WGU D677 Pre OA

WGU D677 Pre OA

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41 terms Jess 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 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.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 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?" "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.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.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.-Hand out paper and pencils for students to draw their favorite scene from the story -.Encourage students to act out scenes from the story using props and costumes.-Present a slide show with more detailed images of the story's setting and characters.Encourage students to act out scenes from the story using props and costumes.

When teaching fourth graders to identify the main idea and summarize the text of an informational article, which multisensory activity would support this standard?-Listening to a teacher-led presentation on the article's theme and summary without student engagement -Creating a poster or concept map to identify and summarize key information in the article -Individually reading the article and jotting down a summary in their journals -Using multicolored markers to highlight key information in the article to help students remember the themes Creating a poster or concept map to identify and summarize key information in the article A third-grade teacher is planning a lesson that includes the standard, "Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events."Which of the following multisensory activities aligns best with RICH (relevancy, inclusiveness, creativity, hands-on) principles and the standard?-Students participate in a role-play activity where they each embody a character from the story, discussing their traits, motivations, and feelings, and acting out key moments that influence the plot.-Students watch a video of the story and then discuss the characters' traits in pairs.-Students draw pictures of each character based on descriptions from the book.-Students are asked to color in pre-drawn pictures of the characters and list their traits.Students participate in a role-play activity where they each embody a character from the story, discussing their traits, motivations, and feelings, and acting out key moments that influence the plot.What role does structured literacy play in supporting struggling readers?-Structured literacy helps struggling readers by breaking down the reading process into manageable components and providing targeted interventions to address specific areas of difficulty.-Structured literacy may stigmatize struggling readers by highlighting their difficulties and separating them from their peers.-Struggling readers need more creative and engaging approaches to literacy instruction, rather than the structured nature of structured literacy.-Struggling readers can improve without structured literacy through exposure to a wide range of literature and language-rich experiences.Structured literacy helps struggling readers by breaking down the reading process into manageable components and providing targeted interventions to address specific areas of difficulty.