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WorksheetsRica Domain 3 - Fluency
Total questions: 30
Worksheet time: 18mins
Name
Class
Date
1.
(Competency 8)
To read accurately, at an appropriate rate, and with appropriate expression means:
To read accurately, at an appropriate rate, and with appropriate expression means:
a)
Fluency
b)
Automaticity
c)
Intonation
d)
Analysis
2.
(Competency 8)
To read with appropriate "expression" which includes emphasizing certain words, using variation in pitch (intonation), and pausing after punctuation is:
To read with appropriate "expression" which includes emphasizing certain words, using variation in pitch (intonation), and pausing after punctuation is:
a)
rate
b)
prosody
c)
fluency
d)
comprehension
3.
(Competency 9)
All of the following are components of "monitored oral reading with the teacher" that will help improve a student's fluency except:
All of the following are components of "monitored oral reading with the teacher" that will help improve a student's fluency except:
a)
teacher modeling
b)
student practice
c)
teacher feedback
d)
frequent interruptions
4.
(Competency 9) True or False:
An instructional strategy that will improve all components of fluency is repeated readings.
An instructional strategy that will improve all components of fluency is repeated readings.
a)
FALSE
b)
TRUE
5.
(Competency 8)
All of the following are key indicators of reading fluency except:
All of the following are key indicators of reading fluency except:
a)
decoding
b)
prosody
c)
rate
d)
accuracy
6.
(Competency 8) True or False: Frequent use of decodable text is important to build fluency in young readers who are acquiring basic phonics skills and high-frequency sight words.
a)
TRUE
b)
FALSE
7.
(Competency 9)
Fluency instruction should be introduced in all of the following ways except:
Fluency instruction should be introduced in all of the following ways except:
a)
at all stages of reading development
b)
at all levels when there is simultaneous fluency instruction with phrases, sentences, and paragraphs
c)
with all children through both monitored oral reading with their teachers and repeated reading activities
d)
only when there is a student who is struggling with reading
8.
(Competency 8)
True or False:
Independent silent reading is an important strategy for increasing fluency.
True or False:
Independent silent reading is an important strategy for increasing fluency.
a)
FALSE-there is no guarantee that the reader is reading fluently while reading silently. The child might be repeatedly practicing innaccurate, slow, non-expressive reading.
b)
TRUE-Any opportunity given to read will increase fluency.
9.
(Competency 9)
All of the following are specific strategies for building ACCURACY except:
All of the following are specific strategies for building ACCURACY except:
a)
providing systematic, explicit instruction in structural analysis, syllabic analysis, and orthographic knowledge for older readers
b)
providing systematic, explicit instruction in phonemic awareness, phonics, and sight words for younger readers
c)
silent reading
d)
additional instruction in word identification skills for all readers
10.
(Competency 8)
The following show how to make independent silent reading more effective in supporting fluency development.
The following show how to make independent silent reading more effective in supporting fluency development.
a)
Providing books at appropriate levels
b)
Holding students accountable for comprehension
c)
Both of the above choices
d)
None of the above
11.
(Competency 8)
A theory to decode words and understand the meaning of the text is called...
A theory to decode words and understand the meaning of the text is called...
a)
Rate
b)
prosody
c)
automaticity
d)
fluency
12.
(Competency 9)
True or False:
Fluency can only be assessed through oral reading.
True or False:
Fluency can only be assessed through oral reading.
a)
True
b)
False
13.
(Competency 9)
All of the following are characteristics that are found in both fluent and non-fluent readers except:
All of the following are characteristics that are found in both fluent and non-fluent readers except:
a)
some self corrections
b)
sounds like talking
c)
some miscues
d)
high word recognition
14.
(Competency 8 and 9)
When a teacher notes any miscues in a student read passage, the fluent reader can pronounce words correctly aiming for 95%...
When a teacher notes any miscues in a student read passage, the fluent reader can pronounce words correctly aiming for 95%...
a)
fluency
b)
comepetency
c)
prosody
d)
accuracy
15.
(Competency 8) True or False:
Effective fluency instruction involves frequent oral reading experiences and appropriate guidance from the teacher.
Effective fluency instruction involves frequent oral reading experiences and appropriate guidance from the teacher.
a)
TRUE
b)
FALSE
16.
(Competency 9)
A fluency standard in Kindergarten is:
A fluency standard in Kindergarten is:
a)
read aloud with fluency in a manner that sounds like natural speech
b)
read aloud fluently and accurately and with appropriate intonation and expression
c)
read aloud narrative and expository text fluently and with appropriate pacing, intonation, and expression
d)
there is no fluency standard beyond the ability to recognize and name the letters, blend sounds, and read one-syllable and high-frequency words
17.
(Competency 8 and 9)
When fluent readers quickly decode words and read phrases and sentences in a speedy manner, typically within 1 minute to assess their words per minute (WPM) is...
When fluent readers quickly decode words and read phrases and sentences in a speedy manner, typically within 1 minute to assess their words per minute (WPM) is...
a)
intonnation
b)
accuracy
c)
rate
d)
speed reading
18.
(Competency 9)
A fluency standard in 1st grade is:
A fluency standard in 1st grade is:
a)
no fluency standard beyond the ability to recognize and name the letters, blend sounds, and read one-syllable and high-frequency words
b)
read aloud with fluency in a manner that sounds like natural speech
c)
read aloud fluently and accurately and with appropriate intonation and expression
d)
read aloud narrative and expository text fluently and with appropriate pacing, intonation, and expression
19.
(Competency 8 and 9) Systematic, explicit instruction in fluency is the key to helping students become the best readers and should be instructed with great care, offering frequent feedback after oral reading whenever possible.
a)
FALSE
b)
TRUE
20.
(Competency 9)
A fluency standard in 3rd-6th grade is to:
A fluency standard in 3rd-6th grade is to:
a)
no fluency standard beyond the ability to recognize and name the letters, blend sounds, and read one-syllable and high-frequency words
b)
read aloud with fluency in a manner that sounds like natural speech
c)
read aloud fluently and accurately and with appropriate intonation and expression
d)
read aloud narrative and expository text fluently and with appropriate pacing, intonation, and expression
21.
(Competency 9)
The best way to assess fluency is to measure the rate, accuracy, and prosody of the child's reading using a running record. Furthermore, assessment should include:
The best way to assess fluency is to measure the rate, accuracy, and prosody of the child's reading using a running record. Furthermore, assessment should include:
a)
standards-based analysis and interpretation of assessment results; going further to determine why children are below expectations
b)
Formal entry-level and summative purposes, as well as less formal progress-monitoring
c)
individuals or small groups of students to be an effective way in helping all children become fluent
d)
All of the above
22.
(Competency 8)
The role of decodable text plays an important part in fluent reading for all of the following reasons except:
The role of decodable text plays an important part in fluent reading for all of the following reasons except:
a)
decodable texts use many single-syllable words with regular letter-sound correspondences and only a few, irregular high-frequency words
b)
eventually decodable texts must give way to more texts with expanded vocabularies
c)
for students to transition to more difficult texts, they must acquire a complete knowledge of high-frequency words
d)
frequent use of decodable text is not important in building fluency in young readers
23.
(Competency 9)
A fluency standard in second grade is:
A fluency standard in second grade is:
a)
read aloud with fluency in a manner that sounds like natural speech
b)
read aloud fluently and accurately and with appropriate intonation and expression
c)
no fluency standard beyond the ability to recognize and name the letters, blend sounds, and read one-syllable and high-frequency words
d)
read aloud narrative and expository text fluently and with appropriate pacing, intonation, and expression
24.
(Competency 8)
For students to transition to more difficult texts, they must...
For students to transition to more difficult texts, they must...
a)
expand their knowledge of content-related sight words
b)
master advanced letter-sound correspondences
c)
develop solid structural analysis and syllabic analysis skills
d)
All of the above
25.
(Competency 9)
In order to meet the needs of advanced learners, teachers should do all of the following except:
In order to meet the needs of advanced learners, teachers should do all of the following except:
a)
increase the pace or complexity of instruction
b)
teacher reads a passage aloud, then students read it aloud with the teacher
c)
blend 2 interventions by challenging advanced learners to build on their current skills and become fluent with more complex texts
d)
build on and extend current knowledge and skills
26.
(Competency 9)
In order to meet the needs of English learners and speakers of nonstandard English, teachers should do all of the following except:
In order to meet the needs of English learners and speakers of nonstandard English, teachers should do all of the following except:
a)
increase the pace or complexity of instruction
b)
use the intervention method of echo reading/imitative reading
c)
use modeling and phrase-cued reading as essential interventions
d)
teach English learners to learn the tonal patterns and rhythms of English as well as the meaning of English punctuation
27.
(Competency 8)
For students to transition from decodable texts to more difficult texts, they must not only acquire a complete knowledge of high-frequency words, but also...
For students to transition from decodable texts to more difficult texts, they must not only acquire a complete knowledge of high-frequency words, but also...
a)
expand their knowledge of content-related sight words
b)
master advanced letter-sound correspondences
c)
develop solid structural analysis and syllabic analysis skills
d)
All of the above
28.
(Competency 9)
Instructional strategies for struggling readers and students with learning disabilities include all of the following except:
Instructional strategies for struggling readers and students with learning disabilities include all of the following except:
a)
If a student has poor word identification skills they need to silent read.
b)
After assessing the student in specific skills such as phonics, syllable, sight words, and structure, identify which sight words the student cannot swiftly identify and focus on them.
c)
Making sure the text is at their independent reading level and have them practice oral reading with a strong reader.
d)
Reteaching additional word identification instruction to find out where they are lacking
29.
(Competency 9)
Phrase-cued reading is all of the following except:
Phrase-cued reading is all of the following except:
a)
a lesson that uses a text that has been specifically marked by the teacher
b)
to help the students recognize phrases in sentences and read them
appropriately
appropriately
c)
to get students to move beyond word-by-word reading and to recognize phrases in sentences and read them appropriately
d)
not a good strategy for building prosody
30.
(Competency 9)
Instructional strategies used for Repeat Reading, which will build all three components of fluency (accuracy, rate and prosody) include...
Instructional strategies used for Repeat Reading, which will build all three components of fluency (accuracy, rate and prosody) include...
a)
Tape-assisted reading at the student’s independent reading level at a moderate rate, not to slow. The first time the student listens and points to each word. Then the student practices rereading it aloud at the same rate as the taped reader. Eventually, they should be able to read the text fluently without assistance.
b)
Paired reading with strong/weak levels together reading a text 3 times. First, the stronger student reads aloud and models fluency. Then the weaker student reads aloud, along with the stronger student. Finally, the weaker student reads aloud alone as, the stronger student helps correct errors. If students read at the same level, they'll take turns throughout the passage or read aloud at the same time.
c)
Introducing fluency in stages. 1. Swift identification of letters, single-syllable words with regular letter-sound correspondence and sight words. 2. Swift accurate reading of multisyllabic words. At all levels there are fluency instructions with phrase, sentence, and paragraph.
d)
All of the Above
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