Praxis 5205 Kathleen Jasper Example Questions
Ms. Smith is a 4th grade social studies teacher with 20 students. Most students are reading on grade-level; however, she does have 5 students who are at least 1 level below. The below-grade level students have difficulty with fluency and automaticity, which impacts their comprehension. Additionally, a few of her on-grade level students are barely on level and run the risk of slipping below. Their main issue is comprehension. She uses the textbook and other ancillary materials to teach social studies concepts. Her goal is to help students with their specific needs. Task 1: Based on the info, identify TWO types of assessments Ms. Smith can use to identify specific needs of her students. Be sure to include the benefits of these assessments. Task 2: Based on the assessments you chose, identify TWO differentiation strategies Ms. Smith can employ to help her students achieve.
The first assessment Ms. Smith should use is a diagnostic assessment in word recognition, which will help her determine the phonics skills and morphology skills of her students. She can use this data to differentiate based on students' needs according to the assessment. A second assessment Ms. Smith can use to measure her students' specific skills is a running record. Because she has students below grade level and just on grade level, a running record will result in data that will show how many correct words per minute students are reading. It will also show what students struggle with. Ms. Smith can use the data from both assessments to prescribe interventions and differentiate instruction. Once Ms. Smith collects the data from the diagnostic word recognition assessment, she can differentiate based upon skill. If students struggle with vowel teams, she can break those students into small groups and work on phonics skills in that area. If students struggle with compound words, she can work with students on morphology. After gathering the running record data, Ms. Smith can work with students on fluency strategies, choose the proper reading levels for text selection, and use repeated reading to help students strengthen those skills.
Mr. Jones is a 6th grade teacher planning a science lesson on cell division and DNA replication. The reading for this lesson is complex with lots of domain-specific lang and vocab. Additionally, students may not have the background knowledge to immediately understand the complex text and its concepts. Mr. Jones plans to support students as they all work through the text. Task 1: Identify TWO prereading strategies Mr. Jones can use to set his students up for success in reading this material. Explain their benefits. Task 2: Describe TWO formative assessments Mr. Jones can use during this lesson and how they can be used to make decisions moving forward.
The first strategy Mr. Jones can use is to provide students with a list of vocab terms that are complex and necessary for the reading. He can then pre-teach this vocab by using whole-group discussion and word sorts. This will help students engage with the vocab before reading and gain an understanding of the complex words in the text. The second prereading strategy Mr. Jones can use is to show a short video clip of cell division and DNA replication. He can stop the video once the vocab words or concepts come up in the video and discuss them. Then they can read the text having already prepped for the complex vocab. While students are working through these strategies and through the text, Mr. Jones can use 2 formative assessments: observations during the activity and exit slips after the activity. During the activity he can determine if students understand the new vocab and then stop and clarify when needed. He can also observe students during the word sort and make decisions. At the end of the vocab exercises and reading, Mr. Jones can have students fill out exit slips by having students identify words they firmly grasp and others they're still unsure of. He can then use this info to make decisions for the next class.
Ms. Jackson is a 6th grade civics teacher who's helping students with a research project o the presidential election process. During the research process, Ms. Jackson has students use a variety of print and electronic resources to find info. Additionally, Ms. Jackson will have students present their research to the class. Task 1: Describe 3 strategies Ms. Jackson can use to help students conduct scholarly research. Include the importance of each strategy in regard to inquiry-based projects. Task 2: Identify 2 ways students can present their material and relate those 2 methods to project-based assessments.
