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A teacher is planning instruction to promote four-year-olds' development of skills related to Pennsylvania's PreK-4 learning standard about reading, analyzing, and interpreting text. With children at this developmental level, which of the following approaches to a read-aloud activity would be most appropriate for the teacher to use to develop the children's conceptual understanding of fact and opinion? A. having the children identify characters who demonstrate examples of faulty reasoning in a fable B. asking the children to decide which statements related to an article in a children's nature magazine are true or false C. helping the children tell one thing they learned from a nonfiction text D. showing the children how to differentiate between essential and nonessential information in a nonfiction children's picture book A fourth-grade teacher would like to promote reluctant readers' independent reading. Which of the following teacher strategies is likely to be most effective in achieving this goal? A. engaging students in discussions about their interests and working with the library media specialist to locate appropriate-level books on these topics B. reading aloud a variety of books from the classroom library on a regular basis and engaging students in discussions related to the read-alouds C. creating attractive displays of both fiction and nonfiction books and magazines in the classroom library and regularly inviting students to browse the displays D. providing opportunities for students to visit the school's library media center and to learn about the center's resources and organization A third-grade teacher regularly models for students how to paraphrase a portion of a text and how to pose and respond to questions that clarify or follow up on information presented in a text. These practices promote students' literacy development primarily by: A. supporting their development of dispositions and attitudes that help create a purposeful, literate environment in the classroom. B. enhancing their knowledge of the organizational structure of different types of text. C. promoting their development of self-monitoring skills that support reading and learning across the curriculum. D. fostering their ability to make connections b
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