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Pearson Sample Questions
Ms. Woods teaches social studies to a diverse group of students, including several English-language learners (ELLs). She divides the class into groups of four to five students. Each student reads and presents the information in a different excerpt from the textbook to the other group members. Which of the following is a primary rationale for using the activity? a. Discussing expository selections improves ELLs' navigation of nonfiction text structures b. Using prior knowledge helps ELLs make connections to unfamiliar vocabulary words c. Providing a meaningful context increases ELLs' comprehension of academic language d. Requiring the use of multiple registers develops ELLs' application of the appropriate register choice - correct answer Option C is correct because structured small group conversations allow students to practice using new vocabulary through engaging in authentic interactions with other students. Option A is incorrect because all students study their own sections of the text, so they do not have help with the text structures of their excerpts. In addition, focusing on oral language does not develop knowledge of text structures, which is linked to reading skills. Option B is incorrect because students are learning new content as they read their excerpts, so there is no connection to their prior knowledge. Option D is incorrect because students use a formal register to both read and present the information. A teacher has students listen to an audio recording of a presidential speech twice. The first time, students listen and respond to the content. The second time, students evaluate the tone, inflection and pace of the recording. The primary purpose of the activity is to help students a. understand the verbal skills necessary to speak publicly. b. prepare for informal speaking opportunities. c. collaborate on improving the message of a speech. d. compare different presentation styles for speeches. - correct answer Option A is correct because the activity described helps students understand the
verbal techniques that are necessary when speaking publicly. Option B is incorrect because the students are listening to a formal presidential speech. Option C is incorrect because students are not collaborating on how to improve the speech; rather, they are responding to the content and evaluating the delivery of the message. Option D is incorrect because students are listening to only one speech and therefore not comparing speeches. To motivate middle school students in language arts, a teacher implements learning clubs in the classroom. Students have a class meeting on an assigned topic. They then work in groups to research the topic and reflect on the information they learn. Finally, they add what they have learned to a blog. The design of the learning clubs best shows that the teacher understands the importance of which of the following? a. Placing students in groups based on their individual language-arts abilities b. Allowing students to research topics that are of personal interest to them c. Developing students' literacy skills through multiple language-arts contexts d. Providing students with explicit instruction to build their oral-language proficiency
- correct answer Option C is correct because learning clubs allow students to meet in groups to discuss, reflect on and write about research topics, which all help to develop students' literacy skills. Option A is incorrect because although grouping students according to their abilities is a useful practice, the scenario does not give enough information about how the students are grouped to come to this conclusion. Option B is incorrect because the students are not choosing the topic based on their personal interests; the teacher assigns the topic. Option D is incorrect because the teacher is not providing explicit instruction, and oral language is only one component of the activity. Andre, a middle school student, is struggling to decode unfamiliar multisyllabic words. The difficulty is affecting his fluency and comprehension. Which of the following is the most effective instructional strategy to improve Andre's reading skills? a. Using cards containing common morphemes to build and segment words b. Engaging in repeated readings of independent-reading-level passages c. Participating in peer tutoring to develop sight word recognition d. Practicing and presenting an oral reading performance to a class - correct answer Option A is correct because Andre's reading skills will improve as he understands common morphemes or word parts. This understanding will help increase Andre's
the essay-writing activity does not incorporate metacognition, which involves thinking about the thinking process to better comprehend. Although students in a middle school science class are able to glean specific facts from a textbook chapter, they are unable to restate the broad concepts presented in the reading. Which of the following activities should the teacher have the students do first to address the issue? a. Summarizing the main ideas in the chapter b. Defining the important vocabulary words in the chapter c. Reading the chapter aloud with a partner d. Discussing their favorite part of the chapter - correct answer Option A is correct because summarizing the text would be the teacher's best first step to promote students' understanding of the main ideas of the text and help students restate the broad concepts of the text. Option B is incorrect because focusing on the meaning of vocabulary words would not be the first strategy to use to help students understand the broad concepts of the text. Option C is incorrect because reading aloud helps students' fluency but not their comprehension of the broad concepts of the text. Option D is incorrect because discussing their favorite part of the textbook chapter will not necessarily direct students toward the broad concepts. In fact, if students are gleaning the details, this strategy may reinforce their focus on the specific facts. Mr. Marcos decides to utilize reading journals with his students to increase their interest in reading. To accomplish the goal, it will be most effective for students to use the journals for which of the following activities? a. Taking notes about the main ideas of the text b. Recording personal reactions to the text c. Responding to a prompt about the text d. Summarizing a passage from the text - correct answer Option B is correct because the strategy allows students to interact with the text by providing their own interpretations and connections, which tends to increase interest in reading. Options A and D are incorrect because such strategies help students' comprehension rather than increase student interest in reading. Option C is incorrect because the strategy focuses on writing skills rather than increasing student interest in reading.
