- A fourth-grade class is writing a compare/contrast essay on two unique animals of the students' choosing. Which of the following sources would be best for researching the assigned animals?A. watching YouTube videos of animalsB. a picture book of different types of animalsC. a fiction book with characters that match the assigned animalsD. the National Geographic website
- A teacher is developing his vocabulary list for the next unit of study, which will focus on American history, and is considering the following list of words:democracy, colony, government, region, hemisphere,ratify, migrate, import, export, populationThe underlined words on this list demonstrate which vocabulary concept?A. tier 1B. academicC. homographsD. utility
- Which of the following would be a secondary source for a student researching the Holocaust?A. An article from a German newspaper in the 1930s.B. An article written and published by the Holocaust Memorial Museum.C. Reading The Diary of Anne FrankD. Interviewing a survivor.
- A class has just finished reading and analyzing an informative compare/contrast essay about polar bears and brown bears. Which activity would most help students further understand the use and importance of organizational style and transitions in this type of writing?A. writing a one sentence summary of each paragraph in the articleB. comparing the main idea of this article to a short story about bears in a 3-5 sentence responseC. writing their own essays that compare and contrast a type of animalD. filling out a Venn diagram with information from the article, adding prior knowledge about bears to the outside of the diagram
- A teacher is considering which novel to read with a fifth-grade class. While considering The Secret Garden by Frances Hodgson Burnett, the teacher asks himself the following questions:Does this novel contain any 20th-century stereotypes or biases that will need to be discussed?Is this novel appropriate for the age of my students?Will my students relate to the characters in the novel?How much background knowledge will I need to frontload for the class?In addition to these questions, what else should the teacher ask to ensure the selected novel brings cultural diversity and responsiveness?A. Does this novel contain time-period-specific vocabulary to address?B. What cross-curricular projects can I incorporate while teaching this novel?C. Will students find this novel interesting and enjoyable?D. Does this novel mirror the cultural landscape of my classroom?
- A student in a third-grade class is attempting to determine the meaning of the word "scrawny" in the following sentence.There was Sam, ten years old with long, skinny legs and equally scrawny arms, but he had a smile that lit up any room he walked into.Which of the following would best support the student in an attempt to infer the word's meaning?A. structural analysisB. segmentationC. syntactic analysisD. orthography
- Which activity would fit in a unit focusing on enhancing student abilities in word recognition?A. While reading a new non-fiction text, have students record a log of any unfamiliar words to define after the reading.B. Read aloud with a partner, paying specific attention to correctly reading for punctuation and pronunciation.C. Use words from a teacher generated vocabulary list in an original piece of writing.D. After studying some common prefixes, suffixes, and root words, play a game where students generate as many words as possible that use a specific root, prefix, or suffix.
- Which of the following describes a way that spelling instruction can support the decoding skills of early readers?A. Spelling lists should consist of only irregular sight words that students are not expected to decode.B. Spelling lists help students break words into separate syllables.C. Spelling words can be chosen specifically to expand individual student vocabulary.D. Memorizing common letter patterns through spelling can then be applied to unfamiliar words with similar structures when reading.
- The following sentence was written in a student's science report.When hungry, the omniverous predator prowls the savannah looking for plants or animals to eat.Which of the following best describes this student's stage of spelling development?A. phoneticB. conventionalC .transitionalD. semiphonetic
- During a unit on space and the solar system, a sixth-grade class is reading an informational article on planets. The teacher asks students to write an answer to the question, "What is the difference between a dwarf planet and a moon?" This question is an example of which level of comprehension?A. literalB. appreciativeC. evaluativeD. Inferential
- A fourth-grade class has conducted research surveys of their peers and family. Students recorded the information and now will turn the results into a visual representation. One student asks, "Between boys and girls, who prefers chocolate ice cream more than vanilla?" Which of the following would best display the results of this question?A. a concept mapB. a line graphC. a bar graphD. a pie chart
- A fifth-grade class is beginning a unit on idioms. The teacher, Mr. Wren, projects the phrase "it's raining cats and dogs" and asks the class what this phrase means. Mr. Wren discusses how students know the phrase doesn't mean actual cats and dogs, and the class reviews the words "literal" and "figurative." Next, Mr. Wren asks the class to write about idioms used by themselves or a member of their family. Students are asked to include the idiom, its meaning, and how they determined the meaning. What is the most logical step for Mr. Wren to take next?A. Write a short story in which at least five idioms are used.B. Research the historical origins of popular idioms.C. Have students share the idiom they wrote about and create a classroom list of idioms.D. Read a short story that uses idioms and discuss the idioms as they occur.
- A fifth-grade class has read a historical fiction piece about the drafting of the U.S. Constitution and a grade-level appropriate biography of Benjamin Franklin. After reading both texts, the teacher asks students to answer the question, "How did Benjamin Franklin's life impact his contributions to the Constitution?"To ensure his students can successfully complete the writing prompt, the teacher should do which of the following?A. Review correct punctuation for compound and complex sentences and capitalization rules.B. Provide a cause-effect graphic organizer to complete before drafting their answers.C. Review the function of a thesis statement and practice drafting one on a different topic.D. Provide sentence stems to correctly incorporate textual evidence into their answers.
- The Anti-Federalists were most concerned about what feature of the U.S. Constitution?A. separation of powersB. a powerful central governmentC. the process for amendmentD. structure of the legislature
- A sixth-grade social studies class is beginning a unit on foundational documents of the United States. Which would be an appropriate primary source to use during the unit?A. a reprint of the Bill of RightsB. a short story recounting the signing of the Declaration of IndependenceC. a recording of "The Star Spangled Banner"D. a letter from George Washington to John Adams
- A fifth-grade classroom has been analyzing nonfiction articles that include charts or graphs. The class has learned the terms for all the parts of a graph and have spent time discussing how graphs add to and support the main idea of the text. Which of the following activities should the teacher include next to continue developing her students' understanding of the purpose and importance of charts and graphs?A. Students use the internet to search for and add appropriate, related images to an article selected by the teacher.B. Students highlight sentences in an article that are supported by the evidence provided in the graph.C. Students create their own charts or graphs to accompany an informational article of their choice.D. Students label a premade graph with the appropriate titles and labels after reading an informational article related to the graph.
- A teacher projects the following sentence on the board for students to edit.All of the materials including autobiographys, in this Section is nonfiction.Which option below fixes all grammatical errors in the sentence?A. All of the materials, including autobiographies, in this section are nonfiction.B. All of the materials including autobiographies in this Section are nonfiction.C. All of the materials including autobiographys in this Section is nonfiction.D. All of the materials, including autobiographys, in this section is nonfiction.
- A sixth-grade class has just finished learning about renewable and nonrenewable energy sources. The teacher has asked students to complete a writing project convincing people to switch to renewable energy. Some students choose to create a brochure or poster. Some students write a script and film an infomercial. Mark drafts a three paragraph essay describing the differences between renewable and nonrenewable energy. Mark has made an error in which element of writing?A. audienceB. taskC. purposeD. genre
- Which of the following scenarios would best illustrate to 6th-grade students the economic principle of scarcity?A. Hank increases the price of the apples he sells because property tax on his farm has increased.B. Jane and Abe make different incomes but are taxed at the same rate.C. Jim owns a local hardware store and holds a sale on hammers because he has more in stock than people are willing to buy at his current price.D. Both Hailey and Sheila want to purchase a pair of shoes, of which only one is available at their local store.
- Which of the following leaders from the Republic of Texas is noteworthy for their policy of peace and commerce with Native Americans?A. Sam HoustonB. Joshua HoustonC. Mirabeau LamarD. Stephen F. Austin