TEXAS TEACHERS ELAR CONTENT TEST

A fifth grade teacher is preparing for a short unit in which students read fables that each contain an adage. The teacher first explains to students that an adage is a saying that expresses a common trüth. Then the teacher asks students to read their fables and identify the adage in each. Which of the following strategies would be most effective for the teacher to use with several students who are ready for an additional challenge?

D) asking students to explain why an adage is used with a fable Option C is correct because the task challenges students to take what they have learned and apply it to a new situation. Option A is incorrect because the task provides students with repetition and not a challenge. Option B is incorrect because an adage is an example of figurative language and would have been part of the initial instruction. Option D is incorrect because having students explain why an adage is used with a fable does not provide students with the challenge of applying their acquired knowledge to a new, more challenging situation. Asking students to explain why an adage is used should be part of the initial general instruction given to all students.

An eighth-grade class is reading a chapter of a literary novel together. Many students are struggling to articulate comparisons between the linear and nonlinear plot development. Which of the following strategies ensures explicit instruction that will support students understanding of a nonlinear plot element in the chapter?

Explanation Option B is correct because pointing out foreshadowing to students provides explicit instruction in one type of nonlinear plot element. Asking students to identify additional examples gives students opportunities to practice and allows the teacher to evaluate how well students understand foreshadowing. Options A, C, and D are incorrect because these strategies do not provide explicit instruction with nonlinear plot elements: option A shows students' understanding of only linear plot structures, thus no comparison can be made to nonlinear plot development; option C does not include the teacher's explicit instruction, assumes students' understanding of "flashbacks," and offers no practice element; and option D offers no instruction in nonlinear plot development so that a comparison could be made between the two types of plot development.

An eighth-grade teacher is planning a lesson in which students will compare and contrast the themes or moral lessons of several works of fiction. Students in the class represent a number of different instructional levels. As the teacher thinks about the flexible grouping configuration to differentiate instruction for the lesson, which of the following questions would be most appropriate for the teacher to consider first?

Explanation Option D is correct because the teacher first needs to make sure the groupings are created to best meet the learning outcomes of the lesson. Groupings for students should be flexible and meet the needs of the students to support their work on a given activity. Option A is incorrect because the teacher should determine the type of grouping appropriate to use for current work before reflecting on how past groups were formed. Option B is incorrect because it is important to first determine which type of grouping will best meet the learning outcomes and to then use the data to determine which students are grouped together. Option C is incorrect because the teacher needs to first consider which grouping will work best to meet the current learning outcomes before considering if this grouping configuration will work for other activities in the unit.

Several students in a seventh-grade class are having difficulty distinguishing factual claims from opinions. Which of the following Tier 2 intervention steps should the teacher take first?

Explanation: Option C is correct because this strategy provides the students with additional instruction on what factual claims and opinions are. It is necessary for the teacher to provide this instruction on the definitions before expecting students to practice the concepts. Options A, B, and D are incorrect because each strategy would be a step taken after students have a clear understanding of the definitions of a factual claim and an opinion.

During a lesson on analyzing perspectives in an informational text, eighth-grade students read the excerpt below from "I Am a Native of North America," an essay by Chief Dan George. I was born into a culture that lived in communal houses. My grandfather's house was eighty feet long. It was called a smoke house, and it stood down by the beach along the inlet. All my grandfather's sons and their families lived in this large dwelling. Their sleeping apartments were separated by blankets made of bull rush reeds, but one open fire in the middle served the cooking needs of all. In houses like these, throughout the tribe, people learned to live with one another; learned to serve one another; learned to respect the rights of one another. And children shared the thoughts of the adult world and found themselves surrounded by aunts and uncles and cousins who loved them and did not threaten them.

My father was born in such a house and learned from infancy how to love people and be at home with them. After the students reread the excerpt, the teacher asks the following questions. Why was the author's grandfather's communal house so large? What cultural values do tribal communal houses help preserve? What can children learn from "the thoughts of the adult world"? Which of the following statements provides the most appropriate rationale for the teacher's instructional approach? Option C is correct because each of the questions requires students to use information from the excerpt to draw a conclusion or make an inference that will help deepen students' understanding of the text. Option A is incorrect because the questions ask students to focus on the text by delving deeper into its meaning, not to seek additional information from other sources. Option B is incorrect because responding to the questions requires drawing conclusions or making inferences, which would not be appropriate to include in a written summary. Option D is incorrect because while students might use details from their responses to support claims in a written analysis of the text, this would not be the principal reason for asking the questions after students have reread the excerpt.

Text 6: Read the excerpt below from The Scholarship Jacket, a short story by Marta Salinas; then answer the three questions that follow. The small Texas school that l attended carried out a tradition every year during the eighth grade graduation: a beautiful gold and green jacket, the school colors, was awarded to the class valedictorian, the student who had maintained the highest grades for eight years. The scholarship jacket had a big golds on the left front side and the winner's name was written in gold letters on the pocket.

My oldest sister Rosie had won the jacket a few years back and I fully expected to win also. I was fourteen and in the eighth grade. I had been a straight A student since the first grade, and the last year I had looked forward very much to owning that jacket. My father was a farm laborer who couldn't earn enough money to feed eight children, so when I was six I was given to my grandparents to raise. We couldn't participate in sports at school because there were registration fees, uniform costs, and trips out of town; so even though we were quite agile and athletic, there would never be a sports school jacket for us. This one, the scholarship jacket, was our only chance.

Text: 5 Read the excerpt from A Long Walk to Water, a novel by Linda Sue Park; then answer the two questions that follow. The group continued to walk through the land of the Atuot. Every day they saw lions, usually resting in the shade of small trees. Once, in the distance, they saw a lion chasing a topic. The topic escaped, but along the path Salva saw the bones of prey that had not been so fortunate. Salva and Marial still walked together, staying close to Uncle. Sometimes Uncle would walk with the other men and talk seriously about the journey. At those times, Salva and Marial would drop back respectfully, but Salva always tried to keep Uncle in sight. And he slept near Uncle at night.

One day the group began walking in the late afternoon, with hopes of reaching a water hole before settling down for the night. But there was no water anywhere, though they searched for miles. They kept walking, into the night and through the night. For ten hours they walked, and by dawn everyone was exhausted.

A fourth-grade teacher works with a small group of students whose reading lacks prosody. Before beginning the lesson, the teacher explains to students the importance of reading with expressionathe teacher explains how to read the text in chunks, phrase-by-phrase, and provides students with a copy of phrase-cued text. Which of the following steps would be most appropriate to take next in this lesson?

Option A is correct because after the teacher explains how students should read, the next step is teacher modeling to help students understand and visualize what is expected. It is the "I do" part of the lesson using the gradual release of responsibility model. Options B and D are incorrect because the teacher should first model the skill before expecting students to practice it. These steps reflect the "we do" part of the lesson. Having students read the text in pairs or with a group is an activity that should be done after the teacher has first modeled the skill. Option C is incorrect because the teacher should model the skill before providing support to the students as they practice reading the text. Having the students read aloud while the teacher listens in is the "you do" part of the lesson.

An English learner who uses a logographic language is currently in the semiphonetic stage of spelling development. Which of the following strategies would best support this student?

Option A is correct because at the semiphonetic stage of spelling development, the student is beginning to understand letter-sound correspondence and needs practice with identifying each phoneme in words. Option B is incorrect because the student needs to understand letter-sound correspondence before beginning to learn the spelling rules for various sounds. Option C is incorrect because the student needs to understand letter-sound correspondence before recognizing letter patterns. Option D is incorrect because learning alternative and irregular spellings in words would require the student to understand letter-sound correspondence first.

Which of the following approaches would be most appropriate for a sixth-grade teacher to use tos support students at the start of a research project?

Option A is correct because brainstorming is a necessary part of the initial research planning process, and facilitating that activity will help students begin their research projects. Option B is incorrect because this type of instruction would best occur after students have decided on a topic, gather sources, and are about to start their note-taking. Option C is incorrect because this type of support would best occur after students have chosen a topic. Option D is incorrect because this type of scaffold would best support students during the drafting stage of the writing process.

A fourth-grade teacher provides differentiated instruction for word analysis and reading fluency l small groups of students based on their reading level. When working with one group, the teacher observes that the students are able to apply decoding rules after direct instruction and repeated practice with the rules applications, but they still have difficulty reading grade-level high-frequency words that are not phonetically regular. Which of the following strategies would be most appropriate to use with this group?

