Practice Test Answers

What would be the best way for Mrs. Blaine to help Alex build his skills in this area? a. Have Alex write his opinions and each supporting idea on paper plates or pieces of cardstock and show him how to move them around and arrange them in logical order on a large table or the floor. b. Have Alex explain his opinions and supporting ideas to her while she writes them down for him; he can then re-write them into the body of his report. c. Have Alex participate in extra lessons that let him explore his feelings about or reactions to various media, including books. The following conversation took place after class as a sixth-grade teacher handed Alex his most recent book report. Mrs. Blaine: "Alex, I think you did an excellent job on the first part of your book report. You really picked up on a lot of the details in the plot—what a great memory you have! But what about the second part of the assignment? I didn't see anything about whether or not you liked the book with reasons for your opinion?" Alex: "Yea...I just wasn't really sure what to write on that part, so I left it blank." Mrs. Blaine: "Can you tell me now how you felt about the book?" Alex: "It was alright, I guess. It was pretty good. It was boring at first, but I liked the way it ended." Mrs. Blaine: "And why is that?" Alex: "It was cool how the burglar was someone you knew all along; the author gave you clues and stuff throughout the story and you could try to solve the mystery while you were reading it." Mrs. Blaine: "I understand. I liked that part of the story, too. Getting started on work like this can be challenging at first. But it is important that you begin to learn this skill because you will use it over and over again in school and in your eventual career. Let's talk about some ways to help you get going." Alex: "Okay...sounds good."

A: Alex is having trouble expressing a logical argument in writing. However, he has an opinion about the book to get him started. By having him write each idea on separate items, Alex can use tangible objects to represent his thoughts. He can then move them around as he thinks through how they are related to one another. In this way, he can start to structure his thoughts with the help of visual aids, rather than attempting to do this abstractly. The remaining three choices might assist Alex with certain assignments, but will not give him concrete tools to help him organize his thoughts and write them in a clear, concise way.

Students in Mr. Carmen's class receive a list of words each month that make up their spelling and vocabulary work. They are expected to write the words in original sentences to help them remember spellings and meanings of each one. Mr. Carmen also, however, wants to build the students' vocabulary using indirect learning styles. Which of the following would not contribute to learning vocabulary indirectly? a. Assigning more complex "bonus words" each month that can be written and defined for extra credit. b. Expecting students to read a weekly newspaper. c. Watching an instructional-level video in class and discussing any unknown words. d. Asking students to complete a series of short interviews with adults in their lives.

A: Choice "b" creates opportunities for students to encounter words they might not read on a daily basis at school or while reading for pleasure. They are likely to employ context clues or dictionaries as a means of understanding the main ideas. Choices "c" and "d" are two different methods to expose students to new and unfamiliar words by hearing them in an instructional context and in conversation with adults. Both choices would create opportunities for indirect vocabulary building as means to understand larger ideas. Choice "a" extends the vocabulary assignment by adding harder words. This strategy would likely increase the number of words a student has learned; however, it would do so by direct instruction (words are directly assigned to be learned by students).

All of the following are standard expectations of a child upon entering sixth grade (middle school), except for one. Which one is not a standard expectation of a child entering sixth grade? a. Identify and correctly spell words that are known as "commonly misspelled words," such as their/they're/there. b. Identify various points of view in a text, including first-person, third-person, etc. c. Compose poetry employing techniques such as figurative language, alliteration, onomatopoeia, etc. d. Understands the meanings and uses of various parts of speech in reading and writing: verbs, nouns, adjectives, pronouns, conjunctions, adverbs, prepositions, etc.

A: Curriculum standards are important for determining when specific skills should be introduced and mastered. While most literacy skills evolve simultaneously, there is an applicable sequence that should guide teaching. Choices "b" through "d" are all general expectations for fifth-grade students. All students do not master every skill included in order to matriculate, but effort to expose them to each skill should be made. Choice "a" is a standard that students generally do not master until seventh or eighth grade, unless they are provided with specialized instruction at an earlier time and on a consistent basis.

Which of the following strategies would not be helpful in building the word- identification skills of emergent readers? a. Allowing for invented spelling in written assignments or in class work. b. Reinforcing phonemic awareness while reading aloud. c. Using dictionaries to look up unfamiliar words. d. Studying and reviewing commonly-used sight words at the students' ability level.

A: Emergent readers are those who are not yet reading fluently (with appropriate speed and accuracy). Choice "b" refers to the practice of reviewing relationships between letters and sounds, which is vital to building reading skills. Choice "c" would help students build vocabulary retention by requiring them to find unfamiliar words in the dictionary. This practice causes the student to analyze and retain spelling of unfamiliar words, as well as reinforces dictionary/reference skills. Choice "d" addresses the fact that many words in the English language are irregularly spelled and cannot be decoded with conventional phonetic instruction. While invented spelling described in Choice "a" may be permitted in emergent readers, this practice is not likely to build specific reading skills.

1. What aspect of this program is most likely to increase all of the fourth-graders' oral language skills? a. Finding opportunities to explain unfamiliar ideas or sound out new words with the younger students. b. Spending time with younger students and being reminded of how much they have learned in the past three years. c. Being exposed to different kinds of reading texts. d. Practicing their decoding skills and increasing their vocabulary. Mr. Gilbert teaches fourth graders whose reading skills range from emergent to advanced. He introduces an activity called "Book Buddies" in which his students are paired with emerging Kindergarten readers to practice reading beginner-level short books. He hopes they will gain confidence and increase their own reading skills through these visits. Mr. Gilbert's students pick their Book Buddies up once a week and read together for about half an hour.

A: Even for the older students who are a bit behind grade level, having a chance to help a younger student can increase their confidence and oral skills. Students are challenged to explain and give feedback to the Kindergarteners and will have to think about how best to explain ideas to another person. By pairing the older students with younger ones, they have a chance to be the "teachers," and must consider their purpose and audience when speaking. Regardless of the older student's reading abilities, he or she can build their confidence and skill in oral language by helping a younger student with basic reading skills.

Mrs. Canas has had a parent offer to visit her fifth-grade class and provide a sign language seminar. The parent is fluent in American Sign Language and would like to offer her skills to benefit the students. Mrs. Canas thinks the seminar will be very interesting and provide a unique way to hone her students' listening and expressive skills. Which choice identifies another language skill set that would indirectly benefit from this seminar? a. Students' understanding of how visual messages, including body language, facial expression, and signs inform verbal communication and ideas. b. Students' fine motor skills and hand-eye coordination. c. Students' respect for other cultures, specifically the non-hearing community. d. Students' ability to communicate with other peers and adults in their community.

A: If you read the question prompt carefully, you will notice that the question refers specifically to language skills. While Choice "c" is important and would likely result from the exercise, it does not signify a specific language skill. Students' motor skills are not likely to significantly improve over the course of one day, eliminating Choice "b". In Choice "d", the assumption that other individuals in the community would be able to interpret sign language is incorrect. But the seminar would indeed provide an opportunity for students to learn about how visual representations affect meaning. Using sign language allows them to hone listening and expression skills simultaneously, as well as to learn how to decode non- verbal expressions.

A teacher wants to work on her students' listening comprehension in addition to their reading comprehension, since she understands that the skills are interrelated. She has a series of short stories that she thinks the students will enjoy. Which of the following would be the best supplement to typical written comprehension exercises? a. Preview content and then read the stories aloud to the students. Assess listening comprehension through verbal and written questions. b. Ask the students to choose one story each to read aloud to a small group. Encourage the students to discuss what they have learned afterward. c. Assign each student a story to read and require them to write a report on it. Each student should then present his report based on what he has learned to the class. d. Have the students read stories aloud to the class, and create mock tests based upon the main ideas which they identify.

A: In Choice "a", the teacher guides previewing of information to show students how to put themselves in the right frame of mind to listen carefully for meaning. Students are then able to listen in a guided way based upon the previewing. By varying the type of comprehension assessment, the teacher will get a better understanding of what the students learned. Choice "b" is a good exercise, but does not provide for direct instruction by the teacher or a particularly skilled student. In Choice "c", students are focusing more upon reading comprehension than listening since they must read the story to themselves and then write a report. There is then no way to gauge what they have learned. The final choice would be useful, but does not include teacher-guided previewing, which is very helpful in building comprehension.

Which of the following strategies would be most appropriate for increasing comprehension before reading a chapter book without pictures? a. Previewing the chapter titles and identifying questions that would be answered by reading. b. Predicting the ending of the story after reading the introduction and first chapter of the book. c. Discussing what the students have heard from other individuals about the story. d. Researching and reading book reviews to get an idea of what experts have said about the story.

A: In a longer text with chapter titles, these titles can give students an understanding of what the book might be about and allows it to be broken into regular increments. Creating questions that the students can answer during their reading will give them points at which they can stop and think about what they comprehend. In Choice "b", the students would be taught to focus primarily on the ending, which neglects the rest of the aspects of the text. Choices "c" and "d" could inappropriately influence the students' comprehension by causing them to rely on other people's opinions rather than on their own understanding.

Which of the following reading skills might be most helpful for Susannah? a. Decoding work focusing on silent ending phonemes. b. Sight word drills and practice. c. Reading aloud to a partner who gives constructive feedback. d. More spelling practice using original sentences.Susannah wrote the following journal entry on her happiest memory during journal time: I lov going on picnics with my mom and dad. We et sandwitches and lemanad and somtyms mom and dad drink coffee. we play gams and haf fun.

A: In the passage, Susannah misspells seven words. Six of these misspelled words, when spelled correctly, have silent letter-sounds (phonemes). If Susannah misspells a particular pattern of words in her writing, she may have difficulty reading the same kinds of words independently. While sight word practice Choice "a" would certainly be helpful, teaching Susannah the concept of a "silent e" would be more effective than instructing her to learn similar words by memorizing them out of context. Choices "c" and "d" are also helpful in building reading skills; however, neither of them targets the specific type of word with which Susannah is struggling.

For students who have access to word processors in class, which phase of the writing process would be most appropriate to require the use of pencil and paper? a. Prewriting b. Drafting c. Publishing d. Presenting

A: In the writing process, the prewriting phase includes actions such as brainstorming, story mapping, and jotting down ideas. Most students need to organize their ideas before beginning to draft, or writing. It often helps students to organize their ideas with the use of drawings or diagrams instead of in a linear fashion. By requiring them to use pencil and paper in this phase of the writing process, teachers create an opportunity for students to use different tools to organize their ideas. Once the writing and publishing phases begin, it is appropriate to allow the use of word processors to that the students' work is legible for revision.

A sixth-grade teacher begins class by showing a series of inkblot images, one by one, on pieces of cardstock. She asks her students to number their papers from 1-20 and write down what they think each image depicts. After the exercise, she asks for a few volunteers to explain what they saw in each inkblot. What do you think this teacher is attempting to convey? a. That visual images can be interpreted differently, depending on the individual viewer. b. That cultural symbols are typically universal and are inherent in our cultural mindset. c. That psychological differences are often misconstrued as mental illness. d. That it is important not to confirm understandings of visual images with peers before determining their meaning.

A: Inkblot images are often used to gain insight into an individual's thoughts. The teacher clearly understands that different people will interpret these images in various ways. She asks the students to write their questions down so that they will not be influenced by others' interpretations. While some visual symbols are universal, most images are not inherent as suggested in Choice "b". Choice "c" could possibly be true, but would be irrelevant to a group of sixth graders in most circumstances. Choice "d" supposes that students should confer with one another before forming their own opinions, which should not be a rule of thumb. By allowing students to interpret the messages individually and then share their perceptions, the teacher will demonstrate that the individual's point of view will affect his understanding of visual images.

Abi, a fifth-grader, is reading aloud to his teacher during one-on-one reading time. His teacher uses this time to evaluate ongoing fluency and comprehension skills. Following today's reading, Abi's teacher determines that he needs practice with words that begin with digraphs. Which of the following sets of words would most likely be part of this assignment? a. Chicken, Shells, That b. Were, Frame, Click c. Sponge, Think, Blank d. Packed, Blistered, Smoothed

A: It is important to evaluate specific reading skills, such as phonemic awareness, in a variety of contexts. Reading aloud with Abi allowed his teacher to notice that he consistently misread words beginning with digraphs. Digraphs are sounds in which two distinct letters, when combined, produce a single third sound (e.g. when "s" and "h" produce the "-sh" sound). Blends are words in which two letters produce a third sound which is a combination of both sounds put together (e.g. "b" and "l" combined to make "b"). The only set of words consisting only of digraphs is choice set "a."

Mr. Benton is in the process of grading the first writing assignments of the year for his eighth-grade students. He is a bit overwhelmed at the volume of errors in grammar, usage and overall composition he finds in almost every student's writing. Mr. Benton wants to use a systematic approach to building his students' writing skills, beginning by giving the students a clear and simple method to apply to their work. His goal is that the students can take part in analyzing and monitoring their own progress. What should he do? a. Show his students an outline of the six common writing traits and ask the students to evaluate their own skills within each trait. Teacher and student can use this evaluation to establish a plan for working on the skills that need the most help. b. Assign each student a writing buddy. The students can meet during writing assignments to edit one another's work. They can then separate to make the suggested revisions. c. Encourage the students to grade their own work using a rubric provided to them. Meet with the student to determine where they believe they need the most help and focus class work around those areas. d. Teach the students that most writing assignments can be composed using the five- paragraph essay model. Invest class time and homework in perfecting the model that includes thesis, evidence, and conclusions.

A: Mr. Benton wants to use a clear-cut approach to writing, involving students in the process. As a teacher, Mr. Benton should know that there are six commonly agreed-upon writing traits: idea development, organization, voice, word choice, sentence fluency and conventions. These traits encompass the majority of writing skills that students will learn over the course of their studies. In Choice "a", not only does Mr. Benton provide students with this framework for thinking about writing, but helps them prioritize their needs in building their skills. The students can then work from the plan devised from that initial meeting. In choices "b" and "c", students are left primarily to their own devices to build their writing skills. However, if most of the students are struggling with writing (as suggested in the question prompt), it would not be advisable to leave the writing instruction to the students themselves. Choice "d" provides faulty information--there are many types of writing that would not be written in the five-paragraph style or format.

