2026年小学英语教师招聘考试题库及答案

2026年小学英语教师招聘考试题库及答案PartI:ListeningComprehension(20points)Directions:Thispartistotestyourlisteningability.Itconsistsof2sections.Theaudiowillbeplayedtwice.Directions:Thispartistotestyourlisteningability.Itconsistsof2sections.Theaudiowillbeplayedtwice.SectionA(10points)Directions:Inthissection,youwillhear5shortdialogues.Attheendofeachdialogue,onequestionwillbeaskedaboutwhatwassaid.Boththedialoguesandquestionswillbespokenonlyonce.Aftereachquestion,therewillbeapause.Duringthepause,youmustreadthefourchoicesmarkedA,B,CandD,anddecidewhichisthebestanswer.Directions:Inthissection,youwillhear5shortdialogues.Attheendofeachdialogue,onequestionwillbeaskedaboutwhatwassaid.Boththedialoguesandquestionswillbespokenonlyonce.Aftereachquestion,therewillbeapause.Duringthepause,youmustreadthefourchoicesmarkedA,B,CandD,anddecidewhichisthebestanswer.(Audioscriptforsimulatedlisteningcontent)(Audioscriptforsimulatedlisteningcontent)1.W:Excuseme,couldyoutellmewherethelanguagelabis?I’mnewhere.M:Sure.Gostraightdownthiscorridor,turnleftattheend,andit’sthesecondroomonyourright,nexttothelibrary.Q:Whereisthelanguagelab?A.Nexttothelibrary.B.Oppositethelibrary.C.Ontheleftofthecorridor.D.Attheendofthecorridor.2.M:Whatdidyouthinkofthestory-tellingactivityinClass3?W:Thechildrenwereveryengaged.Iparticularlylikedhowtheteacherusedpuppetstomakethecharacterscomealive.Q:Whatdoesthewomanpraiseabouttheactivity?A.Thechildren'sdiscipline.B.Theteacher'suseofteachingaids.C.Thelengthofthestory.D.Thecomplexityoftheplot.3.W:Iheardyou’retryingtheflippedclassroommodelthissemester.How’sitgoing?M:It’schallengingbutrewarding.Studentswatchvideolessonsathome,andweuseclasstimefordiscussionsandprojects.Itrequiresmorepreparationfromme,though.Q:Whatdoesthemansayabouttheflippedclassroom?A.Itsaveshimpreparationtime.B.Itislesschallengingthanexpected.C.Itshiftsthefocusofclasstime.D.Thestudentsdislikewatchingvideos.4.M:Sarahseemsreluctanttoparticipateingroupworklately.Haveyounoticed?W:Yes.Ihadachatwithher.Shefeelsherideasareoftenignoredbyherteammates.Weneedtostructuregrouprolesmoreclearly.Q:WhatmightbethereasonforSarah'sreluctance?A.Shefindstheworktooeasy.B.Sheprefersindividualtasks.C.Shefeelshercontributionsarenotvalued.D.Shedoesn'tgetalongwiththeteacher.5.W:Forthevocabularytestnextweek,shouldwefocusonspellingorusageinsentences?M:I’dsuggestabalancedapproach.PerhapsSectionAonspellinganddefinitions,SectionBonfillinginblankswithcorrectwords.Q:Whatistheman'ssuggestionforthetestformat?A.Focussolelyonspelling.B.Includebothspellingandcontextualapplication.C.Testonlygrammaticalusage.D.Makeitanoraltest.SectionB(10points)Directions:Inthissection,youwillhearoneshortpassage.Thepassagewillbereadtwice.Attheendofthepassage,youwillhear5questions.Eachquestionwillbespokenonlyonce.Afteryouheareachquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA,B,CandD.Directions:Inthissection,youwillhearoneshortpassage.Thepassagewillbereadtwice.Attheendofthepassage,youwillhear5questions.Eachquestionwillbespokenonlyonce.Afteryouheareachquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA,B,CandD.