TExES ELA And Reading 4-8 Practice Test
(234).jpg "TExES ELA And Reading 4-8 Practice Test - Quiz")
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- 1.
Students in a middle school class have been studying the battle of the Alamo.The teacher plans a role-playing activityto help structure whole-class discussionabout the Alamo. During the discussion,one student will play the role of anewspaper reporter and interview otherstudents who assume the roles of varioushistorical figures (e.g., Santa Anna, SamHouston, soldiers in the Mexican army).This instructional strategy is likely topromote students' oral languageproficiency primarily by helping thestudents:
- A.
Understand how differing points of view affect spoken messages.
- B.
Recognize differences between spoken and written language.
- C.
Learn how to adapt spoken language for informal occasions.
- D.
Expand their speaking and listening vocabularies.
Correct Answer
A. Understand how differing points of view affect spoken messages.Explanation
This role-playing activity will require students to assume the roles of different historical figures and engage in a discussion. By taking on these roles and interacting with others, students will gain a better understanding of how differing points of view can impact spoken messages. This activity will allow them to see how different perspectives can shape the way information is communicated and received in a conversation.Rate this question:
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- 2.
A fourth-grade class has been reading folktales from around the world. Which of thefollowing oral language activities wouldbe most effective in promoting students'multicultural awareness and appreciation?
- A.
Students discuss folk tales from various countries and then read aloud and discuss descriptions of the geography and cultural characteristics of each country.
- B.
The teacher guides students to discuss some features that folk tales of various countries have in common as well as some of the unique features of each culture's folk tales.
- C.
Students read aloud "folk tales" they have written themselves and then review folk tales from various countries and decide which culture's folk tales most closely resemble their own.
- D.
The teacher helps each student select a folk tale, present it to the class, and answer any questions that other students in the class may have about the folk tale's plot or characters.
Correct Answer
B. The teacher guides students to discuss some features that folk tales of various countries have in common as well as some of the unique features of each culture's folk tales.Explanation
This activity would be most effective in promoting students' multicultural awareness and appreciation because it allows students to compare and contrast folk tales from different countries. By discussing the common features and unique characteristics of each culture's folk tales, students are able to gain a deeper understanding and appreciation for the diversity of cultures around the world. This activity encourages students to recognize and value different cultural perspectives and traditions.Rate this question:
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- 3.
A teacher reads aloud a story to a studentwho is in the emergent literacy stageof reading development. The teacherwants to assess the student's literalcomprehension of the sequence of eventsin the story. Which of the followingassessment strategies would be mostappropriate for this purpose?
- A.
Encouraging the student to begin by describing the beginning and the end of the story
- B.
Asking the student to identify the most important episode in the story
- C.
Providing the student with visual aids to use in explaining what happened in the story
- D.
Asking the student to explain the consequences of the characters' actions
Correct Answer
C. Providing the student with visual aids to use in explaining what happened in the storyExplanation
Providing the student with visual aids to use in explaining what happened in the story would be the most appropriate assessment strategy for assessing the student's literal comprehension of the sequence of events. Visual aids can help the student organize their thoughts and visually represent the events in the story, allowing the teacher to assess their understanding of the sequence of events accurately. This strategy allows the student to demonstrate their comprehension in a concrete and visual manner, making it easier for the teacher to assess their literal comprehension.Rate this question:
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- 4.
A teacher regularly analyzes the attemptedspellings of emergent readers. In additionto providing information about students'spelling development, this approachwould best help the teacher assessstudents':
- A.
Level of reading fluency.
- B.
Use of word identification strategies.
- C.
Ability to apply phonics skills.
- D.
Knowledge of comprehension strategies.
Correct Answer
C. Ability to apply phonics skills.Explanation
By analyzing the attempted spellings of emergent readers, the teacher can assess their ability to apply phonics skills. Spelling is closely related to phonics, as it requires understanding the sounds and letters in words. By observing how students attempt to spell words, the teacher can determine if they are applying their knowledge of letter-sound relationships and phonics rules. This information can help the teacher understand the students' progress in phonics and identify areas where they may need additional support or instruction.Rate this question:
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- 5.
A teacher reads aloud a story to emergentreaders. The teacher guides students todiscuss the story, focusing particularattention on students' understanding ofthe story's ending. Then the teacherasks students to imagine and describeanother adventure that the main charactersin the story might have. This final stepof the activity is most likely to benefitstudents by:
- A.
Helping them identify text structures.
- B.
Promoting development of their evaluative comprehension skills.
- C.
Helping them identify story elements.
- D.
Promoting development of their inferential comprehension skills.
Correct Answer
D. Promoting development of their inferential comprehension skills.Explanation
By asking students to imagine and describe another adventure that the main characters in the story might have, the teacher is encouraging students to use their inferential comprehension skills. Inferential comprehension involves making connections, predictions, and drawing conclusions based on the information given. By engaging in this activity, students are required to think beyond the text and use their imagination to create a new storyline. This promotes their ability to understand and interpret the story on a deeper level, enhancing their inferential comprehension skills.Rate this question:
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- 6.
