RICA ALL CHAPTERS| ACTUAL TEST WITH ALL QUESTIONS AND
CORRECT ANSWERS ALREADY GRADED A+|| LATEST UPDATE
2025 | ASSURED PASS!!!
Chapter One - ANSWER Chapter One
Plan instruction with goal of... - ANSWER every student meeting content
standards of California Board of Education.
Standard - ANSWER What a child should know and be able to do at each grade
level.
Instructional program in reading and language arts should be... - ANSWER
balanced and comprehensive
Balanced instructional program - ANSWER strategic selection of what skills should
be taught given a child's level of reading development.
Comprehensive reading program - ANSWER all grade level standards can be
covered. Does not overemphasize one area of reading development.
Comprehensive instructional program - ANSWER teacher works on helping
students achieve all grade level standards. Many opportunities for students to
read and write.
Parts of reading instructin - ANSWER a.) word analysis, fluency, and systematic
vocab development, b.) reading comprehension, c.) literary response and analysis,
,d.) writing strategies and writing applications, e.) speaking applications, f.)
listening and speaking strategies, and g.) speaking applications.
Direct, explicit instruction - ANSWER teacher-directed and have clearly stated
objectives, which is to teach a student a specific reading skill or strategy. Students
should ahve chance to use skills/strategies in variety of way
Skill - ANSWER something a reader does automatically or with automaticity
Strategy - ANSWER something a reader consciously chooses to implement
Two dimensions of systematic teaching - ANSWER 1.) teacher knows precisely
what skills/strategies each student should master and 2.) results of assessment
drive instructional planning (struggling students get additional lessons)
Goals of systematic teaching - ANSWER to prevent reading difficulties in
lower/younger grades. Prevention of remediation.
Early intervention programs - ANSWER focus on youngest readers who are having
difficulties at the earliest possible opportunity.
Differentiated Instruction - ANSWER meet individual differences. struggling
students, ELLs, and advanced students. Small group lessons. Different strategies
for different groups of students. Different resources and materials for different
groups of students.
,Long-term Goals - ANSWER For school year. Organized for each month. Teacher
plans time to cover all standards. Goal achieved through several lessons with small
number of learning objectives.
Short-tern goals - ANSWER Brief period. Week or two. Ex: have students compare
and contrast elements of two or more stories. Teachers must use evidence to
prove learning objectives met. Paper/Pen and observations acceptable evidence.
Key factors in differentiated reading instruction - ANSWER consider: students'
knowledge and skills, prerequisite knowledge and skills, pacing of instruction,
complexity of skills/content to be presented, and scaffolds.
Flexible grouping - ANSWER groups formed to teach one skill and then disbanded
once particular goal is met.
Homogeneous grouping - ANSWER Children in group have same ability
Basal reading programs - ANSWER CA state board of education (SBE) reading, ELA
program. Feature teacher's manual, student text (basal reader), student
workbooks, supplemental books, CDs with additional resources, and assessment
resources. Must have programs for struggling readers, advanced readers, and
ELLs.
Benchmark, strategic, and intensive groups - ANSWER benchmark = small
difficulty; strategic = 1 or 2 years behind. special lessons required for students;
intensive groups = more than two years behind. special resources. highest level of
differentiation. slower paced lessons. more manageable chunks of instruction.
, Components of effective instructional delivery - ANSWER orientation,
presentation, structured and guided practices, and independent practice and
application.
Book clubs - ANSWER small, formal groups of students assigned by teacher who
read same book. Students meet while reading and immediately after reading.
Teacher helps starts discussion, but students should do most of it. Can give roles
to students (moderator, vocab, etc.)
Literature circles - ANSWER small group discussion. Students select what they
read and all read same book.
Author studies - ANSWER teacher assigns group of students to read books or
works by author of children's literature. Read more than one work by author.
Students present talks on author and works as a group.
Promoting and monitoring independent reading - ANSWER Should be self
selected and self monitored/paced. Tell children to pick books at their reading
level (not too easy or too hard - Goldilocks) 5 words too hard on a page, too
difficult.
Interest inventories - ANSWER Students more likely to read if they have texts they
like. Used to determine students interests and how much the child enjoys reading.
Interpret results to suggest books to students.
