pre-phonetic writing (know what it will look like)

shows no understanding that words represent sounds. Just doodles and draws to represent meaning

words are written correctly and spelled correctly - can you read?

writes phonetically (cn u red - can you read?)

Endothermic and exothermic passage (its about mammals and reptiles and briefly describes warm blooded aspect of mammals. Also something about snakes). (2 part question) Q1 - child asks the teacher that he does not know what exothermic means. What would the teacher suggest or do to help assist student? Q2 - Are all endotherms are mammals?

Q1 - Context clues Q2 - Literal comprehension information

Q1 - give the student a dictionary Q2 - Of course they are

Q1 - tell the child to ask SIRI Q2 - Of course not

A teacher had two disabled students in her classroom. What should the teacher do during a state testing?

Refer to each individual student's IEP

Excuse the students from state testing

The teacher gave students a paragraph to read then the teacher paired students with partners. The partners read the paragraph and wrote 3 questions under the passage. The they exchanged their papers with their partners and answered the questions. What is the teacher trying to achieve with this kind of activity

POSSIBLY - Cooperative Learning which creates individual accountability.

There is a comprehension passage about a zoo animal were first grade students read about giraffes and why other animals did not like the giraffes. This was a 3-part question, small group activity. Q1 - Who was the animal that other animals did not welcome and like? Q2 - The teacher asked the student why didn't the other animals like the giraffe. Q3 - The teacher asked explicit questions

Q1 - Literal comprehension information - student answered giraffe Q2 - The students supported the answer with text evidence Q3 - The Student was using evidence from the passage to clear up information.

Q1 - hippopotamus Q2 - because it's grey Q3 - the teacher is nosey

What are potential benefits for a struggling 5th grader if he is assigned to write a text for younger students who are in kindergarten?

Student written text is a highly motivating technique because it provides a real life purpose for writing.

The 5th grader will want to become a novelist after this activity

A fourth grade teacher asked her students to break into groups and each student read a different passage from the same story in their respective group. The students are to discuss their passage in the group and then report the important elements back to the whole class. What is the primary reason or what is the teacher trying to achieve through this instructional technique?

The student gain a deeper understanding of passage and have an opportunity to clarify by discussing it with peers.

The students are able to be lazy and learn how to separate big texts before exams.

The teacher is trying to get everyone to read.

During an IEP meeting for a student the teacher should provide information to parents and such that:

Emphasize and recognize student strengths and needs and how to address students deficits in non-technical language

The student is struggling and should not be in the class.

Should only use academic language when discussing the information pertaining to the student.

What are some effective assessments to use in monitoring students' oral and written language in order to determine the students' understanding and use of effective English language structure and conventions?

Anecdotal records, teacher observation, student conferences, checklists and collection of writing work samples.

Formal spelling tests, read aloud, competency reports

Reading and writing logs, book reports

While listening to students read, a second grade teacher notices that students are struggling when approaching multisyllabic words. Which of the following is the teacher's most effective response to help students transfer the knowledge of reading single-syllable words to reading multiple syllables?

Provide direct instruction on syllabication. Look for affixes as in words and use context to confirm the pronunciation of multisyllabic words.

Have students read at their independent reading level to increase word understanding

Tell students to clap their hand when they read multisyllabic words.

A fourth grade teacher selected a core literature book for her students to read. After her students have completed reading the book, she asked them to go back to the text and find situations where the main character has experienced that reminded the students of something in their own lives. The student uses a response log to record their ides. The teacher might choose this strategy as a follow-up to reading the book because:

The teacher understands that helping her students connect real life experiences to those of a character will deepen their understanding of the above and she can analyze their responses to plan future appropriate instruction.

The teacher is checking comprehension and wants to also see if the students are spelling words correctly. It allows her to check for to things at once.

A first grade teacher notices one of her students is struggling with reading. He is in the lowest achieving group. The teacher has tried some strategies to improve his reading but seems to make no progress. The next step the teacher should take in working with the student is to:

Assess his reading and target instruction to meet identified skill needs

Warn the student that if his reading doesn't improve he won't pass

Give the student a reward after every book he reads.