A teacher is planning an activity inwhich students will count the phonemescontained within various words. Theteacher begins by selecting words with various phonemes. Which of the following words selected by the teacher contains five phonemes?
- A.
Stamp
- B.
Trail
- C.
Brush
- D.
Grape
Correct Answer
A. StampExplanation
The word "stamp" contains five phonemes. The phonemes in the word "stamp" are /s/, /t/, /æ/, /m/, and /p/.Rate this question:
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- 7.
A teacher is working with a group ofstudents in the emergent literacy stage ofreading development who have had littleexperience with books. Which of thefollowing instructional activities wouldbest promote the students' understandingof the relationship between written andspoken words?
- A.
Each student pretends to read a picture book by telling a story while turning the pages.
- B.
The teacher displays a big book and points to each word as she reads the book aloud.
- C.
Each student points to each word in a written sentence, and then the teacher reads aloud the sentence.
- D.
The teacher models for students how to move manipulatives to count the words in a spoken sentence.
Correct Answer
B. The teacher displays a big book and points to each word as she reads the book aloud.Explanation
This instructional activity would best promote the students' understanding of the relationship between written and spoken words because it allows the students to see the words as they are being read aloud. By pointing to each word as she reads, the teacher is helping the students make the connection between the written words and the spoken words. This visual representation can help the students understand that the words on the page correspond to the words being spoken.Rate this question:
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- 8.
Which of the following strategies wouldbest promote beginning readers' automaticrecognition of high-frequency, irregularsight words?
- A.
Strengthening students' phonemic awareness skills
- B.
Having the students engage in repeated readings of familiar texts at their independent reading levels
- C.
Reinforcing students' knowledge of letter-sound correspondence
- D.
Helping the students identify each word by dividing it into separate syllables or clusters of letters
Correct Answer
B. Having the students engage in repeated readings of familiar texts at their independent reading levelsExplanation
Engaging students in repeated readings of familiar texts at their independent reading levels would best promote beginning readers' automatic recognition of high-frequency, irregular sight words. This strategy allows students to practice reading these words multiple times, which helps to reinforce their recognition and improve their fluency. By reading familiar texts, students are more likely to encounter these high-frequency words in context, further enhancing their ability to recognize them automatically. Additionally, reading at their independent reading levels ensures that the texts are appropriately challenging but not too difficult, allowing students to focus on word recognition rather than struggling with decoding.Rate this question:
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- 9.
To promote students' reading fluency,a fifth-grade teacher plans activities inwhich students and their assigned partnerswill engage in repeated oral readings.When the teacher assembles readingmaterials for this purpose, it would bemost important to assign each pair ofstudents passages from a text that:
- A.
Both partners are capable of reading aloud with no more than 5 word recognition errors per 100 words of text.
- B.
The students have previewed and selected themselves.
- C.
Both partners are capable of reading aloud with no more than 25 word recognition errors per 100 words of text.
- D.
The students have been reading in connection with content-area study.
Correct Answer
A. Both partners are capable of reading aloud with no more than 5 word recognition errors per 100 words of text.Explanation
The most important factor in selecting passages for repeated oral readings is to assign each pair of students passages that both partners are capable of reading aloud with no more than 5 word recognition errors per 100 words of text. This ensures that the students are able to read the passages fluently and accurately, which promotes their reading fluency. By selecting passages that are at an appropriate difficulty level for the students, they will be able to practice and improve their reading skills effectively.Rate this question:
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- 10.
Students in a middle school class arelearning about the westward movementof pioneers in the United States duringthe nineteenth century. The teacher plansto have students read several selectionson this topic and then prepare reports.The teacher is concerned about howmeaningful the assignment will be forAlicia, a student whose family moved tothe United States from Venezuela a yearago. Alicia's speaking and oral readingskills in English are strong, but shesometimes has comprehension difficulties.The teacher believes that these difficultiesoften reflect lack of familiarity with thetopic of the selection. Which of thefollowing strategies most likely would beeffective in helping Alicia complete theassignment successfully and make it ameaningful learning experience for her?
- A.
Urging Alicia to take detailed notes as she reads to reinforce her understanding of the historical context depicted in the text
- B.
Providing Alicia with opportunities to talk about how her own experience of moving to the United States compares with the pioneers' experiences described in the assigned readings
- C.
Drawing Alicia's attention to facts and concepts that feature prominently in more than one of the assigned selections to help her recognize which ideas are most important
- D.
Encouraging Alicia to write her first draft of the assigned report in Spanish and then translate it into English
Correct Answer
B. Providing Alicia with opportunities to talk about how her own experience of moving to the United States compares with the pioneers' experiences described in the assigned readingsExplanation
By providing Alicia with opportunities to talk about her own experience of moving to the United States and comparing it with the pioneers' experiences described in the assigned readings, the teacher is helping Alicia make a personal connection to the topic. This strategy allows Alicia to relate the information to her own life, making it more meaningful and easier to comprehend. Additionally, it encourages active engagement and discussion, which can further enhance her understanding and retention of the material.Rate this question:
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- 11.