The first strategy Ms. Jackson can use is to model how to find peer-reviewed academic research or subjects. She can project her computer screen in a whole-group activity where she shows students websites like Ebscohost, ProQuest, and Google Scholar. She can then show students the difference in simply searching online and searching through academic databases. This will help students understand the importance of scholarly research. The second strategy she can use is a note-taking activity where she models how to take notes while looking over research, focusing on paraphrasing how to write info without copying the info. This will help students avoid plagiarizing. The final strategy Ms. Jackson can employ is helping students construct an annotated bibliography to help students cite their sources and organize their research. The 2 ways students can present their research are through a class presentation with visuals or video. Some students are comfy [resenting in front of their peers while others aren't. However, both final assessments should be graded using a rubric, so expectations are consistent. Important criteria for project-based assessments are the presentation of info, use of peer-reviewed research, documented sources and citations, evidence-based discussion, and engagement. All of these elements can be expressed using a rubric and assessed for both the presentation and video options.
1) The American alligator is a reptile. 2) The American alligator is an apex predator. 3) An apex predator is a predator at the top of the food chain. 4) Other apex predators are lions and tigers. 5) The American alligator lays eggs in sticks, leaves and mud. Which would strengthen the paragraph in terms of complex sentences? a) change sentences 1 and 2 by combining them with punctuation b) delete sentence 4 c) used varied vocab for the term predator d) add a common after leaves in sentence 5.
a)
A reading teacher wants to help students with segmentation. What's the most appropriate instructional approach? a) have students break apart words by separate phonemes. b) have students break apart compound words. c) have students blend beginning consonants together. d) have students use prefixes and suffixes to learn words.
a)
A student understands vocab and is a fluent reader. However, the student has difficulty with comprehension. What's the most effective instructional approach the teacher can take to improve the student's comprehension? a) question generation b) timed reading c) repeated reading d) sight word memorization
a)
A teacher is having students engage in a writing project that will take some time over the course of the semester. Which assessment tool will benefit students the most so they understand expectations and can self-assess? a) rubric b) formative c) summative d) diagnostic
a)
A teacher is selecting diff texts to use in class for independent reading and group reading. The teacher is focusing on how many pages the books are, the number of words, the ratio of low frequency to high frequency words, and the reading level of the text. Which of the levels of text is the teacher using? a) quantitative measures b) qualitative measures c) reader and task d) interest level
a)
A teacher is using pic cards to help students recognize words. Students see the pic of a circle with lines around it and say, "Sun!" What phase of word recognition are the students in? a) Pre-alphabetic b) Partial-alphabetic c) Full-alphabetic d) consolidated-alphabetic
a)
A teacher is walking around the room and observing students as they read. This is a a) formative assessment b) summative assessment c) criterion-referenced assessment d) diagnostic assessment
a)
After the universal screen process and an oral reading analysis using grade-level text, 3 2nd grade students in Ms. Jefferson's class have been identified as at risk. What should Ms. Jefferson do next in helping these at-risk students? a) administer a series of diagnostic assessments focused on specific skills such as phonemic awareness, phonics, word recognition. b) provide opportunities for the students to engage in choral reading so they become more comfy with reading aloud and building fluency c) group these students together and provide them with low-level text, so they can practice their reading d) request that a specialist come pull students out of class and work with them individually to help them increase their skills
a)
An ELL is struggling to identify certain sounds in words. What would be the best approach to help the student develop phonemic awareness? a) determine if the student has phonemic awareness in the 1st lang. b) have the student work with an ELL who's fluent in English. c) Require the student to use English only when speaking. d) Use pics to help the student identify diff words.
