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WorksheetsS2 MCs
Total questions: 79
Worksheet time: 40mins
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
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
3. Part 1: Understanding how punctuation is used to set off nonrestrictive…would enable students to gain which of the following pieces of information from this reading passage?
Reptiles need need outside courses of heat to keep them warm
All mammals are endotherms
Snakes are of often found basking on warm rocks
Reptiles are known as exotherms
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.
4. 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?
Words can have different meanings.
Sentence structure in the English language
Figurative language
Structure of english language
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
5. Gerard's New Home Part 2:
Which of the following comprehension strategies does Student 3 demonstrate during the group discussion?
Testing prediction he/she had made about the…
Using knowledge of text structure to enhance…
Drawing on prior knowledge to clarify meaning…
Referring to the text to clarify meaning
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
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
7. 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.
To see if the students understood the main idea
The teacher understands that helping her students connect real life experiences to those of character will deepen their understanding of the above and she can analyze their responses to plan future appropriate instruction.
For the students to make a text to self connection
The teacher wants to check the students literal comprehension
8. 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.
strengthen their ability to comprehend and write complex sentences.
apply literal comprehension skills to identify and write main idea statements.
improve their inferential comprehension skills.
use self-monitoring techniques to clarify the meaning of text
9. 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?
Prompt the student to recall similar tasks the student has previously performed.
Prepare a checklist of the key elements that an effective retelling of this story should include.
Review grades earned by the student on recent tests and quizzes in language arts.
Remind the student to concentrate on recalling as many details as possible during the retelling.
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.
11. Members of a literature Response Group in a sixth grade class are having difficulty initiating and sustaining Focus discussion about a text… the following instructional strategies is likely to be most effective in helping the students engage in more productive discussions that promote comprehension and Analysis of the text?
Meeting with the group to describe appropriate listening and speaking skills to use in academic discussions such as discussions about literature
Having the students take turns reading a loud favorite passages from the text and
commenting on the passages
Providing the students with explicit instruction in an activity such as questioning the author to help structure their discussion
Giving members of the group a question about their personal experience to reflect on before the group meets to discuss
12. 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, writing, and reading skills the teacher should have the student?
Recite the students poem to him with the initial letter omitted
Student mimics the poem that are read than challenged to rhyme the last four lines of those poems
Write the poem on a chart paper and read it aloud
Ask the student to recite his poem many times.
13. What study skill would you use for upper grade elementary?
Taking detailed notes as they are reading.
Work in small groups and quiz each other
Work in small groups and read aloud and then silently
Have the students look for main topic and titles and create questions to answer while reading
Have them write questions to later answer during reading
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
15. After a vocabulary lesson a second grade teacher asks students to make up new words based on what they have discussed. A student raised her hand and announces “I must be a sweet- o- phile because I love sweet things” .The student has demonstrated that she has development that:
Morphemes carry meaning
Word families provide clues to spelling
Graphemes map to spoken language
Phonemes are the smallest unit of sound
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
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…
18. A 5th grade teacher regularly engages students in activities such as synonym bingo in which students complete bingo cards by matching academic vocabulary words called out by the teacher to synonyms printed on their cards and synonym terms in which students orally provide for given grade level vocabulary words. This practice best demonstrates the teacher’s awareness that an effective vocabulary program should be activities that
Enhance students ability to use contextual analysis to determine the meaning of new words
Develop and extend students understanding that words can have multiple meanings
Promote students ability to recognize morphological relationships among words
Enrich and reinforce students understanding of words and their meanings
19. The teacher asks students to predict what the book they are going to read is about.
The question actually stated that parents/guardians were asked to tell their students to make predictions throughout the reading and the parent/guardian asked why that was important and the question asked why that strategy would support comprehension.
Predicting stimulates students' interest in books, encourages thinking and creates opportunities to share background knowledge
helping students recall for comprehension
Making sure that students are reading
Learning about students reading levels
20. Teacher wrote a sentence about a girl waiting…. In 3 different ways…. The question asked what the teacher is trying to teach.
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.
Introducing students to different writing styles
Teaching a way of writing
How writing styles can be different
Students learn they can change sentences around
21. When the prefix un- is added to the beginning of a word, the new word means the opposite of the old one. (lucky/unlucky)
When the prefix re- is added to the beginning of a word, the new word means that something happens again.(consider/reconsider)
When the prefix pre- is added to the beginning of a word, the new word means that something happens before something else. (caution/precaution)
The team was not beaten all season. It was _____.
Juan had to pay before he would begin the music lessons. He had to ______.
