A fifth grade teacher provides her students with an easier science article with easier vocabulary about the topic of asteroid before reading from the actual science textbook. What is the teacher trying to achieve? It says pre reading lesson.

This is about Endothermic and Exothermic. It is a two part question. 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?

Part B: Third question: For this question you Have to know what Non-restrictive clauses are. It asked about the usage of nonrestrictive clauses and what part of the excerpt it pertains to. It says, "All mammals are endothermic, snakes can..., and some other answers. You are basically looking for the answer that you can remove, while still retaining meaning, If that makes sense. Think of what is stated as non-essential detail "Snakes like to bask on warm rocks."

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?

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 questions. 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?

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?

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?

Question about 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.

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? 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.. (It was not for students' oral language skills, but for understanding of poem/reading comprehension).

What study guide would you use for high school students? It was Upper grade elementary

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 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 what the book they are going to read is about.

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

(I don't remember exactly what it says but it is something like this type of writing)

Mary Stands waiting for the bus in the snow.

While in the snow, Mary waits for the bus.

Waiting for the bus, Mary stands 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.

I got a similar question, except the wording mentioned that the teacher wanted a way to informally assess the students to ensure that they had an understanding of how to use resources for specific things. Included almanacs, atlas, website, encyclopedia

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 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 fact when reading the chapter about plants. How does this support comprehension or what is the purpose of this activity?

The teacher displays idioms:

Hot/Sweating bullets

Tired/Worn out

Sad/Feeling blue

The question included something like: How can you help EL's comprehend figurative language?

The answer is the one that has illustration and drawing.

The example used was "sweating bullets"

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

A student scanning 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:

The wind was blowing softly

My mom asked me to do something softly

My cat did something softly

Something will be reading an evaluative text, and will have 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 conversations going in their group(it used technical terms, but I can't remember them))

The teacher support 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. I didn't feel that letting the student create an ending was right. That was one of the answers options, they were asking like what is best to do before reading the story. I think the answer (I can't recall it well) is something about predicting or inferring.

What obstacles the girls will face...something like that.

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? Idioms - "He is tired/He is worn out" is another example written on the question.

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

"What types of questions a teacher needs to ask for literal comprehension and analysis? Teacher has the student read a literary narrative. Students are using their journals."

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

Incorporate Literary Elements

Make Connections

Provide evidence from text

There is insufficient answer choices :(

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

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

Students are working in groups, what 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 learning about medieval society. They are introduced to words with similar meaning terms like lords, vassals, and serfs. ..showing they already have in-depth knowledge about medieval society. What is the teacher trying to teach her students?

Another tester said that the students were having a hard time comprehending the reading passage even though they had been studying about the same content.

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 3rd was writing an essay about the word.

What was the purpose of this?

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)

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?

A 4th grade teacher reads aloud "Town century" (centi, centennial, etc..don't recall the exact words) Teacher says something like centi means 100 years...

What instructional strategy do they use for the vocab?

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

4th 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?

Teacher gives her students a chart after reading a chapter from a book. The chart looks something like this... 3 horizontal rectangles...

First column title: Summary

Second Column: Thoughts on the chapter

Third Column: What do you think will happen next?

The question states something like: Based on the chart, what is the teaching looking for?

How can teachers help students identify graphs?

What type of question 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(vassals and serfs, maybe). They have to write one sentence that uses both words in a meaningful way.

Same as question #52

A fifth 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?

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

or

Research states that Vocabulary development in grades 4-8 is primarily developed by:

A sixth grade teacher begins a science unit on plants by handing out a list of statements about plants and asking students to write down next to each statement whether they think it is true or false. The teacher then asks students to check the accuracy of their prediction about each statement as they read the chapter on plants in their science textbook. These activities are of the chapter on plants by:

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

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 :

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?

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

4th grade break into groups each student read different passage from same story

The next sentence was about "While out on a bike ride, Jill saw a rainbow"

The teacher asked the students how to combine each sentence into one sentence. For the first one, the students said to take out the "comma" and add a "word"(it was easy to combine). The second sentence, took out the "comma" and the students stated more words were needed in order for the sentence to make sense. What is the teacher trying to teach?

Need more clarification.