Rve Study Session 80-61

Front 1

A middle school teacher wants students to support their ideas with evidence from the text they are reading. Which of the following strategies will best help the teacher achieve this goal?

Back 1

The double-entry journal strategy enables students to record their responses to text as they read. Students write down phrases or sentences from their assigned reading and then write their own reaction to that passage. The purpose of this strategy is to give students the opportunity to express their thoughts and become actively involved with the material they read.

Front 2

Use the information below to answer the following question. Sarah looked forward to her family’s vacation at the shore. She loved building sand castles and searching for beautiful shells. Even on a day with rain, Sarah had fun staying indoors playing cards and board games with her family. Question: A second-grade student makes several miscues when orally reading the passage above. Which of the following shows an error in decoding a word containing a vowel digraph?

Back 2

A vowel digraph is a combination of vowels that combine to make a single vowel sound. Vowel combinations such as “oa” in “boat,” “ai” in “rain,” “ee” in “feet,” and “ea” in “sea” are examples of words containing vowel digraphs.

Front 3

Over time, a teacher builds a collection of students’ personal narratives at various performance levels. During a writing workshop, the teacher shows students a genre-specific assessment rubric and displays an anonymous writing piece on the smartboard. Then, using the rubric, students work in small groups to evaluate the piece and share their assessments with the class. Question: Which of the following is the most likely goal of the instructional activity?

Back 3

Allowing students to self- or peer-assess a writing piece gives them an opportunity to learn what writing meets a standard, as defined in a genre-specific rubric, and what writing does not. Students are better able to understand the elements of effective writing after completing these types of activities. This exercise helps student in writing their own pieces as the teacher in the scenario continues with direct instruction on personal narratives during the writing workshop.

Front 4

Later I found my old camera with one picture left I took a picture of my dog and I sent in to my uncle he loves dogs. Question: A student wrote the sentence above in a journal. Which of the following teacher actions will most likely help the student improve his or her writing?

Back 4

Reading aloud would help the student identify the separate sentences contained in this run-on sentence.

Front 5

During daily sustained silent reading (SSR) activities, a student reads texts that cover a variety of literary genres. Following each daily reading, the student records a response to the text in a journal. The statements in the first column in the table below are responses the student wrote.

Back 5

Text connections occur when the reader makes a personal connection from the text with something in their own life, another text, or something occurring in the world. In the first student journal entry, Nathan is making a connection between two texts. In the second student journal entry, the student is connecting a fictional story to a science text. In the third student journal entry, the student is connecting her own experience to an occurrence in a text to better understand how the character felt.

Front 6

A second-grade teacher administers an informal reading inventory (IRI) to students in September. The teacher discovers that three students are reading grade-level texts with accuracy, but their oral reading fluency is below grade level. The best instructional intervention for the students is to group the students together and assign

Back 6

Option (A) is correct because readers’ theater allows students to practice their fluency skills through oral reading.

Front 7

Mr. Peters, a sixth-grade teacher, notices that his students are having trouble writing an effective persuasive essay. Which of the following mini-lessons would best help his students improve their persuasive writing?

Back 7

Persuasive writing helps students formulate specific reasons for their opinions, and provides an opportunity to research facts related to their opinions. Facts and examples are used to elaborate on reasons in a persuasive essay to strengthen the argument.

Front 8

Which of the following statements best describes test reliability in both formal and informal assessments?

Back 8

To be useful, formal and informal assessments should be reliable; i.e., yielding consistent results. If the same test is given to the same students a number of times, the results would be approximately the same.

Front 9

During a writing conference, a sixth-grade teacher notices that a student needs help with organization of ideas. Which of the following questions is most likely to promote growth in this area?

Back 9

Prompting thought about ideas supported by examples or details is likely to help the student improve organization of ideas.

Front 10

Which of the following evaluative measures indicates the degree to which a test assesses what it is supposed to assess?

Back 10

Validity is a measure of the degree to which a test measures what it purports to measure; e.g., reading vocabulary, comprehension, and fluency.

Front 11

On the reading comprehension subtest of a norm-referenced test, a student correctly answers 73 of 100 questions. The results indicate the student’s

Back 11

A raw score is the number of correct answers or points earned on a test. The student in this scenario got 73 out of 100 questions correct, his raw score.