The worksheet is most likely to….
to learn about prefixes and suffixes
understanding sentence structure
answer has morphology in it (remember morphology)
introduce past and present tense
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
23. A fourth grader participates in a reading activity described below:
The student silently reads a story.
The teacher asks the student to retell the story aloud and record his retelling.
After recording his retelling, the student silently rereads the story.
The student then listens to the recording of his retelling
The student discusses with the teacher any differences he noticed between the original story and his retelling of it.
As a strategy for assessing and promoting the student's reading proficiency; the activity described above is likely to be especially…
Enhancing the students use of evaluative comprehension skills to analyze the author's purpose
Motivating the student to monitor his own comprehension and clarify the meaning of the text as he reads
Improving the students ability to apply his vocabulary knowledge in new contexts
Helping the student recognize and analyze language structures and conventions as he reads
24. 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?
Clarifying the main ideas contained in the chapter
Prompting students to generalize from what they read
Establishing a definite purpose reading the chapter
Increasing students’ awareness of text structure as they read
25. A fifth grade teacher is concerned that some of the English learners in the class may have difficulty interpreting various idioms (e.g. sweating..burning the candles on both ends) found in a text the students will soon be reading. Which of the following pre reading strategies is likely to be most promoting the English Learner's understanding of the concept of idiomatic expressions and facilitating their comprehension of the text?
Providing the classes with several copies of a comprehensive reference book of English idioms with literal definitions when reading the text
Explaining that figurative meaning of the target idioms to the classes and them having pairs of students create drawings illustrations on literal and figurative meaning.
Having students work with a partner to write a brief essay reflecting on other English idioms they have encountered
Having students diagram the sentences from the text that contain the idioms, so they can determine the grammatical .. different words composing each idiom
26. Which of the following activities is likely to be most effective in promoting 8th grade students’ evaluative comprehension skills?
Students read an excerpt from an autobiography that includes flashback and then work with a partner to diagram the chronology narrative
Students identify and paraphrase an author's key points about political and economic factors that led to the Civil War
Students read an account of a historical event and then meet in small groups to discuss the event
Students use reference materials to verify the evidence presented by two authors who wrote opposing articles about a con..
27. Scanning would be the most effective reading strategy for a student who wants to:
Search quickly through the text to locate relevant information for a research project
Take detailed notes on a text while reading it for the second time
Analyze the strength of a writer's arguments and assumptions in a text
Focus on key vocabulary words during in-depth 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
29. When creating lesson plans to promote specific reading skills the teacher?
target reading skills related to an appropriate instructional progression and reflect on the students needs
teacher should target specific content standards
instruction should be direct and explicit
teacher should test to learn about weakness areas
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
31. An elementary teacher closely monitors students' independent reading through the use of students reading logs and brief, regular conferences with individual students. During these conferences the teacher helps guide the student toward books that fall …assessed independent and instructional reading levels. This practice is likely to promote students' vocabulary development?
Supporting students ability to apply word learning strategies to unfamiliar words encountered during independent…
Motivating students to engage in independent reading that stimulates their interest in and enthusiasm for words
Ensuring that students will be exposed to appropriately challenging words during independent reading
Providing students with a strategy for selecting books with appropriate vocabulary for independent reading..
32. 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. What obstacles the girls will face. Something like that.
build on their background knowledge
students being introduced to the challenges and discussing obstacles female pilots face. (Prior knowledge) or build on their knowledge
make the students create or write an ending to the story.
Research basic facts about pilots and predict challenges for the character.
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
34. A fourth grade teacher wants to test a student's English oral and conversation l understanding. How can the teacher assess the student?
Have the students write an essay that assess a topic and students write an essay for the teacher to see their oral and conversation skills
Place students in a group to discuss
Something along the lines of having students on the carpet or large group and ask them questions about a story and orally respond.
teacher lead a discussion and test for conventional understanding
Make connections
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
Something about lang.
Phonemes to smallest unit (along those lines)
students being exposed to similar language to familiarize
36. At the beginning of the school year, a fourth grade teacher decides to assess students' knowledge of how to use basic English conventions. Which of the following initial strategies would be most appropriate for this purpose?
Students read a passage from a text that includes complex sentences and respond to comprehension questions.
The teacher asks students to write a paragraph on a subject of their choice and evaluate their use of language
Students complete a teacher made worksheet that requires them to match various grammatical terms with the…
The teacher leads a class discussion about English language conventions and informally assess students
37. Early in the school year a 5th grade teacher presents a lesson on signal words (e.g. therefore, because, since) that students are likely to see in their reading. This lesson is most likely to promote reading comprehension and memory by helping students?
