8. An elementary teacher should adhere to which of the following guidelines related to planning reading instruction?

Adapt lesson plans as needed based on ongoing monitoring of student progress

Conduct formal assessments daily to judge students’ current strengths and needs

Rely on ability-based reading groups to foster students’ reading development

Provide explicit skills instructions in all aspects of reading on a daily basis

9. Reading teachers have a conference. What should they discuss?

Discuss and analyze significant reading events that occurred in the classroom/discuss and analyze what happened during the activity

Discussing whole group and small group strategies not individual students

Not focusing on their own interest or something like that

10. As part of an assessment to determine students’ independent reading levels, a teacher asks individual students to read aloud from selected passages. If a passage is at a students independent reading level, the student should correctly read at least?

95 percent of the words in the passage

80 percent of the words in the passage

85 percent of the words in the passage

90 perfect of the words in the passage

11. An early elementary teacher could most effectively support at-home reading by:

Recommending books that parents/guardians would likely enjoy reading with their children.

Sending parents/guardians a regular newsletter describing classroom reading activities.

Sharing with parents/guardians important articles from professional reading journals.

Providing parents/guardians with periodic reports on their children's progress in reading.

14. Homogeneous grouping for reading instruction is most appropriate for which of the following purposes?

Customizing skills instruction for students who have similar assessed reading needs in a particular area

Motivating reluctant reader to increase their independent and their engagement in reading

Enhancing students ability to respond to literature and analyze literary texts.

Promoting students written language skills through collaborative writing activities

13. A sixth grade teacher wants to ensure that the classroom reading environment supports content-area learning for the English Learners in the class. Which of the following strategies is likely to be most effective in addressing this objective?

Making available in the classroom content-area texts at various levels that supplement and reinforce the information presented in the students textbook

Replacing content area books with simpler texts on the same subjects that the English Learners can understand more readily.

Providing English Learners with grade-level, English only content-area books to promote academic language

Setting up an area in the classroom where students can go to reread the content-area textbook quietly and independently.

15. Which of the following strategies would be most effective to use when grouping students for interventions addressing a specific area of difficulty in grade-level reading curriculum?

Grouping students heterogeneously to ensure that every reading group includes one or more skilled readers

Grouping students homogeneously according to the severity of their difficulty

Grouping students heterogeneously to ensure that all students receive the same exposure to the content

Grouping students homogeneously according to the students reading interests

16. Entry-level assessment results in a particular area of reading indicate that several students need differentiated instruction in specific skills. Which of the following questions would be most important for their teacher to consider first when planning differentiated instruction for these students?

What prerequisite skills do the students need to have to benefit from instruction and achieve content standards with respect to the specific skills?

How should the grade-level content standards in other areas of reading be taught over the course of the year to compensate for the students’ lack of specific skills?

How can a content-area instruction be integrated with this area of readint to reinforce the development of the specific skills?

What scaffolds would allow the students to master advanced skills in this area of reading before mastering the specific basic skills?

17. Of the following questions, which would be most important for a teacher to consider when interpreting the results of a reading assessment for a particular student?

How do these findings relate to the student's performance on other recently administered reading assessments? (Answer was more like the teacher should consider work in other content areas)(yes my answer was similar to this one “How these findings relate to the student’s performance with other content-areas” (this one confused me because an option was similar to this one but compared to standardized testing).

How did the student's performance on this assessment compare with that of the student's classmates?

Are these findings sufficient to assign a grade to the student's performance?

Do these findings provide information about the student's ranking in regard to national norms of reading achievement?

18. Understand how to interpret the results percentile scores and Grade equivalent scores. Actual question states if a student scores 68% on their reading assessment, then it dictates that:

The students scored higher than the rest of his classmates/peers

The students scored higher than half of his classmates/peers

The students scored just as same or below his classmates/peers

The students scored below all his classmates/peers

19. One question: On how to interest a student in reading.

Remember it's what the students would be more interested in, not the teacher.

