Content Exam subtest 1 (Language and Literacy)
Define the term "fragment" and give examples of dependent clause and relative clause fragments.
A fragment is an incomplete sentence, which is one that does not have a subject to go with the verb, or vice versa. The following are types of fragments: dependent clause fragments - these usually start with a subordinating conjunction. An example is: "Before you can graduate." "You can graduate" is a sentence, but the subordinating conjunction "before" makes the clause dependent, which means it needs an independent clause to go with it. An example is: "Before you can graduate, you have to meet all the course requirements." relative clause fragments - These often start with who, whose, which, or that. An example is: "Who is always available to the students." This is a fragment because the "who" is not identified. A complete sentence would be: "Mr. Jones is a principal who is always available to the students."
Explain meter and give examples of some common metrical feet used in poetry.
A recurring pattern of stressed an unstressed syllables in language creates a rhythm when spoken. When the pattern is regular, it is called meter. When meter is used in a composition, it is called verse. The most common types of meter are: Iambic - an unstressed syllable followed by a stressed syllable anapestic - two unstressed syllables followed by a stressed syllable trochaic - one stressed syllable followed by an unstressed syllable dactylic - a stressed syllable followed by two unstressed syllables spondaic - two consecutive syllables that are stressed almost equally pyrrhic - two consecutive syllables that are equally unstressed
Define and give examples of run-ons and comma splices.
A run-on sentence is one that tries to connect two independent clauses without the needed conjunction or punctuation and makes it hard for the reader to figure out where one sentence ends and the other starts. And example is: "Meagan is three years old she goes to pre-school." Two possible ways to fix the run-on would be: "Meagan is three years old, and she goes to pre-school" or "Meagan is three years old; however, she goes to pre-school/" A comma splice occurs when a comma is used to join two independent clauses without a proper conjunction. The comma should be replaced by a period or one of the methods for coordination or subordination should be used. An example of a comma splice is: "Meagan is three years old, she goes to pre-school."
Explain stanza structure in poems.
A stanza is a group of lines. The grouping denotes a relationship among the lines. A stanza can be any length, but the separation of lines into different stanzas indicates an intentional pattern created by the poet. The breaks between stanzas indicate a change of subject or thought. A group of lines, the stanza is a melodic unit that can be analyzed for metrical and rhyme patterns. Various common rhyme patterns have been named. The Spenserian stanza, which has a rhyme pattern of a b a b b c b c c, is an example. Stanzas of a certain length also have names. Examples include the couplet, which has two lines; the tercet, which has three lines; and the quatrain, which has four lines.
Explain subject-verb agreement
A verb must agree in number with its subject. Therefore, a verb changes form depending on whether the subject is singular or plural. Examples include "I do," "he does," "the ball is," and "the balls are," If two subjects are joined by "and," the plural form of a verb is usually used. For example: Jack and Jill want to get some water (Jack wants, Jill wants, but together they want). If the compound subjects are preceded by each or every, they take the singular form of a verb. For example: Each man and each woman brings a special talent to the world (each brings, not bring). If one noun in a compound subject is plural and the other is singular, the verb takes the form of the subject nearest to it. For example: Neither the students nor their teacher was ready for the fire drill Collective nouns that name a group are considered singular if they refer to the group acting as a unit. For example: The chair is going on a concert tour.
Reading research conducted using scientific-based research methods has identified which of the following areas as one of the five essential components of an effective reading instruction program? A) Vocabulary development B) Letter formation C) Oral language development D) Spelling skills
A) vocabulary development In 2000, based on a review of years of scientific-based research, the National Reading Panel identified the following five essential components of an effective reading instruction program: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The five components are interrelated; they cannot be taught in isolation, though at certain stages of reading development one may be emphasized more than another. Ongoing research has continued to affirm and support the Panel's findings in the years since it was originally published.
Explain the use of capitalization and punctuation.
Capitalization refers to the use of capital letters. Capital letters should be placed at the beginning of: -proper names (Ralph Waldo Emerson, Australia) -places (Mount Rushmore, Chicago) -Historical periods and holidays (Renaissance, Christmas) -Religious terms (Bible, Koran) -Titles (Empress Victoria, General Smith) - All main words in literary, art, or music titles (Grapes of Wrath, Sonata in C Major) Punctuation consists of: periods - a period is placed at the end of a sentence. commas - a comma is used to separate: - two adjectives modifying the same word (long, hot summer) -three or more words or phrases in a list (Winken, Blinken, and Nod; life, liberty, and the pursuit of happiness) -Phrases that are not needed to complete a sentence (The teacher, nor the students, will distribute the supplies.)
Explain the following writing processes: drafting, revising, editing, and proofreading.
Drafting is creating an early version of a paper. A draft is a prototype or sketch of the finished product. A draft is a rough version of the final paper, and it is expected that there will be multiple drafts. Revising is the process of making major changes to a draft in regards to clarity of purpose, focus (thesis), audience, organization, and content. Editing is the process of making changes in style, word choice, tone, examples, and arrangement. These are more minor than the changes made during revision. Editing can be thought of as fine tuning. The writer makes to language more precise, checks for varying paragraph lengths, and makes sure that the title, introduction, and conclusion fit well with the body of the paper. Proofreading is performing a final check and correcting errors in punctuation, spelling, grammar, and usage. It also involves looking for parts of the paper that may be omitted.
Explain the role of purpose and audience in writing a paper
Early in the writing process, the writer needs to definitively determine the purpose of the paper and then keep that purpose in mind throughout the writing process. The writer needs to ask: "Is the purpose to explain something, to tell a story, to entertain, to inform, to argue a point, or some combination of these purposes?" Also at the beginning of the writing process, the writer needs to determine the audience of the paper by asking questions such as: "Who will read this paper?" "For whom is this paper intended?" "What does the audience already know about this topic?" "how much does the audience need to know?" and "Is the audience likely to agree or disagree with my point of view?" The answers to these questions will determine the content of the paper, the tone, and the style.
Describe the characteristics of preadolescent and adolescent literature and list some popular series or authors for this age group.
Preadolescent literature is mostly concerned with the "tween" issues of changing lives, relationships, and bodies. Adolescents seeking escape from their sometimes difficult lives enjoy fantasy and science fiction. For both groups, books about modern, real people are more interesting than those about historical figures or legends. Boys especially enjoy nonfiction. Reading interests as well as reading levels for this group vary. Reading levels will usually range from 6.0 to 8.9. Examples of popular literature for this age group and reading level include: -Series - Sweet Valley High, Bluford High, Nancy Drew, Hardy Boys, and Little House on the Prairie - Juvenile fiction authors - Judy Blume and S.E. Hinton -Fantasy and horror authors - Ursula LeGuin and Stephen King - Science fiction authors - Isaac Asimov, Ray Bradbury, and H. G. Wells -Classic Books: Lilies of the field, Charlie and the Chocolate Factory, Pippi Longstocking, National Velvet, Call of the Wild, Anne of Green Gables, The Hobbit, and Tom Sawyer
Compare and contrast primary and secondary sources of research material.