Option A is correct because it is important to connect new learning (e g., phonetically irregular words) to a student's existing knowledge (e.g., high-frequency words and spelling patterns). When students are directly taught the similarities and differences in words, they should be able to transfer this knowledge when reading a text. Option B is incorrect because high-frequency, phonetically irregular words should be taught within a given lesson. Teaching the words in isolation and having students write them in a personal dictionary will not support them in reading these words in a text. Option C is incorrect because words that are placed on a word wall need to be explicitly taught before they are posted on the wall. Posting the words before teaching them will not increase the student's understanding of the words. Option D is incorrect because the words are not being analyzed and taught in this strategy. Giving students words to learn without any instruction will not increase the student's ability to read the words in a text.

As fourth-grade students listen to recordings of poems that include examples of similes, metaphgrs, and personification, the teacher notices that some students are less attentive than others. Which of the following additional activities would most effectively promote all students' development of active and purposeful listening skills?

Option A is correct because pausing the recording to ask students to identify and discuss examples of figurative language will motivate students to listen actively and purposefully to each poem. Option B is incorrect because while asking students to find a connecting theme would set a clear purpose for listening, it would not promote engagement for all students since the teacher does not provide guided questions related to finding a connecting theme. Option C is incorrect because evaluating vocal delivery would not support students' understanding of figurative language. Option D is incorrect because while writing a journal entry in which they interpret one of the poems might promote some students' active and purposeful listening skills, the activity is not sufficiently focused or monitored to ensure that it will effectively promote all students' development of active and purposeful listening skills.

Students in a sixth-grade class are reading a historical fiction novel about a young boy from China who emigrates to the United States to join his father. To build students' content schema for this novel, the teacher should select an activity that:

Option A is correct because providing cultural background knowledge supports the student's ability to read, understand, and effectively analyze a text that includes content with which the students do not have prior knowledge or experience. Option B is incorrect because learning about the conceptual knowledge and beliefs of immigrants does not develop students' background knowledge of immigrant experiences and culture. Option C is incorrect because this type of activity promotes the students development of formal schema, the knowledge of language and structure, rather than the students content schema. Option D is incorrect because increasing the student's understanding of the text's vocabulary and grammar does not necessarily develop their background knowledge.

Eighth-grade students are working on a collaborative research project that will culminate in a presentation. After identifying the type of information they want to include in their presentations, the students brainstorm multiple keywords and concepts to use in search engines. This strategy demonstrates the students' awareness that:

Option A is correct because searches with different key words will generate different sets of information resources. Brainstorming multiple key words demonstrates that students understand that to fully explore a topic they need to look at the topic in a variety of ways. Option B is incorrect because brainstorming multiple keywords will yield variety, not precision, in search word possibilities. Option C is incorrect because the number of times a resource appears on various sources has no correlation with the resource's reliability. Option D is incorrect because brainstorming multiple keywords has no direct correlation with whether primary and secondary sources should be included as references for a research project.

Which of the following activities would most effectively promote eighth-grade students' understanding of rhetorical devices used in the speech?

Option A is correct because speakers often use rhetorical devices to appeal to listeners' emotions, and the students discuss examples of such devices during the discussion. This activity would build on Student 2's comment about emotional language that "makes people feel either patriotic or scared." Option B is incorrect because paraphrasing the important ideas would not address how those ideas were expressed. Option C is incorrect because this activity would be more appropriate for students to engage in after they have identified rhetorical devices in the speech and noted how language appeals to their emotions. Option D is incorrect because this activity would be appropriate for students to engage in after focusing on rhetorical devices that appeal to their emotions.

A sixth-grade teacher is planning a performance assessment task after the class reading of a biographical novel. The teacher completes a Learning Profile Card with each student and then uses the results to create balanced collaborative groups for the task.

Option A is correct because the Learning Profile Card gives the teacher information about students' learning styles that the teacher can use to create effective collaborative groups with members that each bring something different to the group. Option B is incorrect because a Learning Profile Card provides information about learning styles and does not provide a way to make learning contextual. Option C is incorrect because completing a Learning Profile Card does not inherently promote student choice: it only provides information about preferences. Option D is incorrect because the Learning Profile Card provides information about learning styles but not preferences about performance task roles and responsibilities.

Read the paragraph below from the first draft of a student essay; then answer the question that follows. This is how to cook pancakes. Add a tablespoon of butter to a heated pan and tilt the pan so that the melted butter covers the bottom of the pan. Pour in a spoonful of batter. The batter should get dry around the edges and small bubbles will form on top of the pancake. Flip the pancake and let it cook for another one or two minutes. Be sure that it browns but doesn't burn. Flip the pancake onto a plate. Repeat these steps until the batter is used up. You can keep the pancakes warm in the oven until you are ready to serve them. During the revision stage of the writing process, the student would most likely benefit from instruction in which of the following writing skills?

Option A is correct because the draft does not include transitional words, and the writing would flow better from one step to the next if transitional words were added. Option B is incorrect because fragments and run-ons are not present in the draft. Option C is incorrect because the draft includes an adequate number of specific details. Option D is incorrect because the draft moves succinctly in sequential order to complete the task.

A seventh-grade teacher has sequenced texts for instruction in a cross-curricular unit on Texas history, adjusting student support for the texts that are more complex. The first text students read is moderately complex but has structural supports that make it more accessible. The next text is the longest text of the unit but is less complex. The third text is the most complex of the unit. According to best practices in the gradual release of responsibility, which of the following steps would be most appropriate for the teacher to take with the third text?

Option A is correct because the first step in the gradual release of responsibility model is for the teacher to model while the students observe. Option B is incorrect because providing shared instruction is the second step in the gradual release of responsibility model. Option C is incorrect because providing collaborative support is the third step in the gradual release of responsibility model, and students would need more guidance prior to collaborating in order to fully access the text. Option D is incorrect because providing independent practice is the fourth step in the gradual release of responsibility model, and students would need more guidance before working through the text independently.

Fifth-grade students produce first drafts of argumentative essays. While conferring with individual students, the teacher notes a consistent lack of transition language in the first drafts. According to best practices in teaching the writing process, which of the following steps would be most appropriate for the teacher to take next?

Option A is correct because the mini-lesson would effectively use modeling to address a need observationally identified by the teacher as common among the group of students. Option B is incorrect because as a next step, the activity would not necessarily address students' consistent lack of transition language. Peer review would be an appropriate activity for students to engage in after reviewing transition language and revising their drafts. Option C is incorrect because this action would only assist some students, not all. Option D is incorrect because having students use rubrics for self-assessment would be appropriate after students have reviewed transition language and revised their drafts.

After students read the excerpt twice, a fifth-grade teacher wants to assess the students' understanding of linear plot elements. The teacher asks the students to determine what element of linear plot the except exemplifies and then explain their reasoning. Which of the following student responses would demonstrate the clearest understanding?

Option A is correct because the student understands how wanting the jacket sets the plot in motion. Option B is incorrect because rather than show how the characters' conflict is resolved, the passage provides background information that is about to set the plot in motion. Option C is incorrect because the passage is pure exposition that explains the protagonist's initial desire. Option D is incorrect because the passage begins to set up the approaching rising action, not the falling action.

A fifth-grade class is doing a focused reading of a narrative text. The teacher asks students to annotate the text as they read. Some of the students find focused reading a challenge, so the teacher models annotating a chapter of the text in a mini-lesson and then makes a copy of the chapter available to students. In which of the following ways does the annotated chapter provide a scaffold for students?

Option A is correct because the teacher's modeling instruction helps students understand the thinking of another reader and helps the students understand how to perform the task. Option B is incorrect because annotations are not necessarily correct or incorrect; they are simply notes of the reader's thinking. Option C is incorrect because the purpose of the modeling is to show students how to make notes about important ideas and details as well as to help them identify questions they have about the text. Option D is incorrect because the annotated copy does not specify the reasoning behind the teacher's annotations.

A sixth-grade teacher is preparing a cross-curricular lesson about the solar system and reviews the accommodations on a student's 504 plan to see how to use manipulatives to promote the student's understanding of the material. While reading the plan, the teacher is not sure if the student's previous teacher properly implemented the accommodation about the use of manipulatives, although the student has been successful in science lessons. Which of the following approaches would be most appropriate for the current teacher to take?

