Difficulty: Easy

Average Score: 94%

A third-grade teacher provides students with a list of sentences to cut into strips organize into a coherent story and rewrite using conjunctions to connect them.

Ms. Green is modeling how to

Rationale

Ms. Green is modeling how to draw inferences and cite textual evidence.

In this scenario, Ms. Green is demonstrating to her students the importance of understanding the text and supporting their interpretations with specific evidence. This approach encourages critical thinking and helps students develop their comprehension skills by learning to connect ideas within a story.

A (activate prior knowledge and make text-to-self connections) YOUR ANSWER

While activating prior knowledge and making text-to-self connections are valuable strategies in teaching, they do not directly relate to the task of organizing sentences into a coherent story and using conjunctions. These strategies focus more on personal relevance and pre-existing knowledge rather than analyzing and citing evidence from the text itself.

B (draw inferences and cite textual evidence) CORRECT

This option is the correct approach as it involves teaching students to interpret the meaning of the text and back up their understanding with specific examples from the material. By modeling these skills, Ms. Green is equipping her students to engage deeply with the text while constructing a coherent narrative.

C (activate prior knowledge and cite textual evidence) YOUR ANSWER

Although citing textual evidence is part of the process, activating prior knowledge alone does not address the inferential skills needed to connect the sentences logically. This option lacks the essential focus on drawing inferences, which is crucial for understanding narrative structure.

D (draw inferences and make text-to-self connections) YOUR ANSWER

This choice includes drawing inferences, which is relevant, but making text-to-self connections diverts attention from the task at hand. The focus should be on how to structure the story and use conjunctions, rather than how the story relates personally to the students.

Conclusion

Ms. Green’s modeling of drawing inferences and citing textual evidence is essential for fostering comprehension and narrative construction skills in her students. By guiding them through the process of analyzing and supporting their understanding of the text, she prepares them to create coherent stories that effectively utilize conjunctions, enhancing their overall literacy development.

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