ELA quiz

Ms. Li, an English teacher, designs a discussion activity for students after they have

read a chapter of a class novel. She provides students with a list of question

starters that they can use to create questions for their peers. Then, Ms. Li has them

ask and answer the questions in the small-group discussion.

1. Describe what must have happened when (refer to a specific event from

chapter and the page number).

2. What do you think might happen next with (refer to a specific conflict or

person and the page number)?

3. How was (refer to a specific section in the chapter and the page number)

similar to (refer to something you have read in the past)?

4. Describe what the author means when he/she says (refer to a specific quote

in the chapter and the page number).

5. What changes to (refer to a character or event and the page number) would

you recommend to the author?

6. What are some of the problems of (refer to a character in the chapter and the

page number)?

COMPETENCY 005

1. The activity primarily encourages students to practice which of the following

critical-reading skills?

• Providing evidence from text to support ideas

• Synthesizing information from multiple sources

• Determining the effectiveness of rhetorical devices

• Comparing a variety of textual structures

Answer explanation

Option A is correct because each of the questions asks students to cite a

particular page number in the text that has information that supports their

ideas.

Ms. Li, an English teacher, designs a discussion activity for students after they have

read a chapter of a class novel. She provides students with a list of question

starters that they can use to create questions for their peers. Then, Ms. Li has them

ask and answer the questions in the small-group discussion.

1. Describe what must have happened when (refer to a specific event from

chapter and the page number).

2. What do you think might happen next with (refer to a specific conflict or

person and the page number)?

3. How was (refer to a specific section in the chapter and the page number)

similar to (refer to something you have read in the past)?

4. Describe what the author means when he/she says (refer to a specific quote

in the chapter and the page number).

5. What changes to (refer to a character or event and the page number) would

you recommend to the author?

6. What are some of the problems of (refer to a character in the chapter and the

page number)?

Which of the following skills are students primarily practicing when responding

to questions 1 and 4?

• Visualizing

• Summarizing

• Inferencing

• Predicting

Answer explanation

Option C is correct because the task requires students to make inferences or

interpret the text

Ms. Li, an English teacher, designs a discussion activity for students after they have

read a chapter of a class novel. She provides students with a list of question

starters that they can use to create questions for their peers. Then, Ms. Li has them

ask and answer the questions in the small-group discussion.

1. Describe what must have happened when (refer to a specific event from

chapter and the page number).

2. What do you think might happen next with (refer to a specific conflict or

person and the page number)?

3. How was (refer to a specific section in the chapter and the page number)

similar to (refer to something you have read in the past)?

4. Describe what the author means when he/she says (refer to a specific quote

in the chapter and the page number).

5. What changes to (refer to a character or event and the page number) would

you recommend to the author?

6. What are some of the problems of (refer to a character in the chapter and the

page number)?

Which of the following question starters will best facilitate students’ ability to

make text-to-text connections?

• Question 2

• Question 5

• Question 6

• Question 3

Answer explanation

Option B is correct because question 3 encourages students to connect and

compare the text they are currently reading to other texts that they have read in

the past.

Ms. Li, an English teacher, designs a discussion activity for students after they have

read a chapter of a class novel. She provides students with a list of question

starters that they can use to create questions for their peers. Then, Ms. Li has them

ask and answer the questions in the small-group discussion.

1. Describe what must have happened when (refer to a specific event from

chapter and the page number).

2. What do you think might happen next with (refer to a specific conflict or

person and the page number)?

3. How was (refer to a specific section in the chapter and the page number)

similar to (refer to something you have read in the past)?

4. Describe what the author means when he/she says (refer to a specific quote

in the chapter and the page number).

5. What changes to (refer to a character or event and the page number) would

you recommend to the author?

6. What are some of the problems of (refer to a character in the chapter and the

page number)?

