Core Subjects Questions: ELAR

D) A student visits his grandparents and listens as his grandfather reads interesting articles from the newspaper aloud.

Which of the following scenarios describes incidental vocabulary learning?

A) A student reads a grade-level text and considers the meaning of words within the text. B) A student examines the prefix and suffix of a word in order to determine the word meaning. C) A student looks up a multiple-meaning word in a dictionary and appropriately uses the word in a written response. D) A student visits his grandparents and listens as his grandfather reads interesting articles from the newspaper aloud./n/nD) Frayer model

An English teacher is teaching vocabulary words to her students. She begins by having students draw a box with a circle in the middle. The word they are learning goes in the circle. She has students write the definitions, characteristics, examples, and non-examples of the vocabulary word in the square spaces around the circle. Which of the following strategies is the teacher using to help her students build their personal vocabularies?

A) word bank B) alpha boxes C) fishbowl D) Frayer model/n/nA) semantic mapping

A reading teacher has noticed that five of their students struggle with acquisition of new vocabulary. An effective instructional strategy to use when teaching new vocabulary to students who struggle with vocabulary acquisition is:

A) semantic mapping B) spelling assistance C) peer mentoring D) reduced workload/n/nC) assigning students to complete a cloze activity

A fourth-grade class is reviewing previously studied vocabulary terms. Which of the following activities would work best?

A) focusing vocabulary instruction on memorization B) reviewing terms aloud with the class C) assigning students to complete a cloze activity D) asking students to write out dictionary definitions/n/nC) Frayer model

A teacher wants to improve literacy by planning a new vocabulary lesson with her class. Which activity would be appropriate to incorporate into her lesson?

A) story maps B) think-aloud C) Frayer model D) retelling/n/nD) purposefully and frequently use the terms in class

How can a fourth-grade teacher indirectly expose her students to content-specific vocabulary that they will need in their upcoming unit as a part of indirect and direct vocabulary instruction over the terms?

A) encourage students to use dictionaries when they come across unfamiliar words B) provide students with a list to define each word before the unit begins C) require students to find examples of the words used in the real world D) purposefully and frequently use the terms in class/n/nA) helping the student find personal links to the terms.

One strategy for improving student retention of new vocabulary terms is to create deeper connections to the terms by:

A) helping the student find personal links to the terms. B) teaching the correct pronunciation of the terms. C) providing the dictionary definition of the terms. D) showing the terms used in a sentence./n/nA) offering a simplified definition for new words as they come up

A first-grade teacher is planning a science lesson about weather. He is reviewing the reading selection and realizes there are a few words students will likely not recognize. Which of the following strategies is most effective?

A) offering a simplified definition for new words as they come up B) teaching students the prefixes and roots of each new word before reading the passage C) selecting a passage students will have less trouble understanding D) reading the passage after students show mastery of the new words/n/nB) Provide students with an opportunity to use context to determine the meaning.

When English learners encounter an unknown word while reading a text, what can the teacher do to develop their vocabulary acquisition skills?

A) Have one of the more advanced students explain the meaning to the rest of the class. B) Provide students with an opportunity to use context to determine the meaning. C) Ask the students to translate the word into their native language. D) Advise students to continue reading the text without an understanding of the word meaning./n/nB) Having students examine words containing suffixes they encounter in class texts and writing out the meaning of each word part.

An English teacher is working with a class of students to develop vocabulary knowledge. The teacher's goal is for students to understand increasingly complex vocabulary while reading. Which of the following best helps students learn how to use suffixes to determine the meaning of unknown vocabulary?

A) Choosing a suffix to study and having students use a dictionary to define words using that suffix. B) Having students examine words containing suffixes they encounter in class texts and writing out the meaning of each word part. C) Having students sort a list of words into categories based on whether they use prefixes, suffixes, or both. D) Having students use flashcards to memorize the meaning of common suffixes and then taking a quiz on their meanings./n/nC) taper

Which word best fills in the blank below?  A two syllable word with a VCV pattern is divided after the first vowel, as in __________.

A) face B) mapping C) taper D) shackle/n/nA) prefix

Which of the following best describes "auto" in the word "autograph"?

A) prefix B) suffix C) derivational affix D) onset/n/nA) help the student separate the word into morphemes

During independent reading time, a fourth-grade student asks his teacher what the word honorable means in the following sentence. "Our new neighbor had a very honorable reputation." Which of the following teacher actions would be most effective in this scenario?

A) help the student separate the word into morphemes B) encourage the student to use a dictionary to look up the meaning of the word C) ask the student to consider the connotative meaning of the word D) ask the student to look for context clues within the surrounding sentences/n/nC) The passage includes a homograph.

The following is an excerpt of a passage that students will read in groups. "Later that night, Ana's parents asked about her day. As she shared the story from math class, Ana left out what felt like a minute detail. However, this small omission later turned into a much larger problem." Which of the following best identifies a reason that students may struggle to comprehend part of the text?

