ELA QUESTIONS WITH CORRECT ANSWERS
Correct
Incorrect
1 of 178
Term
Which would be the most important question for a teacher to
consider while examining the recent results of a student's reading
assessment?
A
Does the data foreshadow the student's success on next year's
reading standards?
B
Does the data show the student as more or less advanced in tested
skills when compared to the student's peers?
C
How can this data be used to give the student a final reading grade
based on skills mastered?
D
Does this data provide evidence of continued student progress on
the standards assessed?
Give this one a try later!
, D B
AD A
Don't know?
2 of 178
Term
Mr. Hernandez is concerned about his son's reading fluency. He
feels that his son has a solid understanding of English, strong
grammar, and a limited accent, and he doesn't understand why
reading is so difficult for him. His ESL teacher explains to Mr.
Hernandez that reading fluency takes time, and while the factors that
he mentioned are important, the three components of fluency that
his son needs to work on are:
A
pragmatics, pronunciation, and intonation.
B
syntax, phonetics, and morphology.
C
reading accuracy, automaticity, and prosody.
D
grammar accuracy, word stress, and semantics.
Give this one a try later!
D A
, B C
Don't know?
3 of 178
Term
A fifth-grade teacher has made some changes in how she will
organize her class's personal narrative writing unit this year. In the
past, she has provided each student with a checklist to track their
progress through the writing process. This year she has displayed
the different stages of the writing process on the board and given
each student a magnet with their name on it. Each day, during the
writer's workshop, the students place their magnet in the section that
represents their current stage in the writing process.
During one writing mini-lesson, the teacher places her own magnet
in the "drafting" section and models using her pre-writing graphic
organizer to guide her writing during the drafting step. She writes a
few sentences related to the ideas on her planning document before
stopping to say, "You know what! I just thought of another memory
that relates to this topic!" She then goes to the board, moves her
name magnet from "drafting" back to "prewriting" and models
adding the new idea into her graphic organizer, describing her
thought process about how this new idea will fit in with the other
ideas included in her pre-writing work.
Which of the following is the teacher emphasizing by both the mini-
lesson and the change in how the students track their progress in the
writing process?
A
Students should not rush prewriting because you may miss good
ideas.
B
, C
D
different times.
BC D
Correct
Incorrect
1 of 178
Term
Which would be the most important question for a teacher to
consider while examining the recent results of a student's reading
assessment?
A
Does the data foreshadow the student's success on next year's
reading standards?
B
Does the data show the student as more or less advanced in tested
skills when compared to the student's peers?
C
How can this data be used to give the student a final reading grade
based on skills mastered?
D
Does this data provide evidence of continued student progress on
the standards assessed?
Give this one a try later!
, D B
AD A
Don't know?
2 of 178
Term
Mr. Hernandez is concerned about his son's reading fluency. He
feels that his son has a solid understanding of English, strong
grammar, and a limited accent, and he doesn't understand why
reading is so difficult for him. His ESL teacher explains to Mr.
Hernandez that reading fluency takes time, and while the factors that
he mentioned are important, the three components of fluency that
his son needs to work on are:
A
pragmatics, pronunciation, and intonation.
B
syntax, phonetics, and morphology.
C
reading accuracy, automaticity, and prosody.
D
grammar accuracy, word stress, and semantics.
Give this one a try later!
D A
, B C
Don't know?
3 of 178
Term
A fifth-grade teacher has made some changes in how she will
organize her class's personal narrative writing unit this year. In the
past, she has provided each student with a checklist to track their
progress through the writing process. This year she has displayed
the different stages of the writing process on the board and given
each student a magnet with their name on it. Each day, during the
writer's workshop, the students place their magnet in the section that
represents their current stage in the writing process.
During one writing mini-lesson, the teacher places her own magnet
in the "drafting" section and models using her pre-writing graphic
organizer to guide her writing during the drafting step. She writes a
few sentences related to the ideas on her planning document before
stopping to say, "You know what! I just thought of another memory
that relates to this topic!" She then goes to the board, moves her
name magnet from "drafting" back to "prewriting" and models
adding the new idea into her graphic organizer, describing her
thought process about how this new idea will fit in with the other
ideas included in her pre-writing work.
Which of the following is the teacher emphasizing by both the mini-
lesson and the change in how the students track their progress in the
writing process?
A
Students should not rush prewriting because you may miss good
ideas.
B
, C
D
different times.
BC D
