Praxis 7812 - Reading

Questions 6-8 refer to the following scenario. Mr. Finnegan is reading the following short story excerpt with his class. The excerpt is about a young boy who tries to steal an older woman's purse late at night. The woman, Mrs. Jones, fights back and drags the boy back to her house to clean him up and feed him. The excerpt takes place at the woman's small apartment. The woman was sitting on the day bed. After a while she said, "I were young once and I wanted things I could not get." There was another long pause. The boy's mouth opened. Then he frowned, not knowing he frowned. The woman said, "Um-hum! You thought I was going to say but, didn't you? You thought I was going to say, but I didn't snatch people's pocketbooks. Well, I wasn't going to say that." Pause. Silence. "I have done things, too, which I would not tell you, son—neither tell God, if He didn't already know. Everybody's got something in common. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable." In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse, which she left behind her on the day bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye if she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted now. Select the appropriate choice from each drop-down menu. Question: After reading the excerpt, Mr. Finnegan asks students to generate and classify discussion questions about it. Select the appropriate classification from the drop-down menu that best describes the discussion question listed. Each question will have a different classification (1. Answered directly from text 2. The answer requires guessing unsupported by text evidence 3. Answer requires inference based on evidence in text). A. Why does the boy sit on the far side of the room when Mrs. Jones goes behind the screen? B. What exactly did Mrs. Jones do when she was young and "wanted things" she "could not get"? C. Why does Mrs. Jones get up and leave the boy alone with her purse?

A. Why does the boy sit on the far side of the room when Mrs. Jones goes behind the screen? Answered directly from the text. B. What exactly did Mrs. Jones do when she was young and "wanted things" she "could not get"? The answer requires guessing unsupported by text evidence. C. Why does Mrs. Jones get up and leave the boy alone with her purse? The answer requires inference based on evidence in the text. The question "Why does the boy sit on the far side of the room when Mrs. Jones goes behind the screen" is answered explicitly in the text, as it says "he thought she could easily see him out of the corner of her eye if she wanted to." The question "What exactly did Mrs. Jones do when she was young and 'wanted things' she 'could not get'" is not answered or implied in the text, and it will require speculation. Finally, the question "Why does Mrs. Jones get up and leave the boy alone with her purse?" requires making an inference based on the text. For example, she could be testing him or showing him that she trusts him.

To assess his students' ability to hear and represent phonemes, Mr. Lansdale dictates the following lines to them. I like to sit under the tree. I hope I win the prize. One student writes the following. I lik to sit udr the chre. I hop I wn the priz. Which three of the following words from the student's writing provide evidence that the student can identify each phoneme heard when the word is spoken? A."lik" for "like" B."udr" for "under" C."chre" for "tree" D."wn" for "win" E."priz" for "prize"

A."lik" for "like" C."chre" for "tree" E."priz" for "prize" Options (A), (C), and (E) are correct. Option (A) is correct because the student heard the three phonemes in "like," which are /l/i/k/. Option (C) is correct because the response shows that the student heard the three phonemes in /t/r/E/. Although the student wrote "chr" instead of "tr," the sound made by these two blends is almost identical. Option (E) is correct because the student has heard the four phonemes in "prize," which are p/r/I/z.

A teacher is planning a lesson in which students will read and discuss the following passage. Because people are becoming better educated about how they can make a difference through a few simple steps, individuals and communities are making positive changes to the environment. Many groups are working to repair damage to ecosystems. Some of the ways they are doing this are by planting new trees, creating new wetlands, and building parks over closed landfills. This process is called habitat restoration. People are also polluting less. For example, cars now have special devices on their tailpipes. These devices reduce the harmful gases that escape into the air. Although they are still contributors to pollution, factories now release fewer chemicals, and they are not allowed to dump wastes into rivers and streams. Because they understand that adding chemicals to fields and lawns degrades the health of many habitats, many people now use natural ways to get rid of weeds and insects. Also, after gaining an understanding of how reusing products reduces our overall imprint on the environment, people are recycling paper, glass, metal, and plastic more often. And now that more people are recycling, less energy is being used to make new products, less coal is burned, and finally less pollution is added to the environment. The first paragraph provides which of the following context clues to help students understand the meaning of "habitat restoration"? Select all that apply. A.A definition B.A contrast C.Examples

A.A definition C.Examples Options (A) and (C) are correct. The phrase "repair damage to ecosystems" is a definition (A) of habitat restoration. Examples (C) of habitat restoration help convey the meaning in "planting new trees, creating new wetlands, and building parks over closed landfills."

A teacher is reading and discussing the following article with students. Amazing Sea Lions When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world. No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sea lion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but we can enjoy watching them! A student writes the following summary of the section called "No Scuba Tanks." (1) Sea lions have more blood than we do. (2) Their blood contains a lot of oxygen. (3) They can store a lot of blood and oxygen in their muscles so they can breathe underwater. (4) The shape of their bodies helps them move easily through the water. Which of the following sentences from the student summary reflects a misunderstanding about sea lions that can be clarified through careful reading of the passage? Which of the following sentences from the student summary reflects a misunderstanding about sea lions that can be clarified through careful reading of the passage?

A.Sentence 1 B.Sentence 2 C.Sentence 3 D.Sentence 4 Option (C) is correct because the student incorrectly states that sea lions can breathe underwater.

A teacher is reading and discussing the following article with students. Amazing Sea Lions When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world. No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sea lion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but we can enjoy watching them! During a conversation about the "No Masks or Flashlights" section, the teacher asks students, "Why can sea lions see in the dark better than humans can?" Which of the following student responses demonstrate an accurate reading of the text? Select all that apply. A.They have built-in face masks like the ones that scuba divers wear. B.Their eyes can make more photo cells when they're in the light. C.They have more cells that send pictures to the brain.

A.They have built-in face masks like the ones that scuba divers wear. B.Their eyes can make more photo cells when they're in the light. C.They have more cells that send pictures to the brain. Option (C) is correct. The student shows a clear understanding of the communication between the eyes and the brain that occurs after the photoreceptor cells have captured light, allowing the image to be visible.

A teacher is reading and discussing the following article with students. Amazing Sea Lions When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world. No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sealion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but we can enjoy watching them! In the highlighted section, the author uses which of the following writing techniques? Select all that apply. A.Vivid imagery to create a spirited tone B.Questions to make the reader focus on the sea lions' abilities C.Dashes to separate ideas that are unrelated to the article

A.Vivid imagery to create a spirited tone B.Questions to make the reader focus on the sea lions' abilities Options (A) and (B) are correct. The language used to describe the sea lions, including "They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults," is an example of the vivid imagery that creates a spirited tone. Also, "How do they do that?" and "And without using the scuba tanks, masks, and wet suits that we need to swim underwater?" are questions that emphasize the sea lions' abilities.

Questions 11-16 refer to the following scenario. A teacher is reading and discussing the following article with students. Amazing Sea Lions When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world. No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sea lion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but we can enjoy watching them! The teacher is planning to use the "No Scuba Tanks" section for a mini lesson on how to determine word meaning through the use of context clues. The teacher begins by selecting words that may be unfamiliar to students and could be identified using context clues. Which three of the following words have context clues nearby that help clarify their meanings? A.hemoglobin B.protein C.metabolism D.digestion E.streamlined

A.hemoglobin C.metabolism E.streamlined Options (A), (C), and (E) are correct. "Hemoglobin" is followed by a definition: "a protein that carries oxygen to wherever it is needed in the body." "Metabolism" is given general context: their "hearts beat more slowly," their bodily "functions . . . slow down," and they conserve their energy. "Streamlined" is paired with a synonym, "sleek."

