WGU D677 Pre OA | UPDATED Questions with 100% Verified Answers
Question:
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
Answer:
Instructing students to create a timeline of events highlighting the main topic and key
details from the text
Question:
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 character, event, or central idea in a narrative.
-Review and critique the reasoning and specific points made
in a narrative, differentiating 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.
, Answer:
Assess the impact of the author's choice of sensory details and imagery in establishing
the emotional landscape and narrative voice.
Question:
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 instructional
activity would best align with the standard for recognizing
cause and effect relationships at this grade level?
-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 appearances
-Instructing students to identify why certain events happened
in the story and what happened as a result
Answer:
Instructing students to identify why certain events happened in the story and what
happened as a result
Question:
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?"
Answer:
"What qualities of the main character can you outline, and how do these qualities
determine the unfolding of the plot?"
Question:
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.
-Students take turns reading paragraphs from a text and then
answer multiple-choice questions about the main idea and
details.
Answer:
Students listen to a story read aloud and discuss the main idea and details in small
groups, using graphic organizers to illustrate their points.
Question:
To apply a multisensory approach to a lesson on distinguishing
first-person and third-person narration for fourth graders,
which activity would be most effective?
-Have students independently read another set of stories and
identify the point of view used in each.
-Give students a quiz on the definitions of first-person and
third-person points of view.
-Designate two sections of the classroom as "First Person" and
Question:
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
Answer:
Instructing students to create a timeline of events highlighting the main topic and key
details from the text
Question:
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 character, event, or central idea in a narrative.
-Review and critique the reasoning and specific points made
in a narrative, differentiating 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.
, Answer:
Assess the impact of the author's choice of sensory details and imagery in establishing
the emotional landscape and narrative voice.
Question:
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 instructional
activity would best align with the standard for recognizing
cause and effect relationships at this grade level?
-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 appearances
-Instructing students to identify why certain events happened
in the story and what happened as a result
Answer:
Instructing students to identify why certain events happened in the story and what
happened as a result
Question:
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?"
Answer:
"What qualities of the main character can you outline, and how do these qualities
determine the unfolding of the plot?"
Question:
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.
-Students take turns reading paragraphs from a text and then
answer multiple-choice questions about the main idea and
details.
Answer:
Students listen to a story read aloud and discuss the main idea and details in small
groups, using graphic organizers to illustrate their points.
Question:
To apply a multisensory approach to a lesson on distinguishing
first-person and third-person narration for fourth graders,
which activity would be most effective?
-Have students independently read another set of stories and
identify the point of view used in each.
-Give students a quiz on the definitions of first-person and
third-person points of view.
-Designate two sections of the classroom as "First Person" and
