ELAR #2test
As a formal assessment at the end of a unit, a teacher partners students and asks them to come up with a new product or service. Each pair will need to create an advertisement for the new product/service as well as a 15-second commercial promoting it. The teacher provides students with the following rubric.
Practicing organizational structures found in informational media. Practicing writing clarity and main ideas through persuasive media. Practicing creative writing techniques found in entertainment media. Practicing persuasive techniques found in persuasive media.
Which of the following activities would not be appropriate to use as a vocabulary assessment?
Students highlight unknown words while reading a text.
A few weeks into the new school year, a fifth-grade teacher notices that some of her ELL students are hesitant to answer questions in front of the class. These students are capable of answering written questions or responding privately to just the teacher but seem nervous to speak before the whole class. What is the best strategy for their teacher to take to encourage these students to participate orally in class?
build in time for students to talk in small groups or partners about academic content and topics of student choice
A fifth-grade class is beginning a unit on idioms. The teacher, Mr. Wren, projects the phrase "it's raining cats and dogs" and asks the class what this phrase means. Mr. Wren discusses how students know the phrase doesn't mean actual cats and dogs, and the class reviews the words "literal" and "figurative." Next, Mr. Wren asks the class to write about idioms used by themselves or a member of their family. Students are asked to include the idiom, its meaning, and how they determined the meaning. What is the most logical step for Mr. Wren to take next?
Research the historical origins of popular idioms. Read a short story that uses idioms and discuss the idioms as they occur. Write a short story in which at least five idioms are used. Have students share the idiom they wrote about and create a classroom list of idioms.
Which of the following would be a secondary source for a student researching the Holocaust?
An article written and published by the Holocaust Memorial Museum.
Which type of technology would be most beneficial to use in the publishing stage of the writing process?
a classroom website or blog
Ms. Simpson is beginning a research project with her class. What is one of the first things she should teach her students?
to develop a focused, open ended research question
During a poetry unit, students are given an assignment to create a short rhyming poem about either a family member or themselves. The teacher provides access to online rhyming dictionaries to help students achieve the poetic structure required. Once all the poems are written, students are asked to read their poems aloud to the class. By asking students to both read and write a poem, the teacher is demonstrating her understanding that:
written and oral communication skills are interconnected, and students need to be given opportunities to practice both.
A fourth-grade teacher is introducing her students to the root "meter." The teacher provides the definition of the root and has students complete a graphic organizer where they brainstorm words that contain "meter" and their meanings. In another lesson, students read about various scientific instruments used for measuring. What additional activity should the teacher include to assess her student's mastery of the root "meter"?
Students practice writing words containing "meter" ten times each. Students match a list of words containing roots to their definitions. Students write sentences or short paragraphs using words that contain the root "meter." Students break words down into their syllables, isolating roots, prefixes, and suffixes.
Which of these activities would help students understand the importance of punctuation in written discourse?
Students read, both silently and aloud, a series of short texts missing punctuation marks. Students edit a passage to identify any run-on sentences or comma splices. Students listen to their teacher read aloud from a poem that doesn't use punctuation marks or conventional writing constructions. Students are given a passage with missing punctuation and asked to add punctuation as necessary.
A fourth-grade teacher has a small number of students struggling to legibly write cursive letters. The classroom has a display of cursive letters across the board, and the teacher routinely writes in cursive to model letter formation. The teacher decides to pull these students into a small group to provide targeted instruction on cursive letter formation. Which of the activities below would best help these students progress?
Students trace the letters in various sensory mediums, such as rice, sand paper, or slime.
A fifth-grade teacher is planning a vocabulary lesson for her class. Which of the following describes the best source for these vocabulary words?
academic or topical vocabulary from their upcoming unit
In order to best prepare a student for delivering an oral presentation, a teacher should:
all of the above
A teacher is reading aloud to her class. At the end of a paragraph, she stops to ask the students a question like, "Where do you think the tiger is headed now?" In asking a question like this, the teacher is trying to:
encourage students to make predictions based on textual evidence.
A sixth-grade class has just finished learning about renewable and nonrenewable energy sources. The teacher has asked students to complete a writing project convincing people to switch to renewable energy. Some students choose to create a brochure or poster. Some students write a script and film an infomercial. Mark drafts a three paragraph essay describing the differences between renewable and nonrenewable energy. Mark has made an error in which element of writing?
genre audience task purpose
A teacher has introduced a research project. One resource the teacher will require the students to use is a website. Which of the following activities would best help students differentiate between relevant and irrelevant information?
