5. Gerard's New Home Part 3: During the group discussion, which of the following strategies does the teacher use to help students develop these responses to…?

Encouraging students to provide evidence from the text to support their interpretations

Prompting students to analyze the use of figurative language in the text

Prompting students to make personal connections to events described in the text

Encouraging students to recognize how..establishes the mood

6. 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?

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

Teaching students how to develop academic language

Teaching students independent strategies for vocabulary knowledge

7. 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.

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.

To see if the students understood the main idea

For the students to make a text to self connection

The teacher wants to check the students literal comprehension

8. A middle school teacher designs an instructional activity in which students combine several sentences to form a single sentence, as illustrated below. Combine Matthew stood and waited for the bus. The sun was blazing hot. Matthew fanned himself with the newspaper. Single sentence: Waiting for the bus, Matthew stood in the blazing sun, fanning himself with the newspaper.

strengthen their ability to comprehend and write complex sentences.

apply literal comprehension skills to identify and write main idea statements.

improve their inferential comprehension skills.

use self-monitoring techniques to clarify the meaning of text

9. A first-grade teacher plans to assess a student's comprehension of a short story through oral retelling. After the student silently reads the story, the teacher will prompt the student's retelling by asking open-ended questions. To prepare for this assessment, the teacher reads the story carefully and composes the questions. Which of the following additional steps would be most helpful for the teacher to take before the retelling activity begins?

Prepare a checklist of the key elements that an effective retelling of this story should include.

Prompt the student to recall similar tasks the student has previously performed.

Review grades earned by the student on recent tests and quizzes in language arts.

Remind the student to concentrate on recalling as many details as possible during the retelling.

10. An eighth grade teacher is pleased that students are drawing on personal experience in their responses to literary texts but is concerned that some students tend to become so preoccupied with their own experience that their literary interpretations have little to no relation to the original text. Which of the following strategies would be the most appropriate and effective way for the teacher to address their concern?

Plan instructional activities in which students support their itinerary responses with examples drawn from the text.

Caution students about literary interpretations that are unrelated to the text and to reliant on personal experience

Give students a prereading summary of the plot and theme of the assigned literary text to help guide student responses

Provide Students with biographical information about the author of an assigned literary text to help students interpret the text

11. Members of a literature Response Group in a sixth grade class are having difficulty initiating and sustaining Focus discussion about a text… the following instructional strategies is likely to be most effective in helping the students engage in more productive discussions that promote comprehension and Analysis of the text?

Providing the students with explicit instruction in an activity such as questioning the author to help structure their discussion

Meeting with the group to describe appropriate listening and speaking skills to use in academic discussions such as discussions about literature

Having the students take turns reading a loud favorite passages from the text and commenting on the passages

Giving members of the group a question about their personal experience to reflect on before the group meets to discuss

12. Student made his own poem: Misha Masha Bisha Basha Boo. Teacher is going over poetry and one student in Kindergarten makes his own poem (ORALLY). Using this opportunity, what strategy should the teacher use to connect it to READING and language skills? To further the students oral language, writing, and reading skills the teacher should have the student?

Write the poem on a chart paper and read it aloud

Recite the students poem to him with the initial letter omitted

Student mimics the poem that are read than challenged to rhyme the last four lines of those poems

Ask the student to recite his poem many times.

13. What study skill would you use for upper grade elementary?

Work in small groups and quiz each other

Taking detailed notes as they are reading.

Work in small groups and read aloud and then silently

Have the students look for main topic and titles and create questions to answer while reading

Have them write questions to later answer during reading

14. Students who are strong readers often perform poorly on standardized reading tests because they are not sure what to do in response to the assessment task. This situation is most typically the results of the students having limited understanding of:

Important academic terms such as justify and evaluate that commonly appear in assessment questions

How to identify the main ideas and details and text if the text appears in an assessment

The important structural differences between narrative literary and expository/information text

How to make educated guesses on an assessment if they do not know the answer to a specific questio

15. After a vocabulary lesson a second grade teacher asks students to make up new words based on what they have discussed. A student raised her hand and announces “I must be a sweet- o- phile because I love sweet things” .The student has demonstrated that she has development that:

