Core - ELAR

A teaching strategy used in the classroom to encourage students to write without interruption of the flow of thoughts is called —

B.Freewriting

Click on evidence in the passage that clearly identifies the primary benefit of reviewing the structure of the text for students' reading comprehension. Students need to look closely at the structure of the text in order to comprehend it. To accomplish this task, skillful teachers guide the students through picture, table, and graphic walk-through of the text while asking questions and pointing out useful text features to the students. Most texts have titles, subtitles, headings, glossaries, and bolded words. What techniques were used to make them stand out? Figuring out the structure of a text helps readers to read more efficiently. Children can anticipate what information will be revealed in a selection when they understand textual structure. Understanding the pattern of the tex helps students organize ideas. Once students understand how information in the content areas is organize, they can become more efficient readers.

- Children can anticipate what information will be revealed in a selection when they understand textual structure.

Which of the following phrases contains a mistake in capitalization?

.the north pole

Ms. Olsen plans instruction for her sixth graders very carefully. She will introduce a new topic to her students in a whole group setting, carefully explaining the concept and demonstrating the activity. Then she introduces a variation of the first activity and has her students work it along with her. Finally, Ms. Olsen gives her students a set of activities for them to work by themselves. When she checks their work, Ms. Olsen has a good idea of how well her students have learned the new topic. Use your mouse to click and drag each element of instruction to the order in which Ms. Olsen employs them in her teaching.

1. Direct Instruction 2. Modeling 3. Guided Practice 4. Independent Practice 5. Assessment

1. Shut the door. 2. I went to the store 3. I made a 100 on my test! 4. How are you today?

1. Imperative 2. Declarative 3. Exclamatory 4. Interrogative

When choosing a book for independent reading, it is important that the reader be able to read at least how many of the words in the text accurately?

95%

A fifth-grade teacher plans to supplement studies in the content areas with a research project. Which of the following answers might the teacher consider? Select ALL that apply

A. Have students use multiple resources while researching. B. Encourage students to research and collaborate outside of the classroom. D. Review web literacy skills with students

A fifth-grade teacher plans to supplement studies in the content areas with a research project. Which of the following answers might the teacher consider? Select ALL that apply.

A. Have students use multiple resources while researching. B. Encourage students to research and collaborate outside of the classroom. D. Review web literacy skills with students.

A sixth-grade teacher plays a short video clip report from a credible and safe news channel and has students orally provide the main idea of the news report. Which of the following answers best reflect why this strategy is effective for supporting oral language skills. Select ALL that apply

A. The students evaluate spoken language of others and rephrase using their own language. B. The students practice getting the gist of a story in a quick and engaging way

A teacher works with English learners at various levels of language proficiency. Which of the following strategies provides language support for ELs during classroom instruction? Select all that apply.

A. Visuals which illustrate complex concepts B. Access to content word lists C. Cooperative learning activities D. Sentence stems

A first-grade student is reading a story aloud. The student attempts to read the sentence, "Jill likes to play on a swing." Printed below is an excerpt from the student's comments as he attempts to read the sentence.Student: Jill likes to play on a [makes a /s/ sound]...I don't know that word. Sing? Swim?No, that's not it. Swing? Maybe that word is swing.After identifying the word swing, the student turns to the teacher and asks, "Is that right? Is it swing?" The teacher wants to encourage the student to use semantic and syntactic cues to verify the word. Which of the following teacher responses to the student's question would best address this goal?

A."Now try reading the sentence again and see whether swing makes sense."

Sixth-grade students are preparing to read a chapter about the digestive system. Which of the following activities is the best way to introduce the text to support reading comprehension?

A.Complete an anticipation guide

A third-grade teacher wants to use semantic feature analysis to reinforce students' understanding and organization of key concepts while reading expository texts. The teacher prepares the lesson by selecting a text about birds and determining the categories and features for the grid. On the day of the lesson, the teacher tells the students that they are going to read a text about birds but before they do, they are going to complete a grid that will help them think about different characteristics of different birds. The teacher helps the students fill in the following grid about birds. In the grid above, the teacher uses the word 'migratory'; however, the plans do not incorporate the direct pre-teaching of this word. Which of the following vocabulary activities would be the best to incorporate into this lesson?

A.Help the students create a word map that visually defines the word using examples and non-examples.

