Practice Quiz

MTEL Foundations of Reading - Question List

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41.
A fifth-grade student reads the sentence, "After playing with her friends all day, Kaylee did her science homework, her geography project, and her English paper in one fell swoop." The student asks the teacher for support in understanding the meaning of the phrase one fell swoop. After explaining the phrase's meaning, the teacher could best deepen and extend the student's understanding of this idiomatic expression by:
  1. Asking the student to find other sentences in the text that use the words fell and swoop.
  2. Discussing with the student additional examples of the phrase used in context.
  3. Directing the student to look up different meanings of fell and swoop in the dictionary.
  4. Showing the student how to create a tree diagram of the structure of the phrase.
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42.
A sixth-grade teacher is planning explicit instruction to develop students' ability to read and understand sentences that have a complex sentence structure. Which of the following skills would be most effective for the teacher to focus on?
  1. Distinguishing between complex sentences that use passive and active voice.
  2. Deconstructing complex sentences into independent and dependent clauses.
  3. Identifying common transition words that link ideas in two or more sentences.
  4. Distinguishing between demonstrative and indefinite pronouns in a sentence.
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43.
Over the course of the school year, a sixth-grade student who had been a fluent, proficient reader in previous years has become increasingly inconsistent in comprehending grade- level literary and informational texts assigned in class. The results of informal, curriculum- based assessments indicate that the student still meets grade-level expectations in vocabulary knowledge, but the student's reading rate and comprehension have dropped below grade-level expectations. The teacher observes that the student does not read smoothly when reading aloud sentences that contain more than one clause, and the student often comments about "getting lost in the sentence." The teacher is also aware that the student tends to choose fiction and graphic novels for independent reading that are written well below grade-level expectations. The student's overall reading profile suggests that the student would likely benefit most from explicit instruction focused on promoting the student's:
  1. Understanding of important features of skilled and prosodic oral reading.
  2. Ability to deconstruct complex academic language and interpret its meaning.
  3. Skill in applying contextual analysis and other word analysis strategies.
  4. Development of automaticity recognizing grade-level high-frequency words.
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44.
A third-grade class that includes several English learners is preparing to read a text about the life cycles of various organisms (e.g., plants, mammals, reptiles). Which of the following teaching strategies would be most effective in promoting the English learners' comprehension of the text?
  1. Having the students look up unknown English words using bilingual dictionaries and then make vocabulary lists in both languages.
  2. Pairing English learners with students whose home language is English and asking the latter to explain any unknown vocabulary.
  3. Activating the students' prior knowledge about the topic and providing visual aids such as illustrations to clarify new vocabulary.
  4. Giving the students a list of new vocabulary with definitions and having them try to construct original sentences using the words.
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45.
A sixth-grade student encounters the following sentence in a short story.

She experienced a sense of déjà vu as she walked down the street of the strange new city.

The student asks the teacher about the meaning of déjà vu in the sentence. The teacher could best respond by advising the student to take which of the following steps?
  1. Making note of the word in a vocabulary log, and then studying the word after finishing the story.
  2. Using context clues in the sentence to guess the meaning of the word, and then trying out that meaning in the sentence.
  3. Looking up the word in the dictionary, and then paraphrasing the sentence using the dictionary definition.
  4. Breaking the word into its component parts, and then comparing the parts to the meanings of similar known words.
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