Primary sources are the raw material of research. This can include results of experiments, notes, and surveys or interviews done by the researcher. Other primary sources are books, letters, diaries, eyewitness accounts, and performances attended by the researcher. Secondary sources consist of oral and written accounts prepared by others. This includes reports, summaries, critical reviews, and other sources not developed by the researcher
Define the following key grammatical terms and give examples of each: preposition, prepositional phrase, pronoun, sentence, and verb.
The definition for these grammatical terms are as follows: Preposition - This is a word that links a noun or pronoun to other parts of a sentence. Examples include above, by, for, in, out, through, and to. Prepositional phrase - This is a combination of a preposition and a noun or pronoun. Examples include across the bridge, against the grain, below the horizon, and toward the sunset. Pronoun - This is a word that represents a specific noun in a generic way. A pronoun functions like a noun in a sentence. Examples include I, she, he, it, myself, they, these, what, all and anybody. Sentence - This is a group of words that expresses a thought or conveys information as an independent unit of speech. A complete sentence must contain a noun and a verb (I ran). However, all the other parts of speech can also be represented in a sentence. Verb - This is a word or phrase in a sentence that expresses action (Mary played) or a state of being (Mary is).
Explain the importance of an special features of the introduction of an essay.
The introduction contains the thesis statement, which is usually the first or last sentence of the opening paragraph. It needs to be interesting enough to make the reader want to continue reading. Possible openings for an introduction include: -The thesis statement -A general idea that gives background or sets the scene -An illustration that will make the thesis more concrete and easy to picture -A surprising fact or idea to arouse curiosity -A quotation that leads into the thesis
A first-grade teacher is looking for a decodable text to give to a small group of students to reinforce their word-reading development. The students have already received instruction in single consonants, consonant blends, and short vowel sounds. The students have also been taught basic high-frequency grade-level sight words. Which of the following sentences could be included in a decodable text that is appropriate for these students? a) Jon gets a hit with his bat and runs fast. b) The mouse cannot rest with the cat here. c) Jill lies with her pet on the red carpet. d) Dave sat with his mom on the bench.
a) Jon gets a hit with his bat and runs fast Decodable text is an integral part of research-based, systematic phonics instruction. For a text to be decodable, it should contain only words whose letter sounds have already been learned or words that are irregular but have been taught as sight words. The sentence "Jon gets hit with his bat and runs fast" contains only single consonants, short vowels, the final consonant blend st, and the high-frequency words a, with, and his.
Several first-grade students are ready to be introduced to the CVCe pattern. Which of the following teacher directions demonstrates the best way for the first-grade teacher to model the blendin gof the CVCe word SAME? a) Point to a and e and say "The letter e at the end tells me that the vowel a says its name." Point to s and say /s/. Point to a and e and say the long a. Point to m and say /m/. Swipe your finger under the whole word and say same. b) point to s and say /s/. Point to a and say the long a. Point to m and say /m/. Point to e and say, "The letter e at the end is silent." Swipe your finger under the whole word and say same. c) draw a large X over the final letter e. Point to s and say /s/. Point to a and say the long a sound. Point to m and say /m/. Swipe your finger under the whole word and say same. d) swipe your finger under each letter slowly and say each sound slowly and drawn out. Now say the sounds together quickly. What word do the sounds make?
a) Point to a and e and say "The letter e at the end tells me that the vowel a says its name." Point to s and say /s/. Point to a and e and say the long a. Point to m and say /m/. Swipe your finger under the whole word and say same. In a CVCe word such as same, a vowel followed by a consonant followed by e is typically a long vowel, often explained to early readers as, "The vowel says its name." Focus should be given on noting a final e and its effect on the vowel sound in the word before blending the letters.
During morning meeting in a first-grade class, students and their teacher discuss the day's posted schedule, and the teacher tells the students that they should check the schedule periodically during the day. As the day progresses, several students who have listening challenges appear to be unaware of upcoming transitions. Despite the teacher's verbal reminders, the students have difficulty beginning transitions in a timely manner. To help the students better anticipate the teacher's verbal reminders and transition successfully to new activities, the teacher should implement which of the following strategies? a) adding clear visual prompts to the posted schedule b) having class buddies guide the students through transitions c) providing copies of the schedule to the students d) reviewing the schedule with all students throughout the day
a) adding clear visual prompts to the posted schedule Students who have listening challenges will be better able to make successful transitions and act on the teacher's verbal reminder(s) about upcoming transitions if they are also prompted by visual cues of the posted schedule. By placing simple images and/or easily understood symbols next to each activity on the schedule, the teacher can help all students prepare themselves mentally and physically for transitions.
Read the passage below from a sixth-grade social studies text; then answer the question that follows. In 478 BCE, after the Greeks defeated the Persians, the two nations joined together under the leadership of Athens to establish an alliance called the Delian League. Most of the Greek city states, as well as islands in the Aegean and Black Seas, were members. The Delian League made Athens powerful and rich, and it was during the ensuing years that direct democracy reached its height in that city-state. Which of the following words from the text is considered a general academic vocabulary word that would be most beneficial to teach sixth-grade students? a) establish b) city-states c) ensuing d) democracy
a) establish General academic terms comprise what are sometimes called Tier Two words-those words that appear across different genres and content areas and are therefore important for students to learn. Tier Two words are best taught by explicit instruction. The verb establish is a high-utility Tier Two word for sixth-grade students, and an understanding of its meaning here is essential to students' comprehension of the text. It will also be an important word for them to know to support their comprehension of other academic texts they will read in the future.
A sixth-grade teacher wants to promote students' ability to use writing to develop and express their understanding of content-area concepts and skills. Which of the following strategies should the teacher use first for this purpose? a) having students regularly perform quick writes in response to content-area learning activities and discuss their writing with a partner b) providing for student reference examples of text types that question, critique, and analyze content-area concepts c) assigning to students independent research projects for which they can choose a focus from recent content-area topics of study d) assigning students to write and present orally a response paper at the conclusion of units of study in content areas
a) having students regularly perform quick writes in response to content-area learning activities and discuss their writing with a partner As they move into the upper grades, students need to learn skills associated with academic and discipline-specific writing, such as how to express higher-level concepts and how to develop questions about and responses to learned material. Quick writes and partner discussions are non-threatening ways to ease students into practicing these new writing skills. Through these activities, students gain experience in the academic language and structures required by content-area writing. While circulating around the room and listening to the partner discussions, the teacher can obtain valuable data relevant to students' abilities in an conceptual understanding of content-area writing
To help fifth-grade students remember when to cite sources in their research reports, a teacher provides students with the list below. Give credit to a source when you: 1. quote another person's spoken or written words. 2. paraphrase another person's spoken or written words. 3. use facts or statistics that are not common knowledge. 4. use another person's idea or opinion 5. _______________________________ Which of the following phrases should be added to the list? a) include reproductions of photographs or illustrations from a website. b)retell a folktale, legend, or myth that is not attributed to any author. c) document results from scientific experiments that you conducted d) provide information that most readers will consider to be factual
a) include reproductions of photographs or illustrations from a website Photographs and illustrations from print and nonprint sources must be cited. Students should be reminded that visual texts found on the internet are protected by intellectual property laws, the ease of access provided by the internet does not mean that materials found there can be used with giving proper credit to the source
A fourth-grade teacher describes to students how to recognize various text organizational structures (e.g., cause/effect, comparison/contrast, problem/solution) and how to use text structure to aid in reading comprehension. The teacher then models how to apply the text-structure strategy with a passage from an informational social studies text. Which of the following steps would the teacher take next in this lesson? a) providing guided practice of the skill with a different text b) assessing understanding of the passage through text-dependent questions c) providing independent practice of the skill on the same text d) having the students apply the skill to a different text using think-aloud
a) providing guided practice of the skill with a different text The ability to describe the overall structure of a text is a fourth-grade standers in the Illinois Learning Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects. Use of this knowledge is beneficial to the understanding of informational text, as it can help students monitor comprehension by organizing the information about which they are reading. Regarding the order of the steps the teacher should take in explaining this comprehension strategy, research-based instruction in comprehension strategies includes the following components and in this general sequence: explicit description of the strategy, teacher modeling, guided practice, and independent practice.
