GACE Practice Test 1

Ms. Anderson, a kindergarten teacher, greets the children as they enter the classroom and encourages them to look out of the window to determine the weather. She then writes the following "Morning Message" on a story board and reads the message aloud as she writes. Good morning! Today is Thursday. It is rainy today. Which of the following best describes the primary purpose of the activity? Guiding students as they begin to develop an understanding of the writing process Providing students with opportunities for social interaction Showing students how to use punctuation appropriately Promoting students' oral reading fluency

Option (A) is correct. The question requires an understanding of best practices for students at the beginning stage of the writing process. The teacher's actions demonstrate a basic tenet of the writing process — the importance of the relationship between speech and writing. The teacher has provided a model of clear and coherent writing, which will help students become successful, independent writers.

A teacher shares a book about Jackie Robinson, the first African American to play major league baseball, as an introduction to a lesson on character traits. Which of the following traits will the teacher most likely discuss during the lesson? Courage Honesty Loyalty Compassion

Option (A) is correct. The question requires an understanding of citizenship and how to use stories and knowledge of historical figures to illustrate important civic concepts. Jackie Robinson showed courage when he became the first black to play major league baseball. Robinson was widely revered for his show of restraint in the face of jeers, slurs, and discrimination from fans, opposing players, and even his own teammates.

My birthday party was fun. I got a lot of presents and a lot of my friends came. We played games and ate ice cream and cake. Question: During a writing conference, a third-grade teacher works with a student to improve the personal narrative shown above. Which of the following strategies should the teacher use to help the student improve the narrative? Asking questions about the events to help generate details Suggesting that the student read a nonfiction text to find more ideas Helping the student decide where to add transition words and phrases Reteaching sentence structure

Option (A) is correct. The question requires an understanding of how to help students produce clear and coherent writing using the stages of the writing process. The sample shown does not provide many details about the event. Additional details that could be added include when the party took place, where it took place, and the kind of games that the children played.

In groups, students in a third-grade class brainstorm what they know about a topic. With the help of the teacher, the students identify categories for their ideas and then use a graphic organizer to organize their ideas. The teacher then asks students to each write a short paragraph about the topic. After evaluating and returning the drafts, the teacher gives the students the scoring rubric and asks them to revise their work. Which of the following best describes the approach to writing used by the teacher? Guided Interactive Shared Modeled

Option (A) is correct. The question requires an understanding of how to help students produce clear and coherent writing. Guided writing is a strategy that is used to improve students' overall writing abilities through careful thought and revision.

Which of the following is the primary area of focus when scoring a writing assignment based on a holistic rubric? The overall structure and quality of the assignment The appropriate use of vocabulary in the assignment The student's performance on a specific criterion The levels of performance for each criteria

Option (A) is correct. The question requires an understanding of how to help students produce clear and coherent writing. Holistic rubrics are used to assess students' work as a whole, not just portions of students' writing. A holistic rubric is used to assess the overall structure and quality of the writing.

New England colonies — hilly terrain, rocky soil, short growing season, moderate summers, cold winters Mid-Atlantic colonies — costal lowlands, rich farmland, moderate climate Southern colonies — coastal plain, good harbors and rivers, humid climate A teacher provides a fourth-grade class with the chart above. The chart is most likely intended to help students understand which of the following features of the 13 colonies? Availability of resources Population Cultural activities Role of women

Option (A) is correct. The question requires an understanding of how to locate, analyze, and synthesize information related to social studies topics. The economies of the colonies were greatly influenced by the terrain, suitability of land for various crops, and access to ports for trade. The geographic features had an impact on the kinds of crops the colonies grew and the type of trade in which they were involved.

President Abraham Lincoln's Emancipation Proclamation declared free only those slaves who were living in the areas still in rebellion were serving in the Union armies were living in the border states had escaped to Northern states

Option (A) is correct. The question requires an understanding of important events and developments in the history of the United States. The Emancipation Proclamation freed only those slaves who were living in the states or parts of states still in rebellion.

Which of the following is most closely associated with the philosophy of the Articles of Confederation adopted in 1777 ? States' rights Manifest Destiny Nationalism Checks and balances

Option (A) is correct. The question requires an understanding of important people, events, and symbols of the United States. The Articles of Confederation, America's first constitution, provided a new central government to which the states surrendered little power. For the states, the Articles of Confederation represented a loose association in which each state retained its sovereignty, freedom, and independence.

I Y m H s a lm Question: A student writes the sentence shown and reads it to the teacher as follows. "I was at my house and saw a little mouse." The student's written sentence indicates that the student does not understand which of the following concepts? Most words contain several letter-sound combinations. Printed material is made up of letters. Letters have both uppercase and lowercase forms. Letters represent sounds.

Option (A) is correct. The question requires an understanding of key ideas relevant to the foundations of literacy and reading development and the stages of early orthographic development. From the sample, the child uses only one letter to represent a single word or several words. The child does not yet understand that consonants and vowels combine to make up most words.

Mount Rainier is located in which of the following mountain ranges? The Cascade Range The Rocky Mountains The Appalachian Mountains The Alps

Option (A) is correct. The question requires an understanding of physical features in the United States. Mount Rainier is the highest mountain in Washington State and in the Cascade Range.

