Elementary Reading Methods and Interventions Flashcards Preview

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Flashcards in Elementary Reading Methods and Interventions Deck (67)
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1
Q

Which stage of writing development involves correcting mechanical elements such as grammar, punctuation, and spelling?

A

Editing

2
Q

Which term describes young children who read words based on visual cues?

A

Pre-alphabetic stage

3
Q

Why is oral language development critical to reading development?

A

Students draw on the complexities of spoken language as a bridge to emergent literacy.

4
Q

How are reading and writing development connected?

A

Writing extends reading experiences to integrate what students know in a logical way.

5
Q

Which research-based strategy most effectively assists teaching students about the accomplishments of several historical figures?

A

Students create Venn diagrams using trade books and their history text.

6
Q

A gifted and talented sixth-grade class is studying Native American culture. The teacher wants students to develop their reading and writing skills while completing the standards-based lesson plan.

The lesson plan in the curriculum guide states that the students will do the following:

 * Read three books on Native American culture.
 * Research where and how most Native Americans live today. Find two sources.
 * Write a book report on a self-selected book about the Native American culture.

How could the teacher adapt the lesson plan to help these gifted and talented students improve their reading and writing skills?

A

Have the gifted and talented students create graphic organizers as they work independently to write and publish their papers on Native American culture

7
Q

A reading teacher works with gifted and talented sixth- and seventh-graders. The teacher has created a standards-based lesson plan concerning Native American culture:

 * Read a book on Native American culture.
 * Research the lives of famous Native Americans.
 * Locate three sources on the internet about foods, customs, and culture of Native Americans.
 * Create a visual presentation to show what was learned.
 * Present the findings in a presentation to the class.

Which two strategies could the teacher use to adapt this lesson plan to help improve students’ vocabulary skills?

A
  • Have students write an essay about famous Native Americans in which they use ten new vocabulary words
  • Have each student create a graphic organizer that includes at least five new vocabulary words to depict what they learned about Native American cultures
8
Q

A sixth-grade teacher is having students read Harry Potter and the Sorcerer’s Stone.

Before beginning reading, she wants the class to think about the book and anticipate story events.

Which strategy can the teacher use to most effectively build students’ pre-reading comprehension skills?

A

Have students look at the book’s front cover, pose questions, and make predictions

9
Q

Second-grade students read part of a story in their assigned groups about a boisterous boy and his quiet, five-year-old sister. The boy took his sister for a walk around the block as his mother instructed him to do. The little girl wanted to stop to look at the leaves, feel the grass, and watch a butterfly. The boy became impatient.

The students were asked to predict what might happen next by working in their groups to write an ending to the story.

Which scenario illustrates students working within sociocultural theory to complete the story?

A

The students worked within their group exchanging ideas and rereading the story. They agreed on an ending together.

10
Q

Phonics

A

The relationship between letters and sounds

11
Q

Phonemic awareness

A

The understanding that spoken words can be broken into sounds

12
Q

Comprehension strategies

A

Flexible plans adapted to a variety of tasks

13
Q

Scaffolding

A

Supporting student learning to higher levels

14
Q

Which practice should be included in a comprehensive, balanced approach to literacy development for elementary students?

A

Using books from a variety of genres and sources

15
Q

Journaling

A

Provides opportunities for reflection

16
Q

Brainstorming

A

Generates ideas for writing

17
Q

Venn Diagram

A

Allows a comparison of ideas

18
Q

Semantic mapping

A

Organizes ideas for writing descriptions

19
Q

Which two lesson plans incorporate developmentally appropriate reading strategies for first-graders at the beginning of the year?

A
  • A plan that incorporates guided reading

- A plan that incorporates experiential learning

20
Q

A standard for second-grade students is that they will read with sufficient accuracy and fluency to support comprehension. To support this objective, a teacher with a class of students from diverse language backgrounds plans the following activities:

 * Have small groups of students pre-write with pictures for a fictional story
 * Ask each group to tell her their story out loud
 * Write down the words of the story using the students' language
 * Make copies of the story to provide to group members the next day
 * Read the story to the students as they follow along

Why should the teacher use this approach with her students?

A

This approach is useful for students from diverse backgrounds because students generate the vocabulary and have prior content knowledge.

21
Q

Small group of above-level readers

A

Emphasize comprehension skills

22
Q

Small group of below-level readers

A

Emphasize decoding strategies

23
Q

Small group of on-level readers

A

Read leveled books for both fluency and comprehension

24
Q

Large group of readers at multiple levels

A

Model strategies and set goals

25
Q

A third-grade teacher is creating lessons for both the whole class and individual reading groups within the class. She aligns the lessons with the third-grade standards and differentiates instruction to meet the needs of diverse learners.

What should she remember when choosing the texts for the lessons?

A

Each student within each small group needs the same text, which links to the entire class by theme or topic.

26
Q

A fourth-grade class is reading historical fiction books to integrate social studies into the English language arts classroom.

Which lesson plan incorporates a developmentally appropriate, formative assessment?