After discussing the differences between fact and opinion, a fifth grade teacher gives students copies of several newspaper articles. The teacher assigns students to groups and asks them to distinguish the articles that are new stories from those that are editorials. To demonstrate their understanding, the students need to:

When a writer has stated a position, they offer support for it.

Write down all the titles with the author's name.

Make a drawing to summarize what was read.

An elementary school reading specialist is asked to submit an article for a student school newsletter offering suggestions that will involve parents/guardians in illiteracy learning of their children. The most effective suggestion the reading teacher could make would be those that:

Promote the use of everyday material and activities to make literacy a regular part of family life.

Explain how not reading to your child hinders their reading skills

Offer a reading reward for every 10 books read together.

Which of the following statements made by a teacher would likely promote students' most active and effective use of drafting and revising steps in the writing process?

To better express ideas, there is nothing wrong with making changes or starting over.

You should never revise a paper, always plan out and get it right the first time

What is a consonant blend?

two or more consonants are blended together, but each sound can be heard. (bl, cr, gl)

two or more vowels are blended together and say one sound

two or more consonants are blended together and say a new sound (ph = /f/)

two or more consonants are blended together to make a word (c-a-t)

8th grade students wrote about something they learned from the text but wrote too much personal experience. What should the teacher do to help the students?

Look for instructional strategy to help with comprehension???

If you know what it may be, please edit.

Prosodic reading for the development of what?

Not Answer, but an example: It reflects the reader's understanding of the structure of sentences, punctuation, and, to a large extent, the author's purpose. It's an indication of reading fluency

IEP students doing a STAR test and need accommodation

Just remember that any student on an IEP, you follow THEIR specific IEP accommodations.

Everyone gets extra time, it's only fair.

A first-grade teacher notices one of her students is struggling with reading. He is in the lowest-achieving reading group. The teacher has tried some strategies to improve his reading, but he seems to make no progress. The next step the teacher should take in working with the student is to:

assess his reading and target instruction to meet identified skill needs.

request the help of specialists at her school - such as the reading specialist, resource specialist, or counselor - to make a joint decision on how to best help the student.

send home more homework for the child to practice reading skills with his parents.

CLIFFNOTES In preparation for administering the fourth-grade California Standards Test, Mrs. Slotnikow reviews the guidelines for administering the test that students with Individualized Education Plans (IEPs) may require accommodations during assessment. Which of the following is the most logical action to ensure appropriate testing protocols have been implemented.

Provide individual students with the accommodations that have bee specified on their IEP's.

Make arrangements with the resource teacher to individually assess all IEP students.

Preteach material systematically to provide universal access for students with IEP's

CLIFF NOTES A second-grade teacher listens to students read orally in a small guided reading group. She notices one student who is continually struggling with fluency. Which of the following intervention strategies would best provide for the needs of this student?

The teacher should model reading with expression. In addition, the teacher should provide decodable text for this student and encourage the student to whisper read and reread passages to develop automaticity and appropriate phasing.

The teacher should concentrate on using related workbook pages in prosody and word-recognition skills for the student to become an automatic reader.

The teacher should give time for sustained, silent reading, which increases fluency and reading rate when the student is reading books at the student's reading level

CLIFFNOTES After completing his entry-level reading assessments, a fifth-grade teacher notes that one of his students, Maya, reads 80 WCPM. Which of the following strategies would the teacher be least likely to use when planning his next steps?

Record WCPM and then begin systematic instruction in phonological awareness and word attack skill.

Analyze Maya's reading to see whether she has been focusing her attention on decoding words and perhaps needs to read lower-level material.

Work to develop automaticity so Maya can translate letters into sounds effortlessly and accurately.

Directly teach and model appropriate prosodic features.

CLIFFNOTES In a May assessment of a kindergarten student's performance, the teacher notes that the student is able to name the letters of the alphabet and has mastered concepts of print. However, the student is unable to identify rhyming words. What should the teacher conclude about this student?

The student has not mastered a phonemic awareness skill (i.e., rhyming words) that should be mastered by the end of kindergarten.

The student will not be able to perform at grade level in first grade.

The student needs direct instruction and practice in phonemic letter recognition skills.

