Comprehension (Quizzes)
9th-grade teacher has assigned a literary text to her class and is using an in-class writing activity to assess their literary analysis skills. For this purpose, which of the following prompts should the teacher pose to the class? A How do the events described in the text reveal a theme? B What was your emotional response to the conclusion of the text? C Is this a text that you would recommend to others? Why or why not? D How have the author's life experiences impacted his life as a writer?
A.
A student demonstrates weakness in story retelling. To improve the student's story retelling, the next step the teacher should take is to: A administer further assessments to determine whether the weakness is related to decoding issues, vocabulary issues, or general comprehension issues. B assign extra reading passages for homework and ask the student to summarize the story to their parent at home after reading each text. C provide additional opportunity to practice in class. D allow a fellow student to model story retelling.
A.
Which mode of writing is intended to provide information and includes facts and data? A expository B persuasive C narrative D descriptive
A.
Which of the following is the best approach to creating collaborative groups? A Group students heterogeneously. B Group students homogeneously based on reading level. C Allow students to choose their own groups D Group students randomly.
A. group heterogeneously: heterogeneous grouping is best for all group members. High achievers benefit from the opportunity to share and clarify their ideas through discussion and struggling students benefit from direct conversation with someone capable of correcting misunderstandings
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? A mapping information from the text B selecting a passage on a topic new to the student to promote interest C discussing the text as a class while reading D adding new and unfamiliar words to a class word wall
A. helping students learn to map what they are reading often, enhances their skills in organizing and understanding written text
A teacher has noticed that her advanced English language learners with high literacy levels in their native languages share similar reading skills and behaviors with their native English-speaking peers. In fact, when reading a grade-level text, the main difference lies in: A vocabulary size. B ability to make inferences. C decoding skills. D metacognition skills.
A. vocabulary is a language-specific skill that must be explicitly taught
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? A Provide student with a teacher-written summary of a text after the class has read it together. B While reading aloud to the class, the teacher pauses to define vocabulary terms using context clues. C Read a text that's projected for the class and take notes in the margins while reading. D While reading a text projected for the class, the teacher highlights transition words and phrases used in each paragraph.
B
It is essential that fourth- and fifth-grade students have a good knowledge structure about listening, speaking, reading, and writing in order that new skills can be more easily learned. This process is called: A phonemic awareness. B scaffolding. C syntax development. D segmentation.
B
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. A Read the guided questions provided by the textbook. B Preview illustrations, the title, or bolded vocabulary words. C Read the "About the Author" section. D Fill out a plot diagram.
B. By previewing the story for any textual features, students will know what to expect as the story progresses C. provides reader with context for the story
Based on current research, what is the best way for ELL students to be grouped in a content area class for a discussion activity? A heterogenous English-language levels and homogenous content-area knowledge B heterogenous English-language levels and content-area knowledge C homogenous English-language levels and content-area knowledge D homogenous English-language levels and heterogenous content-area knowledge
B. ELL should spend the most time in heterogeneous groups. They benefit in these settings when they can experience authentic communication with fluent English-speaking models. It is also best to group students with varying levels of content knowledge so that the students can help and learn from one another
Elena is a fifth-grade student with a specific learning disability in reading. Elena's reading fluency level is slightly below grade level, but she has significant deficits in reading comprehension skills and responds to reading comprehension questions on a second grade level. Based on this information, what would be an appropriate objective to meet Elena's current needs in the area of reading? A When given a second-grade level text, Elena will read at a rate of 120 words per minute with less than 2 errors. B When given a third-grade-level text, Elena will respond to questions pertaining to the main idea, characters, and setting with 80% accuracy. C When given a fifth-grade-level text, Elena will accuracy identify the beginning, middle, and end of the story. D When given a fifth-grade level text, Elena will respond to questions pertaining to the main idea, characters, and setting with 100% accuracy.
