Day 3 Final End of Course Questions

Mrs. Whittaker is planning her science unit of instruction that focuses on plant and animal life cycles and adaptations. She assumes that all of her students must know how caterpillars change into butterflies and how tadpoles become frogs. How might her students' comprehension of the new information be affected if they don't already have this background knowledge?

• They won't be able to read new words they encounter in this unit. 

• They may struggle to understand how being attentive to sentence punctuation supports reading for meaning.

• They may struggle to make predictions and inferences about the content.

• They won't be able to pass the spelling test which includes words from this unit.

First grade students are learning about the meaning of the word exhausted as part of their academic vocabulary instruction. Which activity supports deep processing of the word?

• The teacher provides oral examples and non-examples of what the word exhausted means while students either respond "exhausted" and slump down on their desks if it matches the meaning, or respond "not exhausted" while sitting up straight if it does not match the meaning.

  .

• The teacher discourages students from describing a time when they felt exhausted, instead focusing only on how the word is used in reference to the informational text she is reading from.

• The teacher reads the dictionary definition to the students, and the students echo the definition.

• The teacher says the word and writes it on the board, then asks students to read the word and write it on their paper 10 times using different colored pencils.

_________________ change the meaning but not the part of speech of a word.

•  

  Base words

• Inflectional morphemes

• Derivational morphemes

• Bound morphemes

An important distinction between oral and written language is that

•  

  Humans are born with an innate ability to learn spoken language

• We do not have spelling for all of the words in the English spoken language but we have pronunciations for all of them in spoken language

• There is a brain-based learning difference that impacts spoken language but not written language

   

• Most people are unable to learn how to read even when provided direct instruction, but everyone learns to speak

What is the minimum level of word reading accuracy needed to ensure a student has the opportunity to comprehend what they are reading?

• 75%

• 85%

• 95%

• 100%

Which of the following are the defining characteristics of reading fluency? Select the most appropriate and complete option.

• Accuracy and rate

• Rate

• Accuracy, rate, and prosody

•  

  Understanding

Guided oral reading is an evidence-based practice for improving fluency in support of comprehension. Repeated reading is one specific type of this strategy. Mrs. Whittaker uses repeated reading activities with her small group of 3^rd grade students in the Tier 3 intervention setting. Which example below represents appropriate implementation of this strategy?

• Maddie reads a grade-level passage for one minute, four times in a row. Her goal is to read faster each time in order to increase her words read correctly per minute from 35 to 80 by the end of the school year. Maddie colors in a bar on a graph showing the number of words she read correctly per minute after each reading.

• Each student in the group is assigned a different text that they can read with at least 95% accuracy. Students pick a partner and read their assigned passage to each other three times in a row. The listening partner times the reader for one minute and charts how many words they read correctly on a graph.

• Eliot doesn't like reading, and his accuracy and rate scores are well below grade level expectations. He picks a book he is motivated to read. Mrs. Whittaker reads a passage from the book, then Eliot rereads it. When Eliot is able to correctly reread three random passages from the book in a row, he is permitted to finish reading the book independently.

• Shawna has met her goal for reading 3^rd grade level text with at least 95% word reading accuracy. Mrs. Whittaker changes her goal to increase her rate from 50 to 60 words correct per minute. Mrs. Whittaker provides Shawna with a grade level passage which Shawna reads three times: the first time, she focuses on reading multisyllable words accurately, the second time she focuses on phrasing by noticing commas and end punctuation, and the third time she focuses on increasing her rate. Mrs. Whittaker includes vocabulary and comprehension questions after each reading.

Students whose reading is below grade level expectations will struggle with independently reading rigorous text in their core classes. How can we ensure access to the instructional content found in the texts?

• The teacher can modify assignments so those students are not held accountable for reading the rigorous texts.

• The teacher can allow those students to work with an interventionist to build decoding skills instead of attending their core class.

• The teacher can give those students a lower-level text with simplified words and language.

• The teacher can read challenging sections of the text out loud and promote collaborative class discussions.

Ms. Lockland wants to build her kindergarten students' knowledge and vocabulary around the topic of weather in support of an Earth science unit. Which set of words are best suited for explicit instruction due to their versatility of use in academic contexts (Tier 2 words)?

•  

  cumulus, plasma, satellite

• cycle, system, observe

   

• cloud, sun, moon

• water, day, night

Reading connected text is important in supporting students' word reading and comprehension skills. Which of the following statements about using connected text is true for beginning readers?

• Decodable texts support students in applying taught phonics patterns in context.

• Leveled readers provide beginning readers decoding practice with the intentional repetition of words with specific phonics patterns.

• Encouraging students to use semantic and syntactic context clues to read unfamiliar words reinforces their understanding of phonics.

• All of the above