CLIFFNOTES When evaluating a student's reading, a primary teacher notes that when reading text orally, the student continually omits the silent e and reads: hat for hate, tap for tape, cop for cope Which of the following best identifies the instructional implications of this behavior?

The student would benefit from more explicit skills instruction with attention to vowel sounds.

The student is performing poorly in spelling, and the teacher needs to focus on teaching the silent e endings to the student.

The teacher needs to have the student reread the passage to clarify meaning.

CLIFFNOTES According to the California English Language Arts and English Language Development Framework, many learning difficulties can be corrected during universal access time. Which strategy is not included?

a referral to the Student Success Team

repetition of instruction with sufficient opportunities for student practice

a focus on key skills and understanding

CLIFFNOTES Which of the following strategies is the most effective in teaching spelling to children?

studying spelling patterns such as those found in CVCC, CCVC, and CVVC words

memorizing lists of words that are related to reading material introduced at the beginning of each theme

taking a spelling test every week

developing alphabetic principles and using phonemic analysis by spelling words aloud

CN A teacher uses a big book to do a shared reading with her students. What are some advantages of using this strategy?

The teacher can directly instruct concepts about print, such as title, author, left/right direct print, and table of contents.

Students can hear good quality literature, which fosters good reading, good listening skills, and better study skills.

Students can self-select their books and read independently. The teacher can explicitly teach phonemic awareness skills that students will later read independently.

The teacher can teach word attack skills in context, building from simple to complex

CN A fifth-grade teacher notices that some of her ELL and speakers of nonstandard English are unable to read fluently. Which of the following is the best strategy to use with these students?

Explicitly teach English intonation patterns, phrasing, and syntax, and give students the opportunity to practice rereading.

Systematically use reading books in which the students can correctly read all the words.

Encourage shared reading and prosody as part of an organized word study program.

Differentiate instruction by choosing books that are aligned with the students' reading levels.

CN During small group reading, the teacher notices that one of her third-grade students is struggling with understanding the story and is unable to make logical inferences about it. After determining that the text is correctly matched to the child's reading ability, which of the following strategies should the teacher use with this student?

The teacher should reread the story with the student and model the use of comprehension strategies such as drawing conclusions and using textual evidence to predict outcomes.

The teacher needs to emphasize decoding strategies with this student to further his understanding of inferential comprehension during the story.

The teacher should continually assess the student to determine the instructional reading level of the student and be sure that the text isn't too difficult.

CN After reviewing a summative assessment, Ms. Jones realizes she must spend more time providing vocabulary instruction for her eighth graders. She decides she will take several steps toward developing word consciousness. Which of the following strategies would Ms. Jones be least likely to consider when planning vocabulary instruction?

Directly teach the meaning of all unknown words found in their reading and organize them in word study notebooks.

Assist students in learning word roots and researching a word's origin or history when reading from a content-area textbook.

Clarify and enrich the meaning of known words, such as the distinctions between words like say, state, advocate, mention, speak, reveal, and exclaim.

Encourage students to participate in word play, such as puns, palindromes, word games, and using figurative language.

CN When planning differentiated and guided-reading instruction that supports students' reading development, teachers should:

plan flexible groups in which students read at their instructional reading level.

create well-balanced and diverse groups

provide high-interest, grade-level reading material

meet with each student an equal amount of time per week

CN Elijah is a sixth grader who struggles with reading and has an IEP. His teacher asks him to practice reading a nonfiction passage and listen to an audio recording of the reading. Elijah then uses an individual timer and times himself as he reads the same passage aloud two more times. He uses two different colored pencils to record the WCPM on a graph. Which of the following explains the best reason for this assignment?

Rereading and plotting reading rates on a graph enable students and teachers to see improvement in WCPM

The use of timers is a powerful tool for motivating reluctant readers.

The use of different colors helps students visually highlight different reading rates and WCPM.

Rereading and plotting reading rates on a graph help to develop automaticity, orthography, phonology, and enhance the student's ability to use meaningful phrasing.