Option A is correct because this approach takes into account the current teacher's lack of information about the prior attempts of others to work with this student's accommodations, particularly in using manipulatives. It also provides the opportunity to discuss with other professionals the appropriateness of using manipulatives at a different grade level. Option B is incorrect because this approach assumes this student is just like other students, which is likely not the case, and is not a targeted strategy. Option C is incorrect because this approach allows for unnecessary failure when it might be prevented by using the strategy in option A. Option D is incorrect because this approach suggests blame rather than forward-thinking. The prior teacher may have understood and followed proper protocol since the student has been successful during other science lessons. Also, information learned from this approach will not help the teacher discern if using manipulatives as an accommodation would be useful for the student at this time.

An eighth-grade teacher wants to informally assess students' ability to use Latin roots to determine word meanings. Which of the following sets of words would be most appropriate to use for this purpose?

Option A is correct because this list contains words with Latin roots. Options B, C, and D are incorrect because the words in each set do not contain Latin roots.

fifth-grade class has 20 minutes of independent reading time each day. The teacher explains that students may choose any book in the library for independent reading and establishes strategic support if they choose a book that is above their current reading level. According to best practices in building students independent reading, which of the following supports should the teacher set for students who choose a book that is above their reading level? •

Option A is correct because this support provides teacher scaffolding for students to read and understand a challenging text while still encouraging students to explore books that interest them. Option B is incorrect because repeated reading does not necessarily promote students* ability to comprehend a text that is above their reading level. Option C is incorrect because additional reading time does not provide support to students for accessing and comprehending a challenging text. Option D is incorrect because a demonstration of oral reading fluency does not include supports students need for accessing and comprehending a challenging text.

When previewing texts for an upcoming cross-curricular unit, a sixth-grade teacher should primarily consider texts that include Tier Two words that:

Option B is correct because Tier Two words often have multiple meanings, making knowledge of them an integral component of reading comprehension. Option A is incorrect because Tier Two words are typically cross-curricular and not domain-specific. Option C is incorrect because Tier Two words are typically academic vocabulary words and do not often provide sensory descriptions. Option D is incorrect because frequently encountered words that students learn in the course of general reading and conversation are considered to be Tier One words.

Which of the following strategies would be most appropriate and effective in a lesson designed to promote seventh-grade students' ability to acknowledge diverse perspectives during small-group discussions?

Option B is correct because a quick write provides students with an opportunity to develop their thoughts on the topic prior to sharing and listening to their classmates' ideas during a group discussion. Option A is incorrect because respecting members' contributions enhances civility but does not ensure acknowledgment of members' diverse perspectives. Option C is incorrect because while assigning roles is an effective way to help group members focus on the task at hand, it would not promote their ability to acknowledge diverse perspectives. Option D is incorrect because students should think critically about their own ideas during discussions, building on others' ideas, integrating others' ideas with their own, and even changing their own opinions during the course of a discussion.

A fourth-grade teacher includes an independent reading block three times weekly to foster a lifelong love of reading and support all students' engagement. While observing student behaviors during silent reading time, the teacher notices several students seem to be only pretending to read. Which of the following teacher strategies is likely to be most effective in supporting and encouraging readers during independent reading time?

Option B is correct because an interest inventory would be a good tool to use to determine the types of genres these students would enjoy reading, and it can help the students determine which books to pick in the future. Choosing books they will enjoy helps students remain engaged during the independent reading block. Option A is incorrect because, although conferencing with students is a way to determine if they are reading a book, this strategy does not necessarily foster the love of reading. Options C and D are incorrect because the teacher's primary goal is for students to enjoy reading, and having them complete an assigned activity does not support the objective of reading for pleasure.

A sixth-grade student reads texts accurately, but rarely participates in classroom discussions. When called upon, the student has difficulty answering questions about or summarizing the texts. In writing assignments, the student does not make many spelling errors but must often make revisions to clarify their writing. The teacher would like to identify the student's areas of need. Which of the following assessment techniques would be most appropriate for this purpose?

Option B is correct because an oral language assessment will help the teacher identify skills the student needs in order to effectively participate in classroom discussions and to answer questions about or summarize texts. Option A is incorrect because the student has demonstrated oral reading fluency, but the teacher needs to understand the student's oral expression challenges. Option C is incorrect because the student has demonstrated orthographic skill competency, but the teacher needs to understand why the student's written expression is often unclear. Option D is incorrect because the student has demonstrated decoding skills so this technique would not provide information about the student's areas of challenge.

A fifth-grade teacher incorporates technology tools during the reading block. The teacher asks students to think about the plot of a story as it is being read aloud. Each student has a multimedia story timeline to complete. The teacher pauses several times during the read-aloud and asks students to pair-share with a classmate and add events to their timeline.

Option B is correct because discussing how to add events to a plot timeline supports students' understanding of the sequence of events in the story while actively engaging students with the text. Option A is incorrect because students are not reading the text aloud, so they are not practicing fluency. Also, the pair-share task relates to story events rather than character analysis. Option C is incorrect because motivation to read is not clearly tied to listening to a read-aloud, and the pair-share task relates to story events and not character development. Option D is incorrect because the pair-share task does not specifically include academic vocabulary.

A fourth grade class includes several students who are reluctant to speak during class discussions. Which of the following approaches should the teacher use before each discussion to create an environment in which all students feel comfortable contributing to class discussions?

Option B is correct because it reinforces and reminds students of what they have agreed to, and it gently provides a reminder for all students to voice their thoughts while reaffirming that the classroom is a place for all voices. Option A is incorrect because this strategy does not address students' reluctance to speak up. Option C is incorrect because having students self-assess would be more appropriate after discussions and would not ensure that students feel comfortable contributing to discussions. Option D is incorrect because this approach involves students who participate but does not encourage reluctant speakers to participate.

A fifth-grade teacher is selecting a group of short texts to make available for students' independest reading time that will support the specific reading comprehension goal of identifying the author's viewpoint. Given this goal, which of the following genres would be most important for the teacher to include?

Option B is correct because newspaper editorials are characterized by the author presenting and supporting an opinion about an issue. This type of text would provide a natural opportunity for students to read and identify the author's viewpoint. Option A is incorrect because a dramatic work would not necessarily present an author's viewpoint. Options C and D are incorrect because these genres would present events in a factual way without necessarily presenting authors viewpoints about them.

Seventh-grade students are preparing to research the topic of the effects of social media on interpersonal relationships. Which of the following questions would be most appropriate for the students to use as a research question?

Option B is correct because perceptions of self and others directly relates to interpersonal relationships. Option A is incorrect because learning about individuals reasons for spending more time on some social media platforms would not help students learn about the effects of social media on interpersonal relationships. Option C is incorrect because the popularity of sites with particular demographic groups does not directly relate to interpersonal relationships. Option D is incorrect because discovering the purpose of various algorithms will not provide students with information about the effects of social media on interpersonal relationships.

A fourth-grade teacher is planning a cross-curricular unit that will include complex content-area readings and will culminate in students explaining an informational report on the water cycle. The teacher wants to plan instruction to accommodate an English learner who has been identified as having an auditory processing disorder. Which of the following approaches would best provide opportunities for the student to meaningfully engage in whole- and small-group activities?

Option B is correct because providing the student with visual prompts supports common symptoms of auditory processing disorder (e.g., the ability to recall information that is presented orally and to remember the order of words), and pre-teaching academic language used to signal order will build the student's English language skills that are necessary to complete the task. Option A is incorrect because using simpler language for all instruction does not address the specific skills this student needs to develop and does not provide appropriate rigon for the other students or the student learning English. Options C and D are incorrect because these approaches do not allow for the student to meaningfully engage in whole-class instruction. Option C suggests the teacher was not proactive in considering possible misunderstandings before beginning whole-class instruction. In option D the described modification would support carrying out small-group tasks but would not address possible confusion about completing the assignments.

A seventh-grade teacher wants students to use Latin roots to connect words in the same family. The teacher distributes a graphic organizer with the Latin root in the center of a web and instructs students to add words that include that root. The most effective way for the teacher to differentiate this activity for English learners in the class is by:

Option B is correct because providing visual cues to English learners increases comprehension and reduces anxiety. In addition, this activity teaches a word-learning strategy: using word roots to begin to comprehend the meaning of a word. Option A is incorrect because copying other students' work does not support students understanding of Latin root families, nor does it give the students a chance to practice and receive feedback. Option C is incorrect because finding words with Latin roots does not help students associate words in the same Latin root family, so the strategy of using a root to understand word meaning is lost. Option D is incorrect because providing word lists does not help students build understanding of the meaning of Latin root word families, and this activity does not include explicit instruction.

A fifth-grade teacher notices a student reading words incorrectly. The teacher works with the student using a familiar text to increase the student's reading accuracy. Which of the following activities is likely to be most effective for this purpose?

