C365 Pre-assessment exam with verified responses
Which |strategy |appropriately |introduces |and |reinforces |new |vocabulary |for |elementary |students?
Word |sorts
Cloze |activities
Mnemonic |devices
High-frequency |word |memorization |- |correct |answer |-Word |sort
Which |activity |models |developmentally |appropriate |writing |instruction |for |fifth-grade |students? |
-Teaching |early |literacy |skills |through |literature |discussion |groups.
-Teaching |SQ3R |(survey, |question, |read, |recite, |and |review) |through |analysis |of |basal |readers.
-Teaching |revising |by |having |students |peer |review |their |short |stories.
-Teaching |spelling |by |having |students |search |their |literature |books |for |unknown |words |with |the |
CVCe |(consonant, |vowel, |consonant |with |a |silent |e) |pattern. |- |correct |answer |-Teaching |revising |by |
having |students |peer |review |their |short |stories
A |teacher |creates |a |lesson |plan |to |teach |the |steps |involved |in |planting |a |garden. |The |teacher |
would |also |like |to |develop |the |students' |writing.
Which |two |teaching |strategies |should |be |integrated |into |this |lesson |plan |to |meet |the |teacher's |
objectives?
Choose |2 |answers.
-Have |students |create |a |graphic |organizer |that |labels |the |parts |of |a |plant.
-Have |students |brainstorm |the |detailed, |step-by-step |procedures |for |creating |a |garden.
-Ask |questions |to |help |students |describe |which |garden |plants |they |like |most.
, -Use |co-shaping |to |help |students |develop |responses |to |questions |about |the |steps |involved |in |
planting |a |garden. |- |correct |answer |--Have |students |brainstorm |the |detailed, |step-by-step |
procedures |for |creating |a |garden.
-Use |co-shaping |to |help |students |develop |responses |to |questions |about |the |steps |involved |in |
planting |a |garden
Which |activity |is |an |example |of |developing |good |listening |and |speaking |skills |for |fifth |graders?
-Build |on |others' |talk |in |conversations |by |linking |their |comments |to |the |remarks |of |others.
-Ask |and |answer |questions |about |what |a |speaker |says |to |gather |additional |information |or |clarify |
something |that |is |not |understood.
-Summarize |the |points |a |speaker |makes |and |explain |how |each |claim |is |supported |by |reasons |and |
evidence.
-Continue |a |conversation |through |multiple |exchanges. |- |correct |answer |-Summarize |the |points |a |
speaker |makes |and |explain |how |each |claim |is |supported |by |reasons |and |evidence
Which |lesson |plan |activity |will |help |third-grade |students |learn |the |meaning |of |unknown |words |
while |developing |their |oral |language |and |speaking |skills? |- |correct |answer |-Divide |students |into |
small |groups |and |have |them |dramatize |the |meanings |of |new |words |by |putting |the |words |in |the |
context |of |simple |skits
A |reading |and |writing |activity |where |students |use |a |diagram |to |show |relationships |among |words |or
|ideas
Graphic |organizers
Quick |writes
Exit |cards
Anticipation |guides
KWL |charts |- |correct |answer |-Graphic |organizers
An |end-of-class |activity |where |students |respond |to |two |or |three |open-ended |prompts |about |the |
day's |lesson
Which |strategy |appropriately |introduces |and |reinforces |new |vocabulary |for |elementary |students?
Word |sorts
Cloze |activities
Mnemonic |devices
High-frequency |word |memorization |- |correct |answer |-Word |sort
Which |activity |models |developmentally |appropriate |writing |instruction |for |fifth-grade |students? |
-Teaching |early |literacy |skills |through |literature |discussion |groups.
-Teaching |SQ3R |(survey, |question, |read, |recite, |and |review) |through |analysis |of |basal |readers.
-Teaching |revising |by |having |students |peer |review |their |short |stories.
-Teaching |spelling |by |having |students |search |their |literature |books |for |unknown |words |with |the |
CVCe |(consonant, |vowel, |consonant |with |a |silent |e) |pattern. |- |correct |answer |-Teaching |revising |by |
having |students |peer |review |their |short |stories
A |teacher |creates |a |lesson |plan |to |teach |the |steps |involved |in |planting |a |garden. |The |teacher |
would |also |like |to |develop |the |students' |writing.
Which |two |teaching |strategies |should |be |integrated |into |this |lesson |plan |to |meet |the |teacher's |
objectives?
Choose |2 |answers.
-Have |students |create |a |graphic |organizer |that |labels |the |parts |of |a |plant.
-Have |students |brainstorm |the |detailed, |step-by-step |procedures |for |creating |a |garden.
-Ask |questions |to |help |students |describe |which |garden |plants |they |like |most.
, -Use |co-shaping |to |help |students |develop |responses |to |questions |about |the |steps |involved |in |
planting |a |garden. |- |correct |answer |--Have |students |brainstorm |the |detailed, |step-by-step |
procedures |for |creating |a |garden.
-Use |co-shaping |to |help |students |develop |responses |to |questions |about |the |steps |involved |in |
planting |a |garden
Which |activity |is |an |example |of |developing |good |listening |and |speaking |skills |for |fifth |graders?
-Build |on |others' |talk |in |conversations |by |linking |their |comments |to |the |remarks |of |others.
-Ask |and |answer |questions |about |what |a |speaker |says |to |gather |additional |information |or |clarify |
something |that |is |not |understood.
-Summarize |the |points |a |speaker |makes |and |explain |how |each |claim |is |supported |by |reasons |and |
evidence.
-Continue |a |conversation |through |multiple |exchanges. |- |correct |answer |-Summarize |the |points |a |
speaker |makes |and |explain |how |each |claim |is |supported |by |reasons |and |evidence
Which |lesson |plan |activity |will |help |third-grade |students |learn |the |meaning |of |unknown |words |
while |developing |their |oral |language |and |speaking |skills? |- |correct |answer |-Divide |students |into |
small |groups |and |have |them |dramatize |the |meanings |of |new |words |by |putting |the |words |in |the |
context |of |simple |skits
A |reading |and |writing |activity |where |students |use |a |diagram |to |show |relationships |among |words |or
|ideas
Graphic |organizers
Quick |writes
Exit |cards
Anticipation |guides
KWL |charts |- |correct |answer |-Graphic |organizers
An |end-of-class |activity |where |students |respond |to |two |or |three |open-ended |prompts |about |the |
day's |lesson
