WGU D677 Pre OA exam with correct
answers
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 |- |VERIFIED |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. |- |VERIFIED |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
, WGU D677 Pre OA exam with correct
answers
-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 |- |VERIFIED |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?" |-
|VERIFIED |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. |- |VERIFIED |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.
answers
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 |- |VERIFIED |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. |- |VERIFIED |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
, WGU D677 Pre OA exam with correct
answers
-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 |- |VERIFIED |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?" |-
|VERIFIED |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. |- |VERIFIED |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.
