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MTTC 103 - Practice exam questions with complete solutions 2024
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MTTC 103 - Practice exam questions withcomplete solutions 2024
During kworld klanguage kinstruction, kwhich kof kthe kfollowing kstudent kactivities
kwould kbest kincorporate kopportunities kfor kstudents kto knegotiate kmeaning?
A. kreading ka ktext kand kunderlining kany kwords kthat kare kunfamiliar
B. kplaying ka kgame kin kwhich ka kword kmust kbe kguessed kby kuse kof
kcircumlocution
C. kfilling kout ka kworksheet kof kquestions kthat krequire kthe kuse kof ka kdictionary
D. kwriting ka kshort kstory kbased kon ka ksequential kset kof killustrations kfrom ka
kpicture kbook k- kANS✓✓-B. kplaying ka kgame kin kwhich ka kword kmust kbe
kguessed kby kuse kof kcircumlocution
Which kof kthe kfollowing kcharacteristics kof kliteracy kdevelopment kbest
killustrates kthe krelationship kbetween kspeaking kand kwriting?
A. kprinting kthe kletters kof kthe kalphabet
B. kovergeneralizing kregular kverb ktense kendings
C. kusing kphonetic kspelling
D. krecognizing kexamples kof kenvironmental kprint k- kANS✓✓-C. kusing kphonetic
kspelling
A ksecond-grade kteacher knotices kthat kseveral kstudents kregularly kplace
kadjectives kafter knouns kin ktheir kwriting kand kspeaking. kThese kstudents kmost
klikely krequire kexplicit kinstruction krelated kto kwhich kof kthe kfollowing kEnglish
klanguage ksystems?
A. kphonological
B. ksemantic
C. ksyntactic
D. kpragmatic k- kANS✓✓-C. ksyntactic
At kthe kbeginning kof kthe kschool kyear, ka kkindergarten kteacher ktalks kinformally
kwith kstudents' kfamilies kabout kthe kkinds kof kprior kexperiences ktheir kchildren
khave khad, kespecially kthose krelated kto klearning kand kliteracy. kThe kteacher
kuses kthis kinformation kto khelp kplan kdramatic kplay kand kliteracy kcenters kthat
kreflect kfamiliar ksettings, ktasks, kand kexperiences. kThese kactions kmost kclearly
kdemonstrate kthe kteacher's kawareness kof kthe:
A. kintegrated knature kof kreading, kwriting, klistening, kand kspeaking.
B. kinterconnections kbetween klanguage, kliteracy, kand kculture.
C. krelationship kbetween koral klanguage kdevelopment kand kreading
kachievement.
,D. klinks kbetween kvocabulary kdevelopment kand kreading kin kthe khome. k-
kANS✓✓-B. kinterconnections kbetween klanguage, kliteracy, kand kculture.
As ka kregular kcomponent kof kwhole-group kmathematics kinstruction, ka kfifth-
grade kteacher kguides kstudents kin kclosely kreading kkey kpages kfrom kthe
kgrade-level ktextbook. kAfterward, kin kaddition kto kguiding kstudents kin kapplying
kthe knew kmaterial kpresented kin kthe ktext kto ksample kexercises, kthe kteacher
kalso khelps kthe kstudents ksummarize kthe ktext's kmain kideas korally. kFinally,
kstudents kdraft ktheir kown kwritten ksummaries kof kthe knew kconcepts,
kprocesses, kand/or kterminology kin ktheir kmathematics kjournals. kThis kapproach
kto kcontent-area kinstruction kpromotes kstudents' kschool kachievement kprimarily
kin kwhich kof kthe kfollowing kways?
A. kby kproviding ka kprint-rich kenvironment kin kwhich kstudents kat kall kskill
klevels kparticipate kin kdifferentiated kliteracy kactivities
B. kby kusing knonverbal, kconcrete kexperiences kto kscaffold kstudents'
kcomprehension kand kvocabulary kdevelopment
C. kby kpromoting kstudents' kdevelopment kof kskill kin kusing klistening, kspeaking,
kreading, k- kANS✓✓-C. kby kpromoting kstudents' kdevelopment kof kskill kin kusing
klistening, kspeaking, kreading, kand kwriting kfor kacademic kpurposes
A kkindergarten kteacher kwants kto kinvolve kall kfamilies kin khelping kstudents
kdevelop koral klanguage kskills kthat ksupport kliteracy kdevelopment. kWhich kof
kthe kfollowing kteacher krecommendations kto kfamilies kis klikely kto kbe kmost
keffective kin kaddressing kthis kgoal?
A. k"Take kyour kchildren kto karts kand kcultural kcommunity kevents ksuch kas
kconcerts kand kfestivals."
B. k"Visit kthe klocal kpublic klibrary kregularly kwith kyour kchild kto kborrow
kchildren's kbooks ksuch kas kpicture kbooks kand keasy kreaders."
C. k"Spend ktime kwith kyour kchildren kplaying kactive kgames ksuch kas khopscotch
kand kjump krope."
D. k"Talk kwith kyour kchildren kwhile kworking ktogether kwhen kpreparing kmeals
kand kdoing kother kdaily kactivities." k- kANS✓✓-D. k"Talk kwith kyour kchildren
kwhile kworking ktogether kwhen kpreparing kmeals kand kdoing kother kdaily
kactivities."
A kteacher kis kdesigning ka ksequence kof kinstruction kfor kteaching kletter
krecognition kskills kto kemergent kreaders. kWhich kof kthe kfollowing ksets kof
kletters kwould kbe kmost kappropriate kfor ka kteacher kto kinclude kin kthe kfirst
klessons?
A. kc, ko, kw, kx, ky, kz
B. kI, kL, kT, kH, kE, kF
C. ka, km, kt, ks, kf, kd
D. kA, ka, kB, kb, kC, kc k- kANS✓✓-C. ka, km, kt, ks, kf, kd
An kEnglish kLanguage kLearner kin ka kfourth-grade kclass kcan kread kfluently kin ka
klanguage kthat kis kwritten kusing ka knonalphabetic kscript. kWhich kof kthe
,kfollowing kconcepts kis klikely kto kbe kmost kdifficult kfor kthis kstudent kto kgrasp
kwhen klearning kto kread kin kEnglish?
A. kA kseries kof kletters krepresents ka kword.
B. kPrint ksymbolizes kspoken klanguage.
C. kA ksentence kis kcomposed kof ka ksequence kof kwords.
D. kLetters kcorrespond kto kphonemes. k- kANS✓✓-D. kLetters kcorrespond kto
kphonemes.
A kkindergarten kteacher kregularly kreads kaloud k"big kbooks" kto kher kstudents.
kAs kshe kreads kshe kpoints kto keach kword, kand kduring ksuccessive kreadings
kshe kencourages kstudents kto kjoin kin kthe kreading kas kshe kpoints. kWhich kof
kthe kfollowing kemergent kliteracy kskills kis kthis kactivity kmost klikely kto
kpromote?
A. kawareness kof kconsonant kand kvowel kphonemes
B. kunderstanding kof kthe krelationship kof kspeech kto kprint
C. krecognition kof kbasic kphonics kand kspelling kpatterns
D. kknowledge kof kvariations kin kletter-sound krelationships k- kANS✓✓-B.
kunderstanding kof kthe krelationship kof kspeech kto kprint
A kkindergarten kteacher kregularly kleads kclassroom kdiscussions kbefore
kbeginning ka knew kread-aloud kof kinformational ktexts. kFor kexample, khe kmay
kconduct ka kbook kwalk kof kthe kpictures, kpoint kout ksome kkey kvocabulary, kand
kthen kask kstudents kto kshare kwhat kthey kalready kknow kabout kthe ksubject kof
kthe kbook. kThis kpractice kmost kclearly kdemonstrates kthe kteacher's
kunderstanding kof kwhich kof kthe kfollowing kfactors kthat kinfluence kemergent
kreaders' kconstruction kof kmeaning?
A. kthe krole kof ksetting ka kpurpose kand kgoal kprior kto kreading ka ktext
B. kthe kimportance kof kusing ktextual kevidence kto kdraw kconclusions
C. kthe krole kof kactivating kbackground kknowledge krelated kto ka ktext
D. kthe kimportance kof kdetermining ka ktext's kmain kidea kand kdetails k- kANS✓✓-
C. kthe krole kof kactivating kbackground kknowledge krelated kto ka ktext
Which kof kthe kfollowing kwords kwould kbe kmost kappropriate kto kinclude kin
kphonics kinstruction kdesigned kto kpromote kbeginning kreaders' kability kto
kdecode kregular kCVCe kwords?
A. kdone
B. kgive
C. kmake
D. kwere k- kANS✓✓-C. kmake
A kfifth-grade kstudent kwho kis khaving kdifficulty kreading kthe kword kinstinctively
kin ka kscience ktext kwould kbe kbest kadvised kto kapply kwhich kof kthe kfollowing
kskills?
A. kword krecognition
B. kstructural kanalysis
C. ksyllabication
, D. kphonic kanalysis k- kANS✓✓-B. kstructural kanalysis
A ksecond-grade kteacher kwould klike kto kimprove kstudents' kability kto kread
knarrative ktexts kwith kappropriate kexpression. kWhich kof kthe kfollowing
kstrategies kis klikely kto kbe kmost keffective kin kaddressing kthis kgoal?
A. kasking kstudents kto ktry kto kread ka kshort kstory ksilently kin ka kspecified
kamount kof ktime
B. kengaging kstudents kin ka kround-robin kreading kof ka kshort kstory
C. khaving kstudents kread kand kthen krewrite ka kshort kstory kin kthe kform kof ka
ksong kor kpoem
D. kleading kstudents kin kan kecho kreading kof ka kshort kstory k- kANS✓✓-D.
kleading kstudents kin kan kecho kreading kof ka kshort kstory
As kpart kof kan kinformal kreading kassessment, ka kteacher kasks ka kfirst-grade
kstudent kto kread ka kgrade-level kpassage kaloud. kAs kthe kstudent kreads, kthe
kteacher kmarks kthe kstudent's kerrors kon ka kcopy kof kthe kpassage, kindicating
kerrors kof ksubstitution, kinsertion, komission, kand kreversal. kThe kteacher kalso
knotes kany krepetitions kor kself-corrections. kThis kassessment kis klikely kto
kprovide kthe kmost kuseful kinformation kabout kthe kstudent's kskills kin kwhich kof
kthe kfollowing kareas kof kreading kdevelopment?
A. kreading kcomprehension
B. kvocabulary kknowledge
C. kphonemic kawareness
D. kword krecognition k- kANS✓✓-D. kword krecognition
Which kof kthe kfollowing kscenarios kwould kprovide kthe kbest kevidence kthat ka
kkindergarten kstudent kis kprogressing kaccording kto ktypical kstages kof kliteracy
kdevelopment?
A. kNow kthe kstudent kprovides kdetailed kdrawings kto kaccompany khis kwritten
ksymbols, kwhereas khe knever killustrated khis kwritings kat kthe kbeginning kof kthe
kschool kyear.
B. kAt kthe kbeginning kof kthe kschool kyear, kthe kstudent koften kincorporated
kwords kinto khis kwritings kthat khe khad kcopied kfrom kenvironmental kprint, kbut
know khe konly kuses khis kown koriginal ksymbols.
C. kNow kthe kstudent kknows kthat khe kis knot kwriting kreal kwords, kwhereas kat
kthe kbeginning kof kthe kschool kyear khe kwould kpoint kto kclusters kof kletters kand
kcall kthem kwords.
D. kAt kthe kbeginning kof kthe kschool kyear, kthe kstudent ktold ka kdifferent kstory
keach ktime khe kreread khis kwritings, kbut know khe kfollows kthe kletters kwith khis
kfinger kand kuses ksimilar kwords kwhen krereading. k- kANS✓✓-D. kAt kthe
kbeginning kof kthe kschool kyear, kthe kstudent ktold ka kdifferent kstory keach ktime
khe kreread khis kwritings, kbut know khe kfollows kthe kletters kwith khis kfinger kand
kuses ksimilar kwords kwhen krereading.
Which kof kthe kfollowing kwords kwould kbe kmost kappropriate kto kteach kas ka
ksight kword kto kfifth-grade kstudents?
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