amirnakhjavan
Use the information below to answer the four questions that follow….
Use the information below to answer the four questions that follow.
Several times a year, a second-grade teacher uses a classroom fluency snapshot (CFS) to provide a quick assessment of students’ oral reading fluency development. In the assessment, the teacher selects a grade-level benchmark passage, then briefly meets with all of the students individually and has them read the passage aloud. The teacher notes any reading errors and calculates the number of words each student reads correctly in one minute. The teacher records the information in a class chart, organized from highest to lowest words-correct-per- minute (wcpm). The December CFS chart is shown below. Letters of the alphabet are used to identify the 26 students in the class.
Classroom Fluency Snapshot (CFS)
Grade: 2 Date: Dec. 10
Middle-of-Year (MOY) benchmarks:
90th percentile = 131 wcpm
75th percentile = 109 wcpm
50th percentile = 84 wcpm
25th percentile =59 wcpm
WCPM Range: Students (wcpm):
170-179 student A (173)
160-169 —
150-159 —
140-149 student B (144)
130-139 students C (135), D (134)
120-129 student E (126)
110-119 students F (117), G (110)
100-109 student H (103)
90-99 students I (98), J (93), K (93), L (91), M (91)
80-89 students N (88), O (85), P (82)
70-79 student Q (75)
60-69 students R (64), S (63)
50-59 students T (55), U (54)
40-49 students V (49), W (47), X (47)
30-39 students Y (38), Z (37)
58- This type of fluency assessment best provides a measure of students’:
A- general academic achievement compared to grade-level norms.
B- specific needs with respect to academic background knowledge.
C- general ability to read grade-level materials with efficacy.
D- specific needs with respect to foundational reading skills.
59- Which of the following interventions would be most appropriate for the teacher to use to promote the fluency development of students T through Z, who performed below the 25th percentile benchmark on the assessment?
A- providing targeted instruction to improve decoding accuracy and automaticity.
B- modeling reading instructional-level texts with appropriate expression and phrasing.
C- scheduling timed reading with a classmate focused on increasing the reading rate.
D- posing questions before reading to promote increased motivation and engagement.
60- The teacher would like to ensure that all students in the class receive instruction that addresses their specific learning strengths and needs. To develop an appropriate differentiation plan for student A, which of the following steps should the teacher take first?
A- assessing the student’s metacognitive awareness and use of reading strategies through the use of a student think-aloud.
B- Asking text-based questions to ascertain if the student’s reading rate compromises comprehension.
C- administering a reading interest survey to identify the text types the student would likely enjoy reading independently.
D- determining if the student can maintain the same reading rate when reading aloud texts in different genres.
61- Which of the following strategies would be most beneficial for the teacher to use during the CFS to ensure that the data collected provides a measure of individual students’ fluency development across all fluency indicators?
A- assigning scores for accuracy and prosodic elements such as expression and phrasing.
B- measuring accuracy when reading high-frequency words in the passage.
C- determining if reading the passage, a second time improves reading performance.
D- conducting the one-minute oral reading sample twice, using different texts.
