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Use the information below to answer the question that follows.

A fourth-grade class is begging a unit on deserts. The teacher starts the unit by having the students form small groups and list everything they know about deserts. Then the whole class meets to share their lists, and the teacher helps the students arrange their ideas into a web. The class's partially completed web is shown below.

After giving each student a copy of the web developed by the class, the teacher could best help students make use of the web to learn and retain facts from their reading by asking them to:

-add continuously to the web they encounter and analyze new information in their reading

-compare the content of this web to the content of webs on other topics

-review each category on the web to ensure that it is an appropriate one to have included

-memorize the information on the web before they begin their reading

-add continuously to the web they encounter and analyze new information in their reading

A third-grade student who is an advanced learner has already demonstrated mastery of the derivational suffixes -ness and -ment, which will be the focus of an upcoming whole-class decoding and spelling lesson. Which of the following strategies for differentiating instruction for this lesson would be most appropriate for this student?

-having the student work on inflectional suffixes

-teaching the student the content planned for the following lesson

-encouraging the student to engage in independent silent reading

-introducing the student to higher- level derivational suffixes

-introducing the student to higher- level derivational suffixes

A first grader can identify the letter of the alphabet and decode a number of simple words. He becomes confused, however, when tracking print in consecutive lines of print. Which of the following strategies is likely to be most effective in helping the student read a short paragraph of simple text?

-help him sound out unfamiliar words included in the text before he attempts to read the entire paragraph

-have him use his finger or a marker as he reads the text

-help him increase his reading rate to improve his understanding of the continuity between words and sentences in the paragraph

-modify the paragraph by using a yellow highlighter to identify natural grouping of words and phrases within the paragraph

-have him use his finger or a marker as he reads the text

Lately, when choosing a book to read, a third grader who reads at grade level always selects books from a series that is written in a very formulaic style that does little to extend his conceptual or language development. The teacher's best response to this behavior would be to:

-avoid interfering with the student's selection of books as long as he finds his choices enjoyable

-provide the student with books with similar themes or on similar topics that are more challenging for him

-point out the student some of the major limitations of the books he is choosing to read and ask him not to read those books at school

-advise the student that he should choose books that will prepare him for the more difficult reading he will encounter in fourth grade

-provide the student with books with similar themes or on similar topics that are more challenging for him

In the word chimpanzee, which of the following pairs of letters is a digraph?

-ch

-mp

-an

-ee

-ch

A sixth-grade teacher wants to ensure that the classroom reading environment supports content-area learning for the English Learners in the class. Which of the following strategies is likely to be most effective in addressing this objective?

-replacing classroom content-area books with simpler texts on the same subjects that the English Learners can understand more reading

-proving English Learners with grade-level, English-only content- area books to promote academic language

-making available in the classroom content- area texts at various levels that supplement and reinforce the information presented in students' textbooks

-setting up an area in the classroom where students can go to reread the content- area textbook quietly and independently

-making available in the classroom content- area texts at various levels that supplement and reinforce the information presented in students' textbooks

A third-grade teacher prepares several poster-sized copies of the star diagram illustrated below.

After reading an assigned story, students divide into small groups, and the teacher distributes a copy of the star diagram to each group. The members of each group discuss how the six questions (who, what, when, where, why, and how) apply to the story and write answers in the six points of the star. The teacher then displays the completed star diagrams and leads a whole-class discussion about them. This instructional activity is most likely to promote students' reading proficiency in which of the following ways?

-improving students' comprehension by encouraging them to analyze a text's underlying theme

-helping students learn a strategy for using visual representation to analyze key elements of a text

-improving students' comprehension by encouraging them to connect personal experiences to a text

-helping students learn to use evaluative comprehension skills to determine an author's point of view

-helping students learn a strategy for using visual representation to analyze key elements of a text

To promote students' comprehension of a passage about comets and meteoroids, a middle school teacher shows the students how to use facts from the text to complete the following Venn diagram.

The comprehension strategy is most effective in facilitating students' ability to:

-use inferential comprehension skills to identify cause-and-effect relationships

-draw on their prior knowledge to clarify understanding

-organize textual information according to similarities and differences

-apply their vocabulary knowledge in new contents

-organize textual information according to similarities and differences

A sixth-grade teacher reads his students the nonsense poem "Jabberwocky" by Lewis Carroll. The first four lines of the poem are shown below.

'Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.