A) There are Tier III vocabulary words that require preteaching. B) Several words in the passage require morphemic analysis. C) The passage includes a homograph. D) The passage includes specific jargon./n/nC) using available resources

During independent reading, students are required to make a list of unknown or unfamiliar words. The teacher asks students to write the words in their reading notebooks and finish reading the paragraph. Then students use a dictionary to define the word, using context to determine which definition is correct. Students write the definition next to the word in their notebooks. In this scenario, students are using which strategy to develop their vocabulary knowledge?

A) using context clues B) using affixes and morphology C) using available resources D) using synonyms and antonyms/n/nD) application of phonics generalizations

In order to support his student's development of word recognition skills, the teacher should strive to develop their abilities in which of the following areas?

A) print awareness B) reading prosody C) inference skills D) application of phonics generalizations/n/nB) It helps students recognize and interpret idiomatic expressions using context clues and reasoning.

Students are reading a passage containing the idiom "He let the cat out of the bag." One student thinks it means someone released a cat, while another suggests it means revealing a secret. The teacher guides the group to ask whether the literal meaning makes sense and what clues in the paragraph hint at someone sharing surprising information. How does this activity best support students' word analysis skills?

A) It encourages literal interpretations of figurative language. B) It helps students recognize and interpret idiomatic expressions using context clues and reasoning. C) It focuses on breaking words into prefixes and suffixes to uncover meaning. D) It promotes dictionary usage as the primary strategy for understanding idioms./n/nC) look up the word's meaning in a dictionary

After reading the following paragraph, a fifth-grade student asks her teacher what the word yacht means. "As a child, she dreamed of owning her own business. After college, she went on to start a technology platform for companies and spent years building a large list of clients. Her determination and hard work paid off, and soon she was making millions of dollars each year. At age thirty, she even purchased a yacht! Soon, though, she realized that she wanted to use her wealth to help others and started a foundation to provide free business courses to students nationwide." Which of the following should the teacher suggest that the student do to determine the meaning of the word?

A) use context analysis to infer the meaning B) examine the word's part of speech C) look up the word's meaning in a dictionary D) determine the meaning using morphemic analysis/n/nA) unknown

Which of the following words should a teacher use to demonstrate structural analysis for word identification?

A) unknown B) develop C) maintain D) dog/n/nA) the intention for writing

What is meant by purpose with regards to writing instruction?

A) the intention for writing B) the organizational structure of a piece of writing C) a student's level of intrinsic motivation to write D) the learning goal selected by the instructor/n/nB) Share and model writing samples that demonstrate appropriate style.

Which of the following would be the most effective way to teach young children about task, purpose, and intended audience?

A) Ask students to create their own writing prompts based on their interests. B) Share and model writing samples that demonstrate appropriate style. C) Give a unique writing task each day so students will have exposure to a wide variety of writing modes. D) Prioritize formal style before introducing informal, personal writing tasks./n/nD) a research report

Which of the following is the best example of expository writing?

A) a novel B) poetry C) a creative writing essay D) a research report/n/nD) The teacher breaks down the concept into smaller, more manageable steps and provides scaffolding to build understanding.

A student struggles to understand a writing concept and feels discouraged. The teacher implements strategies to improve the student's sense of competence in the subject. Which of these strategies is most likely to increase the student's intrinsic motivation to learn about writing?

A) The teacher promises the student a reward if they achieve a certain grade on the next writing test. B) The teacher offers the student a chance to earn bonus points by completing extra credit writing activities. C) The teacher assigns the student extra homework problems on the same concept for independent practice. D) The teacher breaks down the concept into smaller, more manageable steps and provides scaffolding to build understanding./n/nD) shared online documents

An upper elementary teacher wants to promote student collaboration throughout the writing process while incorporating more technology in her classroom. Which of the following tools best supports this goal?

A) online discussion boards B) virtual meetings C) private blogs for class use only D) shared online documents/n/nB) all of the above

Following students' reading of a news article, the teacher has requested that they reread the text, this time annotating as they read. Which of the following would be included in this task?

A) circling words that are unfamiliar or confusing B) all of the above C) underlining important points D) paraphrasing individual sentences or paragraphs/n/nB) revision

Students in a 5th-grade class have been working on writing biographies about important people from history. Today's writer's workshop activity required them to reread their writing and identify ideas that need elaboration or clarification. They have also been asked to consider the organization of their essay to ensure that information is presented in a logical order. Which stage of the writing process are these students working in?

A) publishing B) revision C) drafting D) editing/n/nC) narrative

The walls appeared to shrink and contract, tightening ever more, squeezing the life from his body. "I have to get outside," thought Noah. "If I stay in here one more minute, I'm going to burst!" Noah ran to the door, wrenching the handle back so hard the door slammed into the wall, leaving a tiny dent in the drywall where the lock hit. As Noah's foot began to cross the threshold, it froze in mid-air. "I can't go outside…what if I see her?" The excerpt above best demonstrates which type of writing?

