Subtest 2 Flashcards
A 6th grade teacher creates a written assignment in which the teacher leaves a word out of the sentence and asks students which of four nonsense words would be the most appropriate to use to complete the sentence. An example of this type of assessment is shown below.
George ____ a prize at the fair yesterday.
Twibly, Norfing, Lubbed, Vishes
Such a procedure would be especially useful for assessing whether a student:
A. is familiar with common story structure
B. intuitively makes use of grammar when reading
C. is able to analyze difficult sentence constructions
D. spontaneously chunks language into units when reading
B. intuitively makes use of grammar when reading
A fifth grade teacher provides her students with an easier science article with easier vocabulary about the topic of asteroids before reading them the actual science textbook. What is the teacher trying to achieve? It says pre reading lesson. Worded differently: science teacher teach science unit…
A. build on background prior knowledge
B. analyze textual structure or scientific vocabulary
C. To see what students remember from the previous lesson
D. to ease them into a bigger lesson by starting small
A. build on background prior knowledge
An eighth grade science textbook contains the following passage:
unlike mammals, which are endotherms, reptiles need outside sources of heat to keep themselves warm…
Part 1
Understanding how punctuation is used to set off non restrictive clause… would enable students to gain which of the following pieces of information from this reading passage?
A. Reptiles need outside sources of heat to keep them warm
B. all mammals are endotherms
C. snakes are often found basking on warm rocks
D. reptiles are known as exotherms
B. all mammals are endotherms
An eighth grade science textbook contains the following passage:
unlike mammals, which are endotherms, reptiles need outside sources of heat to keep themselves warm…
Part 2
one student comes to the teacher and says, “I get what an exotherm is but what’s an endotherm?” This particular passage provides an especially good opportunity for the teacher to help the student?
A. Apply knowledge of suffixes to gain meaning of unfamiliar words
B. learn to use standard textual guides such as table of contents
C. apply skimming and scanning strategies to… information from a text
D. recognize that an unfamiliar word’s… information necessary to define it
A. Apply knowledge of suffixes to gain meaning of unfamiliar words
An eighth grade science textbook contains the following passage:
unlike mammals, which are endotherms, reptiles need outside sources of heat to keep themselves warm…
Part 3
Asked about the strategies the teacher would use to support literature comprehension. What were the strategies that the teacher used to develop the students response to literature.
A. Something about referring back to the text
A teacher is trying to best support an English learner with their writing. The teacher provides students a sentence frame and demonstrates how to fill the sentence frames. What is a teacher trying to demonstrate?
An (A) ___ castle was in ____.
An ugly castle was in The forest.
A beautiful castle was in a dark green forest?
A. Words can have different meanings
B. sentence structure in the English language
C. figurative language
D. structure of English language
B. sentence structure in the English language
Four students in a second grade class have been reading a story entitled Gerard’s New Home, about a giraffe who moves from the zoo to a farm. When the students have all finished reading the story, they joined the teacher for the following discussion:
Part 1:
Which of the following strategies for effective discussion does the teacher demonstrate as the students talk about Gerard’s New Home?
A. Introducing new vocabulary in a context that… meaning of the words
B. promoting the students to relate stories to the experiences
C. using repetition to reinforce the students concepts
D. encouraging the students to respond to another’s idea and details from the text
D. encouraging the students to respond to another’s idea and details from the text
Four students in a second-grade class have been reading a story entitled Gerard’s New Home about a giraffe who moves from the zoo to a farm. When the students have all finished reading the story, they joined the teacher for the following discussion:
Part 2:
Which of the following comprehension strategies that does student 3 demonstrate during the group discussion?
A. Testing prediction he or she had made about the…
B. using knowledge of text structure to enhance…
C. drawing on prior knowledge to clarify meaning…
D. Referring to the text to clarify meaning
D. Referring to the text to clarify meaning
Four students in a second grade class have been reading a story entitled Gerard’s New Home, about a giraffe who moves from the zoo to a farm. When the students have all finished reading the story, they joined the teacher for the following discussion:
Part 3:
During the group discussion, which of the following strategies does the teacher use to help students develop these responses to?
