Upper Strand Reading Rope QUiz

A fourth-grade teacher is developing text-dependent questions to use during close reading of a complex literary text. The teacher could best help students identify the key ideas and details in the text by asking questions that prompt them to:

• 1. think beyond the details that are explicitly stated in the text and draw inferences about the author's purpose.

• 1. analyze the author's use of literary devices such as figurative language to symbolize important ideas in the text.

• 1. 
     connect the text's main ideas to those in other texts that are written by the same author or in the same genre.

• 1. determine the text's theme and explain how the author uses specific details to support it.

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

When introducing a new vocabulary word to a small group of fifth-grade students in an intensive intervention class, a reading teacher first carefully pronounces the word syllable by syllable and then helps the students slowly say the whole word several times, following the teacher's model. This practice benefits students primarily by:

• developing their word consciousness

• promoting their phonological awareness with respect to the word

• enhancing their understanding of the word's spelling pattern

• providing them with multiple meaningful exposures to the word

Tags

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI. 9-10.10

CCSS.RL.8.10

A third-grade student reads a grade-level passage accurately and slowly, pausing before sounding out some of the longer words in the text. Afterward, the student has difficulty answering literal comprehension questions about the passage. Which of the following factors is likely the primary cause of the student's disfluency?

• inattentive or careless decoding

• lack of automaticity

• limited oral vocabulary knowledge

• gaps in phonics knowledge

Tags

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI. 9-10.10

CCSS.RL.8.10

A reading teacher is selecting supplemental content-specific texts to promote the background knowledge and content-specific vocabulary of students who are struggling readers. Which of the following types of text would be most appropriate for this purpose?

• offline and online reference materials, such as word lists and glossaries from content-area textbooks, children's encyclopedias, and topic-oriented Web sites

• authentic texts related to the topic, including excerpts from academic journals and technical texts

• controlled texts about the topic in which key terms appear multiple times and words that appear only once are sight words or regular onesyllable words

• challenging informational texts related to the topic that include an abundance of pictorial and graphic elements

Tags

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI. 9-10.10

CCSS.RL.8.10

Which word describes forming connections between the text and

the information and experiences of the reader?

• Vocabulary

• Phonemic Awareness

• Diagnostic

• Background Knowledge

Tags

CCSS.RF.1.3A

CCSS.RF.1.3D

CCSS.RI.1.3

CCSS.RI.2.3

CCSS.RI.3.8

instruction that may include more time, more opportunities for students to practice, more teacher feedback, smaller group size, and different materials. It is implemented as soon as assessment indicates that students are not making adequate progress in reading.

• Scaffolded Instruction

• Initial Instruction

• Differentiated Instruction

• Immediate Intensive Instruction

Tags

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI. 9-10.10

CCSS.RI.8.10

Strategies students use to learn words such as: decoding, analyzing meaningful parts of words, using analogy, using context clues, using a dictionary (student friendly definitions), glossary, or other resources.

• Research Techniques

• Pre-Reading Strategies

• Instructional Routines

• Word Learning Strategies

Tags

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI. 9-10.10

CCSS.RI.8.10

Forming connections between the text and the information and experiences of the reader.

• Vocabulary

• Phonemic Awareness

• Background Knowledge

• Previous Experiences

Tags

CCSS.RF.1.3A

CCSS.RF.1.3D

CCSS.RI.1.3

CCSS.RI.2.3

CCSS.RI.3.8

Reports factual information (also referred to as informational text) and the relationships among ideas. It tends to be more difficult for students than narrative text because of the density of long, difficult, and unknown words or word parts.

• Connected Text

• Narrative Text

• Figurative Language

• Expository Text

Tags

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

CCSS.RI.9-10.10

Students are asked to apply what they have been taught in order to accomplish specific reading tasks. Practice should follow in a logical relationship with what has just been taught. Once skills are internalized, students are provided with more opportunities to independently implement previously learned information.

• Instructional Routines

• Ample Opportunities for Student Practice

• Immediate Intensive Instruction

• Independent-Instructional Reading Level Range

Tags

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI. 9-10.10

CCSS.RI.8.10