Questions 17-23 refer to the following scenario. An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king. Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. one day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a prince and wear a heavy crown,when I can wriggle in the mud Line so cool and thick and brown?(5)Why smooch with all the princesses and give them golden rings,or ride in pumpkin chariots and buy a lot of things?A frog's life is far richer than(10)all that could ever be;for here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I have for any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! Question: The teacher wants to use the fairy tale and poem to help develop students' ability to understand different uses of multiple-meaning words. Which of the following words present in both the fairy tale and the poem means something clearly different in each text?A.richer B.brown C.safe D.prince

Answer the question below by clicking on the correct response. Question: The teacher wants to use the fairy tale and poem to help develop students' ability to understand different uses of multiple-meaning words. Which of the following words present in both the fairy tale and the poem means something clearly different in each text? A.richer B.brown C.safe D.prince Option (A) is correct. In the story, the word "richer" refers to actual financial wealth, but in the poem, "richer" refers to the value and fulfillment of the frog's life.

Mr. Finnegan is reading the following short story excerpt with his class. The excerpt is about a young boy who tries to steal an older woman's purse late at night. The woman, Mrs. Jones, fights back and drags the boy back to her house to clean him up and feed him. The excerpt takes place at the woman's small apartment. The woman was sitting on the day bed. After a while she said, "I were young once and I wanted things I could not get." There was another long pause. The boy's mouth opened. Then he frowned, not knowing he frowned. The woman said, "Um-hum! You thought I was going to say but, didn't you? You thought I was going to say, but I didn't snatch people's pocketbooks. Well, I wasn't going to say that." Pause. Silence. "I have done things, too, which I would not tell you, son—neither tell God, if He didn't already know. Everybody's got something in common. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable." In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse, which she left behind her on the day bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye if she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted now. Answer the question above by clicking on the correct response. Question: Mr. Finnegan recognizes that his students might be unfamiliar with the terms "gas plate" and "icebox." Which of the following sentences from the excerpt best provides a general context that could be helpful in understanding the meaning of the terms? A."'I have done things, too, which I would not tell you, son—neither tell God, if He didn't already know.'" B."'So you set down while I fix us something to eat.'" C."Mrs. Jones got up and went behind the screen." D."But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye if she wanted to."

B."'So you set down while I fix us something to eat.'" Option (B) is correct. "Gas plate" and "ice box" are old terms for stove and refrigerator. Therefore, the general context describing Mrs. Jones preparing something to eat could help direct the students to the meanings of the words.

Answer the question below by clicking on the correct response. Question: As part of a unit of study on personal narrative writing, a teacher offers the following model during a minilesson. - Camp Sherpa Summer Camp - Climbing Tower -First Completing the Climbing Tower The first time I went on the climbing tower I was so scared. I only did the first part. I had to stop. But my friend Amir knew I could do more. In the activity, which of the following writing skills is the teacher primarily modeling for students? A.Developing a character B.Narrowing the focus C.Building suspense D.Sequencing events

B.Narrowing the focus Option (B) is correct. The teacher is demonstrating how to take a broad experience, such as an entire summer at camp, focus on a particular event, such as climbing a tower, and then narrow it further to one small moment. This will help model for students how to refine the focus of their personal narratives.

Read the text below, and listen to the recording of the student reading it. Then answer the question that follows. You may play the audio two times. Question: Clearly there had to be something for the sparks to ignite, some kind of tinder or kindling—but what? He brought some dried grass in, tapped sparks into it, and watched them die. He tried small twigs, breaking them into little pieces, but that was worse than the grass. Then he tried a combination of the two, grass and twigs.Nothing. He had no trouble getting sparks, but the tiny bits of hot stone or metal—he couldn't tell which they were—just sputtered and died.He needed something finer, something soft and fine and fluffy to catch the bits of fire.Shredded paper would be nice, but he had no paper. The student's reading of the text includes which of the following miscues? Listen to the audio sample. When the audio sample concludes, you will be prompted to continue to the next screen.At that point, tab to the continue button and press enter. Select all that apply. A.Repetition B.Omission C.Substitution

B.Omission C.Substitution Options (B) and (C) are correct. "Just" is omitted in the second paragraph, and "bits of" is omitted in the third paragraph. "Taped" is substituted for "tapped" in the first paragraph, and "softer" is substituted for "soft" in the fourth paragraph. There are no repetitions in the reading.

A teacher is planning a lesson in which students will read and discuss the following passage. Because people are becoming better educated about how they can make a difference through a few simple steps, individuals and communities are making positive changes to the environment. Many groups are working to repair damage to ecosystems. Some of the ways they are doing this are by planting new trees, creating new wetlands, and building parks over closed landfills. This process is called habitat restoration. People are also polluting less. For example, cars now have special devices on their tailpipes. These devices reduce the harmful gases that escape into the air. Although they are still contributors to pollution, factories now release fewer chemicals, and they are not allowed to dump wastes into rivers and streams. Because they understand that adding chemicals to fields and lawns degrades the health of many habitats, many people now use natural ways to get rid of weeds and insects. Also, after gaining an understanding of how reusing products reduces our overall imprint on the environment, people are recycling paper, glass, metal, and plastic more often. And now that more people are recycling, less energy is being used to make new products, less coal is burned, and finally less pollution is added to the environment. Answer the question below by clicking on the correct response. Question: The passage primarily follows which of the following text structures? A.Sequential B.Descriptive C.Cause and effect D.Compare and contrast

C. Cause and effect Option (C) is correct. The text is a clear example of cause and effect, demonstrating how people's understanding of ways they can decrease pollution have led them to take measures to do so.

Read the text below, and listen to the recording of the student reading it. Then answer the question that follows. You may play the audio two times. Question: Clearly there had to be something for the sparks to ignite, some kind of tinder or kindling—but what? He brought some dried grass in, tapped sparks into it, and watched them die. He tried small twigs, breaking them into little pieces, but that was worse than the grass. Then he tried a combination of the two, grass and twigs.Nothing. He had no trouble getting sparks, but the tiny bits of hot stone or metal—he couldn't tell which they were—just sputtered and died.He needed something finer, something soft and fine and fluffy to catch the bits of fire.Shredded paper would be nice, but he had no paper. Which of the following hypotheses about the student reader is best supported by the recording and the text? A.She often struggles with reading sight words. B.She often uses the first letter to guess unknown words. C.She often fails to recognize when to use short vowel sounds. D.She often decodes by segmenting multisyllabic words.

C. She often fails to recognize when to use short vowel sounds. Option (C) is correct. The student reader automatically assumes most vowels she encounters are long vowels. She mistakenly uses the long "i" in the first "i" in "ignite," and both of the "i" sounds in "tinder" and "kindling." She also mistakenly uses the long "a" sound by pronouncing "tapped" as "taped."

A teacher is planning a lesson in which students will read and discuss the following passage. Because people are becoming better educated about how they can make a difference through a few simple steps, individuals and communities are making positive changes to the environment. Many groups are working to repair damage to ecosystems. Some of the ways they are doing this are by planting new trees, creating new wetlands, and building parks over closed landfills. This process is called habitat restoration. People are also polluting less. For example, cars now have special devices on their tailpipes. These devices reduce the harmful gases that escape into the air. Although they are still contributors to pollution, factories now release fewer chemicals, and they are not allowed to dump wastes into rivers and streams. Because they understand that adding chemicals to fields and lawns degrades the health of many habitats, many people now use natural ways to get rid of weeds and insects. Also, after gaining an understanding of how reusing products reduces our overall imprint on the environment, people are recycling paper, glass, metal, and plastic more often. And now that more people are recycling, less energy is being used to make new products, less coal is burned, and finally less pollution is added to the environment. To plan vocabulary instruction, the teacher analyzes the text to identify Tier 2 (general academic) words that would be important to target when discussing the text. The teacher will not include Tier 1 (basic, commonly used) or Tier 3 (discipline-specific) words in the discussion. Which three of the following words from the passage are most appropriately categorized as Tier 2 ? A. groups B.tailpipes C.reduce D.many E.natural F.imprint

C.reduce E.natural F.imprint Options (C), (E), and (F) are correct. "Reduce," "natural," and "imprint" are general academic words that students will likely encounter in a wide variety of texts across the curriculum. They are neither basic, commonly used words, such as "groups" and "many," nor are they discipline-specific words, such as "tailpipes."

