WGU D677 PRE OA – WESTERN GOVERNORS UNIVERSITY – READING AND LITERACY
INSTRUCTION PRACTICE QUESTIONS – 2024–2025 – EXAM PREP STUDY GUIDE
1. A first-grade teacher is preparing a reading lesson that will help students
identify the main topic and retell key details of a text.Which of the following
activities would best align with the standard for key ideas and details in
reading at this grade level?
-Asking students to build a model related to the story
-Encouraging students to write a short play based on the story using key
details from the text
-Having students sing a song about the main topic of the text
-Instructing students to create a timeline of events highlighting the main topic
and key details from the text: Instructing students to create a timeline of events highlighting the main
topic and key details from the text
2. A teacher is organizing a lesson aimed at helping sixth-grade students
evaluate how well an author uses vivid language to set the atmosphere and
express feelings in a story or poem.Which learning standard does this lesson
address?
-Examine the methods used to introduce and elaborate on a significant char-
acter, event, or central idea in a narrative.
-Review and critique the reasoning and specific points made in a narrative, dif-
ferentiating between well-supported arguments and those lacking evidence.
-Assess the impact of the author's choice of sensory details and imagery in
establishing the emotional landscape and narrative voice.
-Interpret the meanings of various words and expressions in their context
within a narrative, including those with multiple layers of interpretation.: Assess
the impact of the author's choice of sensory details and imagery in establishing the emotional landscape and narrative
voice.
3. A first-grade teacher is planning a lesson to help students understand the
concept of cause and effect in stories. The teacher will read a short narrative
and wants students to identify the causes and effects of events.Which instruc-
tional activity would best align with the standard for recognizing cause and
effect relationships at this grade level?
, WGU D677 PRE OA – WESTERN GOVERNORS UNIVERSITY – READING AND LITERACY
INSTRUCTION PRACTICE QUESTIONS – 2024–2025 – EXAM PREP STUDY GUIDE
-Encouraging students to create a new ending for the story based on their
own ideas
-Asking students to identify the sequence of events in the story to determine
cause and effect
-Having students list the characters in the story and describe their appear-
ances
-Instructing students to identify why certain events happened in the story and
what happened as a result: Instructing students to identify why certain events happened in the story
and what happened as a result
4. In order to evaluate the third graders' understanding of character traits and
their influence on the story's events, which inquiry should the teacher make
during the literacy circle?
-"What do you think was the author's purpose behind the creation of these
characters?"
-"Are you able to alphabetize the names of the characters from the story?"
-"What qualities of the main character can you outline, and how do these
qualities determine the unfolding of the plot?"
-"What are the consequences of the main character's last action for the future
events in the story?": "What qualities of the main character can you outline, and how do these qualities
determine the unfolding of the plot?"
5. The standard for a fourth-grade English language arts class is for students
to be able to identify the main idea and supporting details in a text.Which
activity is both multisensory and aligns with the standard?
-Students listen to a story read aloud and discuss the main idea and details in
small groups, using graphic organizers to illustrate their points.
-Students read a passage silently and then write a summary of the main idea
and details.
-Students watch a silent film and write down what they think the main idea
and details are.
INSTRUCTION PRACTICE QUESTIONS – 2024–2025 – EXAM PREP STUDY GUIDE
1. A first-grade teacher is preparing a reading lesson that will help students
identify the main topic and retell key details of a text.Which of the following
activities would best align with the standard for key ideas and details in
reading at this grade level?
-Asking students to build a model related to the story
-Encouraging students to write a short play based on the story using key
details from the text
-Having students sing a song about the main topic of the text
-Instructing students to create a timeline of events highlighting the main topic
and key details from the text: Instructing students to create a timeline of events highlighting the main
topic and key details from the text
2. A teacher is organizing a lesson aimed at helping sixth-grade students
evaluate how well an author uses vivid language to set the atmosphere and
express feelings in a story or poem.Which learning standard does this lesson
address?
-Examine the methods used to introduce and elaborate on a significant char-
acter, event, or central idea in a narrative.
-Review and critique the reasoning and specific points made in a narrative, dif-
ferentiating between well-supported arguments and those lacking evidence.
-Assess the impact of the author's choice of sensory details and imagery in
establishing the emotional landscape and narrative voice.
-Interpret the meanings of various words and expressions in their context
within a narrative, including those with multiple layers of interpretation.: Assess
the impact of the author's choice of sensory details and imagery in establishing the emotional landscape and narrative
voice.
3. A first-grade teacher is planning a lesson to help students understand the
concept of cause and effect in stories. The teacher will read a short narrative
and wants students to identify the causes and effects of events.Which instruc-
tional activity would best align with the standard for recognizing cause and
effect relationships at this grade level?
, WGU D677 PRE OA – WESTERN GOVERNORS UNIVERSITY – READING AND LITERACY
INSTRUCTION PRACTICE QUESTIONS – 2024–2025 – EXAM PREP STUDY GUIDE
-Encouraging students to create a new ending for the story based on their
own ideas
-Asking students to identify the sequence of events in the story to determine
cause and effect
-Having students list the characters in the story and describe their appear-
ances
-Instructing students to identify why certain events happened in the story and
what happened as a result: Instructing students to identify why certain events happened in the story
and what happened as a result
4. In order to evaluate the third graders' understanding of character traits and
their influence on the story's events, which inquiry should the teacher make
during the literacy circle?
-"What do you think was the author's purpose behind the creation of these
characters?"
-"Are you able to alphabetize the names of the characters from the story?"
-"What qualities of the main character can you outline, and how do these
qualities determine the unfolding of the plot?"
-"What are the consequences of the main character's last action for the future
events in the story?": "What qualities of the main character can you outline, and how do these qualities
determine the unfolding of the plot?"
5. The standard for a fourth-grade English language arts class is for students
to be able to identify the main idea and supporting details in a text.Which
activity is both multisensory and aligns with the standard?
-Students listen to a story read aloud and discuss the main idea and details in
small groups, using graphic organizers to illustrate their points.
-Students read a passage silently and then write a summary of the main idea
and details.
-Students watch a silent film and write down what they think the main idea
and details are.