Read the excerpt below from an oral presentation script planned by a fifth-grade English language learner; then answer the question that follows. I go on a train to see my grandfather. It's fun. The train leaves at 8:00 a.m. It goes past a lake and around big mountains. I like the train. The blue seats are nice. My sister sleeps, but I like to look out the window. Soon, I see my grandfather waving. The teacher wants to guide the English language learner in revising the script to give the audience a more compelling listening experience. Given the evidence in the excerpt, the teacher could best achieve this goal by providing explicit instruction in which of the following concepts? a) replacing generic words with descriptive synonyms b) reorganizing the sequence of ideas c) incorporating more complex sentence structures d) deleting the writer's personal opinions
a) replacing generic words with descriptive synonyms English language learners may overuse generic words such as go, like, big, and nice until they acquire a larger repertoire of more descriptive terms such as travel, enjoy, towering, and comfortable. English language learners can benefit from explicit instruction in, and modeling of, specific language needed for a variety of academic settings. By providing such instruction relevant to an oral presentation, the teacher will guide this English language learner in planning a presentation that includes vocabulary that engages the audience's attention.
Fourth-grade students are working in small groups to research and write informative essays on related topics. While gathering information from teacher-selected texts, students write down relevant key words and their definitions. The students then post these words on a chart displayed in the front of the classroom. Students can refer to the chart when drafting their essays. This activity will benefit students' writing development primarily by: a) scaffolding students' academic vocabulary growth b) providing opportunities to use research techniques. c) promoting essential note-taking skills d) helping students to narrow broad topics
a) scaffolding students' academic vocabulary growth Writing effective informative and explanatory texts requires strong academic vocabulary knowledge. For students to develop and write explanatory texts, they need to be comfortable using vocabulary related to their topic. The students in this class are involved in group research on similar and related topics and are able to co-create a chart of academic vocabulary that would likely appear in many of the finished research papers. This informal word collection activity helps all students expand their working vocabulary related to their topics
A third-grade teacher is planning to conduct a close reading of a nonfiction historical narrative. The teacher is selecting general-academic and content-specific words from the text to teach explicitly to the class during the reading. Which of the following prereading strategies would best address the linguistic needs of an emerging-level English language learner in the class? a) selecting Tier One words from the text to preteach to the student explicitly b) providing the students with a vocabulary notebook for writing down unknown words c) having the student look through the text and identify unfamiliar word by circling them d) giving instruction in dictionary usage and letting the student practice looking up words from the text
a) selecting Tier One words from the text to preteach to the students explicitly Research suggests that a beneficial differentiation strategy for supporting English language learners' text comprehension is explicit instruction in the meanings of basic English words. These words are referred to as Tier One words and are generally familiar to native English speakers. Thus, English language learners will most likely need explicit instruction in these words, while native English speaker will not.
A third-grade teacher is working with a group of students who have achieved grade-level benchmarks for accuracy and rate but who need to improve their prosody. The teacher plans a sequence of fluency lessons designed to address the students' needs. Which of the following activities would be most effective for the teacher to use first in this sequence of instruction? a) teacher modeling by reading a target passage aloud b) teacher and students choral reading a target passage together aloud c) teacher and students taking turns echo reading a target passage aloud d) students taking turns partner reading a target passage to each other aloud
a) teacher modeling by reading a target passage aloud An important component of fluency is prosody, or reading with expression and proper phrasing. Research has shown that one reason students cannot read fluently is that they have not heard fluent reading. Fluency instruction should therefore begin with an example of expressive reading by a fluent reader as students see the text and follow along. This modeling helps show students that reading should sound like natural speech before they are asked to read the passages themselves.
An entering-level English language learner has acquired grade-level literacy skills in the home language. Which of the following features of the home language would be most likely to support the transfer of basic literacy skills from the student's home language to English? a) the home language's writing system is alphabetic as in English b) the vocabulary of the home language shares some cognates with English c) the home language includes several phonemes found in English d) the syntax of the home language is similar to that of English
a) the home language's writing system is alphabetic as is English English is an alphabetic language, and reading English is based on the alphabetic principle. According to the alphabetic principle, letters and letter combinations represent the speach sounds of a language, and there are systematic and predictable relationships between written letters and spoken words. The development of "basic literacy skills" in English is dependent on a student's development of the alphabetic principle. Thus, an English language learner who has already developed the alphabetic principle in the home language will be at a great advantage in learning basic literacy skills in English.
Which of the following questions would be most appropriate for a first-grade teacher to ask as part of a lesson on phonemic blending? a) What letter begins the word fish? b) What word am I trying to say: /f/ /i/ /sh/? c) What whole word does /f/ ... /ish/ make? d) how many sounds do you hear in the word fish?
b) What word am I trying to say: /f/ /i/ /sh/? A phoneme is a single unit of sound in the sound system of a language. The three individual phonemes /f/ /i/ /sh/ produce the word fish when they are blended together. The ability to orally blend the individual phonemes of a spoken word together to say the word is prerequisite to the development of the beginning phonics skill of sound out and blending the letters of printed words.
Which of the following words would be most appropriate for a teacher to use first when introducing instruction in decoding words with the verb inflection -ed added? a) liked b) camped c) tried d) petted
b) camped A verb inflection is when a suffix is added to a verb, signaling a change in a grammatical relationship between the root word and the new word. In this case, the inflection -ed changes the tense of the roots of the verbs above from present tense to past tense. Sometimes, making this change of tense to a word requires knowledge of a particular spelling rule that must be applied before adding the suffix. No spelling change is required, however, when the inflection -ed is added to the word camp. The word can be taught as camp + ed, which makes it a good example with which to begin the instruction of the -ed ending.
