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ORELA Elementary Education (NT102) study materials
ORELA Elementary Education (NT102) study resources

ORELA Elementary Education (NT102) practice questions

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Question 1Subtest I

A first-grade teacher wants students to understand that spoken words are made up of individual sounds. Which activity most directly develops phonemic awareness?

  1. Writing the word 'cat' three times in a journal
  2. Segmenting the word 'cat' into /k/ /a/ /t/ Correct answer.
  3. Matching the letter c to a picture of a cat
  4. Reading a sentence containing the word 'cat' aloud

Explanation

Phonemic awareness is the ability to notice and manipulate individual sounds in spoken words, and segmenting 'cat' into three phonemes is a purely oral task that targets exactly that skill. Letter matching and writing involve phonics and orthography rather than sound manipulation.

Question 2Subtest I

A student writes 'I want to go outsid.' The teacher's best instructional response is to:

  1. tell the student to use a spell-checker for all future writing
  2. have the student underline the misspelled word and rewrite it correctly Correct answer.
  3. reduce the student's writing assignments until spelling improves
  4. ignore the error and focus only on the story's content

Explanation

Drawing the student's attention to the specific misspelling and having them correct it provides focused feedback within authentic writing. Ignoring errors entirely or removing writing tasks deprives the student of practice and feedback.

Question 3Subtest I

Which classroom practice best supports vocabulary development for English learners in an elementary classroom?

  1. Requiring students to use new words only in written form
  2. Assigning a dictionary definition list to memorize overnight
  3. Limiting new vocabulary to one word per month
  4. Providing explicit instruction in word meanings along with visuals and repeated exposure Correct answer.

Explanation

Effective vocabulary instruction for English learners combines explicit teaching of meaning with visual support and multiple exposures in varied contexts. Rote memorization of definitions and restricting output modes do not build deep word knowledge.

Question 4Subtest I

A teacher reads a story aloud and pauses to ask, 'What do you think will happen next?' This question primarily develops which comprehension skill?

  1. Summarizing
  2. Identifying the main idea
  3. Making predictions Correct answer.
  4. Comparing and contrasting

Explanation

Asking students to anticipate upcoming events requires them to use clues from the text to form predictions. Main idea, comparison, and summary tasks all require processing content already read rather than anticipating future content.

Question 5Subtest I

A second-grade student writes 'I went to the park with my dog.' Which convention of standard English does this sentence demonstrate?

  1. Correct use of a period to end a declarative sentence Correct answer.
  2. Correct use of a colon
  3. Correct use of quotation marks
  4. Correct use of a comma in a compound sentence

Explanation

The sentence is a declarative statement that ends with a period, which is the standard end punctuation for such sentences. It contains no compound structure, quotation, or list requiring the other marks.

Question 6Subtest I

Which of the following is an example of a formative assessment in a literacy classroom?

  1. A running record taken during guided reading to guide next steps Correct answer.
  2. A final report card grade in reading
  3. An end-of-year portfolio review
  4. A statewide standardized reading test given in spring

Explanation

Formative assessment occurs during instruction to inform teaching decisions, and a running record taken during guided reading serves exactly that purpose. Standardized tests, report cards, and end-of-year reviews are summative measures of learning after instruction.

Question 7Subtest I

A kindergarten teacher uses rhyming songs and clapping syllables. These activities primarily support:

  1. letter formation
  2. reading fluency
  3. spelling accuracy
  4. phonological awareness Correct answer.

Explanation

Rhyming and syllable clapping are phonological awareness tasks that focus on the sound structure of language at the word and syllable level. They do not address letter formation, fluent reading, or spelling.

Question 8Subtest I

A teacher wants students to learn the meaning of the word 'fragile.' Which instructional approach best promotes deep understanding?

  1. Listing the word on a spelling test
  2. Showing a picture of a fragile object and discussing examples and non-examples Correct answer.
  3. Having students copy the dictionary definition five times
  4. Telling students to look up the word at home

Explanation

Discussing examples and non-examples with visual support helps students build a rich, usable concept of a word. Copying definitions and unrelated spelling tasks do not support conceptual understanding of meaning.

Question 9Subtest I

A third-grade student reads aloud accurately but slowly and without expression. Which area should the teacher target first?

