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.

• 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.1.3E

CCSS.RF.1.4B

CCSS.RF.3.4A

CCSS.RF.3.4B

CCSS.RF.5.4A

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

Tags

CCSS.L.6.2A

CCSS.L.7.1A

CCSS.L.9-10.1B

3. 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

• Apply skimming and scanning strategies

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

Tags

CCSS.L.2.4B

CCSS.L.3.4B

CCSS.L.3.4C

CCSS.RF.2.3D

CCSS.RF.4.3A

9. 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?

• Prompt the student to recall similar tasks the student has previously

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

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

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

Tags

CCSS.RF.1.3B

CCSS.RF.2.3C

CCSS.RF.2.4A

CCSS.RF.5.3A

CCSS.RF.5.4B

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?

• 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

• Plan instructional activities in which students support their itinerary responses with examples drawn from 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?

• 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

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

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

What study skill would you use for upper grade elementary?

• Taking detailed notes as they are reading.

• Work in small groups and read aloud and then silently

• Work in small groups and quiz each other

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

Tags

CCSS.RF 4.3.A

CCSS.RF.1.3C

CCSS.RF.2.3C

CCSS.RF.2.3F

CCSS.RF.3.3D

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:

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

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

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

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

Tags

CCSS.RI.1.9

CCSS.RI.3.9

CCSS.RI.5.7

CCSS.RL.4.7

CCSS.RL.5.7

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:

• Morphemes carry meaning

• Graphemes map to spoken language

• Word families provide clues to spelling

• Phonemes are the smallest unit of sound

Tags

CCSS.L.2.2D

CCSS.L.3.2F

18. 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

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

• Develop and extend students understanding that words can have multiple meanings

• Promote students ability to recognize morphological relationships among words

• Enrich and reinforce students understanding of words and their meanings

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A