Option B is correct because reading the text chorally will support the student's reading accuracy. If the student is unsure of a word, the student can hear others read the word accurately and quickly correct themself. Option A is incorrect because rereading a text will not necessarily improve accuracy, and having peers count errors will not improve the student's accuracy. The student needs to know where they made a miscue to be able to correct the error in the future. Option C is incorrect because having a student read silently and independently and answer comprehension questions will not increase the student's reading accuracy, because the student will not know if they read a word incorrectly. Answering questions will help determine if the student understands the text, but it will not support reading accuracy. Option D is incorrect because underlining words and returning to the text afterward may help increase the student's comprehension, but it will not support reading the text accurately.

A fifth-grade teacher plans to have students listen to a recording of an actor delivering a monologue from a play students are reading. Which of the following sets of guiding questions would likely be most effective for helping students interpret the author's purpose in the monologue?

Option B is correct because reflecting on feelings evoked by the monologue and what the author wants the audience to notice relates directly to the author's purpose. What the author hopes to achieve is realized by how an audience receives it and what the audience notices. Option A is incorrect because the author's identity and style are irrelevant to the purpose of the monologue within the context of the play students are reading. Option C is incorrect because these questions focus on the actor's appearance and performance choices rather than the author's purpose. Option D is incorrect because this set of questions focuses on the content of the monologue rather than on the author's purpose for writing the monologue.

A seventh-grade English language arts teacher could most appropriately use the except during a lesson designed to develop students' ability to

Option C is correct because the entire essay uses evidence to support the controlling idea of the need to conserve the Texas watersheds, which have been described as very complex. Option A is incorrect because there are no logical fallacies in this piece: no flawed, deceptive, or false arguments that can be proven wrong, no personal attacks, no exaggeration. Option B is incorrect because analyzing how aspects of an author's craft contribute to mood would be more appropriate for a literary text than an informational text. Option D is incorrect because, while the structural elements are strong, there is not a good transition to the central idea, which is the conservation of the Texas watersheds.

A teacher works with eighth-grade students to increase their word analysis skills in preparation for reading complex texts. Which of the following methods is likely to be the most effective way of assessing students on these skills?

Option B is correct because students can use their knowledge of commonly used roots and affixes to determine the definitions of new words. Knowing Greek and Latin word parts helps students recognize clues and gain an understanding of a word in context. Option A is incorrect because idioms are a type of figurative language, and learning them does not promote students' word analysis skills, as they are not taking words apart and trying to understand the meaning of the words using their word parts. Option C is incorrect because having students read text with expression promotes fluency, but it does not help with analyzing words to support reading complex text. Option D is incorrect because while summarizing and using content-area vocabulary increase students comprehension of a text, these practices do not help students analyze and understand word meanings

A seventh-grade teacher plans to use the excerpt as a starting point during a lesson on synthesizing information. Which of the following student activities would be most appropriate to include in the lesson?

Option B is correct because synthesizing information involves connecting new information with prior knowledge. In this case, synthesis is accomplished by the teacher helping students apply their learning from the article to deepen their understanding of a local watershed. Option A is incorrect because this activity involves analysis rather than synthesis, as the students are focusing solely on information in the text. Option C is incorrect because this activity would help students evaluate the author's controlling idea and evidence. It would not lead them to synthesize information from the text with prior knowledge of watersheds. Option D is incorrect because this inquiry activity would be appropriate for students to engage in after they have learned how to synthesize information from multiple sources

In the excerpt, the authors make an ethical appeal primarily by:

Option B is correct because the authors quote information from a researcher with over 40 years of experience in coastal aquaculture. Option A is incorrect because the counterargument related to competition is mentioned only briefly in one short paragraph. Option C is incorrect because the excerpt is from a newspaper editorial in favor of oyster farming. Option Dis incorrect because the tone of the excerpt is inviting, not authoritative. This is primarily because of the many details provided in support of the farming effort.

A fourth-grade teacher uses the observational checklist below to gain insight into the relationship between a student's learning and classroom behaviors. Given these assessment data, the teacher can reasonably conclude that the student: Co

Option B is correct because the data show that the student consistently takes initiative in learning situations that require involvement, such as hand-raising, and approaches tasks with determination. In addition, the student does not need guidance to get underway. Option A is incorrect because there is some inconsistency in effort given the student's tendency to daydream at times. Option C is incorrect because the student almost never interferes with other students' work and sometimes works well with classmates. In addition, the student always participates in whole-class discussions. Option D is incorrect because the student's scores demonstrate that the student is attentive, not inattentive, in that the student does not need guidance to get underway, approaches tasks with determination, volunteers answers, and actively participates in the discussion.

After a second and focused reading of a text, a sixth-grade teacher wants to assess students' understanding of the author's use of foreshadowing. The teacher asks students the following question: "Why does the author describe the lions, bones, and Salva's desire to remain near Uncle?" This question will most effectively develop students' comprehension of the author's use of foreshadowing to:

Option B is correct because the description of lions, bones, and the need to stay close to Uncle suggest potential danger in the form of predatory beasts, the possibility of death and being reduced to bones, and the need to stay close to Uncle for protection from dangerous beasts and death. Option A is incorrect because the description does not demonstrate Uncle's leadership. Option C is incorrect because while the description represents Uncle as a source of comfort to Salva, its primary purpose is not to portray key family relationships. Option D is incorrect because the description does not convey Salva's feeling of exhaustion.

During a class discussion after students read the excerpt, the teacher asks the following question: "What aspect of life in the United States during the twentieth century does the author emphasize in the excerpt?" Which of the following student responses would demonstrate the clearest understanding? You Answered

Option B is correct because the excerpt refers to the economic challenges faced by immigrants in the United States during the twentieth century. The narrator notes that their father did not earn enough to raise all of his children and that they could not afford the fees required to participate in sports. Option A is incorrect because the author does not emphasize the pressure on children to succeed academically, just the pressure of having an older sister who has won. the prize. Option C is incorrect because while the adverse effects of economic depression are mentioned, the author makes the point that it is possible to overcome some of these, as is the case with the protagonist's older sister. Option D is incorrect because the narrator mentions their grandparents in the context of describing the family's economic situation rather than emphasizing the benefits of living with them.

A fourth-grade teacher works with students as they respond to the exam prompt. After reading the prompt, the students write down the name of an invention. Next, they list single words and phrases that relate to the invention. Students then select at least four words related to the invention and write a short paragraph about their named invention. This series of prewriting activities would most effectively prepare the students to:

Option B is correct because the primary purpose of the series of prewriting activities is to develop details to support the central idea of the paragraph. Option A is incorrect because the purpose of the assignment is not to describe the invention but to explain why it is important. Option C is incorrect because the activity does not require the student to look at the interconnectedness of the ideas. Option D is incorrect because the prewriting activities do not guide students to choose an organizational structure for their description.

A group of fourth-grade students designs and implements a survey for the entire elementary schgol to determine features to include on a new playground. The students create a bar graph showing the survey data that they will display during a presentation to the student body. The teacher wants to help the students enhance the audience's understanding of the data. Which of the following instructional approaches would be most appropriate for this purpose? You Answered

Option B is correct because the purpose of the teacher's instruction is to scaffold students' ability to enhance an audience's understanding, which is best done by providing guidelines regarding the skill needed to achieve this learning goal. Option A is incorrect because while explaining how data analysis promotes informed decision-making would help students understand the importance of including the data, it would not enhance the audience's understanding of the data. Option C is incorrect because demonstrating how to use software is useful to the students making the graph, not the audience the students will be reporting to. Option D is incorrect because this instructional approach would help students determine how the data can support their position, but it would not help students enhance the audience's understanding of the data.

Read the excerpt below from the first draft of a student's argumentative essay; then answer the question that follows. Decades of research now show that a plant-based diet can reduce a person's risk of developing cancer. That does not mean people should not eat meat. It means that, to reduce cancer risk, most of the food people eat should be plant-based. Plants have essential nutrients, such as antioxidants, that support cell health and a balanced immune system. A robust, balanced immune system reduces the risk of cancer because it identifies and attacks cancer cells before they develop into disease. Which of the following sentences, if inserted in the blank, would prompt the student to effectively provide transitions between ideas in the paragraph?

Option B is correct because the sentence connects the initial information about plant-based diets to the subsequent information about the immune system. Option A is incorrect because the sentence only contains information related to the beginning of the excerpt. Options C and Dare incorrect because each introduces a new concept that is not mentioned in the draft paragraph.

