Subtest 3 Version 1
A second-grade student assessed below grade level for fluency but is able to decode words in isolation and scores above grade level for reading comprehension. The student needs direct instruction in the area of:
pacing during fluency instruction
Standardized assessments can be best defined as:
tests which use a consistent question and grading style that allows large groups of students to be compared.
A teacher is developing a reading instruction framework for home-schooling parents that will help them take their children from a pre-reading stage to one where they have a well-developed, nuanced understanding of written content. What would be the most appropriate sequence of instruction?
Concepts of print – phonemic and phonological awareness – alphabetic principle – phonics and word recognition – fluency – reading comprehension
The main purpose of the CAASP is to:
measure students’ progress over time and allow their performance to be compared against other students’.
An indicator that the teacher needs to decrease the pacing of instruction for her students in reading comprehension is:
data from a monitoring assessment.
A first-grade teacher has devised her intervention groups for decoding skills. In order to ensure that the groups are flexible and not composed of the same students for the entire year, she will need to implement:
curriculum-based monitoring assessments on an ongoing basis.
A fifth-grade student has been identified as being at risk of not mastering grade-level content. In this instance, the teacher’s best strategy would be to:
use additional materials which are at a lower level but focus on grade-level concepts.
The summative ELPAC is taken by:
students who have not yet achieved English proficiency.
In order to organize flexible, differentiated reading interventions after analysis of assessment data, according to the California (RLA) Framework a teacher will group students into intervention tiers, labeled as:
benchmark, strategic, intensive.
The purpose of an entry-level assessment is to determine:
long term planning for the organization of small groups, as well as to determine the selection of appropriate instructional tools, create a comprehensive learning environment, and align student needs to California state standards.
Individualized instruction can be used most effectively with:
students who require one-on-one support or extension.
After implementing a CLOZE assessment, a sixth-grade teacher has determined that five of her students tested at a frustration level. What is an example of an effective intervention lesson?
Phonics and fluency instruction
A school runs a daily independent reading program to help promote enjoyment of literature. A student who is a struggling reader has brought in a popular new novel which is at his frustration level. The best way for the teacher to respond would be to:
give the student a book of a similar genre or style which is at his independent reading level.
A teacher has provided his students with effective instructional delivery for a reading lesson in cause and effect. How can he determine that his students are able to complete a task on the concept independently and apply what has been learned?
Provide a short informal quiz on the concept, while monitoring the room to make observations and provide feedback.
When discussing assessment results with individual students and parents, it is vital that the teacher:
explains what the student has achieved successfully, as well as the areas they need to improve in.
A teacher gives a student a CLOZE passage with ten blanks. The student readily supplies appropriate words for six of the blanks, and with some prompting from the teacher, is eventually able to make suitable suggestions for the remaining four. From this, it can be determined that the material:
is at the student’s instructional reading level but may be too challenging for independent reading.