Dominique is an intermediate-level EL. Her teacher, Ms. Kang, is aware of Dominique's literacy level and wants to assess her ability to answer interpretive-level comprehension questions. After reading a story, which of the following questions should Ms. Kang ask Dominique?
"Why do you think the boy wanted to buy a gift for his friend?"
This question requires Dominique to engage in interpretive thinking, analyzing the character's motivations and emotions rather than simply recalling factual details from the story. Such questions help assess her deeper comprehension and ability to infer meaning from the text.
This question is appropriate as it prompts Dominique to think critically about the character's intentions and feelings, which aligns with her literacy level and the goal of assessing interpretive comprehension.
This question focuses on a specific recall of information rather than interpretation. While it checks for basic comprehension, it does not challenge Dominique to think beyond the text or to understand the underlying themes or character motivations.
Although this question encourages creative thinking, it may be too advanced for Dominique's current literacy level, as it requires her to hypothesize about significant changes in the narrative context. This could overwhelm her interpretive skills at this stage.
This question is reflective and requires personal opinion and reasoning but may not directly assess her understanding of the story's content or themes. It is more about her perspective rather than an analysis of the text itself.
To effectively assess Dominique's interpretive comprehension, it is essential to ask questions that require analysis of character motivations and themes. The selected question about the boy's desire to buy a gift not only aligns with her literacy level but also encourages deeper engagement with the text, fostering critical thinking skills that are vital for her development as an intermediate-level English learner.
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