Mr. Garson's sixth-grade class is working on a creative writing assignment in which they imagine themselves living a "day in the life" of a person from another country. This project is intended to help his students understand different points of view. Mr. Garson is surprised that Kim, who moved to Houston from China last year, is struggling to complete the assignment. She is composing very slowly compared to her classmates. How should he help Kim? a. Allow Kim to write freely in her first language and then ask her English as a Second Language teacher help her translate the assignment into English. b. Suggest that Kim simply write about a day in her own life, since she probably understands the lives of those different from her. c. Allow Kim to choose another topic that she is more comfortable with to write creatively about. d. Pair Kim with another English-language learner to assist her with completing the assignment.

A: Mr. Garson's assignment is intended to expand his students' understanding of other people's points of view. Creative writing is a constructive process that requires many kinds of thought processes. In Choice "b", Mr. Garson would be undermining Kim's chance to think creatively and would constitute lowering his expectations of her due to the language barrier. In Choice "c", he cannot guarantee that Kim would choose a topic that would encourage her to think creatively about different perspectives. In Choice "d", collaborating with another English-language learner would not likely speed up the process of writing; it also may short-circuit her own creative thinking due to the influence of another person's thoughts. Choice "a" allows Kim to focus on the creative constructive process without the issues associated with writing in a new language. Kim will achieve the intended outcome of the assignment, saving translation and language issues to be dealt with separately with the guidance of a trained teacher.

*Grew up in a rural town with a close-knit family *Wants to take over the family business *Loves his next-door neighbor, Ellie, who takes care of her elderly grandmother Mr. James created a poster featuring this chart to accompany his class instruction for the day. He will be showing students how to organize information into text organizers to help themselves understand what they have read. What other skill might this kind of organizer build as well? a. Constructing a paragraph b. Answering literature-based multiple-choice questions c. Character analysis d. Writing conventions

A: Mr. James is showing students the difference between a main idea (or concept) and its supporting evidence (or details). He has taken an element of a story and provided three details or character traits that provide proof of his claim. The organization of the graph helps students see the relationship between in the ideas, in addition to hearing it. This skill can be directly applied to either constructing meaning from a text or creating a well- planned paragraph. Choice "b" may not always be true, depending on the kind of questions asked. Choice "c" assumes that characters in texts can always be broken down into smaller components. Choice "d" refers to aspects of writing such as punctuation, grammar, spelling, etc.

What is the first point at which the teacher should meet individually to talk with the student? a. After the student first chooses a topic b. After the student turns in research note cards c. After the student completes the initial outline d. After the rough draft has been turned in A middle school class is working through the process of creating a research project. Since this kind of assignment is completely new, their teacher provides direct instruction and practice assignments to help the students approach the large project.

A: One of the most important aspects of completing a research project is topic selection. A student must choose a topic that is appropriately narrow to avoid being overwhelmed by too much information. If the topic is too broad, the student will not be able to adequately research; if it is too narrow, he or she will get stuck. The student should also think critically about whether or not the topic can be researched. For instance, if a student chooses to study a current event, there may not be enough reliable information published yet to support a real research project. The teacher should play an active role in helping the student select a topic, especially on the student's first try.

Which activity would benefit this student's writing skills the most? a. Make "word bulletin boards" with the student to help her build vocabulary to make her writing more interesting. b. Practice with editing other students' writing to familiarize her with writing conventions. c. Grammar exercises, specifically subject-verb agreement. d. Encouraging her to select a more challenging writing topic to stretch her skill level. I like sweets. Cookies, cake and ice cream are very sweet and good. I like to eat these things after school or after I eat. Sweet tastes are the best for me and I do not like salty food. When I eat dessert, I feel so good and happy. My mom says that I should not eat too many sweets or I will get cavities, so I have to brush my teeth after eating them.

A: Reading this excerpt, it becomes apparent that the student is using a limited writing vocabulary. The words "sweet" or "sweets" are used three times; "like" is used three times as well. The sentences feel very repetitive because many words are used again and again. Working with students to build their vocabulary is one of the most helpful ways to build writing skills. The more words in a student's repertoire, the more interesting and lively his writing will be. Despite the vocabulary deficit, the student's writing conventions and grammar are actually quite good in this excerpt. Choice "d" suggests that the student needs to stretch his writing skill by choosing more challenging topics, but we do not know from this piece whether or not the student is working at an appropriate level of challenge.

An eighth-grade teacher notices that her students perform very well on scheduled tests in class, but struggle with pop quizzes or other in-class assignments that involve recalling information. In discussing this issue with other teachers on her team, she finds that this is a pattern across all disciplines. What would be the best way to help students retain information on a daily or weekly basis in the absence of the motivation of an upcoming test? a. Devote the first few minutes of class on previewing information and tasks and the last few minutes of each class summarizing highlights from class work and homework reading. b. Increase the frequency of pop quizzes in hopes that the students will begin to study at home more often. c. Give the students a study guide before each quiz so they know what will be tested. d. Allow the students to work on the quizzes in groups so that they can help each other with memory and recall.

A: The students tend to do well when they know they will be tested; this probably means that they only sit down to study when they are required to do so, unless they want to risk a poor test score. However, it is important for students to retain information each day and week, rather than cramming and memorizing for a test. By devoting a few minutes each day to preview or prepare students for what they will learn, they will begin to learn how to pay attention to the main ideas and salient details of the readings. By reviewing and summarizing, students can compare what they thought would be important during the preview to what they actually learned. The repetition will help the students retain the information from one day to the next.

Which method would be best for helping students determine the meaning of the word "reverie" in the next to last sentence? a. Using context clues b. Making an educated guess c. Decoding the prefix, root, and suffix of the word d. Previewing and reviewingA class considers the paragraph below: Sarah and Kelly grinned at one another conspiratorially as they approached Dad, who was quietly reading his paper in the living room. "Dad, we'd like to ride our bikes down to Emil's house today," giggled Kelly. She glanced at her sister and shifted her weight from foot to foot. Dad appeared to think this over for a moment and replied, "Sure, that's fine with me!" The girls scampered to get their bikes and were soon on their way. With the children gone, Dad noticed how peaceful and quiet the house sounded. His reverie was quickly interrupted as he heard Mom calling from upstairs, "okay, everybody, I told you at breakfast that I need as much help as I can get to help me give the dog a bath, clean the house and finish the laundry today!" Dad groaned, knowing that he had been conned!

A: The text at hand contains several clues as to the meaning of this word, including the use of the words "peaceful" and "quiet" in the preceding sentence. Students may also recognize that Mom's requests for help with undesirable household chores interrupted Dad's peaceful, quiet 'reverie." Choice "a" is the specific method that would be most appropriate for determining the word's meaning; Choice "b" is a less reliable or systematic way of doing the same thing. Choice "c" would not be helpful in this case since "reverie" is not a word that can be decoded in a traditional manner. Choice "d" would not offer a realistic solution to this question since previewing and reviewing are more helpful in increasing comprehension of informative texts, rather than vocabulary words.

In determining his students' reading comprehension levels, a teacher uses the above passage. He finds that about half of Anne's answers make sense in the blanks. Which answer choice describes the level at which Anne is reading the text? a. instructional level b. independent level c. frustration level d. novice level Autumn must be the most enchanting season of all. The wind takes on a chill that, when inhaled, with the scent of wood to lightly and singe your throat! Statuesque. .seem to erupt into . looms of colors seen no other time, except inside boxes of children's. . For many people, the. . of camping, cookouts, sports, school creates warm, tingling of security as the. . lowly turns from Summer. .Fall. There is no other day in the year like the first day of Autumn.

A: There are differences in the way reading levels are assigned across research and history. These levels can apply to a variety of assessments, including reading fluency, comprehension, word identification and the like. However, it can be generally agreed upon that there are three broad reading levels: frustration, instructional, and independent. Frustration level indicates that the material is too difficult for the student and may create frustration or disappointment while reading. Frustration level typically refers to various assessment scores of below 40%. Instructional level refers to text that can be used for the improvement of reading skills, wherein a student can get about half of his answers correct, whether identifying words, answering questions, etc. Instructional level ranges from approximately 41% to 60%. Any score above an approximate 60% should be considered independent reading material for the student.

A sixth-grade class is instructed to write letters to family members describing daily life that will be sent out via the post office. The teacher notices several writing errors that are common across the writing samples. If this letter is a primary example of these writing errors, which set is most salient? a. Organization of ideas, capitalization and punctuation b. Contractions, punctuation, and writing style c. Capitalization, spelling and use of passive voice d. Writing style, organization of ideas, and use of active voice Dear Grandma, Hello, how are you doing? How are grandpa and Daisy? Daisy is such a cute Dog she is growing up really fast. I just started Middle School last month, I stay late on Tusdays and Thursdays so I can practice with the Team and go to meetings. I wasn't too sure how it would work out for me when I started. there is a lot more homework and lots of new, older kids. but I am starting to get used to the homework and have met some cool, new friends. I am really looking forward to visting you and grandpa during Thanksgiving. I also joined the soccer team and the drama club. thank you so much for the art set you sent me for my birthday. I have already used it to do some skeches and some sculpting! Please make the Pumpkin Pie that I like so much! Okay, that's about all I have to say right now. Write me back if you can I'll see you soon! Love, Chris

A: This letter is difficult to follow because it is not organized according to main ideas and supporting sentences. The letter also displays inconsistent capitalization and punctuation within the body. In Choice "b", the reference to writing style is vague and can be viewed subjectively. Teachers are responsible for teaching writing conventions; however, it is important to teach proper grammar without criticizing the student's specific ideas or style. In choices "c" and "d" references to misuse of active and passive voice are irrelevant to this particular writing passage.

Valeria is a bright sixth-grader who struggles with reading fluency. She comes from a predominantly Spanish-speaking home and has only lived in the United States for two years. Her teacher plans to use the guided oral reading strategy to help increase Valeria's reading skills. Which of the following would not be a part of this strategy? a. Valeria is partnered with another student who is also struggling with language fluency in class. b. Valeria's partner reads a given text aloud and then gives her a chance to read the text silently several times. c. Valeria reads the text aloud three to four times. d. Valeria's partner gives encouragement and feedback.

A: Those who are familiar with the guided oral reading strategy will note that the struggling student must be paired with a fluent and skilled partner. If you are not familiar with this strategy, all of the answer choices could conceivably be a part of the oral reading strategy and appear to be related to one another. However, one choice does not make sense after reading all four options. In answer choices "b" and "d," Valeria's partner is required to read the text aloud and offer correction or feedback when Valeria reads aloud. If Valeria is paired with another struggling student (as suggested in Choice "a", neither "b" nor "d" would prove effective in building her reading fluency.

Which of the following aspects of oral reading is the most important accompaniment to speed and accuracy? a. Vocal expression based on punctuation and content. b. Volume of the reader's/speaker's voice. c. Interest level of the text to be read aloud. d. Consistently increasing the number of words read aloud per minute.

A: True fluency not only involves reading accurately and with appropriate speed, but using vocal inflection to communicate punctuation and emotion. Many students possess fluency with respect to accuracy or speed, but do not reflect interest or comprehension in their vocal modulation. Choice "b" suggests that volume is most important; however, volume can be considered a part of vocal expression. Choice "c" does not guarantee that the student will read with appropriate inflection or accuracy since interest level does not dictate fluency. At a certain point, students should not continue to increase their reading speed, as reading too quickly negatively affects comprehension. Therefore, Choice "d" is incorrect.

Mrs. Gilbert, an English teacher, and Ms. Dudley, an Art teacher, are working together to create an integrated unit of study for their common students. The students will be studying King Tut, reading various accounts of his life, both fiction and non-fiction. Ms. Dudley will be guiding the students through various art projects related to the time period in which King Tut lived (e.g., making papyrus). Which choice provides an example of an additional project or lesson that will address visual interpretation and decoding skills? a. The students participate in Ancient Egypt Day and can dress up as characters or historical figures from the appropriate time period. b. The students visit a local museum exhibit on Ancient Egypt and keep a log of visual images and representations they see. The class discusses those images and their meanings during both classes. c. The students write stories about the lives of Ancient Egyptians and draw illustrations to go along with their writing. d. The students watch a movie about King Tut and create free-writing pieces based on what they have seen.

B: Ancient Egypt provides a rich backdrop for a myriad of literacy skills. Students can develop their visual literacy skills in a number of ways, even using material and studies that date back thousands of years. In Choice "a", students are creating visual images with costume and dress, but no method for decoding those messages is stated in the answer choice. Drawing illustrations focuses on the same skill: creation of visual images, but no decoding or discussion of those images. In Choice "d", students could build their visual literacy skills if they were to discuss the visual images or representations in the film, but this activity is not included in the answer choice. In the correct answer, B), students are exposed to various representations and exhibits regarding the material in question and then have a chance to discuss and uncover meaning in what they have seen, with the guidance of the teachers.

Which of the following would be most useful in assessing and documenting students' language progress throughout a school year? a. An audio/video recording of each student reading the same text at the beginning of the year and again at the end of the year b. A portfolio including pre-tests, post-tests, vocabulary work, journal entries, writing assignments, group projects and other relevant work from throughout the year c. Score composites and details from state- and national-referenced exams or other standardized tests. d. A detailed narrative composed by the student's teacher, detailing strengths, weaknesses, and descriptions of the student's work.

B: Assessment is an ongoing process that involves formal testing and a host of other methods. Students are working at any given time in the school year on a multitude of skills sets, and all of these skills are interrelated and developing simultaneously at different rates. It is impossible to ever provide a "snapshot" of a student's abilities, because each student develops in a unique and complex manner. Choice "a" would only offer insight into a student's reading fluency. Choice "c" would show how a student could perform on standardized tests; however, many factors such as anxiety and test-taking speed affect those scores. Choice "d" relies on the teacher to interpret the student's strengths and weaknesses and would require an almost impossible attention to detail. Choice "b" includes both formal and informal assessments as well as giving insight into writing, vocabulary and other skill sets in a comprehensive portfolio.

Ms. Walters wants to help her brand-new group of still-emergent fourth-grade students build comprehension skills. Which of the following exercises would be the best way to quickly gauge the students' current comprehension levels during the first week of class? a. Provide the students with instruction-level text to be read independently. Hold an in- class discussion about what happened in the story. b. Read a story aloud to the class and then ask each student to draw three pictures representing the beginning, middle and end of the story. c. Put students into group or pairs to read the story aloud. Each group then collaborates to answer the story review questions. d. Have each student re-tell the story to the class in his own words.

