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Science of Teaching Reading (293)
QUESTIONS AND ANSWERS UPDATED
(202 5 /202 6 ) (VERIFIED ANSWERS)
Based upon skills delineated in the ELAR TEKS, which of the following best represents appropriate learning objectives for the recognition and analysis of plot within a literary text? - Grade 1Students will describe the main events, the problem, and the resolution in a story that is read aloud. Grade 3Students will analyze the sequence of events, the conflict, and the resolution in a story. Grade 5Students will analyze the rising action, climax, falling action, and resolution in a story. A first-grade teacher plans a small group activity in which students will use their knowledge of letter-sound knowledge to make words. The teacher prepares letter cards using letters (p, n, a, t, s, l) preprinted on cardstock and cut apart. During the small group lesson the teacher gives each student a set of cards. The teacher has the students name each letter and its sound as a review. Then the teacher guides the students to make the word "sat" by moving the letter cards together. The students are then directed to make new words based on the directions the teacher gives. For example, "Change one sound in the word "sat" to make it say "sap". Students make a variety of words using the letters supplied by changing, removing, or rearranging the letters as necessary according to the teacher's directions. Each time a new word is made, the students sound out and pronounce the new word.In order for the making-words activity to successfully enhance the students' graphophonemic knowledge and word recognition, it is important that the teacher does which of the following? - Carefully control the words students are asked to make by only including words that are spelled with letter-sound correspondences that students have been taught. Maria writes "trk" for the word truck. When considering the developmental stages of spelling, Maria uses — - semiphonetic spelling. In a parent/teacher conference, a second-grade teacher discussed several ways fluency could be promoted at home. Which of the following strategies would best help build fluency at home? - A parent could encourage a child to read engaging, grade-level material multiple times.
When creating lesson plans to promote specific reading skills, a fourth grade teacher should make sure — - the targeted reading skills relate to an appropriate instructional progression and reflect students' needs. A fifth grade teacher would like her class to complete a book report using a variety of media tools. Each student had to create a book trailer using technology, including pictures, video, audio, and text. The teacher used technology to — - communicate a message through language, medium, and presentation. An elementary teacher regularly makes use of flexible, heterogeneous grouping for literacy centers and homogeneous grouping for guided reading. Heterogeneous grouping is most likely to benefit the students in what way? - Mixed groups allow students to help scaffold learning among peers. A sixth-grade teacher has assigned a novel study to the students in second period. The students were placed in cooperative groups of 5 and assigned a novel written by the same author. Each group is expected to read and discuss the assigned novel. The students in each cooperative group are expected to discuss the book they had been assigned. The goal of discussion, as an instructional strategy, is which of the following? - Student-led discussions help students understand and interpret literature. A kindergarten teacher has planned the following activity to reinforce students' ability to distinguish the initial sound in words. The teacher prepared a brown paper bag filled with small objects. In small groups, the students take turns drawing an object from the bag. Each student names the object and its initial sound (e.g. I have a pencil. The first sound is /p/. I have a fork. The first sound is /f/). What would be the most appropriate scaffolding for an English learner who is having difficulty identifying objects and the initial sounds? - The teacher names all the objects in the bag before having the student participate in the task. A sixth-grade teacher has assigned a novel study to the students in second period. The students were placed in cooperative groups of 5 and assigned a novel written by the same author. Each group is expected to read and discuss the assigned novel. Based on the above scenario, the teacher chose cooperative groups as an approach to reading instruction. Which of the following is most likely the rationale for this choice? - Cooperative learning is linked to increased reader motivation and comprehension. A fourth-grade teacher wants to ensure that the classroom reading environment supports content-area learning for the English Language Learners in class. Which of the following strategies is likely to be most effective in addressing this objective? - Making available in the classroom library texts at various levels that supplement and reinforce the information presented in students' textbooks. A principal analyses scores for a reading assessment used by primary reading teachers. Through analyses, the principal finds that the scores are very inconsistent