A fourth-grade teacher wants to promote students' ability to analyze a sequential text structure. First, the teacher introduces signal words and phrases such as AND THEN, AGAIN, and FINALLY. Next, the teacher asks students to identify the signal words and phrases in a selected text. Which of the following activities would be most appropriate for students to engage in next? a) creating lists of signal words and phrases used for various organizational structures b) explaining how specific signal words and phrases affect meaning in the selected text c) creating a graphic organizer that illustrates the selected text's organizational structure d) brainstorming additional topics to explore using a sequential organizational structure
b) explaining how specific signal words and phrases affect meaning in the selected text The teacher uses learning activities in logical order: introducing relevant vocabulary that will help students identify and analyze a sequential organizational structure and having students identify the vocabulary in context. The teacher's next logical and appropriate step would be to have students demonstrate their understanding by explaining how the signal words and phrases they have identified help them determine the meaning of the selected text.
According to research, students generally have the most difficulty learning sound-letter relationships for letters whose sounds are not part of the letter's name. For which of the following sets of letter-sound correspondences should a teacher allow more instructional time? a) m-/m/ and n-/n/ b) h-/h/ and w-/w/ c) b-/b/ and d-/d/ d) f-/f/ and s-/s/
b) h-/h/ and w-/w/ Letter-sound correspondence refers to the matching of a letter to its corresponding phoneme or phonemes. The sounds represented by the letters h and w are not reflected in the names of these letters. It is therefore likely that students will require more instructional time to make the connection between these letters and the sounds they represent and to correspond the letters with their appropriate sounds.
A second-grade teacher is planning to read aloud a narrative text to students. Which of the following approaches to conducting the read-aloud would best strengthen students' oral language development, thereby promoting the developmental process of reading acquisition? a) asking students to select three unfamiliar words they hear as they listen to the story and use them in oral sentences b) having students use think-pair-share to orally answer a question related to the story's main idea c) having students take turns rereading the story aloud after the teacher has modeled reading it expressively d) asking students to write a short response to a question about the story's main idea and share it aloud
b) having students use think-pair-share to orally answer a question related to the story's main idea A think-pair-share sets up conversations between students, thereby supporting oral language development. A think-pair-share activity is composed of three steps: (1) Students are given time to think about the answer to a question. (2) Students discuss their thoughts with a partner. (3) Partners share their ideas with the entire group. In addition to strengthening students' oral language development, text-based discussions such as this support students' development of academic language, vocabulary, and reading comprehension.
Several fifth-grade students appear eager to participate in class discussions, but they are unable to formulate a response to questions when called upon. As a first step toward helping the students, the teacher posts on a wall chart several starter sentences that the students can use when responding to discussion questions. Which of the following steps should the teacher take next to promote the students' participation in class discussions? a) informing the students of discussion topics in advance b) increasing the amount of time the teacher waits for students' responses c) giving students bonus points for participation in discussion d) having the students write down responses for a classmate to read aloud
b) increasing the amount of time the teacher waits for students' responses The teacher's initial step of posting starter sentences for reference will help students determine to direction they intend to take with their responses. By increasing wait time for students' responses, the teacher gives students the opportunity to develop focused comments and thus to contribute to a considered, thoughtful discussion
A sixth-grade class is learning about rocks as part of a science unit on Earth's systems. The teacher has assigned students to read the passage below. Magma is hot, molten material that moves deep beneath Earth's crust. When magma moves upward toward Earth's surface, it cools and hardens. As it cools, elements within the magma combine into various minerals. Given enough space to grow, these mineral form visible crystal shapes as the magma cools. If the magma cools slowly, the crystals can grow very large. Magma that cools rapidly, during a volcanic eruption for example, will turn into a rock called basalt that has very small crystals only visible with a microscope. Which of the following student responses to the passage most clearly suggests to the teacher that the student is applying inferential comprehension skills? a) Magma is melted material that hardens into crystals as it cools. b) Large crystals would take a long time to form from the magma. c) Magma is an extremely hot liquid when it is flowing toward the surface. d) Rocks with small crystals cooled more quickly than those with large crystals.
b) large crystals would take a long time to form from the magma. Inference requires "reading between the lines" - using information from the text to reach an idea that is not directly stated in the text but it likely true. In this case, the text states that small mineral crystals form when magma cools quickly; it is therefore a reasonable inference that large crystals form when magma cools more slowly, allowing time for larger crystals to develop. A student who is able to apply inferential comprehension skills to a text has acquired a more complex level of comprehension than a simple, explicit understanding and is better able to understand and analyze increasingly more complex texts.
According to current research in the field of reading, which of the following strategies would be most effective in developing students' academic language knowledge? a) limiting social language in the classroom and requiring students to use formal English b) promoting students' engagement in extensive and diverse independent reading c) providing students with opportunities to determine word meaning through contextual analysis d) diagramming complex sentences that exemplify various academic language structures.
b) promoting students' engagement in extensive and diverse independent reading Academic language refers to the vocabulary language structures used in oral and written academic discourse. Explicit instruction in academic language is necessary, but to truly gain an understanding of new vocabulary and language structures, students must see these elements more than once and in different contexts. Extensive and diverse (wide) reading in class and as an independent activity provides these contexts.
Read a third-grade student's first draft of an informative essay below; then answer the question that follows. The Mississippi River is the fourth largest in the world. It is more than 2,000 miles long. There are tons of fish in the river. Like walleye, bass, bluegill, and catfish. Native Americans have always lived by the river. Have you ever seen the Mississippi River? I have! It starts in Minnesota and ends in Louisiana. It also goes through a bunch of other states. Many people go fishing on the river. The name Mississippi comes from the Ojibwe name for the river. It means Great River. a) adding descriptive details that will appear to the reader's senses b) reordering the sentences to enhance the essay's coherence c) using transitional words and expressions to link ideas d) replacing colloquial language to maintain a formal tone
b) reordering the sentences to enhance the essay's coherence By placing related sentences in closer proximity to one another, the student will be able to craft a more coherent piece. To engage reader's attention, the student could begin the piece with the following question and answer: "have you ever seen the Mississippi River? I have!" The remainder of the sentences could be reordered as follows: "The Mississippi River is the fourth largest in the world. It is more than 2,000 miles long. It starts in Minnesota and ends in Louisiana. It also goes through a bunch of other states. Native Americans have always lived by the river. The name Mississippi comes from the Ojibwe name: It means Great River. Many people go fishing on the river. There are tons of fish in the river. Like walleye, bass, bluegill, and catfish." After rereading the more coherent draft, the student could decide what additional changes will be needed, such as adding transitions to link ideas ("In fact, it is more than 2,000 miles long"), combining sentences ("The name Mississippi comes from the Objibwe name that means 'Great River.'"), correcting sentence fragments ("Some of them are walleye, bass, bluegill, and catfish."), and replacing colloquial language ("tons of" and "bunch of") with more formal language.
