A second-grade teacher is teaching a series of reading comprehension lessons focused on helping students recognize basic elements of story grammar. During one lesson, the teacher guides students in retelling familiar stories aloud using a story grammar chart to scaffold their retellings. The teacher's inclusion of this activity in the lesson best illustrates:
  1. A constructivist approach to teaching literary response skills.
  2. An effective strategy for providing independent practice of a newly acquired reading skill.
  3. An indirect approach to developing oral vocabulary knowledge.
  4. An effective use of an oral language activity to enhance development of a reading skill.
Explanation
Correct Response: D. The teacher's use of guided retellings (an oral language activity) using a story grammar chart as a visual support helps reinforce the students' ability to identify basic story elements in narrative texts. A is incorrect because the students in the scenario are not engaging in literary response, but rather they are developing a skill (identifying elements of story grammar) that is foundational to the development of literary analysis skills. B is incorrect because the teacher is guiding the students through a scaffolded story-retelling activity. C is incorrect because the focus of the activity is on the development of an understanding of story grammar, not on vocabulary development.
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