(Audioscriptforsimulatedpassage)(Audioscriptforsimulatedpassage)InaprimaryschoolinFinland,atypicalEnglishlessonmightlookquitedifferentfromwhatyouexpect.Theteacher,Ms.Lehtinen,rarelystandsatthefrontlecturing.Instead,herclassroomisahubofactivity.Childrenmightbedesigningpostersforanimaginaryzoo,labelinganimalsinEnglish.OtherscouldbefilmingashortweatherforecastvideousingiPads.Thefocusisrarelyonrotememorizationofgrammarrules.Instead,languagelearningisseamlesslyintegratedintoprojects,games,andeverydaytasks.Ms.Lehtinenbelievesthatlanguageisatoolforcommunicationandcreation.Mistakesareseenasnaturalstepsinthelearningprocess,andpeercollaborationisheavilyencouraged.Assessmentiscontinuousandoftenbasedonportfoliosofstudentwork—liketheirzoopostersorweathervideos—ratherthanfrequenthigh-pressuretests.Thisapproach,rootedintheconceptof"phenomenon-basedlearning,"aimstobuildconfidenceandpracticallanguageskillsfromaveryyoungage.Questions:6.WhatisNOTacommonactivityinMs.Lehtinen'sEnglishclass?A.Studentsmemorizinggrammarrulesfromthetextbook.B.Studentsdesigningpostersforanimaginaryzoo.C.Studentsfilmingaweatherforecastvideo.D.Studentsworkingcollaborativelyonprojects.7.HowdoesMs.Lehtinenviewmistakesinlanguagelearning?A.Asfailuresthatmustbecorrectedimmediately.B.Asnaturalstepsinthelearningprocess.C.Asasignofpoorteaching.D.Assomethingtobeavoidedatallcosts.8.WhatisakeyfeatureofassessmentinthisFinnishclassroom?A.Weeklyspellingbees.B.Frequenthigh-pressurewrittenexams.C.Portfoliosofstudentprojectwork.D.Standardizedmultiple-choicetests.9.Whateducationalconceptisthisapproachrootedin?A.Grammar-translationmethod.B.Audio-lingualmethod.C.Phenomenon-basedlearning.D.Directmethod.10.Whatistheultimategoalofthisteachingapproachasdescribed?A.Topreparestudentsforgrammar-focusedentranceexams.B.Tobuildconfidenceandpracticallanguageskills.C.Toensureperfectpronunciation.D.Tocompletethetextbookasquicklyaspossible.PartII:VocabularyandGrammar(30points)Directions:ThispartistotestyourknowledgeofEnglishvocabularyandgrammaticalstructure.Itconsistsof3sections.Directions:ThispartistotestyourknowledgeofEnglishvocabularyandgrammaticalstructure.Itconsistsof3sections.SectionA:MultipleChoice(15points)Directions:ForeachofthefollowingsentencestherearefourchoicesmarkedA,B,CandD.ChoosetheONEanswerthatbestcompletesthesentence.Directions:ForeachofthefollowingsentencestherearefourchoicesmarkedA,B,CandD.ChoosetheONEanswerthatbestcompletesthesentence.11.Thenewlanguagepolicy______thateveryprimaryschoolstudentshouldhaveaccesstoatleast40minutesofEnglishinstructionperday.A.stipulatesB.wondersC.suggestsD.denies12.Whenteachingphonics,itiscrucialtohelpstudents______betweentheshortvowelsound/æ/in"cat"andthelongvowelsound/eɪ/in"cake."A.differB.distinguishC.separateD.compare13.Theteacherusedavarietyof______resources,suchasflashcards,songs,andonlinegames,tocatertodifferentlearningstyles.A.monotonousB.authenticC.multimodalD.obsolete14."IfI______you,Iwouldreviewthelessonplansmorecarefully,"thementorteacheradvisedthenovice.A.amB.wasC.wereD.be15.Bytheendofthisacademicyear,thestudents______allthebasicsightwordsforGrade4.A.willlearnB.willhavelearnedC.havelearnedD.arelearning16.Theschoolencouragesa______approachtoreading,combiningphonicsfordecodingwithwhole-languagemethodsforcomprehension.A.balancedB.biasedC.singularD.theoretical17.Notonly______thestoryinteresting,butitalsocontainedvaluablemorallessons.A.wasB.isC.didD.does18.Studentmotivationcanbe______bymakinglessonsrelevanttotheirlivesandinterests.A.heightenedB.lengthenedC.weakenedD.simplified19.Theteacheraskedthestudentstoworkinpairsanddescribethepicture______theirpartners.A.forB.withC.toD.at20.