Subtest 3

Question 1

A fourth grade student asks the teacher for help in understanding the content of a passage he has been reading. After discussing it with the teacher, the student demonstrates good understanding of the passage and confidence in his ability to continue reading. This interaction between the student and the teacher suggests that the student?

A. Is reading a text at his instructional level
B. Needs work on improving his word identification strategies
C. Is reading a text at his independent level
D. Needs to work on developing evaluative comprehension skills

Answer 1

A. Is reading a text at his instructional level

Question 2

Effective instructional delivery of content needs to be?

A. planned and standardized
B. direct and explicit
C. approved and relatable
D. fun and engaging

Answer 2

B. direct and explicit

Question 3

Which of the following guidelines is essential for classroom teachers to follow with regard to summative assessment accommodations for students in the class who have individualized education programs IEPs)?

A. testing accommodations or variations implemented for students with IEPs should be made generally available to any student in the class who requests them
B. classroom assessments should be administered under the most stringent conditions to provide a reliable measure of student skills
C. students with IEPs should people allowed to take summative classroom tests in preferred locations, such as an educational resource room or the school library
D. the teacher should implement the same accommodations or variations for students during testing that were used throughout instruction in accordance with the IEP

Answer 3

D. the teacher should implement the same accommodations or variations for students during testing that were used throughout instruction in accordance with the IEP

Question 4

A 6th grader who is advanced in most areas of reading has difficulty completing assigned reading selections. He appears motivated when he begins reading, but he has difficulty keeping his attention on the task at hand. Which of the following would be his teacher’s best initial strategy for addressing this difficulty?

A. Adapting the student’s reading assignments to reduce their complexity and level of cognitive challenge
B. telling the student that his grades will be based in part on his ability to improve his concentration when he works on reading assignments
C. breaking down the student’s reading assignments into small steps and helping him learn to monitor his own attention and progress
D. managing the student’s reading assignments so that he generally has only one to work on at any given time

Answer 4

C. breaking down the student’s reading assignments into small steps and helping him learn to monitor his own attention and progress

Question 5

A 1st grade teacher meets with a student’s parents. Neither the student nor the parents speak any English. Through an interpreter, the parent asks what they can do to help foster their child’s reading and language development. The teacher can respond most appropriately by encouraging the parents to?

A. Read or tell stories to the student in the primary language
B. learn enough English to begin speaking English to the student at home
C. limit that students home library to books written in English
D. make sure that the student spends at least 15 minutes each day practicing spoken English

Answer 5

A. Read or tell stories to the student in the primary language

Question 6

How can a reading teacher best ensure reading practice gets done at home?

A. Teach the students how to search free books on the Internet
B. encourage children to check out books from their local library
C. allow children to take home books from the classroom library
D. remind the parents of the importance of at-home reading

Answer 6

C. allow children to take home books from the classroom library

Question 7

A student who reads a book independently, after he answers 10 comprehension questions, he gets 5 correct. What is his reading level?

A. Frustration level
B. instructional level
C. independent level
D. self-reading level

Answer 7

A. Frustration level

Question 8

An elementary teacher should adhere to which of the following guidelines related to planning reading instruction?

A. Adapt lesson plans as needed based on ongoing monitoring student progress
B. conduct formal assessments daily to judge students’ current strengths and needs
C. rely on ability-based reading groups to foster students’ reading development
D. provide explicit skills instructions in all aspects of reading on a daily basis

Answer 8

A. Adapt lesson plans as needed based on ongoing monitoring student progress

Question 9

Reading teachers have a conference. What should they discuss?

A. Discussing whole group and small group strategies not individual students
B. not focusing on their own interests or something like that
C. discuss and analyze significant reading of events that occurred in the classroom/ discuss and analyze what happened during the activity

Answer 9

C. discuss and analyze significant reading of events that occurred in the classroom/ discuss and analyze what happened during the activity

Question 10

As part of an assessment to determine students’ independent reading levels, a teacher asks individual students to read aloud from selected passages. If a passage is at a student’s independent reading level, the student should correctly read at least?

