LETRS Unit 7 Assessment Questions and Answers, Exams of Nursing

Download LETRS Unit 7 Assessment Questions and Answers and more Exams Nursing in PDF only on Docsity! LETRS Unit 7 Assessment Questions and Answers How should the balance of instructional time spent on foundational reading skills and language comprehension between first grade and third grade for typical learners? The time spent on foundational reading skills should skift from about 40% in first grade to 20% in third grade. What criterion would be most relevant for selecting high-quality texts for reading aloud or for meiated text reading? The text has layers of meaning that can be explored through several readings. According to the National Reading Panel (2000) and several research analyses, whcih of these strategies is more effective than the others for developing comprehension? having students retell or summarize what they have read During a teacher-mediated reading of the fairy tale Little Red Riding Hood, which of these questions is most likely to facilitate construction of a mental model of the texts meanings? “What do we know about the characters so far?” If a high quality, worthwhile narrative text has been read once, what is the most appropriate activity studetns should do next? Complete a story frame that outlines major events. What is an effective way to helpo students construct a mental model of informational text? Pose queries during reading to ensure studetns are making the necessary inferences. What is the main advantage of letting students know ahead of time what kind of text (e.g., narrative, informational) they will be reading? They can anticipate how the text is organized and how the information is presented. a. It helps students be more persistent with a text. c. It gives students more time to process a text. d. It lets students know they can do something to address their struggles with comprehension. After asking students what’s confusing about a passage, the teacher should then ask a question that might be answered from the text The teacher asks a student to explain why someone would sneeze. After the student tries to explain his thinking, the teacher supports his ideas by thinking aloud and demonstrating a key point. The teacher read a section about lungs. Anticipating that students will be confused, what does she do to support comprehension? She asks students to point to their brain and lungs. Visualizations can include (select all that apply) a. students sharing their images with peers. b. teachers describing what they see with the rest of the class. d. students creating drawings of what they imagine. Since visualizing is based on personal interpretation, it’s not necessary for students’ visualizations to have a clear connection to the text. false Why does the teacher ask students to sneeze? She wanted to double-check to be sure they knew what a sneeze is. What types of support best help students with retelling a story? Select all that apply. b. asking students to complete the Story Framework graphic organizer c. referring to visuals as the class creates a retell d. organizing partners to talk about, then write about, a retell Basic story elements include the questions (select all that apply): a. Who are the characters? b. When, where? c. What happened first, next, last? The students most likely to benefit from strategy instruction are those who (select all that apply): b. are in grades four and above. d. have acquired good decoding skills but aren’t familiar with a particular strategy. The best time to employ strategy instruction is when: c. students are ready for it, in the context of lessons with a larger purpose. Which of these steps in the “gradual release of responsibility” of strategy instruction is out of sequence? a. The teacher models the thinking process by thinking aloud. Good readers tend to read on, even when the passage is not making sense to them. false “Imagine what would happen if the polar ice caps melted” is an example of what type of question? creating Why does the teacher ask students whether Jack is happy? to support their understanding of his reactions The teacher told students the definition of “jested” because: it’s a Tier 3 word, so she told them the meaning and moved on. The teacher asks what Jack and his friends are going to do at the big lot because: she wants to help the students infer from the story what’s happening. Well-designed questions (select all that apply): are text-dependent. focus on the “why” and “how” of a topic. Which of the following is an example of elaborative questioning? “Would you have reacted the same way the girl did?” “How do you know that she liked her new home?” is an example of: implicit questioning. Teaching comprehension can be accomplished by testing students with multiple-choice questions after they’ve completed independent reading. false After-reading activities should be the same for both narrative and expository texts. false When creating after-reading activities, always include: ideas that connect back to the purpose of reading the text. After-reading activities appropriate for narrative texts typically include which of the following? a. completion of a story map b. a retell of the story c. compare/contrast of characters d. all of the above (correct) Graphic organizers most appropriate to use with informational texts include: main idea/detail sorting charts. Completing Venn diagrams after reading an informational text help: compare and contrast two main ideas.