Teacher: What is the first sound in "van"?Student: The first sound in "van" is /v/. The activity shown represents which of the following phonemic-awareness strategies? Isolation Categorization Blending Segmentation

Option (A) is correct. The question requires an understanding of the roles of phonological awareness, phonics, and word recognition skills in literacy development. Phoneme isolation is the ability to identify where a sound appears in a word or to identify what sound appears in a given position in a word.

A teacher wants to describe to the class a rule associated with adding a silent "e" to the end of a consonant-vowel-consonant (CVC) word. The best approach would be to tell the students that when a silent "e" appears at the end of a CVC word, it cannot be heard, but it makes the other vowel have a long sound it makes the other vowel and consonants have a blended sound it makes the other vowel have a short sound it changes the other vowel into a long "e" sound

Option (A) is correct. The question requires an understanding of the roles of phonological awareness, phonics, and word-recognition skills in literacy development. Letters that appear in a word but are not pronounced are called silent letters. When a silent "e" appears at the end of a CVC word, the other vowel turns into a long vowel sound.

A teacher observes that a first-grade student does not employ beginning and final consonants correctly while reading. Which of the following teaching strategies is most likely to help the student? Teaching decoding skills and modeling how to use the skills in context Showing a video of a children's story and listing some of the words that are used in the story Pairing the student with another student who is able to use consonants correctly Placing signs around the classroom to label items (e.g., desks, bookshelf, door)

Option (A) is correct. The question requires an understanding of the roles of phonological awareness, phonics, and word-recognition skills in literacy development. The student needs additional instruction in word-recognition and decoding skills. Only (A) combines teaching the required skills with the meaningful contexts in which to use them.

Students in an upper-elementary grade are using a map of the Western Hemisphere to answer questions about places, landmarks, and geographical features. The activity best assesses which of the following social studies skills? Building models and hypotheses Interpreting graphic representations Understanding the lessons of history Predicting data outcomes

Option (B) is correct. The question requires an understanding of how to use maps and globes to foster students' understanding of spatial patterns. A goal of introducing maps is to help students gain an understanding of their community and the world around them. Maps allow students to interpret and retrieve information and to build models of communities (floor maps).

In studying the migration of people in American history, a fourth-grade class is reading Sara H. Banks's Remember My Name, the story of a family's experiences on the Trail of Tears. Which of the following migrations is described in the novel? The gold rush The forced relocation of the Cherokee Twentieth-century immigration from Europe Farmworkers' relocations during the Great Depression

Option (B) is correct. The question requires an understanding of important events in the history of the United States. In 1838, the governments of Georgia and the United States forced the Cherokee to move against their will on the Trail of Tears.

A teacher is informally assessing second-grade students' listening-comprehension skills after reading Aesop's fable about the lion and the mouse. Which of the following prompts requires the children to draw an inference from the fable? Who are the characters in the fable? What lesson does the fable teach us? How does the mouse help the lion? Can mice and lions really talk?

Option (B) is correct. The question requires an understanding of integrating knowledge and ideas to promote students' comprehension of texts. Making an inference is the act of drawing a conclusion based on information that is not directly stated in a story. (B) requires the students to provide answers by making judgments based on information in the story.

A fourth-grade teacher asks students to define the following words. review, viewer, preview, viewable Knowledge of which of the following will best help the students determine the meaning of the words? Diphthongs Roots and affixes Context clues Verb tenses

Option (B) is correct. The question requires an understanding of the basic components of vocabulary and knowledge of a variety of strategies to determine the meaning of unknown words. In the examples provided, view is a root word, while "pre," "er," "able," and "re" are examples of affixes. Familiarity with root words, as well as prefixes and suffixes, will help the students understand the meaning of the listed words.

The teacher is helping students use which of the following word-attack strategies? Phonic clues Context clues Configuration clues Morphemic clues

Option (B) is correct. The question requires an understanding of the basic components of vocabulary and strategies for determining meaning of unknown words. By focusing on the meaning of an unfamiliar word as it relates to the rest of the paragraph, the teacher is highlighting the use of context clues.

Which of the following activities would be most effective in creating a democratic classroom? Helping students to create models of important government buildings Holding class meetings with students to discuss issues and make decisions Assigning students to role-play ways to be good citizens of a community Reading students a book about the writing of the United States Constitution

Option (B) is correct. The question requires an understanding of the basic principles that provide the foundation of a republican form of government. Creating a democratic classroom requires involving students regularly in shared decision making to increase their responsibility for helping to make the classroom a place where they have a voice and can share their opinions.

Which of the following teacher activities is designed to assess the listening skills of a primary student? Reading a short sentence aloud and asking the student to restate what was read Showing the student three pictures and asking the student to circle the two that start with the same letter sound Asking the student to provide a pair of rhyming words Asking the student to say and write the word "red," and then having the student draw and color something red

Option (A) is correct. The question requires an understanding of ways to help students develop the skills necessary for speaking, listening, and presenting. Listening requires focusing attention on the person who is talking. Asking students to review or repeat what the teacher said will show if the students paid attention and understood what they heard.