Use the information below to answer the questions that follow. To encourage eighth-grade students' understanding of how various genre characteristics support comprehension, Ms. Autry is preparing a genre study of traditional literature. Students will work in groups to study a cultural, historical or contemporary text of their choice. Ms. Autry is considering the most effective instructional activities to help guide her students' analysis of their chosen text. She plans for students to complete the following tasks.
- Describing the implicit themes
- Analyzing how cultural context influences theme
- Identifying stylistic elements of traditional literature To best help students achieve the first task, which of the following should Ms. Autry ask students to annotate while reading? a. Questions about the text that they do not understand b. Summaries of the plot at the end of each textual event c. Predictions about wh - correct answer Option D is correct because reviewing thoughts and feelings about events in a text will help students discover an implicit theme. Options A, B and C are incorrect because while these strategies are effective ways to increase basic comprehension, they will not directly help students discover an implicit theme. Use the information below to answer the questions that follow. To encourage eighth-grade students' understanding of how various genre characteristics support comprehension, Ms. Autry is preparing a genre study of traditional literature. Students will work in groups to study a cultural, historical or contemporary text of their choice. Ms. Autry is considering the most effective instructional activities to help guide her students' analysis of their chosen text. She plans for students to complete the following tasks.
- Describing the implicit themes
- Analyzing how cultural context influences theme
- Identifying stylistic elements of traditional literature Which of the following instructional activities would best promote students' ability to complete the second task?
An eighth-grade English teacher writes the following sentence on the board... "I talked yesterday to the kid which lives next to my grandmother." The teacher discusses with the class ways to improve the sentence. Together, they come up with the following revision... "Yesterday, I talked to the boy who lives next to my grandmother." *Competency 006—The teacher understands the conventions of writing in English and provides instruction that helps students develop proficiency in applying writing conventions. The revised sentence best demonstrates the students' ability to make corrections regarding: a. active voice. b. relative pronouns. c. adjective placement. d. verb agreement. - correct answer Option B is correct because the correction involves changing "which" to "who," which are relative pronouns. Option A is incorrect because both sentences are in the active voice; therefore, this type of correction was not made. Option C is incorrect because although there is a change involving the placement of the word "yesterday," this word is an adverb, not an adjective. Option D is incorrect because no changes were made to the verb. Use the information below to answer the questions that follow. During writing workshop, Ms. Elstak, a fourth-grade teacher, has a conference with a student, Kyle, about his personal narrative... "I went to Corpus Kristy for vacashun last summer. It was fun, while there my family and I stayed in a luckshurious hotel. The most ecksiting thing, was getting to go on a yhat bigger than the Titanick. On the last day we went fishing. My bruther Sam did not like the water very much. It was too bad becuz we spent a lot of time on boats."