A. Encouraging students to provide evidence from the text to support their interpretations
B. prompting students to analyze the use of figurative language in the text
C. prompting students to make personal connections to events described in the text
D. encouraging students to recognize how… establishes the mood
A. Encouraging students to provide evidence from the text to support their interpretations
A fourth grade teacher asked her students to break into groups and each student read a different passage from the same story in their respective group. The students are to discuss their passage in the group and then report the important elements back to the whole class. What is the primary reason or what is the teacher trying to achieve through this instructional technique?
A. The students gain a deeper understanding of the passage and have an opportunity to clarify by discussing it with peers
B. collaborative conversations
C. teaching students how to develop academic language
D. teaching students independent strategies for vocabulary knowledge
A. The students gain a deeper understanding of the passage and have an opportunity to clarify by discussing it with peers
A fourth grade teacher selected a core literature book for her students to read. After her students have completed reading the book she asked them to go back to the text and find situations where the main character has experience that reminded the student of something in their own lives. The student uses a response log to record their ideas. The teacher might choose this strategy as a follow up to reading the book because…
A. The teacher understands that helping her students connect real life experiences to those of characters will deepen their understanding of the above and she can analyze the responses to plan future appropriate instruction. Being able to relate the text, activate the prior knowledge if applied.
A middle school teacher designs and instructional activity in which students combine several sentences to form a single sentence, as illustrated below.
Combine
- Matthew stood and waited for the bus.
-The sun was blazing hot.
-Matthew fanned himself with the newspaper.
Single sentence:
Waiting for the bus, Matthew stood in the blazing sun, fanning himself with the newspaper.
This activity is likely to be most effective in helping students-
A. strengthen their ability to comprehend and write complex sentences
B. apply literal comprehension skills to identify and write main idea statements
C. improve their inferential comprehension skills
D. use self monitoring techniques to clarify the meaning of text
A. strengthen their ability to comprehend and write complex sentences
A first grade teacher plans to assess a student’s comprehension of a short story through oral retelling. After the student silently reads the story, the teacher will prompt the students retelling by asking open-ended questions. To prepare for this assignment, the teacher reads the story carefully and composes the questions. Which of the following additional steps would be most helpful for the teacher to take before the retelling activity begins?
A. Prompt the student to recall similar tasks the student has previously performed
B. prepare a checklist of the key elements that an effective retelling of this story should include
C. review grades earned by the student on recent tests and quizzes in language arts
D. remind the student to concentrate on recalling as many details as possible during the retelling
B. prepare a checklist of the key elements that an effective retelling of this story should include
An eighth grade teacher is pleased that students are drawing on personal experiences in their responses to literary texts but is concerned that some students tend to become so preoccupied with their own experience that their literary interpretations have little to no relation to the original text. Which of the following strategies would be the most appropriate and effective way for the teacher to address their concern?
A. Caution students about literary interpretations that are unrelated to the text and to reliant on personal experience
B. give students a pre reading summary of the plot and theme of the assigned literary text to help guide student responses
C. provide students with biographical information about the author of an assigned literary text to help students interpret the text
D. plan instructional activities in which students support their itinerary responses with examples drawn from the text
D. plan instructional activities in which students support their itinerary responses with examples drawn from the text
Members of a literary response group in a 6th grade class are having difficulty initiating and sustaining focus discussion about a text. The following instructional strategies is likely to be most effective in helping the students engage in more productive discussions that promote comprehension and analysis of the text?
A. Meeting with the group to describe appropriate listening and speaking skills to use in academic discussions such as discussions about literature
B. having the students take turns reading aloud favorite passage from the text and commenting on the passages
C. providing the students with explicit instruction and activities such as questioning the author to help structure their discussion
D. giving members of the group a question about the personal experience to reflect on before the group meets to discuss
C. providing the students with explicit instruction and activities such as questioning the author to help structure their discussion
Student made his own poem: Misha Masha Bisha Basha Boo. Teacher is going over poetry and one student in kindergarten makes his own poem orally. Using this opportunity, what strategy should the teacher use to connect it to reading and language skills? To further the student oral language, writing, and reading skills the teacher should have the student?
A. Recite the student’s poem to him with the initial letter omitted
B. student mimics the poem that are read then challenged to rime the last four lines of those poems
C. write the poem on a chart paper and read it aloud to the class with the other poetry that the class is studying
D. ask the student to recite his poem many times in front of the class and memorize it
C. write the poem on a chart paper and read it aloud to the class with the other poetry that the class is studying
What study skill would you use for upper grade elementary?