Ms. Lennox, a social studies teacher, andMr. Vale, a reading teacher, work with agroup of middle school students. Early inthe school year, Ms. Lennox mentions thatthe students are having difficulty retaininginformation from their geography textbook.Which of the following would bethe most appropriate suggestion forMr. Vale to offer Ms. Lennox?
- A.
Have the students concentrate on transitional words to keep track of the relationship among ideas.
- B.
Encourage the students to focus on the last sentence of each paragraph to extract summary information.
- C.
Have the students read each assignment slowly, looking up definitions of unfamiliar terms.
- D.
Encourage the students to preview the text to anticipate its content and recall related knowledge.
Correct Answer
D. Encourage the students to preview the text to anticipate its content and recall related knowledge.Explanation
Encouraging the students to preview the text to anticipate its content and recall related knowledge would be the most appropriate suggestion for Mr. Vale to offer Ms. Lennox. Previewing the text allows students to get an overview of the material, which can help them make connections to their prior knowledge and activate relevant background information. This strategy can enhance comprehension and retention of the information in the geography textbook. By previewing the text, students can also develop an understanding of the main ideas and anticipate the content, which can further support their retention of the information.Rate this question:
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- 12.
A middle school teacher wants to improvestudents' comprehension of informationaltexts by helping the students analyzecomparison/contrast text structures.Which of the following instructionalstrategies would best address this goal?
- A.
Students read two different texts that address the same topic and then meet in small discussion groups to compare/contrast the two texts.
- B.
The teacher models for students how to write a complex sentence that compares/contrasts two different items or ideas.
- C.
Each student outlines the main ideas and significant details in two comparison/contrast texts on a given subject.
- D.
The teacher helps students create a Venn diagram to summarize a comparison/contrast text.
Correct Answer
D. The teacher helps students create a Venn diagram to summarize a comparison/contrast text.Explanation
Creating a Venn diagram to summarize a comparison/contrast text would best address the goal of improving students' comprehension of informational texts. This strategy allows students to visually organize and compare the similarities and differences between two texts on the same topic. By filling in the overlapping sections of the diagram, students can identify commonalities and distinctions, enhancing their understanding of the texts' content and structure. This approach promotes critical thinking skills and encourages students to analyze and synthesize information, ultimately improving their comprehension of informational texts.Rate this question:
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- 13.
Students in a middle school class havebeen learning about active and passiveverbs. Which of the following instructionalactivities would best help studentsrecognize and understand differencesbetween the active and passive voice?
- A.
Working with partners, students convert passive sentences to the active voice; then the teacher guides students to discuss how these changes affect tone and meaning.
- B.
Students write a paragraph on an assigned topic and then identify whether each sentence in the paragraph is in the active or the passive voice.
- C.
Working in small groups, students use active and passive sentences provided by the teacher as models to develop their own sets of active and passive sentences.
- D.
Students keep ongoing lists of memorable sentences they encounter over several days and decide whether each sentence is in the active or passive voice.
Correct Answer
A. Working with partners, students convert passive sentences to the active voice; then the teacher guides students to discuss how these changes affect tone and meaning.Explanation
Working with partners to convert passive sentences to the active voice allows students to actively engage with the material and apply their understanding of active and passive verbs. By discussing how these changes affect tone and meaning, students are encouraged to think critically about the differences between the two voices. This activity promotes deeper comprehension and helps students recognize and understand the distinctions between active and passive voice in a practical and meaningful way.Rate this question:
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- 14.
Use the student writing sample below toanswer the question that follows.We went on a traen to the bech. I saw a red sale bote.The writing sample illustrated above moststrongly suggests that the student:
- A.
Is in the transitional stage of spelling development and would benefit from instruction on vowel digraphs.
- B.
Lacks an understanding of lettersound correspondence and would benefit from basic phonics instruction.
- C.
Is in the phonetic stage of spelling development and would benefit from phonemic awareness instruction.
- D.
Lacks the ability to distinguish vowel sounds and would benefit from varied oral language activities.
Correct Answer
A. Is in the transitional stage of spelling development and would benefit from instruction on vowel digraphs.Explanation
The student's writing sample contains several spelling errors, such as "traen" instead of "train," "bech" instead of "beach," and "sale" instead of "sail." These errors suggest that the student is in the transitional stage of spelling development, as they are beginning to understand some spelling patterns but still struggle with others. Specifically, the student would benefit from instruction on vowel digraphs, which are two vowels that together make one sound (e.g., "ea" in "beach"). This instruction would help the student improve their spelling accuracy and develop a better understanding of how vowel sounds are represented in words.Rate this question:
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- 15.
Which of the following upper-elementarystudents would benefit most from the useof word processing equipment for writing?
- A.
Alice, who often needs the teacher's help in choosing a topic to write about
- B.
Bernardo, who repeatedly confuses words that have the same pronunciation but are spelled differently
- C.
