RiTest 3 2024

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?

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

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

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

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

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

When creating lesson plans to promote specific reading skills, a teacher should make sure that:

• 1. each planned activity for students is designed to strengthen two or more specific reading skills.

• 1. the targeted reading skills relate to an appropriate instructional progression and reflect students' needs.

• 1. each planned activity connects students' reading, writing, listening, and speaking skills.

• 1. the targeted reading skills are grade-appropriate and taught to all students using the same instructional methods.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

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

• 1. sending parents/guardians a regular newsletter describing classroom reading activities.

• 1. sharing with parents/guardians important articles from professional reading journals.

• 1. recommending books that parents/guardians would likely enjoy reading with their children.

• 1. providing parents/guardians with periodic reports on their children's progress in reading.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

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?

• 1. replacing classroom content-area books with simpler texts on the same subjects that the English Learners can understand more readily

• 1. providing English Learners with grade-level, English-only content-area books to promote academic language

• 1. making available in the classroom content-area texts at various levels that supplement and reinforce the information presented in students' textbooks

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

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

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?

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

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

• 1. How do these findings relate to the student's performance on other recently administered reading assessments?

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

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

A fourth-grade class includes two students with Individualized Education Programs (IEPs). When planning classroom entry-level and progress-monitoring assessments for these students, the teacher should:

• 1. make arrangements for the students to be tested in an environment that is quiet and free from distractions

• 1. consult the Reading/Language Arts Framework for California Public Schools to determine appropriate assessments for students with IEPs.

• 1. recognize that these students may require additional time to complete their work on these assessments.

• 1. consult each student's IEP to determine any specific testing accommodations required for that student.

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?

• 1. providing the student with this testing accommodation only if it is specified in her Section 504 Plan

• 1. using good teacher judgment to determine if such an accommodation is warranted

• 1. following whatever accommodations are generally recommended for students with Section 504 Plans

• 1. requesting testing accommodations for the student in writing at least eight weeks before the test is given

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?

• 1. a comparison of the student's reading skills with those of her peers who are performing at grade level

• 1. a list of each of the formal and informal reading assessments that the student has taken so far during this school year

• 1. a list of appropriate formal reading assessments that could be used for the student's summative evaluations

• 1. a description of the student's assessed strengths and weaknesses that could serve as a foundation for addressing her needs

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

A first grade teacher notices one of her students is struggling with reading.  He is in the lowest achieving group.  The teacher has tried some strategies to improve his reading but seems to make no progress.  The next step the teacher should take in working with the student is to? 

• Assess his reading and target instruction to meet identified skills needs.

  
  

• When a writer has stated a position and offered support for it.

• To better express ideas there is nothing wrong with making changes or starting over.

  
  

• Breaking down the students reading assignments into smaller steps and helping him to monitor his own progress.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

An elementary school reading specialist is asked to submit an article for a student school newsletter offering suggestions that will involve parents/guardians in literacy learning of their children.  The most effective suggestion/ the reading teacher could make would be those that

• To better express ideas there is nothing wrong with making changes or starting over.

• Promote the use of everyday material and activities to make literacy a regular part of family life.

• strengthen their ability to comprehend and write complex sentences.

• Prepare a checklist of the key elements that an effective retelling of this story should include.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10