AFTER~WEEK 5-6: READ 3384 CHECK-IN

The purpose of using a sliding mask in Test 2A is to (a)  

• To hide incorrect answers
• To focus on one word at a time
• To record audio
• To administer Test 2B

What should be done if a student does not do well on a passage in Test 11A?

• Go up a level

• Stay at the same level

• Go down a level

• End the test

Match the following purposes with their corresponding skills.

• Creating a sketch

• To evaluate comprehension

• Writing an essay

• To test drawing ability

• Reading a passage

• To assess writing skills

• Listening to a lecture

• To measure listening skills

Match the following skills with their corresponding tests.

• Ekwall Shanker Test 11A

• Writing Attitude

• ORF

• Listening skills

• Ekwall Shanker Test 11C

• Using CWPM to gage reading fluency

• Garfield Writing Attitude Assessment

• Oral reading and comprehension

If a student performs well in both reading and comprehension in Test 11A, the student (a)  

• The student is given a break
• The student moves up a level
• The student repeats the same level
• The test is concluded

What is the initial step in administering Test 11A?

• Giving a written test

• Starting on the passage one below the student's independent level

• Conducting a group discussion

• Showing a video

What is the outcome if a student struggles with reading or comprehension in Test 11A?

• The student moves up a level

• The student stays at the same level

• The student moves down a level

• The test is paused

When is the Representative Exam scheduled?

• October 25 (Friday)

• October 26 (Saturday)

• October 27 (Sunday)

• October 28 (Monday)

What should you do after choosing a piece of text for a blackout poem?

• Create your poem

• Box all of your chosen words in pencil

• Scan the page for an "anchor word"

• Black out the background

92. Which of the following approaches would be most effective in helping first -grade students who have the prerequisite decoding skills learn to decode words that end in the inflectional morpheme -ing

• A- Explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection 

• B- Using think-aloud during a guided reading to model how to use contextual analysis as a strategy for recognizing words ending in -ing

• C- Having students practice reading word lists that include words ending in both the more familiar rime -ing as well as the inflection -ing

• D- Teaching the inflectional ending ing in the context of an instructional unit on identifying open and closed syllables in multisyllabic words