Delia, who has difficulty making logical transitions between paragraphs
- D.
Neil, who is often discouraged by the time-consuming process of revision
Correct Answer
D. Neil, who is often discouraged by the time-consuming process of revisionExplanation
Neil would benefit most from the use of word processing equipment for writing because it can make the process of revision faster and more efficient. With word processing software, Neil can easily edit and make changes to his writing without having to start over or rewrite the entire piece. This can help him feel less discouraged and more motivated to revise his work, as he can see immediate results and improvements. Additionally, the ability to save and store multiple drafts allows Neil to track his progress and compare different versions of his writing, further aiding in the revision process.Rate this question:
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- 16.
For the past week, students inMs. Burgess's fifth-grade classhave been writing original stories.Ms. Burgess observes that some studentsare spending their daily writing periodadding on to their stories, making themlonger but not necessarily better, andmaking no revisions except occasionalcorrections of misspelled words. Shewants to encourage these students to takea broader, more exploratory approach torevision—to review and evaluate theirwork and then reshape it based on newinsights. Which of the following teachingstrategies would be most effective inachieving this goal?
- A.
Asking students to think about what parts of their story are most important and whether they have described these parts clearly and effectively
- B.
Encouraging each student to place an appropriate limit on the length of his or her story based on the number of characters and events the student intends to include
- C.
Having students brainstorm words related to the subject of the stories they are writing and decide which words might be incorporated in their work
- D.
Suggesting that students begin each writing period by drawing an illustration that depicts the main story idea they wish to convey in their writing for that day
Correct Answer
A. Asking students to think about what parts of their story are most important and whether they have described these parts clearly and effectivelyExplanation
Asking students to think about what parts of their story are most important and whether they have described these parts clearly and effectively would be the most effective teaching strategy in achieving the goal of encouraging students to take a broader, more exploratory approach to revision. By prompting students to critically evaluate their work and consider the clarity and effectiveness of their descriptions, they will be encouraged to revise and reshape their stories based on new insights. This strategy promotes self-reflection and encourages students to actively engage in the revision process to improve the quality of their writing.Rate this question:
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- 17.
A middle school teacher wants to helpstudents learn how to offer constructivefeedback when they confer with theirpartners during the initial stage of awriting project. Which of the followingguidelines for students would be mostappropriate in this context?
- A.
Comment briefly on the content, form, and mechanics of your partner's writing.
- B.
Concentrate on helping your partner develop clear and concise topic sentences for every paragraph.
- C.
Suggest improvements in the mechanics of writing, but avoid criticizing your partner's ideas.
- D.
Respond to your partner's planning so far, and suggest ideas that he or she may not have considered.
Correct Answer
D. Respond to your partner's planning so far, and suggest ideas that he or she may not have considered.Explanation
The most appropriate guideline for students in this context would be to respond to their partner's planning so far and suggest ideas that he or she may not have considered. This guideline encourages students to provide constructive feedback by offering suggestions and expanding on their partner's ideas, rather than simply criticizing or focusing on specific aspects like content, form, or mechanics. By doing so, students can help each other improve their writing projects by providing new perspectives and insights.Rate this question:
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- 18.
An eighth-grade teacher plans the following activities in connection with a field trip to view aphotojournalism exhibit at a local museum.• Before the trip, students study how elements of design and photographic techniquesexpress ideas and communicate meaning.• The teacher gives students a list of questions to read and consider as they view theexhibit.• After the trip, students work in small groups to write answers to the questions.• In a whole-class discussion, students share their reactions to the exhibit and their groups'answers to the questions.Which of the following additionalactivities would best help the teacherinformally assess students' understandingof the way visual images and elements ofdesign create meaning?
- A.
Students work in small groups to prepare their own exhibits by using photographs from newspapers and magazines to tell a story.
- B.
Each student researches one photojournalist featured at the exhibit and presents a brief report on his or her work in the field.
- C.
Students write an essay about the photojournalism exhibit at the museum, analyzing particular photographs they liked.
- D.
Each student writes a simulated magazine article and creates a drawing or illustration to accompany the article.
Correct Answer
A. Students work in small groups to prepare their own exhibits by using photographs from newspapers and magazines to tell a story.Explanation
This activity would best help the teacher informally assess students' understanding of the way visual images and elements of design create meaning because it requires students to apply their knowledge and skills in creating their own exhibits. By selecting and arranging photographs to tell a story, students would need to consider the elements of design and how they can be used to convey meaning. This activity would provide the teacher with insight into the students' understanding of visual communication and their ability to apply it in a creative way.Rate this question:
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- 19.
A middle school teacher designs anactivity in which students watch a twentyminutefilm with the sound turned off.Periodically, the teacher stops the film,and students discuss what they have seen.This instructional activity is most likely topromote students' critical-viewing skills inwhich of the following ways?
- A.
Focusing students' attention on differences between visual messages and oral communication
- B.
Helping students identify common film cliches by focusing attention on key images in short film segments
- C.
Focusing students' attention on the relationship between visual imagery and narration in film
- D.