Word families provide clues to spelling

Graphemes map to spoken language

Phonemes are the smallest unit of sound

16. The teacher writes the following sentences with blank spaces and provides a list of 4 nonsense words for the students to fill in the blank (not exact example but same context). The cow_ over again to the table, please, lanked, jizzle pip). This activity identifies the student’s ability to

Something about subconsciously using inferential grammar in reading

To recognize if the student understands past tense

Something about checking the student's knowledge in grammar

17. An 8th grade teacher is concerned that students note taking skills are weak and many be limiting their comprehension of content area..teacher observes that she copies long excerpts verbatim from texts and make no effort to paraphrase the material or to process it in other…Which of the following instructional strategies is likely to be most effective in helping Lauren improve her use of note taking as a comprehension…?

Teaching the student to use double entry format for notes, entering the key terms and concepts from a section of text in one column, and a brief summary of the section in the other column.

Encouraging the student to use as highlighter to mark useful information in the text before taking notes

Modeling for the student how to take notes in outline form using a system of Roman numerals, letters, and numbers to distinguish of information

Suggesting that the student attach blank self stick notes to pages in a text that contain information that she would like to…

18. A 5th grade teacher regularly engages students in activities such as synonym bingo in which students complete bingo cards by matching academic vocabulary words called out by the teacher to synonyms printed on their cards and synonym terms in which students orally provide for given grade level vocabulary words. This practice best demonstrates the teacher’s awareness that an effective vocabulary program should be activities that

Develop and extend students understanding that words can have multiple meanings

Enhance students ability to use contextual analysis to determine the meaning of new words

Promote students ability to recognize morphological relationships among words

Enrich and reinforce students understanding of words and their meanings

19. The teacher asks students to predict what the book they are going to read is about. The question actually stated that parents/guardians were asked to tell their students to make predictions throughout the reading and the parent/guardian asked why that was important and the question asked why that strategy would support comprehension.

Predicting stimulates students' interest in books, encourages thinking and creates opportunities to share background knowledge

helping students recall for comprehension

Making sure that students are reading

Learning about students reading levels

20. Teacher wrote a sentence about a girl waiting…. In 3 different ways…. The question asked what the teacher is trying to teach. Mary stands waiting for the bus in the snow. While in the snow, Mary waits for the bus. Waiting for the bus, Marystand in the snow.

Introducing students to different writing styles

How writing styles can be different

Students learn they can change sentences around

21. When the prefix un- is added to the beginning of a word, the new word means the opposite of the old one. (lucky/unlucky) When the prefix re- is added to the beginning of a word, the new word means that something happens again.(consider/reconsider) When the prefix pre- is added to the beginning of a word, the new word means that something happens before something else. (caution/precaution) The team was not beaten all season. It was _____. Juan had to pay before he would begin the music lessons. He had to ______. The worksheet is most likely to….

answer has morphology in it (remember morphology)

to learn about prefixes and suffixes

understanding sentence structure

introduce past and present tense

22. 4th or 5th grade teacher is teaching a unit on using atlas, periodicals, and other physical paper sources so students can use it for research and she wanted to assess whether they knew what sources to use for research before moving on to the next unit. Showing the students a full set of encyclopedias. Then, the teacher would present some sample entries and ask students to identify the volume where the entry would be located.

The teacher gives each student a set of factual comprehension questions. The students need to answer using multiple sources. The teacher should provide questions that need to be answered using multiple sources

Students do a worksheet and match subjects/content to appropriate sources that you would need.

Teacher observations/Anecdotal Records

Students write an essay using each of the sources for information

23. A fourth grader participates in a reading activity described below: The student silently reads a story. The teacher asks the student to retell the story aloud and record his retelling. After recording his retelling, the student silently rereads the story. The student then listens to the recording of his retelling The student discusses with the teacher any differences he noticed between the original story and his retelling of it. As a strategy for assessing and promoting the student's reading proficiency; the activity described above is likely to be especially…

Motivating the student to monitor his own comprehension and clarify the meaning of the text as he reads

Enhancing the students use of evaluative comprehension skills to analyze the author's purpose

Improving the students ability to apply his vocabulary knowledge in new contexts

Helping the student recognize and analyze language structures and conventions as he reads

24. A 6th grade teacher gives students a list of statements about plants before reading a science text and asks them to mark true or false before they read. Students then have to check for accuracy of the facts when reading the chapter about plants. How does this support comprehension or what is the purpose of this activity?

