READING- fluency, comprehension, application
A first-grade teacher would like to model metacognitive reading strategies with her students. Which of the following activities would be best for the teacher to implement to accomplish this goal?
A conducting a think aloud in which the teacher reads the text orally, stopping along the way to ask questions and model making predictions
Ms. Smith is trying to help her student's distinguish between fact and opinion. She assigns an article and asks them to underline facts and circle opinions. What instruction could she give to help her students distinguish between the two?
A fact is something that could be proven true or false, even if the supporting evidence isn't included in the text.
Which of the following statements describes the main differences between a literary and a non-literary text?
A literary text relies on figurative language and imagery to tell a story, while a non-literary text uses facts and details to inform the reader on a particular topic.
Which of the following is not an element of fiction?
in-text citations
Use the paragraph below to answer the question that follows. Sammy the seal couldn't move very quickly on land, but he was a rocket in the water. As a young seal pup, Sammy was taught by his mother to quickly get to water whenever a polar bear was in sight. This way, if the bear attacked, he would be able to shoot through the water to safety. This paragraph would most likely be used as the text in a lesson to teach students which of the following skills?
interpreting figurative language
A third-grade teacher reads a story aloud to the class. After reading, each student chooses one character and makes a list of different words that describe their chosen character. Next, she organizes the students into small groups and asks them to present their characters, words, and explanations to the group. What skill is the main focus of this activity?
literary analysis
A second-grade teacher seats students in partners according to ability levels. Each pair receives one of three differentiated fictional texts. After they have had an opportunity to read the story, each pair completes the sentence stems below. Then, the teacher holds a whole group discussion in which the students share their findings. This story reminds me of a time when ___________. I felt like that character when ____________. If I were that character I would _____________. I am like_________(character name) because we both _________. If ___________ happened to me I would __________. These sentence stems prompt students to:
make textual connections.
Emelia is an ELL student with a high level of English language proficiency, but she is struggling to comprehend the text her English teacher assigned her. It does not follow a typical sentence structure and contains a great amount of figurative language. Emelia is most likely reading a:
poem.
The statement, "Ask students to recall a time when they felt disappointed and what they did to feel better" is most appropriate in which of the following sections of a kindergarten language arts lesson plan?
pre-reading strategy
A third-grade teacher reads the following passage from a story: "As Jimmy was brushing his teeth before going to bed, he heard a terrible roar come from the garage. Jimmy didn't know what could be making that terrible noise, but he left a light on in the closet while he slept that night." The teacher then asks students questions about their thoughts on the events of the passage and what might be happening. Which of the following would this activity best promote?
predicting
A sixth-grade teacher allows her students to choose a persuasive text from a few preselected options. Regardless of the article they choose, each student will receive the following post-reading questions: What is the topic of the article? What is the author's opinion or perspective on this topic? What reasons does the author present to support his perspective? Does the author provide any evidence? If so, where did the author find the evidence? Do you find the author's perspective, reasons, and evidence persuasive? Why or why not? When viewed collectively, what is the instructional purpose of the post-reading questions?
promoting close reading of expository texts
As part of a unit on weather systems, a first-grade class will be reading a scientific, informational text with many new, tier-three vocabulary terms. Before this reading takes place, the teacher has students write about their favorite type of weather, identify the current weather outside over the course of a week, and watch a few videos depicting different types of weather systems. The main purpose for these pre-reading activities is to:
provide students with ample opportunities to activate and build upon background knowledge before reading the complex text.
An elementary teacher could encourage and provide support for at-home reading by:
providing a list of popular children's books parents/guardians would enjoy reading with their children.