______effectiveclassroommanagement,eventhebestlessonplancanfail.A.DuetoB.ButforC.InspiteofD.WithoutSectionB:ErrorCorrection(10points)Directions:Eachofthefollowingsentenceshasonemistake.Identifytheerror(markedA,B,C,orD)andwritethecorrectformonyouranswersheet.Directions:Eachofthefollowingsentenceshasonemistake.Identifytheerror(markedA,B,C,orD)andwritethecorrectformonyouranswersheet.21.ThenumberofstudentsinourEnglishclubhaveincreasedsignificantlythisterm.ABCDError:______Correction:______22.Sheislookingforwardtoteachthenewgroupoffifthgradersaftertheholiday.ABCDError:______Correction:______23.Thebookondifferentiatedinstruction,thatIborrowedfromthelibrary,isveryinsightful.ABCDError:______Correction:______24.Hesuggestedtoimplementapeer-assessmentsystemtoencouragestudentreflection.ABCDError:______Correction:______25.It'shightimewereevaluateourapproachtoteachingvocabularytoyounglearners.ABCDError:______Correction:______SectionC:Cloze(5points)Directions:Readthefollowingshortpassage.Foreachnumberedblank,choosethebestwordfromthelistgivenbelow.Notethatthereisoneextrawordthatyoudonotneedtouse.Directions:Readthefollowingshortpassage.Foreachnumberedblank,choosethebestwordfromthelistgivenbelow.Notethatthereisoneextrawordthatyoudonotneedtouse.WordList:A.acquisitionB.effectivelyC.exposureD.immersionE.instructedF.naturalisticLanguagelearninginearlychildhoodisoftendescribedasaprocessof__26__,similartohowachildlearnstheirfirstlanguage.Thisprocessismostsuccessfulina__27__environmentwherelanguageisusedforrealcommunication.Foryounglearners,__28__tomeaningfulandcomprehensibleinputiscrucial.TeacherscancreateaclassroomthatsimulatessuchanenvironmentbyusingEnglish__29__throughouttheday,notjustduringdesignated"Englishtime."Thisapproachhelpschildrenpickuplanguagepatternssubconsciously,leadingtomore__30__andlastinglearning.PartIII:ReadingComprehension(30points)Directions:Thereare2passagesinthispart.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA,B,CandD.Youshoulddecideonthebestchoice.Directions:Thereare2passagesinthispart.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA,B,CandD.Youshoulddecideonthebestchoice.PassageOneScaffolding,aconceptoriginatingfromtheworkofpsychologistLevVygotsky,isacornerstoneofeffectiveteaching,especiallyinlanguageeducation.Itreferstothesupportivestrategiesthatateacheroramoreknowledgeablepeerprovidestohelplearnersbridgethegapbetweentheircurrentabilitiesandtheintendedlearninggoal.Thissupportistemporaryandadjustable,muchlikethescaffoldingusedinconstructingabuilding;itisputuptoaidconstructionandremovedoncethestructureisstable.InanEnglishclassroom,scaffoldingcantakemyriadforms.Forareadingtask,itmightinvolvepre-teachingkeyvocabulary,usinggraphicorganizers,orprovidingsentencestartersforawritingassignment.Duringaspeakingactivity,theteachermightmodeladialogue,usevisualprompts,orallowthinkingtimebeforerequiringananswer.Thekeyistoprovidejustenoughsupporttoenablethestudenttosucceedatatasktheycouldnotdoindependently,therebyworkingwithintheir"ZoneofProximalDevelopment"(ZPD).Asthelearner'scompetencegrows,thescaffoldingisgraduallywithdrawn—aprocessknownas"fading."Theultimateaimistofosterlearnerautonomy.Effectivescaffoldingisdynamic,responsive,andcontingentonongoingassessmentofthelearner'sneeds.Itmoveslearnersforwardwithoutcreatingdependency,empoweringthemtotacklenewchallengesontheirown.31.Whatistheprimarypurposeofscaffoldingineducation?A.Topermanentlysupportlearnerssotheyneverstruggle.B.Toprovidetemporarysupporttohelplearnersachieveagoaltheycannotreachalone.C.Toreplacetheneedforstudenteffort.D.Tosimplifyalltaskstothelowestlevel.32.Accordingtothepassage,whichofthefollowingisNOTanexampleofscaffoldinginanEnglishclass?A.Givingstudentstheanswerstoaworksheet.B.Pre-teachingvocabularybeforeareading.C.Providingatemplateforwritingapoem.D.Modelingaconversationbeforepairwork.33.The"ZoneofProximalDevelopment"(ZPD)isbestdescribedas:A.Theareaofworkastudentcandoperfectlywithouthelp.B.Thegapbetweenwhatalearnercandoaloneandwhattheycanachievewithguidance.C.Thefinalgoalofthecurriculum.D.Azonewherestudentsworkcompletelyindependently.34.Whatdoestheprocessof"fading"involve?A.Makingthelessonlessinteresting.B.Graduallyremovingtheteacher'ssupportasthelearnerbecomesmorecompetent.C.Forgettingwhatwastaught.D.Increasingthedifficultyoftasksabruptly.35.Theauthor'sattitudetowardsscaffoldingis:A.Criticalanddismissive.B.Objectiveandexplanatory.C.Ambivalentanduncertain.D.Enthusiasticandpromotional.PassageTwoTheintegrationoftechnologyinprimaryEnglishLanguageTeaching(ELT)isnolongeranoveltybutanecessity.However,itseffectivenesshingesnotonthemerepresenceofdevicesbutontheirpurposefulandpedagogicallysoundapplication.Digitaltoolsshouldenhance,notreplace,soundteachingpractices.Onesignificantbenefitisthefacilitationofpersonalizedlearning.Adaptivelearningsoftwarecanadjustthedifficultyofexercisesbasedonastudent'sperformance,providingextrapracticewhereneeded.Thisallowsteacherstobetteraddressthediverseproficiencylevelswithinasingleclassroom.Furthermore,technologyoffersunparalleledaccesstoauthenticlanguagematerials.Throughcarefullyselectedwebsites,educationalvideos,orvirtualexchangeprograms,studentscanhearvariousaccents,learnaboutdifferentcultures,anduseEnglishforgenuinepurposes,suchasresearchingatopicforaproject.Moreover,technologycanboostcreativityandcollaboration.Studentscanco-authordigitalstories,createpodcastsontopicstheycareabout,ordesignsimplepresentations.Theseprojectsintegratelanguageskillsnaturallyandproducetangibleoutcomesthatboostmotivation.Toolslikedigitalportfoliosalsostreamlineassessment,allowingteachersandstudentstotrackprogressovertimewithease.Nevertheless,challengesexist.Thedigitaldivide,teachertraining,andtheriskofpassiveconsumption(e.g.,merelywatchingvideos)arerealconcerns.Therefore,theteacher'sroleasaguideandfacilitatorbecomesevenmorecritical.Theymustcurateresources,designmeaningfultech-integratedtasks,andensurethattechnologyservesclearlearningobjectives.ThegoalistocreatedigitallyliteratelearnerswhocanuseEnglishasatooltonavigateandcreateinanincreasinglyconnectedworld.36.WhatisthemainargumentofthepassageregardingtechnologyinELT?A.Technologyshouldreplacetraditionalteachingmethodsentirely.B.Theeffectivenessoftechnologydependsonhowitisusedtosupportpedagogy.C.Technologyistoodistractingtobeusefulinprimaryclassrooms.D.Onlyexpensivetechnologyiseffectiveforlanguagelearning.37.Accordingtothepassage,howdoestechnologysupportpersonalizedlearning?A.Byallowingallstudentstoplayeducationalgamesatthesametime.B.Byreplacingtheteacherwithasoftwareprogram.C.Byenablingadaptivesoftwaretotailorexercisestoindividualstudentneeds.D.Byforcingallstudentstofollowthesameonlinecourse.38.Whichofthefollowingismentionedasabenefitoftechnologyforlanguagelearning?A.Guaranteeingperfectgrammar.B.Eliminatingtheneedfortextbooks.C.Providingaccesstoauthenticlanguageandculturalmaterials.D.Makingteachertrainingobsolete.39.Whatisapotentialchallengeassociatedwithusingtechnologyintheclassroom?A.Itmakescollaborationimpossible.B.Italwaysleadstoincreasedcreativity.C.Studentsmightuseitforpassiveconsumptionratherthanactivelearning.D.Itistooeasyforteacherstoimplement.40.Whatisthesuggestedroleoftheteacherinatechnology-enhancedclassroom?A.Apassiveobserver.B.Ameretechnicianwhofixesdevices.C.Aguidewhocuratesresourcesanddesignsmeaningfultasks.D.Someonewhoisnolongernecessary.PartIV:TeachingKnowledgeandApplication(20points)Directions:Thisparttestsyourunderstandingofteachingmethodologiesandyourabilitytoapplythem.Directions:Thisparttestsyourunderstandingofteachingmethodologiesandyourabilitytoapplythem.41.Task-BasedLanguageTeaching(TBLT)emphasizeslearningbydoing.DesignasimpleTBLTactivityforGrade5studentswiththetopic"PlanningaClassParty."DescribethePre-task,TaskCycle(Task,Planning,Report),andLanguageFocusstagesbriefly.42.DifferentiatedInstructioniskeyinmixed-abilityclasses.Areadingtextabout"TheLifeCycleofaButterfly"istoochallengingforsomeEnglishLanguageLearners(ELLs)inyourGrade4class.Listthreespecificstrategiesyoucouldusetodifferentiatethereadingprocessforthesestrugglinglearners.43.FormativeAssessmentisusedtoinforminstruction.Listfourdifferentformativeassessmenttechniques(otherthantests)thataprimaryEnglishteachercanusetocheckforunderstandingduringalessonon"DescribingPeople"(e.g.,tall,short,curlyhair,wearingglasses).44.ClassroomManagement:Duringagroupspeakingactivity,younoticetwodominantstudentsaredoingmostofthetalkingwhiletwoothersaredisengaged.Describetwoproactivestrategiesyoucouldimplementbeforethenextgroupactivitytopromotemorebalancedparticipation.PartV:Writing(20points)Directions:Writeashortessayofapproximately200wordsonthefollowingtopic.Directions:Writeashortessayofapproximately200wordsonthefollowingtopic.Topic:TheRoleofMotherTongue(L1)inPrimaryEnglish(L2)Classrooms.Someeducatorsadvocateforan"English-only"environment,whileothersbelievejudicioususeofL1cansupportlearning.Discussyourviewonthisissue,providingatleasttworeasonedargumentstosupportyourposition.AnswerKeyandDetailedExplanationsPartI:ListeningComprehension1.A.Themansaysthelanguagelabis"nexttothelibrary."2.B.Thewomanliked"howtheteacherusedpuppets,"whichareteachingaids.3.C.Themansaysclasstimeisusedfor"discussionsandprojects,"indicatingashiftfromtraditionallecture-basedfocus.4.C.ThewomansaysSarahfeels"herideasareoftenignored,"meaningshefeelshercontributionsarenotvalued.5.B.Themansuggestsatestwithasectiononspelling/definitionsandanotheronfillingblanks,indicatingabalancedapproach.6.A.Thepassagestatesthefocusis"rarelyonrotememorizationofgrammarrules,"makingAtheactivityNOTcommon.7.B.Thepassageexplicitlystates"Mistakesareseenasnaturalstepsinthelearningprocess."8.C.Assessmentis"oftenbasedonportfoliosofstudentwork."9.C.Theapproachis"rootedintheconceptof'phenomenon-basedlearning'."10.B.Theultimategoalis"tobuildconfidenceandpracticallanguageskills."PartII:VocabularyandGrammarSectionA:11.A."stipulates"(formallydemandsorspecifies)fitstheformalcontextofapolicy.12.B."distinguishbetween"isthecorrectcollocationforrecognizingdifferences.13.C."multimodal"referstousingmultiplemodesortypesofresources.14.C.Inthesubjunctivemoodforhypotheticalsituations,"were"isusedwith"I."15.B."Bytheendofthisyear"indicatesafuturetimebeforeanotherfuturepoint,requiringthefutureperfecttense"willhavelearned."16.A."balancedapproach"correctlydescribescombiningtwomethods.17.A.When"Notonly"beginsasentence,ittriggersinversion.Thesubjectis"thestory,"sothecorrectinvertedformis"was."18.A.Motivationcanbe"heightened"(increased).19.C.Wedescribesomething"to"someone.20.D."Without"effectivemanagement,thelessoncanfail,showingaconditionforfailure.SectionB:ErrorCorrection21.Error:B(have).Correction:has.Thesubject"Thenumber"issingular.22.Error:B(toteach).Correction:toteaching."Lookforwardto"isaphrasalverbwhere"to"isapreposition,requiringanounorgerund.23.Error:B(that).Correction:which.Use"which"fornon-restrictiveclauses(withcommas)."That"isforrestrictiveclauseswithoutcommas.24.Error:A(