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ILTS 305 Set 2|| 200 QUESTIONS & ANSWERS|| 2024 LATEST UPDATE!!
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Reading research conducted using scientific-based research methods has identified which of the following areas as one of the five essential components of an effective reading instruction program? a. vocabulary development b. letter formation c. book-handling skills d. spelling skills - ANS...

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  • October 18, 2024
  • 63
  • 2024/2025
  • Exam (elaborations)
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  • ilts 305
  • ilts 305 set 2 200 questions answers 2024 la
  • reading research conducted using scientific based
  • the sentences below are from an elementary school

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  • ILTS 305

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ILTS 305 Set 2|| 200 QUESTIONS &
ANSWERS|| 2024 LATEST UPDATE!!
Reading research conducted using scientific-based research methods has identified which of the
following areas as one of the five essential components of an effective reading instruction program?



a. vocabulary development

b. letter formation

c. book-handling skills

d. spelling skills - ANSWER a. vocabulary development



The sentences below are from an elementary school student's creative writing piece. The student's
spelling in this excerpt is representative of the student's overall spelling performance.



The children new they wood get in truble. The lessens were esey for them to lern.



The student's spelling is most characteristic of students in which stage of spelling development?



a. semiphonetic stage

b. phonetic stage

c. transitional stage

d. morphophonemic stage - ANSWER c. transitional stage



Which of the following actions by an elementary school teacher best demonstrates an awareness of the
interconnections among literacy skills across the curriculum?



a. giving students time for rereading their content-area textbooks and discussing the material with their
classmates

,b. setting aside a weekly time slot for students to visit the school library and check out content-area texts
the teacher has put on hold for them

c. providing students with opportunities to read and write about fiction and nonfiction texts related to
concepts they are studying in content-area lessons

d. obtaining multiple copies of each content-related classroom library book so that more students have
access to grade-level informational texts - ANSWER c. providing students with opportunities to read and
write about fiction and nonfiction texts related to concepts they are studying in content-area lessons



An entering-level English language learner has acquired grade-level literacy skills in the home language.
Which of the following features of the home language would be most likely to support the transfer of
basic literacy skills from the student's home language to English?



a. The home language's writing system is alphabetic as is English

b. The vocabulary of the home language shares some cognates with English

c. The home language includes several phonemes found in English

d. The syntax of the home language is similar to that of English - ANSWER a. The home language's writing
system is alphabetic as is English



A fifth-grade teacher regularly incorporates technology in instruction for various purposes. In an
upcoming lesson, the teacher would like to promote a collaborative classroom environment by having
students post a written response to an assigned text in which they reflect on connections they make to
the text as they read. The teacher wants students to read and reply to their classmates' reflections but
would like to be able to screen the responses before students post them. Which of the following forms
of technology would best achieve the teacher's goal for this activity?



a. a class Web site

b. a group e-mail

c. a social network

d. a group blog - ANSWER d. a group blog



A second-grade teacher is planning to read aloud a narrative text to students. Which of the following
approaches to conducting the read-aloud would best strengthen students' oral language development,
thereby promoting the developmental process of reading acquisition?

,a. asking students to select three unfamiliar words they hear as they listen to the story and use them in
oral sentences

b. having students use think-pair-share to orally answer a question related to the story's main idea

c. having students take turns rereading the story aloud after the teacher has modeled reading it
expressively

d. asking students to write a short response to a question about the story's main idea and share it aloud
- ANSWER c. having students take turns rereading the story aloud after the teacher has modeled reading
it expressively



Which of the following questions would be most appropriate for a first-grade teacher to ask as part of a
lesson on phonemic blending?



a. What letter begins the word fish?

b. What word am I trying to say: /f/ /i/ /sh/

c. What whole word does /f/ ... /ish/ make?

d. How many sounds do you hear in the word fish? - ANSWER b. What word am I trying to say: /f/ /i/ /sh/



At the beginning of the school year, the results of a screening assessment indicate that a first-grade
student has limited letter identification skills. Which of the following strategies would be most effective
for the teacher to use first to promote the student's development of letter knowledge?



a. showing the student the class alphabet chart, pointing to each letter, and having the student trace the
corresponding letter on a letter worksheet

b. singing the traditional alphabet song to the student and inviting the student to point to each
corresponding letter on an alphabet chart as the teacher sings

d. linking letter-name and sound instruction for each unknown letter, and having the student practice
forming each target letter while saying its name and sound - ANSWER d. linking letter-name and sound
instruction for each unknown letter, and having the student practice forming each target letter while
saying its name and sound



According to research, students generally have the most difficulty learning sound-letter relationships for
letters whose sounds are not part of the letter's name. For which of the following sets of letter-sound
correspondences should a teacher allow more instructional time?

a. m-/m/ and n-/n/

, b. h-/h/ and w-/w/

c. b-/b/ and d-/d/

d. f-/f/ and s-/s/ - ANSWER b. h-/h/ and w-/w/




Which of the following lists would be the most useful in assessing a first-grade student's grasp of letter-
sound correspondences and ability to apply them in decoding a variety of regular closed-syllable words?

a. the, with, to, of

b. main, beat, coat, foot

c. dot, pen, sum, rib

d. bat, cat, mat, sat - ANSWER c. dot, pen, sum, rib



According to current research in the field of reading, which of the following strategies would be most
effective in developing students' academic language knowledge?



a. limiting social language in the classroom and requiring students to use formal English

b. promoting students' engagement in wide reading with opportunities to discuss and write about the
texts

c. providing students with opportunities to determine word meaning through contextual analysis

d. diagramming complex sentences that exemplify various academic language structures - ANSWER b.
promoting students' engagement in wide reading with opportunities to discuss and write about the texts



Fourth-grade students have read an informational text about types of storms, and they are having a
classroom discussion about extreme weather. During the discussion, they work together on the partially
completed grid below as they decide which features are characteristic of the various storm types. This
activity is most likely to promote students' vocabulary development by strengthening which of the
following word-related skills?

a. demonstrating understanding of words by relating them to their synonyms

b. defining words in relation to the content-area texts they are reading

c. analyzing the nuances of meaning between related words

d. identifying meaningful examples of new concepts - ANSWER b. defining words in relation to the
content-area texts they are reading

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