RIS3

A fourth-grade student asked the teacher to help with a passage that he was reading and not understanding. After the teacher went over the paragraph with him, the student was confident that he could continue on his own. This indicates that the text is

• Instructional level (needed teacher assistance)

• Intermediate level

• Frustration level

Effective instructional delivery of content needs to be

• Planned and standardized

• Direct and explicit

• Approved and relatable

• Fun and engaging

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

• Teach the students how to search for free books on the internet

• Encourage children to check out books from their local library

• Allow children to take home books from their classroom library

• Remind parents about the independence of at-home reading

When creating lesson plans to promote specific reading skills, a teacher should make sure that

• Each planned activity for students is designed to straiten tow or more specific reading skills

• The targeted reading skills relate to an appropriate instructional progression and reflect students needs

• Each planned activity connects students reading, writing, listening, and speaking skills

• The targeted skills are grade-appropriate and taught to all students using the same instructional methods

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

• Sending parents/guardians a regular newsletter describing classroom reading activities

• Sharing with parents/guardians important articles from professional reading journals

• Recommending books that parents/guardians would likely enjoy reading with their children

• Providing parents/guardians with periodic reports on their children's progress in reading

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

• Replacing classroom content-area books with simpler texts on the same subjects that the English Learner can understand more readily

• Providing English Learners with grade-level, English-only content-area books to promote academic language

• Making available in the classroom content-area texts at various levels that supplement and reinforce the information presented in student's textbooks

• Setting up an area in the classroom where students can go to reread the content-area textbook quietly and independently

A fourth-grade class includes two students with Individualized Education Programs (IEPs). When planning classroom entry-level and progress-monitoring assessments for these students, the teacher should

• Make arrangements for the students to be tested in an environment that is quiet and free from distractions

• Consult the reading/language arts framework for California Public Schools to determine appropriate assessments for students with IEPs

• Recognize that these students may require additional time to complete their work on these assessments

• Consult each student's IEP to determine any specific testing accommodations required for that student

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?

• How did the student's performance on this assessment compare with that of the student's classmates?

• Are these findings sufficient to assign a grade to the student's performance?

• How do these findings relate to the student's performance on other recently administered reading assessments?

• Do these findings provide information about the students ranking in regard to national norms of reading achievement?

What does it mean if a standardized test has reliability?

• A test has reliability if it has been approved by the California State Commission for teachers

• A test has reliability if the results yield consistent scores across administrations

• A test has reliability if 85% or more students receive a passing rank

• A test has reliability if at least 60% or more students receive a passing mark

What grouping should a teacher use for intervention after whole-class instruction

• Homogeneous group according to the severity of their needs

• Homogeneous group according to their writing skills

• Homogenous group according to their reading interest