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WorksheetsSection 4. Comprehension of Literacy and Informational Text
Total questions: 6
Worksheet time: 3mins
A first grade teacher has recently finished reading the story “the three little pigs”. After reading the teacher asks students to complete the organizer below with their table partners:
Somebody…
Wanted…..
But….
So…..
Then…..
Complete sentence:…..
After completing the organizer, the teacher asks several students to share the sentence they wrote. One student shares the following sentence: "The pigs wanted to build houses but the wolf wanted to blow them down." The teacher then says, "So, then what happened?" By asking this follow-up question, the teacher is furthering the student's oral language development by:
requiring the student to use the specific conjunctions "so" and "then" in a verbal response.
prompting the student to support an opinion with textual evidence.
showing the student how to form a more grammatically complex sentence.
asking the student to verbally articulate a concise summary of the story.
Which of the following is an example of hyperbole?
The test tomorrow hung over me like a black cloud.
The line for the sale was two miles long.
The turtle swam silently and slowly through the water.
The sun smiled down on us as we walked to school.
Which of the following is an example of alliteration?
The rain was coming down so hard that it felt like a bucket of water had been poured on my head.
Her backpack weighed a ton, slowing her down on the way to school.
The tree scratched at my window every time the wind blew.
The cow couldn't catch the flies with her curly tail.
A teacher notices that her students are struggling with visualizing a story as she reads it aloud. Which of the following strategies could she implement to help students improve in this area?
After reading a section of the story out loud, the teacher asks the students to draw what they 'saw' in their minds on a blank piece of paper.
After reading a section of the story out loud, the teacher asks the students to make a written, bulleted list of what events occurred in the story.
Before reading the story out loud, the teacher provides background information about the setting, characters, and time period.
While reading the story out loud, the teacher pauses periodically to have students complete sentence stems pertaining to the setting and events.
A 6th-grade teacher is asking students to compare a pair of persuasive articles about global warming. She would like to incorporate at least one question from each level of reading comprehension. Which of the following questions would fall under the category of evaluative comprehension? A) What was the most memorable piece of evidence from each article? B) What are two details from each article? C) What do you think each author would say about the recent push to avoid using plastic straws? D) Choose one article and explain the author's point of view. Then compare it with the point of view of the other article. Which do you agree with and why?
What was the most memorable piece of evidence from each article?
What are two details from each article?
What do you think each author would say about the recent push to avoid using plastic straws?
Choose one article and explain the author's point of view. Then compare it with the point of view of the other article. Which do you agree with and why?
A third grade teacher provides ongoing assessment for various listening activities that are going on in her classroom, since she clearly understands the importance of effective listening. What are some key purposes of effective listening?
Communicate more effectively with families and also to solve problems.
Improve note taking skills, understand oral language delays and for students own enjoyment
Gain new information, understand phonics rules and solve problems
Gain new information, solve problems and/or increase the students own enjoyment
