Practice Quiz

MTEL Foundations of Reading - Question List

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61.
A sixth-grade teacher gives students several essays that present contrasting opinions on a current social issue. The teacher then asks students to consider the following questions as they read the texts.

  1. What is the author's opinion on the issue?
  2. How might the author's background influence the opinion?
  3. What evidence does the author use to support the opinion?

These questions support students' reading comprehension primarily by prompting them to:
  1. Monitor comprehension of informational texts.
  2. Identify the theme in expository texts.
  3. Draw inferences from informational texts.
  4. Analyze points of view in expository texts.
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62.
A second-grade teacher frequently reads aloud informational books related to grade-level content in social studies, science, and the arts. The teacher supports students in developing their own questions during and after the read-alouds and then helps them conduct research on their questions using grade-level resources the teacher has collected on these topics. In keeping with evidence-based best practices, providing direct instruction in which of the following aspects of informational text would be most essential to students' success and growing independence in using informational texts for personal research?
  1. Using text features to locate specific information in a text.
  2. Presenting information gained from a text in charts and tables.
  3. Using an outline to organize collected information in a logical format.
  4. Distinguishing between implied and explicitly stated information in a text.
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63.
During a series of integrated science and literacy lessons, a third-grade teacher plans to have students read several articles from a children's magazine about new technologies for cleaning up pollution in the oceans. After they read the articles, students will work in small groups to create a graphic organizer comparing and contrasting two of the solutions. To prepare students to integrate information across texts in this activity, which of the following steps would be most essential for the teacher to take?
  1. Providing a brief history of the environmental movement in the United States.
  2. Providing explicit instruction in how to identify the most important points and key details presented in the texts.
  3. Providing students with opportunities to share their personal responses to the articles.
  4. Providing explicit instruction in discipline-specific conventions of scientific writing (e.g., use of passive voice, quantitative data).
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64.
A third-grade teacher periodically reads aloud from a chapter in content-area textbooks using think-aloud while reading. Following is an example.

"The moon does not shine on its own. The sun's light reflects off the moon." Hmm. I'm imagining that the sun is like a flashlight shining on the moon in the dark. "As the moon rotates, only the part that faces the sun is visible from the Earth." I'm not quite sure what 'visible' means, but it sounds kind of like vision, which I know has to do with eyes. It probably means the part that we can see from the Earth. Now, that makes me wonder— why do we see different amounts of the moon at different times? Let's see if the next part of the chapter explains this. …"

The teacher's practice is most likely to promote students' reading comprehension of informational texts by:
  1. Modeling for them metacognitive comprehension strategies.
  2. Giving them an example of fluent oral reading.
  3. Summarizing for them the main ideas of an expository text.
  4. Exposing them to new vocabulary in context.
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65.
A fifth-grade teacher plans to have students read a chapter about the American Revolutionary War from their social studies textbook. The following is an excerpt from the chapter.

The Battle of Bunker Hill took place on June 17, 1775. At the time, the American army occupied the area from Cambridge to the Mystic River. American troops gathered in Cambridge Common on the evening of June 16, 1775, and set out for Bunker Hill. Upon reaching Bunker Hill, however, officers decided to move to Breed's Hill, a smaller hill closer to Boston.

Given this excerpt from the chapter, which of the following graphic organizers would best promote students' awareness of the chapter's text structure?
  1. Outline
  2. Venn diagram
  3. Timeline
  4. Semantic map
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