B: At the start of a new school year, a teacher will likely choose to engage in a series of exercises to help her understand her students' current ability levels. These exercises must provide opportunities for evaluation of the whole class, rather than a select few students. In Choice "a", the teacher is not likely to get a lot of information from each student during class discussion, since not all children may participate. An instruction-level text may also prove too difficult for some students to read without guidance from a fluent reader. Choice "c", while a good exercise for peer-assisted reading, would not provide the teacher chances to evaluate each student's comprehension at once. Choice "d" would be very time-consuming; it would also cause students to influence each other's comprehension (e.g. the students going first may influence the comprehension of those re-telling the story later). Choice "b" allows the teacher to evaluate the students' independent comprehension levels with one assignment.

What might be the best method for informally assessing students' writing development and skills? a. Create a rule that mistakes on class work can always be corrected for extra credit. b. Make time for journaling in class during which students can write freely without being graded on mechanics, spelling, or structure. c. Create a class website upon which students can write content and post comments to one another. d. Occasionally ask the students' other teachers how they are doing with writing assignments.

B: Because writing is an ongoing developmental process, it is important to monitor students' development in various ways over time. During journal time, students can write freely without concern for being graded on various aspects of their work. This freedom will likely enhance their willingness to explore their ideas. This process allows the teacher to understand which rules of conventional writing have carried over into the students' long- term memories and skill sets. Ideally, students will continually add new writing skills to their free journaling, indicating that their writing instruction is improving their skills without the students needing to consciously apply them. Journaling also allows students to practice that which they have learned without paying undue attention to parameters for grading.

An eighth-grade teacher assigns an end-of-the-year project for her English students. The students are placed into groups and instructed to make an "ad campaign" that includes a print ad, a television/radio commercial, and a persuasive essay. What is the teacher's most likely primary objective? a. To equip students with practical, real-life job experience in a competitive world. b. To allow students to apply concepts they have learned about audience, point of view, media messages, etc. c. To incorporate the use of technology into a unit of study. d. To encourage students to work cooperatively in groups.

B: By the eighth grade, students should begin to understand the purposes and effectiveness of various media. If the students have been learning about how to deconstruct media messages, they have likely been studying ideas about audience, point of view, and persuasive language. Assigning a project in which the students are guided to think through these concepts will solidify their understanding of how media messages are created. Each of the other answers, "a," "b" and "d" will likely be accomplished through the completion of this project. However, it is not likely that the teacher has designed such a specific kind of assignment in order to increase her students' real-life job skills, as not all of them will go into media-related fields described in Choice "a". Choice "c" assumes that technology will be used in the assignment, although it is possible for students to create the ads and essays without the use of computers or other technology. Choice "d" could be accomplished by any number of assignments and is less likely to be the primary intended outcome.

1. The passage above is an example of what kind of reading comprehension assessment? a. Vocabulary Memorization Test b. Cloze Individual Assessment c. Student Response Form d. Figurative Language Assessment Autumn must be the most enchanting season of all. The wind takes on a chill that, when inhaled, with the scent of wood to lightly and singe your throat! Statuesque. .seem to erupt into . looms of colors seen no other time, except inside boxes of children's. . For many people, the. . of camping, cookouts, sports, school creates warm, tingling of security as the. . lowly turns from Summer. .Fall. There is no other day in the year like the first day of Autumn.

B: Cloze technique refers to the process of selecting a text to present to a student and deleting various words according to a pattern. Every fifth word has been omitted in this passage. The objective of a cloze-style assessment is to assess and increase reading. comprehension. This type of assessment is unique in that there is no "correct" answer— students are only expected to use the context clues to fill in words that make sense in the blanks. If they have been able to create meaningful answers, then the exercise should be deemed a success. Choices "a" and "d" are not generally accepted forms of reading comprehension assessment. Choice "c" is an oft-used form of assessment which utilizes prepared questions and students' responses and should not be confused with the cloze-style technique.

A teacher assigns a project in which students must compare excerpts from the Charles Dickens novel they are reading in class and an article from the week's newspaper. The teacher has chosen a specific passage from the novel. The students can choose the newspaper excerpts, as long as they are of similar lengths. The students must then write a short essay comparing the two. What is this teacher hoping to show her students? a. That Dickens' writing style is journalistic and that he informed much of what is considered to be current journalistic philosophy. b. That there are links between the students' lives and what they read in class; the relationships are there if they make an effort to see them. c. That you can compare even two unlike things. d. That there are distinct differences between the way meaning is constructed in daily life and in literature; different processes must be applied.

B: Comprehension is a process of creating meaning from that which a student reads, sees, hears, or experiences. The tools for comprehending are similar across genres. The teacher has specifically chosen a passage and wants the students to compare, not contrast, the pieces. Dickensian writing is not generally considered to be journalistic, as suggested in Choice "a". Choice "c" is correct—you can in fact compare even unlike things. However, Choice "b" provides a richer backdrop for showing students how to link that which they read in school to their own lives and use the same tools to comprehend and take meaning from whatever they read.

Based on the above diagram, what concept do you think Mr. Katz plans to teach? a. Structural Text Analysis b. Compare/Contrast c. Inferential Comprehension d. Use of Graphic/Text Organizers Janie's CharacterTraits. Katherine's Ch Traits 1. Bossy. 1. Kind to Others 2. 2. 3. 3. Same Different Janie. 1. 1. 2. 2. 3. 3. Katerine 1. 1. 2. 2. 3. 3.

B: If only the first graph was drawn, it may appear that the students were working simply on character analysis or even inferential comprehension. This first set of boxes creates a framework for analyzing and recording information about two specific characters and their personalities. However, taken with the second chart, it becomes apparent that the purpose of the first chart is to organize information in order to complete the second chart. The second chart requires students to think critically about how the two characters are the same and how they are different. This exercise most closely corresponds with Choice "b", comparing and contrasting, in the context of character traits. Choices "c" and "d" are certainly involved in this process, but are simply tools that are used in order to teach students how to compare and contrast

How could a teacher help this student develop his persuasive writing skills, based on this initial attempt? a. Continue to give positive reinforcement; this student has a good understanding of the persuasive structure. b. Introduce the use of a graphic organizer or flow chart to help the student organize his main idea and supporting evidence in a logical way. c. Encourage the student to include more details in his writing to make it more interesting and more personal. d. Focus primarily on the editing and revising processes to correct writing conventions, usage, and grammar. "Why Peace is Important" Peace is important to our lives. We have to have peace because we can't be fighting all the time. When people fight, they can't do anything else. It also makes everybody else feel upset and angry because they have to listen to the fighting. If you want to have peace you can talk to the person and try to get them to agree with you and say you are sorry if you do something wrong.

B: In persuasive writing, the writer must introduce an opinion or statement about which he or she must provide supporting evidence. The paragraph or paper should start with the main idea and then segue into separate but related supporting details. In this writing sample, the student's ideas are written sequentially, as the student might think about them mentally. Introducing a visual aid to help him separate his primary idea and the ideas that give reasons for it may help him develop the piece into a longer, more logical argument. He already includes personal details and ideas that make the piece interesting to read, contrary to Choice "c". Choice "d" suggests that the student may have many grammatical and conventional corrections to make, which is not correct. While it is always important to encourage, as stated in Choice "a", Choice "b" would be the most direct, concrete way to assist this student in developing his skills.

1. What is the primary grammatical problem with this student's paragraph? Each of the kids in our class love to play games. Our favorite game, Hide and Go Seek, are fun and easy to play anywhere you go. The people in our class really enjoys getting to spend time with friends. a. punctuation b. subject-verb agreement c. word choice d. split infinitives

B: In the first sentence, the compound subject of the sentence is "each of the kids." This compound subject with a propositional phrase (of the kids) may trick students into thinking that the subject is plural, making the verb "love." But based on the singular subject, "each," the verb should be "loves." In the second sentence, the subject, "game," should change the verb to "is" instead of the plural "are." In the third sentence, the subject is compound with a prepositional phrase (in our class), but the verb should be singular, "enjoy." The punctuation suggested in Choice "a" and the word choice in Choice "c" is correct in the paragraph. There are no split infinitives.

Which of the following questions, when assigned as an in-class writing topic, would allow the teacher to monitor the children's inferential comprehension? a. What do you think the girls plan to do at Emil's once they arrive? b. What does it mean to say that Dad had been "conned?" c. Why is it important for everyone to help Mom with the chores? d. What did Dad enjoy so much while he was reading? A class considers the paragraph below: Sarah and Kelly grinned at one another conspiratorially as they approached Dad, who was quietly reading his paper in the living room. "Dad, we'd like to ride our bikes down to Emil's house today," giggled Kelly. She glanced at her sister and shifted her weight from foot to foot. Dad appeared to think this over for a moment and replied, "Sure, that's fine with me!" The girls scampered to get their bikes and were soon on their way. With the children gone, Dad noticed how peaceful and quiet the house sounded. His reverie was quickly interrupted as he heard Mom calling from upstairs, "okay, everybody, I told you at breakfast that I need as much help as I can get to help me give the dog a bath, clean the house and finish the laundry today!" Dad groaned, knowing that he had been conned!

B: Inferential comprehension refers to a student's ability to understand ideas not explicitly contained in the text. By reading the paragraph, the student should ideally be able to understand that the girls knew they were getting out of helping with chores, because they grinned at one another conspiratorially and left immediately after gaining permission to do so. Mom also comments that she told everybody at breakfast that they'd need to help her out, which Dad has clearly forgotten. There are enough clues in the paragraph to help the reader understand what is happening without stating it in an obvious way. There are no clues to help the reader answer questions "a" or "c," In question Choice "d", the answer (peace and quiet) is stated explicitly, and would refer to literal comprehension instead of inferential comprehension.

Ms. Burns' fourth-graders are working very hard at building writing skills on many levels. They have come a long way with their knowledge of the six traits of writing, as well as their confidence in their own abilities. Some of the students have trouble finding their own unique "voices" when writing, probably because they are working so hard to maintain accurate grammar, spelling, organization, and continuity of ideas. How can Ms. Burns help the students inject their own personalities and voices into their writing without sacrificing correctness? a. Explain that they should always be sure to include personal opinions and insights to make the writing interesting. b. Project overhead examples of good writing that appropriately utilizes personal voice and lead a discussion about them in class. c. Guide students to select only topics with which they are very knowledgeable and explain that it is never a good idea to write about something that is unfamiliar to them. d. Teach students to imagine themselves as a new character every time they write--they should write from the point of view of that individual, phrasing things the way that person or character would if they were speaking.

B: Many aspects of writing are difficult to teach directly. There are not as many specific exercises that show students how to write in their own voices without being overly colloquial or even incorrect. Students must always be working toward adhering to writing conventions, but also making that which they write personal and interesting. Part of "voice" is personal expression and making writing relevant to the intended audience. Often, the best way to show the students how to do this is to show them that which has already been done well and discuss why the writing is good. The students can use this discussion to improve their own writing through emulation. Choice "a" suggests that personal opinions are always relevant to one's writing, which is not always the case, depending on the type of assignment. In Choice "c", students would be very limited should they only choose subjects with which they are familiar--they would rarely have a chance to grow. The final choice would encourage students to speak in someone else's voice, which would create variety, but would not grow their ability to speak as themselves in any relevant or interesting way.

Mr. Waleran requires his students of all ability levels to write freely in their journals twice a week. While students are encouraged to use proper spelling and mechanics as much as possible, the purpose behind this activity is to encourage students to express themselves through writing without concern for grading parameters. How should he adapt this activity for Dimitri, who has several academic delays that keep him from reading and writing in legible or coherent ways? a. Allow Dimitri to dictate his thoughts to another student or teacher who will then record them into his journal in writing. b. Encourage Dimitri to draw pictures in his journal that represent his thoughts, and encourage him to use the words he knows to label or describe the pictures. c. Tell Dimitri to keep an audio journal at home, using a personal tape recorder. d. Require Dimitri to attempt to write in complete sentences as much as he can, and then edit the journal together for spelling and mechanical errors.

B: Mr. Waleran's purpose is to encourage students to express themselves in written words, interpreting their thoughts into writing. However, there are often children who cannot write well enough to create coherent or legible works. In these cases, it is still possible for students to express themselves in writing. Choice "b" allows Dimitri to express himself by drawing, which will likely make him feel more comfortable with the activity. He will also have the chance to use words he does know and incorporate them into his work. As his skills grow, he can gradually transition into more formal writing. Choices "a" and "c" allow Dimitri to explore his thoughts, but do not build his writing skills. Choice "d" will, in all likelihood, become a chore for Dimitri and reinforce his struggles with reading and writing.

Mrs. Taylor is working with a diverse group of fifth-graders. She introduces a lesson and project that students can work on once they have finished their regular class work. Students may visit a section of the classroom where they can listen to a lesson via headphones on ancient Egyptian hieroglyphics and look at various library books on the subject. Students are then expected to create their own hieroglyphics that they can use to tell a short story. Which of the following skills is not built with this project? a. Understanding of various kinds of written expression, including non-alphabetic languages. b. Building multi-cultural awareness that will increase understanding between students of different backgrounds. c. Reading for purposes of information or new knowledge (i.e. 'reading to learn'). d. Exposure to various media to build literacy skills across all levels of reading ability.

B: Mrs. Taylor's project introduces students to an ancient form of expression that was written, but not based upon alphabetic principles, like English. This project is applicable to all levels of readers, as it incorporates various kinds of media to assist comprehension. Students are required to listen and read for information so that they can apply what they have learned to creating their own hieroglyphics. In Choice "b", the answer suggests that what is learned about hieroglyphics will assist students in understanding those with different backgrounds. However, hieroglyphics are not used in any widespread way today, and are much less helpful in building multicultural awareness than perhaps a lesson on modern Egyptian culture or writing.

Which of the following activities is widely used in building students' reading fluency? a. Sole focus on phonetic instruction. b. Repeated oral readings combined with feedback. c. Participation in vocabulary-building activities. d. Utilizing speed-reading techniques often used in adult literacy courses.

B: Much research points to the fact that students can increase their speed, accuracy and inflection when they engage in repeated readings of various texts. By reading assigned pieces more than once, they have a chance to apply feedback which they have received so that they make fewer mistakes and read more quickly. Students will struggle if they are only exposed to phonetic rules, without working on automatic word recognition or practice activities, as is suggested in Choice "a". Applying the same logic to vocabulary, it is necessary to rule out Choice "c". Choice "d" is not a widely accepted method for building reading fluency for student readers in traditional schools.

