LETRS Unit 5 - 8 Posttest Exam Questions
And Answers Verified 100% Correct
During a teacher-mediated reading of a story such as The Three Little Pigs, which
of these questions is most likely to facilitate construction of a mental model of the
text's meanings?
"Why are there so many stories with animals as characters?"
"Can you think of another old tale about a mean wolf?"
"What have we learned so far about the third pig?"
"If you built a house, what would it be made out of?" - ANSWER -"What have we
learned so far about the third pig?"
One of the most important follow-up activities to deepen student understanding of
and memory for the content of a specific text is:
retelling or summarizing the text, either orally or in writing.
studying the life and work of the illustrator.
sharing a personal experience with a partner.
watching a video about a similar topic and discussing it. - ANSWER -retelling or
summarizing the text, either orally or in writing.
Students with comprehension weaknesses benefit from teachers actively mediating
comprehension because these students:
typically have lower IQs and are slow learners.
typically make fewer, lower-quality inferences on their own.
typically have attention deficit hyperactivity disorder (ADHD).
prefer not to learn unless they are forced to. - ANSWER -typically make fewer,
lower-quality inferences on their own.
Which one of the following is not a key difference between narrative and
informational text?
the types of cohesive devices or transition words that are used
the length, density, and complexity of sentences
, the logical structure of the paragraphs and discourse
its appropriateness for classroom libraries in all grades - ANSWER -its
appropriateness for classroom libraries in all grades
Dialect differences characterize students in many regions of the United States.
Research supports handling these language differences by:
explicitly contrasting "home language" with "school language" in frequent, brief
lessons.
refraining from commenting on the difference between "home language" and
"school language."
correcting all instances of home language use in classroom conversation.
modeling school language and hoping that students spontaneously adjust their
speech. - ANSWER -explicitly contrasting "home language" with "school
language" in frequent, brief lessons.
If an English Learner (EL) is confused about the meaning of a reading passage, a
teacher might be more successful conveying the meaning by:
calling on other students to avoid embarrassing the EL student.
supplementing the language in the text with pictures, actions, and objects.
pronouncing words very slowly and more loudly for the EL student.
reading the passage again and then asking the student the same questions. -
ANSWER -supplementing the language in the text with pictures, actions, and
objects.
Which of these techniques is least helpful for encouraging comprehension
monitoring (e.g., students noticing and reacting when the text does not make sense
to them)?
waiting until a reading is completed and then asking students to summarize
encouraging students to ask for clarification as soon as they are confused
using a signal system, such as a stop sign and U-turn sign, to promote rereading
and a green light to indicate the comprehension problem has been resolved
encouraging students to "turn and talk" or to work collaboratively with a partner or
small group to clarify meaning - ANSWER -waiting until a reading is completed
and then asking students to summarize
And Answers Verified 100% Correct
During a teacher-mediated reading of a story such as The Three Little Pigs, which
of these questions is most likely to facilitate construction of a mental model of the
text's meanings?
"Why are there so many stories with animals as characters?"
"Can you think of another old tale about a mean wolf?"
"What have we learned so far about the third pig?"
"If you built a house, what would it be made out of?" - ANSWER -"What have we
learned so far about the third pig?"
One of the most important follow-up activities to deepen student understanding of
and memory for the content of a specific text is:
retelling or summarizing the text, either orally or in writing.
studying the life and work of the illustrator.
sharing a personal experience with a partner.
watching a video about a similar topic and discussing it. - ANSWER -retelling or
summarizing the text, either orally or in writing.
Students with comprehension weaknesses benefit from teachers actively mediating
comprehension because these students:
typically have lower IQs and are slow learners.
typically make fewer, lower-quality inferences on their own.
typically have attention deficit hyperactivity disorder (ADHD).
prefer not to learn unless they are forced to. - ANSWER -typically make fewer,
lower-quality inferences on their own.
Which one of the following is not a key difference between narrative and
informational text?
the types of cohesive devices or transition words that are used
the length, density, and complexity of sentences
, the logical structure of the paragraphs and discourse
its appropriateness for classroom libraries in all grades - ANSWER -its
appropriateness for classroom libraries in all grades
Dialect differences characterize students in many regions of the United States.
Research supports handling these language differences by:
explicitly contrasting "home language" with "school language" in frequent, brief
lessons.
refraining from commenting on the difference between "home language" and
"school language."
correcting all instances of home language use in classroom conversation.
modeling school language and hoping that students spontaneously adjust their
speech. - ANSWER -explicitly contrasting "home language" with "school
language" in frequent, brief lessons.
If an English Learner (EL) is confused about the meaning of a reading passage, a
teacher might be more successful conveying the meaning by:
calling on other students to avoid embarrassing the EL student.
supplementing the language in the text with pictures, actions, and objects.
pronouncing words very slowly and more loudly for the EL student.
reading the passage again and then asking the student the same questions. -
ANSWER -supplementing the language in the text with pictures, actions, and
objects.
Which of these techniques is least helpful for encouraging comprehension
monitoring (e.g., students noticing and reacting when the text does not make sense
to them)?
waiting until a reading is completed and then asking students to summarize
encouraging students to ask for clarification as soon as they are confused
using a signal system, such as a stop sign and U-turn sign, to promote rereading
and a green light to indicate the comprehension problem has been resolved
encouraging students to "turn and talk" or to work collaboratively with a partner or
small group to clarify meaning - ANSWER -waiting until a reading is completed
and then asking students to summarize
