A 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?

First question helps us understand that the child understands what exotherm is, he does not know what endotherm means. What would the teacher suggest or what would the teacher do to help assist the student?

second question is where it asks if all endotherms are mammals

The question is asking something about unrestrictive clause 3/29.

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?

where first grade students read about giraffes and why other animals did not like giraffes.  This was a potential three-part question. Small group activity

Which of the following discussion strategies about literature does the teacher demonstrate after reading the story, Gerard’s New Home

the teacher asked the student why didn’t the other animals like giraffes? One student said she disagreed with her peers because “the book stated…”

Which of the following comprehension strategies does Student 3 refer to the text?

Why did the teacher have the students discuss? 

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?

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.

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.

This activity is likely to be most effective in helping students

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?

8th grade teacher having trouble with her class connecting literary text too and not referring to the text at all. What strategies could she use to fix the problem?

A middle school teacher and the students are reading a narrative text. The students read it well, however, when they were asked questions, they were able to talk about it but would focus too much on their personal experiences and deviated from the theme of the book. What should the teacher do?

EL student who can read fluently and can understand most of what she reads but she was struggling comprehending a chapter in social studies

For this question what made it tricky was that it said: What initialstrategy would be most effective? I feel like the first strategy we would use is find out background knowledge which also aids comprehension

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 skills and something else, the teacher should

What study guide would you use for high school students?

Advanced students who don’t do as well on the standardized assessments, why could this be?

Second grade student said she was a "sweet-o-phile" and it asks what the student has learned based on that sentence,,,,Sweet O question. or

After a vocabulary lesson, a 6th grade teacher asks the students to make up new words based on their discussion. A student raised her hand and said, “I am a sweet-o-Phile, because I love sweets.

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, plasse, lanked, jizzle pip).  This activity identifies the student’s ability to

Teacher asking 8th grade students to take notes about a literary story.  Students copy word for word from the book. The teacher asks the students open ended questions.  How can the teacher help the student write better notes?

5th grade teacher is using a BINGO game with synonyms, used with academic vocabulary and a synonym bee where students give synonyms to the word the teacher says. Teacher calls out a word and students are to find a word that is a synonym of the word  on their card. What  is this type of activity helping students with? 

The teacher asks students to predict what the book they are going to read is abou

Teacher wrote a sentence about a girl waiting…. In 3 different ways…. The question asked what the teacher is trying to teach.

You will be given an image of a worksheet that focuses on prefixes (un-/ pre-) . The purpose of this worksheet is to focus on

The student is asked to read, retell, record his retelling,  reread, listen to the retell recording, and discuss the retell with the teacher. A teacher is testing or assessing a student.  The student reads a book or article.  Then the teacher records the student, the student hears himself read as he reads the book again.Question was what is the purpose of this strategy?

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?

Working with idioms/illustrations

Difficulty with figurative  and having students draw pictures to represent the idiom working with a partner.

which of the following activities promote an 8th grade students with evaluative comprehension skills

A student scanning

(rapid reading; swift sweep of page to find specific information) how/when would it be beneficial? Something like that

A girl wrote a poem and used the word “softly” in every line but used in different ways

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

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

There was a question about fourth grade students disagreeing about the main idea of the passage. The teacher then decided to make groups to discuss the differences of the text and what the author may have meant. ( my question was not a disagreement, but said the students had trouble beginning and keeping the conversation going in their group (it used more technical terms, but I can’t remember them)

The teacher supports reading logs and meetings with students. The teacher meets with the students to help them pick books that are between their instructional level and independent level.

An 8th grade student  was struggling with note taking by summarizing and paraphrasing. She was writing everything down verbatim and it asked what would be the best way the teacher could help

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. ABCD were options of things that could help with their comprehension. 

A fifth grade teacher has students write three sentences on the board. Such as “She is happy/ She is floating on air. What is this an example of?

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

A fifth grade teacher provides her students with an easier science article with easier vocabulary….different wording than the MC #2.

Question about English language structure & conventions - giving a list of questions for kids to match answers. 

5th grade lesson on “signal words” “therefore, since, because.” How does it promote comprehension and memory?

English learners students who struggle to understand reading

Students are working in groups whats is the best strategy for them to take notes:

A group of 4th graders are reading a book. They are overheard arguing about what the conflict in the story is . The Teacher suggests that they meet together once a week to talk about the book.  The teacher has suggested this because…

7th graders are learning about medieval society. They are introduced to similar terms like lords, vassals, and serfs showing they already have in-depth knowledge about medieval society. The students were able to have a good discussion on the topic but when the teacher did and students were reading the passage about it, they were not understanding the main point.The teacher wanted them to write definitions of the words. However, when they read the text explaining about “Feudalism”, they did not understand the whole concept/contents. Why are they struggling?

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

A teacher does a multiple part lesson on 3 different types of lessons throughout the week to incorporate the word responsibility. The 1st was something about seeing the word, 2nd was writing about the word, and the third was writing an essay about the word.

Which is an essential component to promote a vocabulary program for elementary and middle school students?

 Question showed a worksheet for 5th graders that had the students add suffixes to words (

A 4th grade teacher reads aloud “town century”

(centi, centennial….etc don’t recall exact words) Teacher says something like centi means 100 years….

What instructional strategy do they use for the vocab?

An 8th grade History Teacher is teaching about the U.S Constitution. The English Learner has been in the U.S for two years. Students are able to read fluently and comprehend any other text. However, students are struggling with this reading/content. What should the teacher do next?

Having an understanding of the different tier vocabulary words can help a teacher determine? What a teacher should with different tiers of vocabulary

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?

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……

Which of the following would be most effective for students to recall the text that they read in a chapter of a book?

The teacher gives her students a chart after reading a chapter from a book. The chart looks something like this 

How can teachers help students identify graphs? 

The teacher helps students fill in a graphic organizer. The graphic organizer had Main idea, personal connection,(what was the most interesting part, and summary (who or how) 

What type of questions a teacher needs to ask to check for literal comprehension and analysis

The teacher wrote on the board “The dog barked.” Then I wrote another sentence, “The dog barked.” Then wrote “The ugly dog barked__.” Students filled in loudly. How does this support ELL’s?

There was a question about reading medieval stories and giving students 2 words that are related. They have to write one sentence that uses both words in a meaningful way. 

A 5th grade teacher is writing questions for a literary comprehension assessment. What types of questions should they consider when creating questions?

A 2nd grade class is reading a new book. Which strategy will help strengthen the oral language of ELL students to enhance comprehension and something?

a  boy is instructed to do the following:

Read a story silently

Retell the story orally and record himself

Reread the story silently

Listen to the recording and tell the teacher if there were any differences between the recording and his 2nd silent reading. What is the strategy?

what mainly leads to the acquisition of vocabulary for students from grades 4th to 8th in that four year span

EL student can read fluently and can understand most of what she reads but struggle with comprehending.