Go through the text with the class pointing out headings, pictures, key words, definitions, and other assistance available on the page.
recalling key details from the text
The development of reading comprehension skills is important in elementary students. Which of the following is the LEAST important strategy in promoting reading comprehension among elementary students?
relate oral language to sematics
"A Sound of Thunder" by Ray Bradbury is an example of which genre of literary fiction?
science fiction
A third-grade teacher assigns students an expository text to read with a set of five questions. More than half the class misses the same question about the article's main idea. Which of the following topics should the teacher cover to help students with this concept?
the purpose of titles, subtitles, and topic sentences (Titles, subtitles, and topic sentences all contain information about the main idea. Learning how to use these text elements will help students decipher the main idea in expository texts.)
Which strategy would best help students to self-monitor and reflect upon a text during reading?
think-aloud
How can a teacher best use reading to foster cultural awareness in their classroom?
Deliberately choose reading materials that explore a wide variety of cultures.
When students are given two texts on the same subject, one persuasive and one informative, what approach would be most helpful to determining purpose?
Determine whether each topic sentence is a claim or factual statement.
Mrs. David wants to teach her students to ask and answer literal, inferential, and evaluative questions. Which of the following would best support Mrs. David's class in asking and answering these types of questions?
Read a text as a group and then use Bloom's Taxonomy pyramid to help form different kinds of questions and answer them in the group.
A teacher wants to model for students how to pull the main idea(s) from a nonfiction text. Which activity below would be the most effective way to demonstrate this for the students?
Read a text that's projected for the class and take notes in the margins while reading.
Mr. Mather is approached by a parent about how to encourage reading and improve reading skills for their child at home. Which of the following is the most effective recommendation for Mr. Mather to make?
Read aloud books with the child at home.
In order to improve reading comprehension, Mr. Parks should encourage his students to do which of the following before reading a narrative text? Select all answers that apply.
Read the "About the Author" section and Preview illustrations, the title, or bolded vocabulary words.
In what order should a literary analysis be conducted?
Read the text, choose an area to analyze, collect textual evidence, write or speak a summary of the analysis.
Mateo and his family moved to the United States from Colombia last year. Mr. Daniels, Mateo's third-grade ESL teacher, is a bit worried about Mateo's reading comprehension skills and thinks that he would benefit from additional practice at home with his family. The problem is that he doesn't think that Mateo's parents speak any English. What should Mr. Daniels do?
Speak with Mateo's parents about the importance of reading aloud with Mateo and the value of discussing stories, whether in English or Spanish.
An ESL teacher is reading a narrative with her class of English language learners. She provides the students with only the first half of the reading and then asks them to write an ending to the story with a partner. After reading their endings aloud to the class, she then asks the students to explain what details in the story helped them to write their endings. This strategy is likely to be most effective in promoting which of the following English-language proficiency standards in reading?
Students will make predictions about and draw conclusions from a text.
Summary and analysis are both ways students can respond to literature. Which of the following best describes the difference between these two forms of response?
Summary retells the main ideas or the plot in a condensed way, while analysis requires the student to evaluate the author's choices about the text.
Which of the following is an example of alliteration?
The cow couldn't catch the flies with her curly tail.
A third-grade teacher is facilitating literature circles for her class with books that tie into their current social studies unit. The class will be allowed to choose a title from a set of books that she has pre-selected. The teacher introduces each option by showing the front cover, reading the title, and reading the back of the book. Once students choose their book and begin reading it, they will be given opportunities to meet with other students who are reading the same book. All group members are encouraged to use direct quotes from the text to support the ideas they share with their group. Which of the following best describes the teacher's motivation for choosing books based on the current focus of their social studies curriculum?
The cross-curricular focus will both provide students with applicable background information for the text and extend their understanding of the topics being discussed in social studies.
Which of the following is an example of hyperbole?
The line for the sale was two miles long.
Which of the following is an example of a simile?
The rain was coming down so hard that it felt like a bucket of water had been poured on my head.
Mrs. King tells her fifth-grade students that she is going to explain and model a strategy that should help them learn how to self-monitor their own comprehension. Which strategy would be most effective to introduce this strategy?
The teacher starts reading aloud as she is displaying the text on a slide or students are following along in a book; the teacher then pauses and asks a question aloud to herself about what she is reading.
