Ec-6 391 Test With Accurate Solutions
A fthird-grade fteacher fwould flike fto fassess feach fstudent's fability fto fsummarize fa fshort
fstory fshe fhas fread faloud fto fthe fclass. fWhich fone fof fthe ffollowing factivities fshould
fthe fteacher fuse fto fdetermine fher fstudents' fmastery fof fthis fskill?
a. fWhile freading fthe fstory, fstop fperiodically fand fask fguiding fquestions fabout fthe
fstory's fplot fstructure.
b. fWhile freading fthe fstory, fhave fstudents fvisualize fthe fevents fwith ftheir feyes fclosed
fand fwrite fdown fwhat fthey f"saw" fimmediately fafter fthe fbook fis ffinished.
c. fAfter freading fthe fstory, fhave fstudents fdiscuss fthe fstory's fcentral fmessage fwith fa
fpartner fand fwalk faround fthe froom fto fhear fresponses.
d. fAfter freading fthe fstory, fhave fstudents frecall fthe fmain fpoints fof fthe fstory fby fwriting
fthem fdown fin ftheir fjournals. f- fCORRECT✅✅d. fAfter freading fthe fstory, fhave
fstudents frecall fthe fmain fpoints fof fthe fstory fby fwriting fthem fdown fin ftheir fjournals.
A ffourth-grade fteacher fhas frecently ffinished fteaching fa flist fof f20 fvocabulary fwords
fassociated fwith fthe fshort fstory fthey fare fstudying. fShe fbreaks fthe fclass finto ffive
fgroups fand fassigns ffour fvocabulary fwords ffrom fthe flist fto feach fgroup. fEach fgroup
fchooses fa fword fto fact fout fin ffront fof fthe fclass fwhile fthe fother fgroups fsit fsilently
fwatching fthe fpresentation. fThe fgroups fthen fhave ffive fminutes fto fdiscuss fwhat fword
fwas fbeing facted fout. fThe fteacher fasks feach fgroup fwhat fword fthey fthink fit fis, fand
feach fgroup fthat fis fcorrect fearns fa fpoint. fEach fgroup fperforms fmultiple ftimes funtil fall
fthe fwords fhave fbeen facted fout. fThis factivity fwill fhelp fstudents fretain fthe fmeanings
fof fthe fvocabulary fwords fthey fhave flearned fby:
a. fallowing fvisual flearners fto fparticipate fin fan factivity fthat fsuits ftheir flearning fstyle.
b. fconnecting fthe fvocabulary fwords fto fthe fplot fof fthe fshort fstory fthey fare fcurrently
freading.
c. fshowing fthem fmultiple fdefiniti f- fCORRECT✅✅d. fincreasing fstudent finterest fand
fmotivating fstudents fto flearn fnew fvocabulary fwords.
Which fof fthe ffollowing ftexts fwould fbe fthe fbest fchoice fto faccurately fassess fa fthird
fgrade fELL fstudent's freading fcomprehension?
a. fa ffantasy fstory finvolving fwizards, fdragons, fand fmagic fspells
b. fa fstory fabout fan felementary fstudent fstruggling fwith ffriend fconflict fin fschool
c. fan fexciting, ftense fstory fabout fa fchild fwho fis fbriefly fseparated ffrom ftheir fparents fon
fHalloween
d. fa ffirst fperson fnarrative fabout fa fperson's fsummer fvacation fto fFlorida f-
fCORRECT✅✅b. fa fstory fabout fan felementary fstudent fstruggling fwith ffriend fconflict
fin fschool
,A ffourth-grade fteacher freserves ftime feach fday ffor fher fstudents fto fwrite fabout ftheir
freading fin ftheir freader's fnotebook.Today, fshe fasks fthem fto fanswer fthe ffollowing
fthree fquestions:
1. fWhat fis fone fevent for fidea ffrom fyour freading fthat fconnects fto fanother ftext fyou
fhave fread? fExplain fthe fconnection.
2. fDescribe fa fchapter, fparagraph, for fsentence ffrom fyour freading fthat freminded fyou
fof fa fpersonal fexperience. fExplain fthe fconnection.
