Subtest 2

A sixth grade teacher creates a written assessment in which the teacher leaves a word out of the sentence and asks students in which of four nonsense words would be the most appropriate to use to complete the sentence. An example of this type of assessment is shown below.

George_____a prize at the fair yesterday

Twibly

Norfing

Lubbed

Vishes

Such a Procedure would be especially useful for assessing whether a student:

• Is familiar with common story structure

• Intuitively make use of grammar when reading

• Is able to analyze difficult sentence constructions

• Spontaneously chunks language into units when reading

A fifth grade teacher provides her students with an easier science article with easier vocabulary about the topic of asteroid before reading from the actual science textbook. What is the teacher trying to achieve? It says pre reading lesson.

• Possible pre teaching/preloading information to familiarize students with content and vocabulary

• Word has meaning

• Grapheme maps

• Phonemes to smallest unit; something about language

This is about Endothermic and Exothermic. It is a two part question. This passage is going to be about mammals being endothermic and reptiles are warm-blooded. Briefly describe the warm-blooded aspect of mammals and we'll also talk about snakes.

Part A: First question helps us understand that the child understands what exotherm is. He does not know what endotherm means. What would the teacher suggest or what would the teacher do to help assist the student?

• Context clues to recognize the meaning of words

• To scan or skim the text to find the answer

• Apply knowledge of suffixes (therm is a suffix)

• Use index and tables

Part B: Third question: For this question you Have to know what Non-restrictive clauses are. It asked about the usage of nonrestrictive clauses and what part of the excerpt it pertains to. It says, "All mammals are endothermic, snakes can..., and some other answers. You are basically looking for the answer that you can remove, while still retaining meaning, If that makes sense. Think of what is stated as non-essential detail "Snakes like to bask on warm rocks."

• All mammals are endothermic

• Snakes are red

• Snakes are hot

• Snakes can run

The teacher provides students a sentence frame and demonstrates how to fill the sentence frames. What is the teacher trying to demonstrate?

An (A) _____ castle was in _____

An ugly castle was in the forest

A beautiful castle was in a dark green forest?

• Syntax(the order of words in sentences) or grammar rules

• figurative language

• semantics

• I don't know

There is a comprehension passage about a zoo animal where first grade students read about giraffes and why other animals did not like giraffes. This was a potential three part questions. Small group activity.

Part A: Which of the following discussion strategies about literature does the teacher demonstrate after reading the story, Gerard's New Home?

• Encouraging students to respond to each other's ideas and details from the text

• I'm not sure

• I don't know

• clueless

Part B: The teacher asked the student why didn't the other animals like giraffes? One student said she disagreed with her peers because "the book stated..."

Which of the following comprehension strategies does Student 3 refer to the text?

• Enhancing knowledge from text

• using evidence to refer to the text. The students supported the answer with text evidence. The student was using evidence from the passage to clear up information

• I'm not sure

• clueless

Part C: During the group discussion, how does the teacher increase comprehension? (not exact but very close)

• Encouraging students to use evidence from the text to support answers

• look at a book

• don't know

• Clueless

A fourth grade teacher asked her students to break into groups and each student read a different passage from the same story in their respective group. The students are to discuss their passage in the group and then report the important elements back to the whole class. What is the primary reason or what is the teacher trying to achieve through this instructional technique?

• Don't know

• The students gain a deeper understanding of the passage and have an opportunity to clarify by discussing it with peers.

• clueless

• uhh

A fourth grade teacher selected a core literature book for her students to read. After her students have completed reading the book, she asked them to go back to the text and find situations where the main character has experience that reminded the student of something in their own lives. The student uses a response log to record their ideas. The teacher might choose this strategy as a follow-up to reading the book because...

• I don't know

• the teacher understands that helping her students connect real life experiences to those of character will deepen their understanding of the above and she can analyze their responses to plan future appropriate instruction

• clueless

• Check comprehension

Answer explanation

Another possibility for a post reading activity is to ask students to find relationships among what they read and themselves, other stories and real life. Text-to-self prompts students to discover if they have had similar experiences to something in the story(e.g., "Have you ever been to a garage sale like the one in the story?" Zarillo pg. 103