A sixth-grade teacher is determined to help her students become more proficient spellers. Which of the following strategies would be least effective in promoting students' spelling abilities?

Have students write all their spelling words at least thirty times.

Have students use the new words in interesting real-world sentences.

Teach separately the spelling of irregular words such as who, what, where, would, and through.

Teach students the spelling and meanings of common prefixes, suffixes, and roots.

A student is currently in the transitional stage of writing development. Which activity would be most appropriate for this student?

generating lists of family members and favorite places

replace onsets of simple three-letter words to make new words

combining simple sentences into compound sentences

tracing letters into sand or other tactile material

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

Students learn to explain different purposes for writing.

Students learn to write random strings of letters, often in uppercase.

Students learn to adjust their writing for specific purposes and audiences.

Students learn to transition between sentences and paragraphs easily.

Franco, an ELL student, writes the following about a holiday in his native country: "On this day, our family visits the graves of my grandparents and brings them gifts. Like flowers and candy. Then, we go home to eat, sing and tell our favorite stories. It is a special day." What is the problem with Franco's text?

There is a pronoun agreement error.

Which of the following is the most appropriate way for a teacher to help students develop an understanding of parts of speech?

Show example words and example sentences to help analyze/explain how each part of speech functions within a sentence.

Have students practice changing present tense verbs to past tense.

Write five examples of nouns on the board and have students identify what all the words have in common.

Have students copy down the definitions of each part of speech.

Which of the following statements about the stages of writing development is most accurate?

Students learn to write in foreseeable phases, but the pace and mastery of learning will be different for each student.

Students should receive no direct instruction regarding writing development but should study literature and other students' writings to learn the stages of writing development.

Students should learn to write without reference to literary instruction to limit confusion.

Students learn to write letters before understanding their sounds so they can have meanings.

Mary is whom found the token. Which of the following revisions fixes the grammatical error?

The word "whom" should be "who."

The word "token" should be plural ("tokens").

The subject and object need to be changed.

How does instruction regarding word families support spelling instruction?

It demonstrates that in words containing the same sounds made by a group of letters, the sounds will often be represented with the same spelling.

It demonstrates variations in how similar sounds are represented.

It demonstrates the difference between a rime and an onset.

It demonstrates that the ends of rhyming words will always be spelled the same.

A teacher is working with a small group of students in the conventional stage of writing development. She has provided students with a list of simple sentences and is asking them to use their knowledge of sentence structure to combine the original simple sentences into compound or complex sentences. What would be an appropriate extension activity for this group of students to further their writing development?

Take one new sentence and use it as a starting point for a short paragraph.

Sort teacher-created sentences into categories of compound or complex.

Sort the newly created sentences into categories of fact or opinion.

Edit each other's new sentences for proper grammar and spelling.

Which of the following is an example of a compound sentence?

The dogs fight over their food; the cats seem happy to share.

Our cats are better than our dogs because they do not fight over food.

Our dogs fight over food but happily share water.

The cats, Sunny and Jingles, are the easiest to take care of.

Which of the following would not be in the conventional process of spelling stages?

spelling some words correctly but still misspelling irregular words

Which of the following describes a compound sentence? Select all answers that apply.

It has two independent clauses.

It contains a conjunction or a semicolon.

It has one independent clause and one dependent clause.

It contains a subordinating conjunction.

Which of the following statements is true in regards to a student's progression through the stages of spelling development?

While there are specific, predictable stages of spelling development, there is no set time period or age range in which a student will enter into or advance through each stage.

Students who are neurotypical will progress through each stage within a specific, predictable time frame, but this is not true for students with learning disabilities or English language learners.

Every student will advance from one stage of spelling development to the next at specific, predictable intervals.

Students will progress from one stage of spelling development to the next within a specific, predictable time period if exposed to systematic spelling instruction.

A student turns in the following sentences in response to a reading comprehension question. Tyler needs to say sorry. Pushing the jar off the table. He was mean. Which of the following options correctly fixes the student's error in sentence construction?

Tyler needs to say sorry. Pushing the jar off the table was mean.