3. fThink fabout fyour freading. fIdentify fone faspect fof fthe fbook fthat fhas fimpacted fthe
fway fyour fsee for funderstand fsomething fin fthe fworld, foutside fof fthings fyou fhave
fpersonally fexperienced. fExplain fthe fconnection. fThis factivity fis fdesigned fto: f
a. ffacilitate fstudent fdetermination fof fhow fthe fsetting fimpacts fthe fplot fin fthe fstory fthey
fare freading.
b. fbe fa freflective fexperience fto fhelp fstudents fbrainstorm ffor ftheir fown fwriting.
c. fencourage fthe freader fto fanalyze fthe fauthor's fcraft.
d. fdeepen fthe freader' f- fCORRECT✅✅d. fdeepen fthe freader's funderstanding fof fthe
ftext fby fconsidering fthe fidea fin fa flarger fcontext.
A fstudent fneeds fto fbe fable fto ffluently fread fa ftext fin forder fto frefocus ftheir fattention
fon fwhich fof fthe ffollowing ftasks?
a. freading fwith fappropriate finflection
b. fincreasing ftheir freading fspeed
c. fdetermining fthe fmain fidea
d. fdecoding funfamiliar fwords f- fCORRECT✅✅c. fdetermining fthe fmain fidea
While freviewing fa fstudent's fELA fwork, fthe fteacher fasks fherself fthese fquestions: fIs
fthe ftextbook ftoo fdifficult ffor fthis fstudent fto funderstand?
Are fthere fany fstudents fwho fdo fnot funderstand fsentence fformation?
Is fthe fstudent fencountering fdifficulty fwith fmore fthan fone fword fout fof fevery ftwenty?
fWhich fof fthe ffollowing fis fthe fteacher fmost flikely ftrying fto fdo?
a. fprepare ffor fa fparent fteacher fconference
b. fanalyze fthe fstudent's ferrors fto fdetermine fpossible fchanges fin finstruction
c. fdetermine fthe fstudent's fgrade
d. fdetermine fthe fstudent's freading flevel f- fCORRECT✅✅b. fanalyze fthe fstudent's
ferrors fto fdetermine fpossible fchanges fin finstruction
A freading fteacher fhas fbuilt f50 fminutes finto fher fweekly fschedule feach fweek ffor
fstudents fto fread fa fbook fof ftheir fchoice. fWhat fis fthe fbiggest fbenefit fof fusing fclass
ftime ffor fstudent-led findependent freading?
a. fStudents fcan fpractice freading flessons flearned fthat fweek funder fthe fguidance fof
fthe fteacher.
b. fStudents fwill fbe fable fto fmeet fclassroom freading fgoals fwithout freading fat fhome.
c. fIt fallows fthe fteacher fto fcatch fup fon flesson fplans fand fgrading fduring fthis ftime.
,d. fIt fpromotes fthe fidea fthat freading fis fpleasurable fand fenjoyable. f-
fCORRECT✅✅d. fIt fpromotes fthe fidea fthat freading fis fpleasurable fand fenjoyable.
Mrs. fAdams fgives feach fstudent fa fcopy fof fa fpoem fand fa fcopy fof fher fcookie frecipe.
fShe fasks fthe fstudents fto fview feach fdocument fand fcompare fhow fit flooks--not fyet
ffocusing fon fwhat fit fsays. fWhich fof fthe ffollowing fcomprehension fskills fis fMrs. fAdams
fasking fher fstudents fto fpractice?
a. fliterary fanalysis
b. fmetacognitive fskills
c. frecognizing ftext ffeatures
d. fmaking fpredictions f- fCORRECT✅✅c. frecognizing ftext ffeatures
A fsmall fgroup fof fELL fstudents fis fstruggling fwith frecognizing fhow fprinted fwords fand
fspoken flanguage fare frelated. fWhich factivity fbelow fwould fbest fhelp fthe fstudents
fdevelop fthis fskill?
a. fThe fteacher freading faloud fa ffamiliar fstory fto fthe fgroup fand fpointing fout fthe ftext
fand fpunctuation fmarks fas fshe freads.
b. fIn fturns, fone fstudent fwill fsay fa fword fand fthe frest fof fthe fgroup fwill fwrite fit fon
fpaper.
c. fAsking fstudents fcomprehension fquestions fduring freading.
d. fHaving fthe fstudents fread faloud fto feach fother fwhile fthe fteacher flistens fand
fcorrects. f- fCORRECT✅✅a. fThe fteacher freading faloud fa ffamiliar fstory fto fthe fgroup
fand fpointing fout fthe ftext fand fpunctuation fmarks fas fshe freads.
