Practice Quiz

MTEL Foundations of Reading - Question List

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51.
A second-grade class includes several expanding-level (advanced) English learners. The teacher typically previews a variety of texts to help select appropriate passages for English language arts instruction. Following is an excerpt from one of the texts the teacher is considering.

Edward's and Jo's eyes met. Edward blinked. "There was a letter on the table a second ago. Where did it go?" Jo asked.

Edward shrugged. "I wouldn't know," he said.

"Don't give me that!" snapped Jo.

Edward could see that his older sister was about to blow a fuse. "No need to bite my head off," he said. "It's got to be here somewhere!" As Jo turned around to scan the room, Edward quickly took the letter from his jacket pocket and chucked it under the table.

The English learners are most likely to need support with which of the following comprehension challenges in this passage? 
  1. Decoding irregularly spelled words such as wouldn't and know.
  2. Interpreting punctuation and usage associated with written dialogue.
  3. Recognizing less commonly used words such as blinked and shrugged.
  4. Understanding idiomatic meanings of some words and phrases.
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52.
A fourth-grade class will be comparing the treatment of a similar theme, "family ties," in stories from different countries. After students read the stories independently, the teacher plans to lead close rereadings focused on the influence of culture on the target theme. Which of the following teaching preparation strategies would be most essential and effective for achieving the goals of this lesson?
  1. Dividing the stories into coherent parts (e.g., beginning, middle, end) and composing a summary of key ideas or information conveyed in each section.
  2. Identifying passages key to comprehending the basic plot of each story and particular words or phrases the authors use that might be unfamiliar to students.
  3. Defining the key story elements in each story (e.g., time, place, characters) and identifying similarities and differences between these aspects of the stories.
  4. Identifying passages in each story that are essential to understanding the author's perspective and key words or other stylistic choices that convey certain values.
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53.
Which of the following activities would be most effective for a teacher to use to promote students' strategic reading of literary texts?
  1. Giving students bookmarks that list reading comprehension strategies with brief descriptions of their features and steps for their use.
  2. Leading students in frequent small-group discussions and close readings focused on relevant strategies (e.g., skimming, rereading) to use for different academic tasks and purposes.
  3. Reminding students to practice newly learned strategies (e.g., scanning for specific details) during independent reading and then enter the strategies they used in their reading logs.
  4. Pairing students with a classmate after a reading assignment and asking them to share which reading comprehension strategies they used.
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54.
Fourth-grade students silently read an assigned text for part of the English language arts block and then meet for a small-group discussion of the text in another part of the block. During the silent reading portion, the teacher instructs students to use stick-on notes to bookmark passages where they make predictions, ask or answer questions, or encounter an unfamiliar word. In addition to anchoring the group discussions in the text, this practice benefits students primarily by increasing their:
  1. Silent reading fluency.
  2. Metacognitive awareness while reading.
  3. Level of reading enjoyment.
  4. Ability to concentrate during reading.
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55.
Some children in a kindergarten class have had limited prior exposure to storybooks read aloud and/or limited prior experiences discussing narrative texts. Their teacher wants to develop their knowledge of story structure. According to evidence-based best practices, which of the following instructional approaches is most likely to accelerate the children's understanding of the causal nature of story events?
  1. Teaching story elements explicitly, such as main character, goal or problem, and resolution, as part of the daily read-aloud.
  2. Rereading favorite stories to children and letting them dress up like the characters.
  3. Having children practice putting photocopies of pictures taken from storybooks in the order in which they occurred in the book.
  4. Asking text-dependent questions about the key details in story events.
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