A third-grade teacher wants to use semantic feature analysis to reinforce students' understanding and organization of key concepts while reading expository texts. The teacher prepares the lesson by selecting a text about birds and determining the categories and features for the grid. On the day of the lesson, the teacher tells the students that they are going to read a text about birds but before they do, they are going to complete a grid that will help them think about different characteristics of different birds. The teacher helps the students fill in the following grid about birds. In the grid above, the teacher uses the word 'migratory'; however, the plans do not incorporate the direct pre-teaching of this word. Which of the following vocabulary activities would be the best to incorporate into this lesson?

A.Help the students create a word map that visually defines the word using examples and non-examples.

Mr. Stinson is helping students in his Content Mastery class with their science assignment. They are required to read a chapter in their fourth-grade science book and answer questions about it. All of these students have difficulty with reading. Which of the following approaches would be most effective in helping them with their assignment?

A.Mr. Stinson goes over vocabulary words they will encounter in their reading and they discuss the meaning of those words.

Mr. Brogna knows that it is important for his students to work on their delivery skills while rehearsing their speeches. During rehearsal, he tells the students to work on the physical aspects of their delivery which support communication including —volume: how loud or soft the speaker is speaking;pitch: the high or low sounds of the voice;speaking rate: how fast or slow the person is speaking; and,stress: the amount of emphasis a speaker places on certain words.Of the following, which would be the best strategy to use in order to emphasize the physical aspects of speech delivery?

A.Place students with a partner and then have each student record his/her speech into a tape recorder. Students then work together with a partner to provide feedback on each other's delivery skills.

Matouk is working with his fifth grade students to develop their reading comprehension skills. During a guided practice activity, Mr. Matouk asks his students questions to stimulate some specific strategies for reading comprehension. One of the questions he asks is as follows: "Look over the pages we will be reading today. What is the title of the chapter? Do you see any paragraph headings? Any italicized or bolded words? Make a note of what you see. What do you think this text is about?What reading comprehension strategy is Mr. Matouk teaching his students to use?

A.Previewing

Mr. Brandon had his class write a story on a personal experience they had. Below is the story written by Kyle. Based on this writing sample, what suggestion would Mr. Brandon want to make to Kyle in revising it in order to obtain the most immediate improvement?

A.Reorganize the sequence of events into a more logical order.

A teacher introduces new science vocabulary words to her students. The new words describe the various types of volcanoes. Which of the following activities would help students represent the various types of volcanoes?

A.The students illustrate the volcanoes using descriptions provided.

A teacher assigns her middle school students to read about types of rocks. Which of these follow-up activities might provide the most relevant way for her students to learn about types of rocks and their characteristics?

A.The teacher will provide embossed graphics that capture the characteristics of different rock types.

Mrs. Swanson is attempting to help students select books they can read on their own. As part of this process, she must determine each student's independent reading level. In order to accomplish this task effectively Mrs. Swanson should select books in which students —

A.have 5 or less word recognition errors per 100 words of text.

Keenan is a fifth grader in Mr. Jump's History/Social Studies class. Frequently, Mr. Jump asks his students to read short passages in class and then discuss with their classmates concepts from the text. Mr. Jump notes that Keenan is successful with literal comprehension of what he reads, but struggles with making inferences from his reading and cannot form a judgement about what he has read. Mr. Jump plans an instructional response for Keenan that features

A.higher order questions that will encourage critical thinking.

An elementary teacher uses an I-Chart to help students examine a topic by integrating prior knowledge on the topic with information found from a variety of sources. Which of the following tasks should the students do first when conducting research?

A.identify the topic

Structural analysis would be an especially appropriate strategy for a student to use to determine the meaning of which of the following words?

A.impassable

With which of the following writing conventions does this student appear to struggle?

A.word omission

Complete the table below to show which of the benefits are associated with reading graphic novels and which are associated with reading classic young adult literature in an upper elementary classroom.