A) descriptive B) argumentative C) narrative D) expository/n/nC) Have students create informational nature signs for the local city and county parks.

Mrs. Pfeiffer is looking for a way to get her fifth-grade student's writing visible to the community. Which option would be the best way to give students an authentic writing experience and benefit the community?

A) Have students write letters to their favorite local business. B) Post anonymous student writing on bulletin boards around town. C) Have students create informational nature signs for the local city and county parks. D) Have students create posters to advertise for local businesses./n/nA) finding supporting evidence and reliable sources.

A student is working on an argumentative writing assignment. The student is able to draft well-organized essays, but doesn't always provide adequate evidence or reasoning. The student has chosen a topic and created a list of supporting points. In order to best support this student, the teacher should plan an activity focused on

A) finding supporting evidence and reliable sources. B) using transition words and phrases when introducing evidence. C) creating an outline to use while writing. D) incorporating in-text citations seamlessly into the writing./n/nC) Have students tell a new story using only photographs from a magazine or newspaper.

A teacher wants to improve her students' understanding of how visual images create meaning. Which activity below would be the best way to achieve this goal?

A) Have students work in pairs to discuss what they like and don't like about presented images. B) Have students view famous paintings online and write a description of the painting's meaning. C) Have students tell a new story using only photographs from a magazine or newspaper. D) Have students draw an image to represent a section of a pre-existing short story after listening to the story in class./n/nA) start with the easiest skill and build up to the most difficult.

When introducing new material and scaffolding for student's oral presentation skills, a teacher should be sure to

A) start with the easiest skill and build up to the most difficult. B) allow for self-reflection and peer review. C) model skills throughout the unit and lessons. D) build review into each lesson to ensure students are retaining previous skills./n/nD) Have students research a political cartoon, a computer editorial, and a highway billboard concerning environmental issues.

Which of the following would be the best strategy to teach an elementary student the various forms of persuasive media?

A) Have a guest speaker address current events. B) Have students read a magazine article and watch a TV documentary for environmental issues. C) Have students create a commercial for environmental issues. D) Have students research a political cartoon, a computer editorial, and a highway billboard concerning environmental issues./n/nD) to provide geographic context for the names, dates, and areas mentioned in the text

A fifth-grade class is studying the European colonization of North America. While reading an informational text, the class is presented with a time-period map of North America, with relevant towns, Native American nations, and geographic features labeled. What is the primary purpose of including this map in the reading?

A) to show how far cartography has advanced in the last 450 years B) to demonstrate how the United States has changed since the colonization of the continent C) to indicate how colonization destroyed the culture and livelihood of Native American populations D) to provide geographic context for the names, dates, and areas mentioned in the text/n/nB) to demonstrate some of the functions/purposes of media such as persuasion, information, entertainment, and education

Which of the following is the most beneficial reason for a sixth-grade teacher to show her students various video clips, TV ads, posters, magazine ads, etc.?

A) to help her students have a clearer understanding of denotative meaning B) to demonstrate some of the functions/purposes of media such as persuasion, information, entertainment, and education C) to help students to better understand graphic representations D) to introduce students to a way to use technology/n/nC) a project where students write and film a commercial for a made-up product of their own

Students in Mr. Tulip's class have just finished a unit, learning about the persuasive techniques used in commercials. What activity below would help solidify his students' understanding of how commercials use persuasive techniques to convince consumers?

A) a summative assessment testing knowledge of persuasive techniques in the media B) a short writing assignment where students watch and evaluate a commercial for persuasive techniques C) a project where students write and film a commercial for a made-up product of their own D) an exit ticket after students have watched a sample commercial that tests their understanding of the concept/n/nC) movies, television programs, and video games.

Various forms of entertainment media include:

A) video games, magazines, and political cartoons. B) news programs, video games, and commercials. C) movies, television programs, and video games. D) movies, newspapers, and documentaries./n/nC) teacher assessment of the same item.

Self-evaluation of oral presentations can be more effective and informative when combined with

A) peer assessment of the same item. B) parent assessment of the same item. C) teacher assessment of the same item. D) a separate assignment that reviews the same topic./n/nD) Provide details about the forum's security, who will be able to access the conversations, and how they will be monitored.

Ms. Simms is requiring her students to participate in digital reading groups where they are able to post and respond to questions about a common reading experience. Ms. Simms has received an email from a student's mom, expressing concern about her child communicating with people over the internet. How should Ms. Simms first respond to this parent's concerns?

A) Exempt the student from the online portion and have the student come in before school to discuss the book one-on-one. B) Provide a separate assignment that allows the student to demonstrate engagement and comprehension of the text. C) Refer the parent to the principal to determine next steps. D) Provide details about the forum's security, who will be able to access the conversations, and how they will be monitored./n/nC) matching body language to emotion

A first-grade teacher gives each student a hand-held mirror. The teacher reads aloud a sentence and asks the students to make their faces match the emotion of the sentence. This activity best helps students practice what component of oral presentation?