What should she add to this list for students who are struggling with writing? a. If you find a mistake, re-write the whole sentence again. b. Ask a family member or friend to read your writing and suggest any revisions you ought to make. c. Read the paper once to correct only one convention at a time; re-reading multiple times helps eliminate mistakes. d. Write your paper carefully the first time around so that you do not have to spend much time in revision. A teacher provides some guidelines for her students who are having trouble with the Revision step of the writing process: Take your time Read very carefully, line by line Use the proper symbols for specific revisions

B: Often, it helps writers to show their papers to a trusted friend or family member who is unfamiliar with the piece. A fresh set of eyes can identify errors that the student does not see while revising. Choice "a" creates unnecessary work for the student when only certain corrections need to be made. Choice "c" also requires a lot of work that may turn students off of the process of revision. Choice "d" describes most students' approach to revising their papers. There are, however, many processes at work when creating written pieces and it is very difficult to develop and write your ideas without making mistakes.

Which of the following activities would incorporate the best use of technology to increase students' oral language skills? a. Students visit the school computer lab to work on math and science activities with software that utilizes voice-recognition technology in an interactive process. b. Students use an internet program and computer camera to converse with English- speaking students in other countries. c. Students can visit the classroom's Language Lab, in which there are tape recorders and CD players. Students can use these players to listen to novels, poetry, and other literary works on tape. d. A teacher videotapes a class discussion about a story and replays it for the students to watch and discuss.

B: Oral language skills incorporate speaking, listening, and knowledge of conventional language. In Choice "a", students would be limited to a very specific vocabulary in order to work with the science and math programs, and would not have opportunities to increase their knowledge of language. In Choice "c", students are practicing their listening skills, but are not required to speak or think critically about what they have heard. Choice "d" does involve technology and class discussions; however, the benefit of watching the discussion on tape is relatively unclear. In Choice "b", students not only have a chance to build their speaking and listening skills, but also increase their knowledge of other cultures and ways of speaking.

Mrs. Matson would like to not only give students a chance to voice their feelings about the changing communications with their parents, but also help them find a way to channel those feelings into something positive. Which project would be best for allowing students a positive way to communicate with their parents about what is happening in school? a. Encourage the students to talk to their parents about everything that is happening in school; after all, their parents only want to help them. b. After talking about this issue, ask the students to write short pieces about their schoolwork and experiences during the day and compile them into a newsletter to be sent home every two weeks. c. Help the students write letters to their parents, telling them how they feel about the issue d. Tell students to keep a log of their activities in the classroom and throughout the day to be shown to parents on a daily or weekly basis. Mrs. Matson's 6th graders are chatting during snack time and she overhears the following conversation: Ellie: I hate how my mom always asks me how my day was, every single day! And then she gets mad when I say it's fine. But it really IS fine almost every day! Brynn: Oh, I know! My dad always wants to know what my reading is about, but sometimes I just don't feel like talking about it. It takes long enough to read it without talking about it. Jon: You have it easy. My mom AND dad help me with my homework every night, and then they give me extra work to do!

B: Part of teaching older students is helping them give voice to what is happening in their lives and connecting that voice to what they are learning in class. In Choice "b", students not only have a voice, but can channel that voice into a particular type of writing. In this case, they will be writing journalistically. They also have a chance to turn their frustration into a positive activity that will give parents the information they would like to know. In Choice "a", the students do not build any particular writing skills, nor does the problem get solved for parents or students. In Choice "c", the students would have a chance to write about their feelings, but this does not eliminate the issue of parents wanting to know what is happening at school. Choice "d" only serves to make more work for the students, without building their writing skills.

Which of the following reading assignments would be most appropriate as a context for teaching students how to preview information to improve comprehension? a. A written version of a popular movie that most of the students have seen outside of class. b. A reading assignment from the students' science class that they will be tested on next month. c. A novel the students read in English class last year. d. A set of poems that will be studied next month during Poetry Week.

B: Previewing information is a method by which students can work to improve their own unguided reading comprehension. During the previewing process, students consider the topic at hand, what they already know about it, and what they would like to learn or believe they will learn. Previewing helps students to approach reading for the purpose of comprehension ("reading to learn") and retention. In Choice "a", students will already be familiar with the text if they have already seen the movie; therefore, their previewing will be affected by familiarity with the text. The same is true for Choice "c", as the students have already read the novel. In Choice "d", previewing the poetry will indeed increase familiarity with the poems. However, reading poetry is typically not a process that involves "reading to learn." Instead, poetry is more often approached as a pleasure-reading activity or an opportunity for literary analysis. Allowing students to preview science material helps them actively learn to read for information and will aid them in other subjects.

Which of the following computer activities/games would be most beneficial during media time for students who are working on reading fluency? a. Students can select from a variety of high-interest texts and read aloud what they see on the screen. b. Students hear high-frequency sight and vocabulary words in their headphones and get points for "zapping" (clicking) the correct matching word on their screen. c. Students practice typing in a keyboarding program to build their speed and accuracy in writing reports and papers. d. Students can surf a limited and pre-approved number of internet sites to read on subjects of their choosing.

B: Reading fluency refers to the speed, inflection and accuracy with which students read, either orally or silently. In order to read fluently, students must be able to decode, or break down into segments, words that adhere to the common rules of the English alphabet. For those words that are not easily decoded, students must build their vocabulary of "sight words," which are recognized without the need to decode. In Choice "a", students may or may not be reading fluently or accurately, since the computer program does not monitor how the student reads. In Choice "c", keyboarding practice bears no direct relationship to reading fluency. In Choice "d", again, the computer is simply a source for text, but does not build any specific fluency skill. In Choice "b", students are exposed to sight words and vocabulary in a fun way. Using a computer program allows for an unlimited supply of relevant words and for accurate scoring.

Mr. Ank has a game he plans to play with his middle school English students today. He has recorded several commercials from television and will play them without sound for the students. After each silent commercial, the students will share their ideas about what product the commercial is advertising. Following this game, the class will participate in a follow-up discussion and exercise. What is the likely purpose of Mr. Ank's game? a. To turn his students into savvy consumers. b. To help students understand how visual images affect meaning and understanding. c. To demonstrate how students can use visual images in their own schoolwork. d. To introduce variation into his instruction and give the kids a fun activity.

B: Students are expected to have a variety of skills with respect to viewing, representing, and analyzing visual/media images by the time they enter high school. They should be able to understand visual imagery and how it affects or creates meaning. Students must also learn to deconstruct the messages they see and create their own for the purposes of communicating their own ideas. Choice "a" would, perhaps, be the goal of a consumerism or economics class, but is not the best choice for this scenario. This game would create understanding in students about different types of visual images, but they are not likely to be the same images used in their schoolwork at this juncture. Choice "d" is certainly true; the children will likely enjoy the game. However, Choice "b" most closely matches the educational requirements and standards laid out for students of this age.

Mrs. Bray's students have been performing poorly on in-class quizzes, lately. She gives them notice that there will be quizzes in class, although she does not tell them when they will take place. How can she help improve the students' performance without giving them direct insight about the quiz dates or material? a. Provide more opportunities for taking tests and quizzes in order to lower anxiety and increase familiarity with the format. b. Talk with the students about how they are preparing for quizzes and suggest alternatives that match the intended outcomes of the quiz. c. When covering potential quiz information emphasize and indirectly communicate that students should pay close attention. d. Send a note home to parents asking them to study with their children in anticipation of the quizzes.

B: Studying can be a mystifying experience for students as they begin to do it more frequently. Often, students do not know how to prepare properly for specific kinds of assignments, and direct instruction is helpful. In Choice "b", Mrs. Bray can identify why the students' preparation is not adequate for the examinations and help them understand alternative methods of preparation. In Choice "a", students may or may not improve their performance while taking more quizzes; in fact, their motivation and confidence may decrease if they continue to receive poor grades. Choice "c" contradicts the question prompt, as Mrs. Bray does not want to give the students too many ideas about what will be covered in the quiz; rather, she wants to improve their study skills. Choice "d" is less accurate and direct as a method for achieving her goals than is Choice "b", because parents do not always have good study skills or knowledge of the classroom.

Which of the following practices is the best use of technology to increase reading comprehension and literacy skills? a. Encourage the use of tape recorders in class, by which students can record classroom conversations and lessons to be reviewed during homework and study time. b. Accessing a specific website online that shows children how to use graphic organizers for the stories and texts which they are reading in class. c. Allowing students who have completed their class work to play games or spend monitored time online. d. Asking students to read articles on various comprehension skills and provide a post- test to measure how well they can apply specific skills.

B: Technology should not be relied upon to teach comprehension skills, but can be helpful in providing supplements to classroom instruction. In Choice "a", this particular practice can be very helpful for some students who have trouble recalling what is discussed in class. Choice "c" sets up a reward system to encourage students to finish their work but will not directly increase any specific skill. Choice "d" relies on students to pull comprehension-building information from articles, instead of providing them with direct instruction or explanation. Choice "b" provides interactive tools that will help students organize information that they have read, which is an important comprehension skill.

Which of the following would be the best strategy for helping eighth-grade students choose books that they will read independently and use to write book reports? a. Provide two choices from which the students can pick that you know everybody can understand. b. Allow students to freely pick their books, but require that they read a few pages aloud to you in order to ensure that the reading level is neither too easy nor too difficult based on their abilities. c. Encourage the students to read a book that contains unfamiliar words and idioms so that they will be challenged to use context clues, dictionaries and other sources to build comprehension. Establishnoparametersonbookselectiontoencouragefreechoiceandpromotestudents'excitementabouttheproject

B: The key word in this question is "independently." Students will be required to read a book on their own, synthesize the information they have found, pick out relevant main ideas, and then write about all those things. This multi-step process will require that the students be interested enough in their individual books to complete it, and that the students are actually capable of reading their books. Choice "b" allows students some choice, but ensures that the challenge level is appropriate. In Choice "a", more advanced students may find the process tedious if the books are too easy. Choice "c" suggests that students read books which are challenging, requiring additional comprehension work on top of that which is already assigned. The purpose of the project is to understand and synthesize information; selecting a difficult text may prove too much for some students. It is rarely a good idea to eliminate parameters whatsoever on book choice, because students could choose books which they are incapable of reading, or which would be too easy to challenge them.

1. A sixth-grade teacher is preparing to begin a unit in which students will be reading a novel in class. She plans to use the novel to teach her students specific strategies to improve and monitor their reading comprehension. Which of the following techniques would likely be taught during class? a. Discuss story elements such as exposition, climax and resolution. b. Demonstrate the practice of stopping at the end of chapters to summarize and review the content. c. Ask students to complete a review sheet before taking the unit test. d. Practice decoding unfamiliar words throughout the book by using knowledge of frequently-used root words.

B: The object of this unit is to teach students to monitor their own comprehension as they read longer and longer texts. The only choice that involves students analyzing their own understanding is Choice "b". This practice shows students logical points in the text to pause and ask themselves whether or not they understand that which they have read. Summarizing will help them identify main points in the story. Choice "b" is also the only choice that allows the teacher to directly instruct her students on comprehension while reading the book in class.

Middle school students at Ms. Kelso's school are expected to complete a large independent study project to be presented at the end of the second term. The project is the culmination of reading research, writing a paper, and the final element of publishing, or presentation. The students can choose how they present their work and are instructed to use visual aids. Which of the following would be a helpful guideline for Ms. Kelso to offer her students? a. Whenever possible, use pictures, video, music, charts and graphs to supplement your presentation for the purpose of keeping your audience's interest. b. Think about any parts of your paper that might be hard to explain. Choose a visual aid to help you show your audience the concept, and then use your words to explain it. c. Select the most interesting photographs from your research, create color photocopies, and pass them throughout the class during your presentation. d. Use your main ideas and supporting evidence to create a Power-point slideshow, making note-taking and organization simple and clear.

B: The primary purpose of visual aids is to extend or enhance meaning. Visuals can sometimes distract from the meaning of the presentation if used too much, as in Choice "a". Choice "c" could also create distractions in that students may be more likely to look at photos directly in front of them than pay attention to the student presenting. The final choice simply encourages students to read the information on screen, and will likely cause the presenting student to read aloud rather than communicate in his own words. Choice "b", however, utilizes the students' thought processes in determining where a visual might help enhance understanding, and requires them to use oral communication as well.

What might be the best way to adapt the Book Buddy program for fourth grade students who are still learning English? a. Exempt ESOL students from the program altogether so that they can practice reading with their primary teacher. b. Create some groups that have three Book Buddies: a skilled reader, an ESOL student, and a Kindergartener; this will allow the English language learner to listen, learn, and give guidance when he is able. c. Make no changes to the program and simply allow the younger students and the English language learner to help each other decode and compare ideas in their own way. d. Allow English language learners to listen to books on tape read by native English speakers with their Kindergarten partners. Mr. Gilbert teaches fourth graders whose reading skills range from emergent to advanced. He introduces an activity called "Book Buddies" in which his students are paired with emerging Kindergarten readers to practice reading beginner-level short books. He hopes they will gain confidence and increase their own reading skills through these visits. Mr. Gilbert's students pick their Book Buddies up once a week and read together for about half an hour.

B: The purpose of this exercise is for the older students to build their confidence and oral language skills by helping to teach younger students. By doing this, older students build their skills by thinking critically about how to help a new reader understand basic reading skills. In Choice "a", the English language learner may build reading skills, but will not have a chance to build confidence or oral skills, which are just as important to their language development. In Choice "c", the English language learner may lose confidence in attempting to meet program standards without the necessary language skills. In Choice "d", students practice listening skills, which would only indirectly build oral skills. Choice "b" allows students to learn not only by listening, but by having a chance to explain or assist when he or she has the requisite skills to do so. A skilled student is also there to assist when needed.

Mrs. Costanza's eighth-grade students bring up some concerns during class time. They complain that their teachers are assigning too much reading for homework and that they are worried that they will never be able to retain the information for tests. Some students say that they don't know how to predict what information is important and what is not. What can Mrs. Costanza do to help them? a. Encourage students to allow enough time when studying to effectively memorize all the necessary information in the texts and assigned readings. b. Teach the students the SQ3R (Survey, Question, Read, Recite/Write, and Review) method. c. Ask other eighth-grade teachers to provide study guides that will outline exactly what will be on each test. d. Discuss the importance of taking detailed notes in class and asking relevant questions during class discussions.