A. 80 percent of the words in the passage
B. 85 percent of the words in the passage
C. 90 percent of the words in the passage
D. 95 percent of the words in the passage

Answer 10

D. 95 percent of the words in the passage

Question 11

An early elementary teacher could most effectively support at-home reading by:

A. Sending parents/guardians a regular newsletter describing classroom reading activities
B. sharing with parents/guardians important articles from professional reading journals
C. recommending books that parents/guardians would likely enjoy reading with their children
D. providing parents/guardians with periodic reports on their children’s progress and reading

Answer 11

C. recommending books that parents/guardians would likely enjoy reading with their children

Question 12

There is a question with a chart. The chart has scores and the question asks how many students are reading at the instructional level.
Student 1 85% accuracy 7/10
Student 2 90% accuracy 9/10
Student 3 80% accuracy 6/10

A. 68%
B. 1 student
C. 2 students
D. None

Answer 12

B. 1 student

Question 13

A sixth grade teacher wants to ensure that the classroom reading environment supports content-area learning for the English learners in the class. Which of the following strategies is likely to be most effective in addressing this objective?

A. Replacing content area books with simpler texts on the same subjects that that English learners can understand more readily
B. providing English learners with grade level, English only content-area books to promote academic language
C. making available in the classroom content-area texts at various levels of supplement and reinforce the information presented in the students textbook
D. setting up an area in the classroom where students can go to reread the content-area textbook quietly and independently

Answer 13

C. making available in the classroom content-area texts at various levels of supplement and reinforce the information presented in the students textbook

Question 14

Homogeneous grouping for reading instruction is most appropriate for which of the following purposes?

A. Motivating reluctant readers to increase their independent and their engagement in reading
B. enhancing students ability to respond to literature and analyze literary texts
C. promoting students written language skills through collaborative writing activities
D. customizing skills and instruction for students who have similar assessed reading needs in a particular area

Answer 14

D. customizing skills and instruction for students who have similar assessed reading needs in a particular area

Question 15

Which of the following strategies would be most effective to use when grouping students for interventions addressing a specific area of difficulty in grade-level reading curriculum?

A. Grouping students heterogeneously to ensure that every reading group includes one or more skilled readers
B. grouping students homogeneously according to the severity of their difficulty
C. grouping students heterogeneously to ensure that all students receive the same exposure to the content
D. grouping students homogeneously according to the students reading interests

Answer 15

A. Grouping students heterogeneously to ensure that every reading group includes one or more skilled readers

Question 16

Entry- level assessment results in a particular area of reading indicate that several students need differentiated instruction in specific skills. Which of the following questions would be most important for their teacher to consider first when planning differentiated instruction for these students?

A. How should the grade level content standards in other areas of reading be taught over the course of the year to compensate for the students’ lap of specific skills?
B. How can content area instruction be integrated with this area of reading to reinforce the development of the specific skills?
C. What prerequisite skills do the students need to have to benefit from instruction and achieve content of standards with respect to the specific skills?
D. What scaffolds would allow the students to master advanced skills in this area of reading before mastering the specific basic skills?

Answer 16

C. What prerequisite skills do the students need to have to benefit from instruction and achieve content of standards with respect to the specific skills?

Question 17

Of the following questions, which would be most important for a teacher to consider when interpreting the results of a reading assessment for a particular student?

A. How did the student’s performance on this assessment compared with that of the student’s classmates?
B. Are these findings sufficient to assign a grade to the student’s performance?
C. How do these findings relate to the student’s performance on their recently administered reading assessments?
D. Do these findings provide information about the student’s ranking in regard to national norms of reading achievement?

Answer 17

C. How do these findings relate to the student’s performance on their recently administered reading assessments?

Question 18

1. Understand how to interpret the results percentile scores and grade equivalent scores.

If a student scores 68% on their reading assessment, then it indicates that:

Answer 18

The student scored higher than the rest of his classmates

Question 19

19. How to interest a student in reading

Answer 19

it’s what the students would be more interested in, not the teacher

Question 20

A standardized test is considered to have high content validity if the test?

A. Is normed using homogeneous groups of examinees
B. addresses a small, discrete set of knowledge and skills
C. is sensitive to examinees’ stages of cognitive development
D. I assesses the knowledge and skills and purports to assess

Answer 20

D. I assesses the knowledge and skills and purports to assess

Question 21

What is the purpose and use of an Informal Reading Inventory (IRI)?

A. An IRI is an individualized portfolio of assessments collected over the lifetime of the student at school to show an individual student’s reading growth
B. An IRI is an individualized portfolio of assessments collected over the year to show an individual student’s reading level
C. An IRI is the individualized portfolio gathered by the student to showcase the student’s parent of the work that student is most proud of
D. An IRI is a list kept by the student of all the books they have read starting from the beginning of the year

Answer 21

B. An IRI is an individualized portfolio of assessments collected over the year to show an individual student’s reading level

Question 22

Which strategy should a teacher use with a small group of learners who have not yet met the standard of a particular reading skill?

