201 practice

When contrasting the ballad and the sonnet as subgenres of poetry, which of these is accurate? A. The ballad is more complex B. The sonnet is more structured. C. The ballad is more lyrical D. The sonnet is more narrative

The sonnet is more sturctured.

A writer's attitude toward his or her subject matter revealed through diction, figurative language, and organization on the sentence and global levels.

Tone

A word that describes a verb She threw the ball silently

adverb

A test of reading ability that requires a person to fill in missing words in a text. Helps with understanding of context and vocabulary

cloze test

can stand alone as a sentence

independent clause

to + verb he likes to hike in the morning

infinitive

What is wrong with this sentence? "He likes fishing, swimming, and to camp"

lack of parallelism should be written He likes fishing, swimming, and camping.

Feeling or atmosphere that a writer creates for the reader

mood

A question asked merely for effect with no answer expected.

rhetorical question

Automaticity

the ability to process information with little or no effort

Prosody

the patterns of rhythm and sound used in poetry

A type of cloze test that uses multiple choice

A maze test

Which of the following would NOT be important to consider when evaluating the conciseness of a speech? A. The amount of time the speaker takes to pause before answering questions B. Whether or not interesting information is prioritized over necessary information C. The number of details and anecdotes that are given to keep the audience engaged D. How long the speaker takes to make a point or answer a question

A. Although pausing before answering the length of a speaker's presentation, it does not affect the conciseness of their speech.

Which of the following is an example of a case when second-person narrative voice or point of view might be more effective than first- or third- person? A. An informative text explaining how to install a piece of equipment correctly B. A fictional text recounting a dream the narrator had the night before C. A persuasive essay concerning a political viewpoint D. A petition written by a group of people desiring change

A. An informative text explaining how to install a piece of equipment correctly

According to convergent research, which of the following components should be included in a literacy program for adolescents? A. explicit instruction in reading strategies that support text comprehension B. focused reading instruction designed to reinforce phonics and word recognition skills C. reading fluency instruction intended mainly for improving silent reading rate D. systematic instruction focused primarily on analyzing and responding to literary texts

A.By the time students reach the middle grades, they typically have acquired the skills necessary to accurately decode and fluently read most grade-level texts. At this point, the teacher should provide instruction on strategies that will aid in the comprehension of increasingly more complex texts that the students will encounter in all content areas in the middle grades and in subsequent grades. These strategies include, but are not limited to, note-taking, visualizing, monitoring, questioning, and summarizing.

Which of the following approaches to assessment would be most appropriate for a teacher to take when determining a student's comprehension processes and ability to use comprehension strategies effectively? A. listening to the student do a think-aloud during the reading of a passage B. giving the student multiple choice questions to answer about a passage C. asking the student to retell what he or she remembers about a passage D. having the student respond to an open-ended question about a passage

A.In a student think-aloud, the student relates his or her thoughts during the reading of a text. The teacher may also prompt the student with specific questions. In this way, the teacher may assess the strategies the student is applying during reading and how well the strategies are applied.

A teacher plans to use the rubric to assess individual student performance during oral presentations. After the presentations conclude, the teacher will hold conferences with students to discuss the assessment results. Which of the following actions by the teacher before the conferences would best promote students' meaningful participation in the conferences? A. having students apply the assessment criteria to their own performance B. encouraging students to compare their assessment results with their classmates' C. asking students to list assessment criteria for future presentation rubrics D. reminding students that assessment results comprise a portion of their final grade

A.Self-assessment encourages students to take responsibility for learning by critically reflecting on their own learning process and performance. By applying to their performance the same criteria used by the teacher, students can engage purposefully and meaningfully in a discussion about their progress.

Repetition of initial consonant sounds

Alliteration

A reference to another work of literature, person, or event

Allusion

the repetition of a word or phrase at the beginning of successive clauses

Anaphora

Which of the following processes used in writing is the most complex? A. Evaluation B. Application C. Comprehension D. Knowledge recall

Application

Repetition of a vowel sound within two or more words in close proximity

Assonance

A sixth-grade student reads the following sentence from a science textbook. "Galileo Galilei, an Italian scientist born in 1564, is widely known for the important scientific discoveries he made with the use of his telescope." After reading the sentence, the student asks the teacher what a telescope is. Which of the following word-learning strategies should the teacher have the student apply to figure out the meaning of the word telescope and develop an understanding of this sentence? A. word consciousness B. structural analysis C. dictionary word study D. contextual evidence

B. Structural analysis In order to understand content area concepts, it is necessary for students to be able to understand the meaning of academic vocabulary they will encounter in their reading. Without strategies to figure out the meaning of unfamiliar words, students will have difficulty comprehending their content texts. Structural analysis refers to breaking apart a word into its meaningful parts (prefixes, roots, and suffixes), figuring out each part's meaning, and reassembling the parts into a meaningful word. Students should be taught that many academic and content area words are derived from the Greek and Latin languages, so that it is important to learn the meaning of these word parts in order to be able to figure out the meaning of many words found within their texts. For example, if students are taught that tele is a Greek root word meaning "distant" or "faraway" and that scope is another Greek root meaning "to view" or "look at," they can use a structural analysis strategy to determine the meaning of the word telescope.

