RR: Intro. Reading Fluency and Comprehension Quiz

What is the formula for calculating the Correct Word Per Minute (CWPM)?

• ((Total words in reading - Errors) x 60) / Seconds reading

• (Total words in reading x 60) / Errors

• (Errors x 60) / Total words in reading

• (Total words in reading + Errors) / Seconds reading

What is the formula for calculating the percentage of Comprehension Questions correct?

• Total questions answered correctly / Total number of questions

• Total questions answered incorrectly / Total number of questions

• Total questions answered correctly / Total time taken

• Total questions answered incorrectly / Total time taken

What type of questions are asked after the student reads the passage?

• Only explicit questions

• Only implicit questions

• Both explicit and implicit questions

• No questions are asked

Tags

CCSS.RI.1.4

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

When measuring word accuracy, the teacher uses symbols to mark repetitions, insertions, omitted, and/or mispronounced words. What are the most crucial considerations a teacher needs to make when choosing our scoring/marking system?

• Be consistent

• Know your students interest and needs

• Choose a scoring system that fits the student. This could be different every time..

• Do not use the scoring system. Observe and make decisions accordingly.

Review this scoring system from the TRS textbook on page 342. All of the following are errors except.

• Mispronunciations

• Substitutions

• Transpositions

• Repetitions

A fourth-grade student who reads grade-level narrative texts with fluency and excellent comprehension is struggling to read aloud a grade-level content-area passage about a topic with which the student is familiar. The student reads the passage hesitantly, frequently stopping to reread clauses or entire sentences. Afterward, the student demonstrates limited comprehension of what was read. Which of the following factors is most likely disrupting the student's fluent reading of this text?

• insufficient background knowledge to support basic comprehension of the text

• lack of experience with the academic-language structures used in the text

• insufficient monitoring of comprehension while reading the text

• lack of grade-level word analysis skills for accurate decoding of the words in the text

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 second-grade teacher would like to plan an activity to improve the reading rate of two students who read at about the same rate and level and are both automatic readers. Which of the following activities would best address the students' needs?

• a cooperative silent reading activity, in which the students read the same passage together silently, stopping periodically to share their understanding of the text

• a repeated reading activity, in which each student takes several turns reading aloud a decodable passage to the other student while the other student follows along silently

• a paired reading activity, in which the students sit side by side and read a shared text aloud in unison, gradually increasing their pace as they proceed through the text

• a timed partner-reading activity, in which the students take turns silently reading a shared text for one minute while the other student keeps time and says when to stop

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

It is the fall season. Grace, a third-grade student, is reading fifth-grade material. The teacher assesses the student's reading of this material using a running record. The teacher discovers that the student is able to read 87 words correct per minute. According to the ORF, this student...

• meets fluency standards

• does not meet fluency standards

It is winter. Jay is a fourth-grade student reading sixth-grade material. The teacher assesses the student's reading of this material using a running record. The teacher discovers that the student is able to read 150 words correct per minute. According to the ORF, this student...

• meets fluency standards

• does not meet fluency standards

Jackson is a 4th grader who is reading 3rd grade level material of 122 words. In the area of word accuracy, Jackson experienced three self-corrections, two insertions and four mispronunciations, and one omission. Therefore, Jackson read 117 out of 122 words.

What is the level of text difficulty?

• Independence Level

• Instructional Level

• Frustration Level

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