toimplement).Correction:implementing.Theverb"suggest"isfollowedbyagerundwhentheactionisbeingproposed.25.Error:A(reevaluate).Correction:reevaluated.Thestructure"It'shightime+subject+pastsimpleverb"expressesthatsomethingshouldbedonenoworsoon.SectionC:Cloze26.A.acquisition(LanguageAcquisitionisthetechnicalterm).27.F.naturalistic(similartoanaturalenvironment).28.C.exposure(Exposuretoinputisakeyconceptinlanguagelearning).29.B.effectively(UsingEnglisheffectivelythroughouttheday).30.D.immersion(Thedescribedenvironmentisanimmersiveone,leadingtonaturalisticlearning).Note:WordE"instructed"isnotused.PartIII:ReadingComprehensionPassageOne:31.B.Thecoredefinition:"supportivestrategies...tohelplearnersbridgethegap."32.A.Givinganswersdoesnotsupportlearningtodoitindependently;itbypassesthelearningprocess.33.B.ThisisthestandarddefinitionofZPD.34.B.Linkedtothescaffoldingmetaphor:supportisremovedascompetencegrows.35.B.Thetoneisexplanatory,presentingtheconceptobjectively.PassageTwo:36.B.Thethesisisinthesecondsentence:"effectivenesshinges...onpurposefulandpedagogicallysoundapplication."37.C.Stateddirectly:"Adaptivelearningsoftwarecanadjustthedifficulty...basedonastudent'sperformance."38.C.Mentionedinparagraph2:"offersunparalleledaccesstoauthenticlanguagematerials."39.C.Listedasa"risk"inthefinalparagraph:"passiveconsumption(e.g.,merelywatchingvideos)."40.C.Theconclusionstates:"theteacher'sroleasaguideandfacilitatorbecomesevenmorecritical...Theymustcurateresources,designmeaningfultech-integratedtasks."PartIV:TeachingKnowledgeandApplication41.SampleAnswer:Pre-task:Introducethetopic.Showpictures/videosofdifferentparties.Elicitandpre-teachkeyvocabulary(decorations,food,games,invite).TaskCycle:Task:Insmallgroups,studentsplanaclassparty.Theymustdecideonatheme,listneededitems(food,drinks,decorations),andplantwoactivities.Theycancreateasimpleposterorlist.Planning:Groupsprepareashortoralreportontheirplan.Teachercirculatestoadviseonlanguage.Report:Groupspresenttheirpartyplanstotheclass.Classcanvoteonthebestplan.LanguageFocus:Teacherhighlightsusefullanguageusedduringreports(e.g.,"Wedecidedon...","Wearegoingtohave...").Maydoamini-lessononfuturetense("will"/"begoingto")orcountable/uncountablenounsrelatedtofood.42.SampleStrategies:Provideasimplifiedversionofthetextwiththesamekeyconceptsbutshortersentencesandhigh-frequencyvocabulary.Provideasimplifiedversionofthetextwiththesamekeyconceptsbutshortersentencesandhigh-frequencyvocabulary.Offeranaudiorecordingofthetextsotheycanlistenwhilereading(increasedinputmodality).Offeranaudiorecordingofthetextsotheycanlistenwhilereading(increasedinputmodality).Pre-teachandvisuallyreinforce3-5essentialkeywordsfromthetext(e.g.,egg,caterpillar,chrysalis,butterfly)usingpicturesorrealiabeforereading.Pre-teachandvisuallyreinforce3-5essentialkeywordsfromthetext(e.g.,egg,caterpillar,chrysalis,butterfly)usingpicturesorrealiabeforereading.Breakthetextintosmaller,manageablechunksandhavethemreadonesectionatatimewithguidingquestions.Breakthetextintosmaller,manageablechunksandhavethemreadonesectionatatimewithguidingquestions.Useagraphicorganizer(likeasequencingchart)forthemtofillinastheyread,providingstructuralsupport.Useagraphicorganizer(likeasequencingchart)forthemtofillinastheyread,providingstructuralsupport.43.SampleFormativeAssessmentTechniques:ThumbsUp/ThumbsDown:Showpicturesofpeopleandask"Ishetall?"Studentsgiveathumbsup/down.ExitTicket:Attheendofthelesson,askstudentstodrawapersonandwriteonesentencedescribingthem(e.g.,"Shehaslonghair.").Think-Pair-Share:Poseaquestio