  1. Vocabulary breadth
  2. Reading fluency, including prosody and rate Correct answer.
  3. Alphabetic principle
  4. Phonemic awareness

Explanation

Accurate but slow, expressionless reading is the classic profile of a fluency need involving rate and prosody. Phonemic awareness and alphabetic principle are foundational skills the student already demonstrates by reading accurately.

Question 10Subtest I

A teacher is planning a lesson on identifying the theme of a story. Which activity best supports this objective?

  1. Asking students to count the number of paragraphs
  2. Asking students to list every character in the story
  3. Having students copy the story's first paragraph
  4. Guiding students to discuss what lesson the characters learned and how events support it Correct answer.

Explanation

Theme is the underlying message or lesson of a text, so discussing what characters learned and connecting it to events supports theme identification. Listing characters or copying text addresses surface features rather than meaning.

Question 11Subtest I

A student writes: 'Me and my friend goed to the store.' Which statement best describes the errors?

  1. The student confuses singular and plural nouns
  2. The student uses correct grammar but incorrect spelling
  3. The student omits a necessary conjunction
  4. The student uses nonstandard pronoun case and overgeneralizes a past-tense rule Correct answer.

Explanation

'Me and my friend' reflects nonstandard pronoun case, and 'goed' shows overgeneralization of the regular past-tense -ed rule to an irregular verb. The errors concern grammar and morphology rather than spelling, plurality, or conjunctions.

Question 12Subtest I

A teacher wants to build students' background knowledge before reading an informational text about volcanoes. Which approach is most effective?

  1. Showing a short video and discussing key concepts and vocabulary beforehand Correct answer.
  2. Telling students to read the text twice
  3. Assigning the text as homework without discussion
  4. Asking students to guess what the text is about

Explanation

Building background knowledge through multimedia and discussion prepares students to comprehend new content and vocabulary. Repeated reading or unsupervised homework does not supply missing prior knowledge.

Question 13Subtest I

Which of the following best describes the purpose of a K-W-L chart in an elementary classroom?

  1. To assess spelling accuracy
  2. To record final grades for a unit
  3. To activate prior knowledge and set purposes for reading Correct answer.
  4. To organize a spelling list

Explanation

A K-W-L chart records what students know, want to know, and learned, which activates prior knowledge and sets purposes for reading. It is an instructional comprehension tool, not a grading or spelling instrument.

Question 14Subtest I

A student consistently substitutes 'b' for 'd' when writing. Which instructional focus is most appropriate?

  1. Increasing the length of writing assignments
  2. Explicit practice distinguishing similar letter forms through multisensory activities Correct answer.
  3. Assigning more reading homework
  4. Reducing the use of handwriting instruction

Explanation

Reversing similar letter forms is a common developmental issue best addressed with explicit, multisensory practice that helps students discriminate the letters. Increasing workload or reducing instruction does not target the specific confusion.

Question 15Subtest I

A teacher asks students to retell a story using a beginning-middle-end frame. This activity primarily supports:

  1. narrative comprehension and sequencing Correct answer.
  2. spelling irregular words
  3. phonemic awareness
  4. decoding multisyllabic words

Explanation

Retelling with a beginning-middle-end frame requires students to comprehend narrative structure and sequence events. It does not target sound awareness, decoding, or spelling.

Question 16Subtest I

A teacher notices that a student can decode individual words but struggles to understand a paragraph. This pattern suggests a need in:

  1. letter-sound correspondence
  2. reading comprehension strategies Correct answer.
  3. phonemic awareness
  4. handwriting fluency

Explanation

When decoding is intact but meaning breaks down at the paragraph level, the student needs support in comprehension strategies such as monitoring, questioning, and summarizing. The foundational skills of decoding and phonemic awareness are already present.

Question 17Subtest I

A teacher uses a think-aloud while reading a passage. The primary purpose of this strategy is to:

  1. model the cognitive processes skilled readers use to construct meaning Correct answer.
  2. increase reading speed
  3. assess students' spelling knowledge
  4. test students' memory of facts

Explanation

A think-aloud makes the invisible reasoning of skilled reading visible, modeling strategies such as questioning and monitoring understanding. It is not an assessment of spelling, speed, or factual recall.

Question 18Subtest I

Which sentence uses commas correctly in a list within an elementary writing context?

  1. We packed sandwiches, apples and, water bottles.
  2. We packed, sandwiches, apples and water bottles.
  3. We packed sandwiches apples, and water bottles.
  4. We packed sandwiches, apples, and water bottles. Correct answer.

