(1) I knew a lot of words, but I couldn't read a book. (2) I had a million thoughts in my head, but I couldn't share them with anybody. (3) On top of that, people didn't really expect the kids in H-5 to learn much anyway. (4) It was driving me crazy! (5) I couldn't have been much more than six when Mrs. V figured out what I needed. (6) One afternoon after school, after a snack of ice cream with caramel sauce, she flipped through the cable channels and stopped at a documentary about some guy named Stephen Hawking.
Which of the following statements is true?
- A. Sentences 1 and 2 are compound sentences.
- B. Sentences 3 and 5 are complex sentences.
- C. Sentence 1 is complex and sentence 4 is simple.
- D. Sentence 2 is complex and sentence 6 is compound.
Correct Answer & Rationale
Correct Answer: A
Option A accurately identifies that sentences 1 and 2 are compound sentences, which consist of two independent clauses joined by a coordinating conjunction. This structure allows for the combination of related ideas, making the statement true. Option B incorrectly categorizes sentences 3 and 5 as complex. Complex sentences contain an independent clause and at least one dependent clause, which does not apply here. Option C misclassifies sentence 1 as complex; it is, in fact, compound. Additionally, sentence 4 is not simple, as it may contain additional clauses. Option D mistakenly labels sentence 2 as complex and sentence 6 as compound, which misrepresents their structures.
Option A accurately identifies that sentences 1 and 2 are compound sentences, which consist of two independent clauses joined by a coordinating conjunction. This structure allows for the combination of related ideas, making the statement true. Option B incorrectly categorizes sentences 3 and 5 as complex. Complex sentences contain an independent clause and at least one dependent clause, which does not apply here. Option C misclassifies sentence 1 as complex; it is, in fact, compound. Additionally, sentence 4 is not simple, as it may contain additional clauses. Option D mistakenly labels sentence 2 as complex and sentence 6 as compound, which misrepresents their structures.
Other Related Questions
Place each of the following stages of writing development in order from beginning to most advanced.
- A. Scribbling
- B. Letter-like symbols
- C. Strings of letters
- D. Letter-sound correspondence
Correct Answer & Rationale
Correct Answer: D,C,B,A
Understanding the stages of writing development is crucial for recognizing how young learners progress. - **Letter-sound correspondence (D)** represents an advanced stage where children begin to connect sounds with specific letters, indicating a deeper understanding of language. - **Strings of letters (C)** follow, where children start to combine letters, even if not forming actual words, showing their grasp of letter formation and sequencing. - **Letter-like symbols (B)** come next; at this stage, learners create shapes that resemble letters but may not have consistent meanings. - **Scribbling (A)** is the initial stage, where children express themselves through random marks, laying the foundation for later writing. This progression highlights the increasing complexity of writing skills.
Understanding the stages of writing development is crucial for recognizing how young learners progress. - **Letter-sound correspondence (D)** represents an advanced stage where children begin to connect sounds with specific letters, indicating a deeper understanding of language. - **Strings of letters (C)** follow, where children start to combine letters, even if not forming actual words, showing their grasp of letter formation and sequencing. - **Letter-like symbols (B)** come next; at this stage, learners create shapes that resemble letters but may not have consistent meanings. - **Scribbling (A)** is the initial stage, where children express themselves through random marks, laying the foundation for later writing. This progression highlights the increasing complexity of writing skills.
Which THREE of the following words are best to use in a lesson on using roots and affixes to determine meaning?
- A. Family
- B. Review
- C. Careful
- D. Endanger
- E. Because
Correct Answer & Rationale
Correct Answer: B,C,D
Using roots and affixes to determine meaning involves analyzing the components of words. **Review (B)** contains the prefix "re-" meaning "again," allowing students to explore its meaning by breaking it down into "view" and understanding the concept of looking at something again. **Careful (C)** combines the prefix "care-" with the suffix "-ful," illustrating how adding a suffix alters the meaning to indicate being full of care. **Endanger (D)** includes the prefix "en-" meaning "to cause to be," which helps students grasp how the word conveys the idea of putting someone or something in danger. **Family (A)** and **Because (E)** do not contain clear roots or affixes that lend themselves to this type of analysis, making them less suitable for the lesson focus.
Using roots and affixes to determine meaning involves analyzing the components of words. **Review (B)** contains the prefix "re-" meaning "again," allowing students to explore its meaning by breaking it down into "view" and understanding the concept of looking at something again. **Careful (C)** combines the prefix "care-" with the suffix "-ful," illustrating how adding a suffix alters the meaning to indicate being full of care. **Endanger (D)** includes the prefix "en-" meaning "to cause to be," which helps students grasp how the word conveys the idea of putting someone or something in danger. **Family (A)** and **Because (E)** do not contain clear roots or affixes that lend themselves to this type of analysis, making them less suitable for the lesson focus.
Based on the information in the passage, which of the following is an appropriate student inference?
- A. Bradley is old.
- B. Bradley is a bully.
- C. Bradley is a good spitter.
Correct Answer & Rationale
Correct Answer: B
The inference that Bradley is a bully is supported by evidence in the passage that describes his interactions with peers in a negative light, suggesting aggressive behavior. Option A, stating that Bradley is old, lacks textual support and does not relate to his behavior or character. Option C, claiming that Bradley is a good spitter, might be inferred humorously but does not align with the serious context of bullying presented in the passage. Thus, the most logical inference focuses on Bradley's negative social interactions, indicating bullying behavior.
The inference that Bradley is a bully is supported by evidence in the passage that describes his interactions with peers in a negative light, suggesting aggressive behavior. Option A, stating that Bradley is old, lacks textual support and does not relate to his behavior or character. Option C, claiming that Bradley is a good spitter, might be inferred humorously but does not align with the serious context of bullying presented in the passage. Thus, the most logical inference focuses on Bradley's negative social interactions, indicating bullying behavior.
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.