a)
Having students trace letters in sand is most appropriate for students working on a) letter formation b) word recognition c) pencil control d) phonemic awareness
a)
How would a teacher measure a student's fluency rate? a) determine how many words correct per min (wcpm) the student reads b) counting the miscues the student made in a passage c) determining if the student read with inflection and expression d) asking the student 5 comprehension questions after reading
a)
Students are anlyzing the words "fair" and "plain." Each student uses them in a sentence. Below are examples of 1 of the student's sentences. It wasn't fair that I didn't get to go to the fair. She ate her plain sandwich as she sat in the grassy plain. The teacher is helping students a) identify and use common homonyms b) identify and use common roots c) identify and use commonly confused words d) identify synonyms for common words
a)
Students are using a timeline to organize events in a history passage. What benefit does the timeline provide? a) allows students to visualize events in the passage b) allows students to compare/contrast events in the passage c) allows students to organize ideas based on evidence in the passage d) allows students to map elements in the passage
a)
Students have been working on a social science unit for some time. The teacher wants to increase students' critical thinking about certain topics within the unit. What would be the most effective approach? a) have students work in their lit circle to evaluate text, present their claims and ideas, and find areas in the text that support those claims and ideas b) have students read a piece of text, debate the sides of the topic, and determine a winner of the debate c) have students work in collaborative groups, read a selection of text, and answer comprehension questions d) have students pick a topic presented in the unit, use the internet to research the topic, and write a detailed essay on the topic
a)
Use the student sample below to answer the question: Julie and Mary go to the same school. Julie likes math. Mary likes reading class. Julie and Mary have been friends for a long time. Which activity can the teacher use to help this student with writing? a) use a linking word activity to help the student achieve sentence variety in their writing b) work on a punctuation worksheet to improve the student's use of periods c) diagram sentences to help the student understand prepositional phrases d) work on modes of writing so the student can improve persuasive writing
a)
When a student has awareness of phonemes in words, syllables, onset-rime segments, and spelling, he or she is demonstrating a) phonological awareness b) phonics mastery c) phonemic awareness d) structural analysis
a)
Which is the most important for students to consider when they're writing? a) the ability to adapt communication in relation to audience, task, purpose, and discipline b) the ability to use transition words to give writing variance and flow c) the ability to use proper grammar and punctuation d) the ability to organize paragraphs so the writing has continuity
a)
Which sets of letters would a teacher use when helping students with their diphthongs? a) oi, ai, ei b) kn, gn, gh c) ee, ea, oo d) ff, ll, pp
a)
Which type of vocab do students acquire first? a) listening b) speaking c) reading d) writing
a)
Which word would be considered a Tier I word? a) see b) vulnerable c) mitochondria d) suspect
a)
Which would be most appropriate to strengthen automatic word recognition skills? a) memorize high frequency words b) have students track letters with a finger as they read c) write down difficult words over and over d) use a dictionary for unfamiliar words
a)
Which would be most effective when helping ELLs understand multimorphemic words? a) focus on the common Latin roots in the words b) memorize the spellings in words c) understand the words in context d) identify synonyms for the words
a)
Which would negatively impact a student's ability to quickly decode a word during a fluency test? a) lack of phonics skills b) lack of prosody c) lack of comprehension d) lack of semantics
a)
A 5th grade class is preparing to read an adaptation of Shakespeare's Hamlet. The teacher will be using several strategies with the students. Match the skills to the appropriate strategy. Strategies: 1. activate prior knowledge 2. understanding text structure 3. using metacognition 4. building comprehension a) the teacher and students discuss what they already know about Shakespeare and that time period b) students fill out a graphic organizer that focuses on sequence and plot c) the teacher thinks aloud to model the process of working through difficult words d) the teacher and students look over the elements of the play, dialogue, and genre
a) the teacher and students discuss what they already know about Shakespeare and that time period 1. b) students fill out a graphic organizer that focuses on sequence and plot 4. c) the teacher thinks aloud to model process of working through difficult words 3. d) the teacher and students look over the elements of the play, dialogue, and genre 2.
1) The American alligator is a reptile. 2) The American alligator is an apex predator. 3) An apex predator is a predator at the top of the food chain. 4) Other apex predators are lions and tigers. 5) The American alligator lays eggs in sticks, leaves and mud. What would be appropriate feedback to share with the student who wrote the paragraph? a) You use the term American alligator a lot. Try combining sentences to give the paragraph varied lang. b) Your writing does a great job of describing your knowledge of the American alligator. Consider deleting sentence 4 so it doesn't take away from the overall theme. c) Good job. Keep up the great work. d) Consider using a closing statement at the end.