Helping students interpret and evaluate visual images in film by focusing attention on visual details
Correct Answer
D. Helping students interpret and evaluate visual images in film by focusing attention on visual detailsExplanation
This instructional activity is most likely to help students interpret and evaluate visual images in film by focusing attention on visual details. By watching a film with the sound turned off and discussing what they have seen, students are forced to rely solely on visual cues and details to understand the story and messages conveyed in the film. This promotes critical-viewing skills as students learn to analyze and interpret visual elements such as composition, lighting, color, and symbolism, which are crucial in understanding and evaluating visual images in film.Rate this question:
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- 20.
Which of the following instructionalstrategies would best help fourth-gradestudents learn to self-monitor their readingcomprehension?
- A.
Students take detailed notes while reading texts written at their instructional reading levels and then answer comprehension questions.
- B.
The teacher models the process of applying word identification strategies while reading aloud a grade-appropriate text.
- C.
Students read an age-appropriate story and then create a story map to describe the plot, characters, and setting of the story.
- D.
The teacher displays a passage, reads it aloud, and models a thinkaloud approach by pausing to question herself about the meaning of what she is reading.
Correct Answer
D. The teacher displays a passage, reads it aloud, and models a thinkaloud approach by pausing to question herself about the meaning of what she is reading.Explanation
The strategy of the teacher displaying a passage, reading it aloud, and modeling a think-aloud approach by pausing to question herself about the meaning of what she is reading would best help fourth-grade students learn to self-monitor their reading comprehension. This strategy allows students to observe the thinking process of the teacher and understand how to ask themselves questions to monitor their own understanding of the text. It promotes metacognition and encourages students to actively engage with the text and reflect on their comprehension.Rate this question:
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- 21.
Use the information and the "story tree" below to answer the four questions that follow.Students in Mr. Wiggins's fifth-grade class study different types of literature over the courseof the school year. Their first unit was on fantasy. As part of the introduction for that unit,Mr. Wiggins put up a large blank outline of a tree in the library corner of the classroom.He explained to his students that this was a "story tree" and that each of its major branchesrepresented something different to think about when reading a literary work. As the unitprogressed, Mr. Wiggins used guided discussion to challenge his students to label each majorbranch of the tree. He also encouraged them to think of questions they should ask themselves as they read to help them evaluate all the components of a particular selection. These questions were added to appropriate parts of the tree in the shape of clumps of leaves. The completed tree created by the class during the fantasy unit is pictured below.Characters:Who are the bad characters? What do they want? Why do they want it? How do they go about getting it?Which of the characters have special powers? What are they? Does the story say how they got them?Who are the good characters? How can you tell the are the "good guys"? What do they want to accomplish? Why is this important to them?The questions on the "characters"branch of the story tree are most likelyto strengthen students' inferentialcomprehension by prompting thestudents to:
- A.
Distinguish fact from opinion.
- B.
Compare the effectiveness of different courses of action.
- C.
Evaluate motives behind actions.
- D.
Distinguish alternative solutions to problems.
Correct Answer
C. Evaluate motives behind actions.Explanation
The questions on the "characters" branch of the story tree prompt students to evaluate motives behind actions. By asking who the bad characters are, what they want, why they want it, and how they go about getting it, students are encouraged to analyze the reasons behind the characters' actions. This helps them understand the motivations driving the plot and the decisions made by the characters. By evaluating motives, students can deepen their understanding of the story and infer the characters' intentions and behaviors.Rate this question:
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- 22.
Mr. Wiggins's use of the story tree is mostlikely to help students develop which ofthe following reading skills?
- A.
Critical analysis of literature
- B.
Understanding of historical trends in literary forms
- C.
Analysis of the effects of word choice on readers' responses
- D.
Understanding of literary devices such as caricature and foreshadowing
Correct Answer
A. Critical analysis of literatureExplanation
The use of the story tree by Mr. Wiggins is most likely to help students develop critical analysis of literature. The story tree is a tool that encourages students to analyze and evaluate various elements of a story, such as plot, characters, themes, and symbolism. By using the story tree, students are prompted to think critically about the different aspects of a literary work and analyze its deeper meanings and messages. This helps them develop their ability to analyze and interpret literature, which is a key skill in critical analysis of literature.Rate this question:
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- 23.
Which of the following uses of the storytree would best help students applymetacognitive skills to enhance theircomprehension?
- A.
Encourage students to ask themselves questions similar to those in the story tree when reading or writing stories independently.
- B.
Have students check to make sure that the book reports they write reflect the format outlined in the story tree.
- C.
Advise students to copy the story tree into their reading journal so they can refer to it when reading independently.
- D.
Help students create concept webs to analyze stories, and then guide the students to compare the webs with the story tree.
Correct Answer
A. Encourage students to ask themselves questions similar to those in the story tree when reading or writing stories independently.Explanation
Encouraging students to ask themselves questions similar to those in the story tree when reading or writing stories independently would best help students apply metacognitive skills to enhance their comprehension. This approach promotes self-reflection and critical thinking, allowing students to actively engage with the text and assess their understanding. By asking themselves questions, students can monitor their comprehension, identify areas of confusion, and make connections between the story elements. This metacognitive process strengthens their comprehension skills and promotes independent thinking and learning.Rate this question:
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- 24.
