Study Guide

Field 179: Cherokee 
Sample Selected-Response Questions

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Test Directions for the Selected-Response Questions

This section of the test is a reading section with selected-response questions, each of which has four answer choices. Read each question and answer choice carefully and choose the  start uppercase ONE end uppercase  best answer.

Try to answer all questions. In general, if you have some knowledge about a question, it is better to try to answer it. You will  start uppercase NOT end uppercase  be penalized for guessing.

Sample Selected-Response Questions

 start bold Read the e-mail below from a professor to students; then answer the five questions that follow. end bold 

ᎣᏏᏲ ᏂᎦᏓᏊ ᏗᏣᏕᏠᏆᏍᎩ,

ᎠᏟᎢᎵᏙᎭ ᏗᏣᎸᏫᏍᏓᏁᏗ ᏗᏣᎪᏩᏛᏗ. ᎯᎠᎾ ᎪᎱᏍᏗ ᏱᏣᏛᏁᏗ: ᎠᎬᏱ, ᎦᏳᎳ ᏑᏓᎴᎩ ᏣᏑᏰᏒᎢ. ᏔᎵᏁᎢ, ᏗᏣᎳᎩ ᏕᎰᏪᎵᏍᎬ ᎭᎴᎾ. ᏣᎳᎩ ᎦᏬᏂᏍᎩ ᎯᏲᎵᎩ ᏱᎩ, ᎡᎵᏊ ᏱᏣᏍᏕᎳ ᎠᏎᏃ ᎠᏆᏚᎵᎭ ᎠᎬᏱ ᎠᏁᏟᏔᏅᎢ ᏱᏣᏛᏁᏗ ᏃᏊᎴ ᎣᏍᏓ ᏂᏨᏁᎭ ᎦᏬᏂᏍᎩ. ᎦᏬᏂᏍᎩ ᏱᏣᏍᏕᎳ, "ᏏᏉᏯ ᏧᏬᏪᎳᏅ" ᏛᏓ ᏗᏦᏪᎶᏗᎢ.

ᎯᏲᎵᎦ ᏂᎨᏒᎾ ᏱᎩ ᎦᏬᏂᏍᎩ, ᎠᏯ ᎡᎵᏊ ᏱᎬᏍᏕᎳ. ᏱᏣᏚᎵᎭ ᎬᏍᏕᎵᏗ ᏱᏓᏍᎩᏃᎯᏏ. ᏗᎩᎸᏫᏍᏓᏁᏗ ᎨᏙᎰᎢ - ᎦᎴᏂᏍᎪ ᏐᏁᎳ ᎠᏟᎢᎵᏒ ᏍᎪᎯ ᎢᎪᎯᏓ ᏃᏊᎴ ᏌᏊ ᎠᏟᎢᎵᏒ ᏦᎢ ᎢᎪᎯᏓ, ᏙᏓᏉᏅ/ᏦᎢᏁᎢᎦ/ᏧᏅᎩᎶᏍᏗᏃ. ᏔᎵᏁᎢᎦ, ᎦᎴᏂᏍᎪ ᏌᏊ ᎠᏟᎢᎵᏒ ᏅᎩ ᎢᎪᎯᏓ ᏗᎩᎸᏫᏍᏓᏁᏗ ᎨᏙᎰᎢ. ᏅᎩᏁᎢᎦ, Ꮭ ᏱᎨᏙᎰᎢ.

ᎠᏁᏟᏔᏅᎢ ᏣᏍᏆᏗᏍᏗ ᏅᏓᏕᏆ ᏦᎦᏚᏏᏁᎢ.

ᏕᎰᏪᎵᏍᎬ ᎯᏍᏆᏛᎢ ᏃᏊᎴ ᏱᏕᎭᏟᎶᏍᏓ. ᏗᏟᎶᏍᏔᏅᎢ ᏣᏍᏆᏗᏍᏗ ᎥᏍᎩᏱ ᎠᎬᏱ. ᎾᎯᏳᎢ ᏗᏣᎪᏩᏛᏗ ᎡᏍᎩᏅᏁᎸᎢ ᏓᏆᎦᏎᏍᏕᏍᏗᏃ. ᎥᏍᎩᏱ ᏣᏁᎵᏁᎢ, ᏗᏕᏠᏆᏍᏗ ᏗᏣᎪᏩᏛᏗ ᏣᏬᏂᎯᏍᏗ ᎨᏎᏍᏗ.

ᏍᎩᏃᏎᎸ ᏄᏓᎴᏊ ᎪᎱᏍᏗ ᏱᏣᏂᎬᎦ.

