Version 1 part 1
Reading Instruction Strategies Quiz
Test your knowledge of effective reading instruction strategies with this engaging quiz designed for educators. This quiz covers various aspects of reading comprehension, assessment, and intervention techniques based on the California RLA Framework.
Participate and enhance your understanding of:
- Informal assessment purposes
- Instructional pacing
- Reading fluency interventions
- Motivating independent reading
The purpose of implementing informal assessments after teaching a new concept during whole-group instruction is to:
maintain accurate records for planning flexible groups that meet identified needs for students.
collect data for grading and report cards.
Maintain accurate records for discussion with district personnel.
organize seating arrangements to maintain peer group alignment.
After conducting classroom visits, the principal has requested that the learning objectives are identified by teachers in daily lesson plans. It is important for teachers to identify learning objectives because:
It teaches academic language.
It helps the planning of instruction to be aligned with state standards.
it explains why they are teaching a concept a certain way.
It was assigned by the principal.
Which area of instruction is not required to provide students with a balanced comprehensive reading program, according to the California (RLA) Framework?
Word analysis
Writing strategies and applications
Reading comprehension
Foreign language
A second-grade student assessed below grade level for fluency but is able to decode words in isolation and scores above grade level for reading comprehension. The student needs direct instruction in the area of:
Phonemic awareness.
literal comprehension.
Pacing during fluency instruction.
accuracy during fluency instruction.
A second-grade student assessed below grade level for fluency but is able to decode words in isolation and scores above grade level for reading comprehension. The student needs direct instruction in the area of:
Phonemic awareness.
Literal comprehension.
Pacing during fluency instruction.
Accuracy during fluency instruction.
An indicator that the teacher needs to decrease the pacing of instruction for her students in reading comprehension is:
Mastery of the standards.
Attention deficits.
data from a monitoring assessment.
Inability to answer a verbal prompt related to comprehension.
In order to organize flexible, differentiated reading interventions after analysis of assessment data, according to the California (RLA) Framework a teacher will group students into intervention tiers, labeled as:
Low, medium, high.
Purple, green, blue.
grade level, below grade level, remedial.
grade level, below grade level, remedial.
A teacher has completed a whole group lesson on a grammar topic. She has assigned the students five sample questions to complete while she walks around the room and provides feedback and corrections to their work. This instructional component is an example of:
Explicit modeling of the strategies necessary to master the concepts.
Monitoring the room to provide feedback to students during guided instruction.
Explaining the objective of the lesson and the expectations for students learning the concepts.
Assessing the students’ application of the concepts and determining re-teaching of the concepts.
After conducting an interest survey for reading, a fourth-grade teacher has assessed that many of her students are not reading independently at home. In order to motivate her students to participate in independent reading, she should:
Meet with their parents and have them monitor their child’s independent reading.
buy each child their favorite book.
Evaluate the survey to find out the types of books her students are interested in and conduct a daily read aloud.
Have each student share his or her favorite book with the class.
A third-grade teacher uses the results of a CLOZE reading passage in order to provide support to her students with independent reading. This assessment plays an effective role because:
It motivates the students to read faster.
It determines the students’ interest level for a book.
It provides for more reading opportunities.
it determines the appropriate independent reading level for the students.
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