B. Elena reads fluently but struggles with comprehension.
In the context of an ELA classroom, which of the following are examples of differentiated instruction? A. whole class mini-lessons with built in time for questions at the end B literature circles with book options available at various reading levels C multiple-choice assessments with the opportunity to make corrections D. consistent use of small-group instruction with lessons dependent on student need
B. The literature circles as described take into account different reading levels and provide options for students at their reading level. This is a way to differentiate literature instruction to account for varied student abilities.
ollowing the completion of a novel, the teacher provides various options to her students as a final writing assignment. Some of the options she provides are: A traditional literary analysis essay A fictional diary entry from a character in the text A summary of the text Considering the different skills involved in each of these options, which of the following best describes the teacher's main goal for this assignment? A to evaluate the student's ability to write for formal writing purposes B to facilitate a variety of student responses that all require a close reading of the text C to develop general writing fluency D to determine whether or not the student finished reading the text
B. despite the list provided options including very different genres of writing, all required clear understanding of the text in order to respond
An example of evaluative comprehension is when a reader: A decodes a word for pronunciation. B analyzes the word choice of the author. C connects events to their own past experiences to build understanding. D recalls details.
B. evaluative comprehension involves the ability to evaluate or analyze the text through questioning. This would include analyzing word choice
Eighth-grade students are working independently to analyze a poem. Which of the following strategies would best prepare students to analyze the poem? A labeling stanzas B making inferences C rewriting to change tone D defining vocabulary
B. making inferences about the author, setting, mood, and other aspects of the poem will help the students to analyze the poem and understand the theme
Where in a nonfiction book would a student most likely find the author's purpose? A The Foreword B The Preface C The Afterword D The Back Cover
B. the preface of a book is written by the author and is the most likely place a student would find the authors purpose in writing the book
A teacher is asking students to evaluate an argument in a persuasive text. Which of the following sentence stems would best support this goal? A The author believes... B The author's introduction suggests... C The quote demonstrates... D in my opinion
D. evaluation requires the student to first comprehend the text, then form and express opinions in response to the perspective the author offers in the text
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? A take turns reading aloud with a neighbor B use a dictionary to define every unfamiliar word C paraphrase the text sentence by sentence D decrease reading rate
D. when reading to learn and reading something outside of your comfort zone, it is often helpful to read more slowly than usual
Of the following, which would be most beneficial to students using the Internet for research purposes? A Explain that the first ten to twenty search engine results are the only websites a student needs to review. B Have each student write ten search topics before beginning research on the Internet. C Demonstrate the most efficient ways to search for topics, identifying the best words to use and how punctuation can influence search results. D Allow students to print the homepage to each page they find important on their research topic.
c
A fourth-grade class contains several English language learners whose native language is Spanish. This week's learning goal asks students to write a personal narrative about their favorite place to visit. The teacher introduces the essay and notices the English language learners sitting quietly, confused as to how to begin. Which of the following approaches should the teacher take to best help this group of students succeed on this assignment? A Use visuals, such as pictures and a graphic organizer, to scaffold their learning. B Implement kinesthetic components by allowing these students to act out their essay. C Slowly reread the instructions to them and translate key words into Spanish. D Seat each English learner with a native English speaker to write a partner essay.
A
Mr. Duke wants to break up his class into small groups for a discussion after a multimedia presentation. Mr. Duke has multiple English language learners in his class. Which of the following is the most important criteria for placing English language learners into groups? A Make sure the English language learners are placed into various groups to promote vocabulary development. B Create heterogeneous groups of similar academic abilities. C Make sure the English language learners are placed in the same group so they are comfortable speaking and sharing ideas. D Create homogeneous groups of similar academic abilities.
A
Students are instructed to write a summary of a section of the story they have just finished reading. Before being able to summarize, students first must be able to: A delete extraneous information and determine main idea. B list all the details along with the sub-headings. C develop self-monitoring skills and identify traits of the characters. D highlight the sub-headings and identify the traits of characters.
A
What question could the literature circles ask to encourage students to make connections to the text? A 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? B How did the descriptive language used in this chapter help you visualize the setting? C What was the most significant event in the chapter that caused the main character to act the way she did? D Based on what we learned in this chapter, what do you think will happen to the main character in the next chapter?
A
Which of the following is contained in most poetry and drama? A theme B plot C dialogue D meter
A
Which one of the elements below is not a part of an expository text? A plot, setting, and characters B headings and subheadings C graphs, charts, and pictures may be included D words in bold and/or with definitions integrated into the text
A
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? A the purpose of titles, subtitles, and topic sentences B the process for reading photo captions, charts, and graphs C the benefit of activating background knowledge prior to reading D the way to differentiate facts from opinions while reading
A.