Ask students to infer based on the text provided - Classic Young Adult Literature Develop reader's ability to interpret characters' nonverbal gestures - Graphic Novels Serve as pathways to current movies and television series - Classic Young Adult Literature Discern character emotions through emphases in text - Graphic Novels Encourage visual literacy - Graphic Novels Encourage traditional literacy skills - Classic Young Adult Literature

Ms. DiStefano teaches sixth grade language arts in a middle school in McAllen. Her students include many who are currently learning English. Ms. DiStefano understands the importance of helping her students to decode the new vocabulary they find in their reading for enjoyment and their reading for information. She recognizes that the development of a sight word vocabulary is key component of their reading fluency. Look at the table below and click in the boxes next to the elements that make up each component of reading

Automaticity - Reading Fluency Blending - Word Identification Contextual Analysis - Word Identification Prosody - Reading Fluency Sight Word Vocabulary - Word Identification Word Stress - Reading Fluency

What's in a Name? Materials and preparation The Name Jar by Yangsook Choi Introduction (5 minutes) Ask students: When you think about your name, what emotions do you feel (if any)? Why? Give students a minute of thinking time, then have some students share. Explain that today, students will be learning and sharing more about their names. They will first read a story about a girl whose name had a special meaning, but who experienced many different emotions about her name. Tell students that it is a story that they may be able to relate to in one way or another. Explicit Instruction/Teacher modeling (30 minutes) Read The Name Jar aloud to students. If necessary, ask clarifying questions during the story to make sure students understand the plot of the story. When the story is complete, have students turn and talk to a neighbor to discuss the following questions: How did Unhei's feelings about her name change throughout the story, and what made her feelings change? Why was Unhei's name so special to her and her family? Have you ever felt embarrassed about your name, like Unhei? Why are names so important to people? After giving students several minutes to discuss these questions, have some students share out their answers with the class. Guided Practice (10 minutes) Tell students that now they will be writing the stories of their names. This is more of an explanatory story—it will give information about each student's name, such as why their name was given and what emotions they have about their name. Tell students they are required to write a paragraph about both their first and last names. Give students the following guiding questions: What does your name mean? What is the origin or your name? Why did your parents give you your name? Who or what does your name remind you of? How do you feel about your name? Have your feelings about your name changed, and if so, why? Why is your name so special to you? Stress that these questions are only to help them think about what they want to write—they do not have to answer all of them. Let students know that they will have an opportunity to take this assignment home and add to it in case they want to ask their parents more about their name. Show students your own name story as a model. Students will love knowing your first name and learning more about you. Independent working time (25 minutes) Give students plenty of time to write their name stories. Circulate the room to make sure students are on the right track. Encourage students who finish early to add more detail to their writing. Assessment (5 minutes) Read the students' paragraphs to determine if they were able to follow the directions and write about their names. Ask yourself whether a student's writing is organized and stays focused on the topic at hand. The answers to these questions can help you determine where he may still need explicit instruction. Review and closing (5 minutes) Remind students that tonight they can add to their name stories if they wish to. Have students turn and talk to answer the following question: How will hearing your classmates' name stories help you learn more about them? Composition listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to —

B. develop drafts into a focused, structured, and coherent piece of writing. C. organizing with purposeful structure, including an introduction, transitions, and a conclusion. D. developing an engaging idea with relevant details. E. revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity. F. edit drafts using standard English conventions.

After reading Number the Stars by Lois Lowry, a fifth-grade student writes the following summary. Number the Stars is set during World War II and is about Annemarie Johansen and her Jewish family. The family had to escape from Copenhagen to Sweden to avoid being deported by the Nazis. Which of the following is most likely the genre of Number the stars?

B.Historical Fiction

A sixth-grade teacher, with students at the beginning and intermediate level of English language proficiency in listening and speaking, plans a unit on poetry. In order to provide targeted instruction for all students, the teacher chooses content concepts appropriate for the age and educational background level of students, the teacher adapts content for all students, and the teacher plans meaningful activities to integrate lesson concepts.As the teacher shares new terminology related to types of poetry, which of the following strategies will best support the English learners' understanding of the new words?

B.Share examples of the types of poetry.

A sixth-grade teacher uses a knowledge rating chart to informally assess vocabulary knowledge. Students self-assess their knowledge of the words before and after the vocabulary study. If students know the word, they should be able to use it correctly. If they have heard of it, they may or may not understand the word well. If they don't know it, this is a word absent from their vocabulary. Illustrated below is one student's recorded assessment. The teacher deliberately incorporates structural analysis into vocabulary lessons. Which of the following strategies would best promote students' understanding of the meanings of the vocabulary words on the list?