Read the passage below from a folktale; then answer the question that follows. There was one wax child, Ngwabi, who used to talk about what it was like during the day. "We can never know what the world is like," he said to his brothers and sisters. "When we come out of our hut everything is quite dark and we see so little." Ngwabi's brothers and sisters knew that what he said was right, but they accepted they would never know what the world looked like. There were other things that they had which the other children did not have, and they contented themselves with these. They knew, for instance, that other children felt pain: wax children never experienced pain, and for this they were grateful. But poor Ngwabi still longed to see the world. In his dreams he saw the hills in the distance and watched the clouds that brought rain. He saw paths that led this way and that through the bush, and he longed to be able to follow them. But that was something a wax child could never do, as it was far too dangerous to follow such paths in the night-time. As he grew older, this desire of Ngwabi's to see what the world was really like when the sun was up grew stronger and stronger. At last he was unable to contain it any more and he ran out of the hut on day when the sun was riding high in the sky and all about there was light and more light. The other children screamed, and some of them tried to grab at him as he left the hut, but they failed to stop their brother and he was gone. Which of the following themes is most clearly expressed in the passage? a) the importance of forging familial bonds b) the need to determine one's own destiny c) the strength that is gained from suffering d) the challenges of overcoming misfortune
b) the need to determine one's own destiny In the passage, Ngwabi defies his fate as a "wax child" and attempts to experience the world as other children do. His desire to follow the paths that he sees in his dreams represents his wish to experience the full range of reality, even if doing so will put him a great risk.
Which of the following sentences exemplifies the literary device of foreshadowing? a) "Aren't you quick as a bunny!" exclaimed the father as he chased after his son, who had toddled onto the soccer field and was being heartily applauded by spectators. b) On summer nights, the family gathered on the lawn to listed to the steady chirping of crickets and the calls of night birds emerging from deep in the moonlit forest. c) As they ate the last of the sandwiches their Aunt Grace had packed for them that morning, they never guessed that their lives were about to change forever. d) "I can't possibly take another step!" exclaimed Lydia as she collapsed onto the overstuffed sofa after a morning run with her faster and younger brother.
c) As they ate the last of the sandwiches their Aunt Grace had packed for them that morning, they never guessed that their lives were about to change forever. Foreshadowing is used to suggest that certain events will occur later in a narrative, without revealing the exact nature of the events. The phrases "they never guessed" and "their lives were about to change forever" indicate to the reader that the characters will experience a life-altering event of which they have no prior knowledge. The reader's foreknowledge creates suspense by stimulating curiosity about the nature of the event and the nature of its effect on the characters' lives.
Read the sentence below; then answer the question that follows. Fiona waited, watched, and wondered aloud, "When will the geese return, winging their way across the sky?" Which of the following literary devices is used most prominently in the sentence? a) onomatopoeia b) personification c) alliteration d) simile
c) alliteration Alliteration is a stylistic device in which several words that share the same first consonant sound appear together in a series. In the excerpt, the words waited, watched, wondered, will, winging, and way share the initial /w/ sound.
A fourth-grade teacher is conducting a writing conference with a student about a draft in progress. The teacher recognizes that one paragraph lacks focus and does not connect to the rest of the draft. Which of the following approaches by the teacher would most effectively guide the student in revising the draft? a) suggesting transitional words or phrases to link the paragraph to the rest of the draft b) providing the student with several exemplary drafts to use as models for revision c) asking the student to state the draft's main idea and the paragraph's main idea d) having the student create several new drafts by changing the paragraph order
c) asking the student to state the draft's main idea and the paragraph's main idea Writing conferences are intended to promote an open and honest discussion that supports the development of writing and the student as a writer. Reading a student's work aloud to him or her can help the student recognize problems in a piece and can lead to a conversation about the message the student wants to convey. The teacher can ask follow-up questions to guide the student toward the need for additional revisions. Such questions will support the student's metacognition and promote self-analysis of his or her work.
Which of the following lists would be the most useful in assessing a first-grade student's grasp of letter-sound correspondences with regard to decoding closed-syllable words? a) the, with, to, of b) main, beat, coat, foot c) bot, sud, dex, vill d) bat, cat, mat, sat
c) bot, sud, dex, vill A nonsense word consists of a group of letters that follows a specific phonics/spelling pattern but does not form a real word. In this type of assessment, the student is required to apply knowledge of letter-sound correspondence and the ability to blend letters into words. According to the National Reading Panel, these skills are a critical prerequisite for a student to become a proficient reader. Research shows that, due to the fact that memorization does not play a part in a nonsense word assessment, the use of nonsense syllables/words is a good measure of a student's knowledge of the alphabetic principle. It is a good predictor, because the student must rely only on letter-sound correspondence and blending skills when decoding nonsense words.
Second-grade students have gathered and organized information for oral reports on a science topic of their choice. Which of the following activities would most effectively enhance students' ability to convey facts and details about their topic during their presentation? a) ranking the information from most to least significant. b) drafting comprehension questions to ask the audience c) creating visual representations of important information d) practicing their oral presentation with a student partner
c) creating visual representations of important information When planning to give an oral report, students should decide on and prepare feature(s) that will enhance the report presentation. Visual images, whether student-created or achieved through technology, provide not only an interesting focus for the audience, but also serve as a reminder to the speaker of information to be shared
Sixth-grade students are studying the progress of an upcoming local election and have developed strong opinions about individual candidates and their positions on school-related issues. The teacher plans to facilitate a whole-class discussion during which students will share information and ideas about their preferred candidate. To make the discussion an effective learning experience, the teacher should make every effort to ensure that the students: a) have general knowledge of the candidates before the discussion b) present candidates' positions fairly at the start of the discussion c) feel free to share their viewpoints openly during the discussion d) resolve their differences of opinion calmly after the discussion
c) feel free to share their viewpoints openly during the discussion Discussion is an important tool of learning that engages students, broadens their perspectives, promotes higher-level thinking, and influences decision making. A discussion facilitator, in this case the teacher, can promote such skills by making sure that all participants have an opportunity to share information and process the information shared by others. An effective give-and-take gives students the optimum opportunity to validate or to reevaluate information during a discussion.
A fourth-grade teacher holds individual conferences with students to evaluate their progress in writing. After students read aloud examples of their current writing, the teacher asks questions such as, "What do you like about your piece?", "What challenges are you having with your writing?", and "How can I help you today?" The teacher's questions will promote students' writing development primarily by: a) modeling effective strategies for students to use during the next stage of writing. b) encouraging students to select writing samples for a future portfolio assessment c) guiding students to articulate strengths and needs that area evident in their writing d) motivating students to choose writing topics according to their personal interests
c) guiding students to articulate strengths and needs that are evident in their writing The teacher's open-ended questions will help center the student/teacher discussion around student-recognized accomplishment(s) and need(s) while making the conference feel informal and conversational. When a writing conference focuses on a student's perceived accomplishment(s) and need(s), the student is likely to be more receptive to constructive feedback and will likely be more invested in applying writing strategies or techniques that the teacher suggests
A sixth-grade teacher notices that many students, including those who do not struggle with writing, only write in their journals when responding to a specific prompt. The teacher wants to encourage students' journal writing while promoting their understanding of the power and importance of writing throughout their lives. To accomplish this goal, which strategy should the teacher use first? a) guiding students' collaboration in writing a collective response to a high-interest writing prompt b) sharing with students examples of journal writing in published memoirs and autobiographies c) having students brainstorm specific occasions and purposes for writing outside the classroom d) assigning students to read a short novel that is written in the form of a personal journal
c) having students brainstorm specific occasions and purposes for writing outside the classroom Students benefit from seeing themselves as writers and seeing writing as an important lifelong skill. A teacher can help students recognize writing as a lifelong skill by having them think about the ways in which writing is already important in their lives.