Students are about to begin a research report on an assigned topic. Which of the following steps should the students perform first in order to successfully research and write the report? A Brainstorm a list of what is already known about the assigned topic. B Write a thesis statement to guide their research. C Review procedures for identifying credible sources while researching. D Draft an outline of the report and supporting details.
A.
A teacher has presented her students with eight short paragraphs. As the students read each paragraph, they are asked to identify whether or not the paragraph is informative, persuasive, or entertaining. The teacher's goal in this lesson is most likely to expose students to which concept? A main idea and summary B author's purpose C organizational structure D narrator point of view
B. authors purpose
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? A Paraphrase difficult sections of the text. B Stop reading to look up any confusing words in the dictionary. C Consider students' prior knowledge and only assign familiar topics to the students D Consider the author's purpose for writing about the topic.
A. it is important for students to be self aware while they are reading and stop to further investigate any sections of text that they do not understand. One way to clarify meaning is to paraphrase the portion of the text that is confusing
Mrs. Tacey assigns a persuasive essay to her class about the benefits of using reusable straws over plastic straws. After the initial research phase, students pair up to discuss their findings. Mrs. Tacey provides some questions the students need to answer to help guide their writing. Which question below would best help students to include adequate persuasive details for their essays? A What are some statistics regarding straw usage in the United States? B Where can consumers find reusable straws if they want to make the switch? C What are the negatives of using reusable straws? D How are silicone or reusable straws made?
A. providing statistics on straw usage = persuasive
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? A literary analysis B cooperative learning C vocabulary development D active listening
A. the students will use various different skills in this activity, but the focus of the activity is to analyze the characters in the book which will imporove their ability to analyze literature
A fifth-grade teacher reads a short story to the class. After the reading, the teacher projects a paragraph on the board that contains an argument between the two characters. The teacher models how she analyzes the text in order to make inferences about the characters' motivations in the excerpt. Next, she projects the paragraph from the end of the story where the character's conflict is resolved. She asks the students to work in pairs to similarly analyze the new paragraph. In what way is this activity designed to impact student literacy? A Build student independence in close reading a text. B Help students distinguish between different types of conflict. C Improve student understanding of plot structure in fiction narratives. D Improve students' ability to summarize a text.
A. the teacher is modelings a close reading of a paragraph in their text. Repeated modeling and opportunities to practice, especially with targeted excerpts, are essential to help students develop close reading skills
After reading a short story to her students, a middle school English language arts teacher asks the following questions: What do the objects in the story represent? What is the tone of the story? Which images or statements contribute to the tone? To which literary elements do these questions refer? A symbolism B hyperbole C theme D characterization
A. these questions prompt students to examine symbolism which is the use of words and symbols to represent ideas or themes within literary work
Mr. Daniels has assigned his class a group project and wants to ensure the students understand the project as they complete it. Which of the following would be the best strategy to monitor student understanding during the project? A Walk from group to group while observing the students. B Assign one group member to observe and report on the group members' understanding. C Observe the students from the front of the class. D Provide a self-assessment questionnaire for students to complete after the group project is finished.
A. this is the best answer option as Mr. Daniels would be able to observe students' behavior and spot indicators of misunderstanding while students are completing the task. Also, it will make him more available for student questions
In what way can literature circles build reading proficiency in students? A Literature circles allow students to act out what they've read, providing students with both physical and reading opportunities to comprehend literature. B Literature circles allow students to discuss what they've read, providing students with both verbal and reading opportunities to comprehend literature. C Literature circles allow students to focus their reading on student-led problem areas, thus focusing their comprehension on their specific strengths and weaknesses. D Literature circles allow students to write about what they've read, providing students with both written and reading opportunities to comprehend literature.
B
One of the objectives for fourth-grade science includes the expectation that students understand the history of science and the contributions of scientists. In order to meet this objective effectively, the teacher might: A have every student find the information about different scientists in their textbook and read about them for a test. B assign pairs of students a scientist to create an infographic. C have many biographies available about scientists and their work, and tell students to read them as time allows. D have each student give a brief oral report about one or more of the scientists to be considered, and tell other students to take notes.
