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? It says pre reading lesson. 

This passage is going to be about mammals being endothermic and reptiles are warm-blooded. Briefly describe the warm blooded aspect of mammals and we’ll also talk about snakes Part A- 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? 

This passage is going to be about mammals being endothermic and reptiles are warm-blooded. Briefly describe the warm blooded aspect of mammals and we’ll also talk about snakes. Part B - Third question: For this question you HAVE to know what non-restrictive clauses are.

There is a comprehension passage about a zoo animal 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.

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

There is a comprehension passage about a zoo animal 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 Part B- 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? and Which of the following comprehension strategies does Student 3 demonstrate?

There is a comprehension passage about a zoo animal 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.Part C- During the group discussion, how does the teacher increase comprehension? (not exact but very close) 

 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?

6th graders having a hard time staying on topic when discussing a text in literature groups and how can the teacher help to keep them engaged and on topic. 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 initial strategy would be most effective?

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 Upper grade elementary 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 about

Mary stands waiting for the bus in the snow.

While in the snow, Mary waits for the bus.

Waiting for the bus, Marystand in the snow.

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

A 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 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. Example It’s raining cats and dogs

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

A student scanning how/when would it be beneficial?

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

What is the purpose of the activity

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

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 what is best to do before reading the story.

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 fifth grade teacher provides her students with an easier science article with easier vocabulary… teacher trying to achieve that

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

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. Three activities in the question that the teacher had the students do:

In a group, identify other words that are morphologically similar to “responsible” Have them read a narrative essay about being “responsible” Have them write an essay about how they are responsible at school or at home

What was the purpose of this?

****** check answers

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 (ly, ed, etc.)

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……

This means the student understood what…

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

First column title: summary

Second column: Thoughts on the chapter

Third column: What do you think will happen next?

Based on the chart, what is the teaching looking for?

How can teachers help students identify graphs?

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.

How can support this activity to the students?

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?

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

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

6th grade research skills, what would be an informal assessment?

****** check the answers

Lately, when choosing a book to read, a third grader who reads at grade level always selects books from a series that is written in a very formulaic style that does little to extend his conceptual or language development. The teacher’s best response to this behavior would be to:

Which of the following is an idiom:

A 3rd grade teacher uses a chapter in a basal reader and selects target vocabulary words to use. Then, the teacher uses the Contextual Redefinition to teach the new words. This instructional strategy works well because it:

A 1st grade teacher notices that a highly active student who is a native-English speaker is struggling to learn new vocabulary. This week's vocabulary words are action words. Based on the information given, which instructional strategy would be best to try with this student?

A 2nd grade student identifies an unfamiliar word and with some time, analyzes its root word, prefix and suffix in order to find the word's meaning. This student just used which of the following word-learning strategies:

A 2nd grade teacher gives a monitoring of progress assessment of that week's vocabulary words to her students. She notices that many students are still struggling to correctly spell the word 'sandwich.' In order to find a way to connect the word in an interesting way, the teacher teaches her students that the word sandwich was actually created by 4th Earl of Sandwich, John Montagu, who loved to eat while playing cards. Using both hands to eat slowed down the card game, so he ordered his servants to put his meal between two pieces of bread. This became known as a sandwich. The teacher is using which instructional strategy to develop her students' word consciousness?

A fourth grade teacher and her student read a story 1:1 together aloud. Once the story has been read, the teacher asks the student a question that requires the student to make a judgement about an important decision the main character made in the story. This question is more than likely what kind of comprehension checking question?

A student is looking at a diagram in his social studies textbook. There is a structure that exhibits an act based on the result of another act. The diagram is which kind of text structure?

A student who just moved from another country is asked by her teacher to write about the noticeable differences between the countries are. Which structure would best help the student complete this task?