A

The teacher will use an anticipation guide, have students read the book in groups, and take quizzes after they read each chapter.

27
Q

Which lesson plan incorporates a developmentally appropriate, summative assessment?

A

After learning about the steps of the writing process, fifth-grade students will write a multi-paragraph essay about a famous explorer.

28
Q

A first-grade teacher wants a developmentally appropriate, formative assessment to measure students’ reading fluency that will guide future instruction.

Which assessment meets the needs of this teacher?

A

Perform a readers’ theater

29
Q

A fourth-grade reading teacher is beginning a unit on story elements. She would like to use a variety of formative and summative assessments during the unit. The teacher decides to begin with teacher-made quizzes.

Why has the teacher selected this assessment strategy instead of a portfolio?

A

Because formative assessments help guide instruction

30
Q

A first-grade teacher in an urban school has 18 students from diverse backgrounds with varying ability levels. Some of the students are reading below grade level, while others struggle with alphabetic knowledge and fluency. The teacher would like to use DIBELS to help guide reading instruction to enhance academic outcomes for students.

How does this assessment help the teacher make decisions about curriculum and instructional strategies?

A

By understanding students’ letter-name knowledge, nonsense word decoding, and oral-reading fluency, the teacher can increase or decrease phonics-based or reading instruction in comprehension.

31
Q

A second-grade teacher in an urban, Title I school has 14 students who are struggling with decoding. Most of the students failed the recent reading assessment. It appears that many students were guessing at initial consonant sounds and selecting words from the word bank that were incorrect.

How will this assessment help guide the teacher’s decisions about curriculum and instructional strategies?

A

The scores indicate that the teacher needs to focus on phonics instruction to increase the students’ decoding skills.

32
Q

What is an example of a Tier 2 intervention in the response to intervention (RTI) strategy for general education students?

A

A reading specialist works with a small group of students who are reading slightly below grade level and struggle with content area vocabulary.

33
Q

A fourth-grade teacher notices two students are reading below grade level after several months of instruction. The teacher has been using direct instruction in a whole-group setting and has included a lot of modeling for all of the students. The two students fail a reading test. The teacher decides to implement a response to intervention (RTI) model in the classroom after consulting with the guidance counselor.

What is an appropriate Tier 2 intervention for these two students?

A

The two students should meet with the teacher for small-group instruction.

34
Q

What is one reason Response to Intervention (RTI) is critical to a comprehensive literacy program?

A

RTI gives struggling students increasing support through small-group instruction.

35
Q

Literacy-rich environments involve choice.

A
  • Books, newspapers, textbooks, and magazines should all be included.
36
Q

Literacy-rich environments involve a wide variety of reading materials.

A

Books, newspapers, textbooks, and magazines should all be included.

37
Q

Literacy-rich environments involve modeling.

A

Reading aloud and recording students’ thinking through writing demonstrates literacy.

38
Q

Literacy-rich environments involve time managements.

A

Effective environments involve large blocks of uninterrupted time for reading and writing.

39
Q

Which two strategies help create a literacy-rich environment in an elementary classroom?

A
  • Creating time for independent reading during instructional time
  • Structuring regular opportunities for students to choose their reading material
40
Q

How does a literacy-rich environment support a balanced, literacy approach and increase student motivation to read?

A

It includes a substantial classroom library to engage students in reading.

41
Q

A new elementary teacher is assigned a fifth-grade literacy class. The previous teacher retired. Twenty students are enrolled in the class. The classroom library includes a bookshelf with 60 books in random order and some furnishings such as a couch, a rug, two tables, a beanbag chair, and some lamps.

Which three actions would be appropriate for the teacher to take to create a more literacy-rich environment?

A
  • Adding more books to the collection
  • Organizing the books by reading level, genre, and topic
  • Displaying some books with the cover forward to attract students
42
Q

An elementary teacher has a more culturally-diverse class than in previous years. The teacher notices many students do not seem interested in reading any books in the classroom library during independent reading time. The majority of the books are written by authors of one culture.

Which materials should the teacher use to create a literacy-rich environment that supports the diversity of the class and motivates all readers?

A

Books by and about underrepresented cultures that reflect international perspectives

43
Q

Which type of lesson plan activities incorporates current best practices for elementary school English Language Learners (ELLs) at various levels?

A

Activities involving identification and comparison of important concepts

44
Q

Which instructional practice can help English language learners (ELL) in elementary school develop their English literacy skills?

A

Using repetitive routines and language

45
Q

Which instructional practice can help elementary English language learners (ELLs) develop their English literacy skills?

A

Placing greater emphasis on vocabulary when differentiating instruction

46
Q

A third-grade class has 24 students with a wide range of reading levels. Six students are English Language Learners (ELLs).

How can the teacher incorporate best practices to benefit the entire class in the area of literary instruction?

A

Include individual reading conferences with all students

47
Q

A teacher wants to include students who have recently immigrated to the United States Many of these students are from Latin American countries and their family’s first language is Spanish. The children have never been in the United States before and are seeking new friends.

