MTEL Foundations of Reading

Category - Foundations of Reading

A first-grade teacher designs the following activity.

  1. Divide students into pairs. 
  2. Have the two students sit back-to-back. 
  3. Give a student in each pair a picture of a familiar object to describe. 
  4. Have the second student try to name the object based on the description. 
  5. If the second student cannot determine the target object, instruct the student describing the object to use more precise language (e.g., describing the object's color, texture, size, use). 
  6. The student pairs switch roles and repeat steps 2–5.

This activity is likely to contribute to students' literacy development primarily by:
  1. Showing them how to distinguish shades of meaning among words with similar denotations.
  2. Developing their ability to categorize words according to their function.
  3. Promoting their oral language development and listening comprehension.
  4. Encouraging them to develop their oral presentation skills.
Explanation
Correct Response: C. Option C is correct because, in the activity described, the students must convey the identifying features of an object using oral language alone. This prompts the students to use descriptive language to try to evoke a mental image of the object in the minds of their partners. Conversely, the partners must listen attentively and focus carefully on these oral language clues to visualize and make accurate deductions about the objects. Options A and B are incorrect because the focus of the activity is on describing or interpreting descriptions of real objects using language. The activity does not focus on comparing words in terms of their connotative meanings (A) or syntactic category (B). Option D is incorrect because, while precision in language is one characteristic of an effective presentation, the setting in this activity is informal and conversational, and does not rely on or promote development of presentation skills.
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