Recognize common text structures
Learn key content vocabulary
Draw on prior content knowledge
Use word morphology to determine meaning
38. English learners students who struggle to understand reading
provide various text at their reading levels
answer had illustrations
sentence structure
support them with a word wall
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
40. You have to read the short essay that the student wrote and answer these questions. (2 part question)
A 6th grade student writes a passage about his weekend…
He starts off by talking about his visit to his grandma’s house and a few sentences about what he did there. He mentions he went swimming and then says he had a lot of fun at his grandma’s house(this should have ideally been the closing sentence) but he adds another sentence about how hot it was outside when he went for a swim.
Part 1: Which of the following shows students' needs in the sentences?
Grammar syntax
Did not use correct punctuation and too many run on sentences
The student was not following a logical sequence
the student needs to revise their writing
40. Grandma's Visit
Part 2: Which of the following should the teacher suggest to provide a vivid and descriptive language in his writing?
Promoting to identify where he needs to change
Asking the student to orally share more details about his weekend to incorporate into his writing
Asking the student to retell a similar experience and incorporate that into his writing
The teacher points out areas where he needs to add more details
Look in a thesaurus to find more descriptive words.
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.
Allows students to demonstrate their conceptual understanding of the vocabulary words
Test students ability to use structural analysis as a word identification strategy
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
43. A 4th grade teacher does a multiple part lesson on 3 different types of lessons throughout the week to involving the word responsibility. Some of the activities are listed below:
Writing the word and its definition on the board and then having students generate an discuss morphologically and/or semantically related words and phrases
Having students read and discuss a narrative essay entitled: The Responsible Thing To Do
Having students write a short descriptive essay beginning with the phrase, “My biggest responsibility at school (or at home) is…”
The approach to vocabulary instruction best demonstrates the teacher/’s understanding of the value of:
Promoting students genuine interest in and enthusiasm for vocabulary study
Teaching students independent strategies for building word knowledge
Promoting integration of word knowledge through repeating and purposeful exposure
Encouraging students wide reading of narrative and informational texts to promote word knowledge
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
Explicit instruction in generalizable word learning strategies
Frequent opportunities for students to reread texts written at their independent reading levels
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
46. A fourth grade teacher is reading aloud a novel and come to the sentence the town centennial celebration was coming up soon and the whole Community Was preparing for it. The teacher pauses briefly to analyze the possible meaning of the word Centennial by more familiar related words cent, Century, and annual. The teacher quickly concludes that Centennial might mean a hundred years and asks carefully as the teacher continues to read to see if the text confirms the hypothesis. This instructional practice is most clearly…..
Includes the study of multiple many words in the Upper Elementary and Middle grades
Promotes development of morphological strategies as an essential component of the curriculum
Teaches students new vocabulary only in the content of reading authentic passages
Provide systematic and sequential treatment of targeted grade level words
47. An 8th grade English Learner moved to the United States two years ago. This student reads English fluently and comprehends most of other texts but she's having difficulty understanding a chapter on US History in her social studies textbook. The teacher's response in this situation would be to?
Advise the student to read the chapter more slowly and to look up unfamiliar terms in their glossary
Talk with the student to determine the extent of her background knowledge about the topic
Provide the student with a list of question to answer as she reads the chapter
Encourage the student to create an outline of the chapter as she reads it
48. Having an understanding of the different tiers of vocabulary would best help a teacher determine
Which strategies to determine the meaning of words to model for students
Whether a particular word contains a Greek or Latin root
Whether particular student is meeting grade level expectations and vocabulary
knowledge
Which vocabulary words from a reading passage to teach
49. 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?
Write responses on board and erase and see what they remember
Write responses on board and ask students to write sentences
Put the responses into categories (have students put ideas into categories) It was written in a longer way)
student skims the passage to see what stands out
50. 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……
Multiple meaning words
phonemic awareness
common English grammatical convention use
awareness in morphology
51. Which of the following study skills is likely to be most effective in helping students comprehend and recall information they read and a textbook?
Students read the chapter slowly and carefully, taking detailed notes as they read
Working in small groups, students quiz one another on the definitions of keywords in the chapter after reading it
Students locate the chapters headings and subheadings before reading and convert each heading into a question to be answered
Working in small groups, students take turns reading the chapter allowed before they read it silently
52. The teacher gives her students a chart after reading a chapter from a book. The chart looks something like this
Main idea
Personal Reflections
Prediction
What was the chapter's main idea?
What I found most interesting..
I wonder…
First column title: summary
Second column: Thoughts on the chapter
Third column: What do you think will happen next? My test in the third column said reflection.
