Difficulty: Medium

Average Score: 50%

A second-grade teacher shows a chart with the word job and the prefixes/suffixes en over able ed ing ful ous ly and ness.

Which question should the teacher ask to guide the students' understanding of multiple-meaning words?

Rationale

How does the illustration help us make a connection to the word “bark”?

This question encourages students to explore the multiple meanings of the word "bark" by connecting it to an illustration that likely depicts its various contexts, such as the sound a dog makes or the outer covering of a tree.

A (What word do we have if we change the “b” to “d” in “bark”?) YOUR ANSWER

This question focuses on phonetic manipulation rather than understanding multiple meanings. It asks students to think about a spelling change that results in a different word entirely, which does not support the exploration of the nuances in meaning for "bark."

B (What is the connection between a beetle and a barking dog?) YOUR ANSWER

While this question attempts to connect two meanings of "bark," it introduces an unrelated term—beetle—that may confuse students rather than clarify the multiple meanings. It diverts attention from the main goal of understanding the word's different contexts.

D (Why do you think the author writes about where beetles make homes?) YOUR ANSWER

This question shifts focus entirely to the topic of beetles and their habitats, which is irrelevant to understanding the word "bark." It does not facilitate the students’ comprehension of the word's different meanings and instead leads them away from the intended lesson.

Conclusion

To foster understanding of multiple-meaning words, it is essential to ask questions that encourage students to make connections to illustrations or contexts that highlight these meanings. Question C effectively directs attention to how visual aids can clarify the various definitions of "bark," thereby enhancing comprehension of the word in different contexts. The other options do not support this learning objective, either by being unrelated or by focusing on phonetic changes rather than meaning.

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