Explanation

Commas separate items in a series, and the standard pattern places a comma after each item before the conjunction. The other options misplace commas, separating a verb from its object or inserting them incorrectly.

Question 19Subtest I

A teacher administers a phonics inventory and finds a student knows short vowels but not consonant digraphs. The best next instructional step is to:

  1. focus on reading comprehension only
  2. provide explicit instruction and practice with digraphs such as sh, ch, and th Correct answer.
  3. begin teaching multisyllabic word strategies
  4. move the student to independent chapter books

Explanation

Assessment data should drive instruction toward the specific skill gap, which here is consonant digraphs. Moving ahead to advanced skills or comprehension-only instruction would leave the gap unaddressed.

Question 20Subtest I

A teacher wants to support a student who struggles with spelling multisyllabic words. Which approach is most effective?

  1. Encouraging students to skip difficult words
  2. Having students write each word in a single context
  3. Teaching syllable patterns and having students segment words by syllable Correct answer.
  4. Asking students to memorize whole words without analysis

Explanation

Multisyllabic spelling improves when students learn syllable patterns and break words into manageable parts. Memorizing whole words without analysis or avoiding difficult words does not build transferable spelling skill.

Question 21Subtest I

A second-grade teacher observes that a student reads with strong accuracy but does not self-correct when meaning breaks down. Which instructional focus best addresses this?

  1. Increasing the number of words on the spelling list
  2. Reducing the amount of text the student reads
  3. Teaching self-monitoring strategies such as asking 'Does that make sense?' Correct answer.
  4. Assigning more handwriting practice

Explanation

A reader who does not notice meaning breakdown needs self-monitoring instruction that prompts checking for sense. Spelling and handwriting tasks do not address comprehension monitoring, and reducing text limits practice.

Question 22Subtest I

A teacher is selecting a text for a small group of students reading below grade level. Which criterion is most important?

  1. The text offers high interest and manageable decoding demands with some instructional challenge Correct answer.
  2. The text contains no unfamiliar vocabulary
  3. The text is the longest available in the classroom library
  4. The text matches the grade-level anthology exactly

Explanation

Texts for struggling readers should balance interest, manageable decoding, and enough challenge to promote growth. Length, exact grade-level match, and total absence of unfamiliar words are not sound selection criteria.

Question 23Subtest I

A student's writing shows strong ideas but frequent run-on sentences and missing punctuation. Which instructional priority best supports the student's growth?

  1. Additional reading comprehension worksheets
  2. Reducing the length of writing pieces
  3. Mini-lessons on sentence boundaries and punctuation with guided editing practice Correct answer.
  4. More time spent on spelling drills

Explanation

The student's needs are in sentence construction and conventions, so targeted mini-lessons with guided editing address the specific weaknesses. Spelling drills and comprehension worksheets do not target run-ons or punctuation.

Question 24Subtest I

A teacher analyzes a student's oral reading and notes many miscues that preserve meaning but change words. Which conclusion is most appropriate?

  1. The student needs only spelling instruction
  2. The student should stop reading aloud entirely
  3. The student has no decoding knowledge and should restart phonics instruction
  4. The student may be relying on meaning cues and should be supported in attending to print detail Correct answer.

Explanation

Meaning-preserving substitutions suggest the reader is using semantic cues but may be underusing visual information, so instruction should strengthen attention to print. Concluding there is no decoding knowledge or stopping oral reading is an overreaction.

Question 25Subtest I

A teacher plans instruction on distinguishing fact from opinion in informational text. Which activity most directly develops this skill?

  1. Having students sort statements from an article into evidence-based facts and personal judgments Correct answer.
  2. Asking students to count the article's sentences
  3. Asking students to memorize the article's vocabulary
  4. Having students copy the article's headings

Explanation

Sorting statements requires students to evaluate whether a claim can be verified with evidence or reflects a judgment, which is the core of fact versus opinion. Memorizing vocabulary and copying headings do not require that evaluation.

Question 26Subtest I

A first-grade teacher says a word slowly and asks students to push one counter into a box for each sound they hear, as in /s/ /u/ /n/ for 'sun.' This activity primarily develops which foundational reading skill?