Which of the following is an example of personification?
The tree scratched at my window every time the wind blew.
A sixth-grade teacher had decided to use literature circles with her class to work through a new fiction text they're reading. She will provide the groups with guided questions and discussion ideas to complete during and after their reading sections. Which question stem would encourage students to use context clues to increase their vocabulary?
The word "_____" means ______. I know because in the text it says, "_____."
A reading teacher has designed a lesson focused on skimming and scanning texts for significant features. What is the purpose of developing this skill
This skill will help students locate information more quickly.
How does identifying transition words help readers construct meaning?
Transition words clarify how ideas relate to one another
Mr. Simmons wants his class to compare and contrast information about a subject using a variety of genres. Which of the following instructional strategies should Mr. Simmons use?
Venn diagrams
A sixth-grade teacher had decided to use literature circles with her class to work through a new fiction text they're reading. She will provide the groups with guided questions and discussion ideas to complete during and after their reading sections. Which question stem would encourage students to relate their own lives to the reading?
When ____ said _____, it reminded me of when I _____.
A teacher wants to model for students how to determine the meaning of words within a nonfiction text. Which activity below would be the most effective way to demonstrate this for the students?
While reading aloud to the class, the teacher pauses to define vocabulary terms using context clues.
(1) Determining which foods are junk and which aren't can be confusing. Is fast food junk? What about high-calorie or convenience-store foods? Think of it this way: If the food has very few vitamins, minerals, (3) and other nutrients that you need to be healthy, it's probably junk. The main principle to remember is that food classified as junk will have a lot of sugar, fat, and/or salt. (5) The effects of junk food are no laughing matter. Junk food can lead to obesity, heart disease, and diabetes. But you may not realize how much it can immediately make you feel like, well, junk. The fat in (7) those foods can build up on your blood vessel walls, Dr. Harold Jayne explains, which "makes it harder for your blood vessels to circulate blood around your body." That buildup can quickly effect how (9) well you are able to perform during sports and other exercise. Which of the following is the best definition of the expression "no laughing matter" as it is used in line 5 of the selection?
a serious issue
Students are reading a nonfiction article about the events leading up to WWII. Which of the following graphic organizers would most likely help them comprehend the article?
a timeline
A student who is typically a strong reader and specifically loves to read fiction narratives struggles more with content specific informative texts. The teacher regularly implements pre-reading and during-reading activities for the class as a whole, but which of the following strategies would be the most helpful for this specific student when reading the more challenging informative texts?
decrease reading rate
A second-grade teacher has been using fictional texts during small group instruction with several English Language Learners. Each of the four students has achieved a different proficiency level when it comes to reading and summarizing text. Two of the students seem ready to focus on making inferences about text, whereas the other two require more direct instruction on basic comprehension skills. The teacher would like to use texts that all four students can relate to and find accessible. Which of the following types of fictional text would be best for the teacher to utilize during this activity?
folktales
A third-grade classroom is composed of students of many ethnicities, some of whom are English language learners. The students are at a variety of reading levels and proficiencies. Which type of text would be the best choice to use in this classroom so that all students can connect to and comprehend the content?
folktales
A third-grade teacher is introducing a unit on plants. Part of the unit plan calls for students to read complex texts on the topic, many of which contain unfamiliar vocabulary words. The teacher takes the students on a nature walk to sketch several types of plants and talk about their favorite ones. The teacher also takes the class out to the school vegetable garden to discuss the differences and similarities between the different plants. These pre-reading activities will help the students:
gain additional background knowledge before reading the texts.
(1) Americans spend about 1.5 billion dollars a day on groceries, but supermarkets and grocery stores want shoppers to spend even more. A typical grocery store has about 50,000 products to sell to customers. Grocery stores have found creative and clever methods to squeeze more pennies out of each customer. Which of the following is the best definition of the expression "squeeze more pennies" as it is used in paragraph 1 of the selection?
get customers to buy more goods
Which of the following genres could specifically help a reader compare the purpose of dialogue to narration?
graphic novel
Inferential comprehension is when a reader:
understands information that is not stated explicitly.