b)
A 3rd grade teacher is following along as a student reads a passage. Below is an excerpt of that passage in terms of what the student read and the words in the passage. Text says: The boy walked through the woods and stumbled over the roots of the trees. Student reads: The boy walked throw the woods and staggered over the roots of the trees. Which skill should the teacher work on with the student? a) decoding b) word recognition c) vocab d) comprehension
b)
A student in the partial-alphabetic phase says the word sun and identifies the /s/ and /n/ sounds. What would be the most appropriate next step to take with this student? a) identify all 3 letters in the word. b) identify medial sounds in words. c) decode the word by using grammar rules. d) string together blends in words.
b)
A teacher asks students to think of and write down 5 words that contain the prefix in. Which skill is the teacher reinforcing? a) Greek and Latin roots b) structural analysis and morphology c) phonemic awareness and phonics d) vocab and homographs
b)
A teacher is conducting an informal assessment with a student to measure their phonemic awareness. Which indicates the student's proficiency in phonemic awareness? a) student can identify the beginning sound in a word b) student can substitute the beginning and ending sounds in a word c) student can clap the syllables in a word d) student can identify how many sounds are in a word
b)
A teacher is helping students use graphic organizers, brainstorm, revision, and edit in their writing. After they read their first drafts, the teacher encourages them to go back to their graphic organizers and add important elements and add those to the writing. The teacher also has students reread their writing and revise when they feel the writing is confusing or lacking detail. What's the teacher's focus in doing all of this? a) the writing process is finite and mistakes should be made in the beginning to avoid errors later b) the writing process is flexible and recursive, and the focus should be on revision. c) once students can see their mistakes in writing, they can fix them for better understanding d) once students read their work, they'll be able to focus on the final draft.
b)
A teacher is helping students use lang structure and grammar to figure out difficult words in grade-level text. The students are using what cueing system? a) semantic b) syntactic c) graphophonic d) phonological
b)
A teacher is planning to implement evidence-based reading strategies in the classroom. The teacher wants to determine if these strategies are effective for her students. What assessments should the teacher use to measure this? a) start with universal screening text, the summative assessment mid-semester, then summative at the end of the semester b) diagnostic pretest at beginning of semester, formative assessments throughout, then summative at the end of the semester c) norm-referenced exam at the beginning of the semester to compare students then a criterion-referenced at end of semester d) formative assessments throughout and then a universal screening test to determine students' levels
b)
A teacher wants to help students understand how diff perspectives in a story can change the meaning of the text. Which activity would be most effective to demo that? a) generate questions about the story as students read aloud b) evaluate the diff POVs in the text c) identify key vocab words that contribute to the text's meaning d) discuss with a partner the tone of the text and how it impacts meaning
b)
After reading a leveled passage, a teacher asks a student questions, the student responds orally to questions, and the teacher assesses comprehension and recall. This is used to measure progress in comprehension and other skills as well as if the student is at the independent, instructional, or frustrational reading level. This assessment is a(n) a) fluency read b) informal reading inventory (IRI) c) summative assessment d) norm-referenced assessment
b)
Identify the mistake the student made: They was going to the store with friends. a) pronoun/antecedent agreement b) subject/verb agreement c) run-on d) fragment
b)
If a teacher wants students to focus on accuracy in their reading, what should the teacher do? a) have students time each other when they read b) have students read the passage slowly c) have students read with expression d) have students read silently
b)
What would be the most effective way to engage learners in conversational and general academic words? a) writing assignment b) role play c) reading aloud d) sight word memorization
b)
Which is most useful when learning compound words? a) have students use decoding skills to break down vowel sounds b) have students use structural analysis to break the words apart c) have students use phonemic awareness to identify all the sounds in the words d) have students identify if the words are CVC, CVCC, or CVCe words
b)
Which is the most effective way to use a norm-referenced assessment? a) to display student progress on the bulletin board b) to make instructional decisions in the classroom c) to measure outcomes of a reading program d) to informally observe students during reading
b)
Which is the most effective way to use formative assessments? a) to rank students after they've completed a multiple choice exam b) to monitor progress and guide instruction c) to measure outcomes based on a set of standards d) to grade on a curve so all students have a chance to succeed
b)
Which represents an error in decoding vowel teams? a) during a spelling test, the student writes cone when the teacher said coin b) during a fluency read, the student reads cone when the word is coin c) during a spelling test, the student write bake when the teacher said back d) during a fluency read, the student reads bake when the word is back
b)
Which student is demonstrating the highest level of phonemic awareness? a) student identifies the beginning /p/ sound in the word "pass." b) student substitutes the beginning /p/ sound in "pass" with a /g/ sound making the word "gas." c) student adds a /t/ sound to "pass" making the word "past." d) student segments the word "pass" into 3 diff sounds /p/ /a/ /s/.