The teacher decides to allow students to work in teams to create a Reader’s Theater of a story on friendship that was read in class.

How does this lesson align with best practices for these second-grade students?

A

The plan allows students to cooperatively recreate a classroom story that matches their developmental level.

48
Q

A first-grade is developing a lesson plan on letter-sound associations. The teacher wants to incorporate phonics instruction for initial word sounds.

Which lesson plan supports best practices for English language learners (ELLs)?

A

The teacher provides instruction on the letter sounds for “b”, “d”, and “p”. Then, the teacher models and allows students to work in small groups playing a game where they match the letter with a picture of an object beginning with that letter.

49
Q

Which instructional strategy should be included in a lesson plan to meet the needs of students reading below grade level?

A

Spend focused time working on decoding skills with struggling readers

50
Q

What is one purpose of differentiated instruction?

A

To meet the learning needs of students

51
Q

A fifth-grade, language arts teacher has 20 students with a wide range of reading abilities. The teacher plans to have the class read a grade-level novel together. Additionally, the teacher plans to divide students into small groups, allowing groups to choose a novel that aligns with their abilities and interests.

How should this teacher further differentiate instruction to meet the needs of all students?

A

The teacher should spend more time with struggling readers to increase reading strategies.

52
Q

A third-grade class consists of three reading groups. Group A has four students who struggle with fluency and decoding grade-level text. Group B has six students who are reading grade-level text, but struggle with comprehension. Group C has six students who read fluently and comprehend grade-level text with no difficulty.

What would be an appropriate way for the teacher to differentiate the texts for each group?

A

The teacher should assign each group different texts with the same theme, but appropriate text levels for each group.

53
Q

What are two reasons for having students listen to a teacher book talk as a means to support the use of a variety of texts and print materials in an evidence-based, literacy approach?

A
  • Students who listen to the book talks are motivated to read materials they many not otherwise read.
  • Students listen to the book talks and are introduced to genre, theme, and characters, allowing them to make comparisons of the texts.
54
Q

How does using a variety of fiction and nonfiction texts play an important role in an evidence-based, literacy approach?

A

It motivates students to read more by providing them with multiple types of reading materials.

55
Q

A second-grade teacher is introducing a new science unit on electricity and wants to include books on electricity in the classroom library. The majority of the students are lower–level readers. The teacher wants to select appropriate text or print material that support an evidence–based literacy program for this class.

Which books should this teacher include to meet the needs of all readers?

A

Books that present information on electricity at different ability levels

56
Q

During silent, sustained reading time, a fifth-grade teacher has noticed many students seem disengaged. The teacher has also administered multiple reading assessments and discovered these students’ overall reading ability has not improved.

Which reading materials should the teacher add to the library to support an evidence-based literacy program and improve students’ engagement?

A

Texts based on students’ interests and background knowledge

57
Q

What is one evidence-based, best practice that an elementary-school teacher can do to promote students’ response to literature?

A

Facilitate a literature circle

58
Q

What is one evidence-based, best practice for fostering comprehension of a narrative text in elementary school students?

A

Story grammar

59
Q

Which evidence–based, best practice for writing instruction uses Venn diagrams, semantic mapping, and note taking?

A

Writing to learn and understand

60
Q

What are two evidence-based best practices for responding to elementary students’ writing?

A
  • Evaluate content before mechanics

- Conference with students during writing

61
Q

Which technology assist with reading development by listening as students read and coaching them when they make mistakes or need help?

A

Programmed reading instruction

62
Q

How should an elementary teacher use technology to motivate students to collaborate with students from other schools on a literacy project?

A

Use an educational website that facilitates learning projects with other students

63
Q

A fifth-grade teacher has students who struggle with reading. The teacher wants to reinforce and extend students’ grade-level reading by using computer texts and games.

What is a benefit of using this technology?

A

Students who use computers will practice more reading at their level and will have higher academic achievement.

64
Q

During part of the reading block time, students practice reading independently. Some students are reluctant readers. The teacher assigns students to practice reading independently at home.

Which technology should the teacher recommend to help support students as they fulfill this assignment?

A

Reading along with electronic talking books

65
Q

Sixth-grade students are assigned a project as an extension to their in-class reading topic. They need to read and gather factual information about an event of interest and relate it to another historical event.

How can technology support the students in this situation?

A

Use a website that provides specific information about the events

66
Q

A fourth–grade teacher wants students to identify the features of different types of trees. Students will watch videos and read from multiple non–fiction texts. The teacher would like to combine technology with fine arts to extend the students’ understanding and support their reading and writing development.

Which activity integrates developmentally–appropriate technology to achieve this goal?

A

Students photograph trees, categorize them in a slideshow presentation, and create a poem about their favorite photo.

67
Q

A third-grade teacher is reading a text with a reading group. During the week, the teacher wants to use technology to help students grow in their strategic proficiency.

How can this teacher appropriately use technology to achieve this objective?

A

The teacher can have students reflect on the fluency of their recorded oral reading.