WGU D668 - ELEMENTARY LITERAY QUESTIONS
A first-grade teacher is preparing a reading lesson that will help students identify the
main topic and retell key details of a text.
Which of the following activities would best align with the standard for key ideas and
details in reading at this grade level?
A. Asking students to build a model related to the story
B. Encouraging students to write a short play based on the story using key details from
the text
C. Having students sing a song about the main topic of the text
D. Instructing students to create a timeline of events highlighting the main topic and key
details from the text - Answer -D. Instructing students to create a timeline of events
highlighting the main topic and key details from the text
A teacher is organizing a lesson aimed at helping sixth-grade students evaluate how
well an author uses vivid language to set the atmosphere and express feelings in a
story or poem.
Which learning standard does this lesson address?
A. Examine the methods used to introduce and elaborate on a significant character,
event, or central idea in a narrative.
B. Review and critique the reasoning and specific points made in a narrative,
differentiating between well-supported arguments and those lacking evidence.
C. Assess the impact of the author's choice of sensory details and imagery in
establishing the emotional landscape and narrative voice.
D. Interpret the meanings of various words and expressions in their context within a
narrative, including those with multiple layers of interpretation. - Answer -C. Assess the
impact of the author's choice of sensory details and imagery in establishing the
emotional landscape and narrative voice.
A first-grade teacher is planning a lesson to help students understand the concept of
cause and effect in stories.
The teacher will read a short narrative and wants students to identify the causes and
effects of events.
Which instructional activity would best align with the standard for recognizing cause and
effect relationships at this grade level?
A. Encouraging students to create a new ending for the story based on their own ideas
B. Asking students to identify the sequence of events in the story to determine cause
and effect
C. Having students list the characters in the story and describe their appearances
D. Instructing students to identify why certain events happened in the story and what
happened as a result - Answer -D. Instructing students to identify why certain events
happened in the story and what happened as a result
, In order to evaluate the third graders' understanding of character traits and their
influence on the story's events, which inquiry should the teacher make during the
literacy circle?
A. "What do you think was the author's purpose behind the creation of these
characters?"
B. "Are you able to alphabetize the names of the characters from the story?"
C. "What qualities of the main character can you outline, and how do these qualities
determine the unfolding of the plot?"
D. "What are the consequences of the main character's last action for the future events
in the story?" - Answer -C. "What qualities of the main character can you outline, and
how do these qualities determine the unfolding of the plot?"
When teaching fourth graders to identify the main idea and summarize the text of an
informational article, which multisensory activity would support this standard?
A. Listening to a teacher-led presentation on the article's theme and summary without
student engagement
B. Creating a poster or concept map to identify and summarize key information in the
article
C. Individually reading the article and jotting down a summary in their journals
D. Using multicolored markers to highlight key information in the article to help students
remember the themes - Answer -B. Creating a poster or concept map to identify and
summarize key information in the article
A third-grade teacher is planning a lesson that includes the standard, "Describe
characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.
"Which of the following multisensory activities aligns best with RICH (relevancy,
inclusiveness, creativity, hands-on) principles and the standard?
A. Students participate in a role-play activity where they each embody a character from
the story, discussing their traits, motivations, and feelings, and acting out key moments
that influence the plot.
B. Students watch a video of the story and then discuss the characters' traits in pairs.
C. Students draw pictures of each character based on descriptions from the book.
D. Students are asked to color in pre-drawn pictures of the characters and list their
traits. - Answer -A. Students participate in a role-play activity where they each embody
a character from the story, discussing their traits, motivations, and feelings, and acting
out key moments that influence the plot.
What role does structured literacy play in supporting struggling readers?
A first-grade teacher is preparing a reading lesson that will help students identify the
main topic and retell key details of a text.
Which of the following activities would best align with the standard for key ideas and
details in reading at this grade level?
A. Asking students to build a model related to the story
B. Encouraging students to write a short play based on the story using key details from
the text
C. Having students sing a song about the main topic of the text
D. Instructing students to create a timeline of events highlighting the main topic and key
details from the text - Answer -D. Instructing students to create a timeline of events
highlighting the main topic and key details from the text
A teacher is organizing a lesson aimed at helping sixth-grade students evaluate how
well an author uses vivid language to set the atmosphere and express feelings in a
story or poem.
Which learning standard does this lesson address?
A. Examine the methods used to introduce and elaborate on a significant character,
event, or central idea in a narrative.
B. Review and critique the reasoning and specific points made in a narrative,
differentiating between well-supported arguments and those lacking evidence.
C. Assess the impact of the author's choice of sensory details and imagery in
establishing the emotional landscape and narrative voice.
D. Interpret the meanings of various words and expressions in their context within a
narrative, including those with multiple layers of interpretation. - Answer -C. Assess the
impact of the author's choice of sensory details and imagery in establishing the
emotional landscape and narrative voice.
A first-grade teacher is planning a lesson to help students understand the concept of
cause and effect in stories.
The teacher will read a short narrative and wants students to identify the causes and
effects of events.
Which instructional activity would best align with the standard for recognizing cause and
effect relationships at this grade level?
A. Encouraging students to create a new ending for the story based on their own ideas
B. Asking students to identify the sequence of events in the story to determine cause
and effect
C. Having students list the characters in the story and describe their appearances
D. Instructing students to identify why certain events happened in the story and what
happened as a result - Answer -D. Instructing students to identify why certain events
happened in the story and what happened as a result
, In order to evaluate the third graders' understanding of character traits and their
influence on the story's events, which inquiry should the teacher make during the
literacy circle?
A. "What do you think was the author's purpose behind the creation of these
characters?"
B. "Are you able to alphabetize the names of the characters from the story?"
C. "What qualities of the main character can you outline, and how do these qualities
determine the unfolding of the plot?"
D. "What are the consequences of the main character's last action for the future events
in the story?" - Answer -C. "What qualities of the main character can you outline, and
how do these qualities determine the unfolding of the plot?"
When teaching fourth graders to identify the main idea and summarize the text of an
informational article, which multisensory activity would support this standard?
A. Listening to a teacher-led presentation on the article's theme and summary without
student engagement
B. Creating a poster or concept map to identify and summarize key information in the
article
C. Individually reading the article and jotting down a summary in their journals
D. Using multicolored markers to highlight key information in the article to help students
remember the themes - Answer -B. Creating a poster or concept map to identify and
summarize key information in the article
A third-grade teacher is planning a lesson that includes the standard, "Describe
characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.
"Which of the following multisensory activities aligns best with RICH (relevancy,
inclusiveness, creativity, hands-on) principles and the standard?
A. Students participate in a role-play activity where they each embody a character from
the story, discussing their traits, motivations, and feelings, and acting out key moments
that influence the plot.
B. Students watch a video of the story and then discuss the characters' traits in pairs.
C. Students draw pictures of each character based on descriptions from the book.
D. Students are asked to color in pre-drawn pictures of the characters and list their
traits. - Answer -A. Students participate in a role-play activity where they each embody
a character from the story, discussing their traits, motivations, and feelings, and acting
out key moments that influence the plot.
What role does structured literacy play in supporting struggling readers?