The teacher's conversations with the students in this situation are likely to promote students' reading development primarily by — - helping students understand that there are different types of books and purposes for reading. A teacher assesses a third grade student by listening to him read aloud for one minute. The third grader's performance reflected a slow reading rate and many errors. The teacher will most likely — - have the student read aloud an easier passage for the teacher. Compared with standardized reading assessments, one important advantage of informal reading assessments is that they allow the teacher to — - personalize reading assessments to identify the needs of individual students. Jeni is having problems with her class assignment, which consists of reading a story to herself from her reading book and then answering the questions that follow. Her teacher can best determine how to help her by — - listening carefully while Jeni reads the story aloud. A classroom teacher is not proficient in the language spoken by a few of the students in the classroom. Which of the following would be appropriate sheltered English adaptations the teacher could use? I. Give the students time to express knowledge though pictures, pointing, or manipulatives. II. Demonstrate concepts with body actions. III. Give students more wait time. IV. Use pictures instead of text to demonstrate concepts. - I, II, and III A third grade teacher has access to a computer program that translates spoken words into written text. In the context of language arts instruction, this voice-recognition technology would be especially useful for which of the following purposes? - promoting the literacy development of a student who has strong oral language skills but severe writing and spelling difficulties Mrs. Jackson begins singing a transition song to kindergarten students. The students leave their table areas and come to their place on the carpet area for large group time. Once all students are seated and ready to learn, Mrs. Jackson states, "Today, we are going to play a game. I am going to choose something in the classroom and give you clues. Your job is to guess what it is. Ok - here we go. I spy with my little eye something red." Mrs. Jackson picks a couple of students to share their guesses before giving another clue. "It is something you can eat as a snack." Mrs. Jackson continues the game until a student provides the correct answer, an apple. Next, Mrs. Jackson uses chart paper to begin creating an anchor chart. She places the label "Things" at the top of the paper and asks the students, "Now, what was the thing that I described." The students responded, "Apple!" Mrs. Jackson draws a picture of an apple on the anchor chart and asks, "Now, what were the clues I gave you to describe this thing." As students recounted each clue, Mrs. Jackson writes them next to the
apple. Once all clues are recorded, Mrs. Jackson says, "Let's play again," and repeated the exercise using a clock, lamp, plant, and pair of scissors. Which of the following most accurately represents the primary instructional goal of Mrs. Jackson's lesson? - To promote students' development of vocabulary and oral sentence structures to describe and label nouns. A teacher works with an English learner to read a decodable text. When the student reads a word incorrectly, the teacher may prompt the child by — - asking the child to try to reread the word using decoding skills. During a unit on poetry, a fifth grade teacher wants to plan an activity that incorporates oral language skills as a means for understanding poetry. Which of the following instructional activities would be most appropriate for this purpose? - The teacher gives a dramatic reading of the poem, and then students meet in small groups to discuss the ways the poet uses sound effects to contribute to the meaning of the poem. A new student enters a second-grade teacher's classroom and has been identified as an English learner. The first step the classroom teacher would most likely take to ascertain this student's literacy competency is to — - determine the extent of the student's literacy in his first language. Which of the following is the most appropriate statement about the interrelationship between oral language and literacy development? - Strong listening and speaking skills provide a solid foundation for learning how to read and write. A sixth grade teacher, with students at the beginning and intermediate level of English language proficiency in listening and speaking, plans a unit on poetry. In order to provide targeted instruction for all students, the teacher chooses content concepts appropriate for the age and educational background level of students, the teacher adapts content for all students, and the teacher plans meaningful activities to integrate lesson concepts. As the teacher shares new terminology related to types of poetry, which of the following strategies will best support the English learners' understanding of the new words? - Share examples of the types of poetry. It is early in the school year and Mrs. Jesten wants to develop an activity that will help her second grade students communicate more clearly by correctly using the conventions of written English. Of the following, which activity would best accomplish this goal? - Under the teacher's direction, students work in groups to read through a paragraph containing grammatical and punctuation errors identifying and correcting errors. Ms. Thompson is teaching the first lesson of a grammar unit to her 4th grade students. She begins by writing the following sentences on the board: Timothy is the boy who always wears blue. This is the book that I need for class.
