COMPREHENSIVE ASSESSMENT #4 - INSTRUCTIONAL
STRATEGIES QUESTIONS AND ANSWERS 2024 -25
In her third-grade English and Language Arts class, Mrs. Ferdinand is teaching her students how to write
an acrostic poem for springtime. After showing the class of an acrostic poem for the word spring, she
asks the class to list a few other spring related words. Once they do, she chooses one and they work
through each letter together as a class to write the acrostic poem for that word. Then, she assigns
groups of four another springtime word to create an acrostic poem together.This is an example of:
* Closure
* Independent Practice
* Guided Practice
* Think-Pair-Share ANS -* Guided Practice
What is the purpose of the anticipatory set or focus activity at the beginning of a lesson?
* To inspire students to learn and actively seek to know more.
* To keep students occupied while the teacher takes care of administrative tasks.
* To engage the student's attention toward the learning objective.
* To practice and master subject matter. ANS -* To engage the student's attention toward the learning
objective.
Read the scenario below and determine which strategy is the teacher using.
Mrs. Davidson, begins her fourth-grade writing class each day with a five minute free write on a topic
chosen by the class. She then calls on two or three students to share what they wrote. Afterwards,
students know to turn to the vocabulary section of their journals for the daily vocabulary lesson and
game.
* Predictability and Stability
* Numbered Heads Strategy
* Think-Pair-Share
,* Chunking ANS -* Predictability and Stability
How does teacher pacing of a lesson affect students and/or classroom environment?
* If a teacher moves too slowly then the more advanced student can become restless and miss
important information later.
* If a teacher moves too slowly through a lesson students will complete the work ahead of time and
then be disengaged.
* If a teacher moves too quickly then the slower students may lack a complete understanding of the
content.
* If a teacher moves too quickly through a lesson students will be distracted and disengaged. ANS -* If
a teacher moves too slowly then the more advanced student can become restless and miss important
information later.
* If a teacher moves too quickly then the slower students may lack a complete understanding of the
content.
The following scenario is an example of what?
Mrs. Robinson a middle school social studies teacher has just taught a lesson on listing, identifying and
locating the seven continents on a map. Students have researched the continents online and labeled
and colored a world map with the seven continents. At the end of class Mrs. Robinson asks students
"what did we learn about today?" She calls on students to respond and takes the time to clarify any
misunderstandings.
* Effective Feedback
* Closure
* K-W-L
* Mastery ANS -* Closure
What can you infer is happening in the following scenario:
,The students in Ms. Gonzalez's fifth grade class walk into her room one day to find the desks toppled
over, papers everywhere and the room a complete disaster. Ms. Gonzalez tells them to find a seat on
the floor and watch the short video clip. She shows them a historical video of the 1900 hurricane storm
that devastated Galveston, Island. After the film, she engages students in a discussion about the state of
the room and the video clip.
* Ms. Gonzalez has created a safe space for inquiry and critical thinking about hurricanes and their
effects.
* Ms. Gonzalez has created an experience to access student's prior knowledge so they can connect it
with new information about the effects of hurricanes.
* Ms. Gonzalez is trying to engage her students with a focus activity and sensory experience
anticipatory set about the effects of hurricanes.
* Ms. Gonzalez i ANS -* Ms. Gonzalez is trying to engage her students with a focus activity and sensory
experience anticipatory set about the effects of hurricanes.
Which of the following is the BEST summary description of the Write-Share-Learn strategy?
* Begin class by reviewing facts or knowledge level content with students on the board or aloud. The
focus should be on student practice not mastery of the content yet. Identify and clarify any
misunderstandings and allow students to work in pairs to solve problems and share answers. End class
with a review test of what they should've learned on the board.
* The teacher begins the class by placing students in groups of four. The teacher asks the groups a
question and tells them to write down their answers and then discuss. Each group shares their
responses for the class and the teacher identifies and clarifies misunderstandings during the direct
instruction portion of the lesson. At the end of the lesson, students share in their groups what they have
learned.
* The teacher begins class with a question. Students jot down thei ANS -* The teacher begins class
with a question. Students jot down their answers and then share their responses with a partner in a
short time frame allotted by the teacher. Pairs share out with the class what they discussed. Teacher
leads class through direct instruction portion of the class and ends the lesson by asking students the
initial question again. Students are then asked to write down a few things they learned from the day's
lesson.
What is the difference between a learning objective and a lesson activity?
, * A learning objective is why students are learning something whereas a lesson activity is what they are
learning to appreciate why they are learning it.
* A learning objective is what students are supposed to know and be able to do whereas the lesson
activity is the task they complete to help them master the objective.
* A learning objective is how students will master a concept whereas the lesson activity is what
students will learn.
* A learning objective is the task students are expected to complete whereas a lesson activity is the
steps they take to complete that task. ANS -* A learning objective is what students are supposed to
know and be able to do whereas the lesson activity is the task they complete to help them master the
objective.
Read the scenario below and determine which strategy the teacher is using.
Mr. Pierre, a high school French teacher is teaching students how to order food in French. He begins
class by showing pictures of various food and drink items and asks students to say them aloud together.
He then asks students what are some of the ways they learned last class to order food. He lets a few
students respond. He then asks students to role play various scenarios as if they were in a restaurant
and they each must order different items off the menu using complete sentences. He circulates around
the room providing assistance where needed and pauses to provide direct instruction when he identifies
the need for clarification. He then allows a few pairs of students the chance to share their skits. At the
end of class, he places a few sentences in English on the board and asks student to write down their
French translations on a note car ANS -* Practice-Instruct-Review
What is the purpose of closure during a lesson?
* To allow students the opportunity to make connections with what they've learned and ask questions.
* To allow teachers time to assess student learning and finalize administrative tasks for the day.
* To allow the teacher time to provide feedback and introduce the next day's material.
* To allow students the opportunity to mentally categorize and save what they've learned as well as
clarify any final misunderstanding. ANS -* To allow students the opportunity to mentally categorize and
save what they've learned as well as clarify any final misunderstanding.
During guided practice, why should a teacher begin with simple examples first?
STRATEGIES QUESTIONS AND ANSWERS 2024 -25
In her third-grade English and Language Arts class, Mrs. Ferdinand is teaching her students how to write
an acrostic poem for springtime. After showing the class of an acrostic poem for the word spring, she
asks the class to list a few other spring related words. Once they do, she chooses one and they work
through each letter together as a class to write the acrostic poem for that word. Then, she assigns
groups of four another springtime word to create an acrostic poem together.This is an example of:
* Closure
* Independent Practice
* Guided Practice
* Think-Pair-Share ANS -* Guided Practice
What is the purpose of the anticipatory set or focus activity at the beginning of a lesson?
* To inspire students to learn and actively seek to know more.
* To keep students occupied while the teacher takes care of administrative tasks.
* To engage the student's attention toward the learning objective.
* To practice and master subject matter. ANS -* To engage the student's attention toward the learning
objective.
Read the scenario below and determine which strategy is the teacher using.
Mrs. Davidson, begins her fourth-grade writing class each day with a five minute free write on a topic
chosen by the class. She then calls on two or three students to share what they wrote. Afterwards,
students know to turn to the vocabulary section of their journals for the daily vocabulary lesson and
game.
* Predictability and Stability
* Numbered Heads Strategy
* Think-Pair-Share
,* Chunking ANS -* Predictability and Stability
How does teacher pacing of a lesson affect students and/or classroom environment?
* If a teacher moves too slowly then the more advanced student can become restless and miss
important information later.
* If a teacher moves too slowly through a lesson students will complete the work ahead of time and
then be disengaged.
* If a teacher moves too quickly then the slower students may lack a complete understanding of the
content.
* If a teacher moves too quickly through a lesson students will be distracted and disengaged. ANS -* If
a teacher moves too slowly then the more advanced student can become restless and miss important
information later.
* If a teacher moves too quickly then the slower students may lack a complete understanding of the
content.
The following scenario is an example of what?