Literal comprehension is when a reader:
understands the facts or ideas in a piece of writing.
A third-grade class has just finished reading an informational text about emergency services and first responders and a second article on natural disasters. The class is then broken up into small groups to discuss the texts and answer some comprehension questions. Each group is provided with a handout listing the following sentence stems: In paragraph ___, the author says ... According to the text ... For example ... The reading says ... The teacher reminds the students to use the sentence stems while answering the comprehension questions. Providing students with these stems will best encourage them to:
use evidence from the text to support their answers.
Following the whole-class discussion of the organizer, the teacher distributes a copy of it to every student in the class. Throughout the unit, the teacher can help students utilize the web to continue their learning by showing them how to:
use the web to monitor their reading comprehension by adding new information to it after each reading assignment.
Mrs. Jones is teaching her students how to use graphic organizers to assist with understanding different texts. Which of the following would be the least effective activity?
using a timeline to show the sequence of events in a persuasive text
Which of the following will best enhance reading comprehension in a sixth-grade classroom?
using graphic organizers to compare two reading selections
Mrs. Jones is a fourth-grade reading specialist and has been asked by a number of teachers how to enhance the comprehension skills of their students, especially with expository text. Mrs. Jones checks for the teachers' understanding of various comprehension strategies. Which one of the following responses is NOT a comprehension strategy?
using phonological awareness skills
Reading comprehension is:
the process through which a reader creates meaning and understanding from a text.
An English teacher notices that her students are struggling with visualizing a story as she reads it aloud. Which of the following strategies could she implement to help students improve in this area?
After reading a section of the story out loud, the teacher asks the students to draw what they "saw" in their minds on a blank piece of paper.
Which of the following would best promote cultural awareness in kindergarten students? Select all answers that apply.
Allow students who would like to share out about their family's culture and traditions to do so when appropriate and Regularly read aloud books with characters of various ethnicities and cultures.
While reading aloud to her students, Ms. Cearing hopes to improve students' reading comprehension. Which activity could she choose to accomplish this goal?
Ask students to pause and visualize what was just read in their minds.
A fifth-grade teacher has decided to repeat a novel she taught the year before but is hoping to improve the way she structures instruction with the first portion of the book. The first chapter contains long paragraphs that describe the setting and introduce many characters, and this seemed to frustrate and confuse her class. It wasn't until the characters and conflict were well established that they enjoyed the book. The teacher would like to minimize the negative initial responses this year. Which of the following activities may help her students get off to a better start?
Ask the students to draw visual representations of the setting and/or characters described in the first chapter.
Mrs. Landingham has noticed that her students are great at identifying similes in their reading, but she wants to know if the students understand what they mean. What would be the best way for her to evaluate the students' understanding of similes they identified?
Ask them to explain what two things are being compared and what they have in common.
A sixth-grade teacher had decided to use literature circles with her class to work through a new fiction text they're reading. She will provide the groups with guided questions and discussion ideas to complete during and after their reading sections. Which question stem would encourage students to cite textual evidence to support a prediction for the next chapter of the reading?
Because the character said _____, I believe s/he will _____.
In order to help students learn to use metacognitive strategies during reading, a teacher should:
conduct a think-aloud while reading, focusing on asking questions and making predictions.
Which of the following activities will best help students identify various features of texts?
Create a scavenger hunt for students to find various features using different kinds of texts.
Before reading a literary piece, an elementary teacher will ask the class, "What do you know about...?" Which of the following best describes the purpose of this question?
connect to the student's schema
When reading and analyzing fiction texts, which element(s) might students compare? Select all answers that apply.
figurative language use and characterization
Every day, midmorning, the teacher gives her class an opportunity to walk around the room and visit with friends for 3-4 minutes, often telling them to "get it out of their system." After hearing the phrase a few times, a student comes up to ask what she means by that sentence. What should the teacher do to best support her student's understanding of this idiom?