A fifth-grade teacher notices that students consistently have difficulty evaluating the author's use of facts for or against a claim in argumentative texts. Which of the following approaches to scaffolding instruction would best help students as the class reads an argumentative text?

Option B is correct because this approach provides support during the reading. As students paraphrase, they will demonstrate their comprehension of the author's claims and reasoning, and the teacher can correct any misconceptions students may have. Options A and D are incorrect because these approaches would be more appropriate to use to provide support after students read the text. Option C is incorrect because this approach requires students to identify supporting evidence without demonstrating comprehension, which is needed for evaluation.

Students in an eighth-grade English language arts class maintain learning portfolios throughout tije school year. Each portfolio contains a description of standards that the student hopes to master over the course of the year. Periodically, students examine their portfolios to measure their progress toward mastering the standards. This practice is likely to be most effective in achieving which of the following goals? You Answered •

Option B is correct because this practice encourages students to take responsibility for their learning by setting goals and assessing their progress. Option A is incorrect because while keeping the portfolio would promote organizational skills, examining it to measure progress more effectively develops responsibility for learning. Option C is incorrect because portfolios comprise students' work over time and are not considered formal assessments. Option D is incorrect because the goal of the learning portfolios is to allow students to measure their individual progress toward mastering standards, not to develop a supportive culture among students.

A group of eighth-grade students needs additional instruction in using context to comprehend unfamiliar words and words with multiple meanings. The teacher could most effectively use questions from a formative item bank in conjunction with the existing curriculum outlined in the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading in which of the following ways?

Option B is correct because this strategy is the only choice that incorporates actual instruction. Options A, C, and D are incorrect because while all these strategies could be used for assessment-both teacher and self-assessment and/or practice-they could not be used for instruction.

Question 18

Option C is correct because at several places in the journal entry, the student should have used the past tense -ed inflection but used -ing (e.g., playing, jumping) or s (games) instead. Option A is incorrect because the student is able to add an inflection correctly to a word ending in y (e.g., playing, trying), although the inflection used is not always the correct tense. Option B is incorrect because the student has an understanding of and uses comparative and superlative inflections correctly (e.g., youngest, smallest, higher). Option D is incorrect because there are no single-syllable, one-vowel words with inflectional endings in the student's journal entry.

A sixth-grade student gathers sources for a research report. Which of the following questions should the student ask when evaluating the source for bias?

Option C is correct because evaluating how alternate points of view are presented and addressed in a source would help the student identify potential biases. Option A is incorrect because a source's organizational structure would not typically reveal bias. Option B is incorrect because while visual elements might reveal bias through perpetuation of gender stereotypes, deceptive representation of data, and in other ways, asking how visual elements are related to the text would be a less effective way to evaluate the text for bias than asking how alternate points of view are presented. Option D is incorrect because the inclusion of in-text citations is not an indicator of whether a source is biased.

A sixth-grade teacher seeks to understand whether students have grasped linear plot elements bsfore moving on to discuss nonlinear plot elements. Which of the following assessment strategies would be most appropriate for this purpose? You Answered

Option C is correct because exposition, rising action, climax, falling action, and resolution are linear plot elements, and students ability to create a digital storyboard summarizing them indicates students understanding of them. Option A is incorrect because the exit ticket will demonstrate students' ability to make inferences about the setting's impact on the plot rather than their ability to understand nonlinear plot elements. Option B is incorrect because this strategy will only demonstrate students ability to understand one plot element, and the teacher is not monitoring the discussion. Option D is incorrect because while this activity provides an opportunity for reflection, it will not necessarily demonstrate evidence of students' understanding of plot elements,

In a focused reading of a novel, a sixth-grade teacher asks students to reread an excerpt and notice how details of the setting contribute to mood. According to best practices in reading instruction, which of the following steps would be most appropriate for the teacher to take next in this lesson?

Option C is correct because following the gradual release of responsibility model, explicit instruction would have occurred in the first reading and shared instruction would come next. Option A is incorrect because according to the gradual release of responsibility model, modeling identing to cred urg he re would have occurred during the first reading of the excerpt. Option B is incorrect because identifying the settings of the novel does not necessarily help the students connect how details of each setting might contribute to the mood of the novel. Option D is incorrect because according to the gradual release of responsibility model, independent practice of the skill would come after shared instruction.

Which of the following signs is a key indicator, as outlined in the Individuals with Disabilities Education Act (IDEA), that a student may have dysgraphia?

Option C is correct because forming letters incorrectly is a primary indicator of dysgraphia. Options A, B, and D are incorrect because these issues do not relate to using a writing instrument and forming clearly readable text in an organized way. Option A focuses on difficulty with the thought process, option B focuses on a lack of knowledge of spelling rules and/or using technology to confirm spelling, and option D focuses on the difficulty in understanding feedback given by a teacher or peer.

Seventh-grade students are preparing to read an article about causes of the 2008 financial crisis, in which they may encounter unfamiliar and ambiguous words. Which of the following student activities would most effectively promote the students' ability to determine or clarify the meaning of such words?

Option C is correct because in the activity students use hints and clues in the surrounding text to help them understand the meaning of the unfamiliar and ambiguous words within the context of the article. Option A is incorrect because the activity may promote connections among words but does not necessarily provide context-specific word meaning. Option B is incorrect because a word may have multiple meanings, so learning each definition will not help determine which meaning is accurate in a particular context. Option D is incorrect because decoding does not directly support vocabulary knowledge.

An eighth-grade teacher notices that students have different levels of understanding about commercial oyster farming. Which of the following activities would most effectively build students' background knowledge to help them understand the authors' argument?

Option C is correct because informational posters and focused small-group discussions will build students' background knowledge. Option A is incorrect because such a debate would be appropriate after students have learned more about oyster farming: the activity itself would not build students' background knowledge. Option B is incorrect because supporting a claim requires background knowledge. Option D is incorrect because responding to exit ticket prompts is a formative assessment of students understanding of the benefits of commercial oyster farming; it is not a teaching strategy that will enhance background knowledge. Responding to exit ticket prompts about the benefits of commercial oyster farming would be an appropriate way to assess students' understanding of the authors argument after they have read and discussed the article.

Seventh-grade English learners are receiving foundational reading skills instruction. In a progress-monitoring assessment, the following data were collected about the phonetic knowledge of the students.

Option C is correct because students 2 and 4 scored 0/3 on decoding variant vowels and diphthongs, which indicates they need instruction on vowel teams. Variant vowels are letter combinations (eg., ay, ai, ae) that can produce the sound of a single vowel. A diphthong is when a sound is formed by the combination of two vowels in a single syllable in which the sound begins as one vowel and moves toward another (e g., coin, loud, pause). Options A and D are incorrect because. while the data do show that the students have challenges with consonant digraphs and blends, the teacher should first instruct students in decoding variant vowels and diphthongs because their scores were the lowest in this area. Option B is incorrect because the data show that the area of letter-sound association is a strength for these students.

According to the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (Grades 4-8), which of the following writing skills would be most appropriate to introduce at the sixth-grade level?

Option C is correct because the ability to draft a clear thesis statement for a multi-paragraph informational essay is first addressed in Grade 6 TEKS: (11) (B) compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft. Option A is incorrect because generating ideas for writing through class discussions is a skill introduced in kindergarten. Option B is incorrect because argumentative writing is introduced in Grade 3. Option D is incorrect because gathering sources with the teacher's assistance is introduced in kindergarten.

After students read the excerpt, a fourth-grade teacher asks them to identify a literary element in the text and explain how the author uses it to achieve a specific purpose. Which of the following student responses best demonstrates understanding?

Option C is correct because the author uses the word "voice" to personify the birds singing. Option A is incorrect because exaggeration, or hyperbole, is not used in this sentence; "long over" is basic description. Option B is incorrect because in this sentence the turning wheel is used as a metaphor, not a simile. Option D is incorrect because while the student identifies an example of alliteration, explaining how the author uses "words to create an image in the reader's mind" would be more appropriate when discussing the use of imagery.

Each day, fifth-grade students read a chapter from the novel The Watsons Go to Birmingham-1963 by Christopher Paul Curtis. One student has an Individualized Education Program (IEP) goal related to reading and comprehending grade-level literary texts with 80 percent accuracy. Which of the following approaches for differentiating instruction is likely to be most effective in promoting the student's reading comprehension?

Option C is correct because the outline will support the student's reading comprehension by building the student's background knowledge prior to reading and providing information that the student can use for comprehension checks during reading. Option A is incorrect because the information given does not suggest that the student would benefit from listening to audio recordings of chapters before reading them. Option B is incorrect because this approach is passive and does not support the student's ability to self-monitor for comprehension. Option D is incorrect because this approach assesses the student's comprehension after reading rather than supporting the student's comprehension during reading.