B: The question prompt states that the students' primary problems lie in homework: they are concerned about the volume of reading and ho to know what information is most relevant. Although Choice "d" is important and will help students, it will not improve their ability to deal with independent reading and assignments. Choice "c" will help students score more highly on tests, but will likely not improve their study skills. Choice "a" will simply encourage students to "cram' a lot of information for tests. Choice "b", however, teaching SQ3R, is a method by which students can study, internalize and sort through large amounts of information on an independent basis.

Which of these sets of factors would most greatly affect a student's reading comprehension in class and on tests? a. Oral language development, written language development and eating a healthy breakfast. b. Word analysis skills, sight word knowledge and ability to monitor understanding. c. Vocabulary development, sight word knowledge and reference skills. d. Prior knowledge, good classroom participation and academic performance in other subjects.

B: There are many, many factors that affect reading comprehension in various proportions, depending on the student. Generally speaking, students must be able to recognize vocabulary, decode unfamiliar words, and monitor their own understanding in order to comprehend a given text. In Choice "a", all of these factors could affect comprehension; written language development and breakfast, however, are probably less important than the set of factors in Choice "b". In Choice "c", the factors seem to relate primarily to a student's understanding of the words in the text—vocabulary, sight words, and the ability to look up words. However, students must understand more than simply the words on the page; they must understand the relationships between the words and the underlying meaning of the whole text. In Choice "d", classroom participation and performance in other subjects does not necessarily indicate or affect comprehension skills.

Some of the students in Mr. Smith's fourth-grade class cannot decode words well enough to read fluently in class. He knows they are well behind grade level and that he needs to provide them with activities that will allow them to be successful, building skills and confidence at the same time. Which activity would be best for this purpose? a. Enlist the parents' help by sending home a weekly list of sight words that the students can practice and memorize, decreasing the need to decode when they read. b. Show the students how to create words out of movable alphabet tiles or magnetic letters, building (encoding) words as they sound them out. c. Provide the children with early childhood readers that contain only very simple words so that the children will not feel badly as they read. d. Allow those children having trouble to stop each time they reach a challenging word and sound it out carefully, recording it to a list that will be studied for homework.

B: This prompt focuses not only on reading fluency skills, but also on the issue of the young reader's confidence. It is very common for students who feel unsuccessful at reading to avoid the skill altogether. The teacher in this question realizes something important: it is vital to build a student's confidence with reading as he or she builds skill. In choice "a" there is a faulty assumption that a student could ever memorize enough words to eliminate the need to decode. While some students with processing disorders or different learning styles do rely more heavily on sight words, this practice should not be solely relied upon. In choice "c" the students will likely feel negatively about being asked to read young children's books; their lack of confidence may be reinforced by this plan. In choice "d" students may also be frustrated by the extra work they are required to do without any evidence of success with this practice. In Choice "b", students can build their fluency skills by creating words with various sounds, which is often easier for students than decoding as they are learning to read. As their knowledge of letter-sound relationships grows, they will become better at decoding words they see on the page. Allowing students to encode will also provide them with more chances to feel successful as they learn.

Ms. Trent plans to create a rubric that will help her grade her middle-schoolers' writing samples. She wants to make sure that she is consistent across time and between various students who write with different styles. Which of the following would be most important for her to do in order to help build her students' writing skills? a. Be sure to include every possible aspect of the writing process so that no detail is left out, as different students have different strengths. b. Share the rubric with students so that they can monitor their own understanding of the writing process as they complete their assignments. c. Use clear, simple language so that there is no confusion at a later date about what was intended. d. Divide each segment of the rubric into its own category and assign equal point values—the purpose of which will be to help students understand that each aspect of the writing process is of equal value.

B: Writing is a complex, subjective process which will never be graded identically amongst teachers. The best teachers, however, know that students write more clearly and more accurately when they know that which is expected of them. In Choice "a", the inclusion of so many details may be confusing and cause the grading process to take too long. Choice "c" is certainly an important action to consider, but will probably not directly affect the students' writing skills. Choice "d" may communicate a certain point, but again, will not necessarily improve the students' skills; it will only affect the grading process. Choice "b" will engage the students actively in the writing process and in the building of skills. They will be able to analyze the rubric and determine how well they understand the assignment and whether or not they may need more practice or help in a particular area.

A teacher notices that one of her students is inconsistent with recalling his letter- sounds. He may remember a particular sound or blend one day and read it correctly; however, the next day, he may not be able to produce the same sound. What should she do? a. Immediately refer the student to the appropriate professional for educational testing since it is likely that he is exhibiting early signs of a learning difference or disability. b. Recognize that children all learn at different rates and that learning and producing letter-sounds involve multiple mental processes. Give the student as much time as he needs to internalize the sounds and produce them correctly. c. Provide the student with targeted instruction in letter-sound correspondence, using a schema such as Alphabet Action, in which letter-sounds are associated with physical actions (e.g., C is for Catch). Set a time frame after which, if the student does not improve, to begin the procedure for special-needs testing. d. Hold a conference with the child's parents and encourage them to seek outside tutoring or professional assistance with his reading skills.

C: All children learn their letter-sound correspondences at different rates. This particular child may simply be showing his teacher that he has not quite mastered this skill set yet. However, the inconsistence with producing the sounds could possibly be a signal that he needs specialized instruction. It is impossible, however, to know exactly what is going on without providing specialized instruction and giving that instruction time to improve skills. Choice "a" suggests an immediate referral for special-needs testing, which may be unnecessary and too soon in this scenario. Choice "b" states that all children learn differently which is certainly true, but does not provide a plan for helping the child improve. In the final choice, the parents may become needlessly alarmed and spend extra money in a situation where the intervention may not be necessary or even helpful. Choice "c" provides specific instruction in the deficient skill and acknowledges that the child may improve on his own; but if he needs it, extra help can be found.

An eighth-grade teacher plans to deliver a test on a book recently read and discussed in class. He plans to include some short answers, multiple choice, fill-in-the-blanks, and 2-3 essay questions. The students are familiar with multiple-choice and fill-ins, but are not accustomed to short answers and essays. He wants to scaffold their attempts to study the large amount of material. What should he do? a. Make the test "open-notes." b. Provide a copy of the questions ahead of time so that the students can formulate their answers. c. Provide several sessions of written practice and instruction with similar short-answer and essay questions, and discuss the students' answers afterward. d. Allow the students to re-take the test if they struggle the first time around.

C: Allowing the students to practice these types of questions starts to open up their ability to show that which they know. Many students experience stress in the transition to various types of testing that do not provide answer choices in multiple choice form, or lack word banks. Choice "c" shows students how to approach these kinds of questions in a safe, un-graded way, and solidifies their thinking by discussing their attempts afterward. Choice "a" may assist with students' recall of information, but does not provide direct instruction on how to formulate answers. Choice "b" will give students time to approach the questions and revise their answers if necessary. For those students who experience more difficulty, however, it may not be as helpful as Choice "c". Choice "d" might also be helpful for any students who experience test anxiety or are taking a bit longer to understand the process, but will not scaffold their attempts as well as Choice "c".

What step should be included at #3 to supplement her instruction? a. Meet with a partner for any information you failed to write down during class. b. Take an audio recorder with you in order to record everything discussed in lectures and class. c. Review your notes periodically; at least once a week. d. Read all assigned material at least once more in its entirety. A teacher is talking with her students about the best way to retain information learned during a unit or course of study. She wants them to be prepared for high school and college, during which they will rely primarily on their class notes to study for tests and prepare papers. She describes these steps: 1. Read all assigned material before class. Make notes on any new vocabulary, questions or ideas you have as you read. 2. Take notes in class based on discussions and lectures. 3. Before the test, review your notes and assigned readings, spending more time on those segments which you remember the least.

C: As is true with students and adults alike, we remember more information when we review it consistently over time. If a student takes meaningful and accurate notes, reviewing them periodically and consistently will help them retain the information and cut down on time spent studying right before the test. This practice also helps the student identify any ideas or questions that need to be addressed before the test or paper is due. Choices "a" and "b" create the impression that a student will struggle if he does not record (in writing or via tape recorder) every word uttered in class. It is more important for students to learn how to create meaning and understand relationships between all of the facts, figures, and concepts introduced in class. Choice "d" would be very time-consuming and would not guarantee that students are choosing the most important ideas and information for use.

Which of the following students is not performing "at grade level" and may warrant academic support or testing? a. Karishma, seventh grade, looks panicked and becomes very quiet when asked to state her opinion about a particular subject in class discussions and rarely raises her hand when a question about text comprehension is posed. b. Lynne, fifth grade, is able to comprehend most of what she reads in plays and in fiction, but sometimes has trouble understanding poetry. c. Barron, sixth grade, can read fluently aloud and often recall concrete facts, but is rarely able to draw conclusions, make inferences, or understand figurative language. d. Sebastien, eighth grade, lacks motivation to read much of what is assigned in class and frequently fails to complete his homework; he often contributes intelligently to class discussions.

C: Barron demonstrates the ability to read the words on a page, but struggles with several comprehension skills consistently. There is a pattern to Barron's issues: he has a hard time comprehending anything not stated literally in the text. Karishma may or may not have a hard time forming an opinion; we cannot tell as the prompt only says that she is uncomfortable speaking up in class, which seems to be a confidence problem rather than an academic one. Lynne appears to comprehend different genres of literature, which is a grade- level expectation, and it is common for students to have a bit more trouble with one particular genre. Sebastien is not unusual, as he is capable of intelligent contributions and comprehension, but primarily lacks interest. His is a problem of motivation rather than an academic struggle; he would possibly benefit from a wider text selection or a special project.

Mr. Talbot's class has an opportunity to begin writing letters to students in France who are learning English, just as Mr. Talbot's class is learning French. He knows that this will be an excellent opportunity for the students to work on letter-writing as well as build their language skills. What other writing skill can he use this opportunity to strengthen in his students? a. He can help them work through the five-step writing process and the six traits of writing; letter-writing is an excellent exercise for bringing all of those traits and steps together. b. He can teach them the proper formatting of letters and the etiquette of writing a good letter. c. He can teach them to consider their audience when writing by talking about what they know of their pen pals' lives, what they would find interesting, and how to communicate effectively with others who are not like themselves. d. He can teach his students about the importance of proper writing conventions like punctuation, grammar, and spelling, because their pen pals are still learning English.

C: Choice "a" is misleading, as writing a letter is a specific format and kind of exercise; it is not typically considered a catch-all exercise for learning the five-step process or the six traits of writing. While every writing exercise can be a backdrop for these skills, Choice "a" is not the most accurate answer. If you read the question prompt carefully, you see that it is already acknowledged that this opportunity will be a good exercise for showing students how to write a letter well. Therefore, Choice "b" is redundant. Choice "d" is true; students should be careful of their writing conventions so that their writing is easier to read, yet Choice "c" is the skill than can be most directly applied when writing to students of another language and culture; the audience actually encompasses Choice "d", as students would determine in thinking about their French pen pals that they might have a hard time reading English, and that they should be cognizant of that fact.

Which of the following vocabulary activities would best prepare students for a unit on imagery and figurative language? a. A class discussion on the difference between literal and inferential comprehension. b. A worksheet on synonyms and antonyms. c. A set of word games (e.g., crosswords, word searches) involving adjectives and adverbs. d. A vocabulary quiz

C: During the unit on imagery and figurative language, students will learn about how sensory experience can be translated into writing. In order to understand and apply these concepts, students will need an ever-increasing bank of descriptive words which they can identify and define. Choices "a," "b" and "d" would certainly be useful as supplements to this particular unit. However, Choice "c" most accurately addresses the question prompt in that it is an activity that directly increases relevant vocabulary skills. Word games engage students' interest, while building their knowledge of words they will encounter in their studies of imagery and figurative writing.

1. Which of the following exercises would be the most appropriate tool for helping students evaluate the effectiveness of their own spoken messages? a. Discuss written and oral assignments in class before completing them. Once the assignments are completed, the teacher meets individually with each student to discuss the content and effectiveness of each student's work. b. Instruct students to present oral reports in class, which are then "graded" by classmates. A score of 1-10 is assigned based on students' perception of the reports' clarity. The student's average score determines his report's effectiveness. c. Ask each student to prepare an oral report and a content quiz that highlights the report's main idea. The student then uses classmates' scores on the reviews to determine his report's effectiveness. d. Put students into groups of three. Two students complete a role-playing assignment based on prompts provided by the teacher. The third student gives constructive feedback on how the other two can refine and clarify their speech.

C: Each answer can be an effective tool in teaching students to build oral language skills. The question makes clear that the objective is to help students evaluate their own oral language skills, which will assist them in both spoken and written assignments. The only answer choice that involves the student himself evaluating his message is answer "c." When the student prepares a review/quiz based upon important information, he or she will be more able to speak specifically to that information. When classmates complete the review, the student can identify any patterns in the questions' answers that give clues as to how well those main ideas were communicated. In this way, the student can evaluate how effective the oral presentation was, without relying on classmates or the teacher.

In monitoring a group of elementary-age students' reading fluency, which of the following students may need extra or specialized instruction? a. A student who reads an unfamiliar text more slowly than he reads a familiar text. b. A student reading an independent-level text, finding approximately 1 in 25 words difficult to read. c. A student reading an instructional-level text, finding approximately 1 in 5 words difficult to read. d. A student who scores a 70% on a comprehension test.

C: Generally speaking, students will read more slowly when introduced to texts and material that is new; speed increases with each subsequent reading. Hence, answer A) describes a normal child's reading pattern. When reading material independently, a student should not find more than approximately 1 in 20 words to be "difficult to read." Therefore, answer "b" is incorrect. Answer "d" refers to a comprehension test, which is not specifically related to the monitoring of fluency skills. This answer can be ruled out based upon its irrelevance. However, a student reading instructional-level material should find no more than 1 in 10 words difficult to read. Therefore, a student finding 1 in 5 questions difficult on an instructional-level test may need extra help or a text more appropriate for his age level.

A teacher is fortunate to have many parent volunteers for the current school year, giving him parental help at least three times a week. He wants to utilize these volunteers in a way that will not only take into account their limited training, but will most benefit students. Which option should he choose? a. Ask each parent to speak to the class about what kinds of literacy skills they use each day in their careers. b. Enlist parents to help grade papers and presentations using a rubric. c. Ask parents to listen to his students read challenging but manageable texts, one at a time, helping students identify and sound out unfamiliar words. d. Primarily utilize parents' for non-instructional tasks, such as making copies, organizing the class library, monitoring the classroom during test time, etc.

