Which of the following are appropriate first-grade sight words?
- A. Are, because, of
- B. Cat, hat, that
- C. Should, sure, though
- D. Kitten, bubble, ladder
Correct Answer & Rationale
Correct Answer: A
Option A includes "are," "because," and "of," which are foundational sight words commonly taught in first grade to help students develop reading fluency. Option B, while including simple words, focuses more on rhyming and may not be as frequently encountered in early texts. Option C presents words that are more complex and less common, making them inappropriate for first graders who are just beginning to build their vocabulary. Option D contains nouns that, although relevant, do not align with the high-frequency sight words essential for early reading success.
Option A includes "are," "because," and "of," which are foundational sight words commonly taught in first grade to help students develop reading fluency. Option B, while including simple words, focuses more on rhyming and may not be as frequently encountered in early texts. Option C presents words that are more complex and less common, making them inappropriate for first graders who are just beginning to build their vocabulary. Option D contains nouns that, although relevant, do not align with the high-frequency sight words essential for early reading success.
Other Related Questions
Which THREE of the following words from the passage best create the overall tone?
- A. brain""
- B. oversized""
- C. seized"
- D. horrible"
- E. nauseating""
Correct Answer & Rationale
Correct Answer: C,D,E
The words "seized," "horrible," and "nauseating" effectively convey a tone of urgency and distress. "Seized" suggests a sudden, forceful action, implying a sense of chaos or loss of control. "Horrible" evokes strong negative emotions, indicating something deeply unsettling, while "nauseating" intensifies this feeling, suggesting physical revulsion. In contrast, "brain" is neutral and lacks emotional weight, failing to contribute to the tone. "Oversized," while descriptive, does not carry the same emotional impact and is more factual than evocative. Together, the selected words create a powerful atmosphere that resonates with the passage’s themes.
The words "seized," "horrible," and "nauseating" effectively convey a tone of urgency and distress. "Seized" suggests a sudden, forceful action, implying a sense of chaos or loss of control. "Horrible" evokes strong negative emotions, indicating something deeply unsettling, while "nauseating" intensifies this feeling, suggesting physical revulsion. In contrast, "brain" is neutral and lacks emotional weight, failing to contribute to the tone. "Oversized," while descriptive, does not carry the same emotional impact and is more factual than evocative. Together, the selected words create a powerful atmosphere that resonates with the passage’s themes.
Which TWO of the following scenarios demonstrate proper active listening?
- A. Lana claps enthusiastically as a speaker concludes.
- B. Martin raises his hand to ask a speaker a relevant question.
- C. Juan busily takes notes on the content of a speech.
- D. Luke looks around the room while a speaker begins.
- E. Alison smiles at a speaker and nods her head when she agrees.
Correct Answer & Rationale
Correct Answer: B,E
Active listening involves fully engaging with the speaker and demonstrating understanding and interest. Option B, where Martin raises his hand to ask a relevant question, shows active engagement and a desire to clarify or delve deeper into the topic, which is essential for effective listening. Option E, where Alison smiles and nods in agreement, indicates attentiveness and affirmation of the speaker’s points, reinforcing her engagement. In contrast, Option A (Lana clapping) reflects a response to the conclusion rather than active listening during the speech. Option C (Juan taking notes) may suggest engagement but lacks the interactive element of listening. Option D (Luke looking around) shows distraction and disengagement, which contradicts the principles of active listening.
Active listening involves fully engaging with the speaker and demonstrating understanding and interest. Option B, where Martin raises his hand to ask a relevant question, shows active engagement and a desire to clarify or delve deeper into the topic, which is essential for effective listening. Option E, where Alison smiles and nods in agreement, indicates attentiveness and affirmation of the speaker’s points, reinforcing her engagement. In contrast, Option A (Lana clapping) reflects a response to the conclusion rather than active listening during the speech. Option C (Juan taking notes) may suggest engagement but lacks the interactive element of listening. Option D (Luke looking around) shows distraction and disengagement, which contradicts the principles of active listening.
As part of a classroom activity, students read and annotate a one-page piece of text. Then, the teacher acts as a discussion leader and asks an open-ended question about the text. Students do not have to raise their hand to speak but are mindful of making sure their classmates have adequate time to speak as well. All students have a chance to speak, and they support their comments with text evidence. The conversation lasts for fifteen minutes, with the overall goal being a deeper understanding of the text. The activity described is best categorized as which of the following?
- A. Fishbowl
- B. Socratic seminar
- C. Think-pair-share
- D. Literature circle
Correct Answer & Rationale
Correct Answer: B
The activity described aligns with a Socratic seminar, where students engage in open dialogue about a text, emphasizing critical thinking and text-based evidence. This format encourages collaboration and deeper understanding, as seen in the fifteen-minute discussion. Option A, Fishbowl, typically involves a small group discussing while others observe, which is not the case here. Option C, Think-pair-share, focuses on individual reflection followed by paired discussion, lacking the group dynamic present in this scenario. Option D, Literature circle, involves specific roles and tasks among students, which does not reflect the open-ended discussion format described.
The activity described aligns with a Socratic seminar, where students engage in open dialogue about a text, emphasizing critical thinking and text-based evidence. This format encourages collaboration and deeper understanding, as seen in the fifteen-minute discussion. Option A, Fishbowl, typically involves a small group discussing while others observe, which is not the case here. Option C, Think-pair-share, focuses on individual reflection followed by paired discussion, lacking the group dynamic present in this scenario. Option D, Literature circle, involves specific roles and tasks among students, which does not reflect the open-ended discussion format described.
Which of the following correctly identifies the number of phonemes in the word twice"?"
- A. 1
- B. 2
- C. 4
- D. 5
Correct Answer & Rationale
Correct Answer: C
The word "twice" consists of four distinct phonemes: /t/, /w/, /aɪ/, and /s/. Each phoneme represents a unique sound contributing to the pronunciation of the word. Option A (1) is incorrect as it overlooks the individual sounds present. Option B (2) undercounts the phonemes, failing to recognize the complexity of the vowel sound and the consonants. Option D (5) incorrectly suggests an additional phoneme, possibly misinterpreting the vowel sound or including a silent letter. Understanding phonemes is crucial for phonetic awareness and literacy development.
The word "twice" consists of four distinct phonemes: /t/, /w/, /aɪ/, and /s/. Each phoneme represents a unique sound contributing to the pronunciation of the word. Option A (1) is incorrect as it overlooks the individual sounds present. Option B (2) undercounts the phonemes, failing to recognize the complexity of the vowel sound and the consonants. Option D (5) incorrectly suggests an additional phoneme, possibly misinterpreting the vowel sound or including a silent letter. Understanding phonemes is crucial for phonetic awareness and literacy development.