(Answered)LETRS Module 6 Assessment. Early Lit Test.

(Answered)LETRS Module 6 Assessment. Early Lit Test. A teacher asks her students to highlight the main ideas in an expository passage. This activity best addresses which component of reading instruction? comprehensive The main factors that influence comprehension are the reader, the text, task, and the context. True Which of the following is a major factor that directly influences comprehension? Background knowledge Which of the following is a common characteristic of written, academic text? complex sentences Which characteristic of a reader has the most powerful impact on their reading comprehension? Decoding All of the following are examples of figurative language except: idioms: a phrase that doesn't mean exactly what it says - similes: comparing two or more things using like or as. - metaphor: comparing two or more things without using like or as. - colloquial expressions: informal words, phrases, or slang. Which of the following is an example of a compound sentence? two complete sentences joined by coordinating le: Joe waited for the train, Jill drove a car. Which of the following is an effective technique to teach sentence comprehension? read aloud, stretch a sentence, rewriting short sentences into more complex ones. Knowing about story structure is valuable for students because students contain different structures, such a passive voice, double negatives, verb tenses and auxiliaries, prepositions and articles, ambiguous phrases, word order, and placement of phrases. Expository text is characterized by all of the following except Expository Text Structures- description, sequence of events, classification, cause and effect, and compare and contrast Effective comprehension strategies used by good readers include all of the following except: In explicit instruction, the teacher uses queries to facilitate both gap-filling and bridging inferences True Queries should aim to promote more student talk and less teacher talk. True or: Yes, because the students can discuss what they already know. If the teacher is supervising, they will know what the students need more help with, like an informal assessment. Students also learn more from each other rather than from the teacher. If students have trouble understanding the meanings in the text base, the teacher should tell the students to pay closer attention when they read the words. No, because just simply telling the students to pay attention to the words do not help them understand what they are reading. The teacher needs to work closely with the student on his or her metacognitive strategies, and model how that is supposed to look to students. When a teacher plans to teach a reading passage for deep understanding, which of the following steps should come first? independently read Which of the following strategies would be most appropriate to use to promote second- grade students' ability to analyze key ideas and details in a literary text? helping students create a story map of the main characters in a story and the events with which they are involved. After students in a sixth-grade class finish reading a historical novel about the U.S. Civil War, the teacher asks each student to bring in an object, or a picture or illustration of an object, that, to them, represents the book. The students must also identify a passage or passages from the book that they can use to support their choices when they present their objects to the class. This activity is most likely to promote students' reading development by helping them understand the importance of: Basing interpretations about a literary work on textual evidence A fifth-grade teacher guides students in reading a complex literary text. First, the teacher reads aloud the beginning of the text as the students follow along silently in their copies. Next, the teacher rereads key phrases and sentences, asking students what the author meant by certain statements or by the choice of certain words. Finally, the teacher and students reread the section aloud together with expression. The teacher repeats these steps with each section of the text. This activity promotes reading proficiency primarily by: Modeling for students how to engage in close reading of academic texts. Sixth-grade students have just finished reading a chapter in a novel and are getting ready to write an entry in their response journals. The teacher could most effectively develop students' literary response skills by assigning which of the following journal prompts? What do you think the main idea or theme of the novel? Relate specific events in this chapter to the theme you suggest. A second-grade teacher reads a trade book aloud to the class. Which of the following postreading activities would be most likely to promote the students' comprehension of the story by enhancing their literary analysis skills? discussing with the students how the characters in the story respond to major events and challenges A fifth-grade class is about to read a play about the life of Harriet Tubman called "Travels on the Railroad." Which of the following prereading activities would best promote students' comprehension of the text? Asking students to share what they already know about Harriet Tubman and the time period during which she lived. Activating students' prior knowledge related to a text is one of the most powerful strategies for promoting their comprehension of the text. Read the passage below; then answer the question that follows. For the second time that week, Saul forgot