highlighting the first and last paragraph of each section and assessing the highlighted sentences to see if they contain information related to the research topic reading, identifying, and highlighting information in articles that contain pertinent information to the subject being researched discussing how best to use a search engine to find relevant articles teaching the students how to read and assess titles of articles to see if they contain relevant information
A teacher projects the following slide for her students in order to model the activity they will be completing with a partner.The teacher reads the topic and sentences. Then she models the following dialogue. "Really, some of these are saying the same thing in a different way. Sentences 1, 2, and 5 are all about the nutrition of junk food. Sentences 3, 4, and 6 are describing how eating or not eating junk food affects specific kids. If I were turning this into an essay, I could use my new groups to build categories I would then describe in more detail. One paragraph would be about nutrition, the next about exclusion." After modeling the activity, the teacher breaks students into small groups, gives them their own topic and sentences, and asks them to group the sentences into like categories and give each category a one-word label. This activity will help develop writing skills most appropriate to which type of writing? Junk Food at Lunch 1.Processed Sugars 2.Less Nutritional Value 3.Competition for limited favorite flavors 4.Some kids aren't allowed to eat it 5.Higher calories 6.Allergy sources
informational
A teacher provides students with a topic name and a series of facts and statistics related to that topic. Using visual presentation software, the students are asked to create an image that displays the information in a visually appealing way. These infographics best exemplify which type of media?
informational
While reading a scientific article, a class of fifth-grade students completed a series of Frayer models on unfamiliar vocabulary words they encountered. To complete a Frayer model, students write the vocabulary word in the center, and then fill the surrounding rectangles with the definition, pictures of examples and non-examples, and a sentence using the word. Each student completed a different number of Frayer models depending on how many new vocabulary words they learned from the article. This activity will improve students' vocabulary knowledge by
providing opportunities for students to work with the new words in a variety of ways. creating a picture dictionary for reference containing the most challenging words. teaching students an efficient way to organize information in various text structures. illustrating the different syntactic structures possible for each vocabulary word.
The following is a first draft from a fifth-grade student's descriptive essay. (1)Walking into the sun the cold creemie drip fell onto my fingers. (2)I slurpt the drip tasteing chocolate and tangie rasberrie. (3)I looked at the rainbow sine that said bubbles ice creem parler. (4)Suddenly i jumped cause my sister were screamin like a hieena. (5)A storm of tears hit the ground like her scoop of ice creem did. In sentence 4, the teacher should provide additional instruction in which of the following skills?
punctuating compound sentences pronoun/antecedent agreement subject/verb agreement capitalization of proper nouns
A fifth-grade class has recently learned how to use commas and quotation marks in dialogue. The teacher then assigns a short fiction writing assignment and asks students to include at least 10 instances of dialogue. After everyone has finished writing, students are asked to swap stories with a peer. In order to encourage the best use of time and provide the most effective feedback, the teacher should ask students to:
read the peer's essay, identifying only errors in dialogue punctuation.
As part of a science unit, a fourth-grade teacher wants to provide opportunities for her students to interact with new vocabulary words from the unit in context. Which of the following activities would be least effective for this learning goal?
summarize scientific articles in which the words are used sort new words into categories generated by the student create a video presentation reviewing the new scientific concepts write answers to comprehension questions using the words
A fourth-grade class is writing a compare/contrast essay on two unique animals of the students' choosing. Which of the following sources would be best for researching the assigned animals?
the National Geographic website
A teacher might ask students to compare the words go, goes, and undergo in order to support an understanding of:
the purpose of an affix. morphemes. short vowels. how syllable analysis supports decoding.
A teacher selects a number of spoken word videos to play for her class during a poetry unit. During one video, the teacher pauses the playback to say, "Did you hear that line? 'And the norms and notions/of what just is/Isn't always just-ice.' That was pretty neat how she rhymed justice with just is. I like that." What is the most likely purpose for pausing the video at this moment and sharing this thought?
to model how to analyze a poem for the author's perspective and point of view
A teacher is developing his vocabulary list for the next unit of study, which will focus on American history, and is considering the following list of words: democracy, colony, government, region, hemisphere, ratify, migrate, import, export, population The underlined words on this list demonstrate which vocabulary concept?
utility homographs academic tier 1
A class has just finished reading and analyzing an informative compare/contrast essay about polar bears and brown bears. Which activity would most help students further understand the use and importance of organizational style and transitions in this type of writing?
writing their own essays that compare and contrast a type of animal
Which of the following activities would best assess a student's understanding of how visual images enhance and extend the meaning of written words?
After reading a nonfiction text, select or create an appropriate image to add to the text that maintains the author's purpose and supports the main idea.
Which activity would fit in a unit focusing on enhancing student abilities in word recognition?
After studying some common prefixes, suffixes, and root words, play a game where students generate as many words as possible that use a specific root, prefix, or suffix
A teacher projects the following sentence on the board for students to edit. All of the materials including autobiographys, in this Section is nonfiction. Which option below fixes all grammatical errors in the sentence?
All of the materials, including autobiographies, in this section are nonfiction
A sixth-grade teacher had decided to use literature circles with her class to work through a new fiction text they're reading. She will provide the groups with guided questions and discussion ideas to complete during and after their reading sections. Which question stem would encourage students to cite textual evidence to support a prediction for the next chapter of the reading?
Because the character said _____, I believe s/he will _____.
