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Elementary Education Content Test 305
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Elementary Education Content Test 305
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Elementary Education Content Test 305The Illinois Learning Standards for English Language Arts and Literacy include teaching
students at the fourth-grade level how to use context, Greek and Latin roots, and reference
materials to promote vocabulary acquisition. Which of the following statements best explains
how these strategies contribute to students' overall reading development and will help them
develop college and career readiness in vocabulary?
A. Students need to develop a variety of independent word-learning strategies to deal with
the volume of new words they will encounter in wide reading.
B. Students need to develop an awareness of new words they may encounter in their
reading so that they will be able to retain them effectively in the future.
C. Students need to develop an ability to spell and properly pronounce words that they may
need to apply in their future speaking and writing endeavors.
D. Students need to develop knowledge of a ran - correct answer-A. Students need to
develop a variety of independent word-learning strategies to deal with the volume of new
words they will encounter in wide reading.
A first-grade teacher is working with a small group of emergent readers and would like to
promote their ability to identify the final consonant sound in spoken words. Which of the
following student activities would best promote achievement of this goal?
A. writing all the words they know that end in the same final sound and reading the words
aloud
B. circling the last letter of each word on a list of grade-level words and saying the letter's
name aloud
C. saying aloud the words depicted on picture cards and sorting the cards by the last sound
in each word
D. reading a simple grade-level poem aloud and segmenting the onsets and rimes of the
final word in each line - correct answer-C. saying aloud the words depicted on picture cards
and sorting the cards by the last sound in each word
Which of the following sets of words would be most appropriate to use for assessing
third-grade students' ability to use structural analysis skills to decode words?
A. closed, living, held
B. contestant, logically, correlation
C. bunnies, cities, animals
D. unhappy, daytime, noiseless - correct answer-D. Unhappy, daytime, noiseless
, A fifth-grade teacher periodically has students analyze short science and social studies
passages that are written at or slightly above grade level. First, the teacher underlines key
words, phrases, and sentences on copies of the text. The teacher then has pairs of students
read the passage and ask each other clarifying questions about the underlined elements.
Finally, the students paraphrase each of the underlined elements in their own words and use
these to construct a written summary of the passage. These activities best demonstrate the
teacher's awareness of which of the following factors affecting reading development?
A. the benefits of guided practice in reinforcing students' word-learning strategies
B. the role of academic language in supporting students' comprehension of complex texts
C. the influence of prior language experiences on students' reading comprehension
D. the importance of selecting texts for - correct answer-B. the role of academic language in
supporting students' comprehension of complex texts
A sixth-grade English language learner has grade-level literacy skills in Spanish and
grade-level fluency skills in English, but the student struggles to comprehend academic texts
in English. In an intervention designed to address the student's reading-comprehension
difficulties in English, which of the following strategies would be most important for the
teacher to focus on first?
A. developing the student's familiarity with common text structures used in English academic
texts
B. promoting the student's ability to use a cognate strategy to understand academic
vocabulary in English
C. providing the student with systematic, explicit instruction in phonics and other decoding
strategies in English
D. helping the student relate new content encountered in academic texts to the content of
texts previously read in English - correct answer-B. promoting the student's ability to use a
cognate strategy to understand academic vocabulary in English
Before students begin reading an informational article about penguins, a teacher conducts a
think-aloud while scanning the article. The teacher's think-aloud appears below:
"The title of this article tells me that I'm going to read about penguins. I've seen cartoons
about penguins, and we read the book Mr. Popper's Penguins in class. Those were funny
stories, but they weren't about real penguins. I think this article is going to be about real
penguins because I see photographs of real penguins. There are captions under the
photographs. If I read the captions, I can probably find out the names of the penguins in the
photographs. That way when I read about different kinds of penguins in the article, I'll be
able to see what they look like. I also see a chart. It has drawings of 17 species of penguins.
Wow! I didn't know there were so many kinds of penguins! The chart tells where each type of
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