Which grouping is NOT included in this lesson plan?

Which grouping is NOT included in this lesson plan? Group of answer choices a. Partnered b. Small-group c. Whole-class
d. Independent

Which grouping is NOT included in this lesson plan?
Module 5. English Language Learners

Quiz Instructions:

Examine the three exhibits below and then answer the questions that follow based on the exhibit information and your own knowledge: EXHIBIT 1: Class Description Mrs. Doherty teaches a ninth-grade general education English Language Arts (ELA) class in a New York State public high school.

Please make correct questions italic and underline
Thank you
Flag question: Question 1
Question 11 pts
Which grouping is NOT included in this lesson plan?
Group of answer choices
a. Partnered
b. Small-group
c. Whole-class
d. Independent

Flag question: Question 2
Question 21 pts
Students can meet the first CCSS addressed using shared computers or devices to do which of these?
Group of answer choices
a. Writing the drafts
b. Revising the drafts
c. Revision discussion
d. Exit Ticket completion

Flag question: Question 3
Question 31 pts
Based on the information provided, which would be the best approach for Mrs. Doherty to take if any of her ELL students should need both instructional activity options?
Group of answer choices
a. Teach each option in a separate class period.
b. Teach both options concurrently in one period.
c. Teach each option during half of the lesson time.
d. Teach one, assign the other as independent study

Flag question: Question 4
Question 41 pts
The lesson plan refers to a Writing Checklist incorporated in this lesson. Which of the following is most accurate about this checklist?
Group of answer choices
a. It is used specifically as part of just this lesson.
b. It is used ongoing throughout this lesson’s unit.
c. It is used to guide the students, not the teacher.
d. It is used to guide the teacher, not the students.

Flag question: Question 5
Question 51 pts
Paired Discussion of Revisions includes the teacher’s explanation that students’ discussion will give them not only peer feedback, but also peer examples of methods or revisions to try in their own work. To which part of the second set of assessed CCSS does the latter benefit in this explanation apply most?
Group of answer choices
a. Addressing a specific audience
b. Revising, editing, and rewriting
c. Addressing a specific purpose
d. Trying a new writing approach

Flag question: Question 6
Question 61 pts
During which activity does the teacher give the students guidance in consensus-building?
Group of answer choices
a. In identifying new items for the Writing Checklist
b. In deciding how to categorize new checklist items
c. In both partners’ opinions of each partner’s revisions
d. In how student revisions improve on the original drafts

Flag question: Question 7
Question 71 pts
Referring to the Exhibit 3 handout, for what writing purpose should the students use phrases like “for example” and “for instance”?
Group of answer choices
a. To add something
b. To explain something
c. To illustrate something
d. To compare two things

Flag question: Question 8
Question 81 pts
Which of the following is true about the amount of lesson time spent in classroom activities?
Group of answer choices
a. More time is spent on direct teacher instruction than on independent student revisions.
b. Students spend equal amounts of time in revising their drafts and discussing revisions.
c. Students spend more time on talking about their revisions than on revising their drafts.
d. Direct teacher instruction and independent student revision take equal lengths of time.

Flag question: Question 9
Question 91 pts
Among the following, which do students do in both paired and independent activities?
Group of answer choices
a. Discuss and make various revisions to drafts
b. Explain why their revisions improve the drafts
c. Decide on items to add to the writing checklist
d. Offer constructive criticism to their classmates

Flag question: Question 10
Question 101 pts
These exhibits include a handout on transitions but not one on syntax. What might the teacher include in her instruction about how to vary syntax by using transitional language?
Group of answer choices
a. Varying sentence complexity
b. Varying sentence lengths
c. Connecting sentences
d. Combining sentences

Flag question: Question 11
Question 111 pts
Students working on the transitions activity can use the word “consequently” to do what?
Group of answer choices
a. To indicate time
b. To show causality
c. To emphasize an idea
d. To conclude their pieces

Open Questions

Flag question: Question 12
Question 121 pts
Constructed Response Review the exhibits and then write a response around 200-250 words in length. Except for the draft example* (see below), edit the rest of your work to reflect all conventions of American English writing. Address the following in your response: a. Write a brief passage as an example* (see above) of a draft written by one of the students described in the exhibits, and another brief passage as an example of the same draft after the student has revised it. In your revision example, use either varied syntax, transitional language, or both to improve the original draft. Then write an example of a short student explanation for why the revision improves on the draft.

Flag question: Question 13
Question 131 pts
Constructed Response Review the exhibits and then write a response around 200-250 words in length. Except for the draft example* (see below), edit the rest of your work to reflect all conventions of American English writing. Address the following in your response: b. Explain how the above, as a homework assignment, will help ELL students to make their writing more effective through improving its cohesion and flow

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