According to the Texas EssentialKnowledge and Skills (TEKS), studentsin the sixth grade should be able to usegraphic sources of information to addressresearch questions. Students are mostlikely to develop these skills if they havehad opportunities to:
- A.
Locate graphic information about a specific topic in an encyclopedia or other reference book.
- B.
Create their own tables and charts summarizing the results of a peer survey on an age-appropriate topic.
- C.
Collaborate with a partner to make an outline summarizing the features of different graphic formats.
- D.
Make accurate copies of tables, charts, maps, and other graphic information provided by the teacher.
Correct Answer
B. Create their own tables and charts summarizing the results of a peer survey on an age-appropriate topic.Explanation
Creating their own tables and charts summarizing the results of a peer survey on an age-appropriate topic would help students develop the skills of using graphic sources of information to address research questions. This activity requires students to collect data, organize it in a visual format, and analyze the information to draw conclusions. By doing so, students not only gain experience in interpreting and presenting data visually, but also learn how to use graphic sources effectively to support their research inquiries.Rate this question:
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- 25.
Read the worksheet below, completed by a fourth grader; then answer the two questionsthat follow.Name: _____________ Date:Read the following passage and answer the questions.The BirthdayHank woke up very excited on Saturday morning because it was his birthday. His familywas planning a big party for him, with lots of good food, balloons, and a cake with ninecandles. It wasn't the party that Hank was most excited about, though. He was sure thiswould be the day when he finally got the remote-control car he wanted more than anything.He first saw the shiny red car in the front window of Mitchell's Toy Store a month ago. Since then, it was all he could think about.Later in the day, it finally was time for Hank to open his presents. His parents gavehim a basketball and sneakers. From his sisters, he received a book about making paperairplanes. His little brother gave him a special rock he had found. Finally, there was onlythe present from his grandfather left to open. This was his last hope. He ripped off the paperand opened the box. Inside there was a T-shirt that said "Number One Grandson." Hankalmost groaned out loud, but instead he put a smile on his face and politely thanked hisgrandfather for the shirt.Then he said silently to himself, "Maybe next year."1. How does Hank feel when he wakes up? Why does he feel this way? Excited cause it's his birthday2. What does Hank want most for his birthday? A remote-control car3. What presents does Hank get for his birthday? shirt that says, Number One Grandson, basketball, sneekers, book, rock4. How does Hank probably feel when he opens the present from his grandfather and seeswhat is inside? What clue in the story tells you he feels this way? Happy. It says he smiles and says thank you.Brendan's performance on this worksheetsuggests that he would benefit most fromreading instruction to strengthen his:
- A.
Literal comprehension.
- B.
Inferential comprehension.
- C.
Word-recognition skills.
- D.
Vocabulary development.
Correct Answer
B. Inferential comprehension.Explanation
Based on Brendan's performance on the worksheet, it can be inferred that he would benefit most from reading instruction to strengthen his inferential comprehension. This is because Brendan was able to accurately identify the literal information in the passage, such as Hank feeling excited on his birthday and the presents he received. However, when it came to understanding Hank's feelings when he opened the present from his grandfather, Brendan had to make an inference based on the clue that Hank put on a smile and politely thanked his grandfather. This suggests that Brendan needs more practice and instruction in making inferences and understanding the deeper meaning of the text.Rate this question:
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- 26.
Given Brendan's responses to thequestions on the worksheet, whichstrategy would most likely have improvedhis comprehension of this passage?
- A.
Stopping after he had read the title and setting a purpose for reading the selection
- B.
Asking himself if he understood what was meant by the last sentence in the selection
- C.
Going back and rereading any sentence that contained an unfamiliar word to see if he could determine the word's meaning
- D.
Reminding himself to read more slowly when he came to portions of the text he found difficult to understand
Correct Answer
B. Asking himself if he understood what was meant by the last sentence in the selectionExplanation
Asking himself if he understood what was meant by the last sentence in the selection would most likely have improved Brendan's comprehension of the passage. By reflecting on the meaning of the last sentence, Brendan can assess his understanding of the overall content and identify any areas of confusion or lack of comprehension. This strategy encourages active engagement with the text and helps to ensure that Brendan is comprehending the material as he reads.Rate this question:
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- 27.
Students in a middle school class work together in small groups using the chart illustrated below as a study guide. The students fill in the first two columns after briefly previewing an assigned text and then complete the third column after reading the text.What We Already KnowAbout This TopicWhat We Want To FindOut About This TopicWhat We Have LearnedAbout This TopicWhich of the following modifications tothe chart would best promote developmentof students' study and inquiry skills?
- A.
Dividing the chart into numbered rows to clarify the organization of information related to the assigned text
- B.
Adding a fourth column labeled "What We Still Want To Learn About This Topic"
- C.
