RVE(Studying for RVE)Verified Questions And Answers

Which of the following is the best reason for using flexible grouping in the reading classroom? When teachers use flexible grouping they are considering the always-changing strengths and weaknesses of students and they can group the students temporarily to best meet instructional needs. The other options do not address the main purpose of using flexible grouping. norm-referenced test Norm-referenced tests allow a student's skills to be compared with the skills of other students in a similar age group. These tests are developed by administering a set of test items to a group of students; the performance of those in the norming group is used as a basis for comparison. Revising During the revision stage in the writing process, students improve the content of their writing. The checklist focuses students by asking them to clarify and refine their ideas by adding, deleting, substituting, and rearranging material. Running record The scenario describes running records. Shared reading, a reader's conference, and a process interview do not yield information about the types of miscues a student makes or the reading strategies a student employs while reading. Shared Reading Shared reading is used to familiarize students with the conventions of spoken and written text. The text is chosen to teach and model specific reading and writing strategies. Vocabulary is explicitly taught during the shared reading in context. Using enlarged text that all students can see, the teacher and the children read together using a pointed to help the children follow along as they are reading. Reader's conference Reader's Workshop uses a similar format to Writer's Workshop. There are several consistent components but there is much variation on how it is implemented in different classrooms. • Mini-lessons on some aspect of literature or a reading strategy. • Independent Reading Time, where students keep a journal and respond to the literature in terms of what they think or how they feel about what they are reading. • Sharing Time where students share with another person their journal entries and the other person gives feedback. Formative assessment Formative assessment takes place during instruction and provides assessment-based feedback to teachers and students. The function is to help teachers and students make adjustments that will improve students' achievement of intended curricular aims. Summative assessment Used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year. Research has shown that reading comprehension improves when teachers provide explicit instruction. According to research cited in Reutzel and Cooter's Strategies for Reading Assessment and Instruction: Helping Every Child Succeed, evidence supports that providing explicit instruction in comprehension strategies improves student literacy development. A sixth-grade student ranked at the 23rd percentile on the Woodcock-Johnson III Tests of Achievement. The correct interpretation of this score is that the student scored as well as or better than The student scored as well as or better than 23 percent of the norming population. Percentile indicates what percent of the subjects scored as well as or below this child. A reading specialist conducts a workshop for teachers on use of the directed reading-thinking activity (DRTA) method of instruction. In the model, teachers ask students to first make predictions based on the title and cover of a book. At various points in the story, students stop reading and check the accuracy of their predictions. Predictions are then changed or clarified, and new predictions may be made based on new information the students learned while reading. The DRTA method of instruction is most likely to promote which of the following? A. Applying metacognitive skills to increase comprehension Good readers continually make, revise, or confirm predictions as they read. In this way, they are forming connections between prior knowledge and new information in the text. In making predictions, proficient readers are aware of their own thought processes. The reader is developing metacognition — the ability to think about his or her own thinking. Stanine Stanine is a measure used to report a student's performance compared to that of other students. Stanine is a statistical term that is a combination of the words standard and nine. A stanine is a point on a nine-point scale with the points 1, 2, and 3 being below average, 4, 5, and 6 being average, and 7, 8, and 9 being above average performance. analytic scoring rubric An analytic scoring rubric articulates levels of performance so the teacher can assess student performance and suggest specific educational solutions. Students receive specific feedback on their performance with respect to each of the individual scoring criteria, which does not occur with a holistic rubric. Aptitude Survey A standardized test designed to predict an individual's ability to learn certain skills. A first-grade student shows evidence of phonological awareness but has difficulty segmenting words into phonemes. Which of the questions below is likely to be the most challenging for the student to answer? C. Listen to this word: "sad." How many sounds do you hear? When segmenting words into sounds, the student listens for and identifies phonemes in the word. A first-grade teacher plans to instruct students in the decoding strategy of dividing phonetically regular words into onsets and rimes. Which of the following words is best for the teacher to use to most effectively model the skill? A. Stop Teaching beginning readers about onsets and rimes helps them recognize common phonetically regular chunks within words. This knowledge can help readers decode new words with similar spelling patterns. "Stop" contains the major phonogram "-op," knowledge of which assists students in decoding unknown words with the same phoneme-grapheme pattern. While observing a student reading, the teacher notices that the student does not match letters with their correct sounds. The student is most likely having problems with C. graphophonic cues The student seems to be having trouble with letter-sound correspondence. ("Graph," which means print, and "phonic," which means sound, refer to letter-sound correspondence.) Teacher: What is the first sound in van? Student: The first sound in van is /v/. The teacher is assessing the student's ability to do which of the following phonemic awareness tasks? A. Phoneme isolation The student is isolating the initial sound /v/ from the rest of the word. Phoneme isolation requires the recognition of individual sounds within a word, which is what the student is doing in identifying the first sound in "van." Of the following, the most appropriate way to assess whether students have generalized the skills acquired in a unit on recognizing and correcting punctuation errors is to have the students A. proofread a short passage and correct any punctuation errors it contains The most appropriate way to assess whether or not students have generalized punctuation skills is to have them correct punctuation errors in a short passage. A classroom teacher and a special education teacher meet to plan a new unit of instruction. Which of the following is the best first step in the planning process? C. Identifying a set of common goals and objectives for the unit To start collaborative planning, the classroom teacher and special education teacher should meet to establish the goals and objectives for the unit. Appropriate assessments, activities, and instructional strategies can then be chosen that will best help students to meet the stated goals and objectives. Which of the following informal diagnostic procedures requires students to provide appropriate words to complete the sentences in a reading passage in which words have been deleted in a systematic fashion? B. Cloze technique A cloze technique is an informal diagnostic procedure that requires students to provide appropriate words to complete sentences in a systematic fashion from a passage they have just read.