Elementary Education Content Test 305 Correct 100%
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Course
ILTS 305
Institution
ILTS 305
The 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 contr...
Elementary Education Content Test 305
Correct 100%
The 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 - 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 - ANSWER C. saying aloud the words depicted on picture cards and sorting the cards by the last
sound in each word
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 - 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 penguin lives. I can look - ANSWER B. promoting students' ability to analyze how graphic
features relate to the article.
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