Rica 3.5

48. 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 state and district standards to determine guidlines for expected student outcomes at the fourth-grade level.

• Consult with other 4th grade teachers

• 1. Order a research-based book to find various instructional strategies

  
  

49. 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..?

• 1. Ask the students comprehension questions about various types of written materials

  
  

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

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

  
  

• Compare the students oral reading rates on familiar and unfamiliar passages

  
  

50. 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 books with clear connections to content-area reading?

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

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

• 1. Is the student selecting texts according to personal interests?

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

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

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

• 1. Conducting formal assessments to measure student learning after every reading activity

• Incorporating writing exercises and assignments into all reading activities

52. 52. Midway through the year, a first grade teacher notices that two students are beginning to lag behind their peers in their reading development. The teacher’s best initial response would be to?

• Advise the students parents to begin intensive reading-skill-building activities with their children at home

• 1. Begin collecting more diagnostic information on these students and providing them with targeted reading instruction

• 1. Avoid initiation any special reading intervention until it becomes clear that there is a real problem

• 1. Attempt to find out the type and extent of reading instruction the students received in kindergarten

53. 53. When choosing a reading assessment for a group of third grade students, the teacher should make sure that the selected assessment?

• Includes questions with widely varying levels of difficulty

• 1. Is consistent with the goals and purposes of reading instruction for this group of students

• 1. Take advantage of current instructional technologies

• 1. Contains text that is relevant to content-area topics students are currently studying

54. 54.when organizing and managing reading instructions, which of the following general guidlines would be most important for an elementary teacher to follow?

• 1. Ensure that students are motivated to read by assigning children’s literature for the class to read and study together

• 1. Ensure that every student has mastered a particular reading skill before introducing the next skill to the class

• 1. Provide continuity for reading instruction by allowing students to meet in the same reading groups throughout the school year

• 1. Allocate sufficient time for reading instruction in the daily schedule and protect this time from interruptions

55. 55. A middle school teacher uses anecdotal records to describe and analyze a student's reading performance. This method of informal assessment is likely to be effective if the teacher follows which of the following guidelines?

• Focus primarily on each student's areas of weakness related to reading performance

• 1. Review the records on a weekly basis to identify any patterns relating to students’ reading strengths and needs

• 1. Review the records with students each day to stress the importance of self-assessing reading strengths and needs

• Focus primarily on each student's areas of weakness related to reading performance

56. 56. 13 year old with a disability in GE class and is having difficulty with Language Arts. What should the teacher do to help the student?

• Ask sped teacher to give student graphic organizer

  
  

• Assure the student that you can provide scaffolding, graphic organizer

• Give student simpler task

  
  

57. 57. A third grader is underperforming and took an assessment. What should the teacher do next?
    

• Explain the reading research to family and get details of how reading is done in the household

  
  

• Be sure the purpose of the assessment is aligned with the reading goal/curriculum

• Use content area that has been taught already