MTTC COGNITIVE IMPAIRMENT ACTUAL TEST

MTTC COGNITIVE IMPAIRMENT (ACTUAL / ) TEST

QUESTIONS & 100% VERIFIED ANSWERS

Vocabulary - ---Answers---refers to a knowledge of words and what they mean. Students learn vocabulary through a variety of contexts such as talking, interacting, and playing with others; listening to stories; watching television; and attending school. (teach in all grades)

There are two types of vocabulary:

Oral vocabulary refers to the recognition of words that we hear and speak.Reading vocabulary refers to the recognition of words that we read and write.

Note: reading comp relates strongly to extent of student's

vocabulary. The relationship of vocabulary to reading comprehension gets stronger as reading material becomes more complex and the vocabulary becomes more extensive.

Vocabulary Instruction - ---Answers---Occurs through both direct instruction (taught) and indirect instruction (everyday life). Both are needed!Provide visuals (G.O. and word walls) to introduce new words.

Reading comprehension - ---Answers---is the ability to understand written text, and it ultimately occurs when students translate written text into spoken text. (teach at all grade levels)

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Reading comprehension Strategies

http://iris.peabody.vanderbilt.edu/module/rti03-

reading/cresource/what-components-comprise-high-quality- reading-instruction/rti03_08/#content - ---Answers--- Prereading, during and after reading strategies at the website listed

Examples are:

Click or Clunk with G.O. - DURING Get the Gist - DURING (see

http://iriscenter.wpengine.com/module/rti03-

reading/cresource/how-is-high-quality-instruction- integrated-into-the-rti- approach/rti03_10/rti03_10learncentc/#content) G.O. (story map, timelines, webs) - DURING activating prior knowledge (KWL) - PRE preteaching vocab words - PRE Id'ing main ideas - AFTER Summarizing - AFTER

reading-comprehension strategies will not prove effective tools for learning if they are not combined with high-quality teaching. What are some tips on how to effectively implement reading comprehension? - ---Answers---Tips for Teaching

reading comp:

Make vocabulary instruction a major curriculum component. 2 / 4

Teach comprehension strategies (e.g., summarization, prediction, answering questions about text, and inferring word meaning).Use graphic organizers to help students grasp key concepts.Require students to form inferences (e.g., Why do you think the main character did that?).Determine the reasons for students' comprehension difficulties.Decide whether students' weaknesses are related to word decoding or to oral language comprehension.

ELL Students learning reading comprehension - ---Answers--

-http://iriscenter.wpengine.com/module/rti03-

reading/cresource/what-components-comprise-high-quality- reading-instruction/rti03_09/#content

teach ELL students phonemic awareness - phonemes within a word (individual sounds inside a word)

amount of time recommended by No Child Left Behind to promote reading success. - ---Answers---include these

components in the 90-minute core reading block:

teaching reading for 90 minutes, doing so becomes more

manageable when:

Flexible grouping practices occur Students understand and follow the routine Features of high-quality instruction are employed 3 / 4

When you change districts how long does it take to reestablish tenure? - ---Answers---2 years

FBA (functional behavior assessment) - ---Answers---the problem-solving process for addressing student problem behavior IDEA law is clear on FBA (300.530) - all behavior is purposeful behavior is functionally related to the teaching environment

Hypothesis linked to FBA:

When this occurs.... The student does..... To get / avoid .....

MiBLsi - ---Answers---Michigan Integrated Behavior and Learning Support Initiiative State-wide grant, funded by MDE, designed to help schools develop support systems in reading and behavior

Social Stories - ---Answers---describes situation, skill, or concept in terms of social cues, perspectives, and common responses in a specific defined style and format

Maslow's Hierarchy of Needs - ---Answers---Self - Actualization (morality, acceptnce, prob-slvg, lack of prejudice) Esteem (self-esteem, achievemt, respecting&respect from others) Love / Belonging (friendship, family, sexual intimacy)

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