C: In Choice "a", parents would take up an inordinate amount of class time discussing literacy, without necessarily building any skills. This choice would also rely on the assumption that parents could speak effectively about this topic. Choice "b" would create inconsistency in grading, since there is interpretation and expertise required even in using a grading rubric. Choice "d" would certainly make the teacher's job easier to manage. However, Choice "c" allows parents with limited training to help students build reading fluency by reading challenging texts and building accuracy and speed. This choice satisfies both of the teacher's needs: taking into account the parents' limited training and helping the students most directly.

A teacher writes four sentences on the board and instructs his students to copy the sentences from the board into their notebooks. They must capitalize words with suffixes. Which sentence is correct? a. The PRINCE declared his undying love for the PRINCESS. b. Television is a form of MULTIMEDIA. c. This loud, loud noise is very DISPLEASING. d. The BOOKKEEPER examined every page of the rare play. Susannah wrote the following journal entry on her happiest memory during journal time: I lov going on picnics with my mom and dad. We et sandwitches and lemanad and somtyms mom and dad drink coffee. we play gams and haf fun.

C: In Choice "a", the words prince and princess are capitalized, though they do not have suffixes. In choice "b", the word "multimedia" contains the prefix "multi", but no suffix. Choice "c" contains a word with the root "please," which also has both a prefix and a suffix. The suffix -ing acts as the suffix in displeasing, therefore it is correctly capitalized. Choice "d" correctly has "bookkeeper" capitalized due to the suffix "-er" but neglects to capitalize "examined" even though it also contains a suffix. Choice "c" is the only correct choice available.

1. Sully is struggling to write his eighth-grade research report. His writing is full of great ideas and generalizations, but few supporting details and little evidence. When his teacher suggests that he needs to provide more supporting information, he looks blankly at her. How can she help him understand this concept and improve his paper? a. Tell Sully that his writing topic is too broad, and ask him some guiding questions to narrow it down. These questions could include: "what is most important to you about this subject?" and "what do you most want your readers to learn about?" b. As much as it will be frustrating for Sully, explain to him that sometimes it is easiest to start from scratch when a paper does not fit the appropriate format. Instruct him to use his previous paper to make a new outline for a new paper. Help him make the outline in great detail and then encourage him to simply use his previous paper as a source for details when writing the newer version. c. Use a graphic organizer that contains two columns: "ideas" and "details/evidence." Guide Sully to pick his top three or four main ideas and fill in the right hand side with appropriate details and information. Encourage him to use this exercise to revise his paper by adding in his evidence and eliminating any information that is not listed on his graphic organizer. d. Help him brainstorm a list of facts about his topic from memory and his research. Show Sully how to take his ideas one by one, adding at least two facts or details after each idea. Instruct him to make sure that each idea has supporting evidence and details.

C: In a piece of writing such as Sully's, there are two important things which he needs to do; namely, he must select the most important ideas and focus on those, rather than attempt to include every single idea he may have. Once he has done that, he additionally must include details or evidence to support those ideas. Choice "c" gives him a concrete way to identify the most important ideas and match them with appropriate and relevant evidence. Choices "a" and "b" require him to start over on a project, which is unnecessary. Choice "d" would cause him to create a very lengthy and too-detailed report without much focus.

Every year, students prepare with excitement for Historical Characters Day. Each student is expected to choose a character who was influential in years past and compose a report on why he was important. The students are permitted to dress up as their respective characters on the day on which the reports are turned in. This year, the teachers want to incorporate an aspect of this anticipated event that will more directly increase their students' oral communication skills. Of the options they have brainstormed, which of the following would be most helpful? a. Ask the students to read their reports aloud to the class. b. Require that the reports be memorized so that students can make better use of voice modulation and eye contact while presenting. c. Require the students to write why they chose their character and three interesting things they learned on a set note cards, and present what they have written to the class. d. Hold an election for the student with the most realistic costume and require students to give supporting evidence for their votes.

C: In choices "a" and "b," students are primarily using written language in order to present to the class. They are required to use what they have composed as the text for their oral presentations. In Choice "c", students have the chance to learn how to prioritize information they have read and written, and also learn to modify the written word to create an oral presentation based upon specific parameters. This exercise highlights the differences between the written and spoken word. Choice "d" does not necessarily involve all of the students and less directly increases the students' oral skills in a relevant way.

Which of the following visual images would be most appropriate for teaching students about how media images influence their perceptions and attitudes? a. a photograph found in a journalistic magazine, such as Time b. an illustration or diagram found in the students' own Social Studies textbook c. a political cartoon found in the newspaper d. a non-political cartoon found in another section of the newspaper

C: In teaching about this subject, students must be able to understand the intended meaning of a particular media image. To do this, they have to consider the image-creator's background, point of view, and anything else they might be able to determine from analyzing the image. Students need to be taught tools to dissect the barrage of images that they see on a daily basis. Choice "a" encompasses photos of real-life people and events. While these photos are valuable for many teaching purposes, it cannot be guaranteed that students would be able to apply their tools to current-day media analysis. Choice "b" is the choice least related to media influence in that it refers to a Social Studies text, likely created for didactic purposes. Choice "d" most likely refers to a cartoon found in the Funnies, created to entertain, rather than influence. The political cartoon in Choice "c" is the image most explicitly created to affect and influence public opinion by exaggerating personal traits and personalizing lofty issues.

What particular skill does this set of questions address? a. Distinguishing fact from opinion b. Relationship of main and supporting ideas c. Understanding cause and effect d. Sequencing in a story Look at an excerpt from the worksheet assigned to a group of sixth graders. Match the numbers to the corresponding letter. 1. Victor spends about an hour every day helping his grandmother around the house. 2. Stella is always quick to smile and talk with new students at school. 3. Jorge did not read the directions that came with his brand new telescope. 4. Faye has been enjoying the weekend art classes she just began. _____a. He does not see or learn as much as he could. _____b. They have grown much closer and have a stronger relationship. _____c. She has begun to teach her little sister some of the things she has learned. _____d. She is well-respected among all the students.

C: In this question, it is best to actually approach the exercise as the student would, reading through the choices and contemplating their relationships. Matching numbers 2 and 4 are easiest to do first because they include girls' names and can be matched with the lettered choices with female pronouns ("she"). Some of the choices could be categorized as facts or opinions, but not so consistently that Choice "a" would make sense. It would be impossible to assert accurately that these choices are main and supporting ideas without more information or sentences to prove this, as suggested in Choice "b". Choice "d" would also require more information to be considered a possible answer to this question. Choice "c" fits best, establishing a valid effect (letters) for each cause (numbers).

What skill is Mrs. Blaine referring to in the underlined sentence? a. Understanding his feelings. b. Completing assignments thoroughly without leaving any information out. c. Stating an opinion or thesis and supplying supporting evidence. d. Writing even when you are unsure about the topic or instructions. The following conversation took place after class as a sixth-grade teacher handed Alex his most recent book report. Mrs. Blaine: "Alex, I think you did an excellent job on the first part of your book report. You really picked up on a lot of the details in the plot—what a great memory you have! But what about the second part of the assignment? I didn't see anything about whether or not you liked the book with reasons for your opinion?" Alex: "Yea...I just wasn't really sure what to write on that part, so I left it blank." Mrs. Blaine: "Can you tell me now how you felt about the book?" Alex: "It was alright, I guess. It was pretty good. It was boring at first, but I liked the way it ended." Mrs. Blaine: "And why is that?" Alex: "It was cool how the burglar was someone you knew all along; the author gave you clues and stuff throughout the story and you could try to solve the mystery while you were reading it." Mrs. Blaine: "I understand. I liked that part of the story, too. Getting started on work like this can be challenging at first. But it is important that you begin to learn this skill because you will use it over and over again in school and in your eventual career. Let's talk about some ways to help you get going." Alex: "Okay...sounds good."

C: It is obvious when Mrs. Blaine first comments on Alex's report that he does well with literal comprehension and memory, but has trouble identifying and discussing his opinion about the book. Alex, like many students, is not confident in his ability to clearly state an idea and back it up with supporting evidence or ideas from what he has read. This is the skill she is suggesting he will need to use again and again. Alex has an opinion, that the book was "boring at first," but he "liked the way it ended." He knows how he feels about the book, but does not know how to explain his opinion in writing. Therefore, answer Choice "a" is inaccurate. Choices "b" and "c" are both likely to be necessary for Alex at some point, but are unlikely to be the most important skill Mrs. Blaine mentions.

Mrs. Harris is pleased that her fifth-graders are showing progress in their reading comprehension and writing skills. The students are performing very well on their written tests, evaluations, and homework. After the holiday break, she wants to design lessons that increase the students' literacy skills by incorporating multiple contexts. Which of the following might be the best way to do this? a. Read their next book aloud and discuss it in class. b. Have the students quiz one another in small groups on the content of their textbooks and other reading assignments. c. Read a play in class and allow the students to act it out for their peers following their unit test. d. Administer spelling and vocabulary tests orally to determine students' verbal skills.

C: Literacy skills encompass a variety of contexts: written, verbal, comprehension, vocabulary, grammar, spelling, etc. Designing class work that touches on these multiple contexts must allow the children to increase not only skills that can be measured on tests or written work. Reading a play gives students a chance to touch on comprehension, vocabulary, and grammar; acting the play out creates the opportunity for increased comprehension and oral interpretation. Each of the alternate answers focuses on one specific aspect of literacy skills, without incorporating multiple contexts.

Which of the following approaches would increase a middle-school student's preliminary research skills? a. Assign and analyze a research paper on a topic of the student's choosing. b. Require students to submit a separate outline before completing a research paper. c. Require students to turn in note cards containing relevant information on each source they will use in an upcoming research project. d. Pre-test on several subjects to determine which area or discipline to explore. A middle school class is working through the process of creating a research project. Since this kind of assignment is completely new, their teacher provides direct instruction and practice assignments to help the students approach the large project.

C: Many factors affect the final outcome of a research paper or project, including the selection of sources, interpretation of source information, organization of ideas, and writing skills. The final project described in answer "a" is not always indicative of how efficiently a student has researched a topic because it is the end-result of many language processes at work. The outline mentioned in answer "b" would provide insight about the organization of ideas, but answer "c" would allow the instructor to assess the actual process of gathering and synthesizing sources of information.

A teacher notices that her new student, Carl, has a hard time answering questions related to comprehension during class and has scored low on comprehension quizzes and worksheets. What would be the most logical first step in determining how to help Carl? a. Encourage Carl to read all assigned texts at least twice before class to help him understand what he has read. b. Provide Carl with story maps of what he will be reading to assist his comprehension visually. c. Ask Carl to read aloud with his teacher individually so that she can ensure that he is reading with expected accuracy and speed (i.e., fluently). d. Modify Carl's class work so that he is able to work on easier comprehension material until his skills are brought up to speed.

C: Many factors can affect a student's ability to understand what he or she is reading. Building comprehension skills is an ongoing process and can be made difficult if a student lacks the appropriate level of reading fluency. If he or she cannot read accurately or with enough speed, he or she will have much more trouble with comprehension than the average student. It is important to identify any decoding or vocabulary problems that might be affecting comprehension first; if those can be solved, comprehension skills may naturally increase as reading fluency increases.

What is the most likely purpose for the teacher to partner with a new student during each Daily Chat? a. She wants to make sure that the students get positive feedback on a regular basis during skill-building exercises. b. She has found that there are almost always absent students, creating a space for her to function as a partner during days where one student lacks a partner. c. She recognizes the value of building oral communication skills with adults as well as peers. d. She wants to demonstrate how to resolve conflicts or common problems that students often face when attempting to communicate effectively. A middle school teacher consistently includes "the Daily Chat" in her lesson plans, several times a week. Students are placed into pairs, with the occasional group of three. The teacher chooses one student during each chat with whom she will partner. During these conversations, students can pick a topic and discuss it for five to ten minutes. They are asked to use the following log sheet: Date: Name: Partner's Name: ð My partner looked at me most of the time while we were speaking. ð My partner listened while I was speaking. ð My partner waited until I finished before taking his turn to speak. ð My partner enunciated while speaking (I understood the words he was saying). ð My partner explained himself well (I understood the ideas behind what he was saying).

C: Oral language skills are almost un-quantifiable because they cover a multitude of competencies. Vocabulary, enunciation, listening, body language, comprehension and many other skills directly affect a student's communicative ability. This particular activity primarily focuses on peer interactions. However, conversing with adults provides opportunities for students to learn new vocabulary and ways of speaking. Choices "a," " b" and "d" are possible outcomes or functions of the teacher's partnering with a new student during each conversation. However, teachers must keep in mind that it is just as important for students to converse with adults in a context that allows them to learn from observation as well as participation.

Which of the following students may need extra instruction and evaluation with respect to oral language skills? a. Rosa: whose first language is Spanish. Rosa speaks with a distinct accent and can be difficult to understand when speaking about a new or unfamiliar topic. b. Greer: who avoids oral assignments when possible. He avoids speaking up in class and only responds when called upon. c. Ashley: who often has trouble answering questions in class. Her responses are often off-topic. She also struggles with oral presentations, seeming to present a string of unrelated facts. d. Brett: who frequently becomes loud and disruptive whenever group work is assigned. He often becomes involved in heated discussions with classmates when discussing ideas.

C: Oral language skills can be distinguished from specific speech characteristics exhibited by some children. Many students like Rosa, whose first language is not English, will speak with an accent and may be less clear when speaking about a topic that is unfamiliar. In fact, even those who are not English Language Learners may exhibit difficulty speaking on new topics. Greer may avoid oral assignments or speaking in class for a number of reasons, such as self-consciousness. This student could be helped by evaluating oral language skills in a one-on-one environment or by introducing peer scaffolding to help reduce anxiety. Brett's demeanor in group assignments may also be due to social characteristics rather than oral skills; it would be important to evaluate his skills in various contexts. Ashley, however, shows marked problems communicating orally both in class discussion and in prepared assignments. She would benefit from specific instruction related to presenting ideas orally.