A teacher plans to use the questions below to guide students in analyzing a photograph of a political candidate. 1. What is the candidate doing in the photograph? 2. What can you infer about the candidate by looking at facial expressions and posture? 3. Do you think the photographer is expressing an opinion through the photograph? 4. ________________________________________ Which of the following questions, if added as question #4, would best support students' ability to use critical thinking skills when conducting their analysis? A. What caption would be appropriate to use with the photograph? B. How does the camera angle affect your perception of the candidate? C. What element of the photograph do you find most interesting? D. Could the photograph convince viewers to vote for the candidate?

B.Visual literacy, an important component of twenty-first century skills, requires learners to interpret information presented visually (e.g., charts, graphs, photographs, videos, maps) by using critical thinking. One way students could use critical thinking when viewing the photograph would be to examine how the camera angle affects their perception of the candidate. For example, a low camera angle could be used to create the impression that the viewer is looking up at the candidate, who might appear heroic or intimidating, depending on other elements of the photograph, such as lighting and perspective.

A poem or song narrating a story in short stanzas

Ballad

a form of poetry that tells a story in short stanzas. In the first three stanzas of the excerpt, the speaker introduces the character of Lucy Gray, a "solitary child." In the next two stanzas, as part of what the reader can assume is a flashback, Lucy's father and Lucy speak directly to the reader, who can assume that the flashback will explain why Lucy Gray "[w]ill never more be seen.

Ballad

insincere or overly sentimental quality of writing/speech intended to evoke pity

Bathos

Which of the following is a key difference between writing a journalistic article and writing an academic essay? A. An essay should attempt to persuade the reader, but a news article should seek to entertain. B. An essay should use formal and objective wording, but a news article should have a friendly, casual tone. C. An essay may begin with a hook, but a news article should give important information first. D. An essay should present information about a particular topic, but a news article should relate to current events.

C. In news writing, important information generally comes first, as this serves the main purpose of news by providing key information before the reader decides to move on to another story. Choice A is not correct because essays are not restricted to persuasion and the main purpose of the news is not to entertain. Choice B is not correct because news articles can have a formal tone, and both essays and news articles should sound objective. Choice D is not correct because, while essays tend to relate to academic topics and news articles to current events, neither is restricted to these areas.

Which of these statements is true of informational text comprehension? A. It relies entirely on retrieving important information B. It depends on the reader's indirect reasoning ability alone. C. It requires the reader to recall information and make inferences. D. It includes inferences made by the reader but not their prior knowledge.

C. It requires the reader to recall information and make inferences. Full reading comprehension of informal text depends on both the reader's ability to recall information or prior knowledge and the reader's ability to make inferences based on that information and the text

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

C. Oral language skills can be distinguished from specific speech characteristcs exhibited by some children. Many students like Rosa, whose first language is not english, will speak with an accent and may be less clesar when speaking about a topic that is unfamiliar. In fact, even those who are not ELLS may exhibit difficulty speaking on new topics. Ashley shows marked problems communicating orally both in class discussion and in prepared assignments. She would benefit from specific instruction related to presenting ideas orally.

Which of the following statements is true regarding screening and diagnostic assessments? A. Screening assessments provide more thorough information than diagnostic assessments about students' specific strengths and needs. B. Screening assessments are typically used to confirm diagnostic assessment results C. Screening assessments are used to identify students who may be at future risk of academic difficulties and may benefit from interventions. D. Diagnostic assessments are used to identify students who may be at future risk of academic difficulties and may benefit from interventions.

C. Screening assessments are given to identify students who may be at future risk of academic difficulties and may benefit from interventions. Diagnostic assessments can then be given to confirm or provide additional information about screening results, including identifying students' specific strengths and needs. This information can then be used to guide instruction.

