LETRS UNITS 5 - 8 PRE & POST TEST EXAM WITH NGN QUESTIONS AND OMPLETE WELL EXPLAINED ANSWERS WITH RATIONALE 100% CORRECT VERIFIED BY EXPERTS AND GRADED A+ LATEST UPDATE 2024[ALREADY PASSED]

LETRS UNITS 5 - 8 PRE & POST TEST EXAM WITH NGN QUESTIONS AND OMPLETE WELL EXPLAINED ANSWERS WITH RATIONALE 100% CORRECT VERIFIED BY EXPERTS AND GRADED A+ LATEST UPDATE 2024[ALREADY PASSED] Standardized tests of reading comprehension have been shown by research to: give varied results depending on the content and format. Which technique would be least relevant for teaching an informational passage about the difference between frogs and toads? outlining the elements of story grammar Which of the following activities would help students identify cohesive ties in a text? having students draw arrows between pronouns and their referents Which kind of text structure organization is suggested by the topic sentence, "Here are some easy steps for making pancakes"? process (time sequence) Which of the following would be a good example to use while teaching students to identify compound sentences? The rain came but the team played on. Which criterion best describes a high-quality text for use in read-alouds or comprehension instruction? It is worth rereading for new meanings. When students are still learning foundational reading skills, the recommended division of instructional time between word work and language comprehension is: about 30-40 minutes on word work during a 90-minute reading lesson. The research consensus on the teaching of comprehension strategies during reading instruction indicates that: strategy instruction is more effective in grades 4 and up than in grades 1-3. During a teacher-mediated reading of a story such as The Three Little Pigs, which of these questions is most likely to facilitate construction of a mental model of the texts meanings? "What have we learned so far about the third pig?" One of the most important follow-up activities to deepen student understanding of and memory for the content of a specific text is: retelling or summarizing the text, either orally or in writing. Students with comprehension weaknesses benefit from teachers actively mediating comprehension because these students: typically make fewer, lower-quality inferences on their own. Which one of the following is not a key difference between narrative and informational text? its appropriateness for classroom libraries in all grades Dialect differences characterize students in many regions of the United States. Research supports handling these language differences by: explicitly contrasting "home language" with "school language" in frequent, brief lessons. If an English Learner (EL) is confused about the meaning of a reading passage, a teacher might be more successful conveying the meaning by: supplementing the language in the text with pictures, actions, and objects. During the editing phase of writing, a personal editing/proofreading checklist should contain: a few specific reminders of skills the student has learned and practiced. Which of these techniques is least helpful for encouraging comprehension monitoring (e.g., students noticing and reacting when the text does not make sense to them)? waiting until a reading is completed and then asking students to summarize Of the topic sentences below, which one would be most appropriate for writing an opinion? This book about wolves is one of my favorites. Once students decode well, which statement de