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Question 1 of 17
Which of the following strategies promotes young learners’ independence regarding the self-selection of age-appropriate texts?
Question 2 of 17
Ms. Jenkins is a first-grade teacher with a class of 28 students. Three students have IEPs for mild to moderate dyslexia and ADHD. The day’s lesson involves having students practice identifying the plot of a short story. Which of the following forms of differentiated instruction would best meet these learners’ unique needs?
Question 3 of 17
Which of the following statements best explains the benefit of teaching young learners many types of graphic organizers to support their reading comprehension?
Question 4 of 17
Mr. Jamison wants to introduce poetry to his first-grade class. Which of the following techniques best aligns with his goal of showing students how poetry differs from other genres?
Question 5 of 17
Second-grade teacher Ms. Adams comes to school wearing a plain t-shirt with butterfly stickers on her stomach. At the beginning of class, she pretends to act nervous, causing her students to laugh. Her dress and actions act as an engaging introduction to teaching which literary device?
Question 6 of 17
One afternoon after school, third-grade teacher Mr. Vance is reviewing formative assessment data. The data tells him that over half of his students struggle with identifying the inferential meaning of a short story. He also remembers that many students seemed bored by his lesson on literary inferences. Which of the following teaching strategies can best help Mr. Vance get his students back on track?
Question 7 of 17
Ms. Quinn, a second-grade teacher, is planning a lesson on biographies as part of her unit on informational texts. She has everything planned except for a pre-instructional activity that introduces the topic and builds student interest. Which of the following pre-instructional activities would best support Ms. Quinn’s objectives?
Question 8 of 17
It’s Monday morning, and in Mr. Daniels’ third-grade class, students are beginning a unit on digital literacy. However, there isn’t an electronic device in sight. Instead, students are reading what they believe is a short news article about a dog that can talk like a person. Unbeknownst to them, Mr. Daniels wrote the article that morning. A class discussion about the article could support the instruction of which of the following digital literacy skills?
Question 9 of 17
Mr. Samuels is teaching the writing process to his third-grade class by having students write a short story. He wants to emphasize the importance of the recursive nature of writing. Which of the following activities can best help Mr. Samuels achieve his goal?
Question 10 of 17
Ms. Nichols is using the Simple View of Writing to guide writing instruction in her second-grade classroom. If she is successful, the majority of students should be able to automate which of the following parts of the writing process?
Question 11 of 17
Mr. Miller’s fifth-grade students are reading a short informational text. Which of the following instructional activities can help Mr. Miller integrate reading and writing skills into this assignment?
Question 12 of 17
Ms. Madsen is teaching a unit on the solar system and wants to use technology to help her fifth-grade students learn collaboration. She decides on turn-taking collaboration and has students work in pairs to instill this important skill. A principal observing Ms. Madsen’s classroom would observe which of the following?
Question 13 of 17
In Mr. Vincent’s fourth-grade class, students enter the classroom to find that on each desk is a pile of newspaper clippings of different advertisements. He asks students to review them and pick the one they believe would make an excellent gift for a parent or loved one. Students then write a short paragraph describing what about their chosen advertisement made it appealing. This activity acts as an introduction to what kind of writing?
Question 14 of 17
Which of the following statements describes how word mapping activities help students understand the reciprocal process of encoding and decoding?
Question 15 of 17
Which of the following instructional activities demonstrates recursive instruction in the teaching of spelling common words?
Question 16 of 17
Ms. Offerman is planning a grammar lesson for her third-grade class. In it, she wants to emphasize basic capitalization rules. She decides that part of the lesson will involve students writing a brief essay on an important person or place. How does this activity support Ms. Offerman’s instructional goal?
Question 17 of 17
In Mr. Weller’s fifth-grade classroom, each student uses a tablet to read three short news articles about the same event. After reading each article, students type a brief response to the following question: “What do you think the author was feeling when he wrote the article? Back up your answer with one quote from the text.” During the discussion about the articles, most of the students agree that the writer of the third article was angry. Which of the following learning objectives does this activity support?
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