A sixth-grade developing-level English language learner is in the within word pattern stage of spelling development and is making spelling generalization errors (e.g., rist spelled, R I S T for wrist, cach spelled, C A C H for catch, fone spelled, F O N E for phone). Which of the following strategies for improving the student's spelling would be most appropriate for the teacher to use first? A. ensuring that the student has a grasp of the meaning of the misspelled words B. systematically introducing the student to onset and rime segmenting and blending C. explicitly teaching less common English letter combinations to the student D. instructing the student in letter to sound correspondences in the English language

C. The student is making generalized mistakes by using English letter-sound correspondences he or she has learned without realizing that the English language has multiple letter combinations that make the same sounds. The student's needs would best be met by the teacher providing instruction in English letter combinations that make similar sounds to letters the student has learned previously.

Which of the following is the cognitive or learning objective of an assignment that asks students to describe, explain, summarize, restate, classify, or review material they have read? A. Knowledge recall B. Application C. Comprehension D. Evaluation

C. it is correct because all of the verve mentioned in the question all refer to interpreting information in one's own words-which involves the cognitive objective of comprehension. Tasks targeting knowledge recall (A) would ask student to name, label, list, define, repeat, memorize, order, or arrange material. Tasks targeting application (B) would ask students to calculate, solve, practice, operate, sketch, use, prepare, illustrate, or apply material. Tasks targeting evaluation (D) would ask students to judge, appraise, evaluate, conclude, predict, score, or compare material.

A sixth-grade teacher is implementing a series of lessons designed to enhance students' ability to construct high-level, text-dependent questions. First, students read a text and develop questions that promote their general understanding of the text's main idea. After a second reading of the text, students develop questions to foster their understanding of key vocabulary and the author's purpose. When students read the text a third time, the teacher guides them in developing questions that promote deeper thinking about the text. At this stage in the lesson series, which of the following types of questions would be most effective for students to develop? A. recall B. closed C. inference D. rhetorical

C.By sequencing the lessons from literal understanding to analytical thinking, the teacher enables students to delve systematically into a text and extract information for specific purposes. The final stage of the lesson series should engage students in developing text-dependent questions that explore evaluative thinking skills, such as responding to textual inferences, forming opinions, and/or inviting argument.

Some students become long-term English language learners because, while they have developed social everyday English, they have not acquired the academic vocabulary necessary to comprehend and respond to academic texts. Which of the following strategies would be most appropriate for developing the academic language of English language learners whose primary language is derived from Latin who are at the emerging-level or beyond? A. partnering English language learners with native English speakers during pair and group discussions B. teaching and providing English language learners with practice in five to ten common discipline-specific terms at a time C. utilizing cognates and identifying common roots and affixes that transfer from the students' primary language to English D. pairing English language learners with other students who speak the same home language during class activities

C.Cognates are words in two different languages that share origins and similarities in spelling. Many academic terms have Greek and Latin roots. A romance language (e.g., Spanish, French) shares many cognates with English that have these roots (e.g., transmit, transmitir). Pointing out and discussing cognates within a text helps students learn academic vocabulary as they apply their background knowledge to the reading.

Uses words like "triggered, in reaction to, therefor, and consequently

Cause and effect

Questions that can usually be answered with yes or no.

Closed Question

On a benchmark fluency assessment administered during the fall, a fifth-grade student reads 90 words correct per minute (wcpm). This is significantly below the grade-level mark of 110 wcpm on the assessment's reading fluency scale. Which of the following steps should the teacher take first when planning support for this student? A. administering an oral reading test that evaluates the student's reading prosody B. determining the score of the on-level expectation for spring and establishing intermediate goals C. setting up a plan of instruction involving repeated oral readings and student self-monitoring D. using diagnostic tests to determine if the student has difficulty in a specific area (e.g., decoding skills)

D. A fluency assessment that measures words correct per minute does not necessarily reveal why a student is not reading with on-level fluency. Inaccurate word reading may be caused by insufficient phonics or other decoding skills; slow reading may be caused by lack of automatic word recognition or background knowledge. It is therefore necessary to determine the underlying cause for lack of fluency before setting up an instructional plan and schedule.

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

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

Samuel Langhorne Clemens wrote the novel The Innocents Abroad. The Innocents Abroad was published in 1869. Samuel Langhorne Clemens used the pen name Mark Twain. Which of the following sentences clearly and accurately combines the three statements by embedding one as a participial phrase? A. The novel The Innocents Abroad was written by Samuel Langhorne Clemens and, using the pen name Mark Twain, was published in 1869. B. The novel The Innocents Abroad, being written by Samuel Langhorne Clemens under the pen name Mark Twain, was published in 1869. C. Samuel Langhorne Clemens wrote, using the pen name Mark Twain, The Innocents Abroad, the novel published in 1869. D.Samuel Langhorne Clemens, using the pen name Mark Twain, wrote the novel The Innocents Abroad, which was published in 1869.