Dividing the chart into rows that are prelabeled by the teacher with key words reflecting important concepts in the assigned text
- D.
Relabeling the first column to read "What We Learned About This Text By Previewing It"
Correct Answer
B. Adding a fourth column labeled "What We Still Want To Learn About This Topic"Explanation
Adding a fourth column labeled "What We Still Want To Learn About This Topic" would best promote the development of students' study and inquiry skills. This modification encourages students to think critically about what they still need to learn and prompts them to ask questions and conduct further research. It fosters a sense of curiosity and inquiry, promoting a deeper understanding of the topic and enhancing their study skills.Rate this question:
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- 28.
Use the paper below, written by a fourth-grade student about a favorite memory, to answerthe two questions that follow."I think the best year was when I was five. My friend Edwin and I had adventures together. We had to run away, all the time. We used to sneak around in the garden and pretend we were spys. We spyed on people. We lived right next door to Edwin's house. There was a nice gardener named Tony. But there was man who chased us, we called him BRUTUS! He yelled to come back but we ran away fast! Sometimes we saw mean dogs, we ran away from them, alright! There was a mean big kid named Toby Wolf. One day he chased us all the way to the garden! But we hid and then he couldnt find us. That was scary! Tony said, be careful of the flowers. Edwin was seven years old. Then we moved away, I was sad.When reviewing this paper with thestudent, the teacher should suggest whichof the following revisions?
- A.
Reorganizing the paper to make the sequence of ideas more logical
- B.
Adding specific details in support of the main idea of the paper
- C.
Enriching the paper with an extended description of the setting
- D.
Establishing a clear audience and purpose for the paper
Correct Answer
A. Reorganizing the paper to make the sequence of ideas more logicalExplanation
The paper would benefit from reorganizing the sequence of ideas to make it more logical. Currently, the ideas are presented in a random order, making it difficult for the reader to follow the story. By reorganizing the paper, the reader will be able to understand the events in a more coherent and chronological manner. This will improve the overall flow and readability of the paper.Rate this question:
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- 29.
Generally speaking, which of thefollowing prewriting activities would bemost effective in helping fourth graderswrite coherently about a favorite memoryor other personal experience?
- A.
Individual students read an ageappropriate biography of a famous person before beginning to write.
- B.
The teacher provides students with a checklist of guidelines for organizing their personal essay.
- C.
Individual students describe their experiences to a partner before beginning to write.
- D.
The teacher prepares students for the essay by providing a mini-lesson on the use of written language conventions.
Correct Answer
C. Individual students describe their experiences to a partner before beginning to write.Explanation
Individual students describing their experiences to a partner before beginning to write would be the most effective prewriting activity for fourth graders to write coherently about a favorite memory or personal experience. This activity allows students to verbally express their thoughts and organize their ideas before putting them down on paper. By discussing their experiences with a partner, students can receive feedback and gain a better understanding of how to structure their writing. This process helps them develop their ideas and ensures that their writing will be more coherent and organized.Rate this question:
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- 30.
A middle school teacher frequently hasstudents perform semantic mappingactivities before and after assignedreadings. Which of the followingstatements best explains the primaryrationale for this instructional strategy?
- A.
Presenting textual information in several visual formats makes the information more accessible to students by accommodating diverse learning styles.
- B.
Diagramming textual information improves students' writing skills by promoting their use of effective text structures and accurate writing conventions.
- C.
Organizing reading material in new ways highlights connections among ideas and enhances students' shortterm and long-term recall of the material.
- D.
Arranging textual information in graphic formats encourages students to use context cues to clarify the meaning of content-specific vocabulary in the text.
Correct Answer
C. Organizing reading material in new ways highlights connections among ideas and enhances students' shortterm and long-term recall of the material.Explanation
Semantic mapping activities involve organizing information in a visual format, which helps students to see connections and relationships among ideas. This strategy enhances their understanding and retention of the material by highlighting these connections. By visually representing the information, students are able to make sense of complex concepts and remember them more effectively. Therefore, the primary rationale for using semantic mapping activities is to improve students' recall and comprehension of the reading material.Rate this question:
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- 31.
As students begin drafting scripts for theiroral presentations, the teacher hands outand discusses the guidelines listed below.• Begin by providing an overviewof the main points thatwill be covered in your oralpresentation.• End with a summary of the mainpoints that were presented.• Ensure that the oral presentationfollows a logical progression.• Use transitions to indicate whereone idea ends and the nextbegins.Which of the following additionalguidelines for scripting oral presentationswould be most important for the teacher toinclude in this list?
- A.
Document your main ideas by pausing periodically to describe the sources you consulted when preparing your oral presentation.
- B.
Vary the sentence structure of your oral presentation by incorporating complex sentences whenever possible.
- C.
Summarize information from relevant literary texts rather than including any direct quotations in your oral presentation.
- D.
Provide strong supporting examples to clarify and illustrate the main ideas of your oral presentation.
