8.) An elementary teacher should adhere to which of the following guidelines related to planning reading instruction?

A. Adapt lesson plans as needed based on ongoing monitoring of student progress

B. Stick strictly to the original lesson plans regardless of student progress

C. Only plan for whole-group instruction and avoid differentiating lessons

D. Plan lessons in advance without considering students' individual needs

9.) Reading teachers have a conference. What should they discuss?

A. Identify and analyze significant reading events that occurred in the classroom during reading activities/discuss and analyze what happened during the activity

B. Focus on the behavior management strategies used during the lesson

C. Discuss which students showed the most improvement in their handwriting

D. Plan for the next holiday break and its impact on the classroom schedule

10.) As part of an assessment to determine students' independent reading levels, a teacher asks individual students to read aloud from selected passages. If a passage is at a student's independent reading level, the student should correctly read at least?

D. 95 percent of the words in the passage

A. 90 percent of the words in the passage

B. 80 percent of the words in the passage

C. 100 percent of the words in the passage

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

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

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

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

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

12.) 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?

C. Making available in the classroom content-area texts at various levels that supplement and reinforce the information presented in students’ textbooks.

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

B. Providing English Learners with grade-level, English-only content-area books to promote academic language.

D. Setting up an area in the classroom where students can go to reread the content-area textbook quietly and independently

13.) Homogeneous grouping for reading instruction is most appropriate for which of the following purposes?

B. Customizing skills instruction for students who have similar assessed reading needs in a particular area

A. Encouraging peer-assisted learning among students with varying reading abilities

C. Promoting independent reading by allowing students to select books at their own level

D. Enhancing students' motivation by providing mixed-ability group discussions

14.) Which of the following strategies would be most effective to use when grouping students for interventions addressing a specific area of difficulty in grade-level reading curriculum?

A. Grouping students heterogeneously to ensure that every reading group includes one or more skilled readers.

B. Assigning students to random groups to encourage collaboration and engagement.

C. Allowing students to self-select their groups based on personal reading preferences.

D. Keeping students in whole-class instruction to maintain consistency in reading instruction.

15.) Entry-level assessment results in a particular area of reading indicate that several students need differentiated instruction in specific skills. Which of the following questions would be most important for their teacher to consider first when planning differentiated instruction for these students?

A. What prerequisite skills do the students need to have to benefit from instruction and achieve content standards with respect to the specific skills?

B. How can the students be grouped to ensure a mix of higher- and lower-achieving readers?

C. What additional enrichment activities can be provided to challenge advanced students?

D. How can technology be incorporated into instruction to make learning more engaging?

16.) 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?

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

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

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

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

17.) If a student scores 68% on their reading assessment, this indicates that...

B. The student scored higher than the rest of their classmates/peers.

A. The student has mastered all grade-level reading skills.

C. The student answered 68% of the questions correctly on the assessment.

D. The student requires immediate intervention to improve reading proficiency.

19.) A standardized test is considered to have high content validity if the test:

B. Assesses the knowledge and skills it purports to assess.

A. Accurately predicts students' future academic success.

C. Produces consistent results when administered multiple times.

D. Is aligned with students' personal interests and learning styles

20.) What is the purpose and use of an Informal Reading Inventory (IRI)?

B. An IRI is an individualized portfolio of assessments collected over the year to show an individual student’s reading level

A. An IRI is an individualized portfolio of assessments collected over the lifetime of the student at school to show an individual student’s reading growth

C. An IRI is the individualized portfolio gathered by the student to showcase the student’s parent of the work that student is most proud of

D. An IRI is a list kept by the student of all the books they have read starting from the beginning of the year

21.) Which strategy should a teacher use with a small group of learners who have not yet met the standard of a particular reading skill?

C. A teacher can use flexible grouping

A. A teacher can use the monitored oral reading strategy

B. A teacher can use independent practice

D. A teacher can use the peer-pair strategy

22.) How can a teacher create a support system to promote reading for severely struggling readers?

A. Facilitate a conference with the student, the students parents, the reading coach/learning specialist, add principal to create reading goals

B. create a reading partner chart and schedule 20 minutes of partner reading each day

C. read with the student one to one each morning for 10 minutes

D. provide the student with audio books to listen to while they follow along in their book

24.) 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?

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

A. A comparison of the students reading skills with those of peers who are performing at grade level

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

C. a list of appropriate formal reading assessments that could be used for the students summative evaluations

25.) A first grader enjoys reading in class. However, during a parent teacher conference, the student’s parents says that the student seems to tire quickly and become distracted when reading aloud at home. The teacher can best respond to this situation by asking which of the following steps first?