A teacher is considering which novel to read with a fifth-grade class. While considering The Secret Garden by Frances Hodgson Burnett, the teacher asks himself the following questions: Does this novel contain any 20th-century stereotypes or biases that will need to be discussed? Is this novel appropriate for the age of my students? Will my students relate to the characters in the novel? How much background knowledge will I need to frontload for the class? In addition to these questions, what else should the teacher ask to ensure the selected novel brings cultural diversity and responsiveness?
Does this novel mirror the cultural landscape of my classroom?
A fifth-grade class has read a historical fiction piece about the drafting of the U.S. Constitution and a grade-level appropriate biography of Benjamin Franklin. After reading both texts, the teacher asks students to answer the question, "How did Benjamin Franklin's life impact his contributions to the Constitution?" To ensure his students can successfully complete the writing prompt, the teacher should do which of the following?
Provide a cause-effect graphic organizer to complete before drafting their answers. Review the function of a thesis statement and practice drafting one on a different topic. Provide sentence stems to correctly incorporate textual evidence into their answers. Review correct punctuation for compound and complex sentences and capitalization rules.
Which of the following describes a way that spelling instruction can support the decoding skills of early readers?
Spelling words can be chosen specifically to expand individual student vocabulary. Spelling lists help students break words into separate syllables. Memorizing common letter patterns through spelling can then be applied to unfamiliar words with similar structures when reading. Spelling lists should consist of only irregular sight words that students are not expected to decode.
A fifth-grade classroom has been analyzing nonfiction articles that include charts or graphs. The class has learned the terms for all the parts of a graph and have spent time discussing how graphs add to and support the main idea of the text. Which of the following activities should the teacher include next to continue developing her students' understanding of the purpose and importance of charts and graphs?
Students label a premade graph with the appropriate titles and labels after reading an informational article related to the graph.
A sixth-grade class spends 15 minutes a day silently reading. Students are allowed to move freely about the room to find a comfortable spot to read. Which activity could the teacher incorporate into the class's schedule to further encourage her student's interest in reading?
Students submit a short, written summary of what they read that week to the teacher
Which of the techniques below is most beneficial for helping students develop metacognitive reading habits?
Writing summaries of each paragraph to refer to when analyzing the text. Identifying unknown vocabulary words while reading and logging them in a vocabulary journal. Reading a text silently and then rereading it aloud. Making connections between the text and the reader, the world, and other texts.
The following is a paragraph from a sixth-grade student's narrative essay about his favorite moment from summer vacation. The crack of the bat hitting the ball sent a sting shooting up my arms. I hit the ball so hard. I remembered to run. I sprinted to first, then second, then third. The coach waved me on. I ran home faster than a cheetah. I saw the catcher over the plate and dove for home. Eyes closed, I threw my body into the dirt, and screamed Awww yeeeaaahhh when I heard the ump say Safe! Which of the following comments from the teacher would be most appropriate during a writing conference about this paragraph?
You've got some wonderful examples of descriptive language in this passage. I think adding some transition words and phrases would really help the reader to visualize your experience.
A fourth-grade class has conducted research surveys of their peers and family. Students recorded the information and now will turn the results into a visual representation. One student asks, "Between boys and girls, who prefers chocolate ice cream more than vanilla?" Which of the following would best display the results of this question?
a bar graph
A fourth-grade teacher has identified a small group of students who are struggling to read fluently. These students are able to decode most words with ease, although they still struggle with irregular multisyllabic words. While reading, the students pause in irregular places, enunciate randomly, and read with a monotonous tone and volume. Based on this assessment, these students would benefit the most from which reading fluency activity?
choral reading
The following sentence was written in a student's science report. When hungry, the omniverous predator prowls the savannah looking for plants or animals to eat. Which of the following best describes this student's stage of spelling development?
conventional phonetic semiphonetic transitional
During a unit on space and the solar system, a sixth-grade class is reading an informational article on planets. The teacher asks students to write an answer to the question, "What is the difference between a dwarf planet and a moon?" This question is an example of which level of comprehension?
literal appreciative evaluative inferential
Aspects of a text that can only be measured by a reader (e.g. meaning, purpose, structure, and knowledge demands) are what type of complexity measure?
qualitative
During a writing conference, Jamie and her teacher discuss the following selection of her essay. it was summer i was riding a bike and i stoped becuz there were a dog not on a leesh. the dog run at me i thaught it wood bit me but it didnt an the owner come out and save me The teacher asks Jamie if she notices any punctuation errors. Jamie reviews her work, adds a period after "save me," and says, "Oops, I forgot that period." In order to assist Jamie in identifying additional punctuation errors, the teacher could:
read the passage aloud, emphasizing the run-on sentences, then ask Jamie to identify the errors.
A student in a third-grade class is attempting to determine the meaning of the word "scrawny" in the following sentence. There was Sam, ten years old with long, skinny legs and equally scrawny arms, but he had a smile that lit up any room he walked into. Which of the following would best support the student in an attempt to infer the word's meaning?
syntactic analysis