WorksheetsSection 6. Assessment and Instructional Decision Making
Total questions: 5
Worksheet time: 3mins
A second-grade teacher has the long-term goal for their students to read grade-level texts with sufficient accuracy and fluency to support comprehension, a state learning standard. Which of the following is not an example of a short-term goal that would serve as a scaffold for this long-term goal?
recognizing text features associated with informational texts
increasing student reading levels by one grade level
recognizing and understanding the meanings of five new prefixes
distinguishing long vowel sounds from short vowel sounds
A kindergarten class has been working to learn all the letters and their corresponding sounds and will later learn about types of syllables and how those syllable types can affect the sounds letters make. Students who are not progressing as planned through the lessons on letter-to-sound correspondence most likely need differentiation in the form of:
scaffolding.
pacing.
background knowledge.
complexity.
Which of the following are the best ways for a teacher to help students develop independent reading skills? Select all answers that apply.
Provide in-class time for students to choose independent reading books and some time for quiet reading.
Pick all student reading for them to be sure it is a good fit.
Facilitate peer conversations about their reading.
Only allow students to choose their independent reading books from teacher-selected lists.
Which of the following accommodations is most likely to be found in an IEP for a student who is a struggling reader?
being exempt from the expectation of reading independently
being provided with a completed story map to support comprehension
having the text read aloud to them
having their choice of reading materials
Within Ms. Smith's first grade class, there are a range of students at varying skill levels. She is noticing that some of her students are getting restless and distracted during phonics activities and practice, and she attributes these behaviors to them already understanding the material and finishing quickly. How can she best support these advanced learners?
by providing extra practice for these students so they don’t finish as quickly
by incorporating more challenging examples and/or multisyllable words into their practice
by allowing these students to use this class time to work on other subjects
by shifting away from whole-class phonics instruction