Mr. fYu fis fworking fwith fhis ffourth-grade fclass fon fpresentation fskills flike fspeed,
fvolume, fand feye fcontact. fWhich fstrategy fcould fhe fuse fto fallow fstudents fto fevaluate
ftheir fown fprogress fin fthese fareas?
a. fHave fstudents fgrade fthemselves fusing fa fwritten frubric fassessing fthese fskills.
b. fRecord fstudents fpresenting fand freplay fthe fvideo ffor fself-assessment.
c. fAsk fstudents fto fwrite fa fsummary fwhere fthey fevaluate fone fspecific farea fof ftheir
fperformance.
d. fHave fstudents fpresent fin fsmall fgroups fand fask fthe fgroup fto fassess fthe fspeaker. f-
fCORRECT✅✅b. fRecord fstudents fpresenting fand freplay fthe fvideo ffor fself-
assessment.
Which fof fthe ffollowing fwould fbe fa fcomponent fof feffective fvocabulary finstruction?
a. fdefining fwords fin fisolation
b. fcircling fwords fthat fyou fdo fnot funderstand fwhile fyou fread.
c. fstudents fcreating fvocabulary flists ffor feach fother fout fof findependent freading
d. fthe fstudy fof froots, fprefixes, fand fsuffixes f- fCORRECT✅✅d. fthe fstudy fof froots,
fprefixes, fand fsuffixes
, A fsixth-grade fteacher fis fdetermined fto fhelp fher fstudents fbecome fmore fproficient
fspellers. fWhich fof fthe ffollowing fstrategies fwould fbe fleast feffective fin fpromoting
fstudents' fspelling fabilities?
a. fTeach fstudents fthe fspelling fand fmeanings fof fcommon fprefixes, fsuffixes, fand froots.
b. fHave fstudents fuse fthe fnew fwords fin finteresting freal-world fsentences.
c. fHave fstudents fwrite fall ftheir fspelling fwords fat fleast fthirty ftimes.
d. fTeach fseparately fthe fspelling fof firregular fwords fsuch fas fwho, fwhat, fwhere, fwould,
fand fthrough. f- fCORRECT✅✅c. fHave fstudents fwrite fall ftheir fspelling fwords fat fleast
fthirty ftimes.
Which flesson fcould fMrs. fSwanson fuse fto fhelp fher fsixth-grade fstudents flearn fto fwrite
fcomplex fsentences?
a. fa flesson fwhere fstudents ftake fexample fcompound fsentences fand fturn fthem finto
fcomplex fsentences
b. fa flesson fon fsubordinating fconjunctions fand fhow fto fpunctuate fthem
c. fa flesson fwhere fstudents fmatch fsubordinate fclauses fto ftheir findependent fclauses
d. fa flesson fwhere fstudents fidentify fsimple, fcompound, fand fcomplex fsentences fin fa
fshort fstory f- fCORRECT✅✅a. fa flesson fwhere fstudents ftake fexample fcompound
fsentences fand fturn fthem finto fcomplex fsentences
While freading faloud fin ffront fof fthe fclass, fthe fteacher fcomes facross fthe fword
f"desirable." fThe fteacher fthen fpoints fto fclues fin fthe fsurrounding ftext fthat fhelp fthe
fstudents fto funderstand fwhat f"desirable" fmeans. fWhat fis fthe fteacher fmodeling?
a. fphonemic fawareness
b. fcontextual fanalysis
c. fstructural fanalysis
d. fmorphemic fanalysis f- fCORRECT✅✅b. fcontextual fanalysis
A fthird-grade fteacher fbegins fa funit fthat fincludes freading fa fpoem, fshort fstory, fand
fnon-fiction farticle, fand fwatching fa fshort fvideo--all fon fthe fsame ftopic. fWhat fis fthe
fmost flikely fgoal fof fincorporating fmultiple fgenres fthat fdiscuss fthe fsame ftopic?
a. fto feducate fstudents fon fthe ftopic
b. fto fkeep fstudents fengaged fby fusing fa fvariety fof fgenres
c. fto fintroduce fmultiple fgenres fto fthe fstudents
d. fto fillustrate fthe fdifferences fin ffeatures/structures fof fdifferent fgenres f-
fCORRECT✅✅d. fto fillustrate fthe fdifferences fin ffeatures/structures fof fdifferent
fgenres
A fteacher fneeds fto fmake faccommodations fto fa fnonfiction freading fcomprehension
fassignment ffor fan fEnglish flanguage flearner fwho fis fin fthe fbeginning fstages fof
flanguage fdevelopment. fWhich faccommodation fwould fbe fmost fappropriate ffor fthis
fstudent's fability flevel?