Have the student share their interests

Exposing the student to different genres

Having a discussion with the parents and students

20. A standardized test is considered to have high content validity if the test?

Assess the knowledge and skills it purports to assess

Is normed using homogeneous groups of examinees

Addresses a small, discrete set of knowledge and skills

Is sensitive to examinees’ stages of cognitive development

21. What is the purpose and use of an Informal Reading Inventory (IRA)?

An IRI is an individualized portfolio of assessments collected over the year to show an individual student’s reading level.

An IRI is an individualized portfolio of assessments collected over the lifetime of the student at school to show an individual student’s reading growth.

An IRI is the individualized portfolio gathered by the student to showcase the student's parent of the work that student is most proud of.

An IRI is a list kept by the student of all the books they have read starting from the beginning of the year.

22. Which strategy should a teacher use with a small group of learners who have not yet met the standard of a particular reading skill?

A teacher can use flexible grouping

A teacher can use the monitored oral reading strategy

A teacher can use independent practice

A Teacher can use the peer-pair strategy.

23. How can a teacher create a support system to promote reading for severely struggling readers?

Facilitate a conference with the student, the students’ parents, the reading coach/learning specialist, and principal to create reading goals

Create a reading partner chart and schedule 20 minutes of partner reading each day

Read with the student one-to-one each morning for 10 minutes

Provide the student with audiobooks to listen to while they follow along in their book

24. A teacher is helping a student find books at the students’ independent reading level at the school library. What strategy should the teacher suggest for the student?

Open the book at random and have the student read one or two paragraphs/Teacher reads 1 or 2 paragraphs to the student

Have the student read the entire book

Check the book yourself for the student

25. Midway through the year, a second-grade teacher convenes a student success team to plan additional support for a student who is performing somewhat below grade-level standards in reading. Other members of the team include the student and her parents, another teacher who works closely with the student, and a school administrator. In the context of developing an improvement plan for the student, which of the following pieces of information would be most important for the teacher to communicate to the success team?

A description of the student’s assessed strengths and weaknesses that could serve as a foundation for addressing her needs

A comparison of the students' reading skills with those of peers who are performing at grade level.

A list of each of the formal and informal reading assessments that the student has taken so far during the school year

A list of appropriate formal reading assessments that could be used for the students summative evaluations

26. A first grader enjoys reading in class. However, during a parent-teacher conference, the student’s parents says that the student seems to tire quickly and become distracted when reading aloud at home. The teacher can best respond to this situation by taking which of the following steps first?

Elicit information to assess the difficulty and interest level of the students at-home reading materials

Recommend that the parent use a simple reward system to motivate the student to read aloud for a predetermined amount of time each day

Suggest that the parent read aloud to the student until the student gains more self-confidence in reading.

Set daily or weekly goals for the student’s at home reading and have the parent monitor the student’s progress in achieving the goals.

27. Which of the following is most likely to indicate that a third grade student may need services in addition to what the classroom teacher can be expected to provide?

Numerous reading interventions implemented by the student’s classroom teacher have proven ineffective

The students performance in reading is at a level below his/her performance in other academic areas

The student has been unmotivated by individualized reading instruction offered to him/her by the classroom teacher

The student is performing at a level below that of most of his/her classmates in reading

28. 13 year old student with a disability and needs help in organizational skills and planning. What should the teacher do to help?

Give students grade-level content area texts and provide differentiated instruction such as graphic organizers

Break the project into smaller, more manageable tasks

Something along the lines of consulting with the special ed teacher for assigning standard/simple graphic organizers to assist with language arts lessons

29. What is the goal of standards-based reading instruction?

Every student will meet the content standards adopted by the California State Board of Education

At least 95% of students will meet the content standards adopted by the California State Board of Education

At least 90% of students will meet the content standards adopted by the California State Board of Education

At least 80% of students will meet the content standards adopted by the California State Board of Education

30. A middle school teacher is preparing for the class to take the sixth-grade California Standards Test (CST) in English-language arts. The teacher believes that a student in the class with a Section 504 Plan would perform significantly better on the assessment if she were allowed to have frequent supervised breaks within sections of the test. Which of the following guidelines would be most important for the teacher to follow to ensure that arrangements for this student during the test are appropriate?