Third-grade students are creating a story map as they read about a donkey, Sylvester, who turns into a rock. The most important benefit of the story-mapping activity is that it helps students to improve their comprehension of the story by organizing and sequencing events make connections to other characters who have solved a problem develop a vocabulary they can use in writing their own stories understand the essential features of a problem and its solution

Option (A) is correct. The question requires an understanding of ways to promote students' comprehension of a text. A story map is a visual depiction of the settings or the sequence of major events and actions of story characters. Using a story map enables students to relate story events and perceive structure in literary selections. By sharing personal interpretations of stories through illustrations, students increase their understanding and appreciation of selections.

While working on a research project, a student uses the Internet and finds a great deal of information on a chosen topic. Which of the following is the best step for the student to take next? Making a decision about the relevance of the various pieces of information Downloading the information and compiling it into a packet for the final report Deciding on a format and outline for the final report Searching for graphics to use as illustrations in the final report

Option (A) is correct. The question requires an understanding of ways to promote students' use of resource materials to produce and publish writing. After a student has located information, the student must evaluate the information for its usefulness and relevance before moving ahead to plan the final product.

As part of a language arts program, a first-grade teacher often reads aloud from books, makes shopping lists with students, and displays pictures and prints in the classroom. The teacher's activities are primarily focused on meeting which of the following student needs? The need for social adjustment The need for reading readiness The need for motor development The need for improved auditory ability

Option (B) is correct. The question asks you to apply your understanding of key ideas relevant to the foundations of literacy and reading development. The ability to understand how print works does not emerge magically and unaided. This understanding comes through the active instruction by teachers and other adults who point out letters, words, and other features of the print that surrounds students.

After visiting a local apple orchard, a first-grade class bakes an apple pie. Afterward, the teacher reviews how apples are grown and harvested and how the class used apples to make a pie. The teacher most likely intends the activity and follow-up discussion to reinforce which of the following concepts? Technology makes processes easier and more efficient. People are both producers and consumers of goods. When resources are scarce, people will choose what is given to them. Farming is an important part of the United States economy.

Option (B) is correct. The question requires an understanding of basic economic concepts. The activities described in the stem relate to producers and consumers of goods.

Foot →→ Feet Child →→ Children Tooth →→ Teeth A second-grade teacher writes the words above on the board. Which of the following best describes the lesson she is introducing? Collective nouns Irregular nouns Abstract nouns Concrete nouns

Option (B) is correct. The question requires an understanding of conventions of standard English grammar. The plural form of an irregular noun is formed by changing the spelling of the word instead of adding an "s," "es," or "ies."

Some elementary school teachers from the same school plan to invite people from service industries to their classes as guest speakers. The activity would best fit with which of the following units from the social studies curriculum? Time, continuity, and change Production, distribution, and consumption Civic ideals and practices Individual development and identity

Option (B) is correct. The question requires an understanding of different types of productive resources. Service industries are in the sector of the economy that provides services (i.e., activities in which people offer their knowledge and time to improve productivity, performance, potential, and sustainability) rather than creates goods.

A second-grade teacher shows students a physical map of the county in which they live. The teacher highlights the location of the rivers, lakes, agricultural resources, and residential areas. The teacher is most likely helping the students understand that Earth has many different land and water forms there is a relationship between physical features and human settlement ecosystems have a delicate balance that must be maintained people with similar cultures often settle close to one another

Option (B) is correct. The question requires an understanding of the influence of culture and geographic systems on physical and human systems. People settle where there are geographical features that sustain life, such as sources of water, food, and shelter.

A teacher observes that a student is having difficulty reading a list of words that includes "spoil," "bead," "tray," and "train." The teacher can best address the student's needs by providing additional instruction in which of the following phonetic elements? Prefixes Diphthongs Onsets Rimes

Option (B) is correct. The question requires an understanding of the key ideas relevant to the foundations of literacy and reading development. A diphthong refers to two adjacent vowel sounds occurring in the same syllable.

Students play a game in which they are each given a group of letters that they then use to make words. For example, they might be given the letters below. snphaesip Students begin by making two-letter words (e.g., "as") and continue by making three-letter words (e.g., "sip"), four-letter words (e.g., "pine"), and longer words until they use all their letters to make a final word. The final word always includes all the letters they were given. Which of the following statements best explains the primary purpose of the activity? Knowing the alphabetic principle helps students learn syllabication rules. Learning about how words are spelled increases students' word recognition skills. Manipulating phonemes helps to further develop students' vocabulary knowledge. Developing the ability to create words increases students' knowledge of common morphemes.

Option (B) is correct. The question requires an understanding of the role of word recognition skills in literacy development. The game described is a scaffolded word-building activity that helps students learn about how words are spelled. The primary purpose of the activity is to help students increase their word recognition abilities.

Students in a sixth-grade class are preparing to give oral reports on famous writers they have researched. Which of the following is most helpful for students to do when preparing to speak in front of an audience? Make copies of the report to distribute to the class before the presentation Write key words on note cards to refer to during the presentation Memorize the entire report Create a media-based presentation to read from directly

Option (B) is correct. The question requires an understanding of ways to help students develop the skills necessary for speaking, listening, and presenting. Preparing note cards with main points will provide the student with an outline of ideas to refer to at any time during the presentation.

