WGU D677 PRE OA QUESTIONS WITH 100% CORRECT ANSWERS!!
GRADED A+
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
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.
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
, 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?"
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.
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 "Third Person"
and direct students to the section that represents the point of view of read-aloud
excerpts.
-Provide a worksheet for students to fill in the blanks with "I" or "he/she" to
practice identifying narrative perspectives. - (
ANSWER-)Designate two sections of the classroom as "First Person" and "Third
Person" and direct students to the section that represents the point of view of read-
aloud excerpts.
To support multisensory learning in a first-grade reading lesson, which additional
activity could the teacher introduce after reading a story aloud and displaying the
illustrations?
-Ask students to close their eyes and listen to the story again to focus on
auditory details.
GRADED A+
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
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.
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
, 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?"
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.
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 "Third Person"
and direct students to the section that represents the point of view of read-aloud
excerpts.
-Provide a worksheet for students to fill in the blanks with "I" or "he/she" to
practice identifying narrative perspectives. - (
ANSWER-)Designate two sections of the classroom as "First Person" and "Third
Person" and direct students to the section that represents the point of view of read-
aloud excerpts.
To support multisensory learning in a first-grade reading lesson, which additional
activity could the teacher introduce after reading a story aloud and displaying the
illustrations?
-Ask students to close their eyes and listen to the story again to focus on
auditory details.
