RICA Sub test3

Question 1

What goal should be kept in mind when planning instruction?

Answer 1

Every student will meet the content standards for the State of California.

Question 2

What information does the English-Language Arts framework provide?

Answer 2

The English-Language Arts framework gives guidelines for what to teach and how assessment. and for instructional materials.

Question 3

What type of reading program does the Framework call for?

Answer 3

The framework calls for a program that is balanced and comprehensive.

Question 4

What characterizes a balanced instructional program? What does such a program imply?

Answer 4

A balanced program is a strategic and appropriate selection of skills to be taught based on a child’s reading level. This implies that more time will be devoted to some skills than others.

Question 5

What makes a reading program comprehensive?

Answer 5

Such a program will help students meet all grade-level standards.

Question 6

What are the categories of English language Arts standards for each grade level?

Answer 6

They are:
1) Word analysis, fluency, and systematic vocabulary development
2) reading comprehension
3)literary response and analysis
4)writing strategies and applications
5)written and oral language conventions
6)listening and speaking strategies
7)speaking applications

Question 7

What is important when executing a comprehensive program?

Answer 7

Teachers should spend appropriate time on all components of a Reading/LA program.Give direct and explicit instruction in skills and strategies that students will apply to literary texts.

Question 8

What is the difference between a skill and a strategy?

Answer 8

A skill is something a reader does automatically. A strategy is consciously chosen by the reader.

Question 9

Aside from direct instruction of skills, what is essential?

Answer 9

Students must be given opportunities to read and write.

Question 10

On what basis should instructional decisions be made?

Answer 10

These should be based on ongoing assessment using a variety of instructional tools.

Question 11

What are the two dimensions of systematic instruction?

Answer 11

The teacher knows what skills and strategies should be mastered at each grade level based on the content standards. The instructional planning is based on assessments.

Question 12

What characterizes direct and explicit lessons?

Answer 12

They are teacher directed, utilize a variety of resources, and are designed to teach a specific skill or strategy.

Question 13

What is the best setting for direct and explicit lessons?

Answer 13

These should be taught in small groups with students that have a common need.

Question 14

What is the goal of systematic and explicit instruction?

Answer 14

The goal is to prevent reading difficulties.

Question 15

What is remediation?

Answer 15

This helps readers catch up to learn what their classmates have mastered.

Question 16

Why do teachers need to differentiate instruction?

Answer 16

Students have individual needs that must be met.

Question 17

What are some ways to differentiate instruction?

Answer 17

Students can use a variety of grouping formats (individual, small group, etc.). Students may also use different strategies for different groups of children. Teachers may also use different resources and materials for different children.

Question 18

What is the difference between long and short-term planning?

Answer 18

Long-term planning spans the school year. Short-term planning covers a week or two.

Question 19

What is necessary for long-term planning?

Answer 19

A thorough knowledge of the standards is necessary. Teachers must also allocate the proper time to each standard.

Question 20

What is a goal? How is a goal achieved?

Answer 20

A goal is a broad target to be achieved over the long term or short term. Several lessons with a small number of learning objectives will be implemented.

Question 21

What should characterize good objectives?

Answer 21

They should be evidence-based.

Question 22

What types of evidence are necessary?

Answer 22

Evidence can consist of paper and pencil tasks, saying things, or doing things.

Question 23

What is the relationship between reading instruction and the English language content standards for California?

Answer 23

All instruction must be designed to help students meet the standards. All instructional materials should be aligned with the standards.

Question 24

What are the two documents relevant to reading instruction? What are the differences between them?

Answer 24

They are the English language Content Standards, which state what children should be able to do at each grade level. The other important document is the California Reading Language Arts framework which provides guidelines on what should be taught, as well as how to teach and assess.

Question 25

What are the characteristics of a balanced instructional program? What are the implications of this type of program?

Answer 25

Skills are selected strategically and appropriately based on a child’s reading development. This type of program implies that some categories of skills will be emphasized over others based on grade level.

Question 26

What is the relationship between a balanced program and a comprehensive program?

Answer 26

A balanced program focuses on which skills will be taught based on the standards. A comprehensive program is designed to help all students meet the standards.

Question 27

What is the difference between a skill and a strategy?

Answer 27

A skill is something a reader does automatically, such as decoding. A strategy is something a reader does consciously, such as pre-reading a paragraph.

Question 28

What are the three components of a comprehensive reading program?

Answer 28

They are the teaching of skills and strategies, as well as opportunities for students to read and write.

Question 29

What is the role of ongoing assessment in reading instruction?

Answer 29

Ongoing assessment should guide instructional decisions.

Question 30

What is the relationship between systematic and explicit instruction? How is explicit instruction best conducted?

Answer 30

Systematic instruction means
-Teacher knows what students should learn at each grade level
-Results of assessments inform instructional planning.
- Direct and explicit instruction is teaching specific skills and strategies. This is best done by instructing small groups of students in specific skills.

Question 31

What is the goal of systematic and explicit instruction in the early grades?

Answer 31

The goal is to prevent reading difficulties. Effective programs are preventative rather than remedial.

Question 32

What are three types of remediation done in the younger grades?

Answer 32

• Early intervention programs: are used to remediate younger readers at the first possible opportunity.
• Reading Recovery: is individualized and involves highly trained teachers.
• Other remediation programs are conducted with small groups of students.