Which of the following activities is a major component of interactive writing? Students correct each other's conventional errors. Students and teachers jointly compose and write text. Students complete simple writing assignments quickly. Students and teachers explore the organization of nonfiction text.

Option (B) is correct. The question requires an understanding of how to help students produce clear and coherent writing. Interactive writing is a collaborative writing experience used with beginning writers. During the process, the teacher guides students in a group-writing activity using large-print text. The students participate by providing ideas and by sharing the pen, physically and figuratively, with the teacher. The composition is read and reread by the group to make the reading and writing connection.

A fifth-grade teacher writes the following on the board. Hollow n. low-lying land; small depression in a flat surface adj. empty, with nothing inside v. to hollow out; to make something hollow Which of the following sentences uses "hollow" as a noun, as in the first definition given? Ashley's hollow features displayed her disappointment over losing her pet. Marsha's sheep were grazing in the wide hollow between the mountains. Jack's camera captured the raccoons trying to hollow out an old log. Lilly's footsteps echoed with a hollow sound as she entered the old general store.

Option (B) is correct. The question requires an understanding of how to interpret words and phrases as used in a text. The meaning of the word "hollow" is determined by whether it is used as a noun, adjective, or verb. Nouns are a part of speech that describe a person, place, thing, animal, or idea. In (B), hollow is used as a place, and it is functioning as a noun.

Which of the following graphic organizers would be most effective for students to use when planning to write a persuasive essay? Venn diagram T-chart KWL chart Cluster diagram

Option (B) is correct. The question requires an understanding of ways to help students produce clear and coherent writing. A T-chart is used for listing two separate viewpoints on a topic. Topics can include anything that can be clearly divided into two opposing views, such as pros and cons of an issue or two sides of an argument.

As part of a unit on the American Revolution, a social studies teacher asks half of the class to study the views of the Loyalists sympathetic to Britain and the other half to study the views of the Patriots. The activity culminates with a debate over which group's views are more compelling. The activity is primarily aimed at developing students' ability to challenge assumptions consider different points of view develop alternate solutions determine relevant information

Option (B) is correct. The question requires an understanding of how to locate, analyze, and synthesize information related to social studies topics. The activity requires students to view issues from the perspectives of the Loyalists and the Patriots, and then to construct a convincing argument.

Which of the following is the most effective resource a social studies teacher could use to teach cause-and-effect relationships that led people to immigrate to America throughout history? A list of the American cities immigrants were most likely to live in A map showing the American immigrants' native countries A pie chart showing the number of immigrants by nation A time line of historical events related to immigration

Option (D) is correct. The question requires an understanding of how to locate, analyze, and synthesize information related to social studies topics. Time lines show the sequence in which related events occurred and how one event is connected to the other.

During a social studies lesson, a fifth-grade teacher reviews the changes made to Georgia's state government from 1788 to 1789, after the Constitutional Convention. Which of the following is most critical to include in the lesson? The changes made to create equal balance between the three branches of government The changes made to preserve the appointment of members to the Georgia General Assembly The removal of the bicameral legislature The inclusion of civil liberties protections

Option (D) is correct. The question requires an understanding of important events in the history of Georgia. The 1789 Constitution included a series of civil liberties protections, influenced by the first ten amendments of the United States Constitution. These civil liberties were not found in the 1777 Constitution.

Which of the following types of writing involves telling stories, recalling memories, or creating imaginative pieces? Informational Persuasive Expository Narrative

Option (D) is correct. The question requires an understanding of informative, explanatory, persuasive, and narrative texts. In a narrative, the writer retells familiar stories, writes sequels for stories previously read, writes stories about events in his or her own life, or creates original stories.

Which of the following is most accurate about the geography of Georgia? There are no islands on Georgia's southeastern coast. The Saint Marys River flows from south to north. The elevation in Georgia increases in the southeastern part of the state. Brasstown Bald is the highest natural point in Georgia.

Option (D) is correct. The question requires an understanding of significant topographical features in Georgia. Brasstown Bald is the highest natural point in the state of Georgia, with a summit elevation of 4,784 feet.

Which of the following activities involves structural analysis? Students identifying the beginning, middle, and ending sounds of words Students using individual sounds to blend the letters that make up a word Students determining the number of syllables that make up different words Students determining the meaning of a word by considering the word's parts

Option (D) is correct. The question requires an understanding of the basic components of vocabulary and strategies to determine the meaning of unknown words. Structural analysis deals with using familiar word parts (base words, prefixes, and suffixes) to determine the meaning of a word.

Semifinal, nonnegotiable, prehistoric Which of the following most accurately describes all the words shown? They are superlative adjectives. They are derived from related Latin roots. They have multiple meanings. They contain prefixes.

Option (D) is correct. The question requires an understanding of the basic components of vocabulary and ways to determine the meaning of unknown words. Many words in English are combinations of several word elements. The words listed contain prefixes ("semi," "non," and "pre").