A kindergarten teacher could informally assess a student's phonemic awareness by asking the student to — - identify the sound he/she hears at the beginning, middle, or end of a spoken word (e.g., "What sound do you hear at the end of step?"). Which of the following statements best defines the role of phonemic awareness in emergent literacy? - Learning to distinguish the separate sounds in spoken words prepares students to match their listening comprehension. The use of repetitive, rhyming texts for kindergarten read-alouds is likely to promote the reading development of kindergarten students primarily by — - fostering their phonemic awareness. A first-grade teacher plans a small group activity in which students will use their knowledge of letter-sound knowledge to make words. The teacher prepares letter cards using letters (p, n, a, t, s, l) preprinted on cardstock and cut apart.During the small group lesson the teacher gives each student a set of cards. The teacher has the students name each letter and its sound as a review. Then the teacher guides the students to make the word "sat" by moving the letter cards together. The students are then directed to make new words based on the directions the teacher gives. For example, "Change one sound in the word "sat" to make it say "sap". Students make a variety of words using the letters supplied by changing, removing, or rearranging the letters as necessary according to the teacher's directions. Each time a new word is made, the students sound out and pronounce the new word. The teacher uses this activity in small groups on a regular basis, adding or changing letter cards as new letter sound correspondences are learned and mastered. This making-words activity is likely to promote students word recognition by: - helping students read regular words. Tyler, a first grader, can identify the letters of the alphabet and decode a number of simple words. He becomes confused, however, when tracking print in consecutive lines of print. Which of the following strategies is likely to be most effective in helping Tyler read a short paragraph of simple text? - Have Tyler use his finger or a marker as he reads the text. The parents of a pre-kindergarten student say that their child is learning to recognize and name letters of the alphabet but has not yet learned to write any of the letters. The parents wonder whether they should encourage their child to try writing the letters. The teacher could best respond by — - explaining that letter writing can benefit the student by reinforcing his letter-recognition skills. A preschool teacher wants to assess a child's concepts of print. The teacher begins by allowing the child to examine a children's book and then asks the child some simple questions. Which of the following teacher questions would be most appropriate in this context? - Can you show me where to start reading?
Which of the following activities would best help students in the emergent literacy stage of reading development to understand the directionality of print? - The teacher displays a poster-sized illustrated story on an easel and uses a pointer to track the words in the text while reading the story aloud. According to research on the regularity of English words, what percentage of English words is phonetically regular? - 50% The parents of a kindergarten student tell the teacher that their child can recognize and name all letters of the alphabet and can recognize some common words in the environment. The parents wonder whether the child should now be encouraged to read simple words at home. Which of the following recommendations would be most appropriate for the teacher to make? - Take advantage of opportunities to begin pointing out letter-sound associations in familiar words (e.g., "M makes a /m/ sound. M is for Mommy."). A kindergarten teacher asks her students to identify the front of the book, the direction of the print, beginning of the sentence, and punctuation. The teacher is observing — - concepts of print. A teacher assesses a kindergarten student by requiring the child to identify the front of the book, the direction of the print, the top of the page, the line order, the word order, and the letter order. The teacher is assessing the child's — - concepts about print. Which of the following writing samples produced by students in a first grade classroom relies most on the use of alphabet letter names as a spelling strategy? - TM LIKS TO RN FAS (Tim likes to run fast.) According to research on the regularity of English words, what percentage of English words is phonetically regular? - 50% A reading specialist teacher works with a first-grade teacher to plan explicit instruction in letter sounds. The teacher begins the lesson by writing the letter 'n' on the board and says, "This is the letter 'n', It makes the /n/ sound". The teacher then has the students name the letter and sound three times. Students say, "This is the letter 'n', it makes the /n/ sound". The students then stand up and write the letter in the air with their finger while saying the letters name and sound. The students then sit at their desk and write the letter 3 more times while stating the name and sound. After this lesson, the teacher makes word cards of the regular words the students read during the lesson. Which of the following activities using the word cards would be most effective in promoting the reading skills targeted in this lesson? - The teacher adds the cards to a set of cards from previous lessons that are used to practice reading regular words for instant word recognition.