Explain the meaning in a more literal way.
Which of the following should a teacher do before giving the first science textbook reading assignment to a class?
Go through the text with the class pointing out headings, pictures, key words, definitions, and other assistance available on the page.
A second-grade teacher wants to develop her students' skills in understanding new texts. Which of the following activities would best help students develop an understanding of a new text?
Have students record mental images that are generated from reading the story.
Mr. Hendrix, a third-grade English Language Arts teacher, wants to support his students in becoming self-directed critical readers. Which of the following activities would best help Mr. Hendrix accomplish this goal?
Have students use a Venn diagram to identify and compare the character traits of the protagonist and the antagonist of three different narratives.
What question could be asked during literature circles to encourage students to evaluate the author's word choices?
How did the descriptive language used in this chapter help you visualize the setting?
A teacher is asking students to evaluate an argument in a persuasive text. Which of the following sentence stems would best support this goal?
In my opinion...
A sixth-grade teacher had decided to use literature circles with her class to work through a new fiction text they're reading. She will provide the groups with guided questions and discussion ideas to complete during and after their reading sections. What question could the literature circles ask to encourage students to make connections to the text?
In what ways is the main character relatable to yourself or someone you know? How does this likeness help you understand his motivations and actions?
A sixth-grade teacher uses the following excerpt as part of an activity to expose her students to various forms of informational text. If you look at a map of the World, you will see, in the left-hand upper corner of the Eastern Hemisphere, two islands lying in the sea. They are England and Scotland, and Ireland. England and Scotland form the greater part of these islands. Ireland is the next in size. The little neighbouring islands, which are so small upon the map as to be mere dots, are chiefly little bits of Scotland,—broken off, I dare say, in the course of a great length of time, by the power of the restless water. After reading the excerpt together once, the teacher asks her students to read the paragraph again on their own and create a rough sketch of the described map. In what way will sketching the map support student comprehension of the text?
It requires the student to reread and visualize the image being described by the text.
Which of the following activities would most help Mr. Hanson's students work on inferential comprehension skills?
Mr. Hanson asks various students to explain possible effects of different events in the narrative.
A fifth-grade class is beginning a research project in which the students will be independently reading information about an assigned topic. Which of the following reading activities would best support student comprehension of this new information?
Paraphrase difficult sections of the text.
which of the following skills best demonstrates successfully reading comprehension?
accurate decoding of new words and conencting previous reading experiences and life experiences to the reading
A third-grade teacher is assigning an informational text that compares the education system in the United States to that of another country. Which of the following would be a useful strategy to use while they read the informational text?
add details to a Venn diagram
Which literary device is being used when words with the same starting sounds are used in a row?
alliteration
Which of the following texts would be the most likely to contain a bar graph?
an article discussing graduation rates in local school districts
An example of evaluative comprehension is when a reader:
analyzes the word choice of the author.
While reading a historical fiction book about The Great Depression, a teacher asks students to look for text-to-self connections when analyzing characters in the story. Which of the following literary features is the teacher trying to promote among the students?
characterization
Ms. Garcia works with teachers, principals, and older students at her school to have them help guide the reading instruction once a week. After the reading, Ms. Garcia and the person with whom she collaborates have a discussion with the students and work to make a collage of the story's theme. Which of the following is the most likely primary goal of the activity?
collaborating with other members of the school community to increase learner engagement and improve students' reading comprehension skills
A teacher is presenting a unit about propaganda to her students. The teacher shows various propaganda advertisements and asks the students to detect faulty reasoning among the advertisements. Which of the following levels of reading comprehension is primarily being targeted in the lesson?
evaluative
Which mode of writing is intended to provide information and includes facts and data?
expository
When reading and analyzing informational texts on the same topic, which element(s) might students compare? Select all answers that apply.