Tyler pushed the jar off the table and he needs to say sorry and he was mean.

He was mean and needs to say sorry. Pushing the jar off the table.

Tyler needs to say sorry, pushing the jar off the table. He was mean.

An English teacher is introducing the topic of passive voice to her class when a student asks, "If we can always get our point across by using active voice, why would we use passive voice?" Which of the following would be an appropriate response for the teacher?

"The passive voice is used when the subject is unknown or unimportant."

"The passive voice is only used in academic writing, as it's a more formal way to communicate information."

"The passive voice is used when there are two objects and one is more important than the other."

"There is no clear reason why we use the passive voice, but not everything in a language always has a reason."

Mrs. Meyers is teaching a lesson to students who are in the second stage of writing development. The writing activity she has planned for her students should focus on developing their ability to:begin using capital letters for names or beginnings of sentences.

write strings of letters in a row.

begin using capital letters for names or beginnings of sentences.

draw symbols or scribbles to represent words.

Which of the following does NOT accurately describe the impact of learning conventional spelling on writing development?

It helps students understand grammatical rules.

Learning how to spell new words encourages students to learn new words.

It allows students to better communicate their ideas.

It helps students focus on organizing their writing instead of spelling.

Roberto and Enrique are considered higher-level in their L2 language proficiency. During frequent interactions, their ELL teacher notes that the students use phrases such as: "I am seeing them every day," and "We are playing tennis every day." What should the teacher focus on for the next series of instruction?

using the simple present tense to talk about daily habits

using stative verbs to describe senses and perceptions

using the present continuous to talk about general facts

I had hoped to drive home last night but the roads were icy and some spots were slick. Which of the following revisions corrects the grammatical errors in this sentence?

I had hoped to drive home last night, but the roads were icy and slick.

Because the roads were icy and slick, I had hoped to drive home last night.

I had hoped to drive home but the roads were icy and slick last night.

Even though the roads were icy and slick I had hoped to drive home last.

Mrs. Kulasa is working with a small group of students who are in the second stage of writing development. These emergent stage students should be given an activity that develops their ability to:

write strings of letters in a row.

begin using capital letters for names or at the beginning of sentences.

use strategies to spell new and unknown words.

draw symbols or scribbles to represent words.

Identify the error in the following sentence. Outside the house many birds and a squirrel is happily eating their breakfast.

The sentence contains an error in subject-verb agreement.

The sentence uses the wrong form of "their."

There is no error in the sentence.

The sentence is missing a comma after "house."

"Mom you need these on" the toddler asked sweetly? Which of the following best revises the sentence above for proper writing and grammar conventions?

"Mom, you need these on?" the toddler asked sweetly.

"Mom you need these on?" the toddler asked sweetly.

"Mom you need these on"? the toddler asked sweetly.

"Mom, you need these on"? the toddler asked sweetly.

A seventh-grade teacher notices that a few students are repeatedly misspelling the words celsius and fahrenheit in their papers. She writes the names Anders Celsius and Daniel Gabriel Fahrenheit on the board and talks about how they each invented these forms of measurement. The teacher conducts a group discussion on how the names of each physicist relate to the measurements they created. This lesson helps students develop their reading and writing abilities by:

teaching them to use etymology to spell and decode unfamiliar multisyllabic words.

helping students apply basic linguistics rules to spelling multisyllabic words.

showing students common spelling patterns found in multisyllabic, scientific terms .

encouraging them to read books on scientists and systematically study unfamiliar words.

TEXES 4-8 ELAR- Conventions

Authored by Sarah O'Steen

English

Professional Development

CCSS covered

Used 2+ times

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45 questions

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MULTIPLE CHOICE QUESTION

2 mins • 1 pt

This is an example of what stage in writing?

Transitional Stage

Emergent Stage

Pre-Conventional Stage

Conventional Stage

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

What writing stage is this example? Understands the difference between print and drawing, sometimes relying on these pictures and symbols to assign meaning.

