S2 MCs

14. 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

• 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

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

6. 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.

• Collaborative conversations

• Teaching students how to develop academic language

• Teaching students independent strategies for vocabulary knowledge

30. Something about the students are doing an activity about a literature based discussion which activity will help them with oral language.

• Questioning the Author

• Discussing with the teacher

• Writing down any connections

• Read aloud to themselves

 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

1. 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

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 

• Student understands figurative language

• student understand different literal meaning

• the student understands that words have different meanings

• student understands the different language used

17. 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…

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…

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

• Identify conflict /resolution

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

• To engage in authentic academic discussions

5. 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

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.

• 1. Allows students to demonstrate their conceptual understanding of the vocabulary words

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