S2 MCs

10. 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.

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 table of contents

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

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

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

• Explicit instructions in expressive oral language skills

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

• 1. Explicit instruction in generalizable word learning strategies 

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

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

16. 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 story structure

• To recognize if the student understands past tense

• Something about checking the student's knowledge in grammar

33. Before having students read a piece of Monaturno, a 5th grade teacher writes pairs of sentences on the board and discusses with students the differences in meaning between the sentences within each pair. Three of the paired sentences are shown below:

He’s nervous./He’s a wreck.

She’s happy./She’s walking on air.

I’m tired./I’m worn out. 

Such an exercise would be most helpful for developing students’ understanding of an author's use of:

• Parody

• Figurative language

• Irony

• Literary allusion

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

• accommodating them to their needs

• it exposes the ELs to more oral academic language 

• exposing the students to their peers lanuage

• explicitly teaching academic lanugage

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”

• Grapheme maps

• 1. Something about lang.

• 1. Phonemes to smallest unit (along those lines)

• students being exposed to similar language to familiarize

45. Question showed a worksheet for 5th graders that had the students add suffixes to words (ly, ed, etc.)

• Answer about morphology

• Answer about grapheme

• Answer about phoneme

• Answer about suffixes

 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.

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

• 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

• Teacher observations/Anecdotal Records

• Students write an essay using each of the sources for information