The question states something like: Based on the chart, what is the teaching looking for?
Allows for the student to comprehend his understanding of the reading something
Provide evidence from a literary text
Describe and analyze story elements
Comprehend and make connections
Identify recurring themes
53. How can teachers help students identify graphs?
Have students cut out (e.g magazine, newspaper) graphs and Display on the walls as reference.
Lead a classroom discussion
Help students create graphs using their favorite things like candy, food, pets, hobbies and so on.
pair students to work in groups to create graphs on their own.
54. An upper elementary teacher would like to use student response journals as a method for assessing student comprehension and Analysis towards text. Which of the following Journal writing assignments would be most effective for this purpose?
students are asked to free write about their reactions to and feelings about a text
immediately after they read it
the teacher poses one or more open-ended questions about a text and students must include evidence from the text
students are prompted to relate in their journals a personal experience that came to mind as they were reading a given text
the teacher provides a short list of factual questions about events and characters in the text and students respond in their journals
55. 1.The teacher writes a simple sentence on the board (ex: The dog barked) and reads it aloud
2. The teacher then writes the sentence again with a blank (e.g, The _____ dog barked), and students suggest a descriptive word (e.g. little)
3. The teacher writes the sentence a third time with a second blank for the students to fill in (e.g. The little dog barked _____.) The students suggest another word (e.g. loudly)
4. the teacher repeats step 1-3 with another sentence suggested by students
For English Learners, the activity described above is likely to be especially helpful in:
Facilitating their comprehension by activating and developing background knowledge
Improving their ability to decode unfamiliar English words
Reinforcing their understanding of English sentence structure
Enhancing their phonemic awareness skills
56. A fifth grade teacher plans to test a student's understanding of a narrative text by having the student respond to questions posted by… formulating questions for this purpose, it is most important for the teacher to make sure that the questions
Address different levels of comprehension (example: literal/inferential)
Encourage the student to recall as many specific details from the text as possible
Are sequential with respect to the events in the text
Focus on the students' personal connections with the text
57. Students in a second grade class are about to read a new book. Which of the following strategies would best take advantage of the oral language strengths of the English Learners in the class to enhance their reading comprehension of the book?
Students discuss with a partner their predictions about the story based on its title and illustrations
Students look up definitions of story vocabulary prior to reading
The teacher distributes worksheets listing questions for students to consider when reading
Students are encourage to read aloud to the class parts of the story they coupon most enjoyable
58. 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
Have the students write a short paragraph
Informally assess students in an informal conversation was another option.
59. What mainly leads to the acquisition of vocabulary for students from grades 4th to 8th in that four year span?
Explicit classroom vocabulary instruction
Content area specific vocabulary instruction
Everyday knowledge from developed cognition
Explicit with oral language
60. A fourth grade teacher writes the following two sentences on the board
While you set the table, I will get the napkins.
When riding her bike, Sally saw a rainbow.
The teacher then asks, “what is the easiest way to divide the first sentence into two sentences?”. After some discussion, the students agree removing the word while and replacing the comma with a period. The teacher then asks the same question for the second sentence .. that in this case more words must be added to divide the sentences into two sentences. This instructional activity is likely to promote comprehension primarily by:
Enhancing students’ ability to analyze how punctuation affects the meaning of a text.
Helping students recognize the difference between nouns and verbs
Enhancing students’ ability to use semantic and syntactic clues to identify unfamiliar words
Helping students recognize and interpret sentences containing dependent clauses or phrases.
61. 6th grade research skills, what would be an initial informal assessment?
worksheet that has student match skill to content
have a discussion with them beforehand
start researching a topic
join a group of 4 to have a discussion
62. 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:
Avoid interfering with the student’s selection of books as long as he finds his choices enjoyable
Provide the student with books with similar themes or on similar topics that are more challenging for him.
Point out to the student some of the major limitations of the books he is choosing to read and ask him not to read those books at school.
Advise the student that he should choose books that will prepare him for the more difficult reading he will encounter in fourth grade
63. A second- grade student has limited vocabulary knowledge, which hinders the students word recognition and reading comprehension. The students' oral reading is slow and labores, 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.
The student will always be behind average-performing peers but will achieve an adequate reading level to be academically successful.
The student will naturally begin to show more interest and proficiency in reading as the student matures and will catch up with average- performing peers in third grade.
The student will remain approximately at a second-grade reading level and will not be able to progress beyond this level.
The student will begin to fall behind peers in reading development and will continue to fall further behind in later grades as texts include increasingly difficult vocabulary.