Questions 17-23 refer to the following scenario. An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king. Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. One day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a prince and wear a heavy crown,when I can wriggle in the mud Line so cool and thick and brown?(5)Why smooch with all the princesses and give them golden rings,or ride in pumpkin chariots and buy a lot of things?A frog's life is far richer than(10)all that could ever be;for here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I have for any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! Click on your choices for Part A and Part B. Question: Part A The teacher wants the class to focus on how the princess changes in the fairy tale. Which of the following student statements most accurately describes her change? A."The princess was stuck-up at the beginning, but she became open-minded by the end." B."The princess was clumsy at the beginning, but she became careful by the end." C."The princess was shy at the beginning, but she became confident by the end." D."The princess was cautious at the beginning, but she became adventurous by the end." Part B Of the six highlighted sections of "Frog Prince," which two, when viewed together, best illustrate the change in the princess? A."She was the only daughter of a king." B."One day, she bounced the ball too hard, and it got away from her and dropped into a well." C."'Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!' she told him." D."'Me? Be your friend?'" E."She spoke kind words to him as a friend might speak."

Click on your choices for Part A and Part B. Question: Part A The teacher wants the class to focus on how the princess changes in the fairy tale. Which of the following student statements most accurately describes her change? A."The princess was stuck-up at the beginning, but she became open-minded by the end." B."The princess was clumsy at the beginning, but she became careful by the end." C."The princess was shy at the beginning, but she became confident by the end." D."The princess was cautious at the beginning, but she became adventurous by the end." Part B Of the six highlighted sections of "Frog Prince," which two, when viewed together, best illustrate the change in the princess? A."She was the only daughter of a king." B."One day, she bounced the ball too hard, and it got away from her and dropped into a well." C."'Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!' she told him." D."'Me? Be your friend?'" E."She spoke kind words to him as a friend might speak." This is a two-part, or composite, test question. In order to answer part B correctly, you must answer part A correctly. For part A, option (A) is correct. At first, the princess is "stuck-up," or arrogant, as shown by the first highlighted correct answer to part B, the question, "Me? Be your friend?" in which the princess demonstrates her emphatic disbelief that she and the frog could become friends. However, she does become "open-minded by the end," as shown in the second correct answer for part B, "She spoke kind words to him as a friend might speak."

Click on each box and type in a number. Backspace to erase. Question: Identify the number of phonemes the following words contain. Knock Strict

Correct Answer: 3, 6 The answers (3) and (6) are correct. Knock has 3 phonemes: /n/o/k/. Strict has 6 phonemes: /s/t/r/i/k/t/.

Answer the question below by clicking on the correct response. Question: A teacher is planning a sorting activity with the following list of spelling words. trot club sled plot drop glee flop gruff plum dress cross dream frog fluff slob truck Which of the following language concepts will the list of words best be used to reinforce? A.Consonant blends B.Short e vowel sound C.R-controlled vowels D.Double consonants

Correct Answer: A Option (A) is correct. Consonant blends are groups of two or three consonants in a word that each make a distinct consonant sound. Each word on the list begins with a consonant blend, including the "tr" in "trot" and the "gl" in "glee."

Answer the question below by clicking on the correct response. Question: Which of the following sets of pictures is most appropriate to use in class to reinforce students' understanding of the short "o" sound? sock, clock, pot

Correct Answer: A Option (A) is correct. The pictures portray a pot, socks, and a clock, which all contain the short "o" vowel sound. When the words are spoken aloud by students, the students will hear a pattern of short "o" vowel sounds.

Click on your choice(s). Question: When writing a story, a student spells the words "phone," "boat," and "click" as "fon," "bot," and "clik." Which of the following hypotheses about the student is supported by this pattern of errors? Select all that apply. A.The student believes that each sound is represented by only one letter. B.The student has confused some letter names with the sounds they represent. C.The student thinks that the position of a letter within a word does not affect the sound it makes.

Correct Answer: A Option (A) is correct. The student has identified the correct sounds and has written them in the correct order, but in each of the words the student makes an error in using only one letter where a blend or digraph is required.

Answer the question below by clicking on the correct response. Question: A teacher asks a student to illustrate and transcribe the following dictation. "Suzy and I went to the park." Student sample: iNFhrIPFiNTaToroI Which of the following stages of spelling development does the student sample best represent? A.Stage 1: emergent B.Stage 2: letter-name alphabetic C.Stage 3: within-word pattern D.Stage 4: syllables and affixes

Correct Answer: A Option (A) is correct. The student is able to write letters of the alphabet but does not associate the marks with any specific phonemes in the dictation.

Questions 58-63 refer to the following scenario. A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt SInce the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy SighS. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. Answer the question below by clicking on the correct response. Question: The teacher has the students respond to the prompt "What is a primary character trait of Samoné? Use text evidence to support your answer." Which of the following student responses should the teacher select as the best model of using text evidence to support an inference? A."Samoné has passion. When he can't play his music, he has 'heavy sighs' because he can't play and his skill is 'drained out through the hand he could no longer use.' Once he figures out a way to play again, he is happy because you see 'the smile that lit his face.'" B."Samoné is determined. Samoné is not happy because he can't do what he loves, so he keeps trying until he on once again finds his happiness in playing his 'accordion music at night.' If a person tries hard to do something hard, he feels better when he accomplishes it." C."Samoné has many difficulties since his hand is hurt. It says that 'the purpose in his life had left him.' He has trouble doing the things he did before. And he cannot play his music as well." D."Samoné is very smart. He asks the narrator to go with him to 'bring in the grass,' since it is hard for him now. Even though his hand no longer works, he is able to figure out how to play his accordion again."

Correct Answer: A Option (A) is correct. The student makes a correct inference that Samoné demonstrates passion in the passage. The supporting text evidence is present, relevant, and sufficient to support the assertion.

Click on your choice(s). Question: Ms. Nero wants to introduce sentence frames that will help her students write stronger counterarguments in their persuasive essays. Which of the following sentence frames will be useful for the instructional purpose? Select all that apply. A.It might seem that _________. However, _____________. B.Some people think _________________. Despite this, ______________. C.In addition ________________________. Together with ____________.

Correct Answer: A, B Options (A) and (B) are correct. In the first sentences of (A) and (B), the phrases "It might seem that" and "Some people think" both signal a commonly held belief or an acknowledgement of the counterargument. In the second sentences of the options, "However" and "Despite this" indicate that the writer will refute the initial claim and present an opposing or different idea.

Click on your choice(s). Question: A teacher is evaluating the following student writing sample. I weur mitns. I ware my hat. I waer glovs. I were mi bots. The writing sample contains evidence of which of the following? Select all that apply. A.The student understands that words are separated by spaces. B.The student understands that words move from left to right. C.The student understands that words are made up of specific sequences of letters.

Correct Answer: A, B Options (A) and (B) are correct. The writing sample shows evidence that the student has included an appropriate separation between the words (A) and has written correctly from left to right (B).

Questions 42-45 refer to the following scenario. Mr. Woods is using the following text for a reading lesson with a small group of late emergent readers in his kindergarten class. My name is Sam. I like to jump. I like to play. I LIKE TO SWIM. I like to play. Click on your choices. Question: Mr. Woods is identifying folder games as potential follow-up activities for the reading group to build knowledge of sight words, word families, and syntax patterns. Which of the following games would be appropriate for one or more of these purposes? Select all that apply.

Correct Answer: A, B, C Options (A), (B), and (C) are correct. Sight words will be reinforced with (A), word families will be reinforced with (B), and reconstructing sentences from the story will be reinforced with (C).