Providing the student with this testing accommodation only if it specified in her Section 504 plan

Using good teacher judgment to determine if such an accommodation is warranted

Following whatever accommodations are generally recommended for students with Section 504 plans

Requesting testing accommodations for the student in writing at least eight weeks before the test is given

31. A question about the CCSS literacy framework: According to California State documents, an upper elementary teacher can best promote reading development through planning and organizing instruction of?

Reading taught through explicit and different academic subjects

Students strengths and needs determined by assessment

Reading taught through only one explicit subject

32. A second grade teacher has created a comfortable reading corner in the classroom that includes reading materials representing a variety of genres, topics, and difficulty levels. Which of the following additional steps is likely to be most effective in supporting and motivating students’ reading?

Organizing the materials in the reading corner in a way that helps students easily locate books that they can read successfully

Displaying in the reading corner an ongoing record of how many books each student has read

Playing soft, relaxing music for students to listen to while they are reading in the reading corner

Suggesting that students check with the teacher before selecting a book from the reading corner to ensure that it reinforces specific skills

33. A second grade teacher uses a published reading inventory to help assess the reading proficiency of a new student in her class who moved into the school district with his family at the end of January. The inventory consists of the following four components: Word Recognition: Graded lists of 20 words each are presented to the student first in a flash mode and afterwards, if necessary, in an untimed mode. Oral Reading: The student reads aloud graded narrative passages and then responds orally to comprehension questions about the passages. Silent Reading: The student silently reads graded narrative passages and then responds orally to comprehension questions about the passages. Listening Comprehension: The teacher reads graded narrative passages aloud to the student, and the student responds orally to vocabulary and comprehension questions about the passages. The teacher notes during the assessment that the students' oral and silent reading rates were quite slow for his grade level. Below are tables summarizing the students' performance on these assessments. Level Flash % Correct Untimed % Correct Preprimer 94 100 Primer 90 96 First 82 95 Second 61 84 Third 40 64 Fourth After the teacher interprets the student’s scores on the published reading inventory, it would be most important for her to?

Supplement the findings with information gained from other assessments and observations of the student’s daily reading work

Verify the finding of the inventory by having the student take a teacher-made test that assesses a broader set of reading skills

Compare the students scores on the inventory to the scores of other students in the class who took the same assessment

Determined how the student's scores on the inventory compared to his scores on standardized reading tests taken earlier in the year

34. In higher elementary grades, how would you plan for a long-term reading instruction?

By explicitly teaching reading strategies and incorporating them in other subject areas.

By limiting the areas in which you are incorporating

Consulting with a reading specialist

35. For an upper elementary ELD student who is proficient in English, something to be aligned with other subjects for long-term curriculum goals?

Feedback from formal and informal assessments

36. When developing an improvement plan for a student, a teacher will often reach out to people, such as the principal, student support specialist, and the parents of the student. When organizing a time to meet, which of the following would be most important for the teacher to prepare prior to the meeting?

A report showcasing the students social and academic strengths and weaknesses.