Establishing a definite purpose reading the chapter

Clarifying the main ideas contained in the chapter

Prompting students to generalize from what they read

Increasing students’ awareness of text structure as they read

25. A fifth grade teacher is concerned that some of the English learners in the class may have difficulty interpreting various idioms (e.g. sweating..burning the candles on both ends) found in a text the students will soon be reading. Which of the following pre reading strategies is likely to be most promoting the English Learner's understanding of the concept of idiomatic expressions and facilitating their comprehension of the text?

Explaining that figurative meaning of the target idioms to the classes and them having pairs of students create drawings illustrations on literal and figurative meaning.

Providing the classes with several copies of a comprehensive reference book of English idioms with literal definitions when reading the text

Having students work with a partner to write a brief essay reflecting on other English idioms they have encountered

Having students diagram the sentences from the text that contain the idioms, so they can determine the grammatical .. different words composing each idiom

26. Which of the following activities is likely to be most effective in promoting 8th grade students’ evaluative comprehension skills?

Students use reference materials to verify the evidence presented by two authors who wrote opposing articles about a con..

Students read an excerpt from an autobiography that includes flashback and then work with a partner to diagram the chronology narrative

Students identify and paraphrase an author's key points about political and economic factors that led to the Civil War

Students read an account of a historical event and then meet in small groups to discuss the event

27. Scanning would be the most effective reading strategy for a student who wants to:

Search quickly through the text to locate relevant information for a research project

Take detailed notes on a text while reading it for the second time

Analyze the strength of a writer's arguments and assumptions in a text

Focus on key vocabulary words during in-depth reading

28. A girl wrote a poem and used the word “softly” in every line but used in different ways The wind was blowing softly My mom asked me to do something softly My cat did something softly I pet my cat softly

the student understands that words have different meanings

Student understands figurative language

student understand different literal meaning

student understands the different language used

29. When creating lesson plans to promote specific reading skills the teacher?

target reading skills related to an appropriate instructional progression and reflect on the students needs

teacher should target specific content standards

instruction should be direct and explicit

teacher should test to learn about weakness areas

31. An elementary teacher closely monitors students' independent reading through the use of students reading logs and brief, regular conferences with individual students. During these conferences the teacher helps guide the student toward books that fall …assessed independent and instructional reading levels. This practice is likely to promote students' vocabulary development?

Ensuring that students will be exposed to appropriately challenging words during independent reading

Supporting students ability to apply word learning strategies to unfamiliar words encountered during independent…

Motivating students to engage in independent reading that stimulates their interest in and enthusiasm for words

Providing students with a strategy for selecting books with appropriate vocabulary for independent reading..

32. Students are reading about a girl who wants to be a pilot. I think it was reading on struggles and challenges to fly planes and stuff like that. This question referred to something along the lines of having the students create an ending or something. What obstacles the girls will face. Something like that.

Research basic facts about pilots and predict challenges for the character.

build on their background knowledge

students being introduced to the challenges and discussing obstacles female pilots face. (Prior knowledge) or build on their knowledge

make the students create or write an ending to the story.

34. A fourth grade teacher wants to test a student's English oral and conversation l understanding. How can the teacher assess the student?

Place students in a group to discuss

Have the students write an essay that assess a topic and students write an essay for the teacher to see their oral and conversation skills

Something along the lines of having students on the carpet or large group and ask them questions about a story and orally respond.

teacher lead a discussion and test for conventional understanding

35. The question said that the teacher had a 6th grade science article with a more developed academic vocab and wanted the students to be exposed to a similar article but easier to read before they read the more challenging one. The question was “why would the teacher do that?”

Word has meaning (longer wording of this but has key words “word has meaning”

Phonemes to smallest unit (along those lines)

students being exposed to similar language to familiarize

36. At the beginning of the school year, a fourth grade teacher decides to assess students' knowledge of how to use basic English conventions. Which of the following initial strategies would be most appropriate for this purpose?