B.The teacher analyzes the prefixed words and word derivations

A teacher uses the "pie" analogy to teach her students about author's purpose. The acronym stands for the most common purposes - the P stands for persuade, the I stands for inform, and the E stands fo

B.entertain.

A sixth-grade teacher uses a knowledge rating chart to informally assess vocabulary knowledge. Students self-assess their knowledge of the words before and after the vocabulary study. If students know the word, they should be able to use it correctly. If they have heard of it, they may or may not understand the word well. If they don't know it, this is a word absent from their vocabulary. Illustrated below is one student's recorded assessment. The knowledge rating chart described above is likely to increase vocabulary primarily by helping students

B.evaluate one's understanding of words and to monitor their vocabulary growth.

Mr. Batista's sixth-grade class has been studying volcanoes. He designs the following activity for the class, which includes a number of English learners.Paragraph-Building Activity The teacher leads a whole-class discussion on a topic related to the science unit on volcanoes. Students form heterogeneous cooperative learning groups with three or four students in each group. The students in each group continue discussing the topic. Each student writes one or two sentences about the topic on sentence strips. The members of the group then decide how to put the various sentences together, editing the sentences as necessary to form a comprehensible paragraph about the topic and correcting any errors in grammar or spelling. After participating in this activity, all of the students review the chapter in their science text about volcanoes.The paragraph-building activity designed by Mr. Batista is likely to promote English learners' reading development primarily by helping them —

B.transfer skills from oral language to written language.

A first-grade student is reading a story aloud. The student attempts to read the sentence, "Jill likes to play on a swing." Printed below is an excerpt from the student's comments as he attempts to read the sentence.Student: Jill likes to play on a [makes a /s/ sound]...I don't know that word. Sing? Swim?No, that's not it. Swing? Maybe that word is swing.After identifying the word swing, the student turns to the teacher and asks, "Is that right? Is it swing?" Which of the following teacher prompts would most likely be effective in eliciting helpful information about the student's use of word-identification strategies?

C."Tell me how you figured out that the word was swing ."

Mr. Batista's sixth-grade class has been studying volcanoes. He designs the following activity for the class, which includes a number of English learners.Paragraph-Building Activity The teacher leads a whole-class discussion on a topic related to the science unit on volcanoes. Students form heterogeneous cooperative learning groups with three or four students in each group. The students in each group continue discussing the topic. Each student writes one or two sentences about the topic on sentence strips. The members of the group then decide how to put the various sentences together, editing the sentences as necessary to form a comprehensible paragraph about the topic and correcting any errors in grammar or spelling. After participating in this activity, all of the students review the chapter in their science text about volcanoes.Which of the following best describes one important way in which this activity is likely to benefit English learners?

C.Discussing and writing about a content-area topic supports English learners' reading of related texts by reinforcing key vocabulary, language structures, and schemata.

Mr. Lathan's fourth-grade social studies students are engaged in the following activity: Each student is assigned a reading buddy. Each buddy reads a section from the social studies text aloud while the other listens. After the reader finishes, the listener asks questions focused on the reading which both then discuss. After the discussion, the listener briefly summarizes, out loud, what the section was about. How would this activity tend to improve students' comprehension skills?

C.It would improve students' engagement with the text and increase their comprehension.

A teacher introduces new social studies vocabulary words to her students. The new words describe various landforms. First, the class reviewed "kid-friendly" definitions of each word. Which of the following activities requires students to select, organize, and produce visuals to complement and extend the meanings of the words?

C.The students use safe internet sites to find and draw visuals for each landform.

A teacher plans to increase reading fluency among a group of struggling readers. Which of the following would be least effective in improving fluency?

C.The teacher might have the students race each other to see who can read a passage the quickest.

A pre-kindergarten teacher wants to encourage parents/guardians to help support their children's writing development. When communicating with families about this issue, the teacher should emphasize the value of

C.affirming all early efforts by the child to approximate written language at home.

Use the excerpt of the poem "Jabberwocky" published by Lewis Carrol in 1871, to answer the question that follows. `Twas brillig, and the slithy tovesDid gyre and gimble in the wabe:All mimsy were the borogoves,And the mome raths outgrabe. Pointing to the poem on the board, a teacher asks his students if they can tell which of the nonsense words in the poem are nouns. One student says that toves is a noun. Another says that wabe and borogoves are nouns and adds that gyre and gimble are verbs. The class then discusses how students were able to draw these conclusions.This exercise would be especially useful for helping students understand that —

C.being familiar with common language structures can help a reader interpret a text.