b)
Which word is correctly broken up by onset and rime? a) /mon/ -/key/ b) /t/- /ap/ c) /hand/- /y/ d) /pro/-/tect/
b)
Which would be the most effective intervention for a group of students at the instructional level of grade-level text? a) have students engage in silent sustained reading of their text for 30 minutes b) use a small group echo reading activity with the text c) have students partner read the text and answer comprehension questions d) reduce the reading level of the text and have the student use repeated reading
b)
1) The American alligator is a reptile. 2) The American alligator is an apex predator. 3) An apex predator is a predator at the top of the food chain. 4) Other apex predators are lions and tigers. 5) The American alligator lays eggs in sticks, leaves and mud. Which would benefit the student who wrote the essay above? a) showing a video tutorial on how to format a research paper b) allowing the student to use spell check c) using small group instruction on combining sentences with diff punctuation d) facilitating a whole group presentation on vocab
c)
A 4th grade health teacher wants students to read a news article about a new health study involving kids and sleep. The teacher knows the text will be complex for some who struggle. Which would be the most effective to support these students? a) have struggling students take home extra reading for homework b) have students use silent sustained reading in class c) use a variety of leveled text and differentiate instruction based on needs d) Have the reading coach come in and teach the class
c)
A 4th grade teacher has administered a variety of reading assessments, both formal and informal, to 1 of her ELLs. When the teacher looks over the reading data, she sees the student is proficient in oral reading fluency but struggles with comprehension on some texts. On other texts, the student's comprehension is sufficient and even proficient in some cases. What should the teacher do to analyze this phenomenon? a) norm-referenced test b) criterion-referenced test c) diagnostic test d) portfolios
c)
A child with book handling skills will a) sound out unfamiliar words. b) track letters with their finger. c) turn an upside-down book right side up before opening it. d) spell unfamiliar words correctly using decoding skills.
c)
A student is identifying words with free and bound morphemes. Which words should the student be identifying? a) sidewalk, mailman, rattlesnake b) station, caution, location c) lonely, cautiously, heavenly d) pizza, organize, stayed
c)
A teacher encourages 2nd grade ELLs to take decodable passages home and read it 2 times each night for 5 nights. The purpose of this would be to increase a) comprehension b) phonics c) automaticity d) metacognition
c)
A teacher is reading the following student's work: I like school. I like music class. Lunch is my favorite part of the day. What feedback would be the best to help the student? a) You use complete sentences in your writing. Great job and keep it up. b) Your sentences are boring and robotic. You'll want to fix that before you turn in the final draft. c) You use complete sentences in your writing. Great job. Consider using conjunctions and punctuation to achieve sentence variety. d) Check your writing against the rubric. Did you follow the instructions about complex sentences?