A. Taking detailed notes as they are reading
B. work in small groups and quiz each other
C. work in small groups and read aloud and then silently
D. have the students look for main topic and titles and create questions to answer while reading
E. have them write questions to later answer during reading
B. work in small groups and quiz each other
Students who are strong readers often perform poorly on standardized reading tests because they are not sure what to do in response to the assignment task. This situation is most typically the results of the students having limited understanding of:
A. How to identify the main ideas and details and text if the text appears in an assessment
B. the important structural differences between narrative literary and expository/ information text
C. how to make educated guesses on an assessment if they do not know the answer to a specific question
D. important academic terms such as justify and evaluate that commonly appear in assessment questions
D. important academic terms such as justify and evaluate that commonly appear in assessment questions
After a vocabulary lesson a second grade teacher asks students to make up new words based on what they have discussed. A student raised her hand and announces “I must be a sweet-o-phile because I love sweet things”. The student has demonstrated that she has developed:
A. Morphemes carry meaning
B. word families provide clues to spelling
C. graphemes map to spoken language
D. phonemes are the smallest unit of sound
A. Morphemes carry meaning
The teacher writes the following sentences with blank spaces and provides a list of four nonsense words for the students to fill in the blank. The cow ___ over again to the table, lanked, jizle pip). This activity identifies the student’s ability to
A. Something about subconsciously using inferential grammar and reading. (Understanding how grammar structure works in sentences)
An 8th grade teacher is concerned that students note taking skills are weak and may be limiting their comprehension of context area. The teacher observes that she copies long excerpts verbatim from texts and makes no effort to paraphrase the material or to process it in another way. Which of the following instructional strategies is likely to be most effective in helping Lauren improve her use of note taking as a comprehension strategy?
A. Teaching the student to use double entry format for notes, entering the key terms and concepts from a section of text in one column, and a brief summary of the section in the other column
B. encouraging the student to use a highlighter to mark useful information in the text before taking notes
C. modeling for the student how to take notes in outline form using a system of Roman numerals, letters, and numbers to distinguish of information
D. suggesting that the student attach sticky notes 2 pages and a text that contain information that she would like to…
A. Teaching the student to use double entry format for notes, entering the key terms and concepts from a section of text in one column, and a brief summary of the section in the other column
A 5th grade teacher regularly engages students in activities such as synonym bingo cards by matching academic vocabulary words called out by the teacher to synonyms printed on their cards and synonym terms in which students orally provide forgiven grade level vocabulary words. This practice best demonstrates the teacher’s awareness that an effective vocabulary program should be activities that:
A. Enhance students ability to use contextual analysis to determine the meaning of new words
B. develop and extend students understanding that words can have multiple meanings
C. promote students ability to recognize morphological relationships among words
D. enrich and reinforce students understanding of words and their meanings
B. develop and extend students understanding that words can have multiple meanings
The teacher asks students to predict what the book they are going to read is about. This question stated that parents and guardians were asked to tell their students to make predictions throughout the reading and the parent or guardian asked why that was important and the question asked why the strategy would support comprehension.
A. Predicting stimulates students interest in books, encourages thinking and creates opportunities to share background knowledge. It encourages thinking and creates opportunities to increase background knowledge.
Teacher wrote a sentence about a girl waiting… in three different ways… the question asked what the teacher is trying to teach.
Original sentence: Mary Rose to her feet, smelling.
New sentence #1: smiling, Mary Rose to her feet.
New sentence #2: Mary, smiling, rose to her feet.
Completing this worksheet is likely to improve students’ writing skills primarily by:
A. Giving students practice in manipulating sentence structures to vary writing style
B. teaching students how to clarify the meaning of a written sentence by changing the word order
C. helping students understand the function of different parts of speech in written sentences
D. familiarizing students with grammatical structures
A. Giving students practice in manipulating sentence structures to vary writing style
Prefixes make new words.
When the prefix un- is added to the beginning of a word, the new word means the opposite of the old one. (lucky/ unlucky)
when the prefix re- is added to the beginning of a word, the new word means that something happens again. (consider/ reconsider)
when the prefix pre- is added to the beginning of a word, the new word means that something happens before something else. (caution/ precaution)
1.The team was not beaten all season. It was _______.