During guided reading groups, a teacher points out the use of apostrophes in possessive nouns to a group of students. The teacher was

C.building an understanding of writing conventions through the use of literature.

A fifth-grade teacher regularly includes activities to support students' reading fluency and reading comprehension in her English, Language Arts, and Reading instruction. To support her students' development of comprehension skills, the teacher sets a purpose for their reading of both fiction and non-fiction texts and helps the children link their prior and new knowledge. Which of the activities below would the teacher use to support the development of her students' fluency skills?

C.choral reading

Mrs. Graton's sixth-grade language arts class is studying modern British novels. There are a number of English learners in the class. Which of the following strategies will best facilitate these students involvement in class discussions and promote their comprehension of the texts?

C.distributing the ELL students in mixed groupings of other students for discussion of cultural references

Goodreads is a social cataloging website that allows individuals to search its database of books, quotes, and reviews. Which of the following would be an appropriate use for Goodreads in a sixth-grade language arts classroom?

C.encouraging students to follow each other on Goodreads to read each other's reviews and recommendations for independent reading

Ms. Molar provides her students with many opportunities to interpret ideas from information presented on maps, computer graphics, computer printouts, microfilm, YouTube videos, television programs and uses these and other media to compare ideas and points of view. Ms. Molar chooses these activities most likely because she understands that a person that is media literate can

C.read, analyze, and critically evaluate information presented in a variety of formats (television, print, radio, computers, etc.).

Mrs. Schlaegel teaches English, language arts, and reading for fifth and sixth graders. To support her students' continuing development of comprehension skills, Mrs. Schlaegel teaches them to use the SQ4R plan when reading in the content areas. Mrs. Schaegel believes that the SQ4R supports her students' reading comprehension because it

C.requires students to process and present the information they have read in a new structure and enhances their memory retention.

An elementary teacher uses synonyms as a strategy to define general vocabulary. The teacher's goal is to —

C.use student background knowledge to learn new words.

A middle-school teacher designs the following instructional activity. Using the board, the teacher writes and pronounces dict. She explains that dict derives from the Latin word for "speak." She then asks students if they can think of English words that start with or include dict. The teacher uses students' suggestions to create the diagram shown here. This activity is likely to promote students' vocabulary development primarily by helping the students —

C.use word roots to determine the meaning of related words.

Being a fluent reader allows one to focus on the _________ in the reading, rather than focusing on the decoding of each individual word. As children become fluent readers, they are able to interact with text on a higher level. However, if children are not fluent in their reading, their overall success with reading is hindered. Non-fluent reader are often children who struggle with ______ as well. These students spend a great amount of time decoding and trying to break apart words, which then leads to a loss of _____ and an unclear understanding of the text. It is important to master decoding skills before becoming a fluent reader.

Content Decoding Meaning

A fourth-grade social studies teacher is designing a lesson to help his students critically evaluate magazine articles on various topics. Which of the following activities would most likely accomplish that purpose?

D.Determine which parts of the article are fact and which are opinion.

Mrs. Dothan's fourth-grade class is reading the book, The Best School Year Ever, by Barbara Anderson. Mrs. Dothan wants to make sure that her students keep up with their reading assignments and understand the character and plot developments as they read. Which of the following activities would be most appropriate for accomplishing this?

D.Have students keep a book journal and make an entry relating to character and plot development for each reading assignment

Which of the following sentences contains an error?

D.He knows that each of the students need a book, pencil and paper.

After reading Number the Stars by Lois Lowry, a fifth-grade student writes the following summary. Number the Stars is set during World War II and is about Annemarie Johansen and her Jewish family. The family had to escape from Copenhagen to Sweden to avoid being deported by the Nazis. Based on the summary, the student will benefit most from instruction in which of the following skills?

D.Providing a beginning, middle, and end.

Which of the following strategies is most effective in teaching students to recognize the words listed in the picture above? - always, around, because, been, before, best, both, buy, call, cold, does, don't, fast, first, five, found, gave, goes, green, its, made, many, off, or, pull, read, right, sing, sit, sleep, tell, their,these, those, upon, us , use, very, wash, which, why, wish, work, would, write, your

D.Using creative ways to expose the students to the words in multiple situations and contexts.