  1. Reading fluency
  2. Phonemic awareness Correct answer.
  3. Alphabetic knowledge of letter names
  4. Vocabulary breadth

Explanation

Segmenting a spoken word into its individual sounds and representing each sound with a counter is a phonemic awareness task, because it works entirely with sounds rather than printed letters. Phonemic awareness is an auditory skill that underpins later phonics learning.

Question 27Subtest I

During a shared reading of a big book, a teacher points to the word 'cat' and asks students to say each letter's sound and then blend them. Which skill is being practiced?

  1. Using context clues to infer meaning
  2. Identifying the main idea of a text
  3. Blending phonemes using letter-sound correspondences Correct answer.
  4. Recognizing sight words by whole shape

Explanation

Saying each letter's sound and then joining them is blending, a phonics skill that uses letter-sound correspondences to decode a printed word. It differs from sight-word recognition, which relies on automatic whole-word memory.

Question 28Subtest I

A teacher plans a read-aloud of a picture book and pauses to ask, 'What do you think will happen next, and what in the story makes you think so?' This question most directly supports which comprehension skill?

  1. Making and justifying predictions Correct answer.
  2. Decoding multisyllabic words
  3. Comparing two texts on one topic
  4. Identifying the author's purpose

Explanation

Asking students to predict and to cite story evidence requires them to combine prior knowledge with text clues, which is the skill of making and supporting predictions. The justification part strengthens inferential reasoning.

Question 29Subtest I

A student writes 'I hav a dawg at home.' Which description best characterizes the spelling pattern shown?

  1. The student is reversing letters consistently
  2. The student is using a dictionary to check spelling
  3. The student is applying syllable-division rules correctly
  4. The student spells words the way they sound, using some but not all conventional patterns Correct answer.

Explanation

Invented or phonetic spelling shows a child representing sounds with known letters, as in 'hav' and 'dawg,' which reflects developing but incomplete knowledge of conventional patterns. It is a normal stage rather than a disorder.

Question 30Subtest I

A teacher wants students to learn new science vocabulary such as 'erosion,' 'deposition,' and 'weathering.' Which approach best supports durable word learning?

  1. Providing repeated exposure in varied contexts with student-friendly definitions and examples Correct answer.
  2. Assigning the words to be copied five times each
  3. Listing the words on the board without discussion
  4. Asking students to look up each word once in a glossary

Explanation

Robust vocabulary instruction involves multiple encounters with a word in meaningful contexts, along with clear definitions and examples. Copying or single glossary lookups produce shallow, short-lived learning.

Question 31Subtest I

A teacher wants to check students' understanding of a story's plot during a lesson rather than at the end of the unit. Which approach best fits that purpose?

  1. Collecting final published writing about the story weeks later
  2. Recording the unit grade in the gradebook
  3. Giving a graded end-of-unit test on the story
  4. Having students complete a quick story-map frame and reviewing it before moving on Correct answer.

Explanation

A quick story map reviewed during instruction is a formative check that lets the teacher adjust teaching immediately. End-of-unit tests and final products are summative and occur after learning.

Question 32Subtest I

A teacher notices a student reads the word 'horse' as 'house' but continues reading without noticing the sentence no longer makes sense. Which instructional focus is most appropriate?

  1. Increasing reading speed with timed drills
  2. Memorizing more sight words
  3. Self-monitoring and fix-up strategies for meaning Correct answer.
  4. Practicing letter formation

Explanation

When a reader does not notice that a miscue has broken meaning, the need is to build self-monitoring and fix-up strategies such as rereading or asking whether the sentence makes sense. Speed drills would not address the missing comprehension check.

Question 33Subtest I

A teacher asks students to read a short paragraph and then identify one sentence that states the main idea and one sentence that gives a supporting detail. Which comprehension skill is the focus?

  1. Identifying the rhyme scheme
  2. Using syllabication to decode words
  3. Making text-to-self connections
  4. Distinguishing main idea from supporting details Correct answer.

Explanation

Separating a main-idea statement from supporting details requires students to recognize how information is organized in expository text. The task targets text structure understanding, not personal response or word decoding.

Question 34Subtest I

A teacher gives students a sentence with a missing word and asks them to choose the word that fits both the grammar and the meaning, such as 'The thirsty dog ___ water from the bowl.' Which skill does this task most directly assess?

  1. Spelling irregular high-frequency words
  2. Reciting letter names fluently
  3. Segmenting words into phonemes
  4. Using semantic and syntactic cues to construct meaning Correct answer.