B
A teacher is beginning a unit in which students will use both textbook and internet sources to research a historical event. Which of the following lessons should the teacher be sure to include to make sure the student reports are accurate and well-written? Select all answers that apply. A a lesson on using descriptive language B a lesson on citing sources and not plagiarizing C a lesson on reliable and unreliable sources D a lesson on writing in sequential order
B & C ** a lesson on sequential order would be out of place in this unit
In what ways do small-group conversational activities help improve oral language development? Select all answers that apply. A The teacher can step back from the discussion and allow students to express themselves. B Students can respond to each other and learn to formulate arguments and express different views. C Students are able to chat with their friends, relieving stress and clearing the mind for more learning. D Students are able to respond to each other in a low-stakes setting, which contributes to higher student involvement.
B &D *A- a teacher can use small group time to observe student interaction but this does not apply to developing oral language skills
A student is having trouble fully comprehending a paragraph he just read about tectonic plate movement. The student doesn't normally struggle with fluency or vocabulary, so the teacher assumes the student is struggling to visualize the process. What should the teacher do to help the student fully comprehend the topic? A Have the student read a second, easier text explaining tectonic plate movements. B Ask the student a basic level question about the passage, then continue with more prompts and guided questions to encourage understanding. C Ask the student to write a summary of the paragraph for the teacher to review. D Provide the student with a vocabulary cheat sheet to use while rereading the passage.
B.
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? A evaluative questioning B self-monitoring C annotating D visualizing
B. self-monitoring - helps a student know when they understand what they are reading and when they do not. When students realize they are not understanding, they can then use various strategies, like the one described in the scenario, to support their comprehension
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. Which of the following patterns of organization would best describe the structure of the excerpt? A. chronological B. spatial C. cause and effect D. order of importance
B. the paragraph depends on spatial organization, the arrangement of ideas related to physical space, by describing the location of the landmasses in relationship to each other
When students are given two texts on the same subject, one persuasive and one informative, what approach would be most helpful to determining purpose? A Evaluate the author's use of figurative language. B Determine whether each topic sentence is a claim or factual statement. C Summarize each paragraph in the margin and identify each paragraph's main idea. D Evaluate the author's use of citations and verify that the sources are reliable.
B. the topic sentences indicates the goal of the paragraph. If it is making an argumentative claim, the reader will know the author intends to persuade. If it is a factual statement, the reader will know the authors intention is to inform
A text contains transitional signal words such as afterwards, next, and before. This text is most likely illustrating which type of structure? A cause and effect B chronological sequencing C organizational structure D characterization
B. the transition words are used to illustrate a chronological sequence of what happens before or after
A fourth-grade teacher is planning a lesson to help facilitate student use of metacognitive skills to require students to self-monitor while they are reading a text. Which of the following activities would she use in this lesson? A After reading, draw a picture of one of the characters from the story. B Provide a short quiz at the end of the story that will be graded together. C Pair students and require them to stop at multiple preselected locations in the reading of a text to perform "think alouds." D Ask them to read the story a second time, aloud to their neighbor.
C
A third-grade teacher begins a unit that includes reading a poem, short story, and non-fiction article, and watching a short video--all on the same topic. What is the most likely goal of incorporating multiple genres that discuss the same topic? A to introduce multiple genres to the students B to keep students engaged by using a variety of genres C to illustrate the differences in features/structures of different genres D to educate students on the topic
C
Ama is an ELL student who is tasked with a procedural writing assignment. She is supposed to take an expert stance to write the steps of a procedure she knows how to do really well. Which type of organization would work best for her writing assignment? A spatial order B chronological order C sequential order D order of importance
C
Antonio is an ELL student who moved to the United States two years ago. He is interested in learning more about American culture, especially stories that are passed down from generation to generation that teach about morality and may have elements of superstition. Which type of book should his teacher suggest? A expository B realistic fiction C folk tales D biographies
C
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: A myth. B memoir. C poem. D drama.
C
Read the following excerpt and identify the literary device being used in the underlined portion. -Hear the loud alarum bells - -Brazen bells! -What a tale of terror, now, their turbulency tells! In the startled ear of night How they scream out their affright! -"The Bells" Edgar Allan Poe A onomatopoeia B personification C alliteration D simile
C
When reading and analyzing a new nonfiction passage, students could use all of the following strategies except: A Search the text for unfamiliar vocabulary terms and define before reading. B Use a graphic organizer to chart ideas and supporting details. C Make a list of character traits for any people or characters present. D Discuss questions related to the topic of the passage with the teacher or classmates.