The teacher asks the students if they can tell which of the nonsense words in the poem are nouns. One student says that toves is a noun. Another says that wabe and borogoves are nouns and adds that gyre and gimble are verbs. The class then discusses how students were able to draw these conclusions. This exercise would be especially useful for helping students understand that:

-being familiar with conventions of capitalization and spelling can help a reader interpret a text

- recognizing the roots of words can help a reader decode the words

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

-recognizing a text's genre can help a reader comprehend the text

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

A middle school teacher is preparing for the class to take the sixth-grade California Standards Test (CST) in English-language arts. The teacher believes that a student in the class with a Section 504 Plan would perform significantly better on the assessment if she were allowed to have frequent suprvised breaks within sections of the test. Which of the following guidelines would be most important for the teacher to follow to ensure that arrangement for this student during the test are appropriate?

-providing the student with this testing accommodation only if it is specified in her Section 504 Plan

-using good teacher judgment to determine if such determine if such an accommodation is warranted

-following whatever accommodations are generally recommended for students with Section 504 Plan

-requesting testing accommodations for the students in writing at least eight weeks before the test is given

-providing the student with this testing accommodation only if it is specified in her Section 504 Plan

A middle school teacher designs an instructional activity in which students combine several sentences to form a single sentence, as illustrated below.

Combine:

Matthew stood and waited for the bus. The sun was blazing hot.

Matthew fanned himself with the newspaper.

Single sentence:

Waiting for the bus. Matthew stood in the blazing sun, fanning himself with the newspaper.

This activity is likely to be most effective in helping students:

-strengthen their ability to comprehend and write complex sentences

-apply literal comprehension skills to identify and write main ideas statements

-improve their inferential comprehension skills

-use self-monitoring techniques to clarify the meaning of the text

-strengthen their ability to comprehend and write complex sentences

Which of the following instructional activities would best help upper- elementary English Learners develop intonations and rhythms of the English language to support fluent reading?

-leading a class discussion on an age- appropriate topic, then having each student read aloud a section of a text that is written about the same topic

-having the student recored their own oral reading of a passage and then listen to the recording while silently rereading the passage

-giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads it aloud again

-encouraging the students to practice reading aloud a text in which stressed words and punctuation marks are highlighted

-giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads it aloud again

A fourth-grade class includes two students with Individuals Education Programs (IEPs). When planning classroom entry- level and progress-monitoring assessments for these students, the teachers should:

-make arrangements for the students to be tested in an environment that is quiet and free from distractions

-consult the Reading/ Language Arts Framework for California Public Schools to determine appropriate assessments for students with IEPs

-recognize that these students may require additional time to complete their work on these assessments

-consult each student's IEP to determine any specific testing accommodations required for that student

-consult each student's IEP to determine any specific testing accommodations required for that student

A first-grade teacher plans to assess a student's comprehension of a short story through oral retelling. After the student silently reads the story, the teacher will prompt the student's retelling by asking open-ended questions. To prepare for this assessment, the teacher reads the story carefully and composes the questions. Which of the following additional steps would be most helpful for the teacher to take before the retelling activity begins?

- prompt the student to recall similar tasks the student has previously performed

-prepare a checklist of the key elements that an effective retelling of this story should include

-review grades earned by the student on recent tests and quizzes in language arts

-remind the student to concentrate on recalling as many details as possible doing the retelling

-prepare a checklist of the key elements that an effective retelling of this story should include

A fifth-grade teacher is planning a multidisciplinary unit on water pollution. For this unit, the students will read chapters from their social studies and science textbooks as well as relevant fictional narratives. These materials will also incorporated into a variety of instructional activities designed to promote students' reading development. Which of the following statements best describes an important advantage of using a cross- curricular approach such as this unit to promote students' reading development?

-interdisciplinary reading instruction provides more opportunities for teachers to tailor teaching strategies to the needs of individual students

- reading instructions that focuses on both literature and content-area texts helps students recognize and understand differences between written and oral English

-interdisciplinary reading instruction motivates students to apply a variety of word identification strategies to clarify the meaning of texts

-reading instruction that integrates a variety of related texts promotes deep processing of new vocabulary through multiple exposures to key words and concepts

-reading instruction that integrates a variety of related texts promotes deep processing of new vocabulary through multiple exposures to key words and concepts

A sixth-grade teacher reads his students the nonsense poem "Jabberwocky" by Lewis Carroll. The first four lines of the poem are shown below.

'Twas brilling, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.

The teacher reads aloud the clause "All mimsy were the borogoves" and ask students what that might mean. One student responds, "It means that the borogoves were all mimsy!" This student's response demonstrates skills in which of the following reading comprehension strategies?

-applying relevant content knowledge

-recognizing cause-and-effect relationships

-analyzing the use of figurative language

-interpreting unusual grammatical constructions

-interpreting unusual grammatical constructions

When reading aloud texts, a second-grade English Learner often makes errors in pronunciation that are unrelated to her ability to accurately decode the words. The teacher's best response would be to:

-write down words the student mispronounces and include them on a list for her to practice reading aloud

-analyze the student's pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension