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WorksheetsRLA Block
Total questions: 17
Worksheet time: 1hrs 6mins
Name 5 essential elements of a synchronous lesson
What are the components of a balanced literacy class?
Whole language
Phonics fluency
Assessment
Guided reading / small group
Collaborative groups
Guided Reading levels depend of teacher's intuition.
True
False
Do you need support to implement guided reading or small group instruction?
Yes, I need help
No, I know how to implement
Yes, I am still not sure what the difference is.
GR lessons typically last between
5-10 min
10-15
15-20 min
30-40 min
Which are appropriate "after reading" activities in GR?
Rearranging a cut-apart sentence from the story.
Write about the story, with a focus on using phonics and known sight words.
Talk, draw, and/or write in response to a comprehension question.
A fun holiday word search.
All except fun holiday word search.
There are many worksheets completed during the independent reading portion of the balanced literacy approach.
Guided Reading texts should be....
on the students instructional reading level.
on the students independent reading level.
below the student's reading level.
During a read aloud, the teacher could use the following strategy.
Questioning
Turn & Talk
Think, Pair, Share
All of the above.
When introducing Guided Reading to the students daily routine, the teacher should first...
jump right in and begin implementation.
start with one group while all other students watch a video.
establish firm routines for working independently or in small groups.
The National Reading Panel recommended 5 essential components that must be part of effective reading programs. Which one is NOT an essential component?
Reading fluency
Visual Memory
Reading vocabulary
Phonics
Which one is true? Decodable texts:
Are based mainly on predictable (frequently occurring) words.
Are composed entirely of phonetically irregular exception or sight words which are infrequently occurring.
Are based strictly on the grade and developmental level of the student.
Contain both sight or exception words and phonetic patterns of words students have already learned.
A first-grade teacher provides students with explicit, systematic phonics instruction. When designing activities to teach letter-sound correspondences, the teacher should:
include instruction in related consonant blends when introducing individual consonants.
Make certain that students have mastered vowel sounds before focusing on consonants.
Ensure that students master the spelling of practice words using the target sound before teaching a new sound
Provide reading opportunities for students to practice sounds in words after studying the sounds in isolation.
Which approach below would be most effective in helping first-grade students who have prerequisite decoding skills learn to decode words that end in the inflectional morpheme -ing.
Explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection.
Using think-aloud during a guided reading to model how to use contextual analysis as a strategy for recognizing words ending in -ing.
Having students practice reading word lists that include words ending in both the more familiar rime -ing as well as the inflection -ing.
Teaching the inflectional ending -ing in the context of an instructional unit on identifying open and closed syllables in multisyllabic words.