A) maintaining eye contact B) using appropriate articulation C) matching body language to emotion D) communicating clearly/n/nC) how credible, reliable, or accurate the source is

Which is the most important item to keep in mind when choosing an internet article to reference in a research paper?

A) how many opinions fit the argument of your paper B) how many facts fit the argument of your paper C) how credible, reliable, or accurate the source is D) how many downloads the article has had in the last year/n/nB) Teaching students how to evaluate the reliability of sources using criteria such as authority, bias, and currency.

An ELA class has done an excellent job of gathering research to use in composing a position paper. In reviewing the students' findings, though, the teacher discovers that the sources of much of what they have found may not be reliable. What approach will work best in helping students to review their research and determine whether their sources are reliable or unreliable?

A) Asking students to rely only on online sources for their research. B) Teaching students how to evaluate the reliability of sources using criteria such as authority, bias, and currency. C) Providing students with a list of pre-selected sources to use for their papers. D) Ignoring the issue of source reliability as it may discourage students from completing their papers./n/n

One of the elements that can impact a source's credibility is its publication date. Which of the following best identifies why this element can impact credibility?

A) It could be difficult to verify the credibility of an author if the source is very old. B) New research may be disproved in the future. C) Old information may not reflect the current understanding of an issue or idea. D) Older sources often have more bias than current sources./n/nA) Identifying a source's credibility

A fifth-grade teacher divides the classroom into small groups. Each group is given a link to an article discussing a current event. The students are asked to read the article and then answer these questions. Who is the author? When was this article created? What does the author do for a living? What is their educational background? Does the article only offer one side of the story? Based on these questions, this lesson is most likely focusing on what research skill?

A) Identifying a source's credibility B) Analyzing a source's relevance C) Evaluating a source's point of view D) Summarizing a source's main points/n/nC) utilization of advanced search features and online databases

As part of a research paper requirement, students are expected to use at least 2 online sources. The class spends time reviewing how to determine an online source's author and credibility. What other mini-lesson could the teacher provide to ensure that students are finding high quality, reputable online sources?

A) reliable versus unreliable narrators B) types of online sources and citation requirements C) utilization of advanced search features and online databases D) inclusion of counterpoints and supporting details/n/nD) a timeline describing key dates when major library systems were founded

A student is researching the history of public libraries. Which source material would be best summarized rather than directly quoted?

A) a diary entry from a librarian describing her first day at a newly opened library B) a historian's memorable statement: "Public libraries became the great equalizers of knowledge in industrial cities." C) a speech from a 19th-century activist advocating for free public libraries D) a timeline describing key dates when major library systems were founded/n/nB) help students properly cite sources using in-text citations.

Before beginning their rough drafts of a persuasive essay, a sixth-grade teacher writes a list on the board that contains a variety of sentence stems, such as: According to (author/name of text), (Author/name of text) says/thinks/argues… (Author/name of text) proves/disproves… The primary purpose for these sentence stems is to:

A) encourage students to use a variety of sentence structures. B) help students properly cite sources using in-text citations. C) encourage students to use varied word choice while writing. D) transition the reader from one thought to another./n/nD) a section about the Taxation Act from a history textbook

Which could be used as a secondary source when teaching students about the American Revolution?

A) the diary of George Washington B) a letter written by Benjamin Franklin to Thomas Paine C) the first American flag sewn by Betsy Ross D) a section about the Taxation Act from a history textbook/n/nD) assign pairs of students a scientist to create an infographic.

One of the objectives for fourth-grade science includes the expectation that students understand the history of science and the contributions of scientists. In order to meet this objective effectively, the teacher might:

A) have many biographies available about scientists and their work, and tell students to read them as time allows. B) have every student find the information about different scientists in their textbook and read about them for a test. C) have each student give a brief oral report about one or more of the scientists to be considered, and tell other students to take notes. D) assign pairs of students a scientist to create an infographic./n/nD) authored by an expert with credentials and published in a peer-reviewed journal

Which of the following is the best indicator that an online article is credible and reliable?

A) shared multiple times on social media platforms B) published on a well-known blog with frequent updates C) contains persuasive language and emotional appeals that support the reader's opinion D) authored by an expert with credentials and published in a peer-reviewed journal/n/nC) emergent stage

A young child is writing strings of letters that do not spell any actual words. This child is in which stage of writing development?

A) conventional B) pre-conventional stage C) emergent stage D) transitional/n/nA) transitional spelling

A second-grade student writes the following sentence on the board: My dog nose triks and is my best freind, but my sister prefers our pet cat. Which of the following does the student's sentence best demonstrate?

A) transitional spelling B) semiphonetic spelling C) phonetic spelling D) precommunicative spelling/n/nD) Use word maps to break down the words school and brick into their phonetic components and discuss the common spelling patterns.