A sixth-grade teacher asks students to prepare a written response to the prompt below. Develop an argument for or against requiring school buses to be equipped with seat belts. In the argument, you must clearly state your claim and provide at least three pieces of evidence to support your claim, including one from a credible source. Conclude with a summary of your claim and a call to action. To guide students in planning their written response, the teacher asks them to read the prompt carefully, highlight the main verbs, and underline the specific components they should include in their argument. To further promote students' ability to write an effective response, which of the following tasks should the teacher ask students to compete next? a) outlining points to include in their argument b) drafting a strong position statement c) identifying an audience for their argument d) finding credible sources of evidence
c) identifying an audience for their arguments After highlighting main verbs (e.g., state, provide, conclude) and identifying components to include in the argument (e.g., stating your claim, three or more pieces of evidence, credible source), the students' next logical step would be to identify the audience for the argument. Will the audience be students who ride school buses, parents/guardians of students who ride school buses, the community at large or school bus manufacturers? Once students have decided on the audience to whom they will direct the argument, they will be better able to choose credible sources and supporting evidence that will appeal to that specific audience.
Several fourth-grade students have accurate decoding skills but need work on building automaticity and improving reading rates. The teacher would like the students to read a wide range of texts to strengthen these fluency skills. Which of the following text types would be most appropriate for the teacher to provide for the students for this purpose? a) decodable texts b) predictable texts c) independent-level texts d) complex academic texts
c) independent-level texts According to research, it is best practice for the teacher to expose students often to a wide variety of texts written at their independent level of the purpose of improving reading automaticity and rate (rate = speed and accuracy). This reading practice assists students in learning how to read and process information quickly, aiding in text comprehension as less time is required for interpretation of the material they are reading.
Read the transcript below of a student-initiated conversation between a teacher and a first-grade student; then answer the question that follows. Student: I slept on the floor last night! Teacher: You slept on the floor? Student: Yes! In my sleeping bag Teacher: You slept on the floor in your sleeping bag! Were yo pretending to be camping? Student: No. Mommy and Daddy got me a new bed. Teacher: I don't understand. If you have a new bed, why did you sleep on the floor? Student: The bed came in a lot of pieces in a box. Teacher: Oh! They have to put the bed together. Well, I hope it's all ready for you tonight. Student: I don't. I like sleeping on the floor! In the transcript, the teacher's responses are most likely intended to promote the student's oral communication by: a) encouraging the student to recount a personal experience b) correcting the student's use of Standard American English. c) modeling active listening strategies that facilitate discussions d) challenging the student to support ideas with relevant details
c) modeling active listening strategies that facilitate discussions The use of active listening skills, such as restating and asking clarification questions, promotes respect and understanding in collaborative discussions. The teacher models respect for and interest in this student-initiated conversation by paraphrasing the student's words and asking questions to invite elaboration ("Were you pretending to be camping?") and clarification ("If you have a new bed, why did you sleep on the floor?"). By demonstrating active listening strategies, the teacher lets the student know that he or she is a valuable contributor to the verbal exchange and provides a model for the student to follow in future discussions.
A sixth-grade teacher is planning to show students several video clips of inaugural addresses delivered by past U.S. presidents. The teacher wants to promote students' active listening skills, as well as facilitating students' ability to understand the video clips. Which of the following strategies would be most effective for the teacher to use for this purpose? a) introducing the video clips with an overview of the history and purpose of presidential inaugural addresses b) providing for students a reference list of unfamiliar words from the speeches, along with their definitions c) pausing the video clips at predetermined intervals for students to talk to a partner about what they heard. d) having students take notes while viewing the video clips and then summarize in writing what they learned
c) pausing the video clips at predetermined intervals for students to talk to a partner about what they heard This turn-and-talk activity helps create a learning environment in which students are encouraged to listen and speak, and it provides a safe way for students to share their thinking. By pausing the video clip periodically and encouraging students to repeat, rephrase, question, and analyze information contained in an inaugural address; the teacher helps students remember to listen carefully and think critically about what they heard.
Which of the following actions by an elementary teacher best demonstrates an awareness of the interconnections among literacy skills across the curriculum? a) giving students time for rereading their content-area textbooks and discussing the material with their classmates b) setting aside a weekly time slot for students to visit the school library and check out content-area texts the teacher has put on hold for them c) providing students with opportunities to read an write about fiction and nonfiction texts related to concepts they are studying in content-area lessons d) obtaining multiple copies of each content-related classroom library book so that more students have access to grade-level informational texts
c) providing students with opportunities to read and write about fiction and nonfiction texts related to concepts they are studying in content-area lessons Effective literacy instruction emphasizes the importance of reading and writing in all content areas. By including both fiction and nonfiction texts in content-area instruction, the teacher helps emphasize the interconnections between different areas of the curriculum, while integrating reading and writing activities into content-area lessons also helps students make connections between the literacy skills they are developing in language arts lessons and the literacy skills that support their achievement in other content areas.
Read the excerpt below from an extemporaneous speech delivered by Sojourner Truth at the Women's Rights Convention in Akron, Ohio, in 1851; then answer the question that follows. I have as much muscle as any man, and can do as much work as any man. I have plowed and reaped and husked and chopped and mowed, and can any man do more than that? I have heard much about the sexes being equal. I can carry as much as any man, and can eat as much too, if I can get it. I am as strong as any man that is now. As for intellect, all I can say is, if woman have a pint, and man a quart - why can't she have her little pint full? You need not be afraid to give us our rights for fear we will take too much, - for we can't take mare than our pint'll hold. The poor men seem to be all in confusion, and don't know what to do. Why children, if you have woman's rights, give it to her and you will feel better. You will have your own rights, and they won't be so much trouble. A sixth-grade teacher plans to have students identify and evaluate the claims and evidence presented in the excerpt. Which of the following student activities would most effectively prepare students to engage in this activity? a) listening to an audio recording of the entire speech by an actor b) defining unfamiliar words and expressions found in the excerpt c) researching biographical and historical information related to the speech d) comparing and contrasting versions of the speech from various sources
c) researching biographical and historical information related to the speech Before they begin to analyze an argument, students should ask themselves, "What do I already know about the topic?" While some students may possess background knowledge about Sojourner Truth, her life, and the circumstances in which she gave this speech, other students may not. To best facilitate all students' ability to analyze the excerpt effectively, students should discuss and share what they already know about Sojourner Truth before reading the speech. Any pertinent contextual information that is not offered by students can be supplemented by the teacher. This instructional strategy will help all students identify and evaluate the claims and evidence presented in the excerpt.
