PLS: Team Builder

Which of the following is not a key-takeaway for this domain?

• 1. Students will be reminded of the elements of fiction.​

• 1. Students will be introduced to the literary concept of exaggeration.​

• 1. Students will work independently to rewrite a fairy tale by changing one element of “The Fisherman and His Wife,” and write a description of a scene from “Beauty and the Beast.”​

• 1. Students will also learn Texas Essential Knowledge and Skills standards for Social Studies during this domain.

Answer explanation

Rationale: While this domain does provide opportunities for students to build content knowledge and draw connections to the social studies subject area, it does not explicitly teach the Texas Essential Knowledge and Skills standards for Social Studies. At times throughout the unit, the teacher may wish to build on class discussions to support students in making cross-curricular connections to the strand of Geography from the social studies discipline.

Tags

CCSS.RL.1.1

CCSS.RL.1.2

CCSS.RL.1.3

CCSS.SL.1.2

 A 1st grade teacher is completing Step 3 of the Lesson Internalization Protocol, Prepare to teach each activity with an activity deep dive. As they complete this step, which resources will they need to have available? (Select all that apply)

​

​ ​ ​ (a)   ​ (b)   ​ (c)  

• TEKS Correlation Chart
• Side bars with embedded supports
• Lesson intro with  primary focus objectives
• Checks for Understanding throughout the lesson

Answer explanation

Rationale: The TEKS correlation chart may be better used during Step 1, Understand the lesson purpose and objectives.

1. Amplify Texas Elementary Literacy Program provides opportunities for students to discuss and write about the text purposefully. This is most aligned to which of the RBIS:​

• Foundational Skills ​

• Text Complexity ​

• Knowledge Coherence​

• Text-Based Responses ​

Answer explanation

Rationale: Amplify Texas Elementary Literacy Program has embedded discussion opportunities that push students to ground their answers in textual evidence. This core component aligns directly with outcomes listed in text-based responses, which require students to use evidence from both literary and informational texts to ground their written and spoken responses.

Tags

CCSS.RI.1.1

CCSS.RL.1.1

CCSS.SL.1.2

CCSS.W.1.5

Which of the following processes is used for Comprehension Questions?

• 1. Written responses

• 1. Think-Pair-Share

• 1. Cold calling

• 1. Independent Work

Answer explanation

Rationale: The Think-Pair-Share process is used for Comprehension Questions within Amplify Texas Elementary Literacy Program. Think-Pair-Share encourages students’ active involvement in class discussions by having them think through their answers to questions, rehearse their responses silently and through discussion with a peer, and share their responses aloud to the class. 

Tags

CCSS.RI.1.1

CCSS.RI.1.4

CCSS.SL.1.1C

CCSS.SL.1.2

CCSS.SL.1.3

A class is just about ready to begin reading the text in in Knowledge 1 Lesson 1. Before they begin reading the story, the teacher displays short phrases with one bolded vocabulary word in each. The teacher explains to the students that the vocabulary words may be challenging to read and understand, which is why they are going to preview the words before reading the story. The teacher has determined that previewing vocabulary words has supported her students with building knowledge and vocabulary through text in all content areas. The teacher displays each phrase with a bolded word on the board one-by-one. As the class previews each phrase, the teacher gives the students ample opportunities to ask questions to clarify any misunderstandings or confusion. After the teacher previews the lesson, they proceed with reading the story. Which of the RBIS is MOST represented in this activity?

Answer explanation

Rationale:  The teacher is allowing students to activate their knowledge, clear up misconceptions, and clarify the meanings of the vocabulary words which will provide students with familiarity with unknown words. 

Tags

CCSS.RI.1.4

CCSS.SL.1.2

CCSS.SL.1.3

1. The Teacher Competencies provide teachers with skills, strategies, and tools necessary for successful HQIM implementation.

• True

• False

Answer explanation

Rationale: The Teacher Competencies are a set of objectives that, when mastered, allow teachers to successfully support HQIM implementation. Throughout the year, teachers will continue to develop these competencies through engaging with modules and incorporating a variety of protocols  into their practice.

Which of the following RBIS are aligned to the Read-Aloud and Discussing the Read-Aloud?​ ​ (a)  

• Text-Complex, Know Coher, and Text-Based Resp
• Foundational Skills and Text-Based Responses
• Text-Complexity and Knowledge Coherence 
• Foundation Skills, Text-Complex, and Know Coher

Answer explanation

Rationale: Read-Alouds within Amplify Texas Elementary Literacy Program offer students regular practice with grade-level, complex text and its academic language (text complexity) and building knowledge and vocabulary through text in all content areas (knowledge coherence). Comprehension questions allow students opportunities for reading, writing and speaking grounded in evidence from text, both literary and informational (text-based responses).

Tags

CCSS.RL.1.1

CCSS.RL.1.2

CCSS.RL.1.3

CCSS.SL.1.2

Should you follow your colleague’s advice?

• Yes, you should accommodate however best fits your students’ needs, even if that means skipping questions.

• 1. No, but suggest you work together or as a grade-level team to simplify questions for all students.

• 1. No, but you should only ask a small group of students to answer the more challenging questions if they don’t think the whole class is ready. 

• No. You know it’s important that all students answer the questions, so you use digital images and universal access suggestions to support students in answering. You also reread pertinent lines of the read-aloud or point out images to guide students in responding when necessary. 

Answer explanation

Rationale: All components of Amplify Texas Elementary Literacy Program work together to build knowledge coherence. You may initially need support with ensuring all students have access to all components of Amplify Texas Elementary Literacy Program, including more challenging content.

Tags

CCSS.SL.1.3

CCSS.W.1.5