A teacher analyzes a student's writing samples to assess their phonics knowledge. The student writes the word skool instead of school and brik instead of brick. Which activity would most effectively strengthen the student's orthographic knowledge and improve their word recognition and spelling accuracy?

A) Have the student rewrite the words multiple times until they spell them correctly. B) Provide the student with a list of words that follow the same pattern and ask them to identify the correct spellings. C) Have the student practice decoding and encoding words with similar spelling patterns in various contexts. D) Use word maps to break down the words school and brick into their phonetic components and discuss the common spelling patterns./n/nD) sounding out the word using phonics and syllabication skills

Which of the following is an effective method of learning an unfamiliar word in a text?

A) copying the word repeatedly in writing B) determining the part of speech of the word C) skipping the unfamiliar word D) sounding out the word using phonics and syllabication skills/n/nC) Students learn to explain different purposes for writing.

Which of the following describes what happens in the transitional stage of writing?

A) Students learn to adjust their writing for specific purposes and audiences. B) Students learn to transition between sentences and paragraphs easily. C) Students learn to explain different purposes for writing. D) Students learn to write random strings of letters, often in uppercase./n/nA) phonetic spelling

The following sentence was written by a kindergarten student. I am betr at soker than mi frend. Which of the following best describes this student's stage of spelling development?

A) phonetic spelling B) semiphonetic spelling C) precommunicative spelling D) transitional spelling/n/nB) knowledge of common word structures and spelling rules

A student writes the following sentence to accompany a picture they drew of ducks swimming in a pond. My park has to yelo duks and I lik to fed them. This sentence demonstrates that the student has not yet developed which spelling skill?

A) knowledge of letter-sound correspondence B) knowledge of common word structures and spelling rules C) use of invented spelling D) basic phonics skills/n/nB) making different letter shapes using playdough

A child in the transitional stage of writing would be unlikely to benefit from which of the following lessons or activities?

A) creating a personal dictionary of new and frequently used words B) making different letter shapes using playdough C) discussing the spelling, meaning, and use of new vocabulary words D) discussing how writers use their own experiences to inform their writing/n/nC) transitional phrases

All of the following are paralinguistic features of communication except:

A) body language B) speed of speech C) transitional phrases D) tone of voice/n/nC) phonetic

Which of the following stages of spelling development is primarily characterized by letter-sound correspondence?

A) transitional B) semiphonetic C) phonetic D) conventional/n/nA) conducting a think aloud in which the teacher reads the text orally, stopping along the way to ask questions and model making predictions

A first-grade teacher would like to model metacognitive reading strategies with her students. Which of the following activities would be best for the teacher to implement to accomplish this goal?

A) conducting a think aloud in which the teacher reads the text orally, stopping along the way to ask questions and model making predictions B) meeting one on one with each student in the class to ask comprehension questions about a complex text the teacher read aloud to the class C) holding small group interventions where the teacher shows students how to use context clues to determine the meaning of unknown words D) have students participate in a reader's theatre activity twice a week in which the teacher models reading with accuracy and prosody/n/nB) create a KWL chart

Students are conducting short research papers on an endangered species of their choice. Which activity would be best for students to complete before starting their research?

A) create a word web of relevant vocabulary B) create a KWL chart C) create a Venn diagram D) preview for text features/n/nC) schema development and prereading

Before reading a nonfiction article, the class reads the title and subheadings and writes down predictions about what the text will be about. The teacher asks what students know about the topic of the article, and the class brainstorms a list of questions they have about the topic. This lesson best demonstrates which component of reading comprehension?

A) summarizing and making connections B) questioning and inferencing C) schema development and prereading D) vocabulary development and fluency/n/nD) prepare students for the content of the text with a relevant pre-reading activity.

To best help students with overall comprehension of a fiction text, a teacher should:

A) read sections of the text and model metacognitive reading strategies. B) identify and analyze the inclusion of literary devices while reading. C) review relevant text structure details prior to reading. D) prepare students for the content of the text with a relevant pre-reading activity./n/nB) Stop reading after the main problem has been introduced. Ask the class, "What are some possible ways this problem could work out? Which one seems most likely?"

A first-grade teacher is reading a narrative text aloud to her students. Which of the following instructional approaches would support the students' ability to make predictions about a text?

A) Pause periodically when reading aloud from the text, and ask students to close their eyes and visualize what is happening in the story. B) Stop reading after the main problem has been introduced. Ask the class, "What are some possible ways this problem could work out? Which one seems most likely?" C) Working in pairs, ask students to complete a sequencing map based on the events in the story. D) As a class, use a KWL chart as a prereading, during reading, and after reading comprehension strategy./n/nD) Read a text that's projected for the class and take notes in the margins while reading.

A teacher wants to model for students how to extract the main ideas from a nonfiction text. Which activity below would be the most effective way to demonstrate this?