64. You’re shown two separate sentences
The first sentence had to do with the dishes, but I can’t remember it.
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?
While out on a bike, Jill saw a rainbow.
> another sentence: ____________,__________
Removing comma and adding punctuation can change the meaning of a sentence
Answer included something about nouns
Something about restrictive or independent clauses.
importance of grammar
65. Use of a cloze technique provides information about a students ability
Author's point of view
Recall factual details
Contextual cues
Decode missing words
66. Something about elementary students having a word bank on index cards for new words they encounter and what the teacher should do with them?
Quiz them on all words
Alphabetize them
Rewrite them altogether
Put them into like categories
67. A 6th grade teacher is preparing the lesson plans for upcoming school years for reading as well as math and science. Which of the following instructional reading plans does she need to consider?
Is the context vocabulary across area related?
Using the same reading skills in other subjects/content area something like tha
graphic organizers for visual representation
following the CA content standards
68. A kindergarten teacher is collaborating with other teachers in the school to offer a series of family reading workshops for the parents/guardians of students in the primary grades.During the workshops, parents/guardians reflect on family reading, discuss children's literature, and learn strategies for reading with their children.
The teacher who are leading the workshops recommend that parents/guardians encourage their children to make predictions while reading together. One parent asks why this strategy is beneficial. The teachers could best respond by explaining that this technique:
Increases vocabulary knowledge by helping students extend their understanding of unfamiliar words
Facilitates reading comprehension by setting a purpose for reading and motivating students to focus on the text
Improves decoding skills by strengthening students' short term recall
Promotes written language development by motivating
69. A 4th grade teacher has students write “juicy words” that they encounter while reading on a classroom list. The teacher uses the words in discussions and encourages students to use them when they write…
Something about morphemes
Encourages students love for words
Recognize words with interesting spelling and meaning
Encourages the different use of words in writing
70. When introducing students to expository text such as an article from a periodical, a middle school teacher often begins by having students read information about the author(s) that is provided in the preface or other parts of the text. The teacher then leads a brief discussion about… and credentials of the author(s). This exercise is most likely to strengthen students' reading skills in which of the following ways?
Encouraging students to clarify their understanding of expository text by drawing on prior knowledge and personal experience
enhancing students evaluative comprehensions by raising their awareness that text reflect authors’ experiences and point of view
promoting students' inferential comprehension by sensitizing them to cause and effect relationships are not explicit.
helping students apply effective previewing techniques to improve fluency and
concentration when reading expository text
71. A fourth grade teacher ensures flexible grouping strategy that ensures that English Learners are included in a variety of small groups for both … and content area activities. This instructional approach best demonstrates the teacher’s awareness that English learners' development of academic English is enhanced by?
Modifying classroom routines to motivate the students to improve their academic language performances
Challenging the students to monitor their own progress in achieving targeted english language goals
Limiting group size to minimize distractions and help the students concentrate on their language development
Involving the students in a range of situations that maximize their exposure to and use of academic language
72. 2 part question (CTC)
Part 1:
A teacher substitutes blank spaces for several nouns, verbs, adjectives and adverbs in 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:
Define various grammatical categories in their own words
Select appropriate words based on their grammatical function as well as on their meaning
Group words into grammatical categories to clarify their meaning
Draw on grammatical knowledge to identify the subjects and predicates of complex sentences.
72. 2 Part question (CTC)
Part 2:
Which of the following best describes one important way in which this activity is likely to benefit English Learners?
Arranging sentences in meaningful order helps English Learners develop skills for locating and retrieving related information from content-area texts
Combining sentences into paragraphs encourages English Learners to employ a variety of word identification strategies
Discussing and writing about a content-area topic supports English Learners' reading related to the topic by reinforcing key concepts and academic-language development.
Analyzing and editing individual sentences improve English Learners’ reading fluency by helping them chunk text they read
73. When reading aloud "big books" a first grade teacher often pauses at predictable points and encourages students to suggest words or phrases that could come next....The teachers awareness of the importance of promoting beginning readers' reading development by:
promoting their comprehension at the word and sentence levels as well as at the text level
Reinforcing their test phonemic awareness
Encouraging them to use context clues to decode unfamiliar words in a text
Enhancing their auditory-discrimination skills
74. An 8th grade teacher - wants to help students understand how, in literary texts, an author’s cultural background, history, beliefs can affect the story
Students in small groups read narrative poems from both ancient and modern times, compare and contrast how the characters react to events and are treated
Students do a library research project
Offer reading material that deals with multicultural stories around the classroom for independent reading
Students need to connect to the text
