Rica Sub 3

1.A 4th 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 & confidence in his ability to continue reading. This interaction between the students 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

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

3. 3. which of the following guidelines is essential for classroom teachers to follow with regards to summative assessment accommodations for students in the class who have an IEP?

• A. testing accommodations or variations implemented for students with IEPs should be made generally available to any students in the class who requests them

• B. Classroom assessments should be administered under the most stringent conditions to provide a reliable measure of students skills

• C. students with IEPs should be 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 accordance with the IEP.

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 & 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

5.A 1st grade teacher meets with a student's parents. neither that student nor the parents speak English. Through an interpreter, the parents 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 their primary language

• B. learn enough English to begin speaking English to the student at home

• C. limit the students home library to books written in English

• D. make sure that the student spends at least 15 minutes each day practicing spoken English

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

• A. teach the student 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

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

• A. frustration level ( less than 60%)

• B. instructional level

• C. independent level

• D. self-reading level ( something reading level)

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 of students progress

• B. conduct informal assessments daily to judge student's current strengths & needs

• C. rely on ability- based reading groups to foster student's reading development

• D. provide explicit skills instructions in all aspects of reading on a daily basis

9.Reading teachers have a conference. What should they discuss?

• A. discussing whole group & small group strategies not individual students

• B. not focusing on their own interest/ talking about their feelings

• C. identify & analyze significant reading events that occurred in the classroom during reading activities/ discuss and analyze what happened during activity ( focus on small group & whole group instructions rather than individual students)

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

• A. 80 % of the words in the passage

• B. 85% of the words in the passage

• C. 90% of the words in the passage

• D. 95% of the words in the passage