A) Provide student with a teacher-written summary of a text after the class has read it together. B) While reading a text projected for the class, the teacher highlights transition words and phrases used in each paragraph. C) While reading aloud to the class, the teacher pauses to define vocabulary terms using context clues. D) Read a text that's projected for the class and take notes in the margins while reading./n/nA) synthesizing

A teacher reads a non-fiction passage aloud to her class. She occasionally stops and asks questions that relate the text to concepts taught in the previous week. The students are using the skill known as

A) synthesizing B) summarizing C) evaluating D) analyzing/n/nA) inferential

A class is reading a short story about two friends, Alastor and Vlad, on an adventure. At one point in the story, Vlad steals fruit from a village shop. Later, an upset Alastor sneaks away in the night while Vlad is sleeping. The teacher pauses the reading and asks, "Why does Alastor decide to leave while Vlad is still asleep?" This question requires students to use what type of thinking?

A) inferential B) creative C) literal D) evaluative/n/nD) a concept map

A fifth-grade teacher is beginning the school year by reading a poem in which the speaker describes all of the conflicting feelings she has about summer ending. Before reading the poem, the teacher asks her students to consider their own feelings and write down all of the feelings that they have felt or are feeling about the summer ending. Which would most logically facilitate this pre-reading activity for these students?

A) a Venn diagram B) a timeline C) a KWL chart D) a concept map/n/nD) cloze passages

In a first-grade class, students learn about animal habitats. The teacher starts by showing them pictures of places like the forest, desert, ocean, and arctic. "These are habitats," she says. "They are homes for animals." The class then reads a short book about various habitats. Together, they talk about which animals live in each place and why. After reading, the students draw pictures of their favorite habitat. Some draw snowy mountains with polar bears, while others draw oceans with dolphins. They label their drawings with the animal's name and one thing that helps it live there. Which of the follow-up activities listed below would best help the students practice using new vocabulary about habitats to strengthen their reading comprehension?

A) reading inventories B) word pattern surveys C) sight-word checks D) cloze passages/n/nC) folktales

A third-grade classroom is composed of students of many ethnicities, some of whom are English language learners. The students are at a variety of reading levels and proficiencies. Which type of text would be the best choice to use in this classroom so that all students can connect to and comprehend the content?

A) autobiographies B) dramas C) folktales D) informational essays/n/nB) Encourage variety by providing new books and discourage your child from rereading books.

A second-grade teacher is emailing parents with a list of ideas that parents can use to support their children's literacy development. Which of the following suggestions is least likely to appear on that list?

A) Make time for your child to read aloud to you. B) Encourage variety by providing new books and discourage your child from rereading books. C) Read aloud to your child. D) Find opportunities for your child to see you reading books./n/nD) How did the descriptive language used in this chapter help you visualize the setting?

What question could be asked during literature circles to encourage students to evaluate the author's word choices?

A) Based on what we learned in this chapter, what do you think will happen to the main character in the next chapter? B) What was the most significant event in the chapter that caused the main character to act the way she did? C) In what ways is the main character relatable to yourself or someone you know? How does this likeness help you understand his motivations and actions? D) How did the descriptive language used in this chapter help you visualize the setting?/n/nB) Discuss the concept of onomatopoeia and brainstorm a list of onomatopoeia words. After creating a list, copy the student-suggested words onto slips of paper. Instruct each student to draw two slips of paper from a basket. Instruct students to write a story featuring their selected onomatopoeia words.

Which activity focuses on developing an understanding of figurative language?

A) Guide students as they act out similar situations in different contexts. For example, greeting a friend vs a stranger at the bus station or telling a parent vs a doctor that you are feeling unwell. B) Discuss the concept of onomatopoeia and brainstorm a list of onomatopoeia words. After creating a list, copy the student-suggested words onto slips of paper. Instruct each student to draw two slips of paper from a basket. Instruct students to write a story featuring their selected onomatopoeia words. C) Instruct the students to skim a chapter of their textbook and write down 10 unfamiliar words. For each word, have the student identify the root word and any prefixes or suffixes. Have students write down the meaning of each of these parts, and then use this to infer a definition of the whole word. D) Read a series of sentences aloud, each time placing stress on a different word in the sentence. Discuss the different meanings of each sentence./n/nB) figurative

Below is an excerpt from Song of Solomon 2:3 As an apple tree among the trees of the forest so is my beloved among the young men. With great delight, I sat in his shadow, and his fruit was sweet to my taste. The last line of the poem uses which type of language?

A) exaggeration B) figurative C) literal D) personification/n/nC) Deliberately choose reading materials that explore a wide variety of cultures.

How can a teacher best use reading to foster cultural awareness in their classroom?

A) Let students choose their own reading materials. B) Only assign independent reading that is culturally familiar, but occasionally choose books about unfamiliar cultures to read aloud to the class. C) Deliberately choose reading materials that explore a wide variety of cultures. D) Ask students to write about their own lives and share their writing with classmates./n/nC) helping students see the impact of narrative perspective and point of view.