Based on his writing piece, which of the following will best help Kyle improve his spelling? a. Memorizing the spelling of high-frequency words b. Sorting words that contain irregular spelling patterns c. Having a peer editor circle the misspelled words in the piece d. Applying knowledge of phonics to his spelling - correct answer Option B is correct because the majority of words the student misspelled have irregular spellings. Word sorting will help the student identify common spelling patterns (such as the prefix "ex" and the suffix "tion") that can be applied in his current and future writing. Option A is incorrect because the student spelled most high-frequency words correctly. Option C is incorrect because a peer editor may not be able to recognize all the errors in the writing piece, nor will the peer editor help the student learn ways to improve spelling. Option D is incorrect because the writing piece shows evidence that the student is using knowledge of phonics to spell the words (e.g., "shun" for "tion" in vacation). The misspelled words have irregular spellings. Use the information below to answer the questions that follow. During writing workshop, Ms. Elstak, a fourth-grade teacher, has a conference with a student, Kyle, about his personal narrative... "I went to Corpus Kristy for vacashun last summer. It was fun, while there my family and I stayed in a luckshurious hotel. The most ecksiting thing, was getting to go on a yhat bigger than the Titanick. On the last day we went fishing. My bruther Sam did not like the water very much. It was too bad becuz we spent a lot of time on boats." Which of the following grammatical concerns is present in Kyle's writing? a. A subject-verb agreement error b. A sentence fragment c. A comma splice d. A misplaced modifier - correct answer Option C is correct because a comma splice is using a comma incorrectly between two independent clauses, which Kyle does in his writing. Option A is incorrect because there is no
b. descriptive or specific example. c. cause and an effect pattern. d. sequence of events. - correct answer Option C is correct because the transitional phrases listed show a cause and effect relationship. For example, "If she does not come home by her curfew, then her mother will be angry." Options A and D are incorrect because a writer uses transitional phrases such as "first, second, last, finally" to elaborate with a list of steps or sequence of events. Option B is incorrect because a writer uses transitional phrases such as "For example," "For instance," or "This is shown when..." to elaborate using examples. Ms. Coignet notices that her students are struggling with making decisions to improve their writing. They understand how to make their stories longer, but they are leaving some parts vague. To best improve the students' revision process, Ms. Coignet should teach the students how to make use of which of the following? a. A list of sparkle words, which are more precise synonyms for the words used most frequently in their stories b. A box-and-explode strategy, in which students draw a box around a main idea in their story and then add details to expand, or explode, the main idea c. A technique for varying sentence lengths, in which students highlight the end of each sentence and count and record the total number of words in the sentence d. A checklist for the revision process to use when rereading and revising their own stories and for reading and checking a partner's story - correct answer Option B is correct because the box-and-explode strategy helps students elaborate their ideas more clearly. Option A is incorrect because even though word choice will improve the students' story, they are struggling with how to elaborate their ideas. Option C is incorrect because this activity is focused on revising sentence fluency rather than on elaboration. Option D is incorrect because although a checklist is an assessment tool to help students check if they need more revision, it will not teach the students a strategy for revising their story. A language arts teacher wants students to have an opportunity to write for an authentic audience and purpose. The assignment that best achieves the teacher's goal is writing a a. review of an imaginary movie from the point of view of a critic. b. sympathy letter to a character in a story who is in an argument with a family member.
c. letter to the principal stating a personal opinion about a school-related issue. d. front-page newspaper article about a true event in students' lives. - correct answer Option C is correct because the audience is real, and the students are writing in their own voice about a subject of personal importance. Option A is incorrect because the movie is imaginary and the audience and purpose are contrived, so the activity is not an authentic writing task. Option B is incorrect because the character in the story is not a real person, so the activity is not an authentic writing task. Option D is incorrect because front-page newspaper articles do not focus on events in students' lives, so the activity is not an authentic writing task. Competency 008—The teacher understands skills for interpreting, analyzing, evaluating and producing visual images and messages in various media and provides students with opportunities to develop skills in this area. Students in a seventh-grade English class are working in groups on a project in which they must create a computer-based slide presentation and present it to the class. Before the students begin creating their presentations, the teacher shows them examples of slides that have too much text and discusses ways to improve the slides. The activity will best help students' understanding of how to a. incorporate appropriate graphics to support the text. b. appropriately match what is said in the presentation to the slides. c. ensure that the presentation is the appropriate length. d. design the presentation slides appropriately. - correct answer Option D is correct because the teacher's discussion helps students learn ways to design their slides to be more effective. Option A is incorrect because students are exploring the features of individual slides, not how to most effectively add graphics to support the text on each slide. Option B is incorrect because the teacher is not showing an actual presentation that would demonstrate that what is said matches what is shown on the slides. Option C is incorrect because the teacher suggests ways that the topic can be presented in depth without using too much text on individual slides. The teacher is not suggesting that the presentations should be a particular length. Students in Ms. Rivera's English class express interest in the local professional football team, which has just won the national championship. The next day, Ms. Rivera presents various video clips from local and national news broadcasts about the game. She then has the students discuss the similarities and differences
author uses to convey meaning to the reader. Option D is incorrect because the questions do not ask the students to compare a variety of structures within the text. Use the information below to answer the questions that follow... Ms. Li, an English teacher, designs a discussion activity for students after they have read a chapter of a class novel. She provides students with a list of question starters that they can use to create questions for their peers. Then, Ms. Li has them ask and answer the questions in the small-group discussion.