C
Which of the following best describes the primary purpose of having a student retell a story they read? A determining the student's oral reading progress B determining the student's fluency rate C measuring the student's level of comprehension D measuring the student's vocabulary development
C
Which of the following genres could specifically help a reader compare the purpose of dialogue to narration? A drama B children's story C graphic novel D poetry
C
Which of the following is the greatest educational benefit of using collaborative learning groups and active learning activities in the classroom? A These methods are easier and more exciting to teach. B These methods save paper and prevent the teacher from printing worksheets and notes. C These methods address a variety of learning styles and allow students to take ownership of their learning. D These methods allow students to socialize and minimize disruptions during class.
C
A fourth-grade teacher reserves time each day for her students to write about their reading in their reader's notebook. Today, she asks them to answer the following three questions: What is one event or idea from your reading that connects to another text you have read? Explain the connection. Describe a chapter, paragraph, or sentence from your reading that reminded you of a personal experience. Explain the connection. Think about your reading. Identify one aspect of the book that has impacted the way your see or understand something in the world, outside of things you have personally experienced. Explain the connection. This activity is designed to: A be a reflective experience to help students brainstorm for their own writing. B encourage the reader to analyze the author's craft. C deepen the reader's understanding of the text by considering the idea in a larger context. D facilitate student determination of how the setting impacts the plot in the story they are reading.
C.
Mr. Rockwell is a middle school teacher and has many ELL students in his class. He divides the ELL students into three separate heterogeneous groups with non-ELL students in each group and then gives each group a problem to solve. Which of the following is the greatest benefit to this exercise? A Each student can do his research on the Internet and complete his section. B The ELL students can quietly learn proper sentence structure from the non-ELL students. C The students must talk and interact with each other to figure out the problem. D The students can divide up the problem and each one can do his part in a shorter time
C.
Ms. Simpson is beginning a research project with her class. What is one of the first things she should teach her students? A the difference between summarizing, paraphrasing, and quoting B how to cite sources C to develop a focused, open ended research question D to develop many questions that have clear, concrete answers
C.
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. the author will support facts with evidence from valid sources B. opinions cannot be definitively proven as true or falls, but are more persuasive than facts C. a fact i something that could be proven true or false, even if the supporting evidence isn't included in the text D. both facts and opinions can be proven as true
C. a fact CAN be proven true or false, but the author may not include evidence
Mr. Banks would like his seventh-grade students to understand how reading non-fiction texts is relevant to today's society. Which of the following activities would be best for Mr. Banks to accomplish this goal? A Allow students to select a fiction text to read that takes place during the same time period of a recently studied non-fiction text. B Identify public figures or celebrities who were alive during the same time period in which a specific non-fiction text is set. C Select a non-fiction text set at least 50 years in the past and share a presentation on how the events depicted in the text continue to positively or negatively impact students. D Choose a chapter or scene from a recently-studied non-fiction text and re-enact the event to the class.
C. developing presentations about how the events in the text continue to impact individuals today will help students to understand why historical events are relevant and have lasting impacts on society
Ms. Johnson has implemented small, homogeneous, intervention groups in her class to provide instruction to students who have similar needs. This allows Ms. Johnson to invite individual students to join the group to work on a specific set of skills. Which of the following would be the best use of these intervention groups by Ms. Johnson? A to assess a specific group's content knowledge B to provide instruction to a minority of students who exhibit a noticeable lack of interest during instruction C to provide instruction to a minority of students who have not demonstrated mastery of a specific content objective D to assess the content mastery of the high-achieving students to ensure the instructional units do not progress faster than the students' capacity
C. intervention groups allow teachers to create a group baed on ability
Mrs. Wright is reading a fiction story aloud to her class. She stops throughout to model the think-aloud strategy. In her think-aloud moments, she makes predictions about what will happen next and reflects on what the characters learn throughout each plot event. What level of reading comprehension is she modeling for her students? A. circumstantial comprehension B. literal comprehension C.inferential comprehension D. evaluative comprehension
C. modeling the ability to understand what has been read without it being stated explicitly **evaluative comprehension ex: analyzing the text to evaluate character development or word choice.
An English class has recently finished reading a chapter of Ender's Game. Mrs. Weyenberg assigns the class an essay in which the students must respond to the story by analyzing the conflict between the main character, Ender, and a fellow character. She asks the students to explain the conflict, write about each character's emotions towards the other character, and tell how the situation could have been resolved without the use of violence. The teacher's assignment of this prompt best: A allows the teacher to check for reading comprehension among the students. B develops the students' creative writing skills. C promotes the students' use of higher-order thinking skills in their writing. D allows students to work on their prose writing.
