Deck 11: Developing a Management System for a Comprehensive Balanced Literacy Classroom

Question 1

What must the teacher remember when planning instruction to insure that special needs students experience success?

A) Most classrooms will not include students with special needs.
B) Routines and flexible grouping are especially important.
C) Reading and writing instruction should be carried out when special needs students are out of the classroom with a special needs teacher.
D) The usual frameworks for reading and writing instruction will not work for them.

Answer 1

B

Question 2

Minilessons:

A) are for students with skill strengths.
B) are used only with small groups.
C) are taught once per year.
D) may be used with small groups or the whole group.

Answer 2

D

Question 3

Independent reading enhances students':

A) use of reading strategies.
B) vocabulary growth.
C) both a and b
D) none of the above

Answer 3

C

Question 4

Fast pacing of instruction is important:

A) to keep all students interested and motivated.
B) to make the day go faster.
C) only for struggling readers.
D) because the school day is so full of required activities.

Question 5

Which statement is true of the core book/anthology method framework?

A) Core books or anthologies from different grade levels are used, depending on need.
B) Individuals choose text they want to read from the same book.
C) Everyone in the class reads the text at his/her reading level.
D) Everyone in the class reads the same piece of text.

Question 6

Informal conferences are also called:

A) questioning conferences.
B) reading check-ups.
C) miniconferences.
D) writing check-ups.

Question 7

Decisions related to planning and organizing a classroom for literacy instruction should:

A) rest in the hands of the students.
B) be based on school and district requirements.
C) rest in the hands of the teacher.
D) involve students.

Question 8

What must you develop with your students in order to manage your classroom effectively?

A) grading scales
B) routines
C) charts
D) peer conferences

Question 9

Questions the teacher asks during a literacy conference should be:

A) those that clearly have one right answer, to avoid ambiguity.
B) designed to test whether the student really read the book.
C) primarily for the purpose of assessing comprehension.
D) those that encourage students to think.

Question 10

Should everyone have the opportunity to experience or read the same text and do the same type of writing?

A) Yes, because this means all students are learning the same CCSS.
B) No, because some texts will be too difficult for some students and some writing will be beyond the ability of some students.
C) Yes, because this helps build self-esteem and lets all students know they can do some of the same tasks as others.
D) It doesn't matter whether they do or not, as long as all students are grouped appropriately.

Question 11

Which of the following is nota valid purpose for having a teacher-student literacy conference?

A) sharing and discussing a book
B) administering a spelling test
C) discussing student writing and asking probing questions
D) assessing student literacy progress

Question 12

Peer conferences are successful if:

A) students know teacher/group expectations.
B) class guidelines are followed.
C) procedures have been modeled.
D) all of the above

Question 13

Classroom organization should be based on:

A) class size and student ability.
B) student ability and parent preferences.
C) students' interests and literacy strengths.
D) class reading and math scores.

Question 14

How long should a literacy conference last?

A) seldom more than 5 to 10 minutes
B) seldom less than 15 minutes
C) no more than 5 minutes
D) usually 15 to 20 minutes

Question 15

The core book/anthology framework must balance instruction with the:

A) individualized framework.
B) reading workshop framework.
C) leveled book framework.
D) ability grouping framework.

Question 16

Groups that exist temporarily for a specific purpose and change frequently are called:

A) flexible groups.
B) ability groups.
C) interest groups.
D) cooperative groups.

Question 17

Which statement is not true of the guided reading with leveled books framework?

A) It allows all students to have instructional support with books appropriate to their reading level.
B) Students apply skills and strategies learned while reading the core book or anthology.
C) It allows each student to read orally daily.
D) It requires the availability of multiple copies of each leveled book.

Question 18

A teacher can accommodate individual differences in the core book/anthology framework by:

A) using different modes of reading.
B) breaking the class into three ability groups.
C) reading the text aloud to everyone.
D) conducting this instruction when struggling readers are out of the classroom.

Question 19

Group sharing during Writing Workshop:

A) promotes writing for authentic reasons.
B) is a "show-and-tell" time.
C) is not essential to the workshop.
D) is a small-group activity.

Question 20

Which statement about research related to grouping is true?

A) Ability grouping is still considered the most effective method.
B) Ability grouping does not lead to success or prevent failure.
C) Grouping students by ability is clearly superior to other types of organization.
D) Ability grouping ensures that students are always working at their level.

Question 21

Trying different organizational techniques rather than using the same one continually shows a teacher who is___________and considering student____________.

Question 22

List three classroom areas/centers and discuss why they are important for organizing and managing a comprehensive balanced literacy classroom.

Question 23

Two often used methods for grouping are___________and____________.

Question 24

A useful organizational tool for having students commit themselves to a task is called____________.

Question 25

Which is not an important aspect of a reading conference?

A) oral reading/fluency
B) number of books read
C) author's craft
D) personal involvement with the book

Question 26

When students meet with each other to discuss reading or writing, it is called a(n)________________conference.

Question 27

Describe how you would create a literate environment in a first-grade classroom. Discuss how it might be different from a fifth-grade classroom.

Question 28

In whole-class instruction:

A) everyone has experience reading the same text.
B) all students are taught the same skills/strategies.
C) the state standards drive the instructional focus.
D) tested skills are taught.

Question 29

When conducting a writing conference, the teacher should:

A) begin by asking many questions.
B) point out all the incorrect mechanics of writing.
C) start by discussing the content of the piece.
D) insist on accurate spelling.

Question 30

Five considerations to meet the needs of all students include all of the following except:

A) English Language Learner needs.
B) children with exceptionalities.
C) intervention.
D) double pacing.

Question 31

An often forgotten step in organizing for comprehensive balanced literacy instruction is:

A) trying out the plan and revising as necessary.
B) grouping students using a framework.
C) including both reading and writing in a plan.
D) including spelling and grammar in a plan.