The teacher asks students to write a paragraph on a subject of their choice and evaluate their use of language

Students read a passage from a text that includes complex sentences and respond to comprehension questions.

Students complete a teacher made worksheet that requires them to match various grammatical terms with the…

The teacher leads a class discussion about English language conventions and informally assess students

37. Early in the school year a 5th grade teacher presents a lesson on signal words (e.g. therefore, because, since) that students are likely to see in their reading. This lesson is most likely to promote reading comprehension and memory by helping students?

Recognize common text structures

Draw on prior content knowledge

Use word morphology to determine meaning

38. English learners students who struggle to understand reading

provide various text at their reading levels

39. A group of 4th graders are reading a book. They are overheard arguing about what the conflict in the story is. The teacher is overhearing students arguing about the plot or character. The teacher is happy that the students are interested in the reading enough to have this argument but she suggests they meet once every week to discuss each chapter or something and the students agree. Why would the teacher suggest this? The Teacher suggests that they meet together once a week to talk about the book. The teacher has suggested this because…

basic elements of the plot that support conflict, crisis, and resolution

Students can come to a consensus on the author’s point

To engage in authentic academic discussions

40. You have to read the short essay that the student wrote and answer these questions. (2 part question) A 6th grade student writes a passage about his weekend… He starts off by talking about his visit to his grandma’s house and a few sentences about what he did there. He mentions he went swimming and then says he had a lot of fun at his grandma’s house(this should have ideally been the closing sentence) but he adds another sentence about how hot it was outside when he went for a swim. Part 1: Which of the following shows students' needs in the sentences?

The student was not following a logical sequence

Did not use correct punctuation and too many run on sentences

the student needs to revise their writing

40. Grandma's Visit Part 2: Which of the following should the teacher suggest to provide a vivid and descriptive language in his writing?

Asking the student to orally share more details about his weekend to incorporate into his writing

Promoting to identify where he needs to change

Asking the student to retell a similar experience and incorporate that into his writing

The teacher points out areas where he needs to add more details

Look in a thesaurus to find more descriptive words.

41. Students in a 7th grade class are studying medieval society. The teacher periodically assesses students’ vocabulary…them with pairs of related words (e.g. vassals and serfs)that have been used in readings and class discussions. For each word they must write a sentence that uses both words in a meaningful way. An important advantage of this assessment method is…?

Allows students to demonstrate their understanding the words often have multiple meanings

Tests students ability to decode unfamiliar vocabulary words by using context clues.

Allows students to demonstrate their conceptual understanding of the vocabulary words

Test students ability to use structural analysis as a word identification strategy

42. A question about teacher grouping students in small groups for content and language -English Learners and flexible grouping and its benefits on their development of academic language

it exposes the ELs to more oral academic language

accommodating them to their needs

exposing the students to their peers lanuage

explicitly teaching academic lanugage

43. A 4th grade teacher does a multiple part lesson on 3 different types of lessons throughout the week to involving the word responsibility. Some of the activities are listed below: Writing the word and its definition on the board and then having students generate an discuss morphologically and/or semantically related words and phrases Having students read and discuss a narrative essay entitled: The Responsible Thing To Do Having students write a short descriptive essay beginning with the phrase, “My biggest responsibility at school (or at home) is…” The approach to vocabulary instruction best demonstrates the teacher/’s understanding of the value of:

Promoting integration of word knowledge through repeating and purposeful exposure

Promoting students genuine interest in and enthusiasm for vocabulary study

Teaching students independent strategies for building word knowledge

Encouraging students wide reading of narrative and informational texts to promote word knowledge

44. Which of the following is an essential component of an effective vocabulary program for elementary and middle school students?

Explicit instruction in generalizable word learning strategies

Explicit instructions in expressive oral language skills

Frequent opportunities for students to be exposed to unusual words in the classroom environment

Frequent opportunities for students to reread texts written at their independent reading levels

46. A fourth grade teacher is reading aloud a novel and come to the sentence the town centennial celebration was coming up soon and the whole Community Was preparing for it. The teacher pauses briefly to analyze the possible meaning of the word Centennial by more familiar related words cent, Century, and annual. The teacher quickly concludes that Centennial might mean a hundred years and asks carefully as the teacher continues to read to see if the text confirms the hypothesis. This instructional practice is most clearly…..

