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

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

You’re shown two separate sentences The first sentence had to do with the dishes, but I can’t remember it. The next sentence was about “while out on a bike ride, Jill saw a rainbow” The teacher asked the students how to combine each sentence into one sentence. For the first one the students said to take out the comma and add a word (it was easy to combine). The second sentence took out the comma and the students stated more words were needed in order for the sentence to make sense. What is the teacher trying to teach? While out on a bike, Jill saw a rainbow. > another sentence: ____________,__________

Removing comma and adding punctuation can change the meaning of a sentence

Answer included something about nouns

Something about restrictive or independent clauses.

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

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

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

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

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

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

he teacher gives her students a chart after reading a chapter from a book. The chart looks something like this Main idea Personal Reflections Prediction What was the chapter's main idea? What I found most interesting.. I wonder… First column title: summary Second column: Thoughts on the chapter Third column: What do you think will happen next? My test in the third column said reflection. The question states something like: Based on the chart, what is the teaching looking for?

Comprehend and make connections

Allows for the student to comprehend his understanding of the reading something

Provide evidence from a literary text

Describe and analyze story elements

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

Students in a second grade class are about to read a new book. Which of the following strategies would best take advantage of the oral language strengths of the English Learners in the class to enhance their reading comprehension of the book?

Students discuss with a partner their predictions about the story based on its title and illustrations

Students look up definitions of story vocabulary prior to reading

The teacher distributes worksheets listing questions for students to consider when reading

Students are encourage to read aloud to the class parts of the story they coupon most enjoyable

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

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.

A first grade teacher reads a big-book, then periodically pauses and asks students to predict what word or phrase comes next. Why is she doing this?

promote comprehension at the word, sentence

something about decoding ability

something about auditory-awareness skills

Fourth grade teacher is going to start reading a passage and ask students to make predictions about the text to activate prior knowledge. What should be the next step?

Put the responses into categories (have students put ideas into categories) It was written in a longer way)

Write responses on board and erase and see what they remember

Write responses on board and ask students to write sentences

student skims the passage to see what stands out

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

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

A fifth grade teacher plans to test a student's understanding of a narrative text by having the student respond to questions posted by… formulating questions for this purpose, it is most important for the teacher to make sure that the questions

Address different levels of comprehension (example: literal/inferential)

Encourage the student to recall as many specific details from the text as possible

Are sequential with respect to the events in the text

Focus on the students' personal connections with the text

An 8th grade teacher - wants to help students understand how, in literary texts, an author’s cultural background, history, beliefs can affect the story

Students in small groups read narrative poems from both ancient and modern times, compare and contrast how the characters react to events and are treated

Students do a library research project

Offer reading material that deals with multicultural stories around the classroom for independent reading

Students need to connect to the text

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

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

A fourth grade teacher ensures flexible grouping strategy that ensures that English Learners are included in a variety of small groups for both … and content area activities. This instructional approach best demonstrates the teacher’s awareness that English learners' development of academic English is enhanced by?

Involving the students in a range of situations that maximize their exposure to and use of academic language

Modifying classroom routines to motivate the students to improve their academic language performances

Challenging the students to monitor their own progress in achieving targeted english language goals

Limiting group size to minimize distractions and help the students concentrate on their language development

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

1.The teacher writes a simple sentence on the board (ex: The dog barked) and reads it aloud 2. The teacher then writes the sentence again with a blank (e.g, The _____ dog barked), and students suggest a descriptive word (e.g. little) 3. The teacher writes the sentence a third time with a second blank for the students to fill in (e.g. The little dog barked _____.) The students suggest another word (e.g. loudly) 4. the teacher repeats step 1-3 with another sentence suggested by students For English Learners, the activity described above is likely to be especially helpful in:

Reinforcing their understanding of English sentence structure

Facilitating their comprehension by activating and developing background knowledge

Improving their ability to decode unfamiliar English words

Enhancing their phonemic awareness skills

An upper elementary teacher would like to use student response journals as a method for assessing student comprehension and Analysis towards text. Which of the following Journal writing assignments would be most effective for this purpose?

the teacher poses one or more open-ended questions about a text and students must include evidence from the text

students are asked to free write about their reactions to and feelings about a text immediately after they read it

students are prompted to relate in their journals a personal experience that came to mind as they were reading a given text

the teacher provides a short list of factual questions about events and characters in the text and students respond in their journals

How can teachers help students identify graphs?

Help students create graphs using their favorite things like candy, food, pets, hobbies and so on.

Have students cut out (e.g magazine, newspaper) graphs and Display on the walls as reference.

pair students to work in groups to create graphs on their own.

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…

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

A third grader is taking a reading assessment and makes one mistake. They pause and self correct their mistakes. The sentence was Tea, is sweeter (sweet) than honey. Or it was “Honey is sweet than jam”, after reading she corrects herself and reads it correctly, Honey is sweeter than jam, This shows that the student has an understanding of……

common English grammatical convention use

Subtest 2 PT 2

Authored by Jasmine Gomez

English

5th Grade

CCSS covered

Used 6+ times

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39 questions

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MULTIPLE CHOICE QUESTION

15 mins • 1 pt

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

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

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

Tags

CCSS.RL.5.7

CCSS.RL.6.9

CCSS.RI.5.7

CCSS.RI.6.7

CCSS.RL.4.7

MULTIPLE CHOICE QUESTION

10 mins • 1 pt

Something about elementary students having a word bank on index cards for new words they encounter and what the teacher should do with them?

Quiz them on all words

Alphabetize them

Rewrite them altogether

Put them into like categories

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

2 part question (CTC)
Part 1:
A teacher substitutes blank spaces for several nouns, verbs, adjectives and adverbs in appropriate level text and asks students to determine reasonable and logical words to complete each blank. This technique is useful as an informal assessment of students’ understanding of English language structures primarily because it requires them to:

Define various grammatical categories in their own words

Select appropriate words based on their grammatical function as well as on their meaning

Group words into grammatical categories to clarify their meaning

Draw on grammatical knowledge to identify the subjects and predicates of complex sentences.

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

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?

Grammar syntax

Did not use correct punctuation and too many run on sentences

The student was not following a logical sequence

the student needs to revise their writing

Tags

CCSS.L.4.1F

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

As teachers analyze oral and written responses, they should see their students do each of the following:

Incorporate Literary Elements

Make Connections

Provide evidence from text

Have the students write a short paragraph

Informally assess students in an informal conversation was another option.

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

CCSS.RL.1.1

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

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

Tags

CCSS.RF.5.3A

CCSS.RF.5.4A

CCSS.RF.5.4B

CCSS.RF.5.4C

CCSS.RF.4.4B

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

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

Tags

CCSS.RF.5.3A

CCSS.RF.5.4A

CCSS.RF.5.4B

CCSS.RF.5.4C

CCSS.RL.6.10

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Subtest 2 PT 2

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

Something about elementary students having a word bank on index cards for new words they encounter and what the teacher should do with them?

As teachers analyze oral and written responses, they should see their students do each of the following:

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

A girl wrote a poem and used the word “softly” in every line but used in different waysThe wind was blowing softlyMy mom asked me to do something softlyMy cat did something softlyI pet my cat softly

Access all questions and much more by creating a free account

Similar Resources on Wayground

Popular Resources on Wayground

Discover more resources for English

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