Practice Quiz

MTEL Foundations of Reading - Question List

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56.
A group of fifth-grade students finishes reading a novel written in the first person. The teacher has the students work together to write a new account of a key scene as it might be reported by a different major character. Which of the following questions would be the most appropriate focus of a group discussion following the writing activity?
  1. How does the narrative point of view in a story shape a reader's understanding of events?
  2. How do key structural elements in a narrative work affect the emotional impact of a story?
  3. How does the author use figurative language to foreshadow the resolution in a narrative?
  4. How do descriptive and expository writing affect a reader differently in a narrative text?
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57.
An entering third-grade student with a specific learning disability demonstrates reading comprehension that is below grade-level expectations. The student can read aloud narrative texts that are aligned with second-grade expectations with accuracy and fluency; however, the student does not consistently remember key details or events after reading the texts. In keeping with evidence-based best practices, which of the following strategies would be most appropriate for the teacher to try first to support the student's reading comprehension with literary texts?
  1. Providing the student with explicit instruction in story elements using a graphic organizer.
  2. Engaging the student in repeated oral reading of grade-level texts with explicit teacher feedback
  3. Providing the student with explicit instruction and guided practice in grade-level, Tier Three vocabulary
  4. Having the student practice reading two- and three-sentence grade-level narrative paragraphs
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58.
Sixth-grade students have just finished reading a chapter in a novel and are getting ready to write an entry in their response journals. The teacher could most effectively develop students' literary response skills by assigning which of the following journal prompts?
  1. What new vocabulary words did you learn when reading this chapter? List and define the new words from the chapter.
  2. What happened in the chapter? Describe two or three events from the chapter.
  3. What do you think is the main idea or theme of the novel? Relate specific events in this chapter to the theme you suggest.
  4. Which characters are mentioned in this chapter? List each of the characters.
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59.
A fifth-grade teacher gives students a "reading planner" for an informational text that they will be reading independently. The reading planner contains various activities, including prompting students to summarize certain passages, to explain relationships between concepts according to specific information in the text, and to determine the meaning of domain-specific words based on appositives or appositive phrases embedded in the text. This reading planner is likely to be most effective for achieving which of the following instructional purposes?
  1. Developing students' ability to read the text evaluatively.
  2. Supporting students' development of prosodic reading skills.
  3. Encouraging students to read and interact closely with the text.
  4. Teaching students to adjust their reading rate based on text complexity.
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60.
A second-grade class is studying a social studies unit focused on geography (e.g., bodies of water, landforms) and its effects on people. So far, the students have learned about lakes, oceans, and bays. As part of the unit, the teacher reads aloud an informational passage that explains why human settlements near rivers historically have succeeded and grown. The teacher pauses regularly to discuss the reading, using a range of text-based questions to prompt discussion and promote students' literal, inferential, and evaluative comprehension. Part of the text appears below.

Rivers have fresh water. Fish and other wildlife live in and near rivers. The soil near rivers is good for growing crops and grazing animals. But rivers provided towns with more than just what people needed to survive. Moving water provided a source of power that people could harness for industry. And, over time, large rivers became superhighways for travel and trade across great distances.

Which of the following questions about this part of the text would most effectively target students' inferential comprehension?
  1. How does living near a river help people meet their most basic survival needs, and where can you find that information in the text?
  2. Can you identify the reason why industry benefited from being near moving water?
  3. Do you think living near a river makes life easier or more difficult for people, and what information in the text makes you think so?
  4. Why are rivers beneficial for activities like growing crops and grazing animals?
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