B. Elicit information to assess the difficulty and interest level of the students at-home reading materials

A. Recommend that the parent use a simple reward system to motivate the student to read aloud for a predetermined amount of time each day

C. Suggest that the parent read aloud to the student until the student gains more self-confidence in reading

D. Set daily or weekly goals for the student’s at home reading and have the parent monitor the student’s progress in achieving the goals

26.) Which of the following is most likely to indicate that a third grade student may need services in addition to what the classroom teacher can be expected to provide?

C. Numerous reading interventions implemented by the student’s classroom teacher have proven ineffective

A. The students performance in reading is at a level below his/her performance in other academic areas

B. The student has been unmotivated by individualized reading instruction offered to him/her by the classroom teacher

D. The student is performing at a level below that of most of his/her classmates in reading

27.) A 13 year old student with a disability and needs help in organizational skills and planning. What should the teacher do to help?

B. break the project into smaller, more manageable tasks

A. Give students grade level content area texts and provide differentiated instruction such as graphic organizers

C. something along the lines of consulting with the special education teacher for assigning standard simple graphic organizers to assist with language arts lessons

D. providing parents with information for supports at home

28.) What is the goal of standards-based reading instruction?

A. Every student will meet the content standards adopted by the California State Board of Education

B. at least 95% of students will meet the content standards adopted by the California State Board of Education

C. at least 90% of students will meet the content of standards adopted by the California State Board of Education

D. at least 80% of students will meet the content standards adopted by the California State Board of Education

29.) A middle school teacher is preparing for the class to take the 6th grade California Standards Test (CST) in English language arts. That teacher believes that a student in the class with a section 504 plan what a performance 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?

A. Providing the student with this testing accommodation only if it specified in her section 504 plan

B. using teacher judgment to determine if such an accommodation is warranted

C. following whatever accommodations are generally recommended for students with section 504 plans

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

30.) According to the California State documents, an upper elementary teacher can best promote reading development through planning and organizing instruction of?

A. Reading taught through explicit and different academic subjects.

B. Independent reading time without structured guidance

C. Whole-class reading instruction using a single text for all students.

D. Reading instruction focused solely on phonics and decoding skills.

31.) A second grade teacher has created a comfortable reading corner in the classroom that includes reading materials representing a variety of genres, topics, and difficulty levels. Which of the following additional steps is likely to be most effective in supporting and motivating students’ reading?

B. Organizing the materials in the reading corner in a way that helps students easily locate books that they can read successfully

A. Displaying in the reading corner an ongoing record of how many books each student has read

C. playing soft, relaxing music for students to listen to while they are reading in the reading corner

D. suggesting that students check with the teacher before selecting a book from the reading corner to ensure that it reinforces specific skills

32.) A second grade teacher uses a published reading inventory to help assess the reading proficiency of a new student in her class who moved into the school district with his family at the end of January. The inventory consists of the following four components: Word Recognition: Graded lists of 20 words each are presented to the student first in a flash mode and afterwards, if necessary, in an untimed mode. Oral Reading: The student reads aloud graded narrative passages and then responds orally to comprehension questions about the passages. Silent Reading: The student silently reads graded narrative passages and then responds orally to comprehension questions about the passages. Listening Comprehension: The teacher reads graded narrative passages aloud to the student, and the student responds orally to vocabulary and comprehension questions about the passages. The teacher notes during the assessment that the students' oral and silent reading rates were quite slow for his grade level. Below are tables summarizing the students' performance on these assessments. Level Flash % Correct Untimed % Correct Preprimer 94 100 Primer 90 96 First 82 95 Second 61 84 Third 40 64 Fourth After the teacher interprets the student’s scores on the published reading inventory, it would be most important for her to?

C. supplement the findings with information gained from other assessments and observations of the student’s daily reading work

A. Verify the finding of the inventory by having the student take a teacher-made test that assesses a broader set of reading skills

B. compare the student’s scores on the inventory to the scores of other students in the class who took the same assessment

D. determined how the student’s scores on the inventory compared to his scores on standardized reading tests taken earlier in the year

33.) In higher elementary grades, how would you plan for a long-term reading instruction?

A. By explicitly teaching reading strategies and incorporating them in other subject areas.

B. By assigning independent reading without structured support.

C. By focusing solely on phonics and word recognition skills.

D. By using a single novel for the entire class throughout the year.

34.) For an upper elementary ELD student who is proficient in English, what should be aligned with other subjects for long-term curriculum goals?

A. Feedback from formal and informal assessments.

B. A focus on conversational English rather than academic language.

C. Independent reading assignments without structured support.

D. A curriculum that primarily emphasizes grammar drills.

35.) When developing an improvement plan for a student, a teacher will often reach out to people, such as the principal, student support specialist, and the parents of the student. When organizing a time to meet, which of the following would be most important for the teacher to prepare prior to the meeting?

