4171973
| Question | Answer |
| D1C1 What is an evidence-based learning objective? | The teacher has defined some source of evidence that will indicate whether or not each individual child has met the objective. |
| D1C1 What key factors in differentiated reading instruction must teachers consider when planning instruction? | students’ knowledge and skills, prerequisite knowledge of skills, pacing of instruction, complexity of the content/skills to be presented, scaffolds |
| D1C1 What are the three classifications for students who are struggling with reading? | benchmark, strategic, intensive |
| D1C1 The Framework model of instruction includes the following components: | Orientation, Presentation, Structured and Guided Practice, Independent Practice and Application |
| D1C1 For self-paced, silent reading, teachers should provide students with books at which level? a) independent b) instructional c) frustration | a) independent |
| D1C1 What can be used to monitor student independent reading? | reading logs, book reports, oral presentations, individual conferences |
| D1C2 Which assessment determines which students have achieved the target standard(s)? a) entry level b) progress c) summative | c) summative |
| D1C2 A test is valid if it: | measures what it claims to measure |
| D1C2 What two levels should teachers organize the results of assessments? | individual profiles and class profile |
| D1C2 A miscue analysis is used to: | identify and classify errors in students’ oral reading |
| D1C2 Graphophonemic errors are errors to: | the sound-symbol relationships, such as feather for father |
| D1C2 Semantic errors are: | meaning-related errors, such as dad for father |
| D1C2 A child who continues to make syntactic errors (such as into for through) needs to: | pay more attention to phonics |
| D2C3 Phonological awareness is: | the knowledge that oral English is composed of smaller units |
| D1C3 Is it better to focus on one or two phonemic awareness tasks at a time, or work on several of them simultaneously? | one or two at a time |
| D1C3 The development of phonemic awareness is a prerequisite to: | teaching phonics |
| D1C3 Which are considered the most difficult of the phonemic tasks and therefore focused greatly upon? | blending and segmenting |
| D1C3 To do a complete job of assessing phoneme awareness, teachers should measure each child’s proficiency in: | sound identity, sound isolation, sound blending, sound deletion, sound substitution, and sound segmentation |
| D1C4 Essential, basic principles about how letters, words, and sentences are represented in written language are: | concepts about print |
| D1C4 Should uppercase and lowercase letters be taught at the same time? | no |
| D1C4 Reteaching the concept of directionality should include: | one-on-one intervention and a strong kinesthetic element using their fingers to point and sweep |
| D1C5 Word identification is: | the ability to read aloud, or decode, words correctly |
| D1C5 Making a connection between the word being pronounced and its meaning is: | word recognition |
| D1C5 These four types of words should be taught as sight words: | high-frequency words, words with irregular spellings, words that children want to know to use in their writing, words that are introduced in content-area lessons in social studies and science |
| D1C5 The five stages of spelling development are: | precommunicative, semiphonetic, phonetic, transitional, conventional |
| D1C6 Phonics instruction should be: | systematic, direct, and explicit |
| D1C6 It is best to follow a ______ approach to teaching sight words | whole-to-part |
| D1C7 Structural analysis (also called morphemic analysis) is: | the process of decoding a multisyllabic word with an affix added to a base word |
| D1C7 True or false? Multisensory techniques should be used to teach children to spell. | true |
| D1C7 Syllabic analysis is: | the process of decoding a multisyllabic word by examining the word’s syllables |
| D1C7 Orthography, for the most part, is a synonym for: | spelling |
| D1C8 The fluent reader reads: | accurately, at an appropriate rate, and with appropriate expression |
| D1C8 Achieving fluency is important because the nonfluent reader struggles to: | understand what he/she is reading |
| D1C8 These two interventions that will allow independent, silent reading to play a positive role in developing reading fluency: | books at appropriate reading levels and hold students accountable for comprehension |
| D1C8 Another word for reading with appropriate expression is: | prosody |
| D1C8 Factors that lead to a lack of fluent reading are: | weak word analysis skills, lack of familiarity with content vocabulary, lack of background knowledge, lack of familiarity with more complex syntactic structures |
| D1C9 Three components of effective fluency lessons: | teacher model, student practice, teacher feedback |
| D1C9 Fluency can be improved when the teacher works: | one-on-one with the student or with a small group of students |
| D1C9 True or false? Repeated readings are good for fluency. | true |
| D1C9 Phrase-cued reading can be used to build | prosody |
| D1C9 The appropriate intervention for reading accuracy is: | systematic, explicit instruction in phonemic awareness, phonics, and sight words |
| D1C10 The five different vocabularies are: | listening, speaking, writing, sight (reading), meaning (reading) |
| D1C10 The reasonable criteria for deciding which words to teach are: | frequency, utility, level of knowledge |
| D1C10 For each person, words are either unknown, acquainted, or established. Therefore, vocabulary knowledge is a(n) ______ process | incremental |
| D1C11 Teachers should teach these three types of word-learning strategies they can use independently while reading: | morphemic analysis, contextual analysis, using the dictionary |
| D1C11 Word consciousness is: | an interest in words and their meanings |
| D1C11 Knowledge of these things will increase a student’s vocabulary and knowledge of academic language: | sentence structure, syntax, punctuation and capitalization |
| D1C11 Instruction must fit the ____ and ____ of the students | age, ability |
| D1C11 Too many vocabulary lessons stop at the definition of the words; lessons must challenge the students to use the words in _______. | the context of sentences and paragraphs |
| D1C11 To learn the meanings of words, students must have ________ to the words. | repeated exposure |
| D1C11 Vocabulary instruction involves each of the following: | direct instruction of specific words, teaching students independent word-learning strategies, developing word consciousness, encouraging wide reading |
| D1C12 Automaticity theory states that reading requires the reader to perform two main tasks of: | decoding words and understanding the meaning of the text |
| D1C12 RICA uses these three taxonomies, or systems, to classify students’ comprehension: | literal, inferential, evaluative |
| D1C12 Literal comprehension is: | the ability of a reader to understand the surface meaning of a text |
| D1C12 Inferential comprehension is: | the ability of a reader to interpret what he/she has read |
| D1C12 Evaluative comprehension is: | the ability of the reader to make judgements about what he/she has read |
| D1C12 Beyond the sentence level, students will become better readers if they understand the: | structure of paragraphs |
| D1C12 _____ language activities will enhance a child’s vocabulary, which in turn will aid comprehension | Oral |
| D1C13 True or false? Children in small groups should be of the same instructional reading level | True, according to Zarrillo, it is impossible to design comprehension lessons for students with widely different reading levels |
| D1C13 True or false? Children will have a better chance of understanding what they read if their teacher helps them call to mind what they already know about the topic | true |
| D1C13 When it comes to comprehension, teachers need to help their students become proficient in using these strategies: | visualizing, paraphrasing, clarifying, predicting, generating questions, summarizing, and adjusting reading rate |
| D1C13 Reciprocal teaching is an instructional process for teaching strategies of: | predicting, generating questions, clarifying, and summarizing |
| D1C14 True or false? Teachers should directly teach each literary element by defining the element and providing examples | true |
| D1C14 True or false? When students understand the elements of a story, they will recall details with greater accuracy | true |
| D1C14 Literary analysis is: | the process of studying or examining a story |
| D1C14 Literary criticism is: | when a person makes judgements or evaluations about a story |
| D1C15 content-area literacy is: | reading and writing tasks that students complete while learning content |
| D1C15 Students can use _______ to become more efficient readers of content-area texts | expository text structures |
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