ELAR Competency 007 Test Questions

Mr. Glaser, a kindergarten teacher, is looking for ways to assess his student's ability to summarize or retell reading material. Which activities could he use to help assess this skill? Select all answers that apply. A: Ask students to draw what happened in the text. B: Ask students to describe a character from the text. C: Ask guided questions to assess understanding. D: Ask students to draw what happened in the text.

A: Ask students to draw what happened in the text.

An example of evaluative comprehension is when a reader: A: analyzes the word choice of the author. B: recalls details. C: connects events to their own past experiences to build understanding. D: decodes a word for pronunciation.

A: analyzes the word choice of the author.

When reading and analyzing informational texts on the same topic, which element(s) might students compare? Select all answers that apply. A: quality of evidence B: facts and opinions C: author bias D: use of dialogue

A: quality of evidence B: facts and opinions C: author bias

A fourth-grade teacher has assigned the independent reading of a section from the social studies textbook in order to evaluate her students' ability to comprehend informative nonfiction texts. Of the various reading comprehension skills, which of the following will be specifically important for comprehending this text? A: recalling key details from the text B: applying your schema to provide a context for the information in text C: evaluating the author's perspective and possible bias D: the ability to incorporate various media into an understanding of the text

A: recalling key details from the text

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 do you think each author would say about the recent push to avoid using plastic straws? B: 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? C: What was the most memorable piece of evidence from each article? D: What are two details from each article?

B: 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 question(s) could be asked during literature circles to encourage students to evaluate the author's word choices? A: Based on what we learned in this chapter, what do you think will happen to the main character in the next chapter? B: How did the descriptive language used in this chapter help you visualize the setting? C: In what ways is the main character relatable to yourself or someone you know? How does this likeness help you understand his motivations and actions? D: What was the most significant event in the chapter that caused the main character to act the way she did?

B: How did the descriptive language used in this chapter help you visualize the setting?

Mrs. King tells her fifth-grade students that she is going to explain and model a strategy that should help them learn how to self-monitor their own comprehension. Which strategy would be most effective to introduce this strategy? A: Students read an assigned story aloud to a partner and then discuss the events. B: The teacher starts reading aloud as she is displaying the text on a slide or students are following along in a book; the teacher then pauses and asks a question aloud to herself about what she is reading. C: The teacher models how to develop a text map to determine the main idea. D: Students develop questions about what they have read and exchange them with a partner.

B: The teacher starts reading aloud as she is displaying the text on a slide or students are following along in a book; the teacher then pauses and asks a question aloud to herself about what she is reading.

How does identifying transition words help readers construct meaning? A: Transition words establish a hierarchy of ideas. B: Transition words clarify how ideas relate to one another. C: Transition words improve the flow of the text. D: Transition words connect a dependent clause to an independent clause.

B: Transition words clarify how ideas relate to one another.

Before reading a literary piece, an elementary teacher will ask the class, "What do you know about...?" Which of the following best describes the purpose of this question? A: initiate interest B: connect to the student's schema C: allow the students to be involved in a discussion D: set the topic for the students

B: connect to the student's schema

Mrs. Wright is reading a fiction story aloud to her class. She stops throughout to model the think-aloud strategy. In her think-aloud moments, she makes predictions about what will happen next and reflects on what the characters learn throughout each plot event. What level of reading comprehension is she modeling for her students? A: evaluative comprehension B: inferential comprehension C: literal comprehension D: circumstantial comprehension

B: inferential comprehension

The development of reading comprehension skills is important in elementary students. Which of the following is the LEAST important strategy in promoting reading comprehension among elementary students? A: initiate interest and build a schema before reading and provide an after-reading activity B: relate oral language to semantics C: develop questions and visualizations during reading D: self-monitor during reading and respond after reading

B: relate oral language to semantics

When students are given two texts on the same subject, one persuasive and one informative, what approach would be most helpful to determining purpose? A: Evaluate the author's use of figurative language. B: Summarize each paragraph in the margin and identify each paragraph's main idea. C: Determine whether each topic sentence is a claim or factual statement. D: Evaluate the author's use of citations and verify that the sources are reliable.

C: Determine whether each topic sentence is a claim or factual statement.

Which of the following is a reason that paired student discussion of a text would improve their reading comprehension of the text? A: It is a low-pressure situation to share one's perspective. B: Students are able to express opinions. C: The student must clarify their own understanding in order to explain it to someone else. D: It provides the opportunity to summarize.

C: The student must clarify their own understanding in order to explain it to someone else.

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. What question could the literature circles ask to encourage students to make connections to the text? A: Based on what we learned in this chapter, what do you think will happen to the main character in the next chapter? B: How did the descriptive language used in this chapter help you visualize the setting? C: What was the most significant event in the chapter that caused the main character to act the way she did? D: In what ways is the main character relatable to yourself or someone you know? How does this likeness help you understand his motivations and actions?

D: In what ways is the main character relatable to yourself or someone you know? How does this likeness help you understand his motivations and actions?

Which of the following will best enhance reading comprehension in a sixth-grade classroom? A: using a word wall to track vocabulary words B: having students read short poems aloud in front of the class C: having students partner read then complete comprehension activities independently D: using graphic organizers to compare two reading selections

D: using graphic organizers to compare two reading selections