When using Literature Circles, teachers should:
keep students in the same groups for the entire school year
use flexible grouping to meet students' needs
require all students in the class to read the same novels
require all texts to be read at home
Mrs. Marsico's third-grade class is reading a novel, The Trumpet of the Swan, and
completing many related activities. Because the entire class is reading the same novel,
they are participating in a:
Literature Circle
Literature Focus Unit
Reading Workshop
Repetend
Of the following, it is most important for teachers to always:
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develop norm-referenced tests
administer standardized tests
examine the results of previously given standardized tests
determine students' background knowledge before beginning instruction
Students often assume roles such as word wizard, illustrator, or passage master when
they participate in:
literature circles
literature focus units
reading and writing workshop
thematic units
When teaching students who are English language learners, it is most helpful to scaffold
their learning by using:
visuals such as photographs and maps
whole-class instruction
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nonstandard English
above-grade-level materials
Matthew, a 6-year-old student, is not making satisfactory progress in the school's
language arts program. The person who could most likely help his teacher implement
additional effective instructional techniques would be:
Matthew's previous teacher
Matthew's older sibling, who attends the same school
the school's literacy coach
the school's psychologist
Teachers in the Schiffer School District are working together to integrate language arts
instruction with science instruction. Of the following, the most appropriate and effective
instructional pattern to accomplish this goal would be:
literature circles
literature focus units
reading and writing workshop
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thematic units
Researcher Yetta Goodman discussed the need for teachers to observe students as
they participate in language arts activities. She described this process as:
kid watching
discourse analysis
schemata
scaffolding
Fifth grade teacher Ashley Venti introduced a new book, helped students form
predictions, and then encouraged students to read the first chapter silently. This teacher
used an instructional technique known as:
shared reading
modeled reading
guided reading
choral reading
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A 3-tier process which many elementary schools use to identify students' needs and
provide intervention is known as:
Headstart
Reading Recovery
Common Core Standards
Response to Intervention
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