Correct Answer
D. Provide strong supporting examples to clarify and illustrate the main ideas of your oral presentation.Explanation
The most important additional guideline for scripting oral presentations would be to provide strong supporting examples to clarify and illustrate the main ideas. This is important because examples help to make the content more relatable and understandable for the audience. They provide real-life scenarios or evidence that support the main points being presented. By including strong supporting examples, the presenter can enhance the overall effectiveness of their oral presentation.Rate this question:
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- 32.
Which of the following recommendationswould be most appropriate for the teacherto make when advising students aboutvisual aids for their oral presentations?
- A.
Avoid visual distractions by limiting visual aids to the opening and closing sections of your oral presentation.
- B.
Minimize the use of text in visual aids and use concrete, precise wording to facilitate readability.
- C.
Maintain visual continuity by using no more than two different colors in the visual aids.
- D.
Make sure to introduce a different visual aid for each new idea in your oral presentation.
Correct Answer
B. Minimize the use of text in visual aids and use concrete, precise wording to facilitate readability.Explanation
The recommendation to minimize the use of text in visual aids and use concrete, precise wording to facilitate readability would be most appropriate for the teacher to make when advising students about visual aids for their oral presentations. This recommendation suggests that students should focus on using concise and clear language in their visual aids, avoiding excessive text that may distract the audience. By using concrete and precise wording, the visual aids will be more effective in conveying the intended message and facilitating understanding for the audience.Rate this question:
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- 33.
Students in a middle school class areworking in small groups to produce andvideotape mock newscasts. To helpstudents prepare for this activity, theteacher leads a class discussion aboutvideotaped excerpts from nationallytelevised news programs. During thediscussion, the teacher asks, "Why do youthink newscasters are often shown in frontof recognizable buildings, such as theCapitol or White House?" This questionis likely to promote students' understandingof visual media primarily byprompting the students to:
- A.
Analyze the relationship between news and politics in television newscasts.
- B.
Consider how visual images can be used to highlight ideas and influence viewers' perceptions.
- C.
Identify design elements and analyze their function in television newscasts.
- D.
Understand the importance of ensuring that background images are visually appealing.
Correct Answer
B. Consider how visual images can be used to highlight ideas and influence viewers' perceptions.Explanation
The question asks why newscasters are often shown in front of recognizable buildings, such as the Capitol or White House. This suggests that the teacher wants the students to think about the purpose behind this visual choice. By considering how visual images can be used to highlight ideas and influence viewers' perceptions, the students can understand that showing newscasters in front of recognizable buildings adds credibility and authority to their reports. It also helps to establish a connection between the news being reported and the institutions or events happening at those locations.Rate this question:
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- 34.
Use the information below to answer the two questions that follow.A fifth-grade teacher asks students to write about a personal experience. Shown below is thewriting of one student in the class.My sister is four years older then me. I wanted to roller blade like her. I asked her, and she said its easy. We went outside, and then she held me up. I fell down some at first. She said now I will teach you to do something real fun. We had to go down a hill. I went passed her real fast. It was scary but not to hard for my sister and I. My sister said your good at this! I said I want to do it again!The writing sample shown abovedemonstrates the student's correct use ofcommas to separate:
- A.
Two independent clauses joined by a coordinate conjunction.
- B.
Two or more phrases that appear in a series.
- C.
A dependent phrase from an independent clause that follows it.
- D.
Nonrestrictive phrases from the rest of the sentence.
Correct Answer
A. Two independent clauses joined by a coordinate conjunction.Explanation
The writing sample demonstrates the correct use of commas to separate two independent clauses joined by a coordinate conjunction. In the sentence, "I went passed her real fast" is one independent clause, and "It was scary but not too hard for my sister and I" is another independent clause. The comma before the coordinating conjunction "but" correctly separates these two independent clauses.Rate this question:
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- 35.
A middle school teacher designs the instructional activity described below.• Students read a passage from an informational text.• Using an overhead projector, the teacher divides a piece of paper into two columns bydrawing a line down the center.• The teacher models how to write in the first column significant information and quotationsfrom the passage. Next, she comments on each of these entries by writing her thoughtsabout it in the second column. She then discusses with students the rationale for thisdivided-page method of note taking.• Working in pairs, students read a second informational passage and use the divided-pagemethod to take notes on the passage.This instructional activity is most likely topromote development of students' studyand inquiry skills by:
- A.
Prompting students to recognize and describe the difference between main ideas and supporting details.
- B.
Guiding students to identify and describe the logical structure of an informational text.
- C.
Helping students understand the difference between recording and analyzing information.
- D.
Providing students with a method for double checking the accuracy of their notes.
Correct Answer
C. Helping students understand the difference between recording and analyzing information.Explanation
The instructional activity described in the question involves the teacher modeling how to write significant information and quotations from a passage in one column, and then writing her thoughts about each entry in a second column. This method of note-taking requires students to not only record information but also analyze it by providing their thoughts and comments. By engaging in this process, students are able to understand the difference between simply recording information and analyzing it, thereby helping them develop their skills in understanding and interpreting information.Rate this question:
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