Question 35

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

In the classroom activity described, Ms. Green is guiding her students to interpret and organize sentences into a coherent story, which requires them to make inferences about the narrative. Additionally, the process of rewriting the story with the use of conjunctions helps students to identify and cite evidence from the text to support their rewriting efforts.

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

This option suggests that Ms. Green is focusing on activating prior knowledge and encouraging personal connections to the text. However, while these skills are important for comprehension, the specific activity emphasizes inference and textual evidence rather than personal relevance or prior experiences.

B) draw inferences and cite textual evidence

This option accurately reflects Ms. Green's instructional goal. The task of organizing the sentences and rewriting the story requires students to draw inferences about the relationships between the sentences and to cite evidence from the text as they reconstruct the narrative cohesively.

C) activate prior knowledge and cite textual evidence

While citing textual evidence is part of the activity, this option incorrectly emphasizes activating prior knowledge as a primary focus. The activity is more centered on inference-making, as students must analyze the sentence strips to form a coherent story rather than solely relying on what they already know.

D) draw inferences and make text-to-self connections

This choice incorrectly combines inference-making with text-to-self connections. Although making inferences is a critical component of the activity, the task does not focus on personal connections to the text, but rather on reconstructing the story based on textual evidence.

Conclusion

In summary, the correct answer is B, as it directly pertains to the skills Ms. Green is modeling through the activity of organizing and rewriting sentences. The other options either misinterpret the focus of the activity or inaccurately combine unrelated skills, failing to recognize the emphasis on drawing inferences and citing textual evidence.