Mrs. Robinson a middle school social studies teacher has just taught a lesson on listing, identifying and
locating the seven continents on a map. Students have researched the continents online and labeled
and colored a world map with the seven continents. At the end of class Mrs. Robinson asks students
"what did we learn about today?" She calls on students to respond and takes the time to clarify any
misunderstandings.
* Effective Feedback
* Closure
* K-W-L
* Mastery ANS -* Closure
What can you infer is happening in the following scenario:
,The students in Ms. Gonzalez's fifth grade class walk into her room one day to find the desks toppled
over, papers everywhere and the room a complete disaster. Ms. Gonzalez tells them to find a seat on
the floor and watch the short video clip. She shows them a historical video of the 1900 hurricane storm
that devastated Galveston, Island. After the film, she engages students in a discussion about the state of
the room and the video clip.
* Ms. Gonzalez has created a safe space for inquiry and critical thinking about hurricanes and their
effects.
* Ms. Gonzalez has created an experience to access student's prior knowledge so they can connect it
with new information about the effects of hurricanes.
* Ms. Gonzalez is trying to engage her students with a focus activity and sensory experience
anticipatory set about the effects of hurricanes.
* Ms. Gonzalez i ANS -* Ms. Gonzalez is trying to engage her students with a focus activity and sensory
experience anticipatory set about the effects of hurricanes.
Which of the following is the BEST summary description of the Write-Share-Learn strategy?
* Begin class by reviewing facts or knowledge level content with students on the board or aloud. The
focus should be on student practice not mastery of the content yet. Identify and clarify any
misunderstandings and allow students to work in pairs to solve problems and share answers. End class
with a review test of what they should've learned on the board.
* The teacher begins the class by placing students in groups of four. The teacher asks the groups a
question and tells them to write down their answers and then discuss. Each group shares their
responses for the class and the teacher identifies and clarifies misunderstandings during the direct
instruction portion of the lesson. At the end of the lesson, students share in their groups what they have
learned.
* The teacher begins class with a question. Students jot down thei ANS -* The teacher begins class
with a question. Students jot down their answers and then share their responses with a partner in a
short time frame allotted by the teacher. Pairs share out with the class what they discussed. Teacher
leads class through direct instruction portion of the class and ends the lesson by asking students the
initial question again. Students are then asked to write down a few things they learned from the day's
lesson.
What is the difference between a learning objective and a lesson activity?
, * A learning objective is why students are learning something whereas a lesson activity is what they are
learning to appreciate why they are learning it.
* A learning objective is what students are supposed to know and be able to do whereas the lesson
activity is the task they complete to help them master the objective.
* A learning objective is how students will master a concept whereas the lesson activity is what
students will learn.
* A learning objective is the task students are expected to complete whereas a lesson activity is the
steps they take to complete that task. ANS -* A learning objective is what students are supposed to
know and be able to do whereas the lesson activity is the task they complete to help them master the
objective.
Read the scenario below and determine which strategy the teacher is using.
Mr. Pierre, a high school French teacher is teaching students how to order food in French. He begins
class by showing pictures of various food and drink items and asks students to say them aloud together.
He then asks students what are some of the ways they learned last class to order food. He lets a few
students respond. He then asks students to role play various scenarios as if they were in a restaurant
and they each must order different items off the menu using complete sentences. He circulates around
the room providing assistance where needed and pauses to provide direct instruction when he identifies
the need for clarification. He then allows a few pairs of students the chance to share their skits. At the
end of class, he places a few sentences in English on the board and asks student to write down their
French translations on a note car ANS -* Practice-Instruct-Review
What is the purpose of closure during a lesson?
* To allow students the opportunity to make connections with what they've learned and ask questions.
* To allow teachers time to assess student learning and finalize administrative tasks for the day.
* To allow the teacher time to provide feedback and introduce the next day's material.
* To allow students the opportunity to mentally categorize and save what they've learned as well as
clarify any final misunderstanding. ANS -* To allow students the opportunity to mentally categorize and
save what they've learned as well as clarify any final misunderstanding.
During guided practice, why should a teacher begin with simple examples first?