facts and opinions, author bias, and quality of evidence
Below is an excerpt from Song of Solomon 2:3 As an apple tree among the trees of the forest so is my beloved among the young men. With great delight, I sat in his shadow, and his fruit was sweet to my taste. The last line of the poem uses which type of language?
figurative
(1) Have you ever seen a homeless person? (2) Chances are, you have. (3) Homelessness is an issue that has become an epidemic, affecting people of every age and in every country. (4) This issue is especially evident in societies where people live a hand-to-mouth existence, living from paycheck to paycheck. (5) If you walk down the street in many big cities in the United States, you might notice people sleeping on the sidewalk or begging for food or money. (6) These individuals are very visible to passersby, and it is difficult to ignore them. (7) However, there are also homeless people who do not sleep on the streets. (8) They are not as visible to the public eye, but they are also homeless. (9) These people often spend their nights sleeping in shelters, which provide food, rooms, and often a variety of social services (like daycare). (10) We might not see these people on the streets, but it does not mean that they aren't suffering. Which of the following is the best definition of the expression "hand-to-mouth" as it is used in sentence 4 of the selection?
having nothing to spare
Making a content web as a class is likely to further students' ability to remember and utilize academic information they have read by:
helping students categorize their thoughts to better comprehend what they have learned about a new topic.
A sixth-grade teacher presents the class with the following description of a fictional confrontation between a middle school principal and a middle school student: The student was sent to the office due to a dress code infraction. The secretary provided the student with a different pair of shorts to wear for the remainder of the day. The student refused to wear the shorts, explaining that she did not believe her shorts were too short or inappropriate. The principal and the student discuss, disagree, and the student ends up receiving an after school detention. The teacher then randomly provides each student with either the email that was sent to the parent of the student or the text message that the student sent to her parents after school. The students are placed in pairs to evaluate how the content of the principal's email varies from the student text message. This activity is most likely designed to teach the students:
how an author's point of view can impact the account of a particular event.
A teacher is reading aloud to the class from a retelling of "Jack and the Beanstalk," and during the reading she pauses to think aloud. Below is part of her think-aloud along with the text she is reading. The teacher's dialogue is italicized. Once upon a time, there lived a boy named Jack. He and his mother lived in a tiny cottage on a farm near the outskirts of town. They didn't have much money, and the shelves in the pantry were bare. The harvest was over, but not much food was saved for the winter. Oh no, what will they do in the winter without food? I wonder how they can get some money. Maybe they have crops from the harvest to sell. Jack's mother decided that they must sell their cow. "Please take the cow to town and sell her so we can buy some food," Jack's mother said. So off Jack went with the cow in tow. I bet a cow will sell for $400. They'll be able to buy so much food! On his way to town, Jack met a man on the side of the road. "Hey there, lad, that's a nice looking cow! I'd like to buy it! Here are five magic beans that, when planted, will grow to reach the sky!" Jack was amazed, and quickly said yes. He held the magic beans in his hand and thought, "Wow! Magic beans! Mother will be so happy." Hmmm...I wonder. I think my mother would be very disappointed and sad if I came home with only five beans instead of money. Do you think his mother will be happy with Jack? During this think-aloud, the teacher is modeling which of the following text analysis skills?
making predictions
Individual expository reading in the fourth-grade classroom often requires students to use which of the following strategies to promote their success as they are reading content information?
mapping information from the text (Helping students learn to map what they are reading often enhances their skills in organizing and understanding written text.)