Explanation

Cloze tasks require the reader to use meaning (semantics) and sentence structure (syntax) together to predict a word that fits. This is a cueing and comprehension task rather than a phonics or spelling task.

Question 35Subtest I

A second-grade teacher wants to build students' oral language and listening comprehension before they can read complex texts independently. Which practice best supports that goal?

  1. Giving students a worksheet of fill-in-the-blank sentences
  2. Reading aloud rich texts above students' reading level and discussing them Correct answer.
  3. Having students copy vocabulary words from the board
  4. Assigning independent reading of grade-level chapter books

Explanation

Read-alouds of rich, challenging texts let young students access vocabulary and ideas beyond their current decoding level, and discussion builds listening comprehension. Independent reading of harder books would frustrate students who cannot yet decode them.

Question 36Subtest I

A student's oral reading shows strong accuracy and appropriate expression, but when asked to summarize the passage the student recalls only isolated facts. Which conclusion is best supported?

  1. The student requires practice in letter formation
  2. The student needs more phonics instruction on vowel teams
  3. The student decodes and reads fluently but needs support integrating ideas into a coherent summary Correct answer.
  4. The student has not yet mastered letter-sound correspondence

Explanation

Accurate, expressive reading shows fluency is in place, while difficulty summarizing indicates a comprehension need, specifically integrating ideas across a text. The pattern does not point to word-level decoding gaps.

Question 37Subtest I

A teacher wants students to compare how two texts present information about the same animal. Which graphic organizer best supports this task?

  1. A word family list
  2. A single K-W-L chart for one text
  3. A two-column comparison chart listing features from each text Correct answer.
  4. A story sequence chain for one narrative

Explanation

A comparison chart organizes parallel information from two sources, making similarities and differences visible. Sequence chains and single-text charts do not support side-by-side comparison.

Question 38Subtest I

A teacher is planning a unit on persuasive writing for third graders. Which feature should students be taught to include in an opinion piece?

  1. A clear stated opinion supported by reasons Correct answer.
  2. A story with a problem and solution
  3. A rhyming pattern at the end of each line
  4. A list of unrelated facts with no position

Explanation

An opinion piece states a clear position and supports it with reasons the reader can evaluate. Unrelated facts, narrative structure, and rhyme belong to other genres and do not meet the persuasive purpose.

Question 39Subtest I

A teacher models writing a paragraph by saying aloud, 'First I need a topic sentence, then a detail, then a closing sentence,' while composing in front of the class. Which instructional purpose does this serve?

  1. Making the invisible thinking of writing visible through modeling Correct answer.
  2. Increasing students' reading rate
  3. Building students' phonemic awareness
  4. Assessing students' spelling accuracy

Explanation

Thinking aloud while composing demonstrates the decision-making writers use, making internal processes visible so students can imitate them. This is modeling of the writing process, not an assessment or a decoding activity.

Question 40Subtest I

A teacher reviews a draft and notices the student uses 'and' repeatedly to join every sentence, producing long strings of ideas. Which revision focus is most appropriate?

  1. Reviewing letter-sound correspondences
  2. Teaching the student to write shorter single-word labels
  3. Practicing cursive handwriting
  4. Teaching varied sentence combining with appropriate conjunctions and punctuation Correct answer.

Explanation

Overusing 'and' to chain clauses signals a need for instruction in sentence combining and punctuation of compound and complex sentences. The goal is varied, correctly punctuated sentences rather than shorter fragments or handwriting practice.

Question 41Subtest I

A teacher asks students to sort words into groups such as 'words with short a' and 'words with long a' using picture cards. Which instructional purpose does this sorting serve?

  1. Developing awareness of vowel sound patterns in words Correct answer.
  2. Building background knowledge about a content topic
  3. Practicing summary writing
  4. Assessing oral reading fluency

Explanation

Sorting words by vowel sound helps students notice and generalize phonics patterns, supporting both reading and spelling. It is a word-study activity rather than a comprehension or fluency task.

Question 42Subtest I

A teacher wants to support a student whose writing contains many correctly spelled words but whose ideas are disorganized and lack a clear focus. Which instructional priority is most appropriate?

  1. Increasing handwriting legibility
  2. Planning and organizing ideas before drafting Correct answer.
  3. Building oral reading rate
  4. Practicing more spelling patterns

Explanation

When spelling is accurate but ideas are disorganized, the need is instruction in prewriting and organization, such as outlining or using graphic organizers. More spelling practice would not address the structural weakness.