I + I Strategy - ANSWER independent reading level + personal interest = best
chance of success
CORRECT ANSWERS ALREADY GRADED A+|| LATEST UPDATE
2025 | ASSURED PASS!!!
Chapter One - ANSWER Chapter One
Plan instruction with goal of... - ANSWER every student meeting content
standards of California Board of Education.
Standard - ANSWER What a child should know and be able to do at each grade
level.
Instructional program in reading and language arts should be... - ANSWER
balanced and comprehensive
Balanced instructional program - ANSWER strategic selection of what skills should
be taught given a child's level of reading development.
Comprehensive reading program - ANSWER all grade level standards can be
covered. Does not overemphasize one area of reading development.
Comprehensive instructional program - ANSWER teacher works on helping
students achieve all grade level standards. Many opportunities for students to
read and write.
Parts of reading instructin - ANSWER a.) word analysis, fluency, and systematic
vocab development, b.) reading comprehension, c.) literary response and analysis,
,d.) writing strategies and writing applications, e.) speaking applications, f.)
listening and speaking strategies, and g.) speaking applications.
Direct, explicit instruction - ANSWER teacher-directed and have clearly stated
objectives, which is to teach a student a specific reading skill or strategy. Students
should ahve chance to use skills/strategies in variety of way
Skill - ANSWER something a reader does automatically or with automaticity
Strategy - ANSWER something a reader consciously chooses to implement
Two dimensions of systematic teaching - ANSWER 1.) teacher knows precisely
what skills/strategies each student should master and 2.) results of assessment
drive instructional planning (struggling students get additional lessons)
Goals of systematic teaching - ANSWER to prevent reading difficulties in
lower/younger grades. Prevention of remediation.
Early intervention programs - ANSWER focus on youngest readers who are having
difficulties at the earliest possible opportunity.
Differentiated Instruction - ANSWER meet individual differences. struggling
students, ELLs, and advanced students. Small group lessons. Different strategies
for different groups of students. Different resources and materials for different
groups of students.
,Long-term Goals - ANSWER For school year. Organized for each month. Teacher
plans time to cover all standards. Goal achieved through several lessons with small
number of learning objectives.
Short-tern goals - ANSWER Brief period. Week or two. Ex: have students compare
and contrast elements of two or more stories. Teachers must use evidence to
prove learning objectives met. Paper/Pen and observations acceptable evidence.
Key factors in differentiated reading instruction - ANSWER consider: students'
knowledge and skills, prerequisite knowledge and skills, pacing of instruction,
complexity of skills/content to be presented, and scaffolds.
Flexible grouping - ANSWER groups formed to teach one skill and then disbanded
once particular goal is met.
Homogeneous grouping - ANSWER Children in group have same ability
Basal reading programs - ANSWER CA state board of education (SBE) reading, ELA
program. Feature teacher's manual, student text (basal reader), student
workbooks, supplemental books, CDs with additional resources, and assessment
resources. Must have programs for struggling readers, advanced readers, and
ELLs.
Benchmark, strategic, and intensive groups - ANSWER benchmark = small
difficulty; strategic = 1 or 2 years behind. special lessons required for students;
intensive groups = more than two years behind. special resources. highest level of
differentiation. slower paced lessons. more manageable chunks of instruction.
, Components of effective instructional delivery - ANSWER orientation,
presentation, structured and guided practices, and independent practice and
application.
Book clubs - ANSWER small, formal groups of students assigned by teacher who
read same book. Students meet while reading and immediately after reading.
Teacher helps starts discussion, but students should do most of it. Can give roles
to students (moderator, vocab, etc.)
Literature circles - ANSWER small group discussion. Students select what they
read and all read same book.
Author studies - ANSWER teacher assigns group of students to read books or
works by author of children's literature. Read more than one work by author.
Students present talks on author and works as a group.
Promoting and monitoring independent reading - ANSWER Should be self
selected and self monitored/paced. Tell children to pick books at their reading
level (not too easy or too hard - Goldilocks) 5 words too hard on a page, too
difficult.
Interest inventories - ANSWER Students more likely to read if they have texts they
like. Used to determine students interests and how much the child enjoys reading.
Interpret results to suggest books to students.
I + I Strategy - ANSWER independent reading level + personal interest = best
chance of success