C. students need to develop their higher-order thinking skills and the processes of analyzing and synthesizing information are two of the best ways to promote this among students
Which of the following will best enhance reading comprehension in a sixth-grade classroom? A having students read short poems aloud in front of the class B having students partner read then complete comprehension activities independently C using graphic organizers to compare two reading selections D using a word wall to track vocabulary words
C. this activity will require students to think critically about two reading sections and compare them
A 6th-grade teacher is asking students to compare a pair of persuasive articles about global warming. She would like to incorporate at least one question from each level of reading comprehension. Which of the following questions would fall under the category of evaluative comprehension? A What are two details from each article? B What do you think each author would say about the recent push to avoid using plastic straws? C What was the most memorable piece of evidence from each article? D Choose one article and explain the author's point of view. Then compare it with the point of view of the other article. Which do you agree with and why?
D
A classroom teacher divides the class into pairs and gives each student a folder containing a picture of a recognizable person like a fireman or a doctor. They do not show the picture to their partner and describe the image in detail until their partner is able to correctly identify the person. Which of the following describes one of the goals of this lesson? A increase student awareness of public servants in their community B provide an opportunity for students to practice appropriate questioning as an audience member C improve student attention to details D further developing oral language and listening skills
D
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? A mapping B fact and opinion C schema development D predicting
D
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? A Students will distinguish among characters, settings, and events in a text. B Students will identify evidence or reasons in text. C Students will demonstrate comprehension of the main idea and supporting details of a text. D Students will make predictions about and draw conclusions from a text.
D
In Maya Angelou's poem, "I Know Why the Caged Bird Sings," she uses examples of the "caged bird" and "free bird" to demonstrate the struggles of racial discrimination. This reference is an example of the literary element: A allegory. B metaphor. C onomatopoeia. D symbolism.
D
In what order should a literary analysis be conducted? A Read the text, collect textual evidence, write or speak a summary of the analysis, choose an area to analyze. B Read the text, choose an area to analyze, write or speak a summary of the analysis, collect textual evidence. C Read the text, collect textual evidence, choose an area to analyze, write or speak a summary of the analysis. D Read the text, choose an area to analyze, collect textual evidence, write or speak a summary of the analysis.
D
Literal comprehension is when a reader: A connects events to their own past experiences to build understanding. B properly uses decoding skills. C understands information that is not stated explicitly. D understands the facts or ideas in a piece of writing.
D
Students are reading a persuasive text. Which of the following activities would be most appropriate to complete while reading this type of text? A Finding examples of first person pronouns. B Outlining the text in correct sequential order. C Finding examples of imagery and figurative language. D Finding examples of facts and opinions in the text.
D
Which of the following activities will best help students identify various features of texts? A Read a text and discuss its features with a partner. B Write a short summary of a text after a class discussion about a text. C Edit the main body of a rough draft. D Create a scavenger hunt for students to find various features using different kinds of texts.
D
Which of the following is a reason that paired student discussion of a text would improve their reading comprehension of the text? A It provides the opportunity to summarize. B Students are able to express opinions. C It is a low-pressure situation to share one's perspective. D The student must clarify their own understanding in order to explain it to someone else.
D
Which of the following terms best describes the turning point of the main conflict in a story? A resolution B falling action C rising action D climax
D
Mr. Martin provides all of his students with a wide variety of listening and speaking activities and provides purposes for each of these activities. Which of the following would be an appropriate speaking activity for the entire class, including ELL students? A Listening to a story on a CD or DVD B Giving an oral report followed by the teacher or other students critiquing the report and presentation. C Participating in a dramatic play that emphasizes complex and unfamiliar vocabulary. D Reading to a small group or a partner
D.
Which of the following characteristics describes a memoir? A a book in which one author writes several short stories B a book in which the author instructs the reader on a topic C a book in which the author tells the story of another person D a book in which the author tells his or her own life story
D.
The teacher creates mixed-level groups to read and discuss a short story. Who is NOT benefitting from this grouping? A The strongest reader in the group does not benefit. B The struggling reader in the group does not benefit. C An ELL student in the group does not benefit. D They all benefit from mixed grouping.