A. A teacher can use the monitored oral reading strategy
B. A teacher can use independent practice
C. A teacher can use flexible grouping
D. A teacher can use the peer-pair strategy

Answer 22

C. A teacher can use flexible grouping

Question 23

How can a teacher create a support system to promote reading for severely struggling readers?

A. Facilitate a conference with the student, the students parents, the reading coach/learning specialist, add principal to create reading goals
B. create a reading partner chart and schedule 20 minutes of partner reading each day
C. read with the student one to one each morning for 10 minutes
D. provide the student with audio books to listen to while they follow along in their book

Answer 23

A. Facilitate a conference with the student, the students parents, the reading coach/learning specialist, add principal to create reading goals

Question 24

A teacher is helping a student to find books at the students’ independent reading level at the school library. What strategy what are the teachers suggest for the student?

Answer 24

A. Teacher teaches students to read paragraphs and open the book at random and have the student read one or two paragraphs

Question 25

Midway through the year, a second grade teacher convenes a student success team to plan additional support for a student who is performing somewhat below grade level standards in reading. Other members of the team include the student and her parents, another teacher who works closely with the student, and a school administrator. In the context of developing an improvement plan for the student, which of the following pieces of information would be most important for the teacher to communicate to the success team?

A. A comparison of the students reading skills with those of peers who are performing at grade level
B. a list of each of the formal and informal reading assessments that the student has taken so far during the school year
C. a list of appropriate formal reading assessments that could be used for the students summative evaluations
D. a description of the student’s assessed strengths and weaknesses that could serve as a foundation for addressing her needs

Answer 25

D. a description of the student’s assessed strengths and weaknesses that could serve as a foundation for addressing her needs

Question 26

A first grader enjoys reading in class. However, during a parent teacher conference, the student’s parents says that the student seems to tire quickly and become distracted when reading aloud at home. The teacher can best respond to this situation by asking which of the following steps first?

A. Recommend that the parent use a simple reward system to motivate the student to read aloud for a predetermined amount of time each day
B. Elicit information to assess the difficulty and interest level of the students at-home reading materials
C. Suggest that the parent read aloud to the student until the student gains more self-confidence in reading
D. Set daily or weekly goals for the student’s at home reading and have the parent monitor the student’s progress in achieving the goals

Answer 26

B. Elicit information to assess the difficulty and interest level of the students at-home reading materials

Question 27

Which of the following is most likely to indicate that a third grade student may need services in addition to what the classroom teacher can be expected to provide?

A. The students performance in reading is at a level below his/her performance in other academic areas
B. The student has been unmotivated by individualized reading instruction offered to him/her by the classroom teacher
C. Numerous reading interventions implemented by the student’s classroom teacher have proven ineffective
D. The student is performing at a level below that of most of his/her classmates in reading

Answer 27

C. Numerous reading interventions implemented by the student’s classroom teacher have proven ineffective

Question 28

13 year old student with a disability and needs help in organizational skills and planning. What should the teacher do to help?

A. Give students grade level content area texts and provide differentiated instruction such as graphic organizers
B. break the project into smaller, more manageable tasks
C. something along the lines of consulting with the special education teacher for assigning standard simple graphic organizers to assist with language arts lessons
D. providing parents with information for supports at home

Answer 28

A. Give students grade level content area texts and provide differentiated instruction such as graphic organizers

Question 29

What is the goal of standards-based reading instruction?

A. Every student will meet the content standards adopted by the California State Board of Education
B. at least 95% of students will meet the content standards adopted by the California State Board of Education
C. at least 90% of students will meet the content of standards adopted by the California State Board of Education
D. at least 80% of students will meet the content standards adopted by the California State Board of Education

Answer 29

A. Every student will meet the content standards adopted by the California State Board of Education

Question 30

A middle school teacher is preparing for the class to take the 6th grade California Standards Test (CST) in English language arts. That teacher believes that a student in the class with a section 504 plan what a performance significantly better on the assessment if she were allowed to have frequent supervised breaks within sections of the test. Which of the following guidelines would be most important for the teacher to follow to ensure that arrangements for this student during the test are appropriate?

A. Providing the student with this testing accommodation only if it specified in her section 504 plan
B. using teacher judgment to determine if such an accommodation is warranted
C. following whatever accommodations are generally recommended for students with section 504 plans
D. requesting testing accommodations for the student in writing at least eight weeks before the test is given

Answer 30

A. Providing the student with this testing accommodation only if it specified in her section 504 plan

Question 31

A question about the CCSS literacy framework: According to the California State documents, an upper elementary teacher can best promote reading development through planning and organizing instruction of?