Miss Karam is teaching her sixth graders a unit on comprehension strategies. For the next few days, the class will be working on distinguishing fact and opinion in a text. She is introducing the topic today with direct instruction and examples. The lesson will conclude with a guided practice activity in which the students will read to discriminate between fact and opinion in the text. What type of text should Miss Karam provide for the children to use in the guided practice?

D.a newspaper editorial

Mrs. Swanson is attempting to help students select books that they can read on their own. As part of this process she must determine each student's independent reading level.In order to determine her students' independent reading level, Mrs. Swanson's best approach would be to —

D.administer an informal reading inventory to each student

In order to determine a student's independent reading level, the teacher has the student read a text while keeping track of the reading errors the student makes. Upon the student's completion of the text, the teacher does which of the following? If the percentage is 95 or higher, the text read is at the appropriate level for the student's independent reading

D.divides the number of words read correctly by the total number of words to calculate a percentage

Ms. Hollister's fourth-grade class is beginning a unit on deserts. She starts the unit by having the students form small groups and list everything they know about deserts. Then the whole class meets to share their lists, and Ms. Hollister asks the students to help her arrange their ideas into a concept web. The class's partially completed concept web is shown here. Creating such a web is likely to promote students' ability to retain and use information that they read about a topic by

D.helping student learn to use categories to organize their thinking about the topic.

Reading fluency is the ability to decode words quickly and accurately to facilitate comprehension. Reading comprehension is processing a written text for the author's intent and personal meaning. Look at the table below and click in the boxes next to the element that develops each reading skill.

Decoding Words - Reading Fluency Automaticity - Reading Fluency Prosody (Intonation) - Reading Fluency Identifying the Purpose of the Text - Reading Comprehension

Mr. Batista's sixth-grade class has been studying volcanoes. He designs the following activity for the class, which includes a number of English learners. Paragraph-Building Activity The teacher leads a whole-class discussion on a topic related to the science unit on volcanoes. Students form heterogeneous cooperative learning groups with three or four students in each group. The students in each group continue discussing the topic. Each student writes one or two sentences about the topic on sentence strips. The members of the group then decide how to put the various sentences together, editing the sentences as necessary to form a comprehensible paragraph about the topic and correcting any errors in grammar or spelling. After participating in this activity, all of the students review the chapter in their science text about volcanoes. Which of the following best escribes one important way in which this activity is likely to benefit English learners?

Discussing and writing about a content-area topic supports English learners' reading of related texts by reinforcing key vocabulary, language structures, and schemata.

Students in a fourth-grade class have been reading and discussing a story. Which of the following informal assessment strategies would likely be most effective in evaluating students' ability to analyze story elements and make personal connections with the text?

Each student pretends to be a character from the story and writes a journal entry reflecting on the significant events of the story.

Mr. Brogna's six-grade students are very knowledgeable of editing software on their computers and use spell check very effectively. Which of the following errors will spell check identify?

Errors with orthography

Complete the table and show the correct number of phonemes

Fox - 4 Plan - 4 Sight - 3 Shin - 3 Bent - 4

Mrs. Coronado teaches fifth-grade ESL at Reginald Elementary School. Her students have a wide array of English language proficiency but recently she discovered that most of her students were having difficulty understanding multisyllabic words with prefixes and suffixes. Mrs. Coronado would like to plan an activity that leads to the purposeful use of morphemic analysis as a word-learning strategy. Which of the following activities is best suited to achieve this purpose?

Given a specific root, students work with a partner to create a list of words with the root then write definitions for the words on their list.

Complete the table to show the correct number of syllables for each word listed.

Individual - 5 syllables Crocodile - 3 syllables Disturbances - 4 syllables Correctness - 3 syllables

Ms. Adams is developing an instructional unit that will help her fourth-graders activate their prior knowledge before reading content area texts. Which of the following instructional strategies should Ms. Adams include in this unit?

KWL

A teacher wants to take advantage of students' oral language strengths to promote their reading proficiency. She begins planning a variety of activities for this purpose. In one activity, students will choose a partner and select a storybook from the class library. Before they begin reading the book, the partners will read the title and look at the illustrations. Based on this preview, the partners will discuss their predictions about the story (e.g., what may happen, who the main characters are). Which of the following steps would be most important for the teacher to take when introducing the activity described above?