2.Juan had to pay before he would begin the music lessons. He had to _____.
The worksheet is most likely to…
A. Draw on their understanding…
B. use knowledge of morphology to determine the meaning of words independently
C. develop self correction when reading these words
D. take advantage…
B. use knowledge of morphology to determine the meaning of words independently
A 4th grade or 5th grade teacher is teaching a unit on using Atlas, periodicals, and other physical paper sources so students can use it for research and she wanted to assess whether they know what sources to use for research before moving on to the next unit. Showing the students a full set of encyclopedias. Then, the teacher would present some sample entries and ask students to identify the volume where the entry should be located.
A. Students do a worksheet and match subjects or content to appropriate sources that you would need
B. the teacher gives each student a set of factual comprehension questions. The students need to answer using multiple sources. The teacher should provide questions that need to be answered using multiple sources
C. teacher observations/ anecdotal records
D. students write an essay using each of the sources for information
B. the teacher gives each student a set of factual comprehension questions. The students need to answer using multiple sources. The teacher should provide questions that need to be answered using multiple sources
A 4th grader participates in a reading activity described below:
- the student silently reads a story
- the teacher asks the student to retell the story aloud and record his retelling
- after recording his retelling, the student silently rereads the story
- the student then listens to the recording of his retelling
- the student discusses with the teacher any differences he noted between the original story and his retelling of it
as a strategy for assessing and promoting the students reading proficiency, the activity described above is likely to be especially…
A. enhancing the students use of evaluative comprehension skills to analyze the authors purpose
B. motivating the student to monitor his own comprehension and clarify the meaning of the text as he reads
C. improvising the students ability to apply his vocabulary knowledge in new contexts
D. helping the student recognize and analyze language structures and conventions as he reads
B. motivating the student to monitor his own comprehension and clarify the meaning of the text as he reads
A 6th grade teacher gives students a list of statements about plants before reading a science text and asks them to mark true or false before they read. Students then have to check for accuracy of the facts when reading the report chapter about plants. How does this support comprehension or what is the purpose of this activity?
A. Clarifying the main ideas contained in this chapter
B. prompting students to generalize from what they read
C. establishing a definite purpose reading the chapter
D. increasing students’ awareness of text structure as they read
C. establishing a definite purpose reading the chapter
A 5th grade teacher is concerned that some of the English learners in the class may have difficulty interpreting various idioms (sweating bullets, burning the candles on both ends) found any text the students will soon be reading. Which of the following pre reading strategies is likely to be most promoting the English learners understanding of the concept of idiomatic expressions and facilitating their comprehension of the text?
A. Providing the classes with several copies of a comprehensive reference book of English idioms with literal definitions when reading the text
B. explaining that figurative meaning of the target idioms to the classes and then having pairs of students create drawings illustrations on literal and figurative meaning
C. having students work with a partner to write a brief essay reflecting on other English idioms they have encountered
D. having students diagram the sentence from the text that contain the idioms, so they can determine the grammatical different words composing each idiom
B. explaining that figurative meaning of the target idioms to the classes and then having pairs of students create drawings illustrations on literal and figurative meaning
Which of the following activities is likely to be most effective in promoting 8th grade students’ evaluative comprehension skills?
A. Students read an excerpt from an autobiography that includes flashback and then work with a partner to diagram the chronology narrative
B. students identify and paraphrase and authors key points about political and economic factors that led to the civil war
C. students read an account of a historical event and then meet in small groups to discuss the event
D. students use reference materials to verify the evidence presented by two authors who wrote opposing articles about a controversial issue
D. students use reference materials to verify the evidence presented by two authors who wrote opposing articles about a controversial issue
Scanning would be the most effective reading strategy for a student who wants to:
A. search quickly through the text to locate relevant information for a research project
B. take detailed notes on a text while reading it for the second time
C. analyzed the strength of a writer’s argument and assumptions in a text
D. focus on key vocabulary words during in-depth reading
A. search quickly through the text to locate relevant information for a research project
A girl wrote a poem and used the word “softly” in every line but used in different ways
The wind was blowing softly
My mom asked me to do something softly
My cat did something softly
I pet my cat softly
A. Understands words have different meanings
B. Understands words have different shades of meaning a single word
A. Understands words have different meanings