A fthird-grade fteacher fwould flike fto fassess feach fstudent's fability fto fsummarize fa fshort
fstory fshe fhas fread faloud fto fthe fclass. fWhich fone fof fthe ffollowing factivities fshould
fthe fteacher fuse fto fdetermine fher fstudents' fmastery fof fthis fskill?
a. fWhile freading fthe fstory, fstop fperiodically fand fask fguiding fquestions fabout fthe
fstory's fplot fstructure.
b. fWhile freading fthe fstory, fhave fstudents fvisualize fthe fevents fwith ftheir feyes fclosed
fand fwrite fdown fwhat fthey f"saw" fimmediately fafter fthe fbook fis ffinished.
c. fAfter freading fthe fstory, fhave fstudents fdiscuss fthe fstory's fcentral fmessage fwith fa
fpartner fand fwalk faround fthe froom fto fhear fresponses.
d. fAfter freading fthe fstory, fhave fstudents frecall fthe fmain fpoints fof fthe fstory fby fwriting
fthem fdown fin ftheir fjournals. f- fCORRECT✅✅d. fAfter freading fthe fstory, fhave
fstudents frecall fthe fmain fpoints fof fthe fstory fby fwriting fthem fdown fin ftheir fjournals.
A ffourth-grade fteacher fhas frecently ffinished fteaching fa flist fof f20 fvocabulary fwords
fassociated fwith fthe fshort fstory fthey fare fstudying. fShe fbreaks fthe fclass finto ffive
fgroups fand fassigns ffour fvocabulary fwords ffrom fthe flist fto feach fgroup. fEach fgroup
fchooses fa fword fto fact fout fin ffront fof fthe fclass fwhile fthe fother fgroups fsit fsilently
fwatching fthe fpresentation. fThe fgroups fthen fhave ffive fminutes fto fdiscuss fwhat fword
fwas fbeing facted fout. fThe fteacher fasks feach fgroup fwhat fword fthey fthink fit fis, fand
feach fgroup fthat fis fcorrect fearns fa fpoint. fEach fgroup fperforms fmultiple ftimes funtil fall
fthe fwords fhave fbeen facted fout. fThis factivity fwill fhelp fstudents fretain fthe fmeanings
fof fthe fvocabulary fwords fthey fhave flearned fby:
a. fallowing fvisual flearners fto fparticipate fin fan factivity fthat fsuits ftheir flearning fstyle.
b. fconnecting fthe fvocabulary fwords fto fthe fplot fof fthe fshort fstory fthey fare fcurrently
freading.
c. fshowing fthem fmultiple fdefiniti f- fCORRECT✅✅d. fincreasing fstudent finterest fand
fmotivating fstudents fto flearn fnew fvocabulary fwords.
Which fof fthe ffollowing ftexts fwould fbe fthe fbest fchoice fto faccurately fassess fa fthird
fgrade fELL fstudent's freading fcomprehension?
a. fa ffantasy fstory finvolving fwizards, fdragons, fand fmagic fspells
b. fa fstory fabout fan felementary fstudent fstruggling fwith ffriend fconflict fin fschool
c. fan fexciting, ftense fstory fabout fa fchild fwho fis fbriefly fseparated ffrom ftheir fparents fon
fHalloween
d. fa ffirst fperson fnarrative fabout fa fperson's fsummer fvacation fto fFlorida f-
fCORRECT✅✅b. fa fstory fabout fan felementary fstudent fstruggling fwith ffriend fconflict
fin fschool
,A ffourth-grade fteacher freserves ftime feach fday ffor fher fstudents fto fwrite fabout ftheir
freading fin ftheir freader's fnotebook.Today, fshe fasks fthem fto fanswer fthe ffollowing
fthree fquestions:
1. fWhat fis fone fevent for fidea ffrom fyour freading fthat fconnects fto fanother ftext fyou
fhave fread? fExplain fthe fconnection.
2. fDescribe fa fchapter, fparagraph, for fsentence ffrom fyour freading fthat freminded fyou
fof fa fpersonal fexperience. fExplain fthe fconnection.