A 5th grade student reads at a 2nd grade level. In order for the student to participate in the social studies post reading discussion, the teacher reads aloud the chapter to the struggling student. This is an example of:

A first grade teacher introduces a new science unit about trees to her class using a KWL chart. This is a popular way to:

A teacher completes a read aloud, and prompts the students with a activity called a text-to-self. This kind of post reading activity works well to:

A teacher reads a story aloud and pauses during important parts of the story to ask the students comprehension-checking questions. By doing this, the teacher is mostly:

A teacher instructs her students to write a summary of the chapter that the students are independently reading while they are in the middle of the chapter. This comprehension strategy mostly helps students:

A teacher has a group of students who demonstrate through their work that they are highly visual learners. Which instructional strategy should the teacher use to show their knowledge of the elements of story grammar?

A teacher reads a story aloud to a small group of students. When the teacher reaches an important part of the story, she stops and asks the children a thought-provoking question. She instructs them to turn and discuss the question to a person sitting next to them. This oral language activity is called:

A teacher will focus on teaching his students how to identify writing styles in a story. To do this, the teacher reads aloud the story, Beauty and The Beast. After the reading, the teacher highlights the parts of a story give human traits to inanimate objects. The teacher is more than likely teaching a lesson on which of the following:

A story that includes the struggle between good and evil within a factitious setting is best categorized as:

A teacher notices a need for his students to improve they way they gather information for the purpose of previewing and reviewing a text. The teacher should create a lesson that will develop her students' ability to:

A teacher wants to promote students' comprehension of informational texts using an approach that will provide feedback to each individual students' literal, inferential, and evaluative comprehension of the chapter that they will read. The best instructional strategy for this is:

A fourth grade teacher wants to teach students how to recognize and use typographic features that help support comprehension of informational texts. To accomplish this instructional goal, the teacher should mostly focus on:

A teacher presents the students with an informational text to read and the questions below to answer. This activity actively promotes students' comprehension and analysis of expository texts primarily by:

A middle school teacher writes the morpheme dict on the board, pronounces it, and explains that dict derives from the Latin word for "speak." The teacher then asks students if they can think of English words that start with or include dict. The teacher uses the students' suggestions to create the diagram shown below.

A teacher substitutes blank spaces for several nouns, verbs, adjectives, and adverbs in an 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:

A second-grade student has limited vocabulary knowledge, which hinders the student's word recognition and reading comprehension. The student's oral reading is slow and labored, and the student typically spends the majority of independent reading time browsing through books, making little effort to read the actual words on the page. Research has shown that which of the following is most likely to happen if this student receives no instructional intervention?

Which of the following statements best explains an important limitation of teaching students to rely on context as their primary strategy for determining the meaning of unfamiliar words in texts?

A fifth-grade teacher gives students the following sentence:

Neither walking on the beach nor running around the track cheered Ahmed up.The teacher asks the students how the phrases that come just after neither and just after nor are similar. This exercise can promote students' reading comprehension by helping them:

Structural analysis would be the most appropriate strategy for a student to use to determine the meaning of which of the following words?

A fourth-grade class is beginning a unit on deserts. The teacher starts the unit by having the students form small groups and list everything they know about deserts. Then the whole class meets to share their lists, and the teacher helps the students arrange their ideas into a web. The class's partially completed web is shown below.After giving each student a copy of the web developed by the class, the teacher could best help students make use of the web to learn and retain facts from their reading by asking them to:

A fifth-grade teacher is teaching a unit on fiction. To begin, students read several simple fairy tales and discuss the moral or meaning of each one. The teacher then assigns a more complex story and leads a discussion about the moral of the story after students finish reading it. This instructional strategy is most likely to promote students' reading proficiency by:

A sixth-grade teacher reads his students the nonsense poem "Jabberwocky" by Lewis Carroll. The first four lines of the poem are shown below.

'Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.

The teacher reads aloud the clause "All mimsy were the borogoves" and asks students what that might mean. One student responds, "It means that the borogoves were all mimsy!" This student's response demonstrates skill in which of the following reading comprehension strategies?

