RVE Practice Test Questions and Answers Already Passed

RVE Practice Test Questions and Answers Already Passed Which of the following is the best reason for using flexible grouping in the reading classroom? A.Flexible grouping allows teachers to tailor instruction to addre ...

RVE Practice Test Questions and Answers Already Passed Which of the following is the best reason for using flexible grouping in the reading classroom? A.Flexible grouping allows teachers to tailor instruction to address students' changing needs. B.Flexible grouping ensures opportunities for students to have discussions around a common text with their peers. C.Flexible grouping allows students to get comfortable working with the same group of peers throughout the school year. D.Flexible grouping provides time for students to progress through a set of materials. ✔✔Option (A) is correct. When teachers use flexible grouping they are considering 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. Which of the following is the primary purpose of a norm-referenced test? A.Interpreting a student's performance using set criteria B.Measuring how well a student has learned content-specific knowledge and skills C.Indicating where a student performs in comparison to a group of similar students D.Evaluating a student's performance compared to a standard ✔✔Option (C) is correct. Normreferenced 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. A student at the conventional stage of writing development will primarily write A. a combination of letters, symbols, and shapes in random order B. words that are often correctly spelled and include storybook language such as "Once upon a time" C. sentences without including spacing between words or awareness of punctuation marks D. words represented by only the initial and ending consonants ✔✔Option (B) is correct because students in the conventional stage of writing development have a basic grasp of writing words. At this stage they are ready to write with a purpose, such as telling a story. Storybook language is often included in their writing as they model their own stories after the stories they have read. A second-grade teacher uses an assessment tool for coding, scoring, and analyzing a student's oral reading behavior. Which of the following best describes the technique? A. Shared reading B. Reader's conference C. Process interview D. Running record ✔✔Option (D) is correct. 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. After administering a phonemic awareness test, which of the following is the most appropriate next step a teacher would take with students who scored low on the assessment? A.Teaching blending and segmenting sounds B.Developing phonics and decoding strategies C.Building word recognition skills D.Developing fluency and stamina ✔✔Option (A) is correct because teaching blending and segmenting sounds would be the correct next step to help a student who has scored low in phonemic awareness. A teacher reads a series of graded passages to a student to assess the skill of creating meaning from written language when decoding is not a factor. Which of the following identifies the highest level at which the student can comprehend 75 percent of the material? A.Expressive language level B.Listening capacity C.Linguistic processing capacity D.Instructional level ✔✔Option (B) is correct because when a teacher reads a series of graded texts to a student, the teacher is assessing the student's ability to comprehend written language when the student doesn't have to attend to decoding issues which are present when the text is read by the student. Ms. Osborn teaches a variety of reading strategies to help her students become strategic readers. The strategies include predicting, previewing, monitoring comprehension while reading, generating questions, and summarizing. Which of the following most likely explains Ms. Osborn's purpose in teaching the strategies? A.Research has shown that reading comprehension improves when teachers provide explicit instruction. B.The school district mandates that students receive instruction in reading-comprehension strategies. C.Research has shown that only these strategies are effective. D.The school literacy coach has given workshops in the use of the strategies. ✔✔Option (A) is correct. 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. 1. A teacher plans to differentiate reading instruction for students but first needs to gather and analyze assessment data to determine students' needs. For each row, select whether the assessment is effective or ineffective in diagnosing the reading needs of individual students. Assessment: Standardized, norm-reformed, reading assignments (Effective or Ineffective) Assessment: Informal Reading Inventories (Effective or Ineffective) Assessment: Formative reading assessments (Effective or Ineffective) ✔✔Assessment: Standardized, norm-reformed, reading assignments (Ineffective) Assessment: Informal Reading Inventories (Effective) Assessment: Formative reading assessments (Effective) - Standardized, norm-referenced, reading assessments are ineffective in regards to diagnosing the reading needs of individual students. The results of standardized tests provide "macro" data that can assess program quality or level of student achievement relative to the composite scores of other students. The data cannot pinpoint the "micro" data of student strengths and weaknesses in the skills and content that teachers need to assess. Even standards-based assessments provide only generic data, not the "nuts and bolts" discreet skills analyses that can effectively inform instruction. Informal Reading Inventories (IRIs) are effective. IRIs are collection of word lists and leveled passages that are used to provide a quick snapshot of students' reading abilities. They are often used to determine where in a commercial reading series students should begin. IRIs utilize leveled sentences and passages to determine a student's reading level, and they focus primarily on literal recall as a means to determine comprehension. Formative assessments are effective in helping to diagnose the individual needs of students. Formative assessments are on-the-spot assessments given while our students are reading or engaging in pre and post reading activities. This type of assessment should be given frequently to provide feedback on our lessons and student progress. A fourth-grade teacher is developing a writing assignment, the goal of which is to help students persuade readers to agree with an opinion. Which of the following writing prompts is most appropriate for the assignment? A.Describe your favorite television show. B.Write a new episode of your favorite television show. C.How are the television shows you watch different than the shows your parents watched when they were your age? D.Should a limit be placed on the amount of time children spend watching television? ✔✔Option (D) is correct. This prompt requires students to establish a position and provide reasons to support it so that readers can be persuaded to agree.