Evidence Based Instruction Quiz

Which resources are approved by Norfolk Public Schools as EBI (Evidence Based Intervention)

• Lexia Core5

  Benchmark

  Scholastic Reading

  Flyleaf

• Teachers Pay Teachers

  and

  Pinteres

• Evan Moore Publishing

  and

  Google

• Teacher Created Materials and AI

When introducing a new text to students in grades 3 - 5, who should do the majority of reading the text?

• All students should always read text alone.

• The teacher should introduce the text, read a couple of paragraphs to model internal thinking and fluency and then students read alone or with a partner.

• The teacher should read the entire text aloud to the entire class.

• Students should read alone or with a partner.

Why do we use Lexia Core5?

• To keep students busy.

• Lexia® Core5® Reading supports educators in providing differentiated literacy instruction for students of all abilities in grades pre-K–5.

• So students can have time on the computer.

• So the teacher can have a break.

What should the teacher be doing while students are on Lexia Core5?

• The teacher should be sitting at the teacher's desk.

• The teacher should be using a cell phone.

• The teacher should be working with a small group or conferencing with students.

• The teacher should be doing nothing.

What kinds of texts should students read to decode words, analyze words parts, and write and recognize words. (K-3)

• Grade Level Texts

• Above Grade Leveled Texts.

• Below Grade Level Texts

• Decodable Texts

After teaching heart words in K-3, where should the words go?

• The words are already in the workbook, so they don't need to be put anywhere else.

• The heart words should be displayed on the wall and referenced frequently.

• After teaching a heart word, we don't have to think about the word again.

• We are not required to teach heart words.

What should be taught in order for students to decode words, analyze word parts, and write and recognize words, K-3?

• -Blending, segmenting, sound spelling patterns, phoneme-grapheme mapping, and sentence dictation

• -Copying spelling words, and writing sentences

• -Vocabulary to be used while reading text

• -Copying notes from the board

How should teachers structure small groups.

• Small groups should be formed using tiered ability levels.

• Small groups should be formed by putting students who get along together.

• Small groups should be strategically formed based on skills from data points.

• Small groups should be formed randomly.

What are the routinely set of comprehension - building practices to help students make sense of the text in grades 4 - 5?

• Unit opening video, Essential Question, Knowledge Blueprint, explicit vocabulary instruction, ask and answer questions, and write to respond to text

• Only the teacher reads the text aloud and asks students questions about the text.

• The students read the entire text alone and answer questions.

• The teacher tells the students to read the passage with a partner and answer questons,

What should be taught and modeled to help 2nd - 5th grade students summarize text?

• Summarizing only.

• Annotating only

• Use graphic organizers to summarize fiction and nonfiction

• Determining the gist using annotating, graphic organizers, and self-monitoring comprehension