Model for the class how to make predictions about a story based on its title and illustrations.

Mr. Stinson is helping students in his Content Mastery class with their science assignment. They are required to read a chapter in their fourth-grade science book and answer questions about it. All of these students have difficulty with reading. Which of the following approaches would be most effective in helping them with their assignment?

Mr. Stinson goes over vocabulary words they will encounter in their reading and they discuss the meaning of those words.

Which of the following sentences contains an error in punctuation?

My mother is a terrible listener, she always interrupts when I am talking.

The boy went to school yesterday. He surprised his wife and bought flowers for her birthday. The football game went into overtime. Everyone dislikes Monday mornings.

Preposition - for Noun - football Adjective - Monday Adverb - yesterday

In Texas public schools, foundational language skills are developed and sustained by seven integrated strands that are expressed through the Texas Essential Knowledge and Skills. The goal is to ensure a literate Texas. With thin in mind, use your mouse to click and drag each ELAR TEKS next to their corresponding integrated strand with which it is associated in the table that follows.

Response - discuss and write about the explicit or implicit meanings of text Author's purpose and craft - analyze how the author's use of language contributes to mood and voice Foundational Language Skills - follow and give oral instructions that include multiple action steps Comprehension - generate questions about text before, during, and after reading to deepen understanding and gain information Inquiry and Research - differentiate between primary and secondary sources Composition - compare multi - paragraph argumentative texts using genre characteristics and craft Multiple Genres - infer multiple themes within and across texts using text evidence

Which of the following instructional strategies is likely to be most effective in improving the reading fluency of Sascha, a third-grade student?

Sascha practices reading a favorite story aloud several times and then reads it into a microphone to record the reading.

Complete the table to identify skills associated with Learning to Read and skills associated with Reading to Learn.

Students make and verify predictions as they read - Learning to Read Students learn how word parts fit together to form multi-syllabic words. - Reading to Learn Students learn to develop story maps - LearStudents use proven reading comprehension strategies including predicting, synthesizing, close reading, self-monitoring, thinking aloud - Reading to Learn Students use illustrations and observation to better understand what is happening in the text - Learning to Read Students read different literary genres including, epic, drama, tragedy, comedy, biography, mystery, nonfiction, fiction - Reading to Learn

A third-grade teacher wants to broaden students' understanding of their own culture and the cultures of others through the reading of literary texts. Which of the following strategies would most effectively address this goal?

Students read folktales and other literature from various cultures and discuss the similarities and differences.

1. The boy felt neglected indeed 2. Although they lost the game, they demonstrated great skill 3. She is intelligent and generous. 4. The brilliant student would do anything to make a good grade.

Subordinating Conjunction - Although Predicate Adjective- Intelligent Conjunctive Adverb- Indeed Indefinite Pronoun- Anything

Silent reading can be a real bore if you don't have students periodically interacting with the ____ or each other. As part of the reading purpose, direct students to make notes about new vocabulary, key ideas, or dialogue that reveals character traits. Employing literacy skills like these will help students focus on the text which improving their ____. After a section of reading is complete, have them turn to their neighbors and talk about what they just read. This will help students ____ the ideas in a text and allow them to check in to assess what they understand.

Text Comprehension Process

A classroom teacher conducted a running record with Micah. Micah's reading rate was very slow. He would come to an unknown word and stop to try to decode it. Micah would try to sound out the word phonetically, but miscue analysis showed the miscues often contained irregular word patterns. What might the classroom teacher have Micah do next?

The classroom teacher should have Micah practice using context to decode unknown words.

A sixth grade student wants to present research on World War II to the class. If the student wants to demonstrate the sorrows of the holocaust, which media might be most powerful?

The student will share photos of holocaust survivors.

A teacher anticipates students will have a difficult time reading an expository text associated with content planned for a science lesson. Which of the following strategies might the teacher implement prior to reading the text?

The teacher may have students skim the text for difficult words, which the class will discuss before reading.

A teacher made several graphic novels available to the students in class. The students loved to look at the novels, which are like comic strips in novel form, but the teacher noticed that many of the students had trouble comprehending the stories and could not critically evaluate them. Which step might the teacher consider to help the students understand the meanings of the stories?