Questions 31 and 32 refer to the following scenario. The following is an excerpt of a transcript from a class discussion that took place after students read an informational text about deforestation. Teacher: To what extent do the costs of deforestation outweigh the benefits? Erin? Erin: Well, I think, in my mind, people shouldn't cut down the trees in the rain forests. It might help us get things we need, like paper and wood, but the article said how animals are becoming extinct because they have no place to live. And I feel sorry for the animals, so really it's a bad idea. Teacher: Excellent. What do you think, Tim? Tim: We shouldn't cut down the rain forests. Teacher: OK. Doug? Doug: It's harmful for humans because we read that part about how the machines they use to cut down the trees create air pollution. Teacher: Right, the machinery contributes to carbon emissions. Excellent. Cane? Cane: But cars pollute the air, too. It's kind of the same thing. Plus, we need to get wood from somewhere, or else how can we make new buildings? Teacher: James? James: Well, I guess we can plant new trees to get more wood. But even if we plant new trees after we cut down parts of the rain forest, it takes forever for them to grow. So pretty much, the trees won't grow in time for other generations to use them. Kelly: Maybe people who cut down the trees are just thinking about what they need right now. But they aren't thinking about the future. . . like, the long-term effects. Click on your choices. Question: Which two of the following elements of discussion are evident in the transcript? A.The teacher poses a question with more than one correct answer. B.The students share responsibility for leading the discussion. C.The students take positions on the issue and explain their thinking to others. D.The teacher helps students identify connections between their own ideas and those of their peers. E.The students metacognitively evaluate the discussion process.

Correct Answer: A, C Options (A) and (C) are correct. For option (A), the question "to what extent do the costs of deforestation outweigh the benefits" has more than one possible correct answer. And for option (C), Erin, Doug, James, and Kelly take a stand on the issue and explain their reasoning.

Questions 52 and 53 refer to the following scenario. As part of their morning work, Mr. Stine gives students the following journal prompt: "Describe a special place in your life. Explain what makes it special to you." The following is a response written by Gabriela, an English-language learner. My favorite place is my abuela's house. It is in Guatemala. It is bigger than mine and it has a good outside. Outside it has nice weather but sometimes hot. There is never snow or cold but theres a lot of bugs. The trees are a lot green. Always theres a lot of people of my family. The food is good, sometimes I make it. We make spicy tamales. Through a writing conference, Mr. Stine wants to help Gabriela revise the journal response into a more developed paragraph about her abuela's house. Click on your choices. Question: Mr. Stine wants to begin his conference by identifying some strengths in Gabriela's emergent writing. Which three of the following skills should he target for this purpose? A.Providing an introduction of the ideas B.Using transition words between ideas C.Varying the sentence structures D.Including sensory details E.Using action verbs

Correct Answer: A, C, D Options (A), (C), and (D) are correct. Gabriela provides an introduction with her first sentence, "My favorite place is my abuela's house." Although her punctuation and mechanics are not always correct, she does demonstrate an attempt at varying sentence structure by incorporating sentences with more than one clause, such as "It is bigger than mine and it has a good outside." Finally, she includes sensory details in her descriptions, such as the "hot" weather, the "green" trees, and the "spicy tamales."

Click on your choices. Question: As part of an end-of-unit assessment, each student in an upper-elementary class is writing an informational report about the key events that led to the American Revolution. The teacher considers providing students with the following graphic organizer to help them organize their writing. Who, What , When, Why, Where, Topic, Which two of the following statements best explain why the graphic organizer is ineffective for the learning objective? A.The organizer's format is most appropriate for describing a single event. B.The organizer lacks a place to record facts about the American Revolution. C.The organizer's format is inappropriate for informational writing. D.The organizer lacks a place to show a cause-effect relationship. E.The organizer lacks a place to develop an opinion on the causes of the topic.

Correct Answer: A, D Options (A) and (D) are correct. The report is intended to be about multiple events leading up to the Revolution, in order to show the reasons for its occurrence. Option (A) is correct in that while the 5W format is helpful when describing one event, it would not be sufficient for describing multiple events. Option (D) is correct because this graphic organizer offers no way to connect events or to show a cause-effect relationship. A better graphic organizer would allow students to show a sequence of events and note the importance and effect of each.

Click on your choices. Question: Which three of the following words are phonetically regular? A.Beach B.Said C.Come D.Pine E.Stand

Correct Answer: A, D, E Options (A), (D), and (E) are correct. "Beach," "Pine," and "Stand" are phonetically regular because they have common phoneme-grapheme relationships and can be sounded out or decoded.

Questions 17-23 refer to the following scenario. An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king. Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. one day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a prince and wear a heavy crown,when I can wriggle in the mud Line so cool and thick and brown?(5)Why smooch with all the princesses and give them golden rings,or ride in pumpkin chariots and buy a lot of things?A frog's life is far richer than(10)all that could ever be;for here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I have for any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! Click on your choices. Question: Below is one student's summary of the poem. In the poem, the frog is talking about how he'd rather be a frog in the mud than be a prince and have to wear a crown. He doesn't want to kiss the princess or ride in pumpkin chariots. The frog has more money than the prince does, so he's happier. He is in charge of the pond and the pond is his home, so that's where he wants to stay. Which three of the following describe strengths of the student summary? A.The speaker of the poem is identified. B.The allusion in line 7 is explained. C.The play on words in lines 9-10 is accurately interpreted. D.The figurative language in lines 15-16 is correctly interpreted. E.The organization of the summary is parallel to the structure of the poem.

Correct Answer: A, D, E Options (A), (D), and (E) are correct. For option (A), the first sentence of the summary indicates that the speaker is the frog by stating "The frog is talking about . . ." For option (D), lines 15-16 state, "I'll stay here where my castle is—since in this pond I'm king!" Although the frog is not truly a king, he has freedom and control over his own realm in the pond. Finally, for option (E), the poem contains four stanzas, and the student has written one sentence of summary for each stanza.

Questions 54-56 refer to the following scenario. Mr. Baker's lower elementary class has been discussing story elements such as problem and resolution, main events, and moral. Mr. Baker selects a fable called The Curious Monkey, which follows, to demonstrate some of these elements. However, Mr. Baker soon discovers that the fable poses some challenges for meeting his instructional goals. A long time ago, the first dog to ever live on earth was sleeping peacefully under a large tree in a forest. Lying comfortably on its side, it was content to sleep and sleep. A monkey came upon the sleeping dog and stared at it in wonder. He gathered some of the other animals to show them. "Look at this strange new creature! What is it?" he asked. The giraffe bent her long neck to get a better look. "It is neither giraffe nor okapi." Next, a mouse scurried up and sniffed at the sleeping dog. "It is too big to be a mouse, and it smells different." The other animals each took a turn, but none of them could name the peculiar beast. All the while, in the tree above, the sloth listened silently, smiling. Because he moved so slowly, the sloth was a great observer and therefore knew everything there was to know of the animals in the forest. He finally spoke up. "I think that 'Dog' is the best name for this creature." At the sound of his name, the dog awoke. "What is going on!?" the dog growled angrily. "Who woke me?" The dog barked and bared his sharp teeth, and the animals ran away in fear. The smart, old sloth was safe, knowing the dog could not climb the tree. "You cannot get me," he said, laughing. "But from now on, the animals will flee from you and you will have to chase them." To this day, when dogs are not sleeping, they chase other animals. That evening, all the animals could hear the monkey's new song: "Now you know why you let a sleeping dog lie." Answer the question below by clicking on the correct response. Question: One student in the class asks Mr. Baker, "What does 'all the while' mean? I feel like the time keeps changing in the story and it's confusing." Which of the following graphics would best represent how the phrase "All the while" and other sequence phrases signal the order of events in the story? A. B. C. D.