A report comparing this students performance to another students performance at the same grade level

There's no need to prepare physical papers because the meeting at this time is simply a discussion

The records of the students recent reading assessments

37. How should a teacher test English Language learners in the class?

Use both formal and informal reading assessments

Using assessments every day to see progress

38. Which of the following situations suggests the need for prompt instructional intervention?

At the end of kindergarten, a student shows little phonemic awareness

At the beginning of first grade, a student is unable to decode many two-syllable words

At the end of first grade, a student has just begun to use transitional spelling

At the beginning of second grade, a student is unable to demonstrate evaluative comprehension

39. Toward the end of the school year, a first grade teacher should plan an intervention for a student who?

Demonstrates only prephonetic spelling and writing

Has difficulty decoding multisyllabic words

Is unable to use prefixes and suffixes in word identification

Lacks the ability to identify the subject and verb of a sentence

40. Teacher selects a mystery novel at most of her students’ independent and instructional reading levels. She reads a bit of it to the class, stopping at one point. The students ask her to read more of the text, but she declines. She tells them to predict what will happen next. She says that if they want to continue reading, they can borrow the book from her in the classroom library. Why did the teacher do that?

Stimulate students interest in a variety of genres (answer did not have the word interest, it had something about broadening knowledge in other genres)

Encourage student to read more advanced texts

Encourage students to want to continue reading

41. Question about a middle school teacher: What should she do to ensure reading instruction for the whole class?

Teach the whole class strategies and instruction on reading

Group students to make instruction easier

Limit the instruction to what is only being needed

42. According to RICA Content Specifications, the two aspects that all reading and language arts programs need to include are?

Balanced instruction and comprehensive instruction

Comprehensive instruction and standardized instruction

Individualized instruction and comprehensive instruction

Balanced instruction and individualized instruction

43. Which of the following is the most accurate definition for differentiated instruction?

Meeting the needs of all learning, including making adjustments to meet the needs of individual learners

Facilitating a lesson that caters to different personalities and learning styles to achieve academic and social development

Providing different materials to different students to give differentiated instruction

Facilitating differentiated lessons for the kids to receive instruction by experts

44. A fourth grade teacher confers regularly with students as they edit written compositions related to their reading. During the editing process the teacher helps each student develop an editing checklist that lists writing skills the students consistently applies correctly as well as skills that need development. One important advantage of this method of assessing students' written language development is that it?

Motivates students to take responsibility for identifying and achieving writing goals

Allows students to concentrate more on content than form when they write

Helps students understand the importance of minimizing errors in the first draft of a composition

Encourages students to rely on feedback from other readers to identify necessary revisions

45. A fifth grade teacher is working with a first grade teacher to plan a reading buddy program, in which interested fifth graders will visit the first grade classroom once a week to read aloud to and/or with individual students. To ensure that the program is effective in engaging the participants in reading and motivating them to progress in their reading development, which of the following steps is most likely for the fifth grade teacher to take first?

Having students discuss the goals of the buddy program and providing them with explicit strategies for successfully achieving the goals

Arranging for students to meet with the first grade teacher to discuss the younger children’s reading curriculum

Having students visit the first grade classroom to meet and talk with the children who will be participating in the reading buddy program

Establishing some guidelines for the behavior of the fifth graders who will be participating in the program

46. A third grade teacher creates a form to use to record assessment data for each student in a particular area of reading (e.g. phonics, spelling, comprehension, vocabulary) An example of the form is shown below. It will be used to record information about a student’s phonics assessments. Name:__________ Area of reading: Phonics Date Type of Assessment Skills Measured Assessment Results Which of the following statements describes the primary benefit of using this form to record assessment data?

The format facilitates the teachers ability to track a students ongoing progress in mastering specific reading skills

The form makes it easier for the teacher to plan integrated instruction for the class that addresses multiple reading needs

The design of the form highlights the reading skills that are most important for students in the class to master

The layout of the form facilitates comparative analysis of the reading performance of different students in the class

47. At the beginning of the school year, a third grade teacher consults the second grade standards in the Reading/Language Arts Framework for California Public Schools when conducting entry-level assessments of students' reading skills. In this context, the state standards are likely to be most useful in helping the teacher?

Select appropriate reading materials for instructing students individually and in groups

Determine any differences between students current reading skills and grade-level expectations

Identify appropriate methods for documenting students development in specific areas of reading

Determine students independent, instructional, and frustration levels of reading

48. A new fourth grade teacher reviewing students’ assessments and portfolios at the beginning of the year. What should she do next to plan instruction?