The teacher should teach students how to use visual cues used in graphic novels to understand the text features and stories.

A kindergarten teacher reads a book aloud to her class. She begins by introducing the author and the illustrator. What might she do next in order to evaluate the role of these persons?

The teacher will ask the class what the author and illustrator do in the book.

The teacher considers ways to use word relationships and the students' prior knowledge to expand vocabulary knowledge. Which of the following strategies would best enhance word recognition?

The use of synonyms would enhance word recognition.

Complete the table and show the correct number of phonemes

Watch - 3 Play - 3 See - 2 Knight - 3

Jodi is writing a story about her experiences playing basketball for a book about sports. She wants to revise the draft to create a better flow. Read the draft of the composition below and select the best transition word from the drop-down menu to complete the blank. College basketball was very different from high school ball. __________ the coach was strict, college life included far more independence. It was too easy to overeat or to neglect my studies. The rigor of basketball practice often left me too tired to concentrate on my studies. It was all I could do __________, in order to make it to class on time.

While however

A second-grade teacher is planning writing activities for her class. Which of the following activities would be least appropriate?

writing a persuasive essay

Mrs. Swanson is attempting to help students select books that they can read on their own. As part of this process, she must determine each student's independent reading level. In order to determine her students' independent reading level, Mrs. Swanson's best approach would be to

administer an informal reading inventory to each student.

A pre-kindergarten teacher wants to encourage parents/guardians to help support their children's writing development. When communicating with families about this issue, the teacher should emphasize the value of —

affirming all early efforts by the child to approximate written language at home.

During guided reading groups, a teacher points out the use of apostrophes in possessive nouns to a group of students. The teacher was

building an understanding of writing conventions through the use of literature.

The Informal Reading Inventory (IRI) is an individually-administered diagnostic tool that assesses a student's reading comprehension and reading accuracy. Typically, IRIs consist of —

graded word lists and passages ranging from pre-primer level to middle or high school levels.

Mrs. Firebaugh, a second-grade teacher, notices that one of her students is reading well overall but still struggles with words such as "though" and "been". Which of the following instructional strategies would most benefit this student?

high-frequency words with irregular spellings

Mrs. Santiago teaches English, language arts, and reading for fourth graders at T. C. Cherry Elementary School. Throughout the year, Mrs. Santiago includes regular opportunities for individual students to read both silently and aloud in her whole and small group language arts instruction. Her rationale for doing this is —

if, after reading aloud, Mrs. Santiago asks the student comprehension questions, the student will most likely have to read the same passage silently to be able to respond to the questions.

Ms. Dobbins is concerned about Erich, a fifth grader in her home room. Although Erich's scores on his mathematics STAAR are strong, his scores in other subject areas are below average. His grades in each subject area reflect his STAAR scores. Informal observations of Erich by Ms. Dobbins reveal that he does not enjoy independent reading. Ms. Dobbins includes a sustained silent reading period during home room. Erich is often a discipline problem during this time, refusing to read and disrupting students sitting near him with noise and distractions. Private conversations with Erich reveal that he thinks reading is "boring" and "a waste of time." Ms. Dobbins has asked to meet with Erich's ELAR teacher to plan some strategies that will encourage Erich to read independently. A good starting point for these strategies would be

meeting with Erich's adult family members to encourage their modeling and support of Erich's independent reading.

Brian writes "hom" for the word home. When considering the developmental stages of spelling, Brian uses —

phonetic spelling

Ms. Molar provides her students with many opportunities to interpret ideas from information presented on maps, computer graphics, computer printouts, microfilm, YouTube videos, television programs and uses these and other media to compare ideas and points of view. Ms. Molar chooses these activities most likely because she understands that a person that is media literate can —

read, analyze, and critically evaluate information presented in a variety of formats (television, print, radio, computers, etc.).

Teachers engage children in reteach activities when children have not adequately mastered instructional objectives. Which of the following is not appropriate for a reteach activity?

repeating direct instruction

A fourth-grade English-as-a-Second-Language teacher is working with a group of students who are about to begin some pre-vocational training. It is important for these students to learn certain sight words before beginning this training. Which of the following words would the teacher most likely want to focus on teaching as sight words?

through, light, said, there

An elementary teacher uses synonyms as a strategy to define general vocabulary. The teacher's goal is to

use student background knowledge to learn new words.