Promotes development of morphological strategies as an essential component of the curriculum

Includes the study of multiple many words in the Upper Elementary and Middle grades

Teaches students new vocabulary only in the content of reading authentic passages

Provide systematic and sequential treatment of targeted grade level words

47. An 8th grade English Learner moved to the United States two years ago. This student reads English fluently and comprehends most of other texts but she's having difficulty understanding a chapter on US History in her social studies textbook. The teacher's response in this situation would be to?

Talk with the student to determine the extent of her background knowledge about the topic

Advise the student to read the chapter more slowly and to look up unfamiliar terms in their glossary

Provide the student with a list of question to answer as she reads the chapter

Encourage the student to create an outline of the chapter as she reads it

S2 MCs

Authored by Hermoine Granger

Professional Development

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

1. A sixth-grade teacher creates a written assessment in which the teacher leaves a word out of the sentence and asks students 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

Is familiar with common story structure

Intuitively make use of grammar when reading

Is able to analyze difficult sentence constructions.

Spontaneously chucks language into units when reading

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

2. Fifth grade teacher provides her students with an easier science article with easier vocabulary about the topic of asteroids 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 (build on background/prior knowledge)

Analyze textual structure or scientific vocabulary

Different authors point of view

Something about language, graphemes maps(something along the line phonemes to smallest unit

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

3. Part 1: Understanding how punctuation is used to set off nonrestrictive…would enable students to gain which of the following pieces of information from this reading passage?

Reptiles need need outside courses of heat to keep them warm

All mammals are endotherms

Snakes are of often found basking on warm rocks

Reptiles are known as exotherms

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

3. Part 2: One student comes to the teacher and says, “I get what an exotherm is but what's an endotherm?” This particular passage provides an especially good opportunity for the teacher to help the student?

Apply knowledge of suffixes to gain meaning from unfamiliar word

Learn to use standard textural guides such as table of contents

Apply skimming and scanning strategies to..information from a text

Recognize that an unfamiliar word’s …information necessary to define it.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

4. 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?

Words can have different meanings.

Sentence structure in the English language

Figurative language

Structure of english language

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

5. Gerard's New Home:
Which of the following strategies for effective discussion…does the teacher demonstrate as the students talk about Gerard’s New Home?

introducing new vocabulary in a context that …meaning of the words

promoting the students to relate stories to the …experiences

Using repetition to reinforce the students…concepts

Encouraging the students to respond to another's idea and details from text

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

5. Gerard's New Home Part 2:
Which of the following comprehension strategies does Student 3 demonstrate during the group discussion?

Testing prediction he/she had made about the…

Using knowledge of text structure to enhance…

Drawing on prior knowledge to clarify meaning…

Referring to the text to clarify meaning

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S2 MCs

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

3. Part 1: Understanding how punctuation is used to set off nonrestrictive…would enable students to gain which of the following pieces of information from this reading passage?

3. Part 2: One student comes to the teacher and says, “I get what an exotherm is but what's an endotherm?” This particular passage provides an especially good opportunity for the teacher to help the student?

4. 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?

5. Gerard's New Home:Which of the following strategies for effective discussion…does the teacher demonstrate as the students talk about Gerard’s New Home?

5. Gerard's New Home Part 2:Which of the following comprehension strategies does Student 3 demonstrate during the group discussion?

5. Gerard's New Home Part 3:During the group discussion, which of the following strategies does the teacher use to help students develop these responses to…?

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4. 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?

5. Gerard's New Home:
Which of the following strategies for effective discussion…does the teacher demonstrate as the students talk about Gerard’s New Home?

5. Gerard's New Home Part 2:
Which of the following comprehension strategies does Student 3 demonstrate during the group discussion?

5. Gerard's New Home Part 3:
During the group discussion, which of the following strategies does the teacher use to help students develop these responses to…?