Practice Quiz

MTEL Foundations of Reading - Question List

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36.
Use the information below to answer the questions that follow. 
 
A first-grade teacher creates poetry booklets for students to read each day as a morning "warm- up" activity to begin supporting their development of reading fluency. The teacher sequences the poems in the booklets according to phonics patterns and high-frequency words that students have recently learned. At the beginning of each week, the teacher works with small groups of students to ensure that they can read their new poem-of-the-week accurately. For the rest of the week, students practice reading the new poem with a classmate from their group. They also practice reading aloud other poems in the fluency warm-up booklet that they have previously learned.

By halfway through the school year, a majority of students in the class are making good progress reading the poems with fluency. However, a handful of students still read the poems haltingly, word by word, and ignore punctuation. Which of the following explicit, evidenced-based strategies would best transition the students away from word-by-word reading during the daily poetry activity?
  1. Shifting the students from poetry to a broader range of narrative and informational texts.
  2. Establishing a weekly poetry performance to motivate the students to read with more expression.
  3. Building the students' background knowledge with respect to each poem's theme and literary device.
  4. Adding phrase-cues to the students' poetry booklets and modeling how to read aloud in phrases.
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37.
A second-grade student demonstrates automaticity decoding grade-level regular and irregular words. However, the student frequently experiences poor text comprehension with informational texts. Which of the following steps should the teacher take first to promote the student's reading development?
  1. Evaluating the student's ability to apply grade-level phonics and syllabication skills when reading the target texts.
  2. Determining the rate of the student's phonological processing when reading the target informational texts.
  3. Evaluating the degree to which the student uses syntactic clues when reading the target informational texts.
  4. Using questioning to determine the student's vocabulary and background knowledge with respect to the target texts.
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38.
A first-grade teacher designs the following activity.

  1. Divide students into pairs. 
  2. Have the two students sit back-to-back. 
  3. Give a student in each pair a picture of a familiar object to describe. 
  4. Have the second student try to name the object based on the description. 
  5. If the second student cannot determine the target object, instruct the student describing the object to use more precise language (e.g., describing the object's color, texture, size, use). 
  6. The student pairs switch roles and repeat steps 2–5.

This activity is likely to contribute to students' literacy development primarily by:
  1. Showing them how to distinguish shades of meaning among words with similar denotations.
  2. Developing their ability to categorize words according to their function.
  3. Promoting their oral language development and listening comprehension.
  4. Encouraging them to develop their oral presentation skills.
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39.
Students in a fourth-grade class read a text that includes the word indefensible, which is unfamiliar to some of them. Which of the following strategies for teaching the word would be most effective in both clarifying the meaning of the word and extending the students' understanding and use of an appropriate word-learning strategy?
  1. Asking the students to paraphrase the sentence that contains the word by substituting a synonym for the word.
  2. Having the students enter the word in their ongoing list of new vocabulary words and then look up its definition independently.
  3. Modeling for the students how to apply knowledge of morphology to construct the word's meaning and use context to confirm it.
  4. Using print and digital reference materials to explain the word's meaning to the students before they read the text.
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40.
A fifth-grade teacher is about to begin a new unit on ecosystems, with an emphasis on the movement of matter among the various components of an ecosystem. Which of the following types of vocabulary words from the unit would be most appropriate for the teacher to pre-teach?
  1. Words that are conceptually challenging.
  2. High-frequency, phonetically irregular words.
  3. High-frequency words that have multiple meanings.
  4. Multisyllable words made of two or more syllable types.
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