rica 3.3

25. 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?

• 1. A list of appropriate formal reading assessments that could be used for the students summative evaluations

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

• 1. A comparison of the students' reading skills with those of peers who are performing at grade level.

• 1. A list of each of the formal and informal reading assessments that the student has taken so far during the school year

26. 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 taking which of the following steps first?

• Recommend that the parent use a simple reward system to motivate the student to read aloud for a predetermined amount of time each day

  
  

• 1. Suggest that the parent read aloud to the student until the student gains more self-confidence in reading.

  
  

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

• 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.

  
  

27. 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?

• 1. The students performance in reading is at a level below his/her performance in other academic areas

• 1. The student has been unmotivated by individualized reading instruction offered to him/her by the classroom teacher

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

• 1. The student is performing at a level below that of most of his/her classmates in reading

28. 28. 13 year old student with a disability and needs help in organizational skills and planning. What should the teacher do to help?

• 1. Break the project into smaller, more manageable tasks

• 1. Something along the lines of consulting with the special ed teacher for assigning standard/simple graphic organizers to assist with language arts lessons

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

29. 29. What is the goal of standards-based reading instruction?

• 1. At least 90% of students will meet the content standards adopted by the California State Board of Education

• 1. At least 95% of students will meet the content standards adopted by the California State Board of Education

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

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• 1. At least 80% of students will meet the content standards adopted by the California State Board of Education

30. 30. A middle school teacher is preparing for the class to take the sixth-grade California Standards Test (CST) in English-language arts. The teacher believes that a student in the class with a Section 504 Plan would perform 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?

• 1. Following whatever accommodations are generally recommended for students with Section 504 plans

• Providing the student with this testing accommodation only if it specified in her Section 504 plan

• 1. Using good teacher judgment to determine if such an accommodation is warranted

• 1. Requesting testing accommodations for the student in writing at least eight weeks before the test is given

  
  

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

• Students strengths and needs determined by assessment

  
  

• Reading taught through explicit and different academic subjects

• Reading taught through only one explicit subject

  
  

32. 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?

• 1. Displaying in the reading corner an ongoing record of how many books each student has read

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

• 1. Playing soft, relaxing music for students to listen to while they are reading in the reading corner

  
  

• Suggesting that students check with the teacher before selecting a book from the reading corner to ensure that it reinforces specific skills

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

    1. Word Recognition: Graded lists of 20 words each are presented to the student first in a flash mode and afterwards, if necessary, in an untimed mode.

    2. Oral Reading: The student reads aloud graded narrative passages and then responds orally to comprehension questions about the passages.

    3. Silent Reading: The student silently reads graded narrative passages and then responds orally to comprehension questions about the passages.

    4. Listening Comprehension: The teacher reads graded narrative passages aloud to the student, and the student responds orally to vocabulary and comprehension questions about the passages.

• 1. Compare the students scores on the inventory to the scores of other students in the class who took the same assessment

• 1. Verify the finding of the inventory by having the student take a teacher-made test that assesses a broader set of reading skills

• 1. Supplement the findings with information gained from other assessments and observations of the student’s daily reading work

• 1. Determined how the student's scores on the inventory compared to his scores on standardized reading tests taken earlier in the year

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

• By limiting the areas in which you are incorporating

  
  

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

• Consulting with a reading specialist