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Evidence-Based Reading Instruction Chapter Exam

Exam Instructions:

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

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Question 1 1. Which scenario exemplifies flexible grouping?

Question 2 2. Teachers can support student reading by:

Question 3 3. Exposing students to information about subject matter before reading is known as:

Question 4 4. Which is a strategy a teacher can use to promote reading development in whole group teaching?

Question 5 5. Offering students texts and letting them discover the texts naturally is part of ____ instruction.

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Question 6 6. Which is true of a student's reading level and grouping?

Question 7 7. Rebecca remembers a new word because it sounds similar to one she already knows. She is engaged in ____ decoding.

Question 8 8. How can teachers determine a student's reading level?

Question 9 9. Which of the following is an example of a differentiated lesson on insects?

Question 10 10. When you re-teach a lesson, you may want to:

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Question 11 11. Which instructional strategy teaches students the connection between written letters and spoken sounds?

Question 12 12. Focusing on the difference in the meaning of two different words is called ____ decoding.

Question 13 13. Data-driven instruction is:

Question 14 14. Whole-to-Part instruction is also called:

Question 15 15. The four main components that should be part of data-driven instruction are:

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Question 16 16. What are the two main types of differentiation?

Question 17 17. In the context of educational instruction, the difference between formal and informal data is:

Question 18 18. What is a Think-Tac-Toe?

Question 19 19. When comparing two words based on their shape, a person is engaged in ____ decoding.

Question 20 20. Which grouping means formed with one criteria, such as all on the same reading level?

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Question 21 21. Poor reading ability:

Question 22 22. Mr. Smith is planning a science lesson and he wants to incorporate an activity that will encourage collaboration and problem solving. What kind of grouping should he choose?

Question 23 23. Which is the best reason why differentiation is important?

Question 24 24. Which of the following would be a way to incorporate Gardner's theory of multiple intelligence into a differentiated lesson?

Question 25 25. After you have collected and analyzed a recent assessment, you determined that four students are still struggling with a part of the lesson. How could you effectively re-teach that part of the lesson?

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Question 26 26. The importance of the 'Read Aloud/Think Aloud' strategy is:

Question 27 27. What is the current definition of reading development?

Question 28 28. What kind of group places students in charge of the agenda and flow of the work they are engaged in?

Question 29 29. What are some benefits of flexible grouping?

Question 30 30. What word attack strategy teaches students to break words down into syllables or smaller parts to figure out their meaning?

Evidence-Based Reading Instruction Chapter Exam Instructions

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

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