Competency 0003 
Demonstrate literal comprehension of a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

1. ᎾᎯᏳ ᏥᎨᏒ ᏗᏕᏲᎲᏍᎩ ᏓᏳᏅᏅ ᎠᎾᎦᎵᏍᎩ-ᎪᏪᎵ, ᏗᏕᎶᏆᏍᎩ ᎡᎵᏍᏗ ᎦᏳᎳ ᏳᎾᎢ:

  1. ᎤᏑᏰᏗ ᎤᏃᎮᏗ.
  2. ᎤᏑᏰᏗ ᎦᏬᏂᏍᎩ.
  3. ᎤᏁᎵᏔᏅ ᎤᏃᎮᏗ.
  4. ᏗᏟᎶᏍᏔᏅ.

Correct Response: A. At the beginning of the e-mail, the teacher mentions that the students should have already chosen a topic ("ᎠᎬᏱ, ᎦᏳᎳ ᏑᏓᎴᎩ ᏣᏑᏰᏒᎢ").

Competency 0003 
Demonstrate literal comprehension of a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

2. ᏓᏙᎵᎬ ᎠᎾᎦᎵᏍᎩ-ᎪᏪᎵ, ᏗᎾᏕᎶᏆᏍᎩ ᎠᎾᏓᏅᏖᏍᎬ ᏧᏂᎸᏫᏍᏓᏁᏗ ᎦᏬᏂᏍᎩ ᎠᏎ:

  1. ᏗᏕᏲᎲᏍᎩ ᏧᎾᏠᎯᏍᏗ ᎠᎬᏱ.
  2. ᏗᏓᏅᏁᏗ ᎤᏃᎮᏗ ᎠᎬᏱ.
  3. ᎪᏪᎵ ᎠᎧᎵᏏᏐᏗ ᎠᏍᏆᏗᏍᏗ.
  4. ᏂᎯ ᏔᏟᎶᏍᏓ.

Correct Response: c. At the end of the first paragraph, the professor instructs the students to complete a form if they work with a Cherokee speaker ("ᎦᏬᏂᏍᎩ ᏱᏣᏍᏕᎳ, ‘ᏏᏉᏯ ᏧᏬᏪᎳᏅ’ ᏛᏓ ᏗᏦᏪᎶᏗᎢ").

Competency 0004 
Infer meaning and analyze information from a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

3. ᏗᏓᎴᏂᏍᎬ ᎤᏓᏡᎬ ᏔᎵᏁ, ᏗᏕᏲᎲᏍᎩ ᎯᎠ ᏂᎦᏫᎢ, "ᎯᏲᎵᎦ ᏂᎨᏒᎾ ᏱᎩ ᎦᏬᏂᏍᎩ, ᎠᏯ ᎡᎵᏊ ᏱᎬᏍᏕᎳ", ᎧᏁᎢᏍᏙᏗ:

  1. ᎠᏓᏕᏯᏔᎲᏍᎩ.
  2. ᎧᏁᎢᏍᏙᏗ.
  3. ᎠᏓᏅᏫᏍᏗᏍᎩ.
  4. ᎠᏓᏕᏲᏗ.

Correct Response: b. Following the first sentence of the second paragraph, the professor rephrases the first sentence idea by stating "If you want my help, write or tell me," ("ᏱᏣᏚᎵᎭ ᎬᏍᏕᎵᏗ ᏱᏓᏍᎩᏃᎯᏏ.") and then provides a list of office hours. This information suggests that the professor will be available for help if the students did not find a Cherokee speaker to help them.

Competency 0003 
Demonstrate literal comprehension of a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

4. ᏅᎩᏁᎢᎩ ᏱᎩ, ᏗᏕᏲᎲᏍᎩ:

  1. Ꮭ ᏰᏙᎰ ᏧᎾᏕᎶᏆᏍᏗ.
  2. ᏌᎾᎴ ᏓᏕᏲᎲᏍᎪᎢ.
  3. ᏗᎾᏕᎶᏆᏍᎩ ᏓᎾᏠᏍᎪᎢ.
  4. ᏓᎪᎵᏰᏍᎪ ᎤᏂᏃᎮᏢ.

Correct Response: a. At the end of the second paragraph, the professor states that they are not "here" (meaning at school) or in the office on Thursdays ("ᏅᎩᏁᎢᎦ, Ꮭ ᏱᎨᏙᎰᎢ"), which means that they are not on campus on Thursdays.

Competency 0003 
Demonstrate literal comprehension of a variety of culturally authentic texts (e.g., e-mails, posters, Web sites, maps, graphs, periodicals, literature).

