Deck 2: Frameworks for Effective Standards Based Literacy Lessons

Question 1

Which statement best describes the "Introducing the Text" part of a literacy lesson?

A) Key vocabulary is taught and students set purposes for reading.
B) Background knowledge is activated and the teacher gives the students purposes for reading.
C) The teacher provides background knowledge and gives the students purposes for reading.
D) Background knowledge, including key vocabulary, is activated, assessed, and developed, and students set purposes for reading.

Answer 1

D

Question 2

What is the major use of predictable text?

A) to introduce authentic literature through shared reading.
B) to provide practice through repeated reading
C) for shared reading and read-aloud at any point
D) all of the above

Answer 2

D

Question 3

The reading mode that provides the greatest amount of student support is:

A) whole-group shared reading.
B) teacher read-aloud.
C) small-group guided reading.
D) cooperative reading.

Answer 3

B

Question 4

What are the three components of a guided listening lesson?

A) introduce the text, listen and respond to the text, extend the text
B) introduce the text, listen to and extend the text, apply the text
C) listen to the text, respond to the text, extend the text
D) introduce the text, read the text, extend the text

Question 5

The four steps of a brief lesson for a specific purpose should include introduction, teacher modeling, student modeling/practice, and:

A) collaborating and reflecting.
B) responding and extending.
C) summarizing and reflecting.
D) applying and extending.

Question 6

Another name for cooperative reading is:

A) buddy reading.
B) partner reading.
C) paired reading.
D) all of the above

Question 7

After a minilesson, students should be able to:

A) pass a test with 80% accuracy.
B) complete a skills page in their practice book.
C) demonstrate new learning.
D) read fluently.

Question 8

Guidelines for selecting quality authentic literature include student appeal, literary quality, cultural and social authenticity, and:

A) developmental appropriateness.
B) automatic response mode.
C) author's productivity.
D) year published.

Question 9

Which group of students will benefit from daily independent writing?

A) all students
B) only proficient writers
C) grades 3-6
D) grades 5-8

Question 10

What term is defined as the ability to read words quickly and accurately?

A) automaticity
B) readability
C) authenticity
D) decodability

Question 11

Which of the following is the best description of decodable texts?

A) texts that contain a high percentage of words that use the sound-letter relationships the children have been taught and a limited number of high-frequency words
B) texts for students with limited reading ability who are unable to use phonics rules
C) texts in which all the words follow phonics rules and there are no high-frequency words
D) texts that do not require preteaching any skills or vocabulary words

Question 12

The ultimate goal of literacy instruction is for students to:

A) read authentic literature.
B) learn skills.
C) pass state tests.
D) receive intervention.

Question 13

What term describes the support given to students until they are able to perform a task independently?

A) aligning
B) scaffolding
C) automatic
D) recognition

Question 14

Which type of text is particularly appropriate as students first begin to acquire decoding skills?

A) wordless books
B) authentic literature
C) predictable text
D) created text

Question 15

Which of the following sequences of writing modes reflects decreasing teacher support and increasing student independence?

A) shared writing, guided writing, write-aloud, collaborative/cooperative writing, independent writing
B) guided writing, collaborative/cooperative writing, write-aloud, shared writing, independent writing
C) write-aloud, shared writing, collaborative/cooperative writing, guided writing, independent writing
D) write-aloud, shared writing, guided writing, collaborative/cooperative writing, independent writing

Question 16

Who is responsible for creating the circumstances and conditions that support classroom instruction?

A) the students
B) the teacher
C) the Common Core State Standards
D) the grade-level team

Question 17

Which of the following student activities can provide motivation and enjoyment, build background, develop vocabulary, model fluency, and teach specific strategies and skills for comprehension?

A) phonics lessons
B) listening to books on tape
C) listening to the teacher reading aloud
D) cooperative reading

Question 18

Which is the best description of predictable text?

A) a text in which the outcome is easily foreseen from the beginning
B) a text that has a repeated pattern of some type
C) a text that you predict your students can read because they have sufficient skills and background knowledge
D) a text that experts have predicted will become a classic piece of children's literature

Question 19

Which statement is not true of minilessons?

A) They focus on a skill/strategy.
B) They focus on a standard.
C) They are based on student needs.
D) They are 30-40 minutes in duration.

Question 20

During the "Reading and Responding to the Text" part of a literacy lesson, which of the following best describes what determines the mode of reading and level of support that is needed?

A) the number of new key vocabulary words students will meet
B) the difficulty and complexity of the text and the needs of the students
C) how much difficulty the text has caused for students in previous years.
D) the assessed ability of the students

Question 21

Given that reading aloud to students should be an essential part of your literacy program, explain the rationale as
though talking to a family member who thinks you should spend more time on skills lessons. Give several proven beneficial outcomes of reading aloud.

Question 22

Define corrective feedback.

Question 23

If you were teaching a group of English Language Learners who were just learning to write, which mode of writing would you select? Why?

Question 24

Which lesson format would you select to use for students who needed to learn a comprehension strategy? Why?

Question 25

What is the relationship between metacognition and corrective feedback?

Question 26

As a literacy teacher, why is it important for you to know when and how to use a variety of modes of reading?

Question 27

Name the modes of reading. Explain when you would use each and how you would select which mode to use for which kind of instruction.

Question 28

Define metacognition.