Which one of the elements below is not a part of an expository text?
plot, setting, and characters
"Sick" by Shel Silverstein (1) "I cannot go to school today," (2) Said little Peggy Ann McKay. (2) "I have the measles and the mumps, (3) A gash, a rash and purple bumps. (4) My mouth is wet, my throat is dry, (5) I'm going blind in my right eye. (6) My tonsils are as big as rocks, (7) I've counted sixteen chicken pox (8) And there's one more--that's seventeen, (9) And don't you think my face looks green? (10) My leg is cut--my eyes are blue-- (11) It might be instamatic flu. (12) I cough and sneeze and gasp and choke, (13) I'm sure that my left leg is broke-- (14) My hip hurts when I move my chin, (15) My belly button's caving in, (16) My back is wrenched, my ankle's sprained, (17) My 'pendix pains each time it rains. (18) My nose is cold, my toes are numb. (19) I have a sliver in my thumb. (20) My neck is stiff, my voice is weak, (21) I hardly whisper when I speak. (22) My tongue is filling up my mouth, (23) I think my hair is falling out. (24) My elbow's bent, my spine ain't straight, (25) My temperature is one-o-eight. (26) My brain is shrunk, I cannot hear, (27) There is a hole inside my ear. (28) I have a hangnail, and my heart is--what? (29) What's that? What's that you say? (30) You say today is. . .Saturday? (31) G'bye, I'm going out to play!" Which of the following is an example of a simile?
my tonsils are as big as rocks
I had a little Nut Tree, Nothing would it bear But a Silver Nutmeg And a Golden Pear. The King of Spain's daughter Came to visit me, And all for the sake of My little Nut Tree. Based on the structure and rhythm, this selection would best be described as a
nursery rhyme
In 1983, Harold Washington was the first African American elected mayor of Chicago. The following is an excerpt from his acceptance speech. (1) Tonight we are here. Tonight we are here to celebrate a resounding victory. We, we have fought a good fight. We have finished our course. And we have kept the faith. We fought that good fight. We fought it, with unseasoned weapons and with a phalanx of people who mostly have never been involved in a political campaign before. This has truly been a pilgrimage. Our government will be moving forward as well, including more people. And more kinds of people, than any government in the history of Chicago. Today... today... today, Chicago has seen the bright daybreak for this city and for perhaps this entire country. The whole nation is watching as Chicago is so powerful in this! Oh yes, they're watching. (2) Out of the crucible... Out of the crucible of this city's most trying election, carried on the tide of the most massive voter turnout in Chicago's history. Blacks. Whites. Hispanics. Jews. Gentiles. Protestant and Catholics of all stripes. Have joined hands to form a new democratic coalition. And... and to begin in this place a new democratic movement. (3) The talents and dreams of our citizens and neighborhoods will nourish our government the way it should be cherished and feed into the moving river of mankind. And we have kept the faith in ourselves as decent, caring people who gather together as a part of something greater than themselves. We never stopped believing that we were a part of something good and something that had never happened before. (4) We intend to revitalize and rebuild this city. To open its doors and be certain that its babies are healthy! And its old people are fed and well-housed. We intend, we intend that our city will grow again and bring prosperity to ALL of its citizens. In paragraph 3, the speaker employs which figurative language device in the first sentence?
personification
A fourth-grade teacher incorporates reading fiction and nonfiction passages aloud to her class regularly. When she reads a particularly dense or confusing paragraph, she will comment on it to the class, something like, "Whoa, that was a lot of information." Then she will try to paraphrase and go back to reread if necessary. What skill is the teacher modeling for her students?
self-monitoring
A teacher reads a non-fiction passage aloud to her class. She occasionally stops and asks questions that relate the text to concepts taught in the previous week. The students are using the skill known as:
synthesizing, (connecting previous knowledge to new knowledge)
A few times a week, a fifth-grade teacher reads a complex informational text with a small group of students. One day, a student says, "When I read from the top to the bottom of the page, I don't always remember what it said." The best way for the teacher to help this student would be to:
teach the student self-monitoring text strategies such as rereading and notetaking.
After reading a science article, the teacher divides students into small groups and gives each group a copy of the chart. Within each group, the students discuss the main idea and supporting details present in one of the paragraphs of the article. After each group has an opportunity to record their thoughts on their copy of the chart, the teacher puts each group's chart up on the board in the same order as the article. Finally, the teacher leads a whole class discussion on the findings of each group. This activity is likely to develop students' reading abilities by:
teaching students a method of summarizing the main points in a longer text.