3. fThink fabout fyour freading. fIdentify fone faspect fof fthe fbook fthat fhas fimpacted fthe
fway fyour fsee for funderstand fsomething fin fthe fworld, foutside fof fthings fyou fhave
fpersonally fexperienced. fExplain fthe fconnection. fThis factivity fis fdesigned fto: f
a. ffacilitate fstudent fdetermination fof fhow fthe fsetting fimpacts fthe fplot fin fthe fstory fthey
fare freading.
b. fbe fa freflective fexperience fto fhelp fstudents fbrainstorm ffor ftheir fown fwriting.
c. fencourage fthe freader fto fanalyze fthe fauthor's fcraft.
d. fdeepen fthe freader' f- fCORRECT✅✅d. fdeepen fthe freader's funderstanding fof fthe
ftext fby fconsidering fthe fidea fin fa flarger fcontext.
A fstudent fneeds fto fbe fable fto ffluently fread fa ftext fin forder fto frefocus ftheir fattention
fon fwhich fof fthe ffollowing ftasks?
a. freading fwith fappropriate finflection
b. fincreasing ftheir freading fspeed
c. fdetermining fthe fmain fidea
d. fdecoding funfamiliar fwords f- fCORRECT✅✅c. fdetermining fthe fmain fidea
While freviewing fa fstudent's fELA fwork, fthe fteacher fasks fherself fthese fquestions: fIs
fthe ftextbook ftoo fdifficult ffor fthis fstudent fto funderstand?
Are fthere fany fstudents fwho fdo fnot funderstand fsentence fformation?
Is fthe fstudent fencountering fdifficulty fwith fmore fthan fone fword fout fof fevery ftwenty?
fWhich fof fthe ffollowing fis fthe fteacher fmost flikely ftrying fto fdo?
a. fprepare ffor fa fparent fteacher fconference
b. fanalyze fthe fstudent's ferrors fto fdetermine fpossible fchanges fin finstruction
c. fdetermine fthe fstudent's fgrade
d. fdetermine fthe fstudent's freading flevel f- fCORRECT✅✅b. fanalyze fthe fstudent's
ferrors fto fdetermine fpossible fchanges fin finstruction
A freading fteacher fhas fbuilt f50 fminutes finto fher fweekly fschedule feach fweek ffor
fstudents fto fread fa fbook fof ftheir fchoice. fWhat fis fthe fbiggest fbenefit fof fusing fclass
ftime ffor fstudent-led findependent freading?
a. fStudents fcan fpractice freading flessons flearned fthat fweek funder fthe fguidance fof
fthe fteacher.
b. fStudents fwill fbe fable fto fmeet fclassroom freading fgoals fwithout freading fat fhome.
c. fIt fallows fthe fteacher fto fcatch fup fon flesson fplans fand fgrading fduring fthis ftime.
,d. fIt fpromotes fthe fidea fthat freading fis fpleasurable fand fenjoyable. f-
fCORRECT✅✅d. fIt fpromotes fthe fidea fthat freading fis fpleasurable fand fenjoyable.
Mrs. fAdams fgives feach fstudent fa fcopy fof fa fpoem fand fa fcopy fof fher fcookie frecipe.
fShe fasks fthe fstudents fto fview feach fdocument fand fcompare fhow fit flooks--not fyet
ffocusing fon fwhat fit fsays. fWhich fof fthe ffollowing fcomprehension fskills fis fMrs. fAdams
fasking fher fstudents fto fpractice?
a. fliterary fanalysis
b. fmetacognitive fskills
c. frecognizing ftext ffeatures
d. fmaking fpredictions f- fCORRECT✅✅c. frecognizing ftext ffeatures
A fsmall fgroup fof fELL fstudents fis fstruggling fwith frecognizing fhow fprinted fwords fand
fspoken flanguage fare frelated. fWhich factivity fbelow fwould fbest fhelp fthe fstudents
fdevelop fthis fskill?
a. fThe fteacher freading faloud fa ffamiliar fstory fto fthe fgroup fand fpointing fout fthe ftext
fand fpunctuation fmarks fas fshe freads.
b. fIn fturns, fone fstudent fwill fsay fa fword fand fthe frest fof fthe fgroup fwill fwrite fit fon
fpaper.
c. fAsking fstudents fcomprehension fquestions fduring freading.
d. fHaving fthe fstudents fread faloud fto feach fother fwhile fthe fteacher flistens fand
fcorrects. f- fCORRECT✅✅a. fThe fteacher freading faloud fa ffamiliar fstory fto fthe fgroup
fand fpointing fout fthe ftext fand fpunctuation fmarks fas fshe freads.