Which of the following statements is most accurate regarding the relationship between reading comprehension and reading fluency? a) Students must understand the content of a text before they can read it accurately b) reading rate is more important to comprehension that are reading accuracy and prosody c) students who are able to read a text with automaticity are better able to attend the meaning of the text d) prosody is a discrete element of successful reading that is not directly related to reading comprehension
c) students who are able to read a text with automaticity are better able to attend to the meaning of the text Comprehension refers to the students' ability to understand and process the material they are reading. Fluent readers - those who can read words accurately (accuracy), at an appropriate pace (rate), and with the phrasing and rhythm of spoken language (prosody) - do not have to devote all their cognitive ability to decoding individual words and are therefore able to devote their attention to connecting to and understanding what they are reading. The reading components, comprehension and fluency, are therefore closely intertwined.
Students in a fifth-grade class are reading a complex content-area text. To support their comprehension of the text, the teacher has students read the text several times. During the first reading, the teacher has students focus on the meaning of new vocabulary to identify and discuss the text's key ideas and details. The teacher's approach to instruction related to this text best demonstrates the teacher's awareness of: a) the value of promoting students' word consciousness and wide reading. b) the complexity of academic language structures used in content-area texts c) the importance of interrelating vocabulary development and concept learning d) the role of vocabulary development in supporting students' later academic acievement.
c) the importance of interrelating vocabulary development and concept learning Close reading techniques are a major focus of the College and Career Readiness Anchor Standards for Reading. Research suggests that students benefit from methodical repeated readings of a text where they must carefully examine and analyze increasingly complex material they read. Exposing students to academic vocabulary in the text multiple times helps them become familiar with the words, the words' meanings in context, and the relationship of the words to the text's key ideas and details. Students must then derive overall text meaning from how these academic vocabulary words are used in the text.
The sentences below are from an elementary student's creative writing piece. The student's spelling in this excerpt is representative of the student's overall spelling performance. The children new they wood get in truble. The lessens were esey for them to lern. (The children knew they would get in trouble. The lessons were easy for them to learn.) The student's spelling is most characteristic of students in which stage of spelling development? a) semiphonetic stage b) phonetic stage c) transitional stage d) morphophonemic stage
c) transitional stage The spelling characteristics above are typical for a child who is in the transitional spelling stage. The student has moved beyond the phonetic spelling stage and is familiar with more sophisticated orthographic rules and conventions (e.g., -le in trouble, ey in they). The student recognizes that each syllable should contain a vowel, although does not always add these letters accurately, and is familiar with the rule of consonant doubling (e.g., "lessens").
A third-grade teacher is preparing to teach an economics unit in social studies class. which of the following graphic organizers would be most effective for the teacher to use to activate students' prior knowledge of vocabulary and concepts associated with the topics of banking (e.g., deposits, loans, interest)? a) flow chart b) Venn diagram c) bridge map d) KWL chart
d) KWL chart Children come to school with a varied amount of knowledge depending on their prior personal and educational experiences. The role of prior language experience is of great importance when facilitating children's development of vocabulary, academic language, and reading comprehension. By determining the students' knowledge of the topic of banking, the teacher can see where there is a need to fill in the gaps. A KWL chart is a good way of activating students' prior knowledge of a topic as they brainstorm while filling out the K column (what they already Know) and the W column (what they Want to know). The L column (what they have Learned) is filled out as the unit progresses.
A fifth-grade teacher regularly incorporates technology in instruction for various purposes. In an upcoming lesson, the teacher would like to promote a collaborative classroom environment by having students post a written response to an assigned text in which they reflect on connections they make to the text as they read. The teacher wants students to read and reply to their classmates' reflections but would like to be able to screen the responses before students post them. Which of the following forms of technology would best achieve the teacher's goals for this activity? a) a class website b) a group email c) a social network d) a group blog
d) a group blog A group blog allows members of a group-in this case, the class-to publish their work with ease, as well as read and respond to other members' work. This interaction among the students fosters a collaborative environment. The teacher can use an approval process with a group blog to make sure that nothing is posted prior to the teacher's review and to ensure that the students' comments are friendly and supportive.
Which of the following elements would most likely be found in a work of science fiction? a) a first-person narration that focuses on thoughts and feelings b) a humorous parody of contemporary social codes of behavior c) a nonlinear plot that unfolds in flashback and flash forward d) a moral conflict between human and nonhuman characters
d) a moral conflict between human and nonhuman characters Science fiction is a subcategory of fantasy. it may be set during contemporary times, in the past, or in the future, on Earth or on other planets. It may describe futuristic societies and futuristic technologies. Themes in works of science fiction often involve the conflict between human morality and the amorality demonstrated by extraterrestrial beings and/or artificial intelligence. Science fiction can use the cloak of futuristic fantasy to offer commentary on contemporary events, as well as to speculate about the future consequences of contemporary human behavior.
A first-grade teacher wants to help students develop rules for collaborative class discussions. Which of the following strategies would be most appropriate for the teacher to use for this purpose? a) encouraging students to critique their peers' behavior during a collaborative discussion b) showing students video clips of collaborative discussions in other first-grade classrooms c) presenting a list of teacher-created collaborative discussion rules that students can modify d) asking students to identify desirable behaviors to exhibit during a collaborative discussion
d) asking students to identify desirable behaviors to exhibit during a collaborative discussion Engaging students in developing discussion rules helps ensure their investment as listeners and speakers. An initial set of discussion rules, developed when the concepts is introduced, would be most meaningful if it originates with the students and is expressed in their language.
In general, at which point during the school year should a teacher administer a diagnostic reading test and for what instructional purpose should the results be used? a) at regular intervals throughout the school year, to monitor students' progress and to guide and inform ongoing instructional planning b) at the beginning of the school year, to determine students' reading levels and where reading instruction should begin for each student c) at the beginning, middle, and end of the school year, to compare students' growth in key areas of reading to established, grade-level benchmarks d) at any time that ongoing formative assessments reveal that a students is not progressing sufficiently in a particular area of reading, to develop an intervention plan
d) at any thime that ongonig formative assessments reveal that a student is not progressing sufficiently in a particular area of reading, to develop an intervention plan The purpose of a diagnostic assessment is to pinpoint an individual student's specific areas of weakness and to use the results to inform instruction. As such, it is mainly administered after progress-monitoring assessments reveal that a student is not progressing sufficiently after receiving research-based instruction (i.e., Tier One instruction, in a tiered-instruction model). However, a teacher may also give diagnostic assessments at the beginning of the school year in response to a student's results on the universal screening assessment, if the results of the screening reveal that the student has a significant deficit in one or more key areas of reading.
Which of the following word lists could be used to provide upper elementary students with practice in analyzing words with a common Latin root? a) chronic, synchronize, anachronism b) democracy, demography, pandemic c) headquarters, forehead, heady d) audible, audience, auditorium
d) audible, audience, auditorium Words with Latin roots are common in English academic vocabulary. Knowledge of the meaning of some of the more prevalent Latin roots can help students with their word-analysis skills when they are deciphering the meaning of unfamiliar multisyllabic words. The Latin root aud, meaning "hear," is used to form audible ("able to be heard"), audience ("people gathred to hear"), and auditorium ("a large room to hold an audience").