- Describe what must have happened when (refer to a specific event from chapter and the page number).
- What do you think might happen next with (refer to a specific conflict or person and the page number)?
- How was (refer to a specific section in the chapter and the page number) similar to (refer to something you have read in the past)?
- Describe what the author means when he/she says (refer to a specific quote in the chapter and the page number).
- What changes to (refer to a character or event and the page number) would you recommend t - correct answer Option C is correct because the task requires students to make inferences or interpret the text. Option A is incorrect because the tasks do not require the students to use visualization techniques in which they would imagine being in a certain part of the text. Option B is incorrect because summarizing would be describing what happened but not interpreting what the author meant, as in question 4. Option D is incorrect because predicting is practiced through answering question number 2. Use the information below to answer the questions that follow... Ms. Li, an English teacher, designs a discussion activity for students after they have read a chapter of a class novel. She provides students with a list of question starters that they can use to create questions for their peers. Then, Ms. Li has them ask and answer the questions in the small-group discussion.
- Describe what must have happened when (refer to a specific event from chapter and the page number).
- What do you think might happen next with (refer to a specific conflict or person and the page number)?
- How was (refer to a specific section in the chapter and the page number) similar to (refer to something you have read in the past)?
- Describe what the author means when he/she says (refer to a specific quote in the chapter and the page number).
- What changes to (refer to a character or event and the page number) would you recommend t - correct answer Option B is correct because question 3 encourages students to connect and compare the text they are currently reading to other texts that they have read in the past. Options A, C and D are incorrect because questions 2, 5 and 6 only refer to the text that the students are currently reading. Use the information below to answer the questions that follow... Ms. Li, an English teacher, designs a discussion activity for students after they have read a chapter of a class novel. She provides students with a list of question starters that they can use to create questions for their peers. Then, Ms. Li has them ask and answer the questions in the small-group discussion.
- Describe what must have happened when (refer to a specific event from chapter and the page number).
- What do you think might happen next with (refer to a specific conflict or person and the page number)?
- How was (refer to a specific section in the chapter and the page number) similar to (refer to something you have read in the past)?
- Describe what the author means when he/she says (refer to a specific quote in the chapter and the page number).
- What changes to (refer to a character or event and the page number) would you recommend t - correct answer Option C is correct because this activity supports the learner by modifying content, scaffolding language and providing an authentic opportunity to listen to and respond to peers in small groups, which is beneficial for English-language learners. Option A is incorrect because the focus of this activity is not on developing an understanding of sounds of the language, which is phonemic awareness. Option B is incorrect because the teacher is neither giving explicit language instruction nor teaching students rules of language. Option D is incorrect because the focus is on comprehending the text, not analyzing and decoding the words.
