When teachers scaffold students' reading and work with small groups of students who are reading at ...

When teachers scaffold students' reading and work with small groups of students who are reading at the same level or who use similar strategies, they are most likely implementing:
 
  a) shared reading
  b) guided reading
  c) buddy reading
  d) reading workshop

Ques. 2

Before introducing a reading selection, third-grade teacher Christine Jansk wrote five purposes on the whiteboard to guide her students' reading. When the students had difficulty comprehending the text, the principal correctly suggested that it would probably have been more effective to:
 
  a) set a single purpose for reading
  b) set purposes after the students read the first paragraph
  c) ask students to write the purposes in their reading logs
  d) read the text aloud before setting purposes

Ques. 3

The goal of both the reading process and the writing process is:
 
  a) developing oral fluency
  b) learning about an author
  c) constructing meaning
  d) creating new stories

Ques. 4

When the mayor announced that the town's skateboard park would close, some students were upset while others felt that it was the right decision. The best way for their teacher to use this situation as a literacy learning experience would be to:
 
  a) encourage students to respectfully debate the issue
  b) place a telephone call to the mayor
  c) ask the physical education teacher to teach the students to skateboard
  d) show a film related to skateboarding

Ques. 5

Of the following, the best way to promote higher level thinking is to:
 
  a) provide opportunities for conversation about class topics
  b) encourage students to summarize all events
  c) introduce new vocabulary every day
  d) review the results of standardized tests

Ques. 6

After the class read the story of Cinderella, the teacher asked whether Cinderella should have been punished for attending the ball when she was told to stay at home. That was an example of a:
 
  a) literal question
  b) critical question
  c) vocabulary question
  d) expository question

Ques. 7

Fourth grade teacher Tony Catania began a lesson by asking a low level question. As his students showed interest in the topic and began to contribute to a discussion, the teacher used the most effective instructional technique by:
 
  a) asking fewer questions and letting students engage in higher level conversations
  b) encouraging literal thinking to help students focus on facts
  c) awarding points for participation so that students felt respected
  d) asking students to respond only in writing to document their thinking

Ques. 8

Classroom discussions are most effective and successful when teachers:
 
  a) do most of the talking
  b) encourage doublespeak
  c) remind students of assessment measures
  d) create a climate of trust

Ques. 9

When implementing an interactive read-aloud, it is most important to:
 
  a) maintain silence in the classroom
  b) encourage students to sit respectfully
  c) select expository texts
  d) involve students in the activity

Ques. 10

When a class is using Grand Conversations:
 
  a) teachers should lead the conversations
  b) teachers should not participate
  c) students should speak privately with the teacher
  d) talk should be primarily among the students

Ques. 11

Because students need to know whether they're listening successfully and whether a listening strategy is working, teachers should introduce and model the strategy of:
 
  a) summarizing
  b) viewing
  c) predicting
  d) monitoring

Ques. 12

When Stephen George accepted a job as a teacher, the principal correctly advised him to:
 
  a) assume that his students have acquired the necessary listening and speaking skills incidentally
  b) observe his students and present mini-lessons to improve their listening and speaking skills
  c) read only narrative texts aloud to motivate his students to read independently
  d) administer quizzes after every read-aloud session to maintain the students' attention