Correct Answer: B Option (B) is correct because the graphic shows the transitional phrases in the correct chronological order, while bracketing "all the while" over the first few transitions. This gives the student a visual representation of how the phrases signal the order of events, including that the sloth was listening to the entire exchange at the same time that it was happening.

Answer the question below by clicking on the correct response. Question: A student is planning to make the following point in an informational speech about the influence of media on our lives. I recorded the percentage of time during a typical day that I spent watching television, reading magazines, and browsing the Internet. Then I figured out the percentage of time I spent doing everything else in the day that doesn't have to do with media. Here's an illustration of what I came up with to represent how I spend an entire day. Which of the following visual aids should the student use to accompany this point? A.A flowchart B.A pie chart C.A line graph D.A time line

Correct Answer: B Option (B) is correct. A pie chart would best illustrate the average time spent for each activity listed in proportion to one whole day.

Questions 42-45 refer to the following scenario. Mr. Woods is using the following text for a reading lesson with a small group of late emergent readers in his kindergarten class. Answer the question below by clicking on the correct response. Question: After the students have read the text, which of the following questions should Mr. Woods ask to most directly assess the students' literal comprehension of the story? A.What do you like to do for fun? B.What is one thing that Sam likes to do? C.Why does Sam like to climb trees? D.Would you like to be friends with Sam?

Correct Answer: B Option (B) is correct. Asking students to recall an activity that Sam likes to do is a direct question from the text that will assess literal comprehension.

Questions 52 and 53 refer to the following scenario. As part of their morning work, Mr. Stine gives students the following journal prompt: "Describe a special place in your life. Explain what makes it special to you." The following is a response written by Gabriela, an English-language learner. My favorite place is my abuela's house. It is in Guatemala. It is bigger than mine and it has a good outside. Outside it has nice weather but sometimes hot. There is never snow or cold but theres a lot of bugs. The trees are a lot green. Always theres a lot of people of my family. The food is good, sometimes I make it. We make spicy tamales. Through a writing conference, Mr. Stine wants to help Gabriela revise the journal response into a more developed paragraph about her abuela's house. Answer the question below by clicking on the correct response. Question: Mr. Stine has the following exchange during the writing conference with Gabriela. Mr. Stine: You said that there are a lot of people in your family who you see at your abuela's house. What is that like, seeing all of them? Gabriela: Well, I don't see them that much so it makes me happy to see them. I'm always sad when we have to go back home. Mr. Stine: What kind of feelings do you have when you are with them? Gabriela: I have a lot of cousins that are around my age and I like them. They are really cool and nice. And my tio Eduardo is really funny. By asking Gabriela questions, Mr. Stine is attempting to help her to A.organize her ideas B.incorporate personal voice C.clarify confusing ideas D.focus on the topic

Correct Answer: B Option (B) is correct. By asking her questions such as "what is that like" and "what kind of feelings do you have," he is attempting to get her to connect her emotions with her descriptions and infuse more of her personal experience and voice into her writing.

Questions 58-63 refer to the following scenario. A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. Answer the question below by clicking on the correct response. Question: Before having students read either the background text or the memoir excerpt, the teacher wants to assign a prompt that helps engage students with some of the big ideas of the memoir excerpt by connecting with their personal experiences. Which of the following writing prompts best meets the goal? A.Describe your favorite kind of music. Why is it your favorite? B.What is your special talent or favorite hobby? Why is it important to you? C.Which of your friends or family members do you have the most in common with? What are your similarities? D.Do you ever need time alone? When do you feel this way? Answer the question below by clicking on the correct response. Question: Before having students read either the background text or the memoir excerpt, the teacher wants to assign a prompt that helps engage students with some of the big ideas of the memoir excerpt by connecting with their personal experiences. Which of the following writing prompts best meets the goal? A.Describe your favorite kind of music. Why is it your favorite? B.What is your special talent or favorite hobby? Why is it important to you? C.Which of your friends or family members do you have the most in common with? What are your similarities? D.Do you ever need time alone? When do you feel this way?

Correct Answer: B Option (B) is correct. By writing about why their own talent or hobby is important to them, they are more likely to understand and empathize with Samoné's reaction to losing the ability to play the accordion.

Answer the question below by clicking on the correct response. Question: A teacher asks students, "What's cowboy without the cow?" The teacher is promoting which of the following phonological awareness skills? A.Segmenting B.Deletion C.Blending D.Substitution

Correct Answer: B Option (B) is correct. In the scenario, the teacher is asking students to "delete," or remove, the word part "cow" from "cowboy." This will allow the students to hear and understand the remaining word part "boy," leading to their eventual understanding of the compound word parts.

Questions 58-63 refer to the following scenario. A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt SInce the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy SighS. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. Answer the question below by clicking on the correct response. Question: In the highlighted text, which of the following elements of language does the author use to communicate the progression of time? A.Metaphor B.Contrast C.Informality D.Repetition

Correct Answer: B Option (B) is correct. The author uses words such as "since" and "before" in contrast with "now" to show how circumstances have changed following Samoné's accident.

Questions 54-56 refer to the following scenario. Mr. Baker's lower elementary class has been discussing story elements such as problem and resolution, main events, and moral. Mr. Baker selects a fable called The Curious Monkey, which follows, to demonstrate some of these elements. However, Mr. Baker soon discovers that the fable poses some challenges for meeting his instructional goals. A long time ago, the first dog to ever live on earth was sleeping peacefully under a large tree in a forest. Lying comfortably on its side, it was content to sleep and sleep. A monkey came upon the sleeping dog and stared at it in wonder. He gathered some of the other animals to show them. "Look at this strange new creature! What is it?" he asked. The giraffe bent her long neck to get a better look. "It is neither giraffe nor okapi." Next, a mouse scurried up and sniffed at the sleeping dog. "It is too big to be a mouse, and it smells different." The other animals each took a turn, but none of them could name the peculiar beast. All the while, in the tree above, the sloth listened silently, smiling. Because he moved so slowly, the sloth was a great observer and therefore knew everything there was to know of the animals in the forest. He finally spoke up. "I think that 'Dog' is the best name for this creature." At the sound of his name, the dog awoke. "What is going on!?" the dog growled angrily. "Who woke me?" The dog barked and bared his sharp teeth, and the animals ran away in fear. The smart, old sloth was safe, knowing the dog could not climb the tree. "You cannot get me," he said, laughing. "But from now on, the animals will flee from you and you will have to chase them." To this day, when dogs are not sleeping, they chase other animals. That evening, all the animals could hear the monkey's new song: "Now you know why you let a sleeping dog lie." Answer the question below by clicking on the correct response. Question: Which of the following is one reason why The Curious Monkey is an ineffective text for demonstrating how a problem is developed and resolved in a story? A.The character who initially has the problem is different from the one who resolves it. B.The resolution of the first problem causes a second problem, which is not clearly resolved. C.Unlike most fables, there is no lesson given as part of the resolution of the story. D.The story contains many problems, but none of them have resolutions.

Correct Answer: B Option (B) is correct. The first problem is that the monkey cannot name the dog. The other animals cannot name the dog either. This problem is finally resolved by the sloth, who then wakes the dog, causing another problem. There is no clear resolution to this second problem, and, in fact, the moral of the fable tells us that the problem of dogs chasing other animals continues today. Trying to identify a clear problem and solution for this particular story would be highly frustrating for students.

Questions 58-63 refer to the following scenario. A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. Answer the question below by clicking on the correct response. Question: Which of the highlighted lines in the background text helps clarify the change in tone expressed in the line in the memoir excerpt, "Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside"? A."Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world." B."Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style." C."It is often played on the guitar although it can be played on many types of acoustic instruments." D."Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people."

Correct Answer: B Option (B) is correct. The narrator refers to the music as "not as bright as it had been before, but there it was: the beautiful sound of the guajira . . ." The background text states that the music can be played in either a minor or a major key, able to communicate either hardship or joy, but that it always has a peaceful style, regardless. When reflecting on this idea, students can be guided to think about how both hardship and joy are communicated in the passage as well, hardship when Samoné could not play, and then joy when he learned a new way.

