Which of the following is the best reason for using flexible grouping in the reading classroom?
When teachers use flexible grouping they are considering
... [Show More] the always-changing strengths and weaknesses of students and they can group the students temporarily to best meet instructional needs. The other options do not address the main purpose of using flexible grouping.
norm-referenced test
Norm-referenced tests allow a student's skills to be compared with the skills of other students in a similar age group. These tests are developed by administering a set of test items to a group of students; the performance of those in the norming group is used as a basis for comparison.
Revising
During the revision stage in the writing process, students improve the content of their writing. The checklist focuses students by asking them to clarify and refine their ideas by adding, deleting, substituting, and rearranging material.
Running record
The scenario describes running records. Shared reading, a reader's conference, and a process interview do not yield information about the types of miscues a student makes or the reading strategies a student employs while reading.
Shared Reading
Shared reading is used to familiarize students with the conventions of spoken and written text. The text is chosen to teach and model specific reading and writing strategies. Vocabulary is explicitly taught during the shared reading in context. Using enlarged text that all students can see, the teacher and the children read together using a pointed to help the children follow along as they are reading.
Reader's conference
Reader's Workshop uses a similar format to Writer's Workshop. There are several consistent components but there is much variation on how it is implemented in different classrooms.
• Mini-lessons on some aspect of literature or a reading strategy.
• Independent Reading Time, where students keep a journal and respond to the literature in terms of what they think or how they feel about what they are reading.
• Sharing Time where students share with another person their journal entries and the other person gives feedback.
Formative assessment
Formative assessment takes place during instruction and provides assessment-based feedback to teachers and students. The function is to help teachers and students make adjustments that will improve students' achievement of intended curricular aims.
Summative assessment
Used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year.
Research has shown that reading comprehension improves when teachers provide explicit instruction.
According to research cited in Reutzel and Cooter's Strategies for Reading Assessment and Instruction: Helping Every Child Succeed, evidence supports that providing explicit instruction in comprehension strategies improves student literacy development.
A sixth-grade student ranked at the 23rd percentile on the Woodcock-Johnson III Tests of Achievement. The correct interpretation of this score is that the student scored as well as or better than
The student scored as well as or better than 23 percent of the norming population. Percentile indicates what percent of the subjects scored as well as or below this child.
A reading specialist conducts a workshop for teachers on use of the directed reading-thinking activity (DRTA) method of instruction. In the model, teachers ask students to first make predictions based on the title and cover of a book. At various points in the story, students stop reading and check the accuracy of their predictions. Predictions are then changed or clarified, and new predictions may be made based on new information the students learned while reading. The DRTA method of instruction is most likely to promote which of the following?
A. Applying metacognitive skills to increase comprehension
Good readers continually make, revise, or confirm predictions as they read. In this way, they are forming connections between prior knowledge and new information in the text. In making predictions, proficient readers are aware of their own thought processes. The reader is developing metacognition — the ability to think about his or her own thinking. [Show Less]