A fourth-grade student diagnosed with ADHD has difficulty staying focused. The student's Individualized Education Program (IEP) includes a written expression goal to independently develop ideas fully with 80 percent accuracy. Which of the following scaffolding strategies would be most appropriate for the teacher to use to support this IEP goal during this writing activity?

Option C is correct because the scaffold of the sentence starters will support the student in generating, developing, and expressing ideas in writing. Frequent reminders to stay on task will support the student in staying focused on the task. Option A is incorrect because this strategy does not support the student's focus during the writing process. Option B is incorrect because this strategy is too open-ended and would not address the student's difficulty staying focused. Option D is incorrect because talking about one's writing process during writing can be disruptive and would be counterproductive for a student who has trouble focusing.

Sixth-grade students research an issue and draft a three-paragraph argumentative essay. The teacher then displays a rubric and guides students step-by-step through a process of assessing their own writing prior to revising. As needed, the teacher models appropriate examples of requirements in the rubric. The teacher's actions will most effectively benefit students by:

Option C is correct because the two steps-guiding students in how to use a rubric to critique their writing and modeling for students specific requirements of the rubric-teach students how to use skills to perform the task of assessing their writing. Option A is incorrect because the actions do not elicit from students what they already know about their essay topic. Option B is incorrect because the actions do not break the assignment into chunks. Option D is incorrect because the actions do not, in themselves, provide rhetorical techniques. The rubric may include an evaluation of rhetorical techniques used, but this is not the primary purpose of the teacher's actions.

During a class discussion of the excerpt, a teacher asks students the following question: "What effect does the author achieve by using the phrase 'into the night and through the night?" Which of the following student responses would demonstrate understanding? You Answered

Option C is correct because the use of repetition conveys difficulty by emphasizing the extent of the journey to find water. Option A is incorrect because the phrase "into the night and through the night" is used to emphasize the group's exhaustive and exhausting search for water rather than to create a hypnotic mood. Option B is incorrect because the phrase describes the difficulty of the trip rather than the characters feelings. Option D is incorrect because the phrase does not establish a childlike perspective. in the sense of "innocent" or "simple."

A fourth-grade teacher is preparing for a parent-teacher conference to discuss a student's classroom behavior challenges during reading lessons. Which of the following best practices will support the teacher's goal of partnering with the family to address the issue constructively?

Option C is correct because this practice engages the student in self-evaluation while also engaging the parents in a family/school-based solution. Option A is incorrect because this practice does not support the idea of partnering; rather, it asks the parents to provide a solution to the issue. Option B is incorrect because in this practice the teacher takes the role of the child's interpreter and may not understand the student's point of view. While similar to option C, this practice does not include the direct interaction of the student with the student's parents. Option D is incorrect because the parents have limited insight into what is causing the student's behavior in the classroom, and it would be difficult for them to choose the best option.

A teacher wants to promote students' ability to summarize the central idea of the excerpt in one sentence. Which of the following sentence starters would be most effective for this purpose?

Option C is correct because this sentence starter will provide a frame within which the student can explain why the scholarship jacket is the only one the main character could possibly earn and, therefore, why it is so important. Option A is incorrect because the reason for the school's tradition is not the central idea of the excerpt. Option B is incorrect because explaining why the narrator's grandparents are important would not lead to a discussion of why the jacket is important to the narrator, which is the central idea of the excerpt. Option D is incorrect because this sentence starter would lead students to making a comparison that is irrelevant to the central idea of the excerpt.

According to the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (Grades 4-8), which of the following oral language skills should a seventh-grade teacher introduce to students?

Option C is correct because this skill is introduced as a seventh-grade TEKS. Options A, B, and Dare incorrect because they refer to skills developed in earlier grades. Option A relates to a standard introduced in Grade 3; option B relates to a standard introduced in Grade 1; and option D relates to a standard introduced in Grade 4.

While conducting informal oral fluency checks, a fifth-grade teacher notices that some students confuse the hard and soft sounds represented by the consonants c and g when reading aloud. The teacher plans to have students use flash cards for repeated practice and automaticity. Which of the following instructional strategies should the teacher use to prepare students for the practice activity?

Option C is correct because this strategy explicitly teaches students the rule to follow to correctly pronounce the consonants c and g as hard or soft sounds (i.e., an i, e, or y appearing after a c or g generally signals the soft sound pronunciation of these two consonants. Option A is incorrect because this strategy provides word examples but does not teach the rule about determining if the consonants make a hard or soft sound. Option B is incorrect because this strategy provides no preparation for the activity but instead supports meaning acquisition. Option D is incorrect because this strategy provides pronunciation examples but not the rule about looking at the letters following c and g to determine a word's pronunciation.

An eighth-grade teacher finds that a student frequently pronounces words containing the letter combination e and d as /ed/ and never as /d/ or /t/. Which of the following strategies would be most effective for the teacher to use to support this student?

Option C is correct because this strategy presents the student with examples of the pronunciation variations and helps the student identify them. Identifying and isolating the three possible sounds is the first step in correctly pronouncing them when they are read. Option A is incorrect because this strategy only provides the opportunity for the teacher to confirm what has already been observed and does not provide instruction on the concept. Option B is incorrect because this strategy does not address the mispronunciation issue the student has demonstrated, instead, it addresses meaning. Option D is incorrect because this strategy does not address the mispronunciation issue the student has demonstrated; instead, it addresses syllabication.

Fourth-grade students are conducting background research for informational essays about the Battle of San Jacinto, in which Antonio López de Santa Anna surrendered to Sam Houston in 1836. Which of the following materials gathered during the student's search is a primary source?

Option D is correct because a contemporaneous letter written by a participant in the Battle of San Jacinto is a primary source of information about the battle. Options A, B, and C are incorrect because each describes a secondary source document that was created after the battle by someone who did not experience or witness the event firsthand. Competency 009 Question 51 0/1

When teaching a Tier Three word to a group of students, a sixth-grade teacher provides a nonexenple word that is related to but does not match the word's definition. This practice best demonstrates the teacher's awareness that non examples provide:

Option D is correct because a nonexample-a word that is related to a word yet is not an example of the word (e.g., purse as a nonexample of suitcase)-provides an illustration of contrast to help students better understand the word. Option A is incorrect because an image provides students with a visual definition of the word or a reminder of the word's meaning, but it does not help students develop a deeper understanding of the word by providing a contrasting example that is related but not identical. Option B is incorrect because each feature of a word provides students with clues to the word's meaning while non-examples provide points of contrast to the word's meaning. Option C is incorrect because non-examples of a word do not provide information about a variety of meanings of the word. Competency 004

An eighth-grade teacher uses an exit ticket prompt asking students to identify what is being foreshadowed during a scene in a novel they are reading. In reviewing the students' responses, the teacher determines that most students struggle with this concept. The teacher should plan to adjust instruction in which of the following ways?

Option D is correct because analyzing instruction that has occurred will help the teacher determine what additional instruction is needed to fill gaps in students' understanding. For example, instruction and practice of linear plot development might have occurred, but introduction to nonlinear plot progression has not. Option A is incorrect because understanding well-known events in novels would not support students' understanding of nonlinear plot development. Option B is incorrect because brainstorming possible consequences of the characters' actions will produce a broad range of possibilities without focusing on students' understanding of a specific event that the scene is foreshadowing. Option C is incorrect because understanding what a flashback is would not necessarily help students understand other nonlinear plot elements such as foreshadowing.

A seventh-grade class is reading a persuasive speech. The teacher directs students to annotate the counterarguments used in the speech. This activity is likely to be most effective in achieving which of the following goals? Correct! HELP CENTER 1/1 pts

Option D is correct because annotating the speech's counterarguments requires students to identify and trace the development of the arguments and counterarguments and how the author supports their claims by addressing counterarguments. Option A is incorrect because annotating the counterargument does not require the student to identify the genre nor the author's purpose. Option B is incorrect because the counterargument is not the main idea of the speech. Option Cis incorrect because while the annotations may include how the counterargument is introduced, this would not be the primary purpose of the annotations.

sixth-grade teacher uses a variety of assessment instruments throughout the year, each with a different purpose. Each day, the teacher wants to evaluate students' understanding of an informational text the class is reading. Which of the following types of assessment should the teacher use for this purpose?