Pre-Conventional Stage

Emergent Stage

Transitional Stage

Conventional Stage

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

What writing stage is this example? Writes effectively through the use of appropriate words, phrases, and sentence structures; minor errors do not detract from writing fluently.

Proficient Writing

Conventional Stage

Transitional Stage

Emergent Stage

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

What writing stage is the example?
Jane lost her cat named Tabby and it made her sad. She and her frends made sines with Tabby's pitcher. One of her frends found Tabby and Jane was so happy.

Conventional Stage

Proficient Stage

Transitional Stage

Pre-Conventional Stage

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

What writing stage is the example?
Some scribbles and mock letters are typically still used in writing, but begin moving from mock letters to real letters, usually in random order.

Emergent

Pre-conventional stage

Transitional stage

Conventional Stage

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

Students learn writing in a predictable order.

True

False

What spelling stage is the example? A child uses letters from the alphabet to represent words without demonstrating knowledge of letter-sound correspondence. The words appear as random strings of letters.

Precommunicive Spelling

Semiphonetic Spelling

Phonetic Spelling

Transitional Spelling

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TEXES 4-8 ELAR- Conventions

This is an example of what stage in writing?

What writing stage is this example? Understands the difference between print and drawing, sometimes relying on these pictures and symbols to assign meaning.

What writing stage is this example? Writes effectively through the use of appropriate words, phrases, and sentence structures; minor errors do not detract from writing fluently.

What writing stage is the example?
Jane lost her cat named Tabby and it made her sad. She and her frends made sines with Tabby's pitcher. One of her frends found Tabby and Jane was so happy.

What writing stage is the example?
Some scribbles and mock letters are typically still used in writing, but begin moving from mock letters to real letters, usually in random order.

Students learn writing in a predictable order.

What spelling stage is the example? A child uses letters from the alphabet to represent words without demonstrating knowledge of letter-sound correspondence. The words appear as random strings of letters.

What spelling stage is the following example? Some knowledge of letter-sound correspondence is apparent in a child's attempt to spell. It is common to see single letters used to represent whole words, syllables, or sounds in which multiple letters are conventionally used.

What spelling stage is the following example? A child uses a letter or group of letters to represent every sound heard in a word. Spelling choices still may not be conventional, but they are easily understood through the lens of letter-sound correspondence.

What spelling stage is the following example?

Access all questions and much more by creating a free account

Similar Resources on Wayground

Popular Resources on Wayground

Discover more resources for English

TEXES 4-8 ELAR- Conventions

This is an example of what stage in writing?

What writing stage is this example? Understands the difference between print and drawing, sometimes relying on these pictures and symbols to assign meaning.

What writing stage is this example? Writes effectively through the use of appropriate words, phrases, and sentence structures; minor errors do not detract from writing fluently.

What writing stage is the example? Jane lost her cat named Tabby and it made her sad. She and her frends made sines with Tabby's pitcher. One of her frends found Tabby and Jane was so happy.

What writing stage is the example? Some scribbles and mock letters are typically still used in writing, but begin moving from mock letters to real letters, usually in random order.

Students learn writing in a predictable order.

What spelling stage is the example? A child uses letters from the alphabet to represent words without demonstrating knowledge of letter-sound correspondence. The words appear as random strings of letters.

What spelling stage is the following example? Some knowledge of letter-sound correspondence is apparent in a child's attempt to spell. It is common to see single letters used to represent whole words, syllables, or sounds in which multiple letters are conventionally used.

What spelling stage is the following example? A child uses a letter or group of letters to represent every sound heard in a word. Spelling choices still may not be conventional, but they are easily understood through the lens of letter-sound correspondence.

What spelling stage is the following example?

Access all questions and much more by creating a free account

Similar Resources on Wayground

Popular Resources on Wayground

Discover more resources for English

What writing stage is the example?
Jane lost her cat named Tabby and it made her sad. She and her frends made sines with Tabby's pitcher. One of her frends found Tabby and Jane was so happy.

What writing stage is the example?
Some scribbles and mock letters are typically still used in writing, but begin moving from mock letters to real letters, usually in random order.