RVE STUDY GUIDE QUESTIONS AND ANSWERS GRADED A

RVE STUDY GUIDE QUESTIONS AND ANSWERS GRADED A Flexible grouping -tailor instruction to address students changing needs -group students to meet their instructional needs at that time Purpose of norm-reference test Indicating where a student performs in comparison of a group of similar students Conventional writing stage -students have a basic grasp of writing words -write with a purpose -storybook language "once upon a time" running record -assessment tool for coding, scoring, and analyzing a students oral reading behavior After administering a phonemic awareness test, which of the following is the most appropriate next step a teacher would take with students who scored low on the assessment? -teaching blending and segmenting sounds Teaching strategies like predicting, previewing, monitoring comprehension while reading, generating questions, and summarizing are important because? -Research has shown that reading comprehension improves when teachers provide explicit instruction -providing explicit instruction in comprehension strategies improves student literacy development. Are standardized, norm-reference and reading assessments effective in diagnosing the reading of individual students? NO -are ineffective in regards to diagnosing the reading needs of individual students. -the data can assess program quality or level of student achievement relative to the composite scores of other students and only generic data -The data cannot pinpoint the "micro" data of student strengths and weaknesses in the skills and content that teachers need to assess. Are informal reading inventories (IRI's) effective in diagnosing the reading of individual students? YES - they are collection of word lists and leveled passages that are used to provide a quick snapshot of students' reading abilities -determine a student's reading level, and they focus primarily on literal recall as a means to determine comprehension. Are formative assessments effective in diagnosing the reading of individual students? YES -the are on-the-spot assessments given while our students are reading or engaging in pre and post reading activities -This type of assessment should be given frequently to provide feedback on our lessons and student progress. The Directed reading-thinking activity (DRTA) method of instruction is most likely to promote which of the following? -applying metacognitive skills to increase comprehension Metacognitive skills "ability to think about his or her own thinking" -planing how to approach learning task -using skills/ strategies to solve problem -monitoring one's own comprehension -self-assessing/ self-correcting -evaluation progress towards completion of task Stanine score -a measure used to report a student's performance compared to that of other students