Option D is correct because formative assessments are quick checks to make sure students are understanding the day-to-day learning. Formative assessments support learning during the teaching process. The assessment should be used as practice for the students and a way for the teacher to check for understanding throughout a unit and to guide decisions on future instruction. Option A is incorrect because a screening assessment is an assessment that looks at discrete skills that indicate whether a student will likely make adequate progress in achievement. This type of assessment is usually given several times a year to all students. Option B is incorrect because a summative assessment is an assessment that evaluates students learning, acquisition of skills, and academic achievement at the conclusion of a unit or project. Option C is incorrect because diagnostic tests are used to identify students' strengths and challenges in academic learning. These tests may determine if a student should receive additional services.

In an oral reading check with a sixth-grade English learner receiving Tier 2 interventions, the student performs below what is expected in terms of number of words read correctly per minute. According to best practices in implementing Response to Intervention (Rtl)/Multi-Tiered Systems of Support (MTSS), which of the following steps would be most appropriate for the teacher to take next?

Option D is correct because identifying causal factors is a first step in altering instruction. Option A is incorrect because the causal factor for the disfluency has not yet been determined, so the teacher is unable to determine if the text is useful. Option B is incorrect because the teacher does not yet know the causal factor influencing fluency, so does not know how to alter the intervention. Option C is incorrect because this step suggests the student needs more intense instruction when the cause of the disfluency has not yet been determined.

Students in a seventh-grade class are conducting research in preparation for a debate. The class discusses keywords students can use to locate sources on the Internet before students start their searches. One student locates an interesting article that contains strong arguments on the debate topic, but several links to cited sources no longer work. Which of the following questions should the teacher suggest that the student consider?

Option D is correct because outdated links make it necessary for the student to find reliable sources that corroborate important information presented in the article. Option A is incorrect because the possible presence of bias is irrelevant to the links to sources. Option B is incorrect because the author has provided outdated links, so the student will be unable to ascertain whether the author's sources were reliable and authoritative. Option C is incorrect because the article's intended audience is irrelevant to its accuracy.

A sixth-grade teacher plans to introduce the skill of synthesizing information to students before they start a research project. First, the teacher will explain that one purpose of synthesizing is to create new understandings. The teacher will then have students read a short informational text. After students read the text, the teacher wants to model questions students can ask to synthesize information. Which of the following sets of questions would best serve the teacher's purpose?

Option D is correct because questions that require students to combine their existing knowledge about a topic with new information about the topic will help develop students' ability to synthesize information. Option A is incorrect because this set of questions would develop students' ability to identify the topic of the text and make connections to the topic. Option B is incorrect because this set of questions would develop students' ability to identify the author's purpose for writing the text and additional sources of information about the text's topic. Option C is incorrect because this set of questions would develop students' ability to summarize and make text-to-text connections.

In a conference with a student's parents, a fourth-grade teacher learns that the parents are reluctant to converse with the student in their primary language because they worry about impeding the student's acquisition of English. Which of the following recommendations would be most appropriate for the teacher to make to the parents?

Option D is correct because research has shown that knowledge of a first language benefits children acquiring a new language. Option A is incorrect because this recommendation would inhibit the development of the child's primary language, thus reducing the child's opportunity to be fully bilingual, which research shows has many advantages. Option B is incorrect because this recommendation assumes that the student and the parents/guardians are familiar with academic language in their primary language, which may not be the case. In addition, this recommendation does nothing to suggest to parents/guardians that research supports fully developing the student's primary language skills. Option C is incorrect because this recommendation does nothing to promote students' first language development, which is shown to help the entire cognitive system.

A seventh-grade intervention teacher notices that an English learner has difficulty distinguishing short vowel sounds in words. For example, the student says send when the intended word is sand. Which of the following student activities would likely be most effective for promoting phonological awareness?

Option D is correct because the activity helps the student observe the teacher's modeling and then isolate and produce the matching phoneme. Both are key skills in developing phonological awareness. Options A and C are incorrect because they are phonics activities that promote sound/symbol knowledge and not activities that promote phonological awareness. Option B is incorrect because this activity promotes vocabulary knowledge and not phonological awareness.

A fourth-grade teacher wants to use the State of Texas Assessments of Academic Readiness (STAAR) November Interim Assessment results to differentiate instruction and improve student progress. Given these results, which of the following steps should the teacher take to differentiate instruction and best prepare students for the STAAR?

Option D is correct because the chart shows errors related to item substandards. The teacher can use this information to provide additional instruction and practice to fully comprehend the standard. Option A is incorrect because the chart provides information about item accuracy and not an indication of whether the student will meet grade-level expectations. Option B is incorrect because comparing students' scores does not support students' competency. Option C in incorrect because the chart provides item scores, not scaled scores of different forms.

An eighth-grade teacher wants to assess students' inferential comprehension of the editorial. Which of the following questions would be most appropriate for the teacher to ask for this purpose? You Answered

Option D is correct because the question asks students to go beyond information contained in the article to draw a conclusion or make a prediction about whom the author is trying to persuade. Options A, B, and C are incorrect because they would assess students' literal comprehension of the editorial, which includes information about how commercial oyster farming benefits the economy, reasons for oyster populations decline, and the roles that oyster reefs play in the environment.

A sixth-grade teacher wants to provide literacy instruction for an English learner who reads fluently in a home language that is alphabetic in nature, but whose understanding of English language phonemes is limited. Which of the following strategies is likely to be most effective in promoting the student's reading development?

Option D is correct because the student already has literacy knowledge in an alphabetic language. To support the student's reading growth, the teacher needs to teach the student only the English phonemes that do not exist in the home language. Option A is incorrect because a student should not continually be interrupted and corrected when reading unless comprehension of the story is breaking down. Option B is incorrect because having the student translate all the text will not promote reading in English. If a student does not understand a vocabulary word, then that word can be translated to help with comprehension, but the main goal is for the student to be able to read and understand English fluently without constant translating. Option C is incorrect because the student should learn to read continuous text. Making connections between English phonemes and phonemes in the home language indicates the student is noticing how the languages are similar, but having the student search texts for phonemes will not promote reading development and growth because the phonemes are already known in the home language.

After students read the excerpt, a fourth-grade teacher asks them to use text evidence to infer a theme. Which of the following student responses best demonstrates the ability to infer the theme?

Option D is correct because the student response includes specific text evidence that suggests a theme of the inevitability of change and explains the meaning of the phrase "changeless sweep of change." Option A is incorrect because while the except discusses the passage of time, it is not implied that the character is waiting for anything in particular. Option B is incorrect because nothing in the excerpt suggests that the coming season will be an "exciting time." Option C is incorrect because while the descriptions of milkweed strongly point to the theme of the change, it does not imply that nothing and no one stays in the same place.

Which of the following tasks provides the best opportunity for students to use new Tier Two and Tier Three words in a variety of meaningful settings?

Option D is correct because the task provides multiple opportunities for students to use the words in different settings, which leads to a deeper understanding of the words. Option A is incorrect because the task will help students better understand word meanings but does not provide the opportunity to use the words in real-world settings. Option B is incorrect because the task relates to creating and taking apart words rather than to using the words. Option C is incorrect because the task does not require the student to use the words. Students will not learn to use words by observation without practice.

During a lesson on effective online research skills, a seventh-grade teacher tells students that pe ple tend to click the first result of an Internet search over 25 percent of the time. The teacher uses this information to start a discussion about the importance of gaining a broad perspective and deep understanding of a research topic. Which of the following activities would best support the teacher's goal of guiding the students to develop a broad perspective and deep understanding of their next research topic?

Option D is correct because the task requires students to explore how using various sources can provide different perspectives and different information. Option A is incorrect because this activity would be appropriate to help students identify credible and reliable sources but would not necessarily broaden their perspective on or deepen their understanding of the topic. Options B and C are incorrect because these tasks would help students narrow the scope of the topic-related inquiry rather than broaden the scope.

A fourth-grade teacher would like to determine students' ability to use information from a short story to make predictions. Which of the following strategies would best achieve this purpose?

Option D is correct because the task requires students to predict what will happen at the end of the story based on what they read at the beginning. Option A is incorrect because this task asks students to reflect on the story and not to make a prediction. Option B is incorrect because this task asks students to summarize the story and not to make a prediction. Option C is incorrect because this task asks students to retell the story, rather than make a prediction.

The transcript demonstrates the teacher's attention to promoting students' development of which of the following listening skills?

Option D is correct because the teacher is continually asking for evidence that supports the President's claim. Options A, B, and C are incorrect because the transcript does not include the teacher addressing tone, distinguishing between facts and opinions, or how structure contributes to meaning.