D. a report showcasing the students social and academic strengths and weaknesses

A. A report comparing this student’s performance to another student’s performance at the same grade level

B. there’s no need to prepare physical papers because the meaning at this time is simply a discussion

C. the records of the students recent reading assessments

36.) How should a teacher test English language learners in the class?

A. Use both formal and informal reading assessments.

B. Rely only on standardized tests to measure progress.

C. Assess students only through oral language activities.

D. Use peer evaluations as the primary assessment method.

37.) Which of the following situations suggests the need for prompt instructional intervention?

A. At the end of kindergarten, student shows little phonemic awareness

B. at the beginning of first grade, a student is unable to decode many two syllable words

C. at the beginning of first grade, a student has just begun to use transitional spelling

D. at the beginning of 2nd grade, east student is unable to demonstrate evaluative comprehension

39.) Toward the end of the school year, a first grade teacher should plan an intervention for a student who?

B. demonstrates only prephonetic spelling and writing

A. Has difficulty decoding multisyllabic words

C. is unable to use prefixes and suffixes in word identification

D. lacks the ability to identify the subject and verb of a sentence

40.) Teacher selects a mystery novel at most of her students’ independent at instructional reading levels. She reads a bit of it to the class, stopping at one point. The students ask her to read more of the text, but she declines. She tells them to protect what will happen next period she says that if they want to continue reading, they can borrow the book from her in the classroom library. Why did the teacher do that?

B. stimulate students interest in a variety of genres (broadening knowledge in other genres)

A. Encourage student to read more advanced texts

C. motivating students to ask their own questions directed at comprehension

41.) How can a middle school teacher ensure reading instruction for the whole class?

A. Teach the whole class strategies and instruction on reading.

B. Assign independent reading without providing explicit instruction.

C. Focus only on students who struggle with reading while others work independently.

D. Allow students to choose whether they want to participate in reading activities.

42.) According to RICA, Content Specification, the two aspects that all reading and language arts programs need to include are?

D. balanced instruction and comprehensive instruction

A. Comprehensive instruction and standardized instruction

B. individualized instruction and comprehensive instruction

C. balanced instruction and individualized instruction

43.) Which of the following is the most accurate definition for differentiated instruction?

C. meeting the needs of all learning, including making adjustments to meet the needs of individual learners

A. Facilitating a lesson that caters to different personalities and learning styles to achieve academic and social development

B. providing different materials to different students to give differentiated instruction

D. facilitating differentiated lessons for the kids to receive instruction by experts

44.) A fourth grade teacher converse regularly with students as they edit written compositions related to their writing. During the editing process the teacher helps each student develop and editing checklist that lists writing skills the students consistently applies correctly as well as skills that need development. One important advantage of this method assessing students’ written language development is that it?

B. motivates students to take responsibility for identifying and achieving writing goals

A. Allows students to concentrate more on content than from when they write

C. helps students understand the importance of minimizing errors in the first draft of a composition

D. encourages students to rely on feedback from other readers to identify necessary revisions

45.) A fifth grade teacher is working with a first grade teacher to plan a reading buddy program, in which interested 5th graders will visit the 1st grade classroom once a week to read aloud to and/or with individual students. To ensure that the program is effective in engaging the participants in reading and motivating them to progress in their reading development, which of the following steps is most likely for the 5th grade teacher to take first?

D. having students discuss the goals of the buddy program and providing them with explicit strategies for successfully achieving the goals

A. Arranging for students to meet with the 1st grade teacher to discuss the younger children’s reading curriculum

B. having students visit the 1st grade classroom to meet and talk with children who will be participating in the reading buddy program

C. establishing some guidelines for the behavior of the 5th graders who will be participating in the program

46.) A third grade teacher creates a form to use to record assessment data for each student in a particular area of reading (e.g., phonics, spelling, comprehension, vocabulary). An example of the form is shown below. It will be used to record information about a students phonics assessments. Which of the following statements describes the primary benefit of using this form to record assessment data?

D. the format facilitates the teachers ability to track a students ongoing progress and mastering specific reading skills

A. The form makes it easier for the teacher to plan integrated instruction for the class that addresses multiple reading needs

B. that design of the form highlights the reading skills that are most important for students in the class to master

C. that layout of the form facilitates comparative analysis of the reading performance of different students in the class

47.) At the beginning of the school year, a third grade teacher consults the 2nd grade standards in the Reading, Language Arts Framework for California Public Schools when conducting entry level assessments of students’ reading skills. In this context, the state standards are likely to be most useful in helping the teacher?