rearranging the letters as necessary according to the teacher's directions. Each time a new word is made, the students sound out and pronounce the new word.After the students make words using their letter cards, the teacher has the students participate in a word sort activity where students categorize the words by word families. This activity is most likely designed to — - help students see commonalities in words and begin reading by analogy. A reading specialist teacher works with a kindergarten teacher to design an activity in which students use the Alphabet Arc illustrated below. Each arc has the alphabet written or placed in an arc shape to help students gain knowledge of the alphabet with hands-on activities. Magnetic letters may be used as manipulatives for phonics activities with the arc. Students participate in phonics activities with the arc on a regular basis, studying letters and their sounds, and using letters to form simple words and practice word patterns (e.g., tan/fan or mat/sat). The alphabet arc is most likely to promote students' reading proficiency by: - helping students learn new words through analogy with letter patterns in familiar words. Ms. Tanner is a first grade teacher. She recently administered a phonics assessment and is planning different learning centers based upon students' levels of proficiency. Ms. Tanner will create small groups based upon students' assessed needs. At each center, Ms. Tanner will place a different stack of laminated cards for students to practice decoding words with initial consonant blends, final consonants blends, digraphs, or trigraphs. Each card will contain a visual and Elkonin boxes to represent each phoneme in the word that corresponds to the visual. While at the center, one student will select a card and identify the visual. Then, students will work together to segment individual sounds in the word and write each sound in a box. Students then repeat this process, taking turns with card selection. Below is an example of a card from one of the centers. At the center where this card is located, which of the following skills is likely being targeted? - digraphs Rub it on SPF stands for "sun protection factor" — how well a sunscreen works at keeping the sun's burning rays from roasting your skin. When you buy sunscreen, make sure you get some with an SPF of greater than 15 (SPF 45 and higher protects only a bit more than 30 does...) and that your sunscreen blocks both UVA and UVB rays (types of light).You'll need to get a bottle, shake it, fill up a handful, and slather it all over your body. (Yes, we said "handful." You need that much for good coverage.) Put it on 30 minutes before you go out in the sun. Don't forget to cover your face, lips, hands, forearms, shoulders, ears, back of your neck, under your chin, and the top of your head. Watch your eyes — it could sting! If you're worried about breaking out, try a gel sunscreen. And if your skin reacts badly to one brand, try another. Not all sunscreens have the same ingredients.Protecting your skin is important. Remember, if you're like
most people, exposure to the sun will cause almost all of its damage to your skin before your 18th birthday. Be careful out there! Which of the following answers best explains how the expository text helps build student vocabulary knowledge and development? - by promoting word analysis through the use of context clues A first-grade teacher plans the following small group lesson on blending words sound by sound. The teacher prepares the lesson by giving each student the following plastic letters, laid out separated with wide spaces. The teacher has the students point to the first letter "m" and with students say /m/ and hold the /mmm/ while moving it the "m" toward the "a".When the "m" and "a"' are next to each other, then say /a/. The students then pronounce the "m" and "a" together - "ma". The teacher and students say, /maaaaaaaa/ while moving the letters toward the "t". When "ma" is next to the "t", then say, /t/. The students use their finger under the letters to read a fast pronunciation of the word: /mat/. In order to apply the newly acquired blending strategy, the teacher is most likely to follow this activity with which of the following? - Reading of connected text in an appropriate decodable text A kindergarten teacher wants to design an activity in which students use the Alphabet Arc illustrated below. Each arc has the alphabet written or placed in an arc shape to help students gain knowledge of the alphabet with hands-on activities. Magnetic letters may be used as manipulatives for phonics activities with the arc. Students participate in phonics activities with the arc on a regular basis, studying letters and their sounds, and using letters to form simple words and practice word patterns (e.g., tan/fan or mat/sat).After the first use of the alphabetic arc, the teacher wants to determine whether students have mastered the reading skills targeted in the activity. Which of the following informal assessment strategies would provide the information the teacher needs? - The teacher should have the students make simple words using similar word patterns. Which of the below scenarios is an example of a teacher assigning a student an activity that is outside its zone of proximal development? - After successfully contextualizing the vocab within a reading or listening text, the vocabulary is then presented to the student through pictures or definitions. A student who successfully identifies how many morphemes are in the word pumpernickel will have which of the following thought processes? - C.The student notices the morphemes pump + er + nickel but sees that those morphemes are not related whatsoever to pumpernickel. Therefore, the student concludes that pumpernickel is monomorphemic. What is the coda of a syllable? - any consonants that occur in the rhyme, after the nucleus