Read the transcript below of a conversation between a teacher and a first-grade student; then answer the question that follows. Student: The wind blew my hat off! Teacher: There's a very strong breeze today. Student: I had to run to get it. Teacher: Yes! I saw you race across the school yard. Student: Every time I got near my hat, the breeze blew it away again. Teacher: Well, you're a fast runner and you finally caught it. Student: I can race as fast as the breeze! Given the evidence in the transcript, the teacher is primarily using the conversation as an opportunity to: a) introduce the student to concepts related to weather b) build the student's self-confidence c) determine the student's interests outside of school d) expand the student's vocabulary
d) expand the student's vocabulary The teacher seizes an impromptu opportunity to be conversationally responsive to the student. By making comments about what the student did and by adding to information about what happened, the teacher encourages the student to continue the conversation. The teacher responds to the student's statements by using synonyms ("breeze," "race," "caught") for words the student uses ("wind," "run," "get"), thus providing an opportunity for the student to expand his or her vocabulary.
A first-grade teacher provides students with an activity sheet with pictures of common objects on it, along with write-on lines beneath each picture. The teacher displays a flash card with the letter d on it and says to the students, "Which object on your sheet begins with the letter d? Write the letter d under the picture whose name begins with /d/." Which of the following areas of early literacy is most directly supported by this activity? a) invented spelling b) phonemic awareness c) basic concept of print d) letter-sound correspondence
d) letter-sound correspondence The activity requires students to think about the sound a letter makes, name and object, identify the initial sound in the object's name, connect that sound to a letter, and then write the letter. This connection of sounds to letters represents basic letter-sound correspondence skill, which is the first step in beginning phonics instruction.
At the beginning of the school year, the results of a screening assessment indicate that a first-grade student has limited letter-identification skills. Which of the following strategies would be most effective for the teacher to use first to promote the student's development of letter knowledge? a) showing the student the class alphabet chart, pointing to each letter, and having the student trace the corresponding letter on a letter worksheet b) singing the traditional alphabet song to the student and inviting the student to point to each corresponding letter on an alphabet chart as the teacher sings c) reading an alphabet book aloud to the student, repeating each letter's name, and asking the student to identify the object depicted with the letter on each page d) linking letter-name and sound instruction for each unknown letter, and having the student practice forming each target letter while saying its name and sound
d) linking letter-name and sound instruction for each unknown letter, and having the student practice forming each target letter while saying its name and sound The results of the screening assessment indicate that the student needs instruction and practice in knowing letters' names and recognizing them in print. A student who is entering first grade with limited letter knowledge is at high risk for reading failure, so instruction needs to be targeted and intensive. The teacher should focus on the letters the student had difficulty with on the screening. Research suggests that the development of letter knowledge is best supported by having students connect the name, sound, and visual features of each target letter.
Prior to implementing an instructional unit on a targeted reading skill, a teacher groups students according to their current reading comprehension levels. During the course of the unit's lessons, the teacher employs several systematic and ongoing assessment methods to determine students' levels of understanding relevant to the topic. The teacher could best promote student learning by using the data gathered from these assessments to: a) develop extension activities for the unit. b) reflect on how individual lessons worked. c) determine students' final grades for the unit d) move students to other groups as indicated
d) move students to other groups as indicated Addressing the learning needs of students is an effective teacher's primary goal in any instructional scenario. In this situation, the teacher initially groups students according to their current ability levels. As the unit progresses, these levels will likely shift according to the students' ability to understand and apply the unit's concepts. The teacher can best use ongoing assessment information to determine students' accurate group placement, which may change more that once during the unit, based on students' individual learning needs
Several students in an elementary classroom are English language learners. The teacher would like to differentiate instruction to promote development of their ability to comprehend and analyze informational texts. Which of the following strategies would be most effective for the teacher to use for this purpose? a) Encouraging the students to ask questions about what they read b) pairing the students with peers who share the same home language c) having the students use a dictionary to translate texts into English d) providing the students with texts at slightly lower level of difficulty
d) providing the students with texts at a slightly lower level of difficulty English language learners often have background knowledge in content areas that are not culture dependent, such as mathematics and science. English language learners can apply their existing background knowledge to an English language text more easily if it is written at a lower level of difficulty.
Which of the following words would be the most appropriate for a second-grade teacher to use when providing instruction to students on the closed-syllable pattern VC/CV? a) howling b) brother c) flicker d) public
d) public IN the VC/CV closed-syllable pattern, two consonants come between two vowels, and the word is syllabicated between the consonants that adjoin each other. In the VC/CV pattern, the first syllable is closed, giving it a short vowel sound. The word public is syllabicated between the consonants b and l and contains a closed first syllable. Therefore, public would be a good word to use to explain and model the VC/CV syllable pattern in multisyllabic words.
A first-grade teacher plans to use a graphic organizer to guide students in identifying and analyzing key ideas and details in an informational text. Which of the following types of graphic organizers would be most appropriate for the teacher to use for this purpose? a) Venn diagram b) KWL chart c) flow chart d) semantic map
d) semantic map Semantic maps typically focus on a central theme or topic. Connected words an phrases radiate outward from the central topic. By using a semantic map to organize a visual representation of the way key ideas and details in a text relate to a central topic and to each other, a teacher can effectively promote students' comprehension of textual information
Which of the following graphic organizer would be most helpful in supporting second-grade students as they write a narrative? a) semantic map b) flowchart c) tree diagram d) storyboard
d) storyboard Effective narrative writing typically involves describing a sequence of events. Developing writers need guidance in organizing the events of a real or imagined narrative. A storyboard in which students illustrate narrative events in a series of drawings that are arranged in chronological order would be a helpful tool for students to use during the drafting stage. After placing the major and minor details in order, students can decide which events to highlight and which to eliminate, maintaining a core narrative that is logical and coherent.
A fifth-grade teacher wants to promote students' use of Standard American English grammar during formal presentations. Which of the following initial approaches would be most effective for the teacher to use for this purpose? a) ensuring that students' independent reading materials model correct use of Standard American English grammar b) administering quizzes to assess students' understanding of components of Standard American English grammar c) providing students with links to websites that demonstrate how to apply the rules of Standard American English grammar d) using authentic oral exchanges as opportunities to gently correct students' misuse of Standard American English grammar
d) using authentic oral exchanges as opportunities to gently correct students' misuse of Standard American English grammar By using authentic student speech to recognize a student's correct usage or to gently correct a student's misuse of Standard American English grammar, the teacher can help students understand grammar rules in context. As a result, students are more likely to continue proper usage or self-correct a potential grammar error and incorporate proper usage into their speaking
As the concluding activity for a unit on tall tales, a third-grade teacher plans to have students compose original tall tales and post them on the class blog. Students will then read their classmates' tall tales and post comments. To ensure that students' comments are constructive, the teacher should engage students in which of the following activities? a) reviewing the common elements of traditional tall tales b) creating a five-point scale students can use to rate the tall tales c) rereading the tall tales that students read during the unit d) working with students to develop guidelines for providing feedback
d) working with students to develop guidelines for providing feedback Prior to commenting on classmates' writing, students need to know how to make constructive comments. A teacher would want to guide students in developing guidelines for providing feedback that is constructive. When students are directly involved in developing such skills, they are more invested in using them.