A. reading taught through explicit and different academic subjects
B. students strengths and needs determined by assessment

Answer 31

A. reading taught through explicit and different academic subjects

Question 32

A second grade teacher has created a comfortable reading corner in the classroom that includes reading materials representing a variety of genres, topics, and difficulty levels. Which of the following additional steps is likely to be most effective in supporting and motivating students’ reading?

A. Displaying in the reading corner an ongoing record of how many books each student has read
B. Organizing the materials in the reading corner in a way that helps students easily locate books that they can read successfully
C. playing soft, relaxing music for students to listen to while they are reading in the reading corner
D. suggesting that students check with the teacher before selecting a book from the reading corner to ensure that it reinforces specific skills

Answer 32

B. Organizing the materials in the reading corner in a way that helps students easily locate books that they can read successfully

Question 33

A second grade teacher uses a published reading inventory to help assess the reading proficiency of a new student in her class moved into the school district with his family at the end of January. The inventory consists of the following four components:

After the teacher interprets the student’s scores on the published reading inventory, it would be most important for her to?

A. Verify the finding of the inventory by having the student take a teacher-made test that assesses a broader set of reading skills
B. compare the student’s scores on the inventory to the scores of other students in the class who took the same assessment
C. supplement the findings with information gained from other assessments and observations of the student’s daily reading work
D. determined how the student’s scores on the inventory compared to his scores on standardized reading tests taken earlier in the year

Answer 33

C. supplement the findings with information gained from other assessments and observations of the student’s daily reading work

Question 34

In higher elementary grades, how would you plan for a long-term reading instruction?

Answer 34

By explicitly teaching reading strategies and incorporating them in other subject areas

Question 35

For an upper elementary ELD student who is proficient in English, something to be aligned with other subjects for long-term curriculum goals?

Answer 35

Feedback from formal and informal assessments

Question 36

When developing an improvement plan for a student, a teacher will often reach out to people, such as the principal, student support specialist, and the parents of the student. When organizing a time to meet, which of the following would be most important for the teacher to prepare prior to the meeting?

A. A report comparing this student’s performance to another student’s performance at the same grade level
B. there’s no need to prepare physical papers because the meaning at this time is simply a discussion
C. the records of the students recent reading assessments
D. a report showcasing the students social and academic strengths and weaknesses

Answer 36

D. a report showcasing the students social and academic strengths and weaknesses

Question 37

How should a teacher test English language learners in the class?

Answer 37

Use both formal and informal reading assessments

Question 38

Which of the following situations suggests the need for prompt instructional intervention?

A. At the beginning of kindergarten, student shows little phonemic awareness
B. at the beginning of first grade, a student is unable to decode many two syllable words
C. at the beginning of first grade, a student has just begun to use transitional spelling
D. at the beginning of 2nd grade, east student is unable to demonstrate evaluative comprehension

Answer 38

A. At the beginning of kindergarten, student shows little phonemic awareness

Question 39

Toward the end of the school year, a first grade teacher should plan an intervention for a student who?

A. Has difficulty decoding multisyllabic words
B. demonstrates only prephonetic spelling and writing
C. is unable to use prefixes and suffixes in word identification
D. lacks the ability to identify the subject and verb of a sentence

Answer 39

B. demonstrates only prephonetic spelling and writing

Question 40

Teacher selects a mystery novel at most of her students’ independent at instructional reading levels. She reads a bit of it to the class, stopping at one point. The students ask her to read more of the text, but she declines. She tells them to protect what will happen next period she says that if they want to continue reading, they can borrow the book from her in the classroom library. Why did the teacher do that?

A. Encourage student to read more advanced texts
B. stimulate students interest in a variety of genres (broadening knowledge in other genres)
C. motivating students to ask their own questions directed at comprehension

Answer 40

B. stimulate students interest in a variety of genres (broadening knowledge in other genres)

Question 41

A middle school teacher: What should she do to ensure reading instruction for the whole class?

Answer 41

Teach the whole class of strategies and instruction on reading across subject areas

Question 42

According to RICA, Content Specification, the two aspects that all reading and language arts programs need to include are?

A. Comprehensive instruction and standardized instruction
B. individualized instruction and comprehensive instruction
C. balanced instruction and individualized instruction
D. balanced instruction and comprehensive instruction

Answer 42

D. balanced instruction and comprehensive instruction

Question 43

Which of the following is the most accurate definition for differentiated instruction?