A sixth-grade teacher has read several fictional short stories with her students. While reading the stories, the class discussed the development of the characters, major plot points, and thematic elements. The teacher assigns an activity for each student to rewrite one of the stories with a different protagonist and antagonist. This assignment will improve students' reading abilities by:

A) encouraging them to use the plot chart to prewrite fictional writing pieces. B) requiring students to self-monitor their reading to gain deeper understanding. C) helping students see the impact of narrative perspective and point of view. D) asking them to alter a narrative's tone and mood to better fit the theme./n/nA) an idiom

I tried to throw a surprise party for my mom, but my dad let the cat out of the bag when he left the event reminder pulled up on their shared computer. What type of figurative language is included in the above example?

A) an idiom B) a metaphor C) hyperbole D) a simile/n/nD) create a chart in which they compare the characterizations of Frog and Toad.

A second-grade teacher recently read her class a story called "The Garden" from the book Frog and Toad are Friends by Arnold Lobel. The teacher is implementing a reading protocol where she has the students focus on a different aspect of the story each time she reads it aloud. During the first reading, the teacher has students focus on the sequence of events in the story. While reading the story a second time, the teacher would like to focus on the differences between the two main characters, Frog and Toad. Specifically, the physical and character traits that make them each unique. To accomplish this goal, the teacher should have students:

A) rewrite the story from the perspective of either Frog or Toad. B) draw a picture of each main character based on the descriptions in the story. C) record the major events of the story on a plot diagram. D) create a chart in which they compare the characterizations of Frog and Toad./n/nC) focusing on the illustrations and text to analyze the characters' feelings.

A first-grade teacher is looking for a new way to help students with literary analysis of complex texts. She decides to reread a text multiple times, each time asking the students to analyze the text in a specific manner. For example, after the first reading the teacher checks for comprehension. Then she reads it again, this time focusing on plot structure. During the third reading, she would like the students to identify character development. The teacher can best accomplish this goal by

A) reading any descriptions with expression and animation. B) discussing the narrator, dialogue, and sentence structure. C) focusing on the illustrations and text to analyze the characters' feelings. D) putting the main events in the order they occur using manipulatives./n/nA) having students complete a graphic organizer with their choice and main points

A teacher would like her students to generate ideas for a research paper they are working on in class. She gives students several articles to read individually and asks them to write down potential research topics they would like to explore. She asks them to consider a topic that is not too narrow or too broad. Which of the following would be the best method for assessing each student's research topic choice?

A) having students complete a graphic organizer with their choice and main points B) having students turn and talk with a partner about their choice and write in their journals C) having students write their three top choices on an exit ticket as they leave D) having students verbally share their choices in a whole-class discussion/n/nA) structural analysis

A first-grade student is struggling to decode words containing multiple syllables. While investigating what could be causing the problem, the teacher notices that she is able to read and spell single-syllable words accurately most of the time. What skill should the teacher revisit to help improve this student's decoding skills?

A) structural analysis B) rhyme recognition C) blending and segmenting phonemes D) phoneme recognition/n/nC) correct use of verb tenses to ensure consistency in past and present actions

A student's writing assignment contains the following passage: Timmy is playing outside. He runs to the playground and he saw his friend. They play together for hours. What skill should the teacher focus on reteaching to help improve the student's writing?

A) adding more descriptive details to make the writing more interesting B) using more varied sentence structures to enhance readability C) correct use of verb tenses to ensure consistency in past and present actions D) ensuring proper punctuation to separate sentences and clauses/n/nA) Students can help in grading writing assignments for the teacher.

Which of the following is NOT a benefit of incorporating self-assessment and peer-assessment into the students' writing process?

A) Students can help in grading writing assignments for the teacher. B) Students can understand how to set achievable writing goals. C) Students will use high-level thinking to evaluate their writing. D) Students can identify writing strengths and areas to improve for future assignments./n/nC) using correct homophones

Emily wrote the following sentence: Their going to the park after school. What skill should the teacher review with Emily to correct this sentence?

A) correctly using commas B) matching subject and verb tense C) using correct homophones D) capitalizing proper nouns/n/nD) repeated reading

Which is the most effective strategy for helping second-graders improve automaticity in reading?

A) enhancing vocabulary exposure B) implementing creative writing drills C) providing graphic organizers D) repeated reading/n/nA) Select appropriate images to accompany news articles.

A sixth-grade class is creating a classroom newspaper. Students take turns writing articles, editing the paper for grammatical errors, and formatting the newspaper in the publishing software. What additional element should the students include to more fully demonstrate their understanding of media creation and purpose?

A) Select appropriate images to accompany news articles. B) Play with font sizes and styles to make the newspaper visually appealing. C) Include a weekly opinion piece to practice argumentative writing. D) Publish, fold, and distribute newspapers to other students, teachers, and family members./n/nC) decoding

A teacher asks students to come to her desk and read aloud a list of familiar and unfamiliar words. As the students read, the teacher makes a note of any incorrect pronunciations. Which skill is the teacher assessing?