1. Which lesson would not be helpful in addressing the primary issues in the students' writing? a. Direct instruction on organizing ideas. b. Practice with peer-editing for punctuation and capitalization errors. c. Correcting sentences that incorrectly use passive voice. d. Review of commonly-made spelling and capitalization mistakes. Dear Grandma, Hello, how are you doing? How are grandpa and Daisy? Daisy is such a cute Dog she is growing up really fast. I just started Middle School last month, I stay late on Tusdays and Thursdays so I can practice with the Team and go to meetings. I wasn't too sure how it would work out for me when I started. there is a lot more homework and lots of new, older kids. but I am starting to get used to the homework and have met some cool, new friends. I am really looking forward to visting you and grandpa during Thanksgiving. I also joined the soccer team and the drama club. thank you so much for the art set you sent me for my birthday. I have already used it to do some skeches and some sculpting! Please make the Pumpkin Pie that I like so much! Okay, that's about all I have to say right now. Write me back if you can I'll see you soon! Love, Chris

C: Organization, punctuation, and capitalization are the primary issues with this piece of writing and the letters written by the class. While there are only a few spelling errors, it is always helpful to review commonly made mistakes, as well as discuss capitalization rules. However, the student in this case does not misuse passive or active verbs. Passive voice refers to the over-use of "to be" verbs and to sentences in which the subject is acted upon, most often including passive participles (i.e., verbs in the -ed form). For instance, a sentence stating that "he robbed a bank" is normally preferable to "the bank was robbed." Therefore, Choice "c" would not be as helpful as the other lesson choices in this case.

Which of the following statements is true regarding the relationship of reading fluency to reading comprehension? a. Reading fluency and reading comprehension should be considered separate, equally valuable skills that can be taught independently of one another. b. Reading comprehension is an important component of achieving a level of overall reading fluency. c. Reading fluency refers to a set of skills that should be continually improved upon, so that students can consistently comprehend that which they read. d. Reading comprehension and reading fluency are so intertwined that a child struggling in one area is often incapable of making progress in the other.

C: Reading fluency is defined as a set of skills including speed, accuracy and inflection when reading words on a page. Reading comprehension generally refers to the ability to understand what is being read. Both sets of skills are important, and reading fluency is vital to comprehension, which is the ultimate goal of the practice of reading. It is possible, even common, to isolate skills for the purpose of skill-building or to compensate for areas in which a student is struggling; however, all skills are inter-related. Children can make progress in some aspects of reading while still working on more difficult areas. Based on these ideas, choices "a" and "d" can be ruled out as possible answers. Comprehension is typically not classified as being part of fluency skills, which eliminates Choice "b". Reading fluency should be considered a vital part of overall reading skills: fluency must be improved so that, ultimately, the student can comprehend what is being read more fully.

A seventh-grade teacher wants to encourage her students to read more for pleasure. She knows that the students' comprehension, vocabulary and writing skills will also be improved by reading more frequently. What is the best way to increase the amount of time students spend reading for pleasure? a. Assign "extra-credit" in which students can write a book report on a favorite book they read as a child. b. Increase the number of books and poems included in each unit of study. c. Ask the students to read a text of their choosing (e.g., a magazine, comic book, internet source, novel) each week and present to the class what they enjoyed about it. d. Have each student make a list of books they would like to read someday and then create a timeline for when they want to complete each one.

C: Reading for pleasure is an important part of building students' literacy for life. Often, the more parameters that are established around reading, the less students are apt to read for fun. By removing limitations and requirements on the experience of reading, teachers will increase the likelihood that students can enjoy it. Choice "a" does involve books which the students enjoyed, but would not increase the amount of time spent reading for pleasure, as the books have already been read. Choice "b" simply increases the amount of time spent reading for class, but may or may not be enjoyable for the students. Choice "d" establishes a plan for reading for fun, but does not ensure that the students will adhere to the timeline created. Choice "c" removes the limits on what the students can read and is inclusive of students who may not already like to read by allowing them to choose the type of material. Students also have a chance to discuss the different kinds of elements in texts that they enjoy and share them with the class.

Which question below applies most closely to data analysis skills for Mrs. Layton's fifth- graders? Our Hobbies Reading. 8 Soccer. 4 Dance. 3 Art. 10 Music. 9 Video Games. 2 a. How many students in all reported their hobbies in this chart? b. Which of these hobbies is the best use of time for students? c. What kind of activities do the students enjoy most: physical or artistic? d. What is the numeric difference between the most popular and least popular hobby?

C: The goal of this exercise is to help students learn to interpret data in the form of a chart. This skill is vital to increasing overall comprehension skills and test-taking ability. However, we are not given much information regarding this chart other than types of hobbies and how many students in a particular group reported enjoying them. Therefore, we cannot make a judgment about Choice "a"—we do not know if some students reported enjoying more than one hobby, keeping us from answering that question accurately. Choice "b" offers students a chance to form personal opinions about a given topic, which is not the purpose of this exercise. Choice "d" would be more appropriate for building math skills while incorporating reading skills. Choice "c", however, requires students to analyze the types of hobbies, categorize them into physical exercise or artistic pursuits, and then answer the question.

1. Students in an eighth grade class examine this vocabulary list on Monday. Which literary genre is likely to be introduced this week? Vocabulary: Narrative Heroism Ancient Martyr Duality Supernatural Deity Culture a. Historical Fiction b. Poetry c. Mythology d. Drama

C: The vocabulary list gives clues as to the type of text the students will be reading. Historical fiction is not likely to contain stories of deities or the supernatural, although the other vocabulary words might match. Poetry is not always considered as narrative text; nor would it necessarily explore culture or dualities (although those are possibilities). Drama, there again, is a possible match for this list, but does not match as well as Choice "c", mythology. Mythology encompasses many stories, typically ancient in origin, that explain and describe aspects of culture. Myths across cultures carry as many similarities as they do differences. Common in mythology are stories of duality, gods and goddesses, heroism, and more.

Mr. Callas is introducing a unit on oral traditions from around the world. He wants his seventh-grade students to gain a better understanding of the relationship between written text and oral language, as well as increase their multi-cultural understanding. Which of the following assignments would be the most relevant? a. "Read Chapter 12 on Oral Traditions and complete the end-of-chapter review." b. "Select a poem or song from a culture around the world and recite it for the class." c. "Conduct a poll of twenty fellow students, asking about their family's country of origin. Present a graph or diagram of your results in class." d. "Choose a country to research and write a first-person narrative about a typical day in the life of one of its citizens. The narratives will be read in class."

D: Choice "a" would be appropriate for class work or homework, but is less likely than other choices to provide a deep understanding of the relationships between oral and spoken word. Choice "b" would address multicultural interest, but would not require interpretation since only recitation is assigned. Choice "c" could allow students to learn more about their classmates' backgrounds, but would require more specific parameters to ensure that both the multicultural and oral learning outcomes were achieved. Choice "c" also does not address the assumption that the classmates' family backgrounds are diverse, which may not be the case. Choice "d" requires students to use their research skills to learn more about another culture. By assigning a first-person narrative, Mr. Callas encourages the students to imagine life from the perspective of another person. This assignment also requires the student to make the transition from research to written assignment to spoken word.

What activity would be most helpful to the students in the Revision step of the writing process? a. Provide extra direct instruction or lectures in the specific areas with which the students are struggling. b. Correct the students' writing and then require them to re-write their original pieces using proper grammar, spelling, etc. c. Place the students into pairs and have them correct each other's essays or papers to vary instruction and alleviate aversion to revision. d. Pull sentences from older students' writing and project it on the overhead. Use these samples to guide students in correcting them as a group.

D: In Choice "a", the teacher is providing remedial instruction or extra help, but is not sharpening the actual skills needed to revise. Many students can perform well on mechanics worksheets and exercises, but have trouble with the process of re-reading and revising. Choice "b" is not correct for the same reason. Choice "c" relies upon the students themselves to identify and correct others' grammar, which may not be consistent or accurate. The final choice helps students practice the re-reading and identification skills needed to revise a piece of writing.

An eighth-grade class will be watching a mystery film in English class over the next two days. Throughout the story, the camera will often focus on objects or clothing that are colored bright red. These objects are always related to clues that lead the character toward solving the mystery. What literary device is the students' teacher planning to introduce in this context? a. Media deconstruction b. Color imagery c. Alliteration d. Symbolism

D: In literature and in media, storytellers often use the color red to symbolize a number of concepts: red can signal importance, danger, love, or simply draw the viewer or reader to the particular object in question. The question prompt tells you directly that the red objects signify that the main character is seeing a clue to solving the mystery. In essence, anything colored red represents, or symbolizes, a clue.

The eighth-grade class will be holding class elections in the fall as part of an integrated Social Studies and English unit. The students will be studying government elections and modeling their process based on their studies. The candidates for Vice President and President will debate pre-determined issues in front of their class using modified rules found in formal debates (i.e. they are timed and will use a moderator). Which of the following exercises would be most beneficial to introduce in English class to help prepare each student for the debates? a. Watch recordings of Presidential and Vice Presidential debates from years past and model their speech from what they have heard. b. Create multiple opportunities for students to discuss the pre-determined issues in class, allowing for free-flowing dialogue and differing opinions. c. Students write their thoughts in short-essay format so that each section can be read aloud during the appropriate part of the debate. d. Students determine a position on each selected issue and assign it to a note card or small piece of paper. On each card, they record two to three reasons or supporting ideas for the opinion.

D: In the debate process, it is important for students to take a position and support it with evidence or arguments in order to make their claims effective. Choice "d" requires students to formulate their opinions and supporting arguments, and helps them reduce extraneous information and create "reminders" for their talking points on notecards. Choice "c" requires students to prepare their arguments but encourages reading aloud during the debate rather than actually speaking directly to their opponent or to the crowd. Choice "c" fails to help students distinguish between written language and oral language and their occasionally separate purposes. Choice "b" creates opportunities for informal debate, but does not teach students the parameters for formal debating. Choice "a" is similarly informal and does not familiarize students with the preparation process with respect to formulating arguments, opinions, or preparing to speak in front of a large audience.

Which skill is least likely to be improved by this activity? a. Active listening; students listen for the purpose of understanding and responding appropriately. b. Speaking clearly; students practice speaking in ways that can be easily heard and understood. c. Nonverbal communication skills; students communicate engagement in conversation through body language, etc. d. Oral conflict resolution; students can resolve disagreements using their verbal skills. A middle school teacher consistently includes "the Daily Chat" in her lesson plans, several times a week. Students are placed into pairs, with the occasional group of three. The teacher chooses one student during each chat with whom she will partner. During these conversations, students can pick a topic and discuss it for five to ten minutes. They are asked to use the following log sheet: Date: Name: Partner's Name: ð My partner looked at me most of the time while we were speaking. ð My partner listened while I was speaking. ð My partner waited until I finished before taking his turn to speak. ð My partner enunciated while speaking (I understood the words he was saying). ð My partner explained himself well (I understood the ideas behind what he was saying).

D: In this activity, students are practicing a variety of skills related to communication. By analyzing the log sheet, it is apparent that students are expected to work on their conversational skills, including listening and speaking. Choice "a" refers to those points on the log sheet that relate to listening while another person is speaking. Choice "c" also pertains to listening skills, specifically with eye contact and other behaviors that let the student know that his partner was listening and making an effort to understand. Choice "b" refers to the ability to speak clearly (each word can be clearly understood) and effectively (the ideas behind the words make sense to the listener). Choice "d" could potentially come to fruition; however, conflict resolution is not specifically addressed in this activity.

A teacher reads to her students at least once a week. This month, she plans to read poetry to her class. The students will then discuss what they have heard for the rest of each class period. What is this teacher's most likely purpose in designing these lessons? a. To give students a break from extensive reading requirements. b. To build phonological awareness, specifically of rhyming words. c. To teach students that there is more to literature than prose. d. To increase students' listening skills while exposing them to new kinds of literature.

D: Part of building literacy skills is showing students how to listen effectively to various types of texts: narrative, poetry, informative, etc. In order to become competent in a variety of literacy skills, students must be able to listen for information and for pleasure/experience. This teacher is not only exposing them to poetry, but creating a forum in which they can actively listen and then discuss what they have experienced or learned. The scenario given in Choice "a" could possibly be true, as could Choice "c". But it is less likely that the teacher would devote an entire month of reading and listening to a specific type of text simply to give her students a break or to make a point about poetry versus prose. Choice "b" assumes that the poetry she reads will rhyme, which is not always the case.

Mrs. Bundy has three groups of students in her fifth-grade English class: those who want to answer every question, those who only speak when spoken to, and those who never speak at all. She is making plans for upcoming lessons and thinks about the last group of children who never speak up in class. What is important for Mrs. Bundy to know and do with respect to these students? a. Know that some students are simply quiet and do not feel comfortable speaking up in class. As long as the children are completing their work accurately, do not be concerned about them. b. Speak with those students after or before class. Let them know how important it is to express themselves in class, because that is part of what building literacy is all about. c. Make a point to speak directly to those students who talk less in class. Limit the amount of time the more verbal students can speak in class and require the quieter students to answer more direct questions and prompts. d. Place students who don't speak up in class together for group work. Make a point to spend time with those groups to give guidance and encouragement as they express their ideas verbally.

D: Students are expected to be able to express themselves verbally and build upon one another's ideas in class as they complete fourth and fifth grades. However, many students lack the confidence or skills to participate in class discussions or conversations. Rather than leave those students to their own devices, as suggested in choices "a" and "b" a teacher must help instruct the students on how to communicate orally in situations where they can be successful. Choice "c" would require the students to speak out more, but might not alleviate issues with preparedness or confidence as would Choice "d" which allows students to feel more comfortable and get the teacher's guidance.

After reading Shakespeare's Romeo and Juliet in class, students watch the most recent Hollywood film version, starring Leonardo DiCaprio. Their teacher leads a class discussion after the film. Which of the following essay topics would be most helpful in challenging students to analyze how visual media affects their perceptions of a piece of literature? a. Discuss your favorite character in the film version of Romeo and Juliet, and give at least three reasons to back up your opinion. b. Which version of Romeo and Juliet did you like better, and why? c. Compare the film with the play and point out at least four instances in which portions of the play were left out of the film version. d. Describe the setting of the film and discuss why you think the film's director chose to portray the play in modern times.