Which of the following is a primary reason for a teacher to discuss various cultures with students? To honor an educational tradition To help other countries become more like the United States To help students understand the contributions of ancient civilizations To help students appreciate similarities and differences among groups of people

Option (D) is correct. The question requires an understanding of the contribution of important cultures to the history of the United States. Sociological studies suggest that institutions, organizations, and governing rules are becoming more similar worldwide. By studying different cultures, students will see the similarities and differences amongst groups of people, which provides a basis for tolerance, friendships, and relationships.

At the end of a second-grade reading unit, the teacher reads the following sentences from the response journal of a student in the class. "I liked the story. The boy was a good sun." Based on the sentences, the student needs help with which of the following? Synonyms Antonyms Homographs Homophones

Option (D) is correct. The question requires an understanding of the conventions of standard English grammar and spelling. Homophones are words that have the same pronunciation but different spellings and meaning. In the sample, the student confused the word "son" (which is the desired word) with the word "sun," a word that sounds the same.

Which of the following events marked the end of the American Civil War? The Emancipation Proclamation The secession of South Carolina The Gettysburg Address The Battle of Appomattox Court House

Option (D) is correct. The question requires an understanding of the importance of key people, events, and developments in the history of the United States between 1860 and 1945. On April 9, 1865, Confederate General Robert E. Lee (1807-70) surrendered his approximately 28,000 troops to Union General Ulysses S. Grant (1822-85) in the front parlor of Wilmer McLean's home in Appomattox Court House, Va., effectively ending the American Civil War (1861-65).

Which of the following are powers of the president of the United States? Select all that apply. Appointing federal judges Granting pardons Vetoing bills from Congress Deciding the constitutionality of laws

The correct answers are (A), (B), and (C). The question requires an understanding of the basic principle that provides the foundation of the republican form of government. Appointing federal judges, granting pardons, and vetoing legislation are all powers granted to the president by the United States Constitution. The power to decide the constitutionality of laws lies with the Supreme Court.

Which of the following questions would assess a different kind of comprehension from that assessed by questions 1 and 2 ? Who had an occupation as a teacher? What other ending could you develop for the story? When and where did the story take place? Why was the brother right to tell about the plan?

Option (B) is correct. The question requires an understanding of ways to promote students' comprehension of informational text and literature. Question 1 requires the students to use information provided in the story to make an evaluation or judgement. Question 2 requires the students to recall information from the story and use the information to answer the question. (A), (C), and (D) also require students to recall information explicitly provided in the story and use it to answer the questions. (B), writing an alternate ending for the story, requires students to create a new product or point of view.

During a unit on measurement, a fifth-grade teacher asks students the following questions at the beginning of the lesson. What units of measurement are used in measuring length? What units of measurement are used in measuring weight? Question: By beginning the unit with these questions, the teacher is most likely doing which of the following? Preparing to teach students how to find perimeter Assessing students' prior knowledge Evaluating students' understanding of volume Alerting students that the unit is particularly important

Option (B) is correct. The question requires an understanding of ways to promote students' comprehension of texts. By asking the students the two questions, the teacher obtains information on what and how much the students know about the topic and can use the information to direct the lesson.

A fifth-grade teacher in an urban school is having the class read the humorous book The Noonday Friends, set in New York City's Greenwich Village, by Mary Stolz. A new student, who lived in a rural community for his entire life prior to moving to the school, is having difficulty understanding the story, although he has read many books of comparable difficulty. Which of the following is the most probable explanation for the student's difficulty in comprehension? The student's reading achievement level is significantly below that of the rest of the class. The student's experiences do not include knowledge of the topic discussed in the book. The student's former reading instruction focused exclusively on the development of word-attack skills. The student's oral language abilities are significantly above the student's reading achievement level.

Option (B) is correct. The question requires an understanding of ways to promote students' comprehension of texts. Readers use their background knowledge to help them comprehend the information in a text. In the process, readers relate the new information presented by the author to old information stored in their minds. It is highly probable that the student had little prior knowledge about the topic and, therefore, had difficulty in constructing meaning.

Mr. Jones, a social studies teacher, notices that students are having difficulty understanding a chapter in their textbook. He leads a dialogue in which he generates questions, summarizes, predicts, and clarifies. Then the students take turns assuming the teacher's role. Which of the following best describes the method Mr. Jones is using? Think-alouds Reciprocal teaching Cooperative learning groups Question-answer relationships

Option (B) is correct. The question requires an understanding of ways to promote students' comprehension of texts. Reciprocal teaching is an approach to instruction that features interactive dialogue between teachers and students. Initially, the teacher models comprehension-fostering and comprehension-monitoring strategies and then gradually turns over the responsibilities to the students. The students take turns being the teacher and leading small-group discussions of the text.

The writing sample below is typical of a particular student's work. The teacher can best help the student's writing development by reviewing which of the following with the student? Syntax Verbs Pronouns Spelling

Option (C) is correct. The question asks you to apply your understanding of how to help students produce clear and coherent writing. Students sometimes make random errors in their work, but sometimes the errors may be due to a misconception that is common among students. From the sample, the student has made some errors in pronoun usage, confusing subject pronouns (I, he, she, we, etc.) with objective pronouns (me, him, her, us, etc.). A review of the proper usage for each type of pronoun and the proper word order (e.g., "my Mom and I") would best help this student's writing.