D. All students, even the highest achievers in the group, benefit from mixed-level grouping. High achievers may benefit from the opportunity to teach a skill or share their knowledge with others, while struggling students may benefit from inclusive opportunities to interact with same-aged peers and also gather strategies as they see how other students are learning.
A teacher is preparing her class to independently read an article about a new telescope being built by a group of scientists. During their pre-reading activity, the teacher purposefully includes challenging or unfamiliar vocabulary like "Magellan," "precision," and "resolution" in both the class discussion about telescopes and their anticipation guide. Which of the following best explains the teacher's reason for incorporating these words into their pre-reading activities? A to increase student awareness of sound-letter correspondence B to help the students predict the focus of the text C. to support word analysis skills while reading independently D. to encourage student recognition of the words and improve their ability to connect their oral vocabulary to their written vocabulary
D. The teacher is working to familiarize the students with these new words so that they recognize them when they decode them in the text. An unfamiliar word can be challenging for a student to read in the context of a news article as described because the student may decode the word correctly, but not know they have read it correctly because they are not familiar with the word.
In order to write an effective summary of a text, a student must first be able to do which of the following? A visualize key details B accurately define all vocabulary terms C identify logical fallacies D correctly paraphrase information
D. a student who can not paraphrase will only be able to directly quote the text, and a good summary is written in the students own words
Of the following, which is the most likely group structure for promoting English proficiency among English Language Learners? A Group members consider one another as friends B Heterogeneous in the home languages spoken C Homogeneous in English proficiency D Heterogeneous in English proficiency
D. heterogeneous in English proficiency. Placing students in groups where each member has different language proficiency level's allows students to learn and observe proper language and model and practice their english.
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? A identifying allusions B identifying features of different genres C analyzing story elements D interpreting figurative language
D. interpreting figurative language - the paragraph introduces a metaphor in the first sentence and later extends the reference to being "able to shoot" through the water. Metaphors= figurative language
A third-grade teacher has just taught a lesson on identifying and describing the setting when reading a story. Which of the following activities could be used as a formative assessment to assess this new skill at the end of class? A assigning a project that involves describing their homes using figurative language B having students write a short story that incorporates setting, characterization, and theme C asking students to describe the characters in the story using three details D giving students a one-page story and asking them to describe the setting in one sentence
D. it is a short activity but can be used quickly to gather information about whether or not students grasp the concept of setting and its importance in short stories
An eighth-grade teacher would like her students to engage in small group discussions after reading each chapter in a novel. The teacher assigns students to groups, writes a list of topics on the board, and writes a list of roles for each group. After 15 minutes of group work, she discovers that only one group has selected roles and addressed the topics on the board. One group is still assigning roles, another group is discussing other aspects of the novel, and the last group is having an off-topic discussion. Which of the following aspects of personal conduct expectations did the teacher fail to fully address prior to starting this activity? A student-to-student discussion B respect C questioning D mutual intent
D. mutual intent -since each group is engaging in a different activity, it is clear that all students and groups did not understand that the intent of this exercise was to select a role and engage in a discussion of the topics listed on the board. The teacher should have checked for mutual intent before beginning the activity
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? A alliteration and symbolism B point-of-view C author's purpose D characterization
D. the use of characterization is how an author communicates characteristics and attributes about the characters in the story
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? A Ask them to write their own similes. B Ask them to rewrite the sentence that contains a simile without figurative language. C Ask them to explain how it is different than a metaphor. D Ask them to explain what two things are being compared and what they have in common.
D. this will help students explain why an author used a simile in their writing and show whether the student understand the meanings of figurative language
How does identifying transition words help readers construct meaning? A Transition words connect a dependent clause to an independent clause. B Transition words establish a hierarchy of ideas. C Transition words improve the flow of the text. D Transition words clarify how ideas relate to one another.
D. transition words clarify how ideas relate to one another - *this is the BEST answer (not saying the others are wrong)
A third-grade teacher is going to read a story about two children visiting the aquarium. Which of the following activities is the best way to introduce the text to promote comprehension? A listen to the story on audio B find the aquarium on a map C have students write about their own experiences with aquatic animals D complete a KWL chart
D. will activate background knowledge
what is "word calling"
the student is reading the words correctly but not considering the words meanings or context
