Modules 1-6 Review

Assessments that are given after a student is flagged as being at risk on a universal screening

• Unit Test

• Tier 1 Dyslexia Screeners

• Diagnostic Assessments

• Progress Monitoring

Tags

CCSS.RI.6.10

CCSS.RI. 9-10.10

CCSS.RL.8.10

CCSS.RI.7.10

CCSS.RL.9-10.10

A group of 1st grade teachers discover that 50% of their student scored below benchmark with phonemic awareness skills on a universal screener. What are some key questions they might want to discuss during the problem analysis stage?

• Do we need additional training to effectiveyl teach phonemic awarness?

• Does our core instruction include explicit instruction and practice with building phonemic awareness?

• Do these students have caregivers that read to them at home?

• Both A and B

Tags

CCSS.RF.4.3A

CCSS.RF.1.2A

CCSS.RF.2.3A

CCSS.RF.K.1D

CCSS.RF.K.2A

Sally is getting intensive instruction in Tier 2, and after several weeks she shows no improvement. What would be the best option when considering next steps for her?

• Refer her for an IQ test

• Make changes to intensify the intervention

• Continue the intervention without any changes

• Start remedial life skills work and conclude that she can't learn to read

The number 1 method to preventing reading failure within the school setting is to have

• Strong tutoring

• Supplemental computer programs to deliver reading instruction

• Effective core instruction

• High parent involvement

Tags

CCSS.RI.6.10

CCSS.RI. 9-10.10

CCSS.RL.6.10

CCSS.RL.7.10

CCSS.RI.8.10

What is an example of a less complex content skill to help students learn how to read text-dependent questions

• Teaching students to identify the text structure of a paragraph

• Teaching students to compare and contrast characters from two different stories

• Teaching students to connect an event from the text to their own lives

• Teaching students to identify the main idea of a sentence

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

Which is true about diagnostic assessments

• They must be administered by a school psychhologist

• They are easy to administer to the whole class at the same time

• They measure specific foundational skills

• They are directly connected to grade-level standards

Tags

CCSS.L.2.4B

CCSS.L.2.4C

CCSS.L.3.2E

Which students must recieve grade level instruction with supports in the Tier 1 setting

• General education students

• Special education students

• English learners

• A, B, and C

Tags

CCSS.RI.6.10

CCSS.RL.6.10

CCSS.RL.7.10

CCSS.RI.7.10

CCSS.RI.8.10

Within the English Orthography

_____ speech sounds are represented by _____graphemes using _____letters

• 26;250;26

• 44;44;26

• 44;250;26

• 100;100;26

Tags

CCSS.RF.4.3A

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.5.3A

CCSS.RF.K.3B

All of the following are characteristics of explicit instruction except for

• Teachers model new skills for students in a I do, we do, you do format

• Teachers expose students to text so students an intuit word patterns for reading

• Reading concepts are clearly introduced and explained by the teachers

• Teachers provide immediate corrective feedback when a student makes an error

Tags

CCSS.RI.6.1

CCSS.RI.7.1

CCSS.RI.8.1

CCSS.RL.6.2

CCSS.RL.7.1

In regards to reading instruction, what is the point of MTSS

• Prevent at-risk students from developing later reading problems

• Replace classroom instruction with more targeted intervention

• Provide intervention to students who receive special education

• Help teachers voice concerns

Tags

CCSS.RI.6.10

CCSS.RI. 9-10.10

CCSS.RL.6.10

CCSS.RL.8.10

CCSS.RL.9-10.10