The teacher plans a variety of activities related to "Jabberwocky." Students will work in pairs to make up definitions for some of the nonsense words (e.g., slithy). They will read the poem aloud using tone of voice to express various moods. Finally, they will create their own nonsense poems and give oral readings of them. These activities are most likely to promote students' reading development by:

The teacher asks the students if they can tell which of the nonsense words in the poem are nouns. One student says that toves is a noun. Another says that wabe and borogoves are nouns and adds that gyre and gimble are verbs. The class then discusses how students were able to draw these conclusions. This exercise would be especially useful for helping students understand that:

A sixth-grade class that includes several English Learners has been studying volcanoes. Step 1: The teacher leads a brief whole-class discussion reviewing key topics covered by the textbook chapter.

Step 2: Students form heterogeneous cooperative learning groups with three or four students in each group. Each of the students selects one of the key topics reviewed during the discussion.

Step 3: Individual students write one or two sentences about their topic on sentence strips.

Step 4: The members of the group then decide how to put the various sentences together, editing the sentences as necessary to form a comprehensible paragraph about the chapter and correcting any errors in grammar or spelling. After assessing the effectiveness of this activity, the teacher decides to include an additional step. For step 5, the teacher will guide students to develop topic sentences for the paragraphs they generated. This modification is most likely to promote students' reading development by

An eighth-grade class will be reading a drama that is a challenging grade-level text. The teacher is concerned that a student in the class who has a reading disability will have difficulty keeping up with and understanding the reading assignments. Which of the following strategies would be most effective for the teacher to use to promote the student's access to the text and his ability to participate fully in class discussions related to it?

A vocabulary strategy that supports early vocabulary development for students is:

According to research, most students learn vocabulary indirectly. An example of indirect vocabulary learning is:

In order to determine the vocabulary for direct instruction prior to reading a text, the teacher needs to consider:

Prior to teaching a lesson on mammals, a third-grade teacher displayed the following graphic organizer on the board:

The graphic organizer above is an example of a:

A fourth-grade teacher writes the following sentence on the board during a vocabulary lesson:

"The paleontologist, a dinosaur scientist, used a magnifying glass to determine the type of fossil found during an expedition in the desert."

In order to find the meaning of "paleontologist" using a word-learning strategy, the teacher is teaching a directed lesson on:

A third-grade teacher implements a long-term vocabulary activity for her students called Word Wizard. The students will be provided with weekly vocabulary words. If they encounter any of the words outside of direct instruction, the students have to fill out an index card identifying the word, how it was used (conversation, television, magazine, etc.) and explain its meaning. The teacher will place these cards in the Word Wizard’s bucket. The student with the most words in the bucket at the end of the week receives a prize. The implementation of this vocabulary strategy promotes:

An eighth-grade student completed a reading comprehension assessment that was designed as: Directions: Fill in the blanks with the appropriate word to complete the sentences.

A knight ordered his servant to hurry up with his food and drink. The servant 1__ scurried to the kitchen and filled his plate with food. The servant hurried because he did not want to be _____2___ to his master.

1. A) happily B) solemnly C) obediently

2. A) playful B) disrespectful C) hurtful

The format of the reading comprehension assessment can be described as:

A fifth-grade student is taking a reading comprehension assessment and encounters the following test question:

Which sentence BEST describes what Marvin the Monkey learned in this selection?

1) You cannot please everyone. 2) Be careful what you ask for. 3) Slow and steady wins the prize.

This question is assessing the student’s knowledge of:

The most common text structure for narrative stories is:

An effective assessment for ensuring that students are progressing in text-based discussions is:

A middle school teacher provides her students with the following graphic organizer to complete after reading the text. This graphic organizer will support students with: 

In order to promote independent reading, a sixth-grade teacher organizes her students into groups of six to form literature circles. Which of the following best describes the format of literature circles?

The strategies that are commonly taught explicitly during reading are:

A monitoring assessment that can be used to assess students’ progress in reading comprehension is:

A pre-teaching support that can be used by a teacher to assist English Learners in comprehending narrative texts is to: