Elementary Education Content Test 305: Study Guide
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Course
ILTS 305 Elementary Education Content
Institution
ILTS 305 Elementary Education Content
Elementary Education Content Test
305: Study Guide
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. - The
Illinois Learning Standards for English Language Arts and Literacy include
teaching ...
Elementary Education Content Test
305: Study Guide 2024-2025
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. - ✔✔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
C. saying aloud the words depicted on picture cards and sorting the cards by the
last sound in each word - ✔✔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
D. Unhappy, daytime, noiseless - ✔✔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
B. the role of academic language in supporting students' comprehension of
complex texts - ✔✔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
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