A. Determine any differences between students current reading skills and grade level expectations

B. identify appropriate methods for documenting students development in specific areas of reading

C. determine students independent, instructional, and frustration levels of reading

D. select appropriate reading materials for instructing students individually and in groups

48.) At the beginning of the school year, a new 4th grade teacher assesses students’ reading skills. Which of the following would be the most important step for the teacher to take next to help set long-term reading goals for the class?

A. Consult state and/or district standards to determine guidelines for expected student outcomes at the 4th grade level

B. select a trade book and other materials that are likely to be useful in modeling and reinforcing the reading skill in which students performed most poorly

C. consult professional reading journals for descriptions of new reading strategies add activities that have proven effective with 4th graders

D. select additional assessments that can be used throughout the year to monitor students’ reading performance

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?

D. observe the student in a variety of classroom reading situations on a regular basis

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

B. compare the students oral reading rates on familiar and unfamiliar passages

C. administer an IRI to the student at regular intervals throughout the year

51.) Which of the following questions would be most important for a teacher to consider when reviewing the entries of a student’s independent reading log?

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

A. Is the student selecting books with clear connections to content area reading?

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

D. Is the student selecting texts according to personal interests?

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

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

B. conducting formal assessments to measures student learning after every reading activity

C. relying primarily on whole-class instruction to promote development of students reading skills and strategies

D. incorporating writing exercises and assignments into all reading activities

53.) 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?

C. begin collecting more diagnostic information on these students and providing them with targeted reading instruction

A. That advise the students parents to begin intensive reading-skill-building activities with their children at home

B. avoid initiation any special reading intervention until it becomes clear that there is a real problem

D. attempted to find out the type and extent of reading instruction the students received in kindergarten

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

D. is consistent with the goals and purposes of reading instruction for this group of students

A. Includes questions with widely varying levels of difficulty

B. contains text that is relevant to content area topics students are currently studying

C. take advantage of current instructional technologies

55.) When organizing and managing reading instruction, which of the following general guidelines would be most important for an elementary teacher to follow?

D. allocate sufficient time for reading instruction in the daily schedule and protect this time from interruptions

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

B. provide continuity for reading instruction by allowing students to meet in the same reading groups throughout the school year

C. ensure that every student has mastered a particular reading skill before the next skill to the class

Rica Practice 3

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others

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Easy

Karina Felix

Used 9+ times

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56 questions

Show all answers

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

1.) A fourth grade student asks the teacher for help understanding the content of a passage he has been reading. After discussing it with the teacher, the student demonstrates good understanding of the passage and confidence in his ability to continue reading. This interaction between the student and the teacher suggests that the student?

A. Is reading a text at his instructional level

B. Is reading a text at his independent level

C. Is struggling with the text and needs more intensive intervention

D. Is reading a text far above his ability level

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

2.) Effective instructional delivery of content needs to be-

A. Direct and explicit

B. General and abstract

C. Passive and unstructured

D. Vague and open-ended

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

3.)Which of the following guidelines is essential for classroom teachers to follow with regards to summative assessment accommodations for students in the class who have Individualized Education Programs (IEPs)?

A. The teacher should create new accommodations for the test that were not used during instruction.

B. The teacher should ensure that students with IEPs take the test in a group setting with minimal support.

C. The teacher should offer a simplified version of the test for students with IEPs.

D. The teacher should implement the same accommodations or variations for students during testing that were used throughout instruction in accordance with the IEP.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

4.) 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?

A. Allowing the student to skip difficult sections of the reading

B. Breaking down the student’s reading assignments into small steps and helping him monitor his own attention and progress

C. Providing the student with extended time to complete the reading without any additional support

D. Encouraging the student to only focus on reading the first and last paragraphs of each section

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

5.) A first grade teacher meets with a student’s parents. Neither the student nor the parents speak any English. Through an interpreter, the parent asks what they can do to help foster their child's reading and language development. The teacher can respond most appropriately by encouraging the parents to?

A. Read or tell stories to the student in the primary language

B. Focus only on learning English at home to support language development

C. Limit reading to English-language books to improve reading skills

D. Encourage the student to watch educational TV programs in English for better language development

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

6.) How can a reading teacher best ensure reading practice gets done at home?

A. Allow children to take home books from the classroom library

B. Assign a lengthy reading project every week

C. Have children read aloud in front of the class every day

D. Encourage children to only read books with pictures at home

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

7.) A student who reads a book independently, answers 10 comprehension questions, and gets 5 correct. He can read at 55 WPM. What is his reading level?

A. Frustration level

B. Independent level

C. Instructional level

D. Advanced level

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