Foundations of Reading 4 Flashcards
A second-grade class includes several students who are developing-level (intermediate) English learners. The teacher is planning to use a whole-class read-aloud to provide instruction in making inferences when reading informational text. Which of the following differentiation strategies would best support students with diverse language abilities in making text-based inferences?
providing the English learners with sentence frames to scaffold the lesson (e.g., “I think that ________. I think so because I read ________ and because I know that ________.”)
Two proficient readers are answering post-reading comprehension questions about a chapter in a content-area textbook.
* The first student demonstrates exceptional recall of details from the chapter but has difficulty answering questions about the gist of the chapter.
* The second student can give an outstanding summary of the chapter but has difficulty remembering specific facts from the chapter.
Which of the following best explains the most likely reason for the students’ varied understanding of the text?
Each student applied different reading comprehension skills when reading the text.
Skimming is likely to be the most effective strategy for accomplishing which of the following reading tasks?
previewing a chapter in a content-area textbook
A third-grade teacher has been conducting a series of ongoing assessments of a student’s oral reading. Shown below is a sentence from a text, followed by a transcription of the student reading the text. The sample is representative of the student’s typical oral reading performance.
“Text: Up ahead, Julia saw the overturned boat disappear over the waterfall’s edge.
Student: “Up ahead, Julie saw the overtired boat (pauses reading) overturned boat disappoint over the water’s edge (pauses reading) disappear over the water’s edge.”
Given the information provided, the teacher could best address this student’s needs by providing targeted, evidence-based instruction focused on:
improving reading accuracy by attending to all parts of a word.
A third-grade student performs below grade-level expectations in word-reading accuracy on informal assessments. Since the majority of the student’s errors are with multisyllable words, the teacher plans to provide the student with daily explicit instruction for one week on the use of syllable-division strategies for reading multisyllable words. The teacher will then reassess the student at the end of the trial period. The primary benefit of this approach to informal assessment is that it:
helps the teacher determine whether the student has the potential for improvement with short-term intervention.
Considerations of validity in test construction relate most closely to:
whether the test questions effectively measure their specified content.
If a standardized test is said to lack reliability, the test:
gives fluctuating scores in different administrations.
A third-grade teacher notes that students’ vocabulary scores on a school-wide standardized achievement test are below the national average and below their performance on the comprehension and decoding subtests.
The type of reading assessment described in the scenario that compares students’ reading performance to the performance of students in a national sample group can best be categorized as:
norm referenced.
A third-grade teacher notes that students’ vocabulary scores on a school-wide standardized achievement test are below the national average and below their performance on the comprehension and decoding subtests.
In response to students’ performance on the vocabulary measure, the teacher plans to take a more systematic and robust approach to vocabulary instruction. The teacher’s use of the data best underscores the importance of which of the following approaches to reading assessment?
using results from reading assessments to guide instructional decision making
A third-grade teacher notes that students’ vocabulary scores on a school-wide standardized achievement test are below the national average and below their performance on the comprehension and decoding subtests
The teacher decides to collect ongoing data related to vocabulary instruction. The teacher records examples of students’ use of new vocabulary during class discussions and has students turn in weekly examples of how they use new words in their writing. The teacher also has students maintain a vocabulary journal in which they develop definitions for new Tier Two and Tier Three vocabulary in their own words, make visual representations of word meanings, and analyze changes to a word’s form and meaning when affixes are added. This approach to informal assessment benefits literacy instruction primarily by allowing the teacher to:
monitor various dimensions of students’ vocabulary development across multiple language modes.
A kindergarten teacher regularly elicits oral retellings of stories children have listened to or read as a way to assess their understanding of narrative text structures. The retell protocol the teacher uses has a child retell the story to a stuffed animal, named Storalee, as the teacher records notes and checks off story components. The teacher starts with the prompt, “Tell our friend Storalee the whole story because she has not heard it before.” The teacher rates each child’s understanding of the text’s characters, setting, events, and relationships according to standards-based rubric descriptors for story elements.
Which of the following components should be included in the story elements rubric to ensure that the assessment will provide information about children’s understanding of the cause-and-effect relationships found in narrative texts?
identifying evidence of children’s use of conjunctions (e.g., because, so, since) to connect the character’s motivation to actions taken
A kindergarten teacher regularly elicits oral retellings of stories children have listened to or read as a way to assess their understanding of narrative text structures. The retell protocol the teacher uses has a child retell the story to a stuffed animal, named Storalee, as the teacher records notes and checks off story components. The teacher starts with the prompt, “Tell our friend Storalee the whole story because she has not heard it before.” The teacher rates each child’s understanding of the text’s characters, setting, events, and relationships according to standards-based rubric descriptors for story elements
Which of the following strategies would be most appropriate for the teacher to use to differentiate the retelling assessment for children who are advanced readers?
asking the children to elaborate on specific story elements, such as characters’ responses to events and challenges
When considering how to support students who are at risk for reading difficulties, an elementary school teacher first tries to align an individual student’s profile with one of the following evidence-based reading-difficulty profiles.
Profile 1: The student reads words accurately and efficiently but demonstrates needs in word knowledge and/or comprehension skills.
Profile 2: The student demonstrates needs in decoding and word recognition but has strong word knowledge and comprehension skills.
Profile 3: The student demonstrates needs in decoding and word recognition and also in word knowledge and comprehension skills.
One advantage of the teacher keeping these general profiles in mind when considering whether a student may be at risk for reading difficulties is that it helps the teacher:
determine a direction for specific diagnostic probes (e.g., identifying gaps in phonics knowledge using a word-pattern survey).
When considering how to support students who are at risk for reading difficulties, an elementary school teacher first tries to align an individual student’s profile with one of the following evidence-based reading-difficulty profiles.
Profile 1: The student reads words accurately and efficiently but demonstrates needs in word knowledge and/or comprehension skills.
Profile 2: The student demonstrates needs in decoding and word recognition but has strong word knowledge and comprehension skills.
Profile 3: The student demonstrates needs in decoding and word recognition and also in word knowledge and comprehension skills.
The teacher is planning progress monitoring for students whose reading performance fits one of the three profiles and who will be receiving differentiated instruction or an intervention to address their identified needs. Which of the following guidelines would be most important for the teacher to follow when planning progress-monitoring for this purpose?
selecting assessment instruments or techniques that will show even small improvements
According to evidence-based practices, which of the following resources in a first-grade classroom best supports phonics instruction as a major component of reading instruction?
decodable texts tied directly to the instructional scope and sequence of skills