you have already tried prompting the student towards several strategies to help her work out the word and she is still stuck. Which of the following reading behaviors is an indication that a student is reading at the word level and not the text level? - The student attempts to sound out every word. Mrs. Slosson is working with Lani, a second grade student who has difficulty with reading fluency. One technique that would be very effective for Mrs. Slosson to use with Lani would be to — - have Lani read familiar books she has already read. A sixth grade teacher reflects on a strategy to help a student who is a struggling reader. The teacher assessed the student's reading skills with an Informal Reading Inventory. The student decoded words accurately but read the passages slowly. The student read 80 words per minute. Which of the following strategies should the teacher most likely consider using to improve the student's fluency and comprehension? - Have the student practice repeated readings using text at the independent reading level. Based on current reading research, which of the following is the expected end-of-year reading fluency rate for normally progressing second-grade students? - 80 - 100 wcpm The parents of a second grader tell the teacher that their child enjoys reading aloud at home. The parents express some concern, however, that the child often chooses to reread two or three favorite stories despite the availability of a variety of reading materials. Which of the following observations would be most appropriate for the teacher to make in addressing the parents' concern? - assuring the parents that oral rereading of high-interest materials will help promote their child's reading fluency A third-grade teacher collected the following WCPM (words-correct-per-minute) information from an English learner. Each reading was taken on a text that the student had not read before. For each administration, the teacher has the student "picture walk'', or preview, the text. Then the student reads the text for one minute as the teacher notes errors in oral reading. Based on your knowledge of fluency, which of the following can be determined about this English learner? - The student's fluency is below the expected level for third grade. The teacher should monitor the student's progress more frequently. Magnus, a third grader, often takes a long time to work out a word when he gets stuck even when the teacher is providing support. Once the word is solved, the teacher usually has him back up and begin reading again a sentence or two before he stops at the point of difficulty. What is the likely purpose for the teacher having Magnus do this? - To reestablish fluency and comprehension. A third-grade teacher collected the following WCPM (Words Correct Per Minute) information from an English learner. Each reading was taken on a text that the student had not read before. For each administration, the teacher has the student "picture walk'',
or preview, the text. Then the student reads the text for one minute as the teacher notes errors in oral reading. Based on your knowledge of fluency, which of the following is NOT a likely cause of the drop in fluency rate on February 25th? - The student had adequate word recognition strategies. A teacher introduces new science vocabulary words to her students. The new words describe the various types of volcanoes. Which of the following activities would help students represent the various types of volcanoes? - The students illustrate the volcanoes using descriptions provided. A third grade teacher wants to use semantic feature analysis to reinforce students' understanding and organization of key concepts while reading expository texts. The teacher prepares the lesson by selecting a text about birds and determining the categories and features for the grid. On the day of the lesson, the teacher tells the students that they are going to read a text about birds but before they do, they are going to complete a grid that will help them think about different characteristics of different birds. The teacher helps the students fill in the following grid about birds.In the grid above, the teacher uses the word 'migratory'; however, the plans do not incorporate the direct pre-teaching of this word. Which of the following vocabulary activities would be the best to incorporate into this lesson? - Help the students create a word map that visually defines the word using examples and non-examples. A third-grade teacher wants to improve students' abilities to decode longer, multisyllabic words. Which of the following instructional activities is most appropriate for this purpose? - Have students break words into prefix, root, and suffix to analyze the structure of unfamiliar words A middle-school teacher informally assesses a student's comprehension of text and general background knowledge by using the cloze procedure. The student is directed to write in the provided blank spaces the word the author might have used to complete a sentence. After the student fills in the blanks the teacher checks the answers using the key.The following excerpt is taken from a part of the cloze passage used for the assessment. The student's answers are in the blanks, and the partial key is included under the excerpt.The teacher could assume the student used the word author instead of blogger because— - both words fit contextually in the sentence. At the beginning of the school year, Ms. Ignacio, a fifth grade teacher, designs the following activity in which students interview one another.1. The teacher guides students to brainstorm interview questions.2. The teacher types the questions and makes copies of the "questionnaire."3. Students interview one another in pairs with each student reading the questions and writing his/her partner's answers.4. Students discuss their findings in a whole-class discussion and then give their completed questionnaires to the teacher.As an informal assessment strategy, the interview activity designed by Ms. Ignacio is likely to be most useful in helping the teacher evaluate students' — - oral and written language proficiency.