Front 12

A primary benefit of giving students diagnostic reading assessments at the beginning of year, middle of year, and at the end of the year is that this process will help the teacher determine which of the following?

Back 12

Timely, reliable assessments indicate which children are falling behind in critical reading skills so teachers can help them make greater progress in learning to read. Reliable and valid assessments also help monitor the effectiveness of instruction for all children; without regularly assessing children’s progress in learning to read, we cannot know which children need more help and which are likely to make good progress without extra help. Because scientific studies have repeatedly demonstrated the value of regularly assessing reading progress, a comprehensive assessment plan is a critical element of an effective school-level plan for preventing reading difficulties.

Front 13

Which of the following is most likely to promote an adolescent's motivation to read through curriculum design?

Back 13

Empowering students to make decisions about topics and selections of materials fosters greater student ownership and responsibility for engagement, which positively impacts motivation.

Front 14

To encourage students to write more descriptive essays, a fourth-grade teacher asks the students to write an essay about a memorable moment. Which of the following strategies can the teacher incorporate to support the students in that area?

Back 14

Making a list of sensory images describing the event would help the students to add details about the topic.

Front 15

A teacher asks students to search the Internet to locate information on a self-selected research question. Which of the following strategies is most effective for helping students locate the material needed to answer the questions?

Back 15

Key words in a question can be used as search terms in a search engine. Focusing the search for information in this way gives students direction and a strategy to use in answering specific questions.

Front 16

Which of the following concepts is best supported by current research on emergent literacy?

Back 16

Reading and writing are complementary processes that can be used to strengthen each other in reciprocal fashion. Practice in writing helps children build their reading skills. This is especially true for younger children who are working to develop phonemic awareness and phonics skills. Phonemic awareness (the understanding that words are developed from sound “chunks”) develops as children read and write new words. Similarly, phonics skills or the ability to link sounds together to construct words are reinforced when children read and write the same words.

Front 17

Which list of words is most appropriate in assessing student knowledge of the /t/ sound for the suffix “-ed”?
A. Wanted, sorted, branded B. Ticked, ditched, nipped C. Fringed, dodged, hummed D. Attached, angled, invented

Back 17

The correct pronunciation of "-ed" in these words is /t/. The other answers contain /d/ and /ed/ sounds.

Front 18

A high school literature teacher has students engage in a close reading of a literary passage. The teacher states: “As students read, I walk around the classroom and observe their annotations. I encourage students to mark sections of text that they don’t understand and I look for patterns in their responses.” Question: Based on the statement, the teacher’s next best step is most likely to A. evaluate strengths and weaknesses in students’ passage-based vocabulary knowledge B. organize students in mixed-ability pairs to orally reread the piece C. provide students with an alternate version of the piece at a lower readability level D. use the recorded comments as a formative assessment to drive further instruction

Back 18

The best next step the teacher should take is to use the data he/she collects while moving around the classroom as a formative assessment. Based on the fact that some students were confused by the same section of the text, the teacher needs to plan to model reading that section through an instructional technique such as a think aloud for example. The teacher intervention, classroom discussion, and subsequent rereadings for different purposes following the close reading will assist students experiencing difficulty to better comprehend the text.

Front 19

During a reading of an informational text about the American Revolution, a teacher demonstrates the think-aloud strategy for students to employ while reading.I wonder what caused the start of the American Revolution. I read that King George decided to close the port after the Patriots dumped out the tea. He told them that nothing could go in or out of the port until the tea was paid for. This may have upset some of the colonists. The text also says that some people thought it was time for colonies as a group to protest British taxes. This makes me think they are coming together as a group.Which of the following best describes the strategy the teacher is using? A. Making inferences B. Making connections C. Visualizing D. Predicting

Back 19

The teacher uses information and details from the text, (“I read that King George decided to close the port after the Patriots dumped out the tea. He told them that nothing could go in or out of the port until the tea was paid for.”) to support conclusions or inferences (“This may have upset some of the colonists; This makes me think they are coming together as a group.”)

Front 20

A teacher has students read a passage and then asks the students to think about the following questions. Why does the writer use these words to describe the situation? What types of adjectives and adverbs does the author use for description? What are the denotations and connotations of the words the author uses? By asking these questions, the teacher is primarily helping students understand which of the following? Question: A. Setting B. Characterization C. Tone D. Theme

Back 20

Option (C) is correct because the questions will help the students focus on the author’s tone.