Competency 007—The teacher understands that writing to communicate is a developmental process and provides instruction that promotes students' competence in written communication. During a writing conference, which of the following questions should Ms. Afzali ask to best help the stud - correct answer Option C is correct because this question leads the student to focus on the main idea of the paragraph and eliminate the distracting information in the third and fourth sentences. Option A is incorrect because the student's use of language is adequately engaging and not a major problem in the passage. Option B is incorrect because the tone is adequate for the purpose of the piece. Option D is incorrect because the passage contains no verb tense errors. Use the information below to answer the questions that follow. The students in Ms. Afzali's class have written personal narratives. Read the following excerpt from one student's narrative. "As I skulked through the door, I could smell my mamas homemade bread floating out to me from the kitchen. The warm smell of yeast wrapped around me like a warm, cozy blanket. When I was younger, I always wrapped myself in this blanket my grandma made for me whenever I was sad. That blanket always made me feel better. Being at home made me forget about the days troubles. I felt comforted by the love that I knew was waiting for me in that kitchen." Competency 007—The teacher understands that writing to communicate is a developmental process and provides instruction that promotes students' competence in written communication. Ms. Afzali could best use the student's excerpt to model the effective use of a. plot construction. b. f - correct answer Option B is correct because the use of the simile in the second sentence provides an example of the effective use of figurative language. Option A is incorrect because the excerpt does not contain a fully developed plot. Option C is incorrect because although the excerpt provides
some information about the character, it does not fully develop the character. Option D is incorrect because the excerpt uses first person limited point of view. The inside of the gingerbread man shape is labeled "Character's Name." In the top left corner above the left arm, there is a paragraph that reads, "Describe the character's feelings during one point of the story. Why did the character feel this way?" In the right corner above the right arm, there is a paragraph that reads "Describe the character's actions at a particular point of the story. What do you think caused the character's actions?" In the lower left corner under the left foot, there is a sentence that reads "What other character did the character remind you of?" In the lower right hand side under the right foot, it reads "What was one important thing that the character said? Why was it important?" Competency 009—The teacher understands the importance of study and inquiry skills as tools for learning in the content areas and promotes students' development in applying study and inquiry skills. When completin - correct answer Option B is correct because the graphic organizer requires students to locate important information. Option A is incorrect because the students are not using the graphic organizer to preview the text. Option C is incorrect because students are not asked to make predictions. Option D is incorrect because the graphic organizer is not helping students sequence the events. It focuses only on character traits. The inside of the gingerbread man shape is labeled "Character's Name." In the top left corner above the left arm, there is a paragraph that reads, "Describe the character's feelings during one point of the story. Why did the character feel this way?" In the right corner above the right arm, there is a paragraph that reads "Describe the character's actions at a particular point of the story. What do you think caused the character's actions?" In the lower left corner under the left foot, there is a sentence that reads "What other character did the character remind you of?" In the lower right hand side under the right foot, it reads "What was one important thing that the character said? Why was it important?" Competency 004—The teacher understands the importance of reading for understanding, knows components and processes of reading comprehension and teaches students strategies for improving their comprehension. The g - correct answer Option A is correct because students are learning to make inferences about the characters through the clues in the story.
- Does the website have a title? If so, what is it?
- Does the website have advertisements?
- Is the author's name and contact information on the website?
- How does the author support the main ideas?
- Does the author provide a list of sources? As an extension activity, which of the following can students also evaluate about the websites based on their findings for question 2? a. Thematic links b. Targeted a - correct answer Option B is correct because if a website has advertisements, students can determine the targeted audience by looking at the types of advertisements. Options A, C and D are incorrect because looking at a website's advertisements would not be helpful in evaluating the thematic links, historical context or figurative language. Students would need to evaluate the information given on the website. Use the information below to answer the questions that follow... Mr. Walick plans to have his seventh-grade students research a topic related to a unit on American history using online sources. He provides students with the following worksheet that they will use while searching Web-based resources.
- Does the website have a title? If so, what is it?
- Does the website have advertisements?
- Is the author's name and contact information on the website?
- How does the author support the main ideas?
- Does the author provide a list of sources? Competency 009—The teacher understands the importance of study and inquiry skills as tools for learning in the content areas and promotes students' development in applying study and inquiry skills.
To best help students answer question 4, Mr. Walick should provide them with a checklist that promotes their ability to a. identify sentence structures. b. evaluate the level o - correct answer Option D is correct because the question asks students to look at how the author supports the main ideas, which can often be determined by looking at the organizational pattern. Options A, B and C are incorrect because having students identify the sentence structures, evaluate the level of formality or find the conventional errors will not help them to focus on the way the author supports the main ideas.