use to model metacognitive processes that occur during critical reading activities? - The teacher could use a think aloud to model metacognitive strategies. Mr. Montaine plans to have his fourth graders read D. F. Coey's play Loki and Sif's Golden Hair. He is concerned that Sharlene, who has a reading disability, will have trouble keeping up with and understanding the reading. His best strategy for promoting Sharlene's comprehension of the text and her ability to participate fully in class discussions would be to — - provide Sharlene with the audiotaped version of the play to listen to in conjunction with her reading. A reader gets to the end of a paragraph and realizes he/she has not understood the text. When the child reread the paragraph, the child demonstrated — - metacognition A fourth-grade teacher works with a small group of students reading an expository passage titled "The Lone Star State." Many of the students are English learners. The teacher asks, "What do you think this passage will be about?" Most of the students are reluctant to respond. One student responds that the passage may be a science passage about the ways stars are formed. The discussion described above is likely to promote the students' reading development by— - having the students make inferences about the passage. A third grade teacher wants to broaden students' understanding of their own culture and the cultures of others through the reading of literary texts. Which of the following strategies would most effectively address this goal? - Students read folktales and other literature from various cultures and discuss the similarities and differences. A middle-school teacher informally assesses a student's comprehension of text and general background knowledge by using the cloze procedure. The student is directed to write in the provided blank spaces the word the author might have used to complete a sentence. After the student fills in the blanks the teacher checks the answers using the key.The following excerpt is taken from a part of the cloze passage used for the assessment. The student's answers are in the blanks, and the partial key is included under the excerpt.Based on the results of this cloze, which of the following post-reading activities would be most effective in improving the student's comprehension of the passage? - The teacher provides necessary background knowledge so the student can understand the text. A reading specialist teacher meets with a group of middle-school teachers that have requested her presence at their team meeting. The content-area teachers have questions about strategies they can use with their students who lack skills needed for comprehending the textbook. Which of the following recommendations might the reading specialist teacher provide? - The reading specialist might recommend a variety of research-based comprehension strategies students can use before, during and after reading to support them as they encounter expository text.
Mr. Flores teaches third grade. He is about to begin a new unit of study in reading. At the beginning of the first lesson, he provides each student with the following partially completed graphic organizer: ElementWhat it isExampleAct CharactersThe people who play a role DialogueThe parts that are spoken out loud Script SettingThe time and place Stage Direction During the lesson, Mr. Flores plans to review elements that may be familiar (i.e., characters, dialogue, setting), introduce students to elements that may be unfamiliar (i.e., act, script, stage direction), and ask students to locate and example of each element in a text from this literary genre. Which of the following literary genres will Mr. Flores focus upon during this unit of instruction? - drama Based upon skills delineated in the ELAR TEKS, which of the following best represents appropriate learning objectives for the recognition and analysis of characters within a literary text? - D. Grade 1Grade 3Grade 5Students will describe the main characters in a story and the reasons for their actions.Students will explain the relationships among the major and minor characters in a story.Students will analyze the relationships of and the conflict among the characters in a story. During story time, Mr. Boss prompted discussion and asked questions while he read a book aloud for his kindergarten class. Which of the following best describes Mr. Boss's instruction? - Mr. Boss used an interactive read aloud to engage his students in the story. Mrs. Torres teaches kindergarten. She has been working to promote her students' reading comprehension and wants to design a cloze task to gain information about student performance. Which of the following considerations should Mrs. Torres keep in mind while creating cloze gaps? - Exclude words that do not rely on text-level comprehension, such as multiword expressions. Which of the following instructional activities for fourth graders would best prepare students to understand the concept of literary theme? - Students read familiar fables and fairy tales, and the teacher guides students to discuss the moral or meaning of each story. Of the following genres of children's literature, which genre consists of texts that have brief, one-event plots that convey a moral lesson at the end of the story? - fables Which of the following statements does not correctly describe a distinguishing characteristic of nursery rhymes? - Nursery rhymes are Eurocentric and singularly portray European cultures. A fourth grade social studies teacher is designing a lesson to help his students critically evaluate magazine articles on various topics. Which of the following activities would most likely accomplish that purpose? - Determine which parts of the article are fact and which are opinion.
