A third-grade teacher has students work on their oral reading fluency each day
using a repeatedreading approach. Students work with a classmate to take turns
reading an assigned grade-level text and timing each other's oral reading fluency
rate. Some students in the class are currently participating in Tier 2 interventions
to address identified gaps in grade-level decoding skills. The teacher differentiates
the repeated-reading activity for these students by selecting texts that are aligned
with the decoding skills they have been studying. According to evidence-based
best practices, which of the following additional modifications to the activity
should the teacher make in order to improve the students' oral reading
performance with their assigned text? Correct Answer: providing the individual
students with explicit teacher feedback with respect to their reading accuracy and
prosody between readings
A third-grade teacher observes that students who can read aloud fluently also
demonstrate greater comprehension of expository texts. The best explanation for
this is that fluent readers Correct Answer: are able to focus their full attention and
cognitive resources on the meaning of a text.
A first-grade teacher creates poetry booklets for students to read each day as a
morning "warm-up" activity to begin supporting their development of reading
fluency. The teacher sequences the poems in the booklets according to phonics
patterns and high-frequency words that students have recently learned. At the
beginning of each week, the teacher works with small groups of students to
ensure that they can read their new poem-of-the-week accurately. For the rest of
the week, students practice reading the new poem with a classmate from their
group. They also practice reading aloud other poems in the fluency warm-up
booklet that they have previously learned.
, Which of the following rationales best describes the advantage of using poems for
fluency practice? Correct Answer: Poetry is meant to be read aloud and reread
many times to construct meaning.
The teacher has arranged for various adult volunteers to participate during the
morning "fluency warm-up." According to evidence-based instruction, the teacher
could best use the volunteers to support students' development of prosody by:
Correct Answer: showing the volunteers how to model appropriate oral reading of
a target poem and engage students in echo reading.
By halfway through the school year, a majority of students in the class are making
good progress reading the poems with fluency. However, a handful of students
still read the poems haltingly, word by word, and ignore punctuation. Which of
the following explicit, evidenced-based strategies would best transition the
students away from word-by-word reading during the daily poetry activity?
Correct Answer: adding phrase-cues to the students' poetry booklets and
modeling how to read aloud in phrases
A second-grade student demonstrates automaticity decoding grade-level regular
and irregular words. However, the student frequently experiences poor text
comprehension with informational texts. Which of the following steps should the
teacher take first to promote the student's reading development? Correct
Answer: using questioning to determine the student's vocabulary and background
knowledge with respect to the target texts
A first-grade teacher designs the following activity.
1. Divide students into pairs.
2. Have the two students sit back-to-back.
3. Give a student in each pair a picture of a familiar object to describe.
4. Have the second student try to name the object based on the description.
5. If the second student cannot determine the target object, instruct the student
describing the object to use more precise language (e.g., describing the object's
color, texture, size, use).
6. The student pairs switch roles and repeat steps 2-5.
using a repeatedreading approach. Students work with a classmate to take turns
reading an assigned grade-level text and timing each other's oral reading fluency
rate. Some students in the class are currently participating in Tier 2 interventions
to address identified gaps in grade-level decoding skills. The teacher differentiates
the repeated-reading activity for these students by selecting texts that are aligned
with the decoding skills they have been studying. According to evidence-based
best practices, which of the following additional modifications to the activity
should the teacher make in order to improve the students' oral reading
performance with their assigned text? Correct Answer: providing the individual
students with explicit teacher feedback with respect to their reading accuracy and
prosody between readings
A third-grade teacher observes that students who can read aloud fluently also
demonstrate greater comprehension of expository texts. The best explanation for
this is that fluent readers Correct Answer: are able to focus their full attention and
cognitive resources on the meaning of a text.
A first-grade teacher creates poetry booklets for students to read each day as a
morning "warm-up" activity to begin supporting their development of reading
fluency. The teacher sequences the poems in the booklets according to phonics
patterns and high-frequency words that students have recently learned. At the
beginning of each week, the teacher works with small groups of students to
ensure that they can read their new poem-of-the-week accurately. For the rest of
the week, students practice reading the new poem with a classmate from their
group. They also practice reading aloud other poems in the fluency warm-up
booklet that they have previously learned.
, Which of the following rationales best describes the advantage of using poems for
fluency practice? Correct Answer: Poetry is meant to be read aloud and reread
many times to construct meaning.
The teacher has arranged for various adult volunteers to participate during the
morning "fluency warm-up." According to evidence-based instruction, the teacher
could best use the volunteers to support students' development of prosody by:
Correct Answer: showing the volunteers how to model appropriate oral reading of
a target poem and engage students in echo reading.
By halfway through the school year, a majority of students in the class are making
good progress reading the poems with fluency. However, a handful of students
still read the poems haltingly, word by word, and ignore punctuation. Which of
the following explicit, evidenced-based strategies would best transition the
students away from word-by-word reading during the daily poetry activity?
Correct Answer: adding phrase-cues to the students' poetry booklets and
modeling how to read aloud in phrases
A second-grade student demonstrates automaticity decoding grade-level regular
and irregular words. However, the student frequently experiences poor text
comprehension with informational texts. Which of the following steps should the
teacher take first to promote the student's reading development? Correct
Answer: using questioning to determine the student's vocabulary and background
knowledge with respect to the target texts
A first-grade teacher designs the following activity.
1. Divide students into pairs.
2. Have the two students sit back-to-back.
3. Give a student in each pair a picture of a familiar object to describe.
4. Have the second student try to name the object based on the description.
5. If the second student cannot determine the target object, instruct the student
describing the object to use more precise language (e.g., describing the object's
color, texture, size, use).
6. The student pairs switch roles and repeat steps 2-5.