A) comprehension B) print awareness C) decoding D) defining/n/nA) correct use of verb forms and subject-verb agreement

A student wrote the following: Jessie went to the store to buys some milk. She saw her friend there and they talk for a while. Jessie then goes to the bakery to buy some bread and eggs. After that, she heads home. What skill should the teacher focus on reteaching to help the student improve this writing?

A) correct use of verb forms and subject-verb agreement B) expanding sentences to include more details about the store C) enhancing vocabulary to make the writing more sophisticated D) using commas correctly to separate items in a list/n/nB) differentiate instruction, offering both remediation and enrichment.

Mrs. Smithers has just completed a beginning-of-the-year assessment of her students' reading fluency skills. The results revealed that she has students with reading skills ranging from significantly below grade-level to above grade-level. To accommodate these different skill levels, Mrs. Smithers should

A) plan lessons based on where most of the student's skills are currently. B) differentiate instruction, offering both remediation and enrichment. C) request schedule changes for the students that are not on level. D) plan lessons based on the highest achievers to encourage all students./n/nB) They all benefit from mixed grouping.

The teacher creates mixed-level groups to read and discuss a short story. Who is NOT benefitting from this grouping?

A) The struggling reader in the group does not benefit. B) They all benefit from mixed grouping. C) An ELL student in the group does not benefit. D) The strongest reader in the group does not benefit./n/nC) segmentation

An elementary student is reading aloud to her teacher. When she encounters the unfamiliar word "encounter," she says the word in three chunks, "en-coun-ter." Which of the following best describes the principle that she is using to determine the pronunciation of the word?

A) morphology B) semantics C) segmentation D) pragmatics/n/nC) When responding to another student's comment, ask students to paraphrase the previous speaker's idea before presenting their own response.

In a group discussion, which of the following expectations is the most effective way to require students to demonstrate active listening throughout the activity?

A) Provide students with a copy of the class roster, and ask them to document how many times each class member speaks. B) Require students to remove distractions and unnecessary supplies from their desks. C) When responding to another student's comment, ask students to paraphrase the previous speaker's idea before presenting their own response. D) Require students to take notes by summarizing the ideas presented throughout the discussion./n/nD) engage in other activities while listening.

Active listeners do or can do all of the following except:

A) summarize a speaker's message. B) respond to a speaker's eye contact and gestures. C) listen for enjoyment. D) engage in other activities while listening./n/nD) The teacher listens to students talk individually and at their table groups and records progress on a growth chart.

A fifth-grade teacher is conducting a middle-of-the-year oral language assessment in class. Which of the following describes an appropriate method for the teacher to use to conduct this assessment?

A) The teacher meets with each student individually and has them read a paragraph out loud to check prosody. B) The teacher reads a story out loud to the class and students answer comprehension questions orally with a partner. C) The teacher listens to students talk in the hallways, on the playground, and at lunch and records authentic progress. D) The teacher listens to students talk individually and at their table groups and records progress on a growth chart./n/nB) language experience approach (LEA)

After a field trip, a teacher asks students to speak about their experiences while the teacher records their responses. After all the responses are written down, the students use the teacher-recorded responses to identify words with 2 syllables. This activity is an example of which teaching style?

A) behaviorism B) language experience approach (LEA) C) concept attainment model D) nativism/n/nB) graphophonemic

A teacher presents her class with a series of simple sentences. For each sentence, the teacher asks the students to identify how many times a specific letter is used. This activity requires students to use which processing skill?

A) morphemic B) graphophonemic C) semantic D) orthographic/n/nD) to create situations where students can develop schema.

Students in a fourth-grade classroom are having difficulty with their oral language skills. The teacher provides the students with many opportunities to speak aloud in order to develop these skills. The teacher does this for all of the following reasons EXCEPT:

A) to provide opportunities for students to practice using clear pronunciations. B) to help students practice making good/appropriate word choices. C) to allow students to convey information to each other orally. D) to create situations where students can develop schema./n/nB) semantics.

When ELL students hear phrases such as, "It's raining cats and dogs outside," or "This is just a drop in the bucket," they may be confused, as they probably need to have specific instruction in:

A) phonetic strategies. B) semantics. C) scaffolding. D) segmentation./n/nB) Provide and practice using sentence stems to respond to classroom discussions.

A few months into the school year, a teacher overhears one of her ELL students having a semi-fluent conversation on the playground with her peers. She is playing and talking with ease, something this student almost never does in the classroom. The teacher wonders if this student is reluctant to speak in class because she lacks confidence in using classroom or academic language. Which of the strategies below would be most helpful in encouraging this student to participate orally in class?

A) Provide a vocabulary list of academic terms for the student to study. B) Provide and practice using sentence stems to respond to classroom discussions. C) Let the student share her answer with a friend before sharing with the whole class. D) Allow the student to answer questions in writing before answering aloud./n/nB) The student reads slowly and deliberately.

When administering an oral reading fluency assessment, which of the following behaviors would indicate that a student has difficulties in the area of rate?