5. ᏓᏙᎵᎬ ᎠᎾᎦᎵᏍᎩ-ᎪᏪᎵ, ᎦᏙᎤᏍᏗ ᎤᎾᏑᏰᏍᏗ ᏗᎾᏕᎶᏆᏍᎩ?

  1. ᏓᏂᎪᎵᏰᏍᎪ ᎤᏂᏃᎮᏢ.
  2. ᏓᏂᎪᎵᏰᏍᎪ ᏗᎾᏕᎶᏆᏍᎩ Ꮟ ᏂᎨᏥᎪᎵᏰᏗ.
  3. ᏓᏂᏅᏍᎬ ᎤᏂᏃᎮᏗ ᏗᏟᎶᏍᏔᏅ.
  4. ᏓᏂᎪᎵᏰᏍᎬ ᏗᎾᏕᎶᏆᏍᎩ.

Correct Response: B. At the end of the fifth paragraph, the professor states that there will be a review of the most important lessons the day before the final test, but attendance is optional ("ᏗᏟᎶᏍᏔᏅᎢ ᏣᏍᏆᏗᏍᏗ ᎥᏍᎩᏱ ᎠᎬᏱ. ᎾᎯᏳᎢ ᏗᏣᎪᏩᏛᏗ ᎡᏍᎩᏅᏁᎸᎢ ᏓᏆᎦᏎᏍᏕᏍᏗᏃ. ᎥᏍᎩᏱ ᏣᏁᎵᏁᎢ, ᏗᎦᏕᏠᏆᏍᏗ ᏗᏣᎪᏩᏛᏗ ᏣᏬᏂᎯᏍᏗ ᎨᏎᏍᏗ.")

Competency 0005 
Apply knowledge of the process of language acquisition and how it relates to the language learner in the classroom.

6. Which of the following theories best explains how students' proficiency in their home language positively contributes to learning a second language?

  1. Krashen's affective filter hypothesis
  2. Vygotsky's collaborative learning hypothesis
  3. Cummins's theory of language interdependence
  4. Skinner's behaviorist theory of language acquisition

Correct Response: c. According to the theory of language interdependence, the development of a home language forms a basis for second-language learning. The home language knowledge skills (e.g., reading skills) can be transferred or applied to the process of learning the new language.

Competency 0005 
Apply knowledge of the process of language acquisition and how it relates to the language learner in the classroom.

7. Students' comprehension of a short story about the Cherokee people that is written in the Cherokee language would most significantly depend on which of the following factors?

  1. the students' motivation for reading in the target language
  2. the students' prior knowledge about the content of the text
  3. the students' knowledge of the author's biographical details
  4. the students' skills in monitoring their understanding of new vocabulary

Correct Response: b. Before having students read a short story written in Cherokee, and to promote the students' reading comprehension of the story, the teacher should make sure that the students have the necessary prior knowledge and references to understand the story. As part of a prereading activity, the teacher can assess students' prior knowledge by asking them what they know about some main themes and topics featured in the story.

Competency 0006 
Select and apply teaching and assessment strategies that provide students with opportunities to communicate in the target language in meaningful and authentic ways and that promote students' ability to make connections and comparisons and to participate in community life.

8. At the beginning of the school year, a teacher assessed students' proficiency levels in the Cherokee language. The assessment would most effectively promote students' learning by enabling the teacher to achieve which of the following goals?

  1. differentiating instruction according to students' learning strengths and needs
  2. predicting how well students' learning will develop over the course of the year
  3. establishing a safe classroom learning environment for all students
  4. informing students of their starting points in relevant areas of learning

Correct Response: a. The main purpose of this assessment is for the teacher to gather relevant information about students' proficiency levels in the Cherokee language. This information will allow the teacher to plan and differentiate instruction for each student based on their identified strengths and needs.

Competency 0006 
Select and apply teaching and assessment strategies that provide students with opportunities to communicate in the target language in meaningful and authentic ways and that promote students' ability to make connections and comparisons and to participate in community life.

9. Students in an intermediate-high-level Cherokee language class at the high-school level want to learn how to negotiate meaning in authentic situations. Which of the following activities would best allow the teacher to promote the development of this aspect of communication?

  1. leading an in-class discussion about common questions that are used to get information or clarify meaning
  2. having students write and perform role-playing skits in which they play tourists asking for directions or ordering food
  3. leading a "20 Questions" type activity in which students must ask questions and guess the identity of a fellow classmate
  4. having students take turns interviewing their classmates about weekend plans and favorite activities

Correct Response: d. In the process of talking with each other about their weekend plans and favorite activities, students must communicate information to their classmates as well as use questioning and clarification strategies to get information from their classmates. In this situation, they are using their communicative skills to negotiate meaning with one another in a situation that resembles one they might encounter outside of the classroom.