Question 43Subtest I

A teacher reads a nonfiction passage aloud and asks students to raise a hand each time they hear a word that signals a cause-and-effect relationship, such as 'because' or 'as a result.' Which text structure is being taught?

  1. Problem and solution
  2. Cause and effect Correct answer.
  3. Chronological sequence
  4. Compare and contrast

Explanation

Signal words such as 'because' and 'as a result' mark cause-and-effect relationships in expository text. Teaching students to notice these signals helps them follow the text's logical structure.

Question 44Subtest I

A teacher wants to help students use context to figure out an unfamiliar word in an informational text. Which teacher prompt best supports that strategy?

  1. 'Skip the word and keep reading quickly.'
  2. 'Read the sentences around the word and think about what would make sense here.' Correct answer.
  3. 'Copy the word five times in your notebook.'
  4. 'Sound out each letter of the word slowly.'

Explanation

Using context means examining surrounding sentences for clues to a word's meaning, so the prompt should direct attention to the sentences around the word. Sounding out letters addresses pronunciation, not meaning.

Question 45Subtest I

A teacher assesses a student's writing and finds strong ideas and voice but frequent errors in capitalization and end punctuation. Which next step is best?

  1. Assigning more free writing without revision
  2. Increasing the length of assigned essays
  3. Teaching editing routines focused on capitalization and end punctuation Correct answer.
  4. Focusing instruction on spelling multisyllabic words

Explanation

Errors in capitalization and end punctuation call for explicit editing instruction and practice with a proofreading routine. Adding more writing without revision or lengthening essays would not build the needed conventions.

Question 46Subtest I

A teacher wants students to learn to distinguish fact from opinion while reading an article about recycling. Which task most directly develops that skill?

  1. Copying the article's headings into a notebook
  2. Reading the article twice for fluency
  3. Underlining statements that can be proven and circling statements that express a viewpoint Correct answer.
  4. Listing all the multisyllabic words in the article

Explanation

Distinguishing fact from opinion requires judging whether a statement can be verified or reflects a belief or judgment. A sorting task that asks students to mark provable versus viewpoint statements directly practices that judgment.

Question 47Subtest I

A teacher plans instruction on inflectional endings and wants students to read and spell words such as 'jumping,' 'walked,' and 'boxes.' Which concept should the teacher explicitly teach?

  1. How to identify the main idea of a story
  2. How to use a glossary to find word meanings
  3. How adding endings changes words and when spelling changes occur, such as doubling or adding -es Correct answer.
  4. How to compare two versions of a fairy tale

Explanation

Inflectional endings require students to understand how suffixes change meaning and how base words change in spelling, such as adding -es after certain endings. This is a word-structure concept rather than a comprehension skill.

Question 48Subtest I

A teacher wants to strengthen students' ability to write a coherent multi-paragraph informational report. Which scaffolding is most appropriate?

  1. Asking students to write without any planning or draft
  2. Assigning a narrative story instead
  3. Providing a planning template with sections for introduction, key facts, and conclusion Correct answer.
  4. Giving a spelling test on report vocabulary

Explanation

A planning template that maps the parts of an informational report helps students organize facts logically across paragraphs. Writing without planning or switching genres would not build report structure.

Question 49Subtest I

A teacher analyzes a student's oral reading and notes that the student reads accurately but word by word, with long pauses and flat expression. Which instructional focus best addresses this pattern?

  1. Building fluency through repeated reading with attention to phrasing and expression Correct answer.
  2. Teaching new content vocabulary
  3. Practicing summary writing
  4. Reviewing letter-sound correspondences

Explanation

Word-by-word reading with flat expression indicates that fluency, specifically phrasing and prosody, needs development even though accuracy is strong. Repeated reading with modeling of phrasing targets that need directly.

Question 50Subtest I

A teacher wants to help students understand how an author uses reasons and evidence to support a point in a short argumentative text. Which activity best develops that analysis?

  1. Having students identify the author's claim and mark each reason that supports it Correct answer.
  2. Having students memorize the text's vocabulary words
  3. Having students illustrate the text's setting
  4. Having students read the text aloud for speed

Explanation

Analyzing an argument requires locating the claim and evaluating which reasons and evidence support it. The other activities address vocabulary, fluency, or illustration rather than argument structure.