Practice Quiz

MTEL Foundations of Reading - Question List

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46.
Before beginning a new content-area reading passage, a fourth-grade teacher asks students to think of words related to the topic of the text. The teacher writes the words on the board and then asks the students to suggest ways to group the words based on meaningful connections. The teacher also encourages them to explain their reasons for grouping particular words together. This series of activities is likely to promote the students' reading development primarily by helping them:
  1. Extend and reinforce their expressive and receptive vocabularies related to the text's topic.
  2. Infer the meaning of new vocabulary in the text based on word derivations.
  3. Strengthen and extend their understanding of the overall structure of the text.
  4. Verify word meanings in the text by incorporating syntactic and semantic clues into their word analysis.
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47.
A second-grade teacher is reading aloud a literary text to the class. Which of the following post-reading activities would be most likely to promote the students' comprehension of the story by enhancing their literary analysis skills?
  1. Encouraging the students to identify the key vocabulary words in the story.
  2. Discussing with the students how the characters in the story respond to major events and challenges.
  3. Asking the students to reread the story silently and respond to several literal comprehension questions.
  4. Having the students freewrite about the story in their reading response journals.
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48.
A fifth-grade teacher plans to use the passage below in a lesson focused on analyzing literary texts.

Zander told me it didn't matter what the exact rules were, or what was "fair" according to Coach. What mattered most was the team winning against Sagamore and advancing to the next level. "So, okay? You in?" he asked me.

I just looked at him without saying a word. I like Zander. He's funny, smart, popular—everything I'm not. So I wanted to say, Sure, let's do it. But I kept seeing Coach's face in my mind, like he was looking me right in the eye. 
"I don't know," I said slowly. Zander's eyes narrowed and his mouth set firmly shut. Oh, great, I thought. Now I'll have NO friends at school.

The teacher is planning text-based questions to use in a post-reading discussion about the passage. Which of the following organizing questions would most effectively prompt students' higher-order analysis of this passage? 
  1. Who says "What matters most is the team winning" and how can you tell?
  2. How does the narrator describe the character named Zander and the character referred to as Coach?
  3. How does the author use dialogue to advance the plot?
  4. How are the narrator's relationships with Zander and Coach similar and yet different?
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49.
Which of the following strategies would be most appropriate to use to promote second- grade students' ability to analyze key ideas and details in a literary text?
  1. Explicitly teaching students the key features and conventions of different literary genres.
  2. Prompting students to evaluate the significance of a story's setting with respect to its theme.
  3. Asking students text-dependent who, what, where, when, why, and how questions about story elements.
  4. Encouraging students to clarify their understanding of a story by reflecting on their personal experiences.
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50.
A fourth-grade teacher is planning a lesson focused on promoting students' recognition of distinguishing features of prose, poetry, and drama. The teacher plans to begin the lesson by having students follow along as the teacher reads aloud three short passages—a chapter from a novel, a narrative poem, and a scene from a play. Afterward, the teacher plans to lead a whole-class discussion about the passages. Which of the following post- reading activities would be most effective in helping the students prepare for the discussion and achieve the lesson's objective?
  1. Having students meet in small groups of four or five to consider the question, "Which of the three passages affected you most powerfully?"
  2. Asking students to take notes in their literature journals while they reread the three passages silently and then review their notes before the discussion.
  3. Having pairs of students use a graphic organizer to compare how major story elements such as setting, characters, and plot are conveyed in the three passages.
  4. Asking individual students to freewrite for two minutes in response to the prompt, "Which of the three passages did you like best, and why?".
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