Now the Wicked Witch of the West had but one eye, yet that was as powerful as a telescope, and could see everywhere. So, as she sat in the door of her castle, she happened to look around and saw Dorothy lying asleep, with her friends all about her. They were a long distance off, but the Wicked Witch was angry to find them in her country; so she blew upon a silver whistle that hung around her neck. At once there came running to her from all directions a pack of great wolves. They had long legs and fierce eyes and sharp teeth. -L. Frank Baum, from The Wonderful Wizard of Oz
Which of the following statements best explains the impact of the point of view of the passage?
- A. It gives the reader insight into the narrator's personal thoughts.
- B. It makes the reader feel personally involved in the action of the passage.
- C. It prompts the reader to question the reliability of the narrator.
- D. It provides the reader with direct access to a character's emotions.
Correct Answer & Rationale
Correct Answer: D
The chosen option provides direct access to a character's emotions, allowing readers to experience their feelings and motivations intimately. This connection enhances empathy and understanding of the character's journey. Option A suggests insight into the narrator's personal thoughts, which may not fully capture the emotional depth of a character. Option B implies involvement in the action, but emotional connection is more impactful than mere participation. Option C raises questions about reliability, which can detract from the emotional experience rather than enhance it. Thus, option D best encapsulates the emotional engagement offered by the passage.
The chosen option provides direct access to a character's emotions, allowing readers to experience their feelings and motivations intimately. This connection enhances empathy and understanding of the character's journey. Option A suggests insight into the narrator's personal thoughts, which may not fully capture the emotional depth of a character. Option B implies involvement in the action, but emotional connection is more impactful than mere participation. Option C raises questions about reliability, which can detract from the emotional experience rather than enhance it. Thus, option D best encapsulates the emotional engagement offered by the passage.
Other Related Questions
Which of the following is a primary source that can be used for a research paper about Abraham Lincoln?
- A. A research-based history textbook
- B. A transcript of Lincoln's inaugural address
- C. A Web site dedicated to facts about former presidents
- D. A biography of Lincoln that was written by a current historian
Correct Answer & Rationale
Correct Answer: B
Option B, a transcript of Lincoln's inaugural address, serves as a primary source because it is a direct account from Lincoln himself, reflecting his thoughts and intentions at that specific moment in history. Option A, a research-based history textbook, is a secondary source that interprets and analyzes historical events rather than presenting original documents or firsthand accounts. Option C, a website dedicated to facts about former presidents, typically compiles information from various sources, making it a secondary source as well. Option D, a biography written by a current historian, is also a secondary source that synthesizes information from primary sources to present a narrative about Lincoln's life.
Option B, a transcript of Lincoln's inaugural address, serves as a primary source because it is a direct account from Lincoln himself, reflecting his thoughts and intentions at that specific moment in history. Option A, a research-based history textbook, is a secondary source that interprets and analyzes historical events rather than presenting original documents or firsthand accounts. Option C, a website dedicated to facts about former presidents, typically compiles information from various sources, making it a secondary source as well. Option D, a biography written by a current historian, is also a secondary source that synthesizes information from primary sources to present a narrative about Lincoln's life.
In early literacy instruction, an understanding of phonics primarily helps students do which of the following?
- A. Develop an increasingly large vocabulary
- B. Learn how to recognize common sight words
- C. Develop strategies to determine the meaning of words from context
- D. Learn the skills necessary for decoding unfamiliar words
Correct Answer & Rationale
Correct Answer: D
Phonics instruction is essential for helping students learn to decode unfamiliar words by connecting sounds to letters. This foundational skill allows them to read new words independently. Option A, while important, focuses on vocabulary development, which is more related to exposure and context rather than phonics. Option B pertains to sight words, which are often memorized rather than decoded using phonics. Option C involves context clues, a strategy that complements but does not primarily rely on phonics skills. Thus, option D best captures the primary role of phonics in early literacy.
Phonics instruction is essential for helping students learn to decode unfamiliar words by connecting sounds to letters. This foundational skill allows them to read new words independently. Option A, while important, focuses on vocabulary development, which is more related to exposure and context rather than phonics. Option B pertains to sight words, which are often memorized rather than decoded using phonics. Option C involves context clues, a strategy that complements but does not primarily rely on phonics skills. Thus, option D best captures the primary role of phonics in early literacy.
A group of students work together at a literacy center where the individual letters "p," "i," and "g" are printed on card stock. One student puts the three letters together and says, "I made 'pig'!" The activity best supports which of the following reading skills?
- A. Building words with onsets
- B. Dividing words using syllabication
- C. Blending phonemes to make words
- D. Segmenting phonemes to make words
Correct Answer & Rationale
Correct Answer: C
The activity involves combining individual letters to form the word "pig," which directly supports blending phonemes. Blending is the skill of merging individual sounds to create a complete word, exemplified by the student saying "I made 'pig'." Option A, building words with onsets, focuses specifically on the initial consonant sounds, which is not the primary skill demonstrated here. Option B, dividing words using syllabication, pertains to breaking words into syllables, while this activity emphasizes merging sounds instead. Option D, segmenting phonemes, involves breaking words into their individual sounds, which is the opposite of what the student is doing in this scenario.
The activity involves combining individual letters to form the word "pig," which directly supports blending phonemes. Blending is the skill of merging individual sounds to create a complete word, exemplified by the student saying "I made 'pig'." Option A, building words with onsets, focuses specifically on the initial consonant sounds, which is not the primary skill demonstrated here. Option B, dividing words using syllabication, pertains to breaking words into syllables, while this activity emphasizes merging sounds instead. Option D, segmenting phonemes, involves breaking words into their individual sounds, which is the opposite of what the student is doing in this scenario.
A student reads a story about a talking puppy who learns a valuable lesson about being a loyal friend. The story's description best matches the characteristics of which of the following types of stories?
- A. Legends
- B. Myths
- C. Tall tales
- D. Fables
Correct Answer & Rationale
Correct Answer: D
The story of a talking puppy learning about loyalty aligns with the characteristics of fables, which often feature animals as characters and convey moral lessons. Fables are designed to teach important values in a simple and engaging manner. Legends (A) typically involve historical figures or events and do not focus on moral lessons through animal characters. Myths (B) explain natural phenomena or cultural beliefs, often involving gods or supernatural elements, rather than personal growth. Tall tales (C) are exaggerated stories about real-life characters, emphasizing humor and larger-than-life adventures rather than moral teachings.
The story of a talking puppy learning about loyalty aligns with the characteristics of fables, which often feature animals as characters and convey moral lessons. Fables are designed to teach important values in a simple and engaging manner. Legends (A) typically involve historical figures or events and do not focus on moral lessons through animal characters. Myths (B) explain natural phenomena or cultural beliefs, often involving gods or supernatural elements, rather than personal growth. Tall tales (C) are exaggerated stories about real-life characters, emphasizing humor and larger-than-life adventures rather than moral teachings.