Beginning in 1915, the boll weevil destroyed a large portion of Georgia's cotton plants, critically reducing cotton production in the state. Which of the following best describes the consequence of the destruction? Interdependence Opportunity cost Scarcity Supply and demand

Option (C) is correct. The question requires an understanding of basic economic concepts. Scarcity refers to the lack, or shortage, of a good in demand. The boll weevil destroyed cotton, resulting in a high demand for the produce. The demand for cotton far exceeded the available supply, which led to scarcity.

While working on a writing assignment, a student asks a peer to listen to her read the rough draft and offer suggestions for clarifying, expanding, or condensing parts of the draft. The student is engaged in which stage of the writing process? Proofing Outlining Revising Publishing

Option (C) is correct. The question requires an understanding of how to help students produce clear and coherent writing using the stages of the writing process. The example describes a student who is asking others for help in improving a writing piece, which is a step in the revising stage of writing.

"It took the child a long time to lick the mile high ice cream cone." As used in the sentence, "mile high" is an example of which of the following? Simile Personification Hyperbole Oxymoron

Option (C) is correct. The question requires an understanding of how to interpret words and phrases as used in a text. Since the ice cream cone is most likely only a few inches high, and not a mile high, the writer has effectively used a hyperbole (an extravagant expression used for emphasis or effect).

Fifth-grade students are studying the history of the city in which they live. Which of the following is an example of a primary source on the topic? A current newspaper article about the origins of the city's transportation system A textbook chapter addressing the industrial development of the city An interview about the city's layout with a descendant of the first mayor A journal entry about living conditions written by an early settler of the city

Option (D) is correct. The question requires an understanding of how to locate information related to social studies topics. A primary-source document provides firsthand information or direct evidence concerning a topic. Such documents are usually created by witnesses or other people who experienced the events being documented.

An upper-elementary student decides to use a pie chart (circle graph) to show the progression of change in a town's population over a long period of time. Of the following, which statement is the most accurate assessment of the student's choice to use a pie chart for the task? The student's choice is appropriate since a pie chart allows the student to show the population for each year in percentages. The student's choice is appropriate since a pie chart can be divided into as many parts as needed. The student's choice is inappropriate since a pie chart is best used for showing the relationship between parts and wholes. The student's choice is inappropriate since a pie chart requires information on more than one variable.

Option (C) is correct. The question requires an understanding of how to locate, analyze, and synthesize information related to social studies topics and apply that information to solve problems and make decisions. A pie chart is an inappropriate tool for the task of showing changes over a period of time. Pie charts, or circle graphs, are suitable for showing relationships between the parts and the whole, so they are good for contrasting and comparing. Line graphs and bar graphs should be used when students want to show changes over time.

Which of the following concepts should a teacher discuss with students before beginning a lesson on the Boston Tea Party? Constitutional law Universal suffrage Taxation without representation Checks and balances

Option (C) is correct. The question requires an understanding of important people, events, and symbols of the United States. The Tea Party occurred as a result of the colonies' refusal to pay the levies required by the Townshend Acts, claiming they had no obligation to pay taxes imposed by a Parliament in which they had no representation.

COET (coat) RITE (right) COL (cool) BAUGHT (bought) CRL (curl) HICH (hitch) Based on the sample of a student's spelling test shown, which of the following statements best describes the student's spelling development? Represents words with random letters that have no letter-sound correspondence Represents words phonetically, with a single letter representing each sound Recognizes that words are made up of letter patterns that represents sounds Knows simple letter-sound correspondence, but does not understand consonant combinations

Option (C) is correct. The question requires an understanding of key ideas relevant to the foundations of literacy and reading development and the stages of early orthographic development. From the sample, the student's spellings indicate that he or she recognizes that letter patterns represent single sounds. The correct answer, therefore, is (C).

A kindergarten teacher opens a storybook to the middle and asks a student, "Where on this page should I begin reading?" The teacher is most likely evaluating the student's understanding of which of the following? Receptive vocabulary Phonological awareness Concepts of print Alphabetic principle

Option (C) is correct. The question requires an understanding of key ideas relevant to the foundations of literacy and reading development. Concepts of print is the understanding of how printed language works and general knowledge of print and books. When students learn that oral language can be written and then read, and about the parts that make up a book and the directionality of writing, they are being introduced to concepts of print.

Which of the following is the correct definition of a river delta? The place where a river empties into a larger body of water A wall built across a river, creating a lake that stores water A land area formed by soil left behind as a river drains into a larger body of water The starting point of a river

Option (C) is correct. The question requires an understanding of physical geographic features. A river delta is formed when sediments, carried by a river, are deposited at the mouth of the river.