Mr. fYu fis fworking fwith fhis ffourth-grade fclass fon fpresentation fskills flike fspeed,
fvolume, fand feye fcontact. fWhich fstrategy fcould fhe fuse fto fallow fstudents fto fevaluate
ftheir fown fprogress fin fthese fareas?
a. fHave fstudents fgrade fthemselves fusing fa fwritten frubric fassessing fthese fskills.
b. fRecord fstudents fpresenting fand freplay fthe fvideo ffor fself-assessment.
c. fAsk fstudents fto fwrite fa fsummary fwhere fthey fevaluate fone fspecific farea fof ftheir
fperformance.
d. fHave fstudents fpresent fin fsmall fgroups fand fask fthe fgroup fto fassess fthe fspeaker. f-
fCORRECT✅✅b. fRecord fstudents fpresenting fand freplay fthe fvideo ffor fself-
assessment.
Which fof fthe ffollowing fwould fbe fa fcomponent fof feffective fvocabulary finstruction?
a. fdefining fwords fin fisolation
b. fcircling fwords fthat fyou fdo fnot funderstand fwhile fyou fread.
c. fstudents fcreating fvocabulary flists ffor feach fother fout fof findependent freading
d. fthe fstudy fof froots, fprefixes, fand fsuffixes f- fCORRECT✅✅d. fthe fstudy fof froots,
fprefixes, fand fsuffixes
, A fsixth-grade fteacher fis fdetermined fto fhelp fher fstudents fbecome fmore fproficient
fspellers. fWhich fof fthe ffollowing fstrategies fwould fbe fleast feffective fin fpromoting
fstudents' fspelling fabilities?
a. fTeach fstudents fthe fspelling fand fmeanings fof fcommon fprefixes, fsuffixes, fand froots.
b. fHave fstudents fuse fthe fnew fwords fin finteresting freal-world fsentences.
c. fHave fstudents fwrite fall ftheir fspelling fwords fat fleast fthirty ftimes.
d. fTeach fseparately fthe fspelling fof firregular fwords fsuch fas fwho, fwhat, fwhere, fwould,
fand fthrough. f- fCORRECT✅✅c. fHave fstudents fwrite fall ftheir fspelling fwords fat fleast
fthirty ftimes.
Which flesson fcould fMrs. fSwanson fuse fto fhelp fher fsixth-grade fstudents flearn fto fwrite
fcomplex fsentences?
a. fa flesson fwhere fstudents ftake fexample fcompound fsentences fand fturn fthem finto
fcomplex fsentences
b. fa flesson fon fsubordinating fconjunctions fand fhow fto fpunctuate fthem
c. fa flesson fwhere fstudents fmatch fsubordinate fclauses fto ftheir findependent fclauses
d. fa flesson fwhere fstudents fidentify fsimple, fcompound, fand fcomplex fsentences fin fa
fshort fstory f- fCORRECT✅✅a. fa flesson fwhere fstudents ftake fexample fcompound
fsentences fand fturn fthem finto fcomplex fsentences
While freading faloud fin ffront fof fthe fclass, fthe fteacher fcomes facross fthe fword
f"desirable." fThe fteacher fthen fpoints fto fclues fin fthe fsurrounding ftext fthat fhelp fthe
fstudents fto funderstand fwhat f"desirable" fmeans. fWhat fis fthe fteacher fmodeling?
a. fphonemic fawareness
b. fcontextual fanalysis
c. fstructural fanalysis
d. fmorphemic fanalysis f- fCORRECT✅✅b. fcontextual fanalysis
A fthird-grade fteacher fbegins fa funit fthat fincludes freading fa fpoem, fshort fstory, fand
fnon-fiction farticle, fand fwatching fa fshort fvideo--all fon fthe fsame ftopic. fWhat fis fthe
fmost flikely fgoal fof fincorporating fmultiple fgenres fthat fdiscuss fthe fsame ftopic?
a. fto feducate fstudents fon fthe ftopic
b. fto fkeep fstudents fengaged fby fusing fa fvariety fof fgenres
c. fto fintroduce fmultiple fgenres fto fthe fstudents
d. fto fillustrate fthe fdifferences fin ffeatures/structures fof fdifferent fgenres f-
fCORRECT✅✅d. fto fillustrate fthe fdifferences fin ffeatures/structures fof fdifferent
fgenres
A fteacher fneeds fto fmake faccommodations fto fa fnonfiction freading fcomprehension
fassignment ffor fan fEnglish flanguage flearner fwho fis fin fthe fbeginning fstages fof
flanguage fdevelopment. fWhich faccommodation fwould fbe fmost fappropriate ffor fthis
fstudent's fability flevel?
