TExES Science of Teaching Reading (293) Exam ||
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What do students have to do when they use any of those
prompts in the anchor chart - this is what you must ask
yourself- key to question! - A because it is about the
specific parts of the story to find evidence of that!! referring
to the text!! - ANSWER-38. To promote students' ability to
engage in academic conversations about informational
texts, a *second-grade* teacher creates the following
*anchor chart* with students. The teacher posts it in the
,classroom and supports students in using it during
discussions.
For example, ...
The author said ...
According to the author, ...
From the reading I know that ...
On page ___blank, the author says ...
For instance, ...
Because ...
This list of phrases is best designed to *scaffold students'
ability* to apply which of the following skills during *text-
based discussions* about informational texts?
,A. using textual evidence to support claims (what specific
parts of the text made you think what you're saying)
B. applying metacognitive strategies (thinking about how
your thinking those processes in your head)
C. distinguishing facts from opinions (what did the author
write that can be or cannot be proven)
D. analyzing an author's craft (what purposefully choices
they made to get their message across)
social studies often uses timelines of events - mostly in
chronological order - with this in mind must be A because
were looking at the TEXT STRUCTURE (chronological
order) in social studies! - ANSWER-39. A first-grade
teacher often uses a simple timeline *graphic organizer* to
*scaffold* (breaking information down to meet students
, where they are) information for students when they are
reading *social studies texts* (informational texts* about
historical events or the lives of important people. The
*teacher's practice* is most likely to promote students'
development of which of the following *disciplinary-literacy
skills* (students transferring reading to different
subjects/skills)?
A. recognizing text structures commonly used in social
studies
B. identifying discipline-specific text features commonly
used in social studies (this would be like looking at a text
and pointing out the timeline - this scenario is actually
making a timeline)
C. evaluating sources and using evidence in social studies
texts (not discussing sources or evidence at all so no)
Most Recent Exam Actual Complete Real Exam
Questions And 100%Correct Answers (Verified
Answers) Already Graded A+ For Guaranteed
Success!!| Brand New!!
What do students have to do when they use any of those
prompts in the anchor chart - this is what you must ask
yourself- key to question! - A because it is about the
specific parts of the story to find evidence of that!! referring
to the text!! - ANSWER-38. To promote students' ability to
engage in academic conversations about informational
texts, a *second-grade* teacher creates the following
*anchor chart* with students. The teacher posts it in the
,classroom and supports students in using it during
discussions.
For example, ...
The author said ...
According to the author, ...
From the reading I know that ...
On page ___blank, the author says ...
For instance, ...
Because ...
This list of phrases is best designed to *scaffold students'
ability* to apply which of the following skills during *text-
based discussions* about informational texts?
,A. using textual evidence to support claims (what specific
parts of the text made you think what you're saying)
B. applying metacognitive strategies (thinking about how
your thinking those processes in your head)
C. distinguishing facts from opinions (what did the author
write that can be or cannot be proven)
D. analyzing an author's craft (what purposefully choices
they made to get their message across)
social studies often uses timelines of events - mostly in
chronological order - with this in mind must be A because
were looking at the TEXT STRUCTURE (chronological
order) in social studies! - ANSWER-39. A first-grade
teacher often uses a simple timeline *graphic organizer* to
*scaffold* (breaking information down to meet students
, where they are) information for students when they are
reading *social studies texts* (informational texts* about
historical events or the lives of important people. The
*teacher's practice* is most likely to promote students'
development of which of the following *disciplinary-literacy
skills* (students transferring reading to different
subjects/skills)?
A. recognizing text structures commonly used in social
studies
B. identifying discipline-specific text features commonly
used in social studies (this would be like looking at a text
and pointing out the timeline - this scenario is actually
making a timeline)
C. evaluating sources and using evidence in social studies
texts (not discussing sources or evidence at all so no)
