Practice Quiz

MTEL Foundations of Reading - Question List

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76.
Use the information below to answer the question that follow.

A kindergarten teacher regularly elicits oral retellings of stories children have listened to or read as a way to assess their understanding of narrative text structures. The retell protocol the teacher uses has a child retell the story to a stuffed animal, named Storalee, as the teacher records notes and checks off story components. The teacher starts with the prompt, "Tell our friend Storalee the whole story because she has not heard it before." The teacher rates each child's understanding of the text's characters, setting, events, and relationships according to standards-based rubric descriptors for story elements.

Which of the following components should be included in the story elements rubric to ensure that the assessment will provide information about children's understanding of the cause-and-effect relationships found in narrative texts?
  1. Assigning scores for the number of details about events children provide in their responses (e.g., providing who-what-where information about a story event).
  2. Scoring the use of sequence transition words that children use to connect their retelling (e.g., first, next, after that, finally).
  3. Creating a list of generic questions to use as prompts to ensure that children's retellings are as comprehensive as possible.
  4. Identifying evidence of children's use of conjunctions (e.g., because, so, since) to connect the character's motivation to actions taken.
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77.
Use the information below to answer the question that follow.

A kindergarten teacher regularly elicits oral retellings of stories children have listened to or read as a way to assess their understanding of narrative text structures. The retell protocol the teacher uses has a child retell the story to a stuffed animal, named Storalee, as the teacher records notes and checks off story components. The teacher starts with the prompt, "Tell our friend Storalee the whole story because she has not heard it before." The teacher rates each child's understanding of the text's characters, setting, events, and relationships according to standards-based rubric descriptors for story elements.

Which of the following strategies would be most appropriate for the teacher to use to differentiate the retelling assessment for children who are advanced readers?
  1. Substituting literal comprehension questions for the oral retelling.
  2. Replacing the fictional narrative text with an informational text to summarize, such as a social studies or science text.
  3. Recording the children's oral retelling so that they can listen to it later.
  4. Asking the children to elaborate on specific story elements, such as characters' responses to events and challenges.
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78.
Use the information below to answer the question that follow.

When considering how to support students who are at risk for reading difficulties, an elementary school teacher first tries to align an individual student's profile with one of the following evidence- based reading-difficulty profiles.

Profile 1: The student reads words accurately and efficiently but demonstrates needs in word knowledge and/or comprehension skills.
Profile 2: The student demonstrates needs in decoding and word recognition but has strong word knowledge and comprehension skills.
Profile 3: The student demonstrates needs in decoding and word recognition and also in word knowledge and comprehension skills.

One advantage of the teacher keeping these general profiles in mind when considering whether a student may be at risk for reading difficulties is that it helps the teacher:
  1. Determine a direction for specific diagnostic probes (e.g., identifying gaps in phonics knowledge using a word-pattern survey).
  2. Select a comprehensive intervention that systematically addresses all the essential components of reading.
  3. Ensure that an intervention will take into account the interrelationships between reading, writing, listening, and speaking.
  4. Incorporate principles of standards-based reading instruction into differentiation and intervention strategies.
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79.
Use the information below to answer the question that follow.

When considering how to support students who are at risk for reading difficulties, an elementary school teacher first tries to align an individual student's profile with one of the following evidence- based reading-difficulty profiles.

Profile 1: The student reads words accurately and efficiently but demonstrates needs in word knowledge and/or comprehension skills.
Profile 2: The student demonstrates needs in decoding and word recognition but has strong word knowledge and comprehension skills.
Profile 3: The student demonstrates needs in decoding and word recognition and also in word knowledge and comprehension skills.

The teacher is planning progress monitoring for students whose reading performance fits one of the three profiles and who will be receiving differentiated instruction or an intervention to address their identified needs. Which of the following guidelines would be most important for the teacher to follow when planning progress-monitoring for this purpose?
  1. Monitoring students' weak skills as well as their strong skills with the same frequency.
  2. Using standardized, norm-referenced assessment instruments.
  3. Selecting assessment instruments or techniques that will show even small improvements.
  4. Emphasizing group-administered assessments over individual assessments.
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80.
According to evidence-based practices, which of the following resources in a first-grade classroom best supports phonics instruction as a major component of reading instruction?
  1. Decodable texts tied directly to the instructional scope and sequence of skills.
  2. Leveled texts considered to be at students' most accessible reading level.
  3. Predictable-patterned texts that are well supported by pictures.
  4. Themed alphabet books that accurately represent letter-sound relationships.
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