A teacher is evaluating the following excerpt from a student's expository writing. [Paragraph 1] I love animals, but did you know that humans make life hard for lots of animals? We keep building more houses and stores, and we take up the food and space animals need to live. There are more endangered animals now than ever before. Humans need to make sure that the things they do help animals and not hurt them. [Paragraph 2] The Amazon rain forest is being destroyed, too. Many loggers earn money to chop down the rain forest. It can't grow back fast enough. Chopping down trees for wood to build houses makes tons of animals out of their homes. Lots of animals need the rain forest to survive.
When evaluating the student's writing, the teacher should highlight which of the following as a strength?
- A. A clear focus in paragraph 1
- B. Coherent development of ideas in paragraph 2
- C. A clear transition between the paragraphs
- D. Effective use of figurative language in both paragraphs
Correct Answer & Rationale
Correct Answer: B
Highlighting the coherent development of ideas in paragraph 2 emphasizes the student's ability to organize and elaborate on their thoughts effectively, which is crucial for persuasive and analytical writing. Option A, while important, only addresses focus in a single paragraph, lacking the depth of development seen in option B. Option C, though valuable, pertains to transitions, which are secondary to the overall idea development. Option D focuses on figurative language, which, while creative, may not contribute as significantly to the clarity and logic of the argument as the coherent development of ideas does.
Highlighting the coherent development of ideas in paragraph 2 emphasizes the student's ability to organize and elaborate on their thoughts effectively, which is crucial for persuasive and analytical writing. Option A, while important, only addresses focus in a single paragraph, lacking the depth of development seen in option B. Option C, though valuable, pertains to transitions, which are secondary to the overall idea development. Option D focuses on figurative language, which, while creative, may not contribute as significantly to the clarity and logic of the argument as the coherent development of ideas does.
Other Related Questions
Which of the following is the best description of repeated reading as an instructional strategy?
- A. A student reads a passage aloud with corrections until he or she can read it fluently.
- B. A teacher reads a passage aloud until the student feels comfortable enough to attempt it.
- C. A student independently reads a passage aloud two to three times to demonstrate mastery.
- D. A teacher reads a passage aloud one line at a time with the student repeating each line.
Correct Answer & Rationale
Correct Answer: C
Repeated reading involves a student independently reading a passage multiple times to achieve fluency and comprehension, making option C the best description. This strategy allows learners to practice and reinforce their skills, leading to improved reading proficiency. Option A incorrectly emphasizes the role of corrections during reading, which can detract from fluency. Option B focuses on teacher-led reading, which does not align with the independent practice central to repeated reading. Option D suggests a choral approach, which may not provide the same level of individual practice necessary for mastery.
Repeated reading involves a student independently reading a passage multiple times to achieve fluency and comprehension, making option C the best description. This strategy allows learners to practice and reinforce their skills, leading to improved reading proficiency. Option A incorrectly emphasizes the role of corrections during reading, which can detract from fluency. Option B focuses on teacher-led reading, which does not align with the independent practice central to repeated reading. Option D suggests a choral approach, which may not provide the same level of individual practice necessary for mastery.
Line 1 best exemplifies which of the following structural elements of poetry?
- A. Internal rhyme
- B. Iambic trimeter
- C. Blank verse
- D. Rhyming couplet
Correct Answer & Rationale
Correct Answer: A
Internal rhyme occurs when a word within a line rhymes with another word in the same line, creating a musical quality. Line 1 effectively demonstrates this by featuring two rhyming words that enhance its rhythm and cohesion. Option B, iambic trimeter, refers to a specific metrical pattern that is not exemplified in this line. Option C, blank verse, is unrhymed iambic pentameter, which does not apply here. Lastly, option D, rhyming couplet, involves a pair of lines that rhyme at their ends, which is not relevant to a single line. Therefore, option A accurately captures the poetic structure present in Line 1.
Internal rhyme occurs when a word within a line rhymes with another word in the same line, creating a musical quality. Line 1 effectively demonstrates this by featuring two rhyming words that enhance its rhythm and cohesion. Option B, iambic trimeter, refers to a specific metrical pattern that is not exemplified in this line. Option C, blank verse, is unrhymed iambic pentameter, which does not apply here. Lastly, option D, rhyming couplet, involves a pair of lines that rhyme at their ends, which is not relevant to a single line. Therefore, option A accurately captures the poetic structure present in Line 1.
Which TWO of the following are the primary reasons for engaging students in shared reading activities?
- A. Providing additional support for struggling students
- B. Encouraging students to make new friendships
- C. Minimizing the need for a variety of classroom texts
- D. Reducing the amount of text students need to memorize
- E. Supporting students in building their sight-word knowledge
Correct Answer & Rationale
Correct Answer: A, E
Engaging students in shared reading activities primarily supports struggling students by offering guided instruction and modeling of reading strategies (A). This collaborative environment fosters comprehension and confidence, making it easier for them to grasp complex texts. Additionally, shared reading enhances sight-word knowledge (E), which is crucial for developing fluent reading skills, as students encounter and practice these words in context. In contrast, while encouraging friendships (B) is valuable, it is not a primary focus of shared reading. Minimizing the need for varied texts (C) overlooks the importance of exposing students to diverse materials. Lastly, reducing memorization (D) does not align with the goal of shared reading, which aims to enhance understanding and retention through active engagement with the text.
Engaging students in shared reading activities primarily supports struggling students by offering guided instruction and modeling of reading strategies (A). This collaborative environment fosters comprehension and confidence, making it easier for them to grasp complex texts. Additionally, shared reading enhances sight-word knowledge (E), which is crucial for developing fluent reading skills, as students encounter and practice these words in context. In contrast, while encouraging friendships (B) is valuable, it is not a primary focus of shared reading. Minimizing the need for varied texts (C) overlooks the importance of exposing students to diverse materials. Lastly, reducing memorization (D) does not align with the goal of shared reading, which aims to enhance understanding and retention through active engagement with the text.
Which of the following best explains how fluency can improve reading comprehension?
- A. Fluency encourages readers to focus on accuracy rather than speed.
- B. Fluency means readers can effectively process ideas in a linear order.
- C. Fluency allows readers to recognize words and understand them at the same time.
- D. Fluency helps readers concentrate on decoding words rather than understanding concepts.
Correct Answer & Rationale
Correct Answer: C
Fluency enhances reading comprehension primarily by enabling readers to recognize words and understand their meanings simultaneously. This automaticity frees cognitive resources for deeper comprehension. Option A is misleading; while accuracy is important, fluency emphasizes both speed and accuracy, not prioritizing one over the other. Option B, while partially correct, oversimplifies fluency by suggesting a linear processing of ideas, which does not capture the complexity of comprehension. Option D incorrectly implies that fluency hinders understanding by focusing on decoding, whereas true fluency integrates decoding with comprehension, enhancing overall understanding.
Fluency enhances reading comprehension primarily by enabling readers to recognize words and understand their meanings simultaneously. This automaticity frees cognitive resources for deeper comprehension. Option A is misleading; while accuracy is important, fluency emphasizes both speed and accuracy, not prioritizing one over the other. Option B, while partially correct, oversimplifies fluency by suggesting a linear processing of ideas, which does not capture the complexity of comprehension. Option D incorrectly implies that fluency hinders understanding by focusing on decoding, whereas true fluency integrates decoding with comprehension, enhancing overall understanding.