Words that cannot be sounded out according to regular pronunciation rules are called irregular words. Which of the following lists contains irregular words? Man, came, well, in We, him, get, so Do, said, was, of How, had, make, not

Option (C) is correct. The question requires an understanding of roles of phonological awareness, phonics, and word-recognition skills in literacy development. Irregular words are those in which one or more letters do not represent their most common sounds. From all the words provided in the options, only "do," "said," "was," and "of" follow an irregular pattern.

Ms. Bartholomew teaches a class of fifth graders from a variety of ethnic backgrounds. She often uses formal and informal rules to guide class discussion. In some cases, she uses playing cards to order the responses from the students. In other cases, she uses rules of procedure to guide class discussion, such as having students call on each other to give responses or limiting the length of their responses with a timer. What knowledge does the teacher demonstrate by using multiple discussion formats? Formal speaking requires different skills than informal speaking. Students will not respect the speaking styles of others unless they are taught to. Conversation styles, including taking turns, are not uniform across cultures. The teacher is allowing the students to take a leadership role, which will increase self-confidence.

Option (C) is correct. The question requires an understanding of strategies to foster students' participation in collaborative conversations with diverse partners. In some cultures, it is appropriate for people to talk simultaneously with others. In other cultures, deference is given to older speakers. By formalizing the process, the teacher is allowing students to feel comfortable speaking and to prepare what they will say. Each speaker is given a moment in the forefront. In addition, some of the teacher's techniques provide opportunities for reluctant speakers to answer before more eager students.

A small group of second-grade students is reading a story together orally. One of the children has difficulty reading the word "sparkled." To make sure that all the students understand the word, the teacher asks the student to read the rest of the paragraph aloud. Then, when the student has finished reading, the teacher asks the group how the character in the story felt as she spoke and what her eyes did to show her excitement. Which of the following is one of the limitations of the word-attack strategy described in the scenario? The strategy can be used only in the reading of narrative texts or stories. The strategy can be used only when a text is written at the reader's instructional reading level. The text might not contain sufficient information to supply the definition being sought. The pronunciation of consonant blends is not always constant from word to word.

Option (C) is correct. The question requires an understanding of the basic components of vocabulary and the strategies for determining the meaning of unknown words. Context does not always make clear the meaning of a specific unfamiliar word. Examples of this situation are technical terms or words for which specialized or obscure meanings are intended.

A first-grade teacher is discussing the purpose of classroom and school rules. The topic is part of which of the following social studies content areas? Geography History Government and civics Economics

Option (C) is correct. The question requires an understanding of the concepts of government and good citizenship. The purpose of rules is to provide order and ensure that people are responsible members of society.

A first-grade student writes "R dg is bg n blk" and reads aloud "Our dog is big and black." Which of the following activities will most likely improve the student's spelling skills? Giving the student a list of high-frequency words Discussing the difference between "our" and "are" Providing the student with explicit instruction in phonics Reviewing capitalization and punctuation rules

Option (C) is correct. The question requires an understanding of the roles of phonological awareness, phonics, and word-recognition skills in literacy development. Analyzing student work can provide valuable insight into what students can do and what additional work and activities are needed. In the scenario, the student does not use vowels when spelling. To successfully decode or spell words, readers have to use the systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of a word or to spell words. Giving the student instruction in phonics will benefit spelling development.

Small- and whole-group discussions An informal small-scale debate in which students discuss the positive and negative sides of an issue Short oral presentations, after researching the topic, to small groups or to the whole class An oral interpretation of a text Question: The activities above best develop which of the following skills? Media literacy Viewing Speaking Listening

Option (C) is correct. The question requires an understanding of ways to help students develop the skills necessary for speaking, listening, and presenting, and that are appropriate to the task, purpose, and audience. All the activities listed require students to participate in oral discussions and presentations.

A teacher gives students a set of cards with headlines written on them and a set of clippings of news articles. The teacher asks the students to match each news article with its corresponding headline. Which of the following skills is the activity most likely to develop? Making generalizations Recognizing sight vocabulary Identifying main ideas Using context clues

Option (C) is correct. The question requires an understanding of ways to promote students' comprehension. The activity requires the students to identify the main ideas the writer is attempting to express by reading the news articles and then selecting an appropriate headline for each article.

Which of the following is a student activity that reinforces the poetic element of alliteration? Students are given a page with a word written down the left side. They are asked to write a sentence or phrase, each one starting with a letter in the word. Students are given a page with a topic written on it. They are asked to write five lines about the topic they have been given. Students are given a page with a letter centered on the page. They are asked to write a sentence with four to six words, with each word starting with the letter on the page. Students are given a page with a word centered on the page. They are asked to write as many words as they can that rhyme with the word.

Option (C) is correct. The question requires an understanding of words and phrases as they are used in a text. Alliteration is the repetition of the same sounds or of the same kinds of sounds at the beginning of words used in a phrase or sentence.

A fourth-grade class is asked to name three human needs. The teacher receives the following responses. Student AStudent BStudent CStudent DBasketballDoll houseCarFoodPizzaParentsVideo gamesClothesDigital cameraDressesHouseAir Which of the students best demonstrates an understanding of human needs versus human wants? Student A Student B Student C Student D

Option (D) is correct. The question requires an understanding of basic economic concepts. A need is considered as something people must have in order to survive (food, air, shelter, and water), while a want is something people would like to have that is not necessary for survival (a bicycle, a ball, games, etc.).

