Answer the question below by clicking on the correct response.
Question:
Which of the following lists contains words that can all be broken into distinct
morphemes?
A.People, water, gentle, pencils
B.Unable, kids, playing, biggest
C.Children, hope, happy, assertion
D.Phone, believe, strengthen, ocean
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Correct Answer: B
Option (B) is correct. The words in the list can all be broken down into the
following morphemes: un/able, kid/s, play/ing, big/est.
Relative clause fragment
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, usually start with who, whose, which, or that. "Who is always available to
students."
Read the text below, and listen to the recording of the student reading it. Then answer
the question that follows. You may play the audio two times.
Question:
Clearly there had to be something for the sparks to ignite, some kind of tinder or
kindling—but what? He brought some dried grass in, tapped sparks into it, and
watched them die. He tried small twigs, breaking them into little pieces, but that was
worse than the grass. Then he tried a combination of the two, grass and twigs.Nothing.
He had no trouble getting sparks, but the tiny bits of hot stone or metal—he couldn't
tell which they were—just sputtered and died.He needed something finer, something
soft and fine and fluffy to catch the bits of fire.Shredded paper would be nice, but he
had no paper.
Which of the following hypotheses about the student reader is best supported by the
recording and the text?
A.She often struggles with reading sight words.
B.
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C. She often fails to recognize when to use short vowel sounds.
Option (C) is correct. The student reader automatically assumes most
vowels she encounters are long vowels. She mistakenly uses the long "i" in
the first "i" in "ignite," and both of the "i" sounds in "tinder" and "kindling."
She also mistakenly uses the long "a" sound by pronouncing "tapped" as
"taped."
Click on your choice(s).
Question:
,A teacher is evaluating the following student writing sample.
I weur mitns.
I ware my hat.
I waer glovs.
I were mi bots.
The writing sample contains evidence of which of the following?
Select all that apply.
A.The student understands that words are separated by spaces.
B.The student understands that words move from left to right.
C.The student understands that words are made up of specific sequences of letters.
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Correct Answer: A, B
Options (A) and (B) are correct. The writing sample shows evidence that the
student has included an appropriate separation between the words (A) and
has written correctly from left to right (B).
What is an oxymoron?
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two terms that are used together for contradictory effect, usually in the
form of an adjective that doesn't fit the noun. Ex. jumbo shrimp, or a new
classic
Context
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, words, sentences, and ideas that come before and after a word or phrase
A teacher is planning a lesson in which students will read and discuss the following
passage.
Because people are becoming better educated about how they can make a
difference through a few simple steps, individuals and communities are making
positive changes to the environment. Many groups are working to repair damage to
ecosystems. Some of the ways they are doing this are by planting new trees, creating
new wetlands, and building parks over closed landfills. This process is called habitat
restoration.
People are also polluting less. For example, cars now have special devices on their
tailpipes. These devices reduce the harmful gases that escape into the air. Although
they are still contributors to pollution, factories now release fewer chemicals, and
they are not allowed to dump wastes into rivers and streams.
Because they understand that adding chemicals to fields and lawns degrades the
health of many habitats, man
Give this one a try later!
C.reduce
E.natural
F.imprint
Options (C), (E), and (F) are correct. "Reduce," "natural," and "imprint" are
general academic words that students will likely encounter in a wide variety
of texts across the curriculum. They are neither basic, commonly used
words, such as "groups" and "many," nor are they discipline-specific words,
such as "tailpipes."
Disadvantage of Whole-Class reading
Give this one a try later!
Question:
Which of the following lists contains words that can all be broken into distinct
morphemes?
A.People, water, gentle, pencils
B.Unable, kids, playing, biggest
C.Children, hope, happy, assertion
D.Phone, believe, strengthen, ocean
Give this one a try later!
Correct Answer: B
Option (B) is correct. The words in the list can all be broken down into the
following morphemes: un/able, kid/s, play/ing, big/est.
Relative clause fragment
Give this one a try later!
, usually start with who, whose, which, or that. "Who is always available to
students."
Read the text below, and listen to the recording of the student reading it. Then answer
the question that follows. You may play the audio two times.
Question:
Clearly there had to be something for the sparks to ignite, some kind of tinder or
kindling—but what? He brought some dried grass in, tapped sparks into it, and
watched them die. He tried small twigs, breaking them into little pieces, but that was
worse than the grass. Then he tried a combination of the two, grass and twigs.Nothing.
He had no trouble getting sparks, but the tiny bits of hot stone or metal—he couldn't
tell which they were—just sputtered and died.He needed something finer, something
soft and fine and fluffy to catch the bits of fire.Shredded paper would be nice, but he
had no paper.
Which of the following hypotheses about the student reader is best supported by the
recording and the text?
A.She often struggles with reading sight words.
B.
Give this one a try later!
C. She often fails to recognize when to use short vowel sounds.
Option (C) is correct. The student reader automatically assumes most
vowels she encounters are long vowels. She mistakenly uses the long "i" in
the first "i" in "ignite," and both of the "i" sounds in "tinder" and "kindling."
She also mistakenly uses the long "a" sound by pronouncing "tapped" as
"taped."
Click on your choice(s).
Question:
,A teacher is evaluating the following student writing sample.
I weur mitns.
I ware my hat.
I waer glovs.
I were mi bots.
The writing sample contains evidence of which of the following?
Select all that apply.
A.The student understands that words are separated by spaces.
B.The student understands that words move from left to right.
C.The student understands that words are made up of specific sequences of letters.
Give this one a try later!
Correct Answer: A, B
Options (A) and (B) are correct. The writing sample shows evidence that the
student has included an appropriate separation between the words (A) and
has written correctly from left to right (B).
What is an oxymoron?
Give this one a try later!
two terms that are used together for contradictory effect, usually in the
form of an adjective that doesn't fit the noun. Ex. jumbo shrimp, or a new
classic
Context
Give this one a try later!
, words, sentences, and ideas that come before and after a word or phrase
A teacher is planning a lesson in which students will read and discuss the following
passage.
Because people are becoming better educated about how they can make a
difference through a few simple steps, individuals and communities are making
positive changes to the environment. Many groups are working to repair damage to
ecosystems. Some of the ways they are doing this are by planting new trees, creating
new wetlands, and building parks over closed landfills. This process is called habitat
restoration.
People are also polluting less. For example, cars now have special devices on their
tailpipes. These devices reduce the harmful gases that escape into the air. Although
they are still contributors to pollution, factories now release fewer chemicals, and
they are not allowed to dump wastes into rivers and streams.
Because they understand that adding chemicals to fields and lawns degrades the
health of many habitats, man
Give this one a try later!
C.reduce
E.natural
F.imprint
Options (C), (E), and (F) are correct. "Reduce," "natural," and "imprint" are
general academic words that students will likely encounter in a wide variety
of texts across the curriculum. They are neither basic, commonly used
words, such as "groups" and "many," nor are they discipline-specific words,
such as "tailpipes."
Disadvantage of Whole-Class reading
Give this one a try later!