The activity is beneficial for English-language learners primarily because it

• develops elements of phonemic awareness

• offers explicit language acquisition instruction

• provides an authentic opportunity for speaking

• encourages the use of word analysis strategies

Answer explanation

Option C is correct because this activity supports the learner by modifying

content, scaffolding language and providing an authentic opportunity to listen to

and respond to peers in small groups, which is beneficial for English-language

learners

Ms. Woods teaches social studies to a diverse group of students, including

several English-language learners (ELLs). She divides the class into groups of

four to five students. Each student reads and presents the information in a

different excerpt from the textbook to the other group members. Which of the

following is a primary rationale for using the activity?

• Discussing expository selections improves ELLs’ navigation of nonfiction text

  structures

• Using prior knowledge helps ELLs make connections to unfamiliar vocabulary

  words

• Providing a meaningful context increases ELLs’ comprehension of academic

  language

• Requiring the use of multiple registers develops ELLs’ application of the

  appropriate register choice

Answer explanation

Option C is correct because structured small group conversations allow

students to practice using new vocabulary through engaging in authentic

interactions with other students.

A teacher has students listen to an audio recording of a presidential speech

twice. The first time, students listen and respond to the content. The second

time, students evaluate the tone, inflection and pace of the recording. The

primary purpose of the activity is to help students

• understand the verbal skills necessary to speak publicly

• prepare for informal speaking opportunities

• collaborate on improving the message of a speech

• compare different presentation styles for speeches

Answer explanation

Option A is correct because the activity described helps students understand

the verbal techniques that are necessary when speaking publicly

Which of the following words has five phonemes?

• Apple

• Break

• Crash

• Stand

Answer explanation

Option B is correct because “stand” has five phonemes s/t/a/n/d. Option A is incorrect because “apple” has three phonemes a/pp/le. Option C is incorrect because “break” has four phonemes b/r/ea/k. Option D is incorrect because “crash” has four phonemes c/r/a/sh.

To motivate middle school students in language arts, a teacher implements

learning clubs in the classroom. Students have a class meeting on an assigned

topic. They then work in groups to research the topic and reflect on the

information they learn. Finally, they add what they have learned to a blog.

The design of the learning clubs best shows that the teacher understands the

importance of which of the following?

• Placing students in groups based on their individual language-arts abilities

• Allowing students to research topics that are of personal interest to them

• Developing students’ literacy skills through multiple language-arts contexts

• Providing students with explicit instruction to build their oral-language

  proficiency

Answer explanation

Option C is correct because learning clubs allow students to meet in groups

to discuss, reflect on and write about research topics, which all help to develop

students’ literacy skills. Option A is incorrect because although grouping

students according to their abilities is a useful practice, the scenario does not

give enough information about how the students are grouped to come to this

conclusion. Option B is incorrect because the students are not choosing the

topic based on their personal interests; the teacher assigns the topic. Option D

is incorrect because the teacher is not providing explicit instruction, and oral

language is only one component of the activity.

Which of the following would best help a teacher evaluate the phonics skills of

beginning readers

• Examining students’ handwriting

• Assessing students’ sight word recall

• Timing students as they read orally

• Analyzing students’ attempted spellings

Answer explanation

Option D is correct because students’ attempted spellings give the teacher an

idea of how they view words phonetically. Option A is incorrect because

students’ handwriting does not reflect their phonetic understanding. Option B is

incorrect because sight words do not usually follow common phonics rules.

Option C is incorrect because students may have relied on memorizing the

words rather than using phonics skills. Timing students while they read orally

best assesses fluency.

A teacher meets with a small group of students to read a new book. Throughout

the week, the teacher encourages the students to reread the book several

times. Which of the following is a primary purpose of this practice?

• Instilling a life-long love of reading

• Reinforcing the skill of letter-sound correspondence

• Developing critical-thinking skills about story elements

• Promoting recognition of high-frequency words

Answer explanation

Option D is correct because repetition is a successful strategy for improving

sight word recognition.