Consult with school administration and curriculum guidelines about fourth garage content standards/check with state standards and school curriculum

Order a research-based book to find various instructional strategies

Consult with other 4th grade teachers

49. Describe an informal assessment strategy that would best help an elementary teacher determine how factors such as attention and motivation in a students’ reading level..?

Observe the student in a variety of classroom reading situations on a regular basis

Ask the students comprehension questions about various types of written materials

Compare the students oral reading rates on familiar and unfamiliar passages

Administer an IRI to the student at regular intervals throughout the year

50. Which of the following questions would be most important for a teacher to consider when reviewing the entries in a student’s independent reading log?

Is the student selecting increasingly challenging texts from a variety of genres?

Is the student selecting books with clear connections to content-area reading?

Is the student selecting books that relate in meaningful ways to class discussions?

Is the student selecting texts according to personal interests?

51. A middle school reading teacher is likely to contribute most toward the goal of developing all students’ reading competence by?

Relying primarily on whole-class instruction to promote development of students reading skills and strategies

Maximizing the amount of time students are actively involved in appropriately challenging reading tasks

Conducting formal assessments to measure student learning after every reading activity

Incorporating writing exercises and assignments into all reading activities

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Hermoine Granger

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57 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

1. A fourth grade student asks the teacher for help in understanding the content of a passage he has been reading. After discussing it with the teacher, the student demonstrates good understanding of the passage and confidence in his ability to continue reading. This interaction between the student and the teacher suggests
that the student?

Is reading a text at his instructional level

Needs work on improving his word identification strategies

Is reading a text at his independent level

Needs to work on developing evaluative comprehension skills

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

2. Effective instructional delivery of content needs to be?

Planned and standardized

Direct and explicit

Approved and relatable

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

3. Which of the following guidelines is essential for classroom teachers to follow with regard to summative assessment accommodations for students in the class who have Individualized Education Programs (IEPs)?

Testing accommodations or variations implemented for students with IEPs should be made generally available to any student in the class who requests them

Classroom assessments should be administered under the most stringent conditions to provide a reliable measure of student skills

Students with IEPs should be allowed to take summative classroom tests in preferred locations, such as an educational resource room or the school library.

The teacher should implement the same accommodations or variations for students during testing that were used throughout instruction in accordance with the IEP.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

4. A sixth grader who is advanced in most areas of reading has difficulty completing assigned reading selections. He appears motivated when he begins reading, but he has difficulty keeping his attention on the task at hand. Which of the following would be his teacher’s best initial strategy for addressing this difficulty?

adapting the student's reading assignments to reduce their complexity and level of cognitive challenge

telling the student that his grades will be based in part on his ability to improve his concentration when he works on reading assignments

breaking down the student's reading assignments into small steps and helping him learn to monitor his own attention and progress.

managing the student's reading assignments so that he generally has only one to work on at any given time

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

5. A first grade teacher meets with a student’s parents. Neither the student nor the parents speak any English. Through an interpreter, the parent asks what they can do to help foster their child’s reading and language development. The teacher can respond most appropriately by encouraging the parents to?

Read or tell stories to the student in the primary language

Learn enough English to begin speaking English to the student at home

Limit the students home library to books written in English

Make sure that the student spends at least fifteen minutes each day practicing spoken English

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

6. How can a reading teacher best ensure reading practice gets done at home?

Teach the students how to search free books on the internet

Encourage children to check out books from their local library

Allow children to take home books from the classroom library

Remind the parents of the importance of at-home reading

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

7. A student who reads a book independently, after he answers 10 comprehension questions, he gets 5 correct. What is his reading level?

Frustration level (answered less than 60%)

Reading at grade level

Frustration level (answered less than 50%)

The student is on borderline

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