CN Which of the following should be used by teachers to inform instruction and determine a student's reading level?

criterion-referenced and reading fluency tests

high-frequency word tests and phonemic awareness inventories

interest inventories and phonics tests

CN During a unit on geology, Ms. Haupeakui creates a geology word wall. On the word wall, she alphabetically lists some geology words taken from texts that her students are studying. Later on in the unit, students are asked to find and record them on this wall to refer to when writing geology reports. Which of the following instructional strategies is the most effective in developing spelling proficiency?

practice spelling content-area words in context and accurately spelling words when writing

memorization of difficult content-area words such as metamorphic

quickly reading alphabetized thematic word lists and recording words in a word journal

see-say method as part of a systematic program of spelling instruction.

MC RICA

Authored by M W

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Professional Development

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69 questions

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MULTIPLE CHOICE QUESTION

1 min • 1 pt

A student is adding E at the end of all words that he has spelled (lot - lote, put - pute, ball - balle)

'e' is supposed to at the end of every word

Overgeneralization of 'e'. Student needs instruction in phonics rules

Overgeneralization of 'e'. Leave it alone, it will correct itself

MULTIPLE CHOICE QUESTION

1 min • 1 pt

The teacher gives the student a task of elimination.
teacher says: pig, pot, doll
student deletes the word: doll
teacher says: hot, hop, cold
Student deletes the word: cold
What is the student demonstrating?

The student demonstrates the deletion of words based on initial sound

The student is demonstrates good guessing skills

The student demonstrates knowledge of differences

MULTIPLE CHOICE QUESTION

1 min • 1 pt

The teacher asked students questions about the topic of signs, and puts all the information on a board provided by the students to form sentences, phrases, and words. What is the next step?

The students write an essay

The students go to recess

The students organized the data in categories

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Math lesson on triangles, polygons, pentagons. What strategy should the teacher use to teach these words

VOCABULARY - direct teaching of specific words (Contextual Redefinition, Semantic Maps, Semantic Feature Analysis)

No real answer given

MULTIPLE CHOICE QUESTION

1 min • 1 pt

A teacher has several ELL in her classroom and wants to provide them with appropriate reading material. What should the teacher do?

Provide ELL a variety of text to add to their reading level (I chose)

Ask ELL to read to native English Speakers to build vocabulary

ELL students don't need to read, they can use audio books

ELL students should read in their native language.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Students who spelled: wear/where, and forward/for ward, to/too
What type of instruction should the teacher provide the student?

The student should be allowed to spell however they want

The student requires conventional spelling instruction with homophones

The student should write the correct word spelling 100 times.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

The teacher wrote the following sentence on the board and asked the students to fill the space with a nonsense word.
HE _ to get that from the carnival stand
(twirn, floggy, shoor)
What is the teacher trying to check her students' understanding by?

Can't remember

Not this one

Just click this.

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MC RICA

A student is adding E at the end of all words that he has spelled (lot - lote, put - pute, ball - balle)

The teacher gives the student a task of elimination.teacher says: pig, pot, dollstudent deletes the word: dollteacher says: hot, hop, coldStudent deletes the word: coldWhat is the student demonstrating?

The teacher asked students questions about the topic of signs, and puts all the information on a board provided by the students to form sentences, phrases, and words. What is the next step?

Math lesson on triangles, polygons, pentagons. What strategy should the teacher use to teach these words

A teacher has several ELL in her classroom and wants to provide them with appropriate reading material. What should the teacher do?

Students who spelled: wear/where, and forward/for ward, to/tooWhat type of instruction should the teacher provide the student?

The teacher wrote the following sentence on the board and asked the students to fill the space with a nonsense word. HE _____ ____ to get that from the carnival stand(twirn, floggy, shoor)What is the teacher trying to check her students' understanding by?

Before teaching consonant blends, the student should master what skill?

The teacher wants her first graders to write correct spellings. What should the teacher do?

Select the example in which a student uses letters to form words in a sentence.

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The teacher gives the student a task of elimination.
teacher says: pig, pot, doll
student deletes the word: doll
teacher says: hot, hop, cold
Student deletes the word: cold
What is the student demonstrating?

Students who spelled: wear/where, and forward/for ward, to/too
What type of instruction should the teacher provide the student?

The teacher wrote the following sentence on the board and asked the students to fill the space with a nonsense word.
HE _ to get that from the carnival stand
(twirn, floggy, shoor)
What is the teacher trying to check her students' understanding by?