A. Facilitating a lesson that caters to different personalities and learning styles to achieve academic and social development
B. providing different materials to different students to give differentiated instruction
C. meeting the needs of all learning, including making adjustments to meet the needs of individual learners
D. facilitating differentiated lessons for the kids to receive instruction by experts

Answer 43

C. meeting the needs of all learning, including making adjustments to meet the needs of individual learners

Question 44

A fourth grade teacher converse regularly with students as they edit written compositions related to their writing. During the editing process the teacher helps each student develop and editing checklist that lists writing skills the students consistently applies correctly as well as skills that need development. One important advantage of this method assessing students’ written language development is that it?

A. Allows students to concentrate more on content than from when they write
B. motivates students to take responsibility for identifying and achieving writing goals
C. helps students understand the importance of minimizing errors in the first draft of a composition
D. encourages students to rely on feedback from other readers to identify necessary revisions

Answer 44

B. motivates students to take responsibility for identifying and achieving writing goals

Question 45

A fifth grade teacher is working with a first grade teacher to plan a reading buddy program, in which interested 5th graders will visit the 1st grade classroom once a week to read aloud to and/or with individual students. To ensure that the program is effective in engaging the participants in reading and motivating them to progress in their reading development, which of the following steps is most likely for the 5th grade teacher to take first?

A. Arranging for students to meet with the 1st grade teacher to discuss the younger children’s reading curriculum
B. having students visit the 1st grade classroom to meet and talk with children who will be participating in the reading buddy program
C. establishing some guidelines for the behavior of the 5th graders who will be participating in the program
D. having students discuss the goals of the buddy program and providing them with explicit strategies for successfully achieving the goals

Answer 45

D. having students discuss the goals of the buddy program and providing them with explicit strategies for successfully achieving the goals

Question 46

A third grade teacher creates a form to use to record assessment data for each student in a particular area of reading (e.g., phonics, spelling, comprehension, vocabulary). An example of the form is shown below. It will be used to record information about a students phonics assessments.

Which of the following statements describes the primary benefit of using this form to record assessment data?

A. The form makes it easier for the teacher to plan integrated instruction for the class that addresses multiple reading needs
B. that design of the form highlights the reading skills that are most important for students in the class to master
C. that layout of the form facilitates comparative analysis of the reading performance of different students in the class
D. the format facilitates the teachers ability to track a students ongoing progress and mastering specific reading skills

Answer 46

D. the format facilitates the teachers ability to track a students ongoing progress and mastering specific reading skills

Question 47

At the beginning of the school year, a third grade teacher consults the 2nd grade standards in the Reading, Language Arts Framework for California Public Schools when conducting entry level assessments of students’ reading skills. In this context, the state standards are likely to be most useful in helping the teacher?

A. Determine any differences between students current reading skills and grade level expectations
B. identify appropriate methods for documenting students development in specific areas of reading
C. determine students independent, instructional, and frustration levels of reading
D. select appropriate reading materials for instructing students individually and in groups

Answer 47

D. select appropriate reading materials for instructing students individually and in groups

Question 48

At the beginning of the school year, a new 4th grade teacher assesses students’ reading skills. Which of the following would be the most important step for the teacher to take next to help set long-term reading goals for the class?

A. Consult state and/or district standards to determine guidelines for expected student outcomes at the 4th grade level
B. select a trade book and other materials that are likely to be useful in modeling and reinforcing the reading skill in which students performed most poorly
C. consult professional reading journals for descriptions of new reading strategies add activities that have proven effective with 4th graders
D. select additional assessments that can be used throughout the year to monitor students’ reading performance

Answer 48

A. Consult state and/or district standards to determine guidelines for expected student outcomes at the 4th grade level

Question 49

Describe an informal assessment strategy that would best help an elementary teacher determine how factors such as attention and motivation in a students’ reading level?

A. Ask the students comprehension questions about various types of written materials
B. compare the students oral reading rates on familiar and unfamiliar passages
C. administer an IRI to the student at regular intervals throughout the year
D. observe the student in a variety of classroom reading situations on a regular basis

Answer 49

D. observe the student in a variety of classroom reading situations on a regular basis

Question 50

Which of the following questions would be most important for a teacher to consider when reviewing the entries of a student’s independent reading log?

A. Is the student selecting books with clear connections to content area reading?
B. Is the student selecting increasingly challenging texts from a variety of genres?
C. Is the student selecting books that relate in meaningful ways to class discussions?
D. Is the student selecting texts according to personal interests?

