S2 MCs

1. 1. A sixth-grade teacher creates a written assessment 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

• Is familiar with common story structure

• Intuitively make use of grammar when reading

• Is able to analyze difficult sentence constructions.

• Spontaneously chucks language into units when reading

 2. Fifth grade teacher provides her students with an easier science article with easier vocabulary about the topic of asteroids before reading from the actual science textbook.  What is the teacher trying to achieve? It says pre reading lesson.

• Possible pre teaching/preloading information to familiarize  students with content and vocabulary (build on background/prior knowledge)

• Analyze textual structure or scientific vocabulary

• Different authors point of view

• Something about language, graphemes maps(something along the line phonemes to smallest unit

3. 3. Part 1: Understanding how punctuation is used to set off nonrestrictive…would enable students to gain which of the following pieces of information from this reading passage?

• Reptiles need need outside courses of heat to keep them warm

• All mammals are endotherms

• Snakes are of often found basking on warm rocks

• Reptiles are known as exotherms

3. 3. 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?

• Apply knowledge of suffixes to gain meaning from unfamiliar word

• Learn to use standard textural guides such as table of contents

• Apply skimming and scanning strategies to..information from a text

• Recognize that an unfamiliar word’s …information necessary to define it.

4. 4. The teacher provides students a sentence frame and demonstrates how to fill the sentence frames.  What is the 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?

• Words can have different meanings.

• Sentence structure in the English language

• Figurative language

• Structure of english language

5. Gerard's New Home:

Which of the following strategies for effective discussion…does the teacher demonstrate as the students talk about Gerard’s New Home?

• introducing new vocabulary in a context that …meaning of the words

• promoting the students to relate stories to the …experiences

• Using repetition to reinforce the students…concepts

• Encouraging the students to respond to another's idea and details from text

5. 5. Gerard's New Home Part 2:

Which of the following comprehension strategies does Student 3 demonstrate during the group discussion?

• Testing prediction he/she had made about the…

• Using knowledge of text structure to enhance…

• Drawing on prior knowledge to clarify meaning…

• Referring to the text to clarify meaning

5. 5. Gerard's New Home Part 3:

During the group discussion, which of the following strategies does the teacher use to help students develop these responses to…?

• Encouraging students to provide evidence from the text to support their interpretations

• Prompting students to analyze the use of figurative language in the text

• Prompting students to make personal connections to events described in the text

• Encouraging students to recognize how..establishes the mood

6. 6. 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?

• The students gain a deeper understanding of the passage and have an opportunity to clarify by discussing it with peers.

• Collaborative conversations

• Teaching students how to develop academic language

• Teaching students independent strategies for vocabulary knowledge

 7. 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.

• To see if the students understood the main idea

• The teacher understands that helping her students connect real life experiences to those of character will deepen their understanding of the above and she can analyze their responses to plan future appropriate instruction.

• For the students to make a text to self connection

• The teacher wants to check the students literal comprehension