amirnakhjavan
62- A second-grade teacher examines students’ results on the T PRI…
62- A second-grade teacher examines students’ results on the T PRI measure for reading rate and prosody. Several students in the class received reading rate scores at the 75th percentile and prosody rubric scores of two (out of four). The teacher wants to develop differentiated activities for students that reflect their performance on both component measures of reading fluency. Which of the following student activities is most likely to benefit the students with the fluency profile described?
A- reading and rereading decodable passages aligned to grade-level phonics skills and receiving feedback on accuracy.
B- practicing reading texts slightly above their instructional reading levels with corrective decoding feedback from the teacher.
C- working in pairs to read aloud and record reading speeds for multiple successive readings of the same passage.
D- preparing for and performing readers’ theatre scripts using assisted reading and repeated reading.
64- A first-grade teacher administers middle-of-year benchmark assessments in phonemic awareness, word reading, oral reading fluency, and comprehension. One group of students performs at the 50th percentile benchmark in oral reading fluency, with an accuracy rate of less than 90%. Which of the following instructional strategies would be most effective for the teacher to use to address the assessed needs of these students in reading fluency?
A- meeting with the students on a weekly basis to assess their oral reading fluency and record their progress on a student-friendly chart.
B- reteaching the students’ grade-level decoding skills and high-frequency words that they lack based on the results of the word-reading benchmark assessments.
C- having the students practice reading in pairs, taking turns reading a grade-level text aloud and asking and answering comprehension questions about the text.
D- providing the students with texts at their independent reading level to read and reread with proper intonation and expression.
79- The teacher records the following information about one student’s oral response.
-SCORE: 1
-Transcription of student’s oral response:
“Well, Wolf was nice at first. He gave Mrs. Chicken a bunch of pancakes and stuff. He really loves chicken stew. And he’s so hungry! I love chicken stew, too!”
Given these assessment results, the student would likely benefit most from explicit instruction focused on which of the following strategies?
A- reviewing other familiar stories with the student and helping the student identify who or what the story was about.
B- asking the student to make a quick-sketch of the character Wolf and to label the drawing with words that describe the character.
C- rereading the story with the student and helping the student make a flowchart showing causal relationships between the character’s actions.
D- encouraging the student to make personal connections between a character in the story and a person the student knows and to list words that describe the person.