Answer the question below by clicking on the correct response. Question: Which of the following pairs of words contains identical onsets? A.Scrape/skirt B.Slip/slime C.Sand/stand D.Sting/sing

Correct Answer: B Option (B) is correct. The onset of a word is the initial phonological unit, and in the words "slip" and "slime," the onset of "sl" is the same.

Questions 24 and 25 refer to the following scenario. The following is an excerpt from a student's draft of a short story. Once opon a time it was Holloween and Mr. Brisson and some of his studints saw a honted house. Mr. Brisson got scared. Will said Don't be scared. You are a grownop you soodent be scared. They saw the gost of Abrham Licin and smaced the door closed. Mr. Brisson got even more scared. His teeth were caddering. Answer the question below by clicking on the correct response. Question: Based on the excerpt, the student would benefit from further instruction in which of the following areas of spelling? A.Consonant blends B.Consonant digraphs C.Common affixes D.Vowel, consonant, e (VCE)

Correct Answer: B Option (B) is correct. The student incorrectly spells a number of consonant digraphs, including the "sh" in "soodent" (shouldn't), the "gh" in "gost" (ghost), the "ck" in "smaced" (smacked), and the "ch" in "caddering" (chattering).

Answer the question below by clicking on the correct response. Question: Which of the following lists contains words that can all be broken into distinct morphemes? A.People, water, gentle, pencils B.Unable, kids, playing, biggest C.Children, hope, happy, assertion D.Phone, believe, strengthen, ocean

Correct Answer: B Option (B) is correct. The words in the list can all be broken down into the following morphemes: un/able, kid/s, play/ing, big/est.

Mr. Russell is reading aloud a big book that has two lines of text per page. He is using a pointer to point to each word. Mr. Russell is reinforcing which of the following concepts of print as he reads aloud? Select all that apply. A.Concept of letter B.Directionality C.One-to-one matching

Correct Answer: B, C Options (B) and (C) are correct. Directionality (B), meaning how to read from left to right, is reinforced with Mr. Russell pointing to the text as he reads. One-to-one matching (C), showing the relationship between the word and the utterances that are spoken with the word, is also reinforced as Mr. Russell points to each individual word as it is read.

Click on your choice(s). Question: A grammatical error is present in which of the following sentences? Select all that apply. A.Do you know whose car this is? B.The cat lost it's toy mouse. C.Your the person I was talking about.

Correct Answer: B, C Options (B) and (C) are correct. In option (B), the usage of "it's," the contraction of "it is" is incorrect. This sentence should use "its," indicating possession, since the toy mouse belongs to the cat. In option (C), the usage of "your," a possessive pronoun, is incorrect; "you're," or the contraction of "you are," is the correct way to begin this sentence.

Click on your choices. Question: Which three of the following words contain a digraph? A.True B.Ship C.Bath D.Bread E.Fish

Correct Answer: B, C, E Options (B), (C), and (E) are correct. They each contain digraphs, in which two or more consonants are combined to make one sound. In (B) and (E) the digraph is the "sh" in "ship" and "fish." In (C) the digraph is the "th" in "bath."

Click on your choice(s). Question: A teacher has a student read the following sentence aloud. I like to go to the movies with my family. When reading the sentence, the student says, "I like to go to the moving with my family." In this case, the student is most likely relying on which of the following cuing systems while reading? Select all that apply. A.Syntactic B.Semantic C.Graphophonemic

Correct Answer: C Option (C) is correct. Graphophonemic cues are visual clues, including the ones that this student is mistakenly relying on when he says "moving" instead of "movies." The two words share some letters and a similar construction.

Answer the question below by clicking on the correct response. Question: On a weekly pretest, a teacher asks a class to write the spelling words shown in the left column. Nina's spelling of the words is shown in the right column. Spelling WordNina's spelling scared scard started started closed closd walked walkt smacked smack thelped helpt yelled yeld spotted spotted poured pourd Which of the following activities would best help Nina to understand the spelling pattern that she is struggling with? A.Segmenting the onset and rime in each "-ed" word B.Identifying an "-ed" word that rhymes with each spelling word C.Sorting the words into the three different "-ed" sounds D.Identifying in a short reading passage all the words that end in "-ed"

Correct Answer: C Option (C) is correct. Nina does not understand that there are three ways that the inflectional ending "-ed" can be spelled. She does spell the words with a voiced "-ed" ending correctly, including "started" and "spotted." However, when it is unvoiced, and instead has the /t/ or /d/ sound, the student writes a "t" or "d" (without an "e" preceding it) at the end of the word. Sorting the words into the three different "-ed" sounds would help Nina understand that the ending "-ed" is pronounced differently depending on the word, but that the words are still spelled with the same inflection.

Questions 58-63 refer to the following scenario. A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. Answer the question below by clicking on the correct response. Question: After students have read both texts, which of the following resources is most likely to help them understand how the accident made it so difficult for Samoné to play his music? A.An audio clip of Cuban guajira music B.An illustrated diagram of the muscles in the hand C.A video clip of someone playing the accordion D.An illustrated glossary of unfamiliar terms in the passage

Correct Answer: C Option (C) is correct. Some students will likely lack an understanding of how the accordion is played; therefore, a video clip demonstrating the need for both hands will be most helpful.

Answer the question below by clicking on the correct response. Question: A student, Sandy, seems to love reading and reads very quickly. When reading individually, she is usually the first one finished. During read-alouds, she volunteers often and enthusiastically, though the other students struggle to understand her because she reads so fast. Her teacher has noticed, however, that Sandy has difficulty answering questions about what she has read. Which of the following best describes the problem Sandy is most likely having? A.She is struggling with her reading rate, which is hindering her fluency. B.She is struggling with fluency, which is hindering her comprehension. C.She is struggling with monitoring her comprehension while reading. D.She is struggling with prosody and accuracy while reading.

Correct Answer: C Option (C) is correct. While Sandy can read fluently and quickly, she "has difficulty answering questions about what she has read," indicating a likelihood that she is neglecting to periodically stop to assess or monitor her own comprehension.

Questions 17-23 refer to the following scenario. An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king. Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. one day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a prince and wear a heavy crown,when I can wriggle in the mud Line so cool and thick and brown?(5)Why smooch with all the princesses and give them golden rings,or ride in pumpkin chariots and buy a lot of things?A frog's life is far richer than(10)all that could ever be;for here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I have for any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! Click on your choices. Question: The following is one student's response to the prompt "What do the princess in the fairy tale and the frog in poem agree is important in life? Use details and quotations from both texts to support your answer, and be sure to explain how they support your answer." The poem and the fairy tale are both saying that being who you really are is more important than other people thinking you are pretty or handsome or fancy. In the fairy tale, the princess thinks that it is important and bad that the frog is ugly. The frog gets her ball back, and so she brings him home to her house because "she was grateful to have her ball back." In the poem, the frog is happy with who he is and does not care if he is handsome on the outside. He says that he is glad that he doesn't have to give princesses things and that having lots of fancy things isn't important. You know this because he says "Why would I want to be a prince and wear a heavy crown?" Which two of the following statements best describe the response? A.It gives background before addressing the claim. B.It uses a relevant quotation from the fairy tale to support the claim. C.It uses a relevant quotation from the poem to support the claim. D.It accurately explains how the details selected from the fairy tale support the claim. E.It accurately explains how the details selected from the poem support the claim.

Correct Answer: C, E Options (C) and (E) are correct. For option (C), the student uses an appropriate quotation, "Why would I want to be a prince and wear a heavy crown?" to show that the frog does not value these things. For option (E), the significance of this quotation is explained before the quotation is given, with the statements, "In the poem, the frog is happy with who he is and does not care if he is handsome on the outside. He says that he is glad that he doesn't have to give princesses things and that having lots of fancy things isn't important."

