Quiz on High-Leverage Practice: Explicit Instruction

What is the primary focus of teachers using explicit instruction?

• Allowing students to explore content independently

• Selecting the most critical content and sequencing it logically

• Using complex language to challenge students

• Covering as much content as possible

What is a key characteristic of the language used in explicit instruction?

• It is informal and conversational

• It is crystal clear and unambiguous

• It is complex and challenging

• It is ambiguous and open to interpretation

Which instructional sequence is a hallmark of explicit instruction?

• I do, we do, you do

• We do, I do, you do

• I do, you do, we do

• You do, we do, I do

In the 'I do' phase of explicit instruction, what is the teacher's primary role?

• Giving feedback on student performance

• Providing independent practice

• Guiding students through tasks

• Modeling how to solve a problem or complete a task

What is the purpose of providing multiple opportunities to respond in explicit instruction?

• To slow down the pace of the lesson

• To keep students engaged and provide immediate feedback

• To challenge students with complex tasks

• To allow students to work independently

Why is it important to provide a range of examples and non-examples in explicit instruction?

• To allow students to explore content independently

• To confuse students and make them think critically

• To highlight the content being taught and avoid confusion

• To introduce new content quickly

What role does feedback play in explicit instruction?

• It is optional and can be given occasionally

• It should be general and non-specific

• It is essential and should be specific to student performance

• It should only be given at the end of the lesson

How should the intensity of explicit instruction be adjusted?

• Based on the number of students in the class

• By reducing the amount of feedback given

• According to the unique needs of students

• By increasing the complexity of tasks

6. 6. A student who joins a first-grade classroom in October performs poorly on a phonemic-awareness activity. To address this student’s reading needs, which of the following steps would be most important for the teacher to take first?

• A- Engaging the student in a variety of beginning phonics games and activities.

• B- Consulting informally with the special education teacher to see if the student might benefit from an individualized education program.

• C- conducting formal phonemic- awareness assessments with the student

• D- Making immediate plans for a sequence of differentiated instruction for the student in phonemic-awareness skills. 

55. A middle school teacher wants to help a student with a mild learning disability improve his accurate decoding and spelling  of words that have similar sounds but different meanings such as Angel/angle and dessert/desert. Which of the following instructional activities would be most effective for this purpose?

• A. Having the student list words that can be formed from letters in each pair of the word (Angel, angle, age, gel).

• B. Having the student use a dictionary to look up the definitions of the similarly spelled words and then write down an original sentence with each of the words.

• C. Providing a worksheet on which the student must match each of the similarly spelled words with the appropriate definition.

  
  

• D. Giving the students additional guided practice and reading the words in context noting differences with a highlighter  (ang–, an—)