A sixth-grade teacher has students read an article online and complete a graphic organizer. The teacher wants to make sure students can independently understand what they are reading. Which of the following actions should the teacher take to support students who indicate a lack of comprehension?

Option D is correct because the teacher uses formative assessment to support the next instructional decision, which is appropriate since it provides direct teacher support to those who need it. Options A, B, and C are all incorrect because the teacher wants to focus on students who have difficulty with comprehension. Option A would provide attention to all students, option B focuses on fluency, and option C does not provide targeted opportunities to identify students who are having difficulty with comprehension.

A fifth-grade teacher reads aloud to the class from a nonfiction text. Which of the following student activities would most effectively support the students' ability to listen critically and gather meaning from the text?

Option D is correct because this activity involves active engagement during the reading. Completing a thinking map requires students to make critical decisions about which supporting details to include. Option A is incorrect because this activity occurs after the read-aloud and thus would not support students' ability to listen critically and gather meaning during the read-aloud. Option B is incorrect because this activity would not support students' ability to listen critically because they could highlight important ideas while reading the text without listening to the teacher read aloud. Option C is incorrect because while self-assessing critical-listening behaviors might help students determine their own listening strengths and needs, this activity would not support students' ability to listen critically and gather meaning from the text.

A sixth-grade teacher works with students on small-group discussion skills in preparation for a collaborative research project. After the students review a rubric for productive collaboration, which of the following activities would most effectively prepare them for participation in the research project?

Option D is correct because this activity uses effective modeling and scaffolding to help students understand the rubric before they participate in their own group discussions. Option A is incorrect because this activity requires that students already understand the rubric, which may not be the case. Option B is incorrect because the teacher would be doing the work of listening, not the students who are engaged in watching, and calling students' attention to communication breakdowns is less beneficial than helping students prevent communication breakdowns. Option C is incorrect because this activity is based on the assumption that by simply studying the rubric the students understand the behaviors. In addition, focusing on constructive discussion behaviors would better prepare students to participate in the collaborative research project.

Fourth-grade students complete first drafts of essays in response to the exam prompt. To help prepare students to revise their drafts, which of the following steps would be most appropriate for the teacher to take first?

Option D is correct because understanding the criteria for success and seeing an example that meets these criteria will provide clear guidelines for students to follow when revising their drafts. Option A is incorrect because reviewing class guidelines for peer review would be an appropriate step to take after students know and understand the criteria for successful revision. Option B is incorrect because looking for errors in grammar and mechanics is part of the editing stage, which occurs after the revision stage of the writing process. Option C is incorrect because this activity would not help students understand why the revisions were made; students first need to review the success criteria.

After students read a myth, a fifth-grade teacher asks students to record their personal reflections in reading journals. This practice is likely to promote students' reading comprehension in which of the following ways? I

Option D is correct because writing in reading journals provides students with the opportunity to articulate their ideas about a text, providing insights into how they are constructing knowledge and how well they understand the major ideas and concepts of a text. Options A, B, and C are incorrect because the personal reflections in a journal entry may or may not address these comprehension skills (i.e. distinguishing supporting details and main ideas, making connections, and making predictions).

Text: 3 Use the information below to answer the two questions that follow. Students in an eighth-grade English language arts class listen for the second time to a recording of John F. Kennedy's 1962 "Race to Space" speech, reading along on individual copies of the transcript. During the speech, the teacher pauses the recording for a brief discussion. A transcript of the discussion appears below. Teacher: Why does President Kennedy say the United States should invest in space science? Student 1: He thinks everyone benefits if our government wins the "space race." Teacher: How do you know he thinks that?

Student 2: He says that space will not be governed by a hostile flag of conquest, but by a banner of peace. Student 1: He says we're obligated to become the leader in space so that space won't be filled with weapons of mass destruction. Teacher: What do you notice about President Kennedy's use of phrases like 'hostile flag of conflict, "banner of peace, and "weapons of mass destruction"? Student 2: That language is really emotional. It makes people feel either patriotic or scared.

Text: Read the excerpt below from "What Is a Watershed?" an informational text by the Texas Water Do Development Board's Web site; then answer the two questions that follow. A watershed is an area of land that drains to a body of water. Each watershed contains a set of streams and rivers that all drain to a single larger body of water, such as a larger river, a lake, a reservoir, or an ocean. In Texas, most large rivers flow in a general southeastern direction, emptying into the Gulf of Mexico.

Watersheds can be small, covering only a few acres, or very large, spanning thousands of square miles. A watershed includes more than just the water. Watersheds are complex systems with many smaller parts. All surface water, groundwater, soils, plants, animals, and human activities are part of a watershed. Everything that happens in a watershed has an impact on the health of the whole system. As the population in Texas grows, demand of available water supplies in Texas also grows. We all need to think and learn about how to protect our water resources. Conservation is an especially important strategy to make sure Texas has enough water today and in the future.

During a student-teacher conference about an independent reading selection, the teacher first asks the student questions to gauge their understanding of the text. Based on the student's response the teacher determines that the student is having difficulty comprehending the text. A transcript of the dialogue between the teacher and student is shown below. Teacher: It seems like this text was frustrating for you. Student: (shrugs) Yeah, guess. Teacher: I wonder if there were words that tripped you up. Student: Not the words really, but I didn't always get what it was saying. Teacher: Can you give me an example? Student: Well. OK. Here's something (pointing to an image of the sun in the book). This caption says the sun is a ball of gas. The chapter talks about how much heat the sun makes. But I don't see how a ball of gas even relates to the sun giving off heat.

Which of the following components of text complexity is causing comprehension difficulty for the student? Option C is correct because the student's inability to grasp the description of a characteristic of the sun signals that the student is not connecting the underlying concepts conveyed. Option A is incorrect because the student is able to identify the text feature as a caption; it is the content of the caption that the student does not understand. Option B is incorrect because there is no mention of the author's purpose in the stem or teacher-student dialogue. Option D is incorrect because the student is able to associate the caption and the image, demonstrating an understanding that there is a relationship between the image, the caption, and the passage; the difficulty comes in understanding the content of the caption.

Text 4: Read the excerpt below from Tuck Everlasting, a novel by Natalie Babbitt; then answer the two questions that follow. The first week of August was long over. And now, though autumn was still some weeks away, there was a feeling that the year had begun its downward arc, that the wheel was turning again, slowly now, but soon to go faster, turning once more in its changeless sweep of change. Winnie, standing at the fence in front of the touch-me-not cottage, could hear the new note in the voices of the birds.

Whole clouds of them lifted, chattering, into the sky above the wood, and then settled, only to lift again. Across the road, goldenrod was coming into bloom. And an early-drying milkweed had opened its rough pod, exposing a host of downy-headed seeds. As she watched, one of these detached itself into a sudden breeze and sailed sedately off, while others leaned from the pod as if to observe its departure. After students read the excerpt, a fourth-grade teacher asks them to identify a literary element in the text and explain how the author uses it to achieve a specific purpose. Which of the following student responses best demonstrates understanding

Read the excerpt below from "Oyster farming a win-win for Texas," a newspaper editorial by the Victoria Advocate Editorial Board; then answer the three questions that follow. 27 The long-awaited arrival of commercial oyster farming in Texas, which was legalized last year during the 86th Legislature, will provide both substantial economic and environmental benefits. As the last coastal state to legalize the practice, this will also give Texas a chance to compete in an industry that annually brings in $180 million nationwide, according to the Harte Research Institute. Farmed oysters and wild oysters cater to completely different markets, so the two wouldn't be competing with each other.

Wild oysters are mostly shucked, packaged and sold while farm-raised oysters are almost exclusively produced for the half-shell market. Commercial oyster farming will not only bring jobs and economic development to coastal communities, but stability to the oyster industry in Texas, according to Joe Fox of the Harte Research Institute in Corpus Christi, who has over 40 years of experience in coastal aquaculture. Harvesting wild oysters can be unpredictable year-by-year and oyster populations have gradually declined due to a variety of factors such as overfishing and natural disasters. The Harte Research Institute's website states that Hurricane Harvey, as our country's most expensive natural disaster, "disrupted nearly every oyster-producing region in Texas." Farming oysters will bring more reliability to the industry because they can be harvested year-round, unlike wild oysters. Beyond the economic benefits, oyster farming is also a sustainable way to conserve wild oyster populations. Oyster reefs play many important ecological roles, such as providing a habitat for other animals, filtering the water and protecting shorelines from storms and erosion.