c)
A teacher is using different measures of text complexity to select text for beginning readers. She'll use these texts to help students with repeated reading to increase their fluency and automaticity. At what reading level should she focus on for this exercise? a) frustational--so teacher can see where their errors are and use specific strategies to increase those skills b) instructional--so teacher can intervene while students are reading and help them identify and correct their errors c) independent--so students can easily read through the text, exercising prosody and automaticity d) beginning reading level--so students can work on their phonemic awareness, phonics, and word recognition skills
c)
After a teacher gives an assessment for phonics, the teacher realizes that the test didn't accurately measure students' abilities in phonics and instead measured their phonemic awareness. This test had error in a) reliability b) measure c) validity d) administration
c)
Asking students to listen to the word "can" and asking them to add a /t/ sound to the word is most appropriate for students who have a a) beginning level of phonemic awareness b) beginning level of phonics skills c) relatively high level of phonemic awareness d) relatively high level of phonics skills
c)
How does criterion-referenced assessment differ from norm-referenced assessment? a) criterion-referenced assessments measure the average score while the norm-referenced assessments are based on a curve b) norm-referenced assessments measure student performance against a fixed set of predetermined criteria, and criterion-referenced assessments are designed to compare and rank test takers in relation to one another c) criterion-referenced assessments measure student performance against a fixed set of predetermined criteria, and norm-referenced assessments are designed to compare and rank test takers in relation to one another d) a criterion-referenced assessment happens throughout learning while a norm-referenced assessment happens at the end of learning
c)
If a student is reading with automaticity, the student is a) reading through the text, only stopping at words they need to decode b) reading with inflection and expression c) reading effortlessly through the test at more than 95% accuracy d) reading through the text using sight words
c)
Phonemic awareness includes the ability to a) form compound words and combine word parts b) spell accurately and decode unfamiliar words c) pronounce individual sounds in words d) differentiate between homonyms and spell accurately
c)
Research suggests that students need to focus on phonological skills and word recognition along with comprehension and vocab. It's important that teachers assess students in both areas to effectively measure students' reading abilities. Which assessment practices aligns with this evidence? a) using formative and summative assessments b) using criterion-referenced and norm-referenced assessments c) using code-based and meaning-based assessments d) using performance-based and problem-based assessments
c)
Students in a 3rd grade class are learning the difference between opinion and fact. Which activity would be most effective in helping them understand the difference? a) have a guest speaker come in and talk about bias in commercials b) have students read aloud fact and opinion in their cooperative groups c) display diff ads in the front of the class and discuss why some use facts and others use opinion d) have students complete a multiple choice test on fact vs opinion and then discuss their answers
c)
Which is NOT a best practice for vocab instruction? a) model using context clues b) teaching prefixes, suffixes, and roots c) explicit instruction using a dictionary d) using word walls to target vocab
c)
Which is a criterion-referenced exam? a) pre-assessment b) informal assessment c) standards assessment d) screening
c)
Which is the most appropriate way to use formative assessment? a) to rank students based on reading abilities b) to group students based on reading abilities c) to determine which interventions and scaffolds are most effective for each student d) to determine which reading level and books are most appropriate for each student
c)
Which set of words would be most appropriate when teaching structural analysis? a) bank, sank, tank b) green, Greek, grime c) impossible, unbelievable, incapable d) choice, voice, boil
c)
Which student would benefit the most from explicit phonics instruction? a) a pre-k student who knows the alphabet but can't recognize phonemes in words b) a k student who can recognize pics and associate them with words. c) a 1st grader who has memorized 100 sight words but cannot decode medium-frequency words in a text d) a 3rd grader who has automaticity but struggles with low-frequency, academic words in text
c)
Which would be the most appropriate for a 6th grade class that's working on prosody? a) Basal readers b) think-pair-share c) readers' theater d) silent sustained reading
c)
Why is it important for teachers to focus on students' phonological awareness during emergent reading development? a) memorizing sight words is necessary to read quickly and efficiently. b) spelling correctly leads to success in other subjects. c) understanding how the smallest units in words function is necessary for spelling and reading development. d) being able to read fluently allows students to achieve on standardized reading exams.