Which of the following assessment techniques is not an effective way for teachers to gather assessment data concerning students' analysis of informational text? - Students read a tall tale about Paul Bunyan. After reading, they create a poster that describes the main character, setting, problem, solution, and theme. Mrs. Ramirez's class read two versions of Little Red Riding Hood. One of the stories was the traditional story and the other was the Chinese version called Lon Po Po (by Ed Young). Which of the following activities would provide the best opportunity for students to analyze the two stories using a visual image? - a Venn diagram detailing similarities and differences about the stories Mr. Simmons has used the graphic organizer pictured above in his physical education class in the unit on baseball. Mr. Simmons also teaches English Language Arts and Reading. In ELAR, Mr. Simmons' graphic organizer would be particularly useful for helping students — - write a summary describing the game of baseball. Mr. Jones is a fourth grade teacher who uses informational text regularly during instruction. For a recent lesson, Mr. Jones made two different sets of copies for a newspaper article that had an even balance of textual and graphic features. In one set, Mr. Jones omitted the textual features. In the other set, Mr. Jones omitted the graphic features. During the lesson, Mr. Jones paired up students and gave each partner alternate versions of the newspaper article. Mr. Jones asked students to read the version of the newspaper article they were given. After five minutes, Mr. Jones told students to switch versions with their partner and read the alternate newspaper article. Which of the following best represents Mr. Jones's rationale for this activity? - Mr. Jones wanted to develop student understandings about the relationship between textual and graphic features of informational texts, as well as how both types of features contribute to comprehension. Which of the following is the LEAST helpful teaching strategy to use when students are learning about different types of expository texts and how to read them? - Teach students how the text has a beginning, middle, and end. Students in a fourth grade class have been reading informational texts about space travel. The teacher wants to strengthen students' understanding of the information presented in the texts by helping students focus on main ideas and significant details. Which of the following instructional activities would most effectively address this goal? - The teacher leads a class discussion of one of the texts and uses student input to create a map of the information on the board. Which of the following is NOT an example of an effective instructional strategy for informational texts that prekindergarten teachers may use with their students? - After reading an informational text, have different centers for students to continue the plot, examine characters, or explore the setting.
Mr. Roman is a third grade teacher. He conducted a reading assessment at the beginning of the school year to determine each student's ability to demonstrate and apply phonetic knowledge. Below is an example of pronunciation errors from one of his students, DeShaun. Printed WordPronunciationgloriousgloryhappinesshappyreadilyready According to DeShaun's reading performance, what specific reading skill does Mr. Roman need to address with an instructional intervention? - decoding multisyllabic words using knowledge of suffixes Ms. Iley is a prekindergarten teacher. She recently conducted a learning activity to informally assess each student's ability to demonstrate and apply phonological awareness skills. For the activity, students were given a worksheet that contained individual rows with different colored pictures. Students cut out several black-and-white picture cards and paste them at the end of each row. Below is an example of two of Maria's completed responses. According to Maria's performance, what specific reading skill does Ms. Iley need to address with an instructional intervention? - combining words to make a compound word Mr. Stinson is helping students in his Content Mastery class with their science assignment. They are required to read a chapter in their fourth grade science book and answer questions about it. All of these students have difficulty with reading. Which of the following approaches would be most effective in helping them with their assignment? - Mr. Stinson goes over vocabulary words they will encounter in their reading and they discuss the meaning of those words. Mrs. Anderson teaches second grade. In her daily reading lesson, Mrs. Anderson read aloud a literacy text passage. While reading, Mrs. Anderson stopped frequently and asked her students questions to check for understanding. Read the excerpt of dialogue below. Mrs. Anderson: (reading aloud) The dog that jumped up on the bed and that tried to grab the cat later disappeared into the backyard.Mrs. Anderson: (stops reading): Which animal disappeared?Richard: The cat disappeared. Which of the following best represents how Mrs. Anderson should interpret Richard's response to her question? - Richard's response was incorrect, thereby demonstrating possible issues with his ability to comprehend syntactically complex sentences. Ms. Cho teaches prekindergarten. While observing instruction, she noticed that some of her students regularly experience challenges with recognizing distinct letter sounds. To address the needs of these students, Ms. Cho wants to implement a variety of instructional strategies that promote familiarity with distinct letter sounds among students. Which of the following instructional strategies would be the least appropriate for Ms. Cho to use? - Encourage students to make sound effects with their feet, hands, and mouth that fit with what is happening in a story.