D.A participial phrase is an adjective phrase that begins with a present or past participle. In the correct response, the participial phrase "using the pen name Mark Twain" modifies the proper noun "Samuel Langhorne Clemens."

An eighth-grade teacher wants to assess students' ability to analyze character development in a novel that they have read in class. Which of the following student activities would be most appropriate for this purpose? dramatizing several scenes between key characters using dialogue from the novel drawing a portrait of a character based on descriptive passages in the novel writing an alternative ending to the novel that resolves conflict between characters creating a timeline that traces a character's relationship to key events in the novel

D.By creating a timeline that traces key events in the novel as they relate to a specific character, students will be better able to analyze how the character contributed to and/or was affected by those events. Students will be better able to see how the novel's plot is propelled by the character's actions.

A seventh-grade science teacher wants to use a technology tool to support a collaborative assignment in which students compare and contrast a scholarly article and raw scientific data. Which of the following instructional strategies would best support the lesson objective? A. posting the article and the data on a school-approved social media site B. having students use text messaging to exchange ideas C. using interactive white boards during class discussions about the data D. creating a shared electronic document for students' use

D.Sharing an electronic document will allow students to collaborate in real-time inside and outside the classroom. Multiple students will be able to comment on and revise the document at the same time, even if they are working from separate locations outside the classroom.

cannot stand alone as a sentence

Dependent clause

see, hear, feel, smell, taste, when, where, why, how

Description pattern

administered before instruction and are designed to identify students' strengths and weaknesses (e.g., pre-tests, student interviews, learning style inventories)

Diagnostic

A regional variety of a language distinguished by vocabulary, spelling, and pronunciation.

Dialect

Which of the following exercises would be the most appropriate tool for helping students evaluate the effectiveness of their own spoken messages? A. Discuss written and oral assignments in class before completing them. Once the assignments are completed, the teacher meets individually with each s to discuss the content and effectiveness of each s work. B. Instruct s to present oral reports in class, which are then "graded" by classmates. A score of 1-10 is assigned based on s perception of the reports' clarity. The s average scores determine the effectiveness of each report. C. Ask each s to prepare an oral report and a content quiz that highlights the report's main idea. The s then uses classmates' scores on the reviews to determine the report's effectiveness

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

In Geoffrey Chaucer's The Canterbury Tales, a narrator provides a prologue that describes numerous people of different social statuses journeying together on a springtime pilgrimage to the tomb of Saint Thomas Becket. After this prologue, pilgrims step in to tell their tales one by one. Which of the following literary techniques is this an example of? A. Allegory B. Frame Story C. Unreliable narrator D. Stream of consciousness

Frame story

a verb form ending in -ing that is used as a noun "they are playing"

Gerund

exaggerated statements or claims not meant to be taken literally.

Hyperbole

When incorporating outside sources into a research paper, which of these should students do? A. End papers with quotations B. Include more brief quotations C. Include many longer quotations D. Quote only supporting information

Include more brief quotations

What kind of question type What can be concluded based on the passage.... Watch for traps that use passage language but are too extreme Common traps: extreme language Must be supported in the text, no such thing as too close to the text, right answer is not always explicitly stated

Inference question

Setting clear writing goals, observing concrete data, and applying learning to written composition

Inquiry strategies

awareness and understanding of one's own thought processes. Thinking about thinking

Metacognition

the substitution of the name of an attribute or adjunct for that of the thing meant

Metonymy

A word that imitates the sound it represents.

Onomatopoeia

Which of the following writing techniques that contribute to paragraph coherence is most related to using matching grammatical constructions within, between, and among sentences? A. Repetition B. Parallelism C. Transitions D. Consistency

Parallelism

A verb form that can be used as an adjective "Students planning to study nursing must first meet with the dean"

Participle

the giving of human qualities to an animal, object, or idea

Personification

A literary work that criticizes human misconduct and ridicules vices, stupidities, and follies.

Satire

mental representations of how we expect the world to be based on past experience

Schemata

Assessment at the beginning of school year to determine a student's reading level.

Screening assessment

chronological order and giving instructions

Sequence

A long speech expressing the thoughts of a character alone on stage

Soliloquy

a poem of fourteen lines using any of a number of formal rhyme schemes, in English typically having ten syllables per line.

Sonnet

What is wrong with this sentence? "They decided to not stay another night"

Split infinitive: They decided not to stay another night

What is wrong with this sentence? He told her eventually he'd have to stop working

Squinting modifier We don't know if he waited to tell her, or if he eventually had to stop working

What is wrong with this sentence? "One of my friends like to cook Italian food"

Subject-verb disagreement "One of my friends likes to cook Italian food"