The following accounts of a sporting event were written by two different authors. Account 1: On Tuesday, the amazing Wildcats triumphed over the lowly Hawks with a hard-won victory. While the helpless Hawks fought valiantly throughout the game, their offense could not compete with the Wildcats' powerhouse defense, ultimately giving the Wildcats a 37-14 win. Account 2: The Wildcats played unfairly throughout the game, which led to their undeserved victory over the Hawks on Tuesday night. The Wildcats' defense would have incurred many penalties had the referees noticed their tactics. Luck, rather than skill, gave them a lopsided win they did not deserve.
In evaluating the differences between the two accounts, a reader can infer that
- A. the authors share a common point of view
- B. the authors are likely sports journalists for the same newspaper
- C. the authors each supported a different team in the game described
- D. the authors recognized that the referees of the game favored the Hawks
Correct Answer & Rationale
Correct Answer: C
In evaluating the differences between the two accounts, it can be inferred that the authors each supported a different team in the game described. This perspective often leads to varying interpretations of key moments and decisions, reflecting their biases. Option A is incorrect because sharing a common point of view would result in similar accounts, which contradicts the premise of differences. Option B assumes a professional relationship that is not supported by the text; different viewpoints suggest they may not be affiliated. Option D implies a shared judgment about the referees, which does not align with the distinct perspectives presented in their accounts.
In evaluating the differences between the two accounts, it can be inferred that the authors each supported a different team in the game described. This perspective often leads to varying interpretations of key moments and decisions, reflecting their biases. Option A is incorrect because sharing a common point of view would result in similar accounts, which contradicts the premise of differences. Option B assumes a professional relationship that is not supported by the text; different viewpoints suggest they may not be affiliated. Option D implies a shared judgment about the referees, which does not align with the distinct perspectives presented in their accounts.
Other Related Questions
Which of the following is the best description of repeated reading as an instructional strategy?
- A. A student reads a passage aloud with corrections until he or she can read it fluently.
- B. A teacher reads a passage aloud until the student feels comfortable enough to attempt it.
- C. A student independently reads a passage aloud two to three times to demonstrate mastery.
- D. A teacher reads a passage aloud one line at a time with the student repeating each line.
Correct Answer & Rationale
Correct Answer: C
Repeated reading involves a student independently reading a passage multiple times to achieve fluency and comprehension, making option C the best description. This strategy allows learners to practice and reinforce their skills, leading to improved reading proficiency. Option A incorrectly emphasizes the role of corrections during reading, which can detract from fluency. Option B focuses on teacher-led reading, which does not align with the independent practice central to repeated reading. Option D suggests a choral approach, which may not provide the same level of individual practice necessary for mastery.
Repeated reading involves a student independently reading a passage multiple times to achieve fluency and comprehension, making option C the best description. This strategy allows learners to practice and reinforce their skills, leading to improved reading proficiency. Option A incorrectly emphasizes the role of corrections during reading, which can detract from fluency. Option B focuses on teacher-led reading, which does not align with the independent practice central to repeated reading. Option D suggests a choral approach, which may not provide the same level of individual practice necessary for mastery.
Which of the following statements best explains the impact of fluency on comprehension?
- A. Students who read at a very fast rate are more likely to comprehend what they read.
- B. Students who decode slowly exhibit better overall comprehension.
- C. Students who fluently reread familiar books repeatedly demonstrate greater comprehension.
- D. Students who attend to punctuation and decode words fluently have increased comprehension.
Correct Answer & Rationale
Correct Answer: D
Fluency significantly enhances comprehension by allowing readers to focus on meaning rather than decoding. Option D highlights that attending to punctuation and decoding words fluently enables students to process text more efficiently, leading to improved understanding. Option A is misleading; while speed can play a role, it doesn't guarantee comprehension. Fast readers may overlook meaning. Option B suggests that slow decoding leads to better comprehension, which is not necessarily true; slow readers may struggle to grasp overall meaning due to cognitive overload. Option C, while true in some contexts, lacks the broader applicability of fluency in diverse texts.
Fluency significantly enhances comprehension by allowing readers to focus on meaning rather than decoding. Option D highlights that attending to punctuation and decoding words fluently enables students to process text more efficiently, leading to improved understanding. Option A is misleading; while speed can play a role, it doesn't guarantee comprehension. Fast readers may overlook meaning. Option B suggests that slow decoding leads to better comprehension, which is not necessarily true; slow readers may struggle to grasp overall meaning due to cognitive overload. Option C, while true in some contexts, lacks the broader applicability of fluency in diverse texts.
The collaboration activity is known as
- A. think-pair-share
- B. literature circles
- C. fishbowl discussion
- D. jigsaw strategy
Correct Answer & Rationale
Correct Answer: D
The jigsaw strategy effectively promotes collaboration by dividing a topic into sections, allowing each student to become an "expert" on their part and then share their knowledge with peers. This method encourages active participation and fosters a sense of responsibility among students. Think-pair-share (A) involves individual reflection followed by partner discussion, but lacks the comprehensive teamwork aspect. Literature circles (B) focus on reading comprehension in small groups, while fishbowl discussions (C) emphasize observation and participation but do not require the same level of collaborative learning as jigsaw. Each of these methods has its merits, but none match the collaborative depth of the jigsaw strategy.
The jigsaw strategy effectively promotes collaboration by dividing a topic into sections, allowing each student to become an "expert" on their part and then share their knowledge with peers. This method encourages active participation and fosters a sense of responsibility among students. Think-pair-share (A) involves individual reflection followed by partner discussion, but lacks the comprehensive teamwork aspect. Literature circles (B) focus on reading comprehension in small groups, while fishbowl discussions (C) emphasize observation and participation but do not require the same level of collaborative learning as jigsaw. Each of these methods has its merits, but none match the collaborative depth of the jigsaw strategy.
Which of the following statements is true?
- A. In sentence 1, the word "knew" is functioning as an adverb.
- B. In sentence 1, the word "knew" is functioning as a verb.
- C. In sentence 3, the word "really" is functioning as an adjective.
- D. In sentence 3, the word "really" is functioning as a noun.
Correct Answer & Rationale
Correct Answer: B
In sentence 1, "knew" serves as a verb, indicating an action or state of being related to knowledge. This aligns with its grammatical role as a past tense verb, which expresses what someone understood or was aware of. Option A is incorrect as "knew" cannot function as an adverb; adverbs modify verbs, adjectives, or other adverbs, not serve as the main verb in a sentence. Option C misinterprets "really," which typically acts as an adverb to modify verbs or adjectives, not as an adjective itself. Option D is also incorrect since "really" does not function as a noun; it does not represent a person, place, thing, or idea.
In sentence 1, "knew" serves as a verb, indicating an action or state of being related to knowledge. This aligns with its grammatical role as a past tense verb, which expresses what someone understood or was aware of. Option A is incorrect as "knew" cannot function as an adverb; adverbs modify verbs, adjectives, or other adverbs, not serve as the main verb in a sentence. Option C misinterprets "really," which typically acts as an adverb to modify verbs or adjectives, not as an adjective itself. Option D is also incorrect since "really" does not function as a noun; it does not represent a person, place, thing, or idea.