Rica - Domain 1 -

The statement "California teachers understand how to plan, organize, and manage standard-based reading instruction" is true. This means that teachers in California have the knowledge and skills necessary to effectively plan, organize, and manage reading instruction that aligns with state standards. This competency is important for ensuring that students receive high-quality reading instruction that meets the standards set by the state.

Short and long term goals lead to daily, evidence-based learning objectives. Setting goals helps the teacher and the students stay motivated and provides direction for a lesson or unit. Long term goals are skills and ideas taught over a long period of time, compared to short term goals which are taught in minutes, hours, or days.

The statement is true because Domain 1 - Competency 2 focuses on understanding the purposes of reading assessment and best practices related to standards-based entry-level assessment, monitoring of student progress, and summative assessment. This competency highlights the importance of assessing students' reading abilities and progress, as well as the need for using standards-based assessments that align with educational standards. It emphasizes the use of assessment data to inform instruction and track students' growth over time.

Knowledge of how to organize and manage differentiated reading instruction and interventions use all components of core California SBE - adopted materials to make grade level content accessible to all students. Students should be grouped for interventions according to the severity of their difficulties, benchmarks, strategies, and intensive groups.

Encouraging parents/guardians to read to their children is an effective strategy for engaging students in reading instruction and motivating them to progress in their reading development. By modeling the value of reading at home for pleasure and information, parents/guardians can help create a positive reading environment and instill a love for reading in their children. This strategy also reinforces the importance of reading outside of the classroom and encourages students to see reading as a valuable and enjoyable activity.

Ongoing Assessment in the Classroom serves as a way for the teacher to evaluate the effectiveness of different instructional methods, materials, and their impact on student learning. It also involves assessing the students themselves, including their motivation, learning styles, preferences, and strategies. This type of assessment is a valuable tool for teachers as it enables them to provide more targeted instruction, offer timely and appropriate feedback, and conduct assessments at various points during a lesson or unit. Therefore, all of the statements provided are true about Ongoing Assessment in the Classroom.

Systematic Instruction is a teaching approach that is based on the assumption that students learn specific skills and knowledge at specific stages or points in their learning. It also assumes that earlier skills serve as the foundation for more complex higher-order skills and knowledge. Additionally, Systematic Instruction is explicit in nature, meaning that it provides clear and direct instruction to prevent reading difficulties before they happen. Therefore, all three statements are true about Systematic Instruction.