Questions 58-63 refer to the following scenario. A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. After students read the memoir excerpt, the teacher has students return to the highlighted line and asks them, "What do you think is happening here?" Which two of the following student statements offer the most plausible interpretations of the sentence? A."The narrator thinks Samoné will disappear forever and wants to remember his music." B."The narrator likes to sing Samoné's music to herself because it makes her happy." C."The narrator is thinking about the way Samoné played music before his accident." D."The narrator is worried that Samoné does not like music anymore." E."The narrator is really hearing Samoné play, but he is playing far away."

Correct Answer: C, E Options (C) and (E) are correct. Option (C) is correct because it can be interpreted that, in the sentence, the narrator is reminiscing about times gone by when Samoné would play for the family. Option (E) is correct because, since we know Samoné is somewhere practicing because it is stated later in the story, it is possible that the narrator actually hears an echo of him playing from far away.

Click on your choices. Question: Which two of the following words can best be decoded by looking for a root word within the larger word? A.Snitch B.Colossal C.Endanger D.Fashion E.Lovely

Correct Answer: C, E Options (C) and (E) are correct. The larger word "endanger" can be decoded by finding the root word "danger," and the larger word "lovely" can be decoded by identifying the root word "love."

Mr. Woods is using the following text for a reading lesson with a small group of late emergent readers in his kindergarten class. Answer the question below by clicking on the correct response. Question: One student reads page 6 as "I like to bike." Which of the following questions best scaffolds the student in accurately reading the page? A.You said, "I like to bike." What do you do with a bike? B.You said, "I like to bike." Is that what the sentence says? C.Let me read this sentence to you. "I like to ride my bike." D.You said, "I like to bike." Let's point to each word as we read.

Correct Answer: D Option (D) is correct. In the scenario, the student omits "ride my" from the sentence. By pointing to each word, the teacher creates direct scaffolding to guide the student to recognize the error.

Answer the question below by clicking on the correct response. Question: Which of the following sentences shows a comma being used after an introductory phrase? A.Buster is a strong, healthy dog. B.No, you should not buy that shirt. C.Anna wrote the winning paper, so she received the prize. D.During the recital, many children were restless.

Correct Answer: D Option (D) is correct. The introductory phrase, "During the recital," is offset by a comma.

Questions 54-56 refer to the following scenario. Mr. Baker's lower elementary class has been discussing story elements such as problem and resolution, main events, and moral. Mr. Baker selects a fable called The Curious Monkey, which follows, to demonstrate some of these elements. However, Mr. Baker soon discovers that the fable poses some challenges for meeting his instructional goals. A long time ago, the first dog to ever live on earth was sleeping peacefully under a large tree in a forest. Lying comfortably on its side, it was content to sleep and sleep. A monkey came upon the sleeping dog and stared at it in wonder. He gathered some of the other animals to show them. "Look at this strange new creature! What is it?" he asked. The giraffe bent her long neck to get a better look. "It is neither giraffe nor okapi." Next, a mouse scurried up and sniffed at the sleeping dog. "It is too big to be a mouse, and it smells different." The other animals each took a turn, but none of them could name the peculiar beast. All the while, in the tree above, the sloth listened silently, smiling. Because he moved so slowly, the sloth was a great observer and therefore knew everything there was to know of the animals in the forest. He finally spoke up. "I think that 'Dog' is the best name for this creature." At the sound of his name, the dog awoke. "What is going on!?" the dog growled angrily. "Who woke me?" The dog barked and bared his sharp teeth, and the animals ran away in fear. The smart, old sloth was safe, knowing the dog could not climb the tree. "You cannot get me," he said, laughing. "But from now on, the animals will flee from you and you will have to chase them." To this day, when dogs are not sleeping, they chase other animals. That evening, all the animals could hear the monkey's new song: "Now you know why you let a sleeping dog lie." Answer the question below by clicking on the correct response. Question: During a discussion about the moral of the fable, one student says, "Morals need to be things like 'keep trying' and 'be kind to others.' 'Let a sleeping dog lie' isn't a moral." Which of the following aspects of the story is most likely causing the student's confusion? A.The moral is stated only at the end of the story. B.The moral is not stated by the wisest character. C.The moral is demonstrated through the personification of animals. D.The moral is written in figurative language.

Correct Answer: D Option (D) is correct. The moral "Let a sleeping dog lie" includes an idiom meant to be extended to a figurative level of understanding. When a person says, "Let a sleeping dog lie," he or she rarely means to literally leave a dog alone. Rather, when used idiomatically, "Let a sleeping dog lie" implies that one should leave things alone that are likely to cause problems or that one should avoid disturbing something that does not have to be bothered. Most lower elementary students would not make this figurative leap without instruction from the teacher.

Questions 42-45 refer to the following scenario. Mr. Woods is using the following text for a reading lesson with a small group of late emergent readers in his kindergarten class. My name is Sam. I like to jump. I like to play. I LIKE TO SWIM. I like to play. Click on your choices. Question: As he introduces the text, Mr. Woods wants to choose two strategies that are likely to help students at this reading level read the text successfully. Which two of the following strategies are the best for this purpose? A.Using sentence syntax to determine the meaning of unknown words B.Identifying the digraphs in the words "climb" and "friends" C.Identifying the consonant blends in the words "jump" and "swim" D.Using picture cues to determine the meaning of unknown words E.Identifying the sight word "like"

Correct Answer: D, E Options (D) and (E) are correct. Both of these options are developmentally appropriate and will help the students to successfully read the text. For option (D), the pictures indicate the action that the narrator "likes" doing. For option (E), because the word "like" appears on every sentence, students' ability to recognize it as a sight word will be especially helpful in supporting their reading of the text.

Questions 31 and 32 refer to the following scenario. The following is an excerpt of a transcript from a class discussion that took place after students read an informational text about deforestation. Teacher: To what extent do the costs of deforestation outweigh the benefits? Erin? Erin: Well, I think, in my mind, people shouldn't cut down the trees in the rain forests. It might help us get things we need, like paper and wood, but the article said how animals are becoming extinct because they have no place to live. And I feel sorry for the animals, so really it's a bad idea. Teacher: Excellent. What do you think, Tim? Tim: We shouldn't cut down the rain forests. Teacher: OK. Doug? Doug: It's harmful for humans because we read that part about how the machines they use to cut down the trees create air pollution. Teacher: Right, the machinery contributes to carbon emissions. Excellent. Cane? Cane: But cars pollute the air, too. It's kind of the same thing. Plus, we need to get wood from somewhere, or else how can we make new buildings? Teacher: James? James: Well, I guess we can plant new trees to get more wood. But even if we plant new trees after we cut down parts of the rain forest, it takes forever for them to grow. So pretty much, the trees won't grow in time for other generations to use them. Kelly: Maybe people who cut down the trees are just thinking about what they need right now. But they aren't thinking about the future. . . like, the long-term effects. Click on your choices. Question: Which three students make a connection to a peer's idea? A.Erin B.Tim C.Doug D.Cane E.James F.Kelly

Correct Answer: D, E, F Options (D), (E), and (F) are correct. Cane (D) builds on Doug's idea that machines create air pollution by raising the point that cars create air pollution as well. James (E) comments on Cane's point that there is a demand for wood. Kelly (F) builds on James's idea that new trees won't grow in time for future generations to use them, drawing the conclusion that those who cut down trees are not thinking about the long-term effects.