Question 33

What does it mean to say that reading skills have a developmental aspect?

Answer 33

When learning to read, some skills cannot be learned until other prerequisite skills have been mastered.

Question 34

Why is differentiation of instruction important?

Answer 34

There are many types of learners in each class. Some may be English language learners of speakers of non-standard dialects. Other may be struggling readers or have learning disabilities. Still others might be gifted. Instruction must be tailored to suit their needs.

Question 35

What is the difference between Long-term planning vs short-term planning?

Answer 35

Long-term planning is for the entire school year while short-term planning goes from month to month.
Both need to be informed by a thorough understanding of the standards.

Question 36

What are pacing guides and how are they related to planning?

Answer 36

A pacing guide indicates how long it should take to teach a particular standard and is essential for long term planning to make sure that the full range of standards are covered.

Question 37

What is the relationship between a goal,a lesson, and an objective?

Answer 37

A goal is achieved over the long term or the short term. Each goal is achieved by a series of lessons with a small number of learning objectives.

Question 38

What should characterize objectives?

Answer 38

They should be evidence-based, defining what type of evidence will indicate that the child has learned.

Question 39

Key factors in differentiated reading instruction

Answer 39

1) Different Grouping: the teacher should use a variety of grouping formats
2) Different Strategies: appropriate for different groups.
2) Different Resources: for different groups of students

Question 40

Define Scaffold

Answer 40

It is a temporary support provided to a student to help the student master a new o complex task.

Scaffolds are usually explanations or corrective feedback provided by the teacher.

Scaffolds may be provided by texts, charts, diagrams or illustrations.

Two level

Question 41

Levels of scaffolds

Answer 41

1) Those included in an initial lesson for whole groups.

2) Those used for small groups or individualized lessons for students having difficulty.

Question 42

How to organize instruction to meet all student’s needs based on Flexible grouping

Answer 42

The teacher will form flexible groups so children who share the need for a reading skill or strategy will be taught efficiently.

Groups are flexible because they exist for a single purpose and they will be disbanded once the lessons planned are completed.

Question 43

Describe components of effective instructional delivery

Answer 43

1) Orientation: The teacher gives an overview of the lesson, stressing what students will be expected to do. Hook

2) Presentation: The teacher provides students with the knowledge and skills expected to learn. Involves direct and explicit instruction by the teacher.

3) Structured and Guided Practice: Students complete some tasks under the close supervision of the teacher, a strategy also known as guided practice.

4) Independent Practice and application: Students practice what they have learned. The teacher will not be available to monitor or give feedback (homework)

Question 44

How to engage and motivate students?

Answer 44

Designing activities that foster students’ discussion using Literature Circles

Question 45

What is a literary circle?

Answer 45

A group of students reading the same text, one that has been selected for the members of the circle, not the teacher.

Question 46

Describe a strategy to promote independent reading

Answer 46

I +I strategy. Independent reading level + Personal interest= best chance of success

Question 47

Describe 3 methods for monitoring students’ independent reading

Answer 47

1) Reading Logs. A student should keep a record of the books he has read independently.

2) Book reports: Writing about characters, setting, plot,etc

3) Oral presentations

Question 48

Reading assesstment purposes

Answer 48

Each type of assesstment serves to a different purpose.

a) Entry Level assessment will diagnose students’ level of mastery prior to instruction.
b) Monitoring of progress assessment determine progress students make during instruction
c) Summative assessments determine level of student achievement after instruction has ended.

Question 49

Describe quality indicators that apply to standardized assessments, reliability, and validity

Answer 49

reliability. A test has reliability if the scores yield consistent scores across administrations. (Different forms of tests in close dates should read to same results)

Validity: a test is valid if it measures what it claims to measure.

Validity

Question 50

In quality indicators of standardized assessments, what are Percentile scores?

Answer 50

Percentile scores are norm-referenced scores. A percentile is a comparison score between a particular score and the scores of the rest of a group. It shows the percentage of scores that a particular score surpassed. For example, if you score 75 points on a test, and are ranked in the 85 th percentile, it means that the score 75 is higher than 85% of the scores.

The percentile rank is calculated using the formula

R=P100(N)

where P is the desired percentile and N is the number of data points

Question 51

Difference between percentile and percentage

Answer 51

The key difference is that the percentage is a mathematical value presented out of 100 and the percentile is the percent of values below a specific value. The percentage is a means of comparing quantities. A percentile is used to display position or rank.

Question 52

What are grade equivalent scores?

Answer 52

Are norm-referenced test score that translates a student’s raw score(eg. 37 out of 50) into a number that represents a grade level and a month

Question 53

Define criteria for determining students’ independent reading level

Answer 53

Books and stories can be read and understood by the student without the teacher’s assistance. The Independent Reading Level is the highest grade-level passage for which a student reads aloud 95% or more of words correctly and answers 90% or more of comprehension questions.

Question 54

Define criteria for determining students’ Frustration reading level

Answer 54

Reading materials can no be read and understood by the child, even with help. The child cannot read aloud at least 90% of the words correctly or answer at least 60% of comprehension questions correctly.

Question 55

Define criteria for determining students’ instructional reading level

Answer 55

The reading materials can be read and understood with teacher assistance. ( The basal reader) should be at this level. This is the highest grade-level passage for which a student reads aloud 90% or more of words correctly and answers 60% or more of comprehension questions.