EDLC 554
Week 8 Quiz: Differentiated Literacy
Instruction – Weeks 4-7
Ch. 9, 11, 15, 12, 13, 14, 10, 16, 17, 18, 19
1.Orthographic mapping (OM) helps students remember:
a.How to create maps of words
b.Regular and irregular sound–spelling patterns
c.Origins of words
d.The value of graphs for data analysis
2.Knowing the origins for words helps students decode and encode because:
a.Students learn to appreciate other cultures
b.Students learn a foreign language
c.Students learn that English sounds are unpredictable
d.Students learn why some letters have unexpected pronunciations and spellings
3.Which of the following words are of Greek origin?
a.deportation, perfection, affirmative, temporary
b.baby, cinder, daisy, feet
c.physiology, microscope, architect, zoology
d.All of the above
4.Morphemic awareness is important so students:
a.Understand how the meanings of words can change
b.Know the role of prefixes and suffixes
c.Increase their vocabulary knowledge
d.All of the above
5.Knowing six basic syllable types helps students to:
a.Read and spell multisyllabic words
b.Understand words from languages other than English
c.Complete syllable division worksheets
d.Become confused when reading
1.Which is not a goal of reading fluency instruction?
a.To enable students to read a text with automaticity
b.To increase student motivation to read
c.To encourage students to read faster than a peer
d.To increase comprehension of text
2.When students monitor their own progress in reading fluency, they:
a.Are likely to win a free pizza
b.Are motivated to increase the words per minute they read correctly
c.Are most concerned about winning the words-correct-per-minute race, reading
, EDLC 554
b.In progress monitoring, students’ performance is compared to their own goals
and previous performance. In benchmarking, student performance is compared
against norms.
c.Benchmark/screening is conducted more frequently than progress monitoring.
d.Benchmark/screening passages are always at the student’s grade level, whereas
progress monitoring uses passages that are adapted to their instructional level.
4.Research finds that which of the following strategies can improve fluency?
a.Cueing to accuracy and rate
b.Repeated reading
c.Structured partner reading
d.All of the above
5.When working with a student to build fluency, the text used should be at his or
her:
a.Frustration level with support from a teacher
b.Instructional level if aligned with student interests
c.Independent level with a partner or an adult
d.Assistance level with a teaching assistant
1.One key difference between disciplinary literacy and content area literacy is
disciplinary literacy focuses on:
a.Decoding multisyllabic words
c.Unique ways to spell difficult words
b.Unique ways to comprehend each discipline
d.Providing more hands-on applications
2.A fifth-grade science class is reviewing diagrams of plant and animal cells. What
disciplinary literacy skill will students need to understand the lesson?
a.Language of mathematics
c.Visual literacy
b.Rhetorical tools
d.Primary documents
3.A teacher has used a R-CBM to determine whether a student has basic reading
skills in place. To get more information about the student’s disciplinary literacy
skills, the teacher should next:
a.Ask what content reading strategies the student uses.
b.Conduct a norm-referenced assessment.
c.Conduct a CBM for disciplinary literacy skills.
d.Review the student’s file.
4.Before providing instruction on a new math concept, a teacher wants to
determine what prior knowledge the students have on the topic. Which of the
following strategies should the teacher implement?
Week 8 Quiz: Differentiated Literacy
Instruction – Weeks 4-7
Ch. 9, 11, 15, 12, 13, 14, 10, 16, 17, 18, 19
1.Orthographic mapping (OM) helps students remember:
a.How to create maps of words
b.Regular and irregular sound–spelling patterns
c.Origins of words
d.The value of graphs for data analysis
2.Knowing the origins for words helps students decode and encode because:
a.Students learn to appreciate other cultures
b.Students learn a foreign language
c.Students learn that English sounds are unpredictable
d.Students learn why some letters have unexpected pronunciations and spellings
3.Which of the following words are of Greek origin?
a.deportation, perfection, affirmative, temporary
b.baby, cinder, daisy, feet
c.physiology, microscope, architect, zoology
d.All of the above
4.Morphemic awareness is important so students:
a.Understand how the meanings of words can change
b.Know the role of prefixes and suffixes
c.Increase their vocabulary knowledge
d.All of the above
5.Knowing six basic syllable types helps students to:
a.Read and spell multisyllabic words
b.Understand words from languages other than English
c.Complete syllable division worksheets
d.Become confused when reading
1.Which is not a goal of reading fluency instruction?
a.To enable students to read a text with automaticity
b.To increase student motivation to read
c.To encourage students to read faster than a peer
d.To increase comprehension of text
2.When students monitor their own progress in reading fluency, they:
a.Are likely to win a free pizza
b.Are motivated to increase the words per minute they read correctly
c.Are most concerned about winning the words-correct-per-minute race, reading
, EDLC 554
b.In progress monitoring, students’ performance is compared to their own goals
and previous performance. In benchmarking, student performance is compared
against norms.
c.Benchmark/screening is conducted more frequently than progress monitoring.
d.Benchmark/screening passages are always at the student’s grade level, whereas
progress monitoring uses passages that are adapted to their instructional level.
4.Research finds that which of the following strategies can improve fluency?
a.Cueing to accuracy and rate
b.Repeated reading
c.Structured partner reading
d.All of the above
5.When working with a student to build fluency, the text used should be at his or
her:
a.Frustration level with support from a teacher
b.Instructional level if aligned with student interests
c.Independent level with a partner or an adult
d.Assistance level with a teaching assistant
1.One key difference between disciplinary literacy and content area literacy is
disciplinary literacy focuses on:
a.Decoding multisyllabic words
c.Unique ways to spell difficult words
b.Unique ways to comprehend each discipline
d.Providing more hands-on applications
2.A fifth-grade science class is reviewing diagrams of plant and animal cells. What
disciplinary literacy skill will students need to understand the lesson?
a.Language of mathematics
c.Visual literacy
b.Rhetorical tools
d.Primary documents
3.A teacher has used a R-CBM to determine whether a student has basic reading
skills in place. To get more information about the student’s disciplinary literacy
skills, the teacher should next:
a.Ask what content reading strategies the student uses.
b.Conduct a norm-referenced assessment.
c.Conduct a CBM for disciplinary literacy skills.
d.Review the student’s file.
4.Before providing instruction on a new math concept, a teacher wants to
determine what prior knowledge the students have on the topic. Which of the
following strategies should the teacher implement?