Questions 24 and 25 refer to the following scenario. The following is an excerpt from a student's draft of a short story. Once opon a time it was Holloween and Mr. Brisson and some of his studints saw a honted house. Mr. Brisson got scared. Will said Don't be scared. You are a grownop you soodent be scared. They saw the gost of Abrham Licin and smaced the door closed. Mr. Brisson got even more scared. His teeth were caddering. Click on your choices. Question: The student's teacher wants to use the excerpt to demonstrate the narrative technique of "showing, not telling." Which two of the following sentences from the excerpt best demonstrate the technique? A.Once opon a time it was Holloween and Mr. Brisson and some of his studints saw a honted house. B.Mr. Brisson got scared. C.Will said Don't be scared. D.You are a grownop you soodent be scared. E.They saw the gost of Abrham Licin and smaced the door closed. F.Mr. Brisson got even more scared. G.His teeth were caddering.

Correct Answer: E, G "They saw the gost of Abrham Licin and smaced the door closed" and "His teeth were caddering" are correct. In both sentences, the student is using specific actions to demonstrate the character's fear by having him smack the door shut and by saying that his teeth are chattering. This exemplifies the "show, don't tell" technique in writing.

Questions 17-23 refer to the following scenario. An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king. Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. one day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a prince and wear a heavy crown,when I can wriggle in the mud Line so cool and thick and brown?(5)Why smooch with all the princesses and give them golden rings,or ride in pumpkin chariots and buy a lot of things?A frog's life is far richer than(10)all that could ever be;for here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I have for any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! Answer the question below by clicking on the correct response. Question: Which of the following fairy tale motifs is most challenged by the poem? A.Spells are cast as a form of punishment. B.Princesses usually marry princes. C.Princesses often need rescuing by a hero. D.Happiness comes from wealth and royalty.

D.Happiness comes from wealth and royalty. Option (D) is correct. Wealth and royalty are typically the things in fairy tales that lead the main characters to live happily ever after, but the frog in the poem clearly rejects these as part of a happy life.

Questions 11-16 refer to the following scenario. A teacher is reading and discussing the following article with students. Amazing Sea Lions When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world. No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sea lion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but we can enjoy watching them! Which of the following writing techniques does the author use in the article? A.How a narrative text can use persuasive elements to support an opinion B.How a narrative text can use vivid descriptions to develop ideas C.How an informational text can use a cause-and-effect structure to clarify an idea D.How an informational text can use comparisons to help the reader connect with the topic

D.How an informational text can use comparisons to help the reader connect with the topic Option (D) is correct. The main purpose of the text is to present information about sea lions, and comparisons between humans and sea lions occur throughout.

Questions 17-23 refer to the following scenario. An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king. Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. one day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a prince and wear a heavy crown,when I can wriggle in the mud Line so cool and thick and brown?(5)Why smooch with all the princesses and give them golden rings,or ride in pumpkin chariots and buy a lot of things?A frog's life is far richer than(10)all that could ever be;for here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I have for any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! Click on your choices. Question: During a discussion about the frog in the fairy tale and the frog in the poem, one group of students claims that both frogs are smart. Which two of the following student responses most effectively use text evidence to defend the claim? Choose one response for each text. A."The frog in the fairy tale is smart because he can talk and asks, 'Why are you crying, princess?'" B."The frog in the fairy tale says, 'Your kiss has broken the spell.' This proves that he is smart because he is able to trick the princess into kissing him." C."The frog in the fairy tale is smart because he figured out how to make the princess like him even though he was a frog. The story says, 'the princess began to enjoy the frog's company and feel less lonely.'" D."The frog in the poem is smart because he knows how to be happy with what he has instead of wishing for something else, like when he says 'for here I'm safe and comfortable and ooze and slime are free.'" E."The frog in the poem is smart because he does not like girls and does not want to 'smooch with all the princesses.'" F."The frog in the poem is smart because he knows that it's better to be a king than a prince. He's king of the pond, and he says, 'I wouldn't trade the life I have for any princely thing.'"

Options (C) and (D) are correct. In the fairy tale, the frog strategically achieves his goal of becoming human again by getting the princess to like him enough to kiss him, as shown in the quote "the princess began to enjoy the frog's company and feel less lonely." In the poem, the frog demonstrates wisdom about what is truly important in life, exhibiting confidence in the quality of his own life, rather than desiring frivolous tokens of wealth, as shown in the quote "for here I'm safe and comfortable and ooze and slime are free."

Questions 6-8 refer to the following scenario. Mr. Finnegan is reading the following short story excerpt with his class. The excerpt is about a young boy who tries to steal an older woman's purse late at night. The woman, Mrs. Jones, fights back and drags the boy back to her house to clean him up and feed him. The excerpt takes place at the woman's small apartment. The woman was sitting on the day bed. After a while she said, "I were young once and I wanted things I could not get." There was another long pause. The boy's mouth opened. Then he frowned, not knowing he frowned. The woman said, "Um-hum! You thought I was going to say but, didn't you? You thought I was going to say, but I didn't snatch people's pocketbooks. Well, I wasn't going to say that." Pause. Silence. "I have done things, too, which I would not tell you, son—neither tell God, if He didn't already know. Everybody's got something in common. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable." In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse, which she left behind her on the day bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye if she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted now. Part A Which of the following pairs of adjectives best describes Mrs. Jones? A.Cynical, careless B.Empathetic, maternal C.Kind, vain D.Wistful, gullible Part B Which two of the following pieces of evidence best support the correct answer to Part A? A."The woman said, 'Um-hum! You thought I was going to say but, didn't you?'" B."'Everybody's got something in common.'" C."'You might run that comb through your hair so you will look presentable.'" D."Mrs. Jones got up and went behind the screen." E."The woman did not watch the boy to see if he was going to run now, nor did she watch her purse, which she left behind her on the day bed."

Part A Which of the following pairs of adjectives best describes Mrs. Jones? B.Empathetic, maternal Part B Which two of the following pieces of evidence best support the correct answer to Part A? B."'Everybody's got something in common.'" C."'You might run that comb through your hair so you will look presentable.'" This is a two-part, or composite, test question. In order to answer part B correctly, you must answer part A correctly. For part A, option (B) is correct. When Mrs. Jones states, "Everybody's got something in common", she shows empathy, or the ability to show she was feeling compassion and familiarity with the boy's plight, rather than isolating him as someone whose actions she could never understand. This line is the first of the two answers that should be selected for part B. She also shows maternal behaviors, speaking in a somewhat scolding, but motherly, way, when she says, "You might run that comb through your hair so you will look presentable." This line is the second of the two answers that should be selected for part B.

Questions 17-23 refer to the following scenario. An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king. Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. one day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a prince and wear a heavy crown,when I can wriggle in the mud Line so cool and thick and brown?(5)Why smooch with all the princesses and give them golden rings,or ride in pumpkin chariots and buy a lot of things?A frog's life is far richer than(10)all that could ever be;for here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I have for any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! Click on your choices for Part A and Part B. Question: Part A The teacher asks students, "What can you tell me about the ways the frogs are portrayed in the fairy tale and the poem?" Which of the following student responses to the question reflects a misunderstanding? A.The frog in the fairy tale wants to be a prince again. B.The frog in the poem would rather live in the castle than the pond. C.Both frogs are happy at the end. D.The frogs have different ideas about what is important in life. Part B Which one of the following lines from the fairy tale or poem helps to clarify the misunderstanding, as answered in part A? A.Fairy tale: "you must be my friend and let me eat things from your plate and stay beside you." B.Fairy tale: "Your kiss has broken the spell!" C.Poem: "or ride in pumpkin chariots/ and buy a lot of things?" D.Poem: "I'll stay here where my castle is—/ since in this pond I'm king!"

This is a two-part, or composite, test question. In order to answer part B correctly, you must answer part A correctly. For part A, option (B) is correct. The student's statement suggests a misunderstanding that the frog in the poem would rather live in the castle than the pond, but the frog in the poem clearly states otherwise. For part B, option (D) is correct. To help clarify the misunderstanding, it would be appropriate for the teacher to guide students to the last two lines of the poem since they effectively capture the frog's perspective: the frog likes his current life in the pond "where my castle is—/ since in this pond I'm king."