Answer 50

B. Is the student selecting increasingly challenging texts from a variety of genres?

Question 51

A middle school reading teacher is likely to contribute most toward the goal of developing all students’ reading competence by?

A. Maximizing the amount of time students are actively involved in appropriately challenging reading tasks
B. conducting formal assessments to measures student learning after every reading activity
C. relying primarily on whole-class instruction to promote development of students reading skills and strategies
D. incorporating writing exercises and assignments into all reading activities

Answer 51

C. relying primarily on whole-class instruction to promote development of students reading skills and strategies

Question 52

Midway through the year, a first grade teacher notices that two students are beginning to lag behind their peers in their reading development. The teacher’s best initial response would be to?

A. That advise the students parents to begin intensive reading-skill-building activities with their children at home
B. avoid initiation any special reading intervention until it becomes clear that there is a real problem
C. begin collecting more diagnostic information on these students and providing them with targeted reading instruction
D. attempted to find out the type and extent of reading instruction the students received in kindergarten

Answer 52

C. begin collecting more diagnostic information on these students and providing them with targeted reading instruction

Question 53

When choosing a reading assessment for a group of third grade students, the teacher should make sure that the selected assessment?

A. Includes questions with widely varying levels of difficulty
B. contains text that is relevant to content area topics students are currently studying
C. take advantage of current instructional technologies
D. is consistent with the goals and purposes of reading instruction for this group of students

Answer 53

D. is consistent with the goals and purposes of reading instruction for this group of students

Question 54

When organizing and managing reading instruction, which of the following general guidelines would be most important for an elementary teacher to follow?

A. Ensure that students are motivated to read by assigning children’s literature for the class to read and study together
B. provide continuity for reading instruction by allowing students to meet in the same reading groups throughout the school year
C. ensure that every student has mastered a particular reading skill before the next skill to the class
D. allocate sufficient time for reading instruction in the daily schedule and protect this time from interruptions

Answer 54

C. ensure that every student has mastered a particular reading skill before the next skill to the class

Question 55

A middle school teacher uses anecdotal records to describe and analyze a student’s reading performance. This method of informal assessment is likely to be effective if the teacher follows which of the following guidelines?

A. Focus primarily on each student’s areas of weakness related to reading performance
B. review the records on a weekly basis to identify any patterns relating to students reading strengths and needs
C. focus primarily on comparing each students’ reading performance to that of other students in the class
D. review the records with students each day to stress the importance of self assessing reading strengths and needs

Answer 55

B. review the records on a weekly basis to identify any patterns relating to students reading strengths and needs

Question 56

13 year old with a disability in GE class and is having difficulty with language arts. What should the teacher do to help the student?

A. Ensure student that you can provide scaffolding, graphic organizer
B. ask sped teacher to give student a graphic organizer
C. give student simpler tasks

Answer 56

A. Ensure student that you can provide scaffolding, graphic organizer

Question 57

A third grader is underperforming and took an assessment. What should the teacher do next?

A. Explain the reading research to family and get details of how reading is done in the household
B. be sure the purpose of the assessment is aligned with the reading goal/curriculum
C. use content area that has been taught already

Answer 57

B. be sure the purpose of the assessment is aligned with the reading goal/curriculum

Question 58

A second grade teacher is planning various in-class interventions to assist a student who has been experiencing reading difficulties. Which of the following guidelines would be most important for the teacher to follow when implementing these interventions?

A. Maintain written documentation on the relative success of each intervention to help guide further instruction
B. rely primarily on standardized test results to evaluate the effectiveness of the interventions
C. compare the student’s progress after each reading intervention with the progress of other students in the class
D. make sure that each intervention focuses on improving a single reading skill

Answer 58

D. make sure that each intervention focuses on improving a single reading skill

Question 59

3rd grader is performing below grade level and the teacher is meeting with parents to talk about the student’s reading performance. How should the teacher explain these results to the parents?

A. Give parents detailed step to help the student at home
B. explain the results of the assessment with the parents and give detailed steps on how the teacher is making improvements
C. explain the results and let the parents know that you will eventually help the child. Let the parents know that they will help in a timely manner in the meantime invite them to give the language arts director feedback
D. explain the results and give them ideas on how to work on it at home

Answer 59

B. explain the results of the assessment with the parents and give detailed steps on how the teacher is making improvements

Question 60

Have all students read a passage and mark what students got incorrect

Answer 60

Anecdotal notes, informal assessment, real-time feedback