Conns Institute of

Worthless Knowledge

1.What is expository text?

a. Text which conveys a story or which relates events or
dialog
b. Text written to explain and convey information about a
specific topic
c. Text which does not contain irregular words
d. Text usually designed to reinforce certain "rules" that
have previously been taught in phonics lessons

2. What is structural analysis?

a. Focusing on root words to decode new words, making possible for the
child to read compound words (baseball) and contractions (cant) as
single units
b. Using knowledge of the conventions of spelling-sound relationships and
knowledge about pronunciation of irregular words to derive a
pronunciation of written words.
c. An approach to reading instruction that de-emphasizes letter-sound
relationships and emphasizes recognition of words as wholes.
d. A part-to-whole phonics approach to reading instruction in which the
student learns the sounds represented by letters and letter
combinations, blends these sounds to pronounce words, and finally
identifies which phonic generalizations apply (a.k.a. inductive phonics).

3. When using a graphophonic cueing

strategy a student might ask:

a. Does it look right?

b. Does it make sense?
c. Does it sound right?
d. Does it make sense based on the title of
the book?

4. When using a syntactic cueing strategy a

student might ask:

a. Does it look right?

b. Does it make sense?
c. Does it sound right?
d. Does it make sense based on the title of
the book?

5. When using a semantic cueing strategy a

student might ask:

a. Does it look right?

b. Does it make sense?
c. Does it sound right?
d. Does it make sense based on the title of
the book?

6. What is formative assessment?

a. It demonstrates the extent of a learner's success in meeting the
assessment criteria used to gauge the intended learning outcomes of a
module or programme, and which contributes to the final mark given for
the module.
b. Achievement is judged against specific criteria. In principle no account is
taken of how other students have performed.
c. It assesses what the learner already knows and/or the nature of
difficulties that the learner might have, which, if undiagnosed, might
limit their engagement in new learning.
d. It does not contribute to the final mark given for the module; instead it
contributes to learning through providing feedback.

government into three branches?

a. The Declaration of Independence

b. The Articles of Confederation
c. The U.S. Constitution
d. The Bill of Rights

8. Who is considered the primary

author of the U.S. Constitution?
a. Thomas Jefferson
b. Benjamin Franklin
c. John Adams
d. James Madison

9. If your students are studying Abraham Lincoln, what would be some of

his contributions to American history?

a.
b.
c.
d.
e.

Expanding the powers of the Monroe Doctrine

The Gettysburg Address
The Thirteenth Amendment of the U.S. Constitution
both b and c
all of the above

10. Who famously went on a hunger strike in an effort

to pass womens suffrage?

a. Susan B. Anthony
b. Elizabeth Cady Stanton
c. Alice Paul
d. Woodrow Wilson

Answers:
1. b
2. a
3. a
4. c
5. b
6. d
7. c
8. d
9. d
10.c