c)
A student draws a stick figure and scribbles above the pic. The student says, "This says, 'Sarah is my best friend.'" What can the teacher determine from this behavior? a) the student needs assistance with fine motor skills. b) the student is ready for phonics instruction using single syllable words. c) the student understands directionality of print. d) the student can distinguish between pics and print.
d)
A teacher has posted words next to everyday objects in the classroom. The teacher is developing students' a) phonemic awareness b) morphology c) spelling d) environmental print
d)
A teacher has provided students with a graphic organizer that will prompt students to do the following: 1. Read through the passage with your reading partner 2. Circle words you're unsure about 3. Summarize key details in the passage 4. Explain relationships in the passage 5. Identify words that are domain specific The graphic organizer is most likely to be most effective in a) supporting students' prosody and automaticity b) teaching students to organize ideas c) encouraging students to use text features to derive meaning d) promoting students' close interaction with the text
d)
A teacher is looking over reading levels from a recent online reading assessment. She has several students at the BR level. These students are a) proficient b) fluent c) transitional d) emergent
d)
A teacher is selecting leveled text for her beginning readers. She'll use the text for guided reading and to help students self-assess. Which should the teacher consider? a) does the text require students to use their critical thinking skills for comprehension? b) does the text use academic lang and vocab? c) does the text require students to focus on characterization and sequencing? d) does the text have repeated word sequences and natural oral lang structures?
d)
A teacher is using a new reading program in her classroom. She wants to measure the program's effectiveness by evaluating outcomes. Which assessment would be most appropriate in this situation? a) criterion-referenced b) norm-referenced c) formative d) summative
d)
A teacher is working with a student on initial sounds. The teacher says "pet" and asks the student to replace the initial consonant to make other words, such as get, vet, and set. What is this an example of? a) segmenting b) blending c) structural analysis d) substituting
d)
Read the following paragraph and determine the text structure: A powerful tornado appeared out of nowhere. It was a tri-state tornado with high winds going about 200 mph. The people in the town were terrified because they've never seen a tornado of that size. Over 200 homes were destroyed that day. a) prob and solution b) chronological and sequential c) descriptive d) cause and effect
d)
Structural analysis is beneficial for students in the upper elementary grades because this skill a) helps students decode words using phonics b) helps students memorize high-frequency words c) helps students use text structures to determine meaning d) helps students use strategies to break down multisyllable words
d)
Students are reading this excerpt: When she was 16 years old, she was elected class president. She would later use those skills when she was elected governor in 1988. During her time as governor, she helped create jobs in the state. When she retired, she volunteered with local organizations. What type of text structure are the students reading? a) cause and effect b) problem and solution c) compare and contrast d) chronological
d)
Which activity would be most appropriate in developing metacognition in students? a) partner fluency reading b) sight word memorization c) essay writing d) read aloud/think aloud
d)
Which assessment tool is the most effective for writing because it clearly conveys expectations and helps students check their work against predetermined criteria? a) writing workshop b) writing worksheets c) grammar and spelling tests d) writing rubric
d)
Which common English letter combos would be taught first according to systematic phonics instructional principle? a) kn b) ou c) er d) th
d)
Which is the most effective way to use assessments in the reading classroom? a) to determine students' reading comprehension b) to determine students' vocab acquisition c) to determine students' phonics skill levels d) to make instruction decisions moving forward
d)
Which method would be most appropriate for a teacher to measure students' mastery of vocab words? a) use a multiple-choice test b) have students participate in a vocab game c) have students memorize definitions d) have students apply the vocab in a writing assignment
d)
Which strategy would be the most helpful for students who're working on onset and rime skills? a) count the number of sounds in the word "back." b) identify the beginning sounds in the word "back." c) sub the /b/ sound in "back" with a /t/ sound. d) segment the word "back" into 2 sounds--/b/ and /ack/.
d)
Which would be most aligned to a 2nd grade meaning-based assessment? a) test student's abilities to divide words by syllables b) have students engage in a basic phonics skills assessment c) observe students as they identify initial sounds in words d) listen to students as they retell the sequence of a story
d)