D: Students typically enjoy watching film versions of literature, especially when the text is challenging to read. An important part of media consumption is building skills to deconstruct the embedded ideas and messages. The teacher in this scenario wants the students to think about how the structure and content of the film affects their understanding of a classic story. In choices "a" and "b", students are assigned to state their opinions about certain aspects of the film or play, but are not asked to critically analyze a specific message. Choice "c" simply creates a rather tedious assignment that will yield a rote list of examples. Choice "d" targets the unique setting of the film and encourages students to think about why the film's creators might have chosen to adapt the story in such a way, which is likely to suggest that the content of the story is relevant to people in any era or setting.

Which of the following practices would assist students in constructing meaning from a fictional text written long before the students were born? a. After the text is read for homework, students discuss any aspects of the story that they did not understand or that were unfamiliar to them. b. Students individually visualize scenery and events in the text as they read. c. The class makes a list of unfamiliar words in the text and looks them up in the dictionary as the text is read. d. Before the text is assigned, students learn about pertinent historical events or aspects of culture that informed the writing of the text.

D: Teachers know that students are often expected to read works written long ago and whose relevance may not be immediately apparent. It is important that students have the information required to understand how the text was created. In Choice "d", students have the opportunity to learn about the socio-historical context in which the author created the piece. Armed with knowledge about the story's context, students can categorize and comprehend any of its aspects that would ordinarily be unclear. Students can also use this knowledge to find similarities and differences between aspects of their own lives and the context of the characters in the story. In choices "a" and "b," students are given the responsibility of determining what is important or unclear in the story. However, without understanding the work's context, students may not even be aware of the relevant information in the text, or may incorrectly interpret some events in the story. In Choice "c", the sole focus is on vocabulary, which may neglect other important characteristics of the writing.

Each week, a teacher asks one student to bring in a recording of his favorite song and a written version of the lyrics. The students listen to the song and receive a copy of the lyrics. They discuss these words as either one large group or in small groups. What are these students probably learning from this exercise? a. Students are learning about the lives of their peers indirectly by listening to each student's favorite song; they can begin to understand each other by the meaning behind the song lyrics. b. Students are learning that they are very diverse in many ways: they have different musical tastes and prefer many different styles of music and expression. c. Students are learning that it is very difficult to communicate freely when bound by various musical traits such as rhyming, rhythm, and phrasing. d. Students are learning that literacy skills do not just pertain to schoolwork. These skills allow students to understand and communicate meanings through a variety of ways, including music and lyrics.

D: Teachers should try to avoid shallow notions of what it means to provide cultural or multi-cultural education; in Choice "a", we cannot presume to understand another person by listening to his favorite music or watching a favorite movie. In Choice "b", there is also the assumption that there is a variety of musical tastes in the class, which may not be the case. In fact, if many students pick the same song, it is possible to use that choice to open up dialogue about what they lyrics mean and why they are so popular with the class. Choice "c" is posed in direct opposition to Choice "d". However, Choice "d" suggests what most teachers know to be true: literacy skills are not just important for schoolwork and class work; students must be able to take meaning from a variety of different sources in order to grow into educated adults. Music is an important medium through which students can express themselves and learn about the world around them through comprehension and listening skills.

1. Mr. Campbell begins each Language Arts lesson with the "Phrase of the Day." This phrase ranges from analogies to idioms to snippets of figurative language. His students use their journals to explain what they think the phrase means and to draw a picture, also. Mr. Campbell then reveals the phrase's true meaning, which the children record on the same page as their own interpretations. When he reviews these pages in the students' journals, Mr. Campbell is most likely to: a. Check to ensure that each student is diligently recording both their own interpretations and the correct interpretations. b. Use the mechanics and spelling errors within to help him design test questions and worksheets. c. Grade the pages for originality and humor. d. Use them to informally assess students' oral language skills.

D: The "Phrase of the Day" appears from the question prompt to be dedicated to certain types of oral language, including analogies and idioms. By asking the students to record interpretations in an informal way (through pictures or the students' own words), he will have insight as to their perceptions about common language. He also directly builds the students' oral language skills by giving them the correct meaning of the phrase with which the students can compare their original answers. In this way, Mr. Campbell assesses and builds skills without the use of a formal test or quiz.

Which of the following generally would not be expected of an eighth-grader? a. Identify grade-level vocabulary words and be able to decode their roots, prefixes, and suffixes, as well as non-English words that are commonly used in English writing (e.g. phenomenon, charisma, etc.). b. Analyze literary works and identify common themes in various pieces of literature. c. Understand different points of view in literature (e.g. omniscient, subjective) d. Explain how media messages are reflective of the literature in cultures from which they originate.

D: The first three choices are all required standards to be met by eighth-graders. Students at this grade level should, of course, be able to identify grade-level words and understand the phonemes and elements within them. Students at this level should also be familiar with words that cannot necessarily be decoded with typical approaches, but that they will encounter on a regular basis (such as phenomenon or charisma). Eighth-graders should also be able to identify and explain similarities in different kinds of texts, as stated in Choice "b", and differences in points of view, as described in Choice "c". However, an extensive knowledge of cultural literature and its effect on media is required to meet the standard in Choice "d". This type of knowledge base, in addition to advanced deconstruction skills mentioned in Choice "d", is more typical of work done in grades 9-12.

Judging by the questions above, which writing trait is this teacher encouraging her students to work on today? a. sentence fluency b. ideas and development c. writing conventions d. word choice A middle-school teacher has written several questions on the chalk board to assist students in revising their most recent essays. Do you know the meanings of all the vocabulary in your essay? Did you use any major words (besides articles like a, an, and, the) more than three times? Do you like the way your writing sounds when you read it aloud? Does all the language used make sense?

D: The first two questions suggest that the primary focus of this exercise is word choice and vocabulary. The third question refers to the sound of the words chosen, and could also pertain to Choice "a", sentence fluency. The fourth question would work with choices "a," "c" or "d". But taken together, the questions point strongly to the concept of word choice. Choice "a", sentence fluency, refers to the way the words in sentences work together. Choice "b" refers to the way the students' ideas are developed in the paper. Choice "c" encompasses writing conventions such as punctuation, spacing, and capitalization.

Which of the following approaches would be best for scaffolding students' peer interactions regarding classroom and independent reading? a. Incorporating debates into class time in which students are assigned an argument and must debate its merits with another student. b. Encourage students to form book groups outside of the classroom in which they select and discuss books of interest. c. Free discussion across the entire classroom in which students raise their hands to share thoughts and are called upon by the teacher. d. Dividing students into small groups of three or four and discussing comprehension/opinion questions, monitored by the teacher.

D: The key word in this question is "scaffolding," which refers to a practice of supporting and guiding learners with respect to a particular skill. Talking about reading is an important part of building literacy skills, but is rarely helpful without direct instructions on how to do it respectfully and properly. In Choice "a", students are required to support a particular idea in a relatively high-stress format, in front of other students. Some students may struggle with this exercise while they are learning. Choice "b" removes the teacher or any type of guide from the discussion, which exempts students from direct instruction or scaffolding. Choice "c" may eliminate some students who are not confident speaking in front of large groups, and limits how much students can share at one time. Choice "d" gives students a safe, smaller group within which to discuss reading and also provides teacher moderation and discussion guides.

In step #2, the teacher shows her students how to divide their note pages in half, using one side of the paper for main ideas or questions, and the other side for details relating to those larger concepts. What is the likely purpose of her demonstration? a. To help students understand cause and effect relationships, which will assist them in other disciplines such as History and Science. b. To emphasize the difference between main ideas and details. This emphasis will support an upcoming lesson on constructing a five-paragraph essay with a main idea and supporting evidence. c. To help students be more orderly and write neatly when it comes to taking notes, which will in turn make studying for tests and papers much easier. d. To show students how they can begin to organize their information and understanding about a subject as they take notes, constructing meaning from a large amount of information. A teacher is talking with her students about the best way to retain information learned during a unit or course of study. She wants them to be prepared for high school and college, during which they will rely primarily on their class notes to study for tests and prepare papers. She describes these steps: 1. Read all assigned material before class. Make notes on any new vocabulary, questions or ideas you have as you read. 2. Take notes in class based on discussions and lectures. 3. Before the test, review your notes and assigned readings, spending more time on those segments which you remember the least.

D: The purpose of this kind of note-taking is, on one level, to help students distinguish between major ideas or concepts and the details that support or relate to them. This kind of note-taking also helps students understand how certain events and ideas influence one another. The most important benefit of this practice is that it helps the note-taker start to build meaning out of the information which they receive in class. Students often complain that they don't know how to pick out what will be on a test, or what is important, as they cannot possibly retain every sentence uttered in class. Students do best when they can pick out main ideas and organize their thinking around these concepts, learning details and supporting ideas as they go.

Ms. Carroll teaches Social Studies to sixth- and seventh-grade students. She recently assigned a written report for homework. Many of the students turned in reports that were difficult to read due to phonetic and incorrect spelling. When Ms. Carroll speaks with the Language Arts teachers on her team, they tell her that the same students typically achieve very high scores on their spelling tests. Students are given a word list at the beginning of each week to be studied, and then tested on some of the words each week (the teacher reads words aloud to be recorded on an answer sheet). Which of the following is most likely to be the reason for discrepancy in spelling skills between tests and assignments? a. When they must concentrate on other grammar and writing skills, the students forget what they have learned for their spelling tests. b. The students' handwriting skills are poor, leading to unclear words and inadvertent spelling mistakes. c. The students have determined a way to cheat on spelling tests, knowing exactly which words to study beforehand, and do not learn the entire list. d. The students memorize only specific words for the week; they have not had the opportunity to develop their spelling skills within the context of writing assignments.

D: The students in this scenario are only given the opportunity to memorize a specific set of words each week. However, they have not been given a chance to stretch their spelling skills through various styles of teaching and assignments. Therefore, their knowledge of spelling conventions and irregular spelling will be limited to their word lists. However, writing requires a more expansive spelling skill set and must be practiced in a variety of styles in order to solidify them. In order to build spelling skills in writing, students must have opportunities to practice their spelling while writing, perhaps by using words in original sentences, learning word groups, reviewing words before and after the weekly tests, etc.

Which of the following choices shows the correct type of text matched with an appropriate strategy for increasing reading comprehension? a. Popular magazine: critical analysis/deconstruction b. Literary novel: key concept synthesis c. Persuasive essay: journaling over time, recording personal thoughts about the reading d. Chapter from science textbook: text outlining with vocabulary and main ideas

D: When students read textual information for another subject, they are expected to pick out important words and concepts and retain them. By outlining the text, the student can keep track of the overall framework of information, as well as word definitions and main ideas. In Choice "a", the primary purpose for reading is likely entertainment. In Choice "b", a more appropriate reading comprehension strategy would not focus on key concepts at the expense of the literary style and tools. In Choice "c", it would be correct to analyze a persuasive essay for main ideas and supportive evidence, rather than an extended free- writing exercise.

All of the following approaches are important for building students' writing skills in conjunction with one another, except: a. Discussing the various purposes for writing, including self-expression, narration, story-telling, persuasion and explanation. b. Exercises and activities that isolate and build students' writing skills, including grammar, spelling, mechanics, etc. c. Creating multiple and various opportunities for students to feel more at ease with the process, diminishing fear or discomfort with it. d. Maintaining a sequential approach to teaching writing, allowing all students to excel at one level or in one context before moving on to another.

D: Writing is a skill that evolves over time because it is so complex and involves multiple skill sets. Because so many skills are important in writing, it is impossible to apply the same sequence to each new writer. Choice "a" is important for all writers, beginning to advanced, since writing, like reading, is a skill they will use across many contexts. Choice "b" gives students practice with the various aspects of the writing process that often prove difficult for new writers, especially when they are attempting to build content and write accurately at the same time. In Choice "c", students can diminish their fear or lack of motivation for writing because they will be able to explore it in a variety of ways. Choice "d", however, may create the problem of boredom for more advanced students and cause writing progress to be very slow for those still learning.

Ana Velasquez's eighth-grade class at Jones Middle School is beginning a unit in which they will be expected to complete a research project. They will choose from a list of topics and then write a report. Each student is required to have a bibliography that includes at least one entry each from the following sources: the internet, library books, newspaper articles, and magazine articles. Which of the following topics would be the best choice for Ana? a. Day in the Life of the Velasquez family b. Hurricane Katrina c. The History of Jones High School d. How to get your homework done faster!

B: Writing a research paper is a learned skill that begins with proper topic selection. Students must learn to pick topics with guidance from their teachers that can be researched easily. They must be careful not to pick topics that are too broad or too narrow. In this scenario, students also need to pick a topic that can be found as the subject in a variety of sources, including newspapers, magazines, books, etc. Therefore, the topic should be well- known to most readers. Choice "a" is not likely to be found in these sources unless the Velasquez family is nationally, or at least locally, well-known. Choice "c" is probably not appropriate for the same reason. Choice "d" could be considered for an essay topic or another type of writing assignment, but may not be the best choice with respect to the variety of sources. Choice "b" offers a broad subject about which much will have been written.

A teacher plans to use the drawing above to explain story elements. Each point on the line represents an element of the story. Which choice matches the point on the chart with the smiling face above it? ☻☽ ⛰ a. Rising Action b. Exposition c. Resolution d. Climax

D: Generally speaking, the following story elements take place in sequential order: Exposition: refers to background information and actions in a story that describe the setting, characters, etc. Rising action: events in the plot that lead up to the critical event or turning point Climax: critical event, dramatic scene, or turning point in the story Falling action: resulting events and actions following the conflict Resolution: all actions and events are resolved and addressed Teaching students about the plot elements they can find in most stories will help them develop many skills, including comparisons/contrasts, plot analysis, reading comprehension, etc.

A Language teacher is introducing a new writing topic to her class. She asks them to pretend that the person they are writing to or for is "an alien from outer space." What type of writing is she probably introducing? a. Fantasy/fiction b. Poetry c. Persuasive essay d. How-to article

D: When teachers talk to their students about writing, it is important to remember that young writers often leave out important details or information vital to its coherence. Students must learn to communicate clearly through writing and include all pertinent information. The teacher uses the metaphor of the alien from outer space to emphasize this point—an alien would have no prior knowledge that would aid comprehension, therefore the writer must be very thorough. This concept is important in all writing, but would be especially important in explaining to another person how to do something. In Choice "d", a student would choose a favorite activity, sport, or task and explain in a methodical way how to complete or participate in it. Neglecting any piece of information would make the piece irrelevant.