A
B
C
D
Quiz Questions
100
Reading Fluency
The ability to read with appropriate speed, accuracy, and prosody
100
Literature Circles
A strategy in which a teacher organizes students into small groups to discuss a common text
100
Deficit-Based Approach
a traditional educational approach, which focuses on strengthening a student's weak areas
100
Print Concepts
text is read from left to right and top to bottom
100
An elementary teacher could encourage and provide support for at-home reading by:
A. providing a list of popular children's books parents/guardians would enjoy reading with their children.
B. meeting with parents/guardians periodically to go over their child's reading performance and test results.
A. providing a list of popular children's books parents/guardians would enjoy reading with their children.
Giving parents/guardians a list of popular children's books would help them bring books into the home that their children would enjoy reading. This would be an appropriate way for the teacher to encourage and support at-home reading.
200
Interest Survey
questions that ask students the types of books they enjoy reading
200
Phonological Awareness
the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print
200
Alphabetic Knowledge
The ability to recognize, name, and write letters.
200
Differentiated Instruction
teaching that offers multiple options for learning the material based on different student needs and learning styles
200
A second-grade teacher has been pulling a student for small group instruction twice a week for the past few weeks for extra support on some of the reading skills that have not been mastered within the normal classroom setting. After determining that this intervention is not enough to support this student's needs, the teacher plans more intensive support. Based on this description, which of the following best describes the student's place within the response to intervention, RTI, process?
A. The student is beginning the RTI process.
B. The student is moving from tier two to tier three.
C. The student is moving from tier one to tier two.
B. The student is moving from tier two to tier three.
This student is moving from tier two, being pulled for small groups outside of the regular class time, to tier three, where he or she will experience customized, individual instruction.
300
Response to Intervention (RtI)
a process to monitor and measure student progress in the general education curriculum after instructional intervention is provided
300
Alphabetic Principle
The understanding that there is a logical/systematic relationship between the sounds of spoken English and the letters and letter–patterns of written English.
300
Dyslexia
A disorder manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity
300
Prosody
the reader's ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud
300
Devin has been having a hard time completing his work recently. He acts out in class and disrupts other students, specifically during independent or small group reading time. His teacher is concerned that Devin's behavior may be related to a deficiency in specific reading comprehension skills. After speaking to his parents, the classroom teacher decides to perform a diagnostic test for Devin to see what specific areas of reading comprehension he might be struggling with.
In this example, Devin is in which tier of the RtI process?
A. Tier 1
B. Tier 2
C. Tier 3
A. Tier 1
Tier 1 of the RtI process involves the whole school and general differentiation to meet the targeted skill. Devin is still in tier 1 in this example.
400
Accuracy (when reading)
the reader’s ability to correctly pronounce words
400
Phonemic Awareness / Sound Awareness
the ability to hear, identify, and re-create individual sounds in spoken words
400
Instructional Interventions
additional focus on a specific skill in an effort to improve it
400
Scaffolding
a method of teaching that involves gradually removing aids when teaching new concepts
400
A kindergarten teacher is creating a unit on the alphabet. She assigns each student a letter and asks them to bring an item from home that begins with the letter they are assigned. The students then recreate the alphabet using the items from the students' homes. This activity promotes the development of alphabetic principle through:
A. Collaboration with families.
B. Students working in groups to cooperate in learning.
B. Students working in groups to cooperate in learning.
The teacher is collaborating with families to promote the alphabetic principle.
500
Differentiation - Pacing
how much content is presented and how fast the content is presented
500
Texas Essential Knowledge and Skills (TEKS)
The state foundation curriculum developed by the State Board of Education, that requires all students to demonstrate the knowledge and skills necessary to read, write, compute, problem solve, think critically, apply technology, and communicate across all subject areas
500
Genre
Various forms of texts including short stories, essays, folktales, fairy tales, poetry, historical fiction, biographies and autobiographies, memoirs, comedies and tragedies.
500
Tier 1, tier 2, tier 3
500
Mr. Fish, a preschool instructor, is testing students on their decoding and their ability to pick the rhyming word from a set of three. He calls Jackson to his table. Mr. Fish lays down a word card that says "cat," and below it, he lays the cards "job," "bat," and "car." Mr. Fish asks Jackson to read or sound out the top word. Jackson looks at the card, stands up, sits down, and says, "Table." Mr. Fish says, "Let's sound it out together. C-a-t. What word is that?" Jackson quickly responds with "cat." Mr. Fish then tells Jackson he is going to read the three words below cat, and would Jackson please indicate which one rhymes. Jackson chooses "car." Mr. Fish continues the activity with new word sets. Jackson is able to sound out 1/10 initial words and identifies 2/10 rhymes. Mr. Fish also notes that Jackson does not enjoy storytime and much prefers to talk and play than sit and read or be read to. Based on these observations, Mr. Fish decides to talk to the school counselor about the possibility of Jackson having which learning disorder?
A. Dyspraxia
B. Dyslexia
C. ADHD
C. ADHD
While ADHD is often present in conjunction with other learning disorders, other than sitting and standing, this list of observations more closely matches someone who has dyslexia.