During which stage of the writing process are students most likely to share their writing with the entire class? Drafting Revising Editing Publishing

Option (D) is correct. The question requires an understanding of how to help students produce clear and coherent writing using the stages of the writing process. During the publishing stage, students make their writing public by reading it to others or putting the writing into a booklet.

A first-grade teacher is concerned about several students whose sight vocabulary is very limited. Which of the following would be the most effective strategy for the teacher to use to help the students increase their sight vocabulary? Providing explicit instruction using think-alouds, to improve oral reading fluency Providing explicit instruction in writing words, to improve memorization Providing explicit instruction in letter-sound correlation, to improve phonemic awareness Providing explicit instruction in the study of high-frequency words, to improve oral reading fluency

Option (D) is correct. The question requires an understanding of the roles of phonological awareness, phonics, and word-recognition skills in literacy development. Sight words are high-frequency words that are instantly recognized as a whole and do not require word-analysis for recognition. They rarely follow any rules and need to be memorized.

During a conference, Jake tells his teacher that he has always wanted a dog. He says if he had a dog, he would always have a friend. Which of the following responses by the teacher indicates active listening? I had a dog once and I loved him very much. There are other ways to have a friend. Are you sad because you don't have a dog? You want a dog so you will have a companion.

Option (D) is correct. The question requires an understanding of the skills necessary for speaking, listening, and presenting. The first step in active listening is paraphrasing the speaker's words back. Paraphrasing requires using similar words and phrases to restate what a speaker says. This shows that a person was listening to and understands a speaker.

After reading a short story, fifth graders were asked to respond in writing to the following questions. 1. Do you think the plan the characters devised worked? Why or why not? 2. What song did the author quote in the story? Answering question 1 requires students to do which of the following comprehension tasks? Discuss their emotional responses to the story Describe the author's literary techniques Sequence specific details from the story Evaluate an aspect of the story

Option (D) is correct. The question requires an understanding of ways to promote students' comprehension of informational text and literature. Questioning helps to clarify meaning, promote comprehension, extend understanding, and ensures that a reader is engaged with the text. The question requires students to make a judgment about the characters' plan.

During a unit on folktales, a second-grade teacher wants to help students engage in higher-order thinking. After the students read The Little Red Hen, the teacher asks the students to justify the little red hen's decision to eat the bread herself. Which level of Bloom's taxonomy does the activity address? Application Analysis Synthesis Evaluation

Option (D) is correct. The question requires an understanding of ways to promote students' comprehension of text. In asking the students to justify the little red hen's decision, the students are required to make judgments and evaluate a decision or course of action taken by the red hen.

A third-grade teacher uses student-centered reading activities for groups of four to six students. Each group chooses a different book based on student interest. Each member of a group is assigned a specific role, and students independently read a chapter of the book. After the independent reading, the groups meet, and discuss the book, guided by the specific role each group member was assigned. Which of the following identifies the reading skill best reinforced by the instructional method? Phonemic awareness Phonics Fluency Comprehension

Option (D) is correct. The question requires an understanding of ways to promote students' comprehension of text. The instructional method described allows readers' comprehension to deepen and expand as ideas are explained by the reader or to the reader. For example, the students are able to help each other understand the plot, make connections to their own lives, and make predictions based on what they shared in the group.

During the early letter name-alphabetic stage in spelling development, a student might write U for "you," BD for "bed," Y for "when," DF for "drive," and SHP for "ship." Which of the following is characteristic of what students do correctly during the stage? Select all that apply. Use consistent directionality Demonstrate letter-sound correspondences Spell consonant blends partially Use vowels in unstressed syllables

The correct answers are (A), (B), and (C). The question requires an understanding of key ideas relevant to the foundations of literacy and reading development and the stages of early orthographic development. Spellers in the early letter name-alphabetic stage focus mainly on the consonant sounds heard in words. They begin by using only the initial consonant sounds and then move into representing the final consonant. Medial vowel sounds are absent from their spelling. Students in this stage know most of the alphabet, have a clear understanding of letter-sound relationships, and know that we write from left to right, but have not yet mastered spacing between words. This kind of spelling is called semiphonetic spelling.

For vacation this year our family plans to go to Florida. We want to see walt disney world we want to see Epcot we want to see the theme parks. I can't hardly wait to go. A teacher shows students the paragraph above in order to assess their editing skills. Which of the following errors can the students find in the paragraph? Select all that apply. A misspelled word A capitalization error A run-on sentence A double negative

The correct answers are (B), (C), and (D). The question requires an understanding of the conventions of standard English grammar, punctuation, and spelling when writing, reading, speaking, or listening. Proper nouns should be capitalized. In the second sentence of the writing sample, "walt disney world" should be capitalized. A run-on sentence is a sentence in which two or more independent clauses are joined without any internal punctuation. The second sentence of the writing sample is a run-on sentence. A double negative is the use of two negative words in a single clause. In the last sentence of the writing sample, "can't" and "hardly" are used in the same clause.