MTTC Prep (Upper/Lower Elementary –
Professional Knowledge and Skills) –
EXAM STUDY GUIDE 2026/2027
COMPLETE QUESTIONS WITH VERIFIED
CORRECT ANSWERS || 100%
GUARANTEED PASS
1. A third-grade teacher notices that students are struggling to spell previously learned high-
frequency words during daily journal-writing. Which of the following word learning artifacts
would be most helpful to incorporate in the classroom for these students?
A. sentence starters
B. online dictionaries
C. thematic word lists
D. interactive word walls - ANSWER A. Sentence starters are used as a scaffold to support
students' ability to analyze, understand, and write about content.
B. Online dictionaries are best used for looking up the meaning and usage of words.
C. Thematic word lists focus on words that are content-specific rather than on high-frequency
words.
,D. CORRECT. Interactive word walls are used to help students recognize high-frequency words
and as an easy reference for students when spelling these words.
2. A teacher selects a variety of texts for the classroom library that reflect the diverse cultures
represented in the class and school community. An important rationale for the teacher's
practice is that it will enable all students to:
A. make text-to-self connections with reading materials.
B. access a variety of texts written about similar topics.
C. locate books that appeal to their personal interests.
D. choose a book at their independent reading level. - ANSWER A. CORRECT. When selecting
texts for a classroom, the teacher should choose texts that allow students to see themselves
and identify with the characters.
B. Texts that represent diverse cultures may be written in many different genres on a variety of
topics.
C. Selecting high-interest texts is a good practice, but these texts may not necessarily reflect
diverse cultures.
D. Selected texts that reflect diverse cultures do not need to be at students' independent
reading level.
A teacher should provide students with direct and specific vocabulary instruction primarily
when the target words:
,A. appear in high frequency throughout grade-level texts.
B. represent complex concepts that are unfamiliar to students.
C. are likely to be encountered in typical everyday interactions.
D. relate to integral concepts that are part of students' daily lives. - ANSWER A. The teacher
should pick Tier Two or Tier Three words that students can learn and use in their writing and
conversation, which are not usually words that appear frequently.
B. CORRECT. When a teacher provides vocabulary instruction, the target words should be words
that are less familiar and that will support students' learning of the content areas.
C. Students will already know and understand the words that are encountered in everyday
interactions, so vocabulary instruction should be focused on expanding students' knowledge
and understanding of words.
D. The words chosen for vocabulary instruction should be new words to students and not
related to concepts that are an integral part of the students' daily lives.
4. A teacher wants to evaluate students' literacy interests, with the goal of promoting the
students' literacy motivation and engagement. Which of the following questions would be most
helpful for the teacher to ask for this purpose?
A. "Why do you think that reading is either important or unimportant?"
B. "What did you like and dislike about the last few books you have read?"
, C. "Do you enjoy reading for pleasure, or do you only read your assigned work?"
D. "What do you do when you are reading and come to a word you don't know?" - ANSWER
A. This question is asking about the importance of reading and not about the students'
reading interests.
B. CORRECT. This question directly gets to the heart of the students' reading interests, which
supports their motivation to read and engagement.
C. This question is a general question asking if the students like reading, and it does not get in
depth about what they like to read.
D. This question is about reading strategies that the students use and not about their reading
interests.
5. Which of the following instructional strategies would most effectively promote kindergarten
students' development of print concepts?
A. tracking text from left to right and line to line with a finger while reading to students
B. guiding students to segment the individual sounds of one-syllable words in a text
C. previewing the illustrations in a text with students before beginning a read-aloud
D. reading a text aloud to students and then having them read the text chorally - ANSWER A.
CORRECT. Concepts of print is an awareness of how print works; left-to-right directionality and
one-to-one matching when reading are examples of print concept skills.
Professional Knowledge and Skills) –
EXAM STUDY GUIDE 2026/2027
COMPLETE QUESTIONS WITH VERIFIED
CORRECT ANSWERS || 100%
GUARANTEED PASS
1. A third-grade teacher notices that students are struggling to spell previously learned high-
frequency words during daily journal-writing. Which of the following word learning artifacts
would be most helpful to incorporate in the classroom for these students?
A. sentence starters
B. online dictionaries
C. thematic word lists
D. interactive word walls - ANSWER A. Sentence starters are used as a scaffold to support
students' ability to analyze, understand, and write about content.
B. Online dictionaries are best used for looking up the meaning and usage of words.
C. Thematic word lists focus on words that are content-specific rather than on high-frequency
words.
,D. CORRECT. Interactive word walls are used to help students recognize high-frequency words
and as an easy reference for students when spelling these words.
2. A teacher selects a variety of texts for the classroom library that reflect the diverse cultures
represented in the class and school community. An important rationale for the teacher's
practice is that it will enable all students to:
A. make text-to-self connections with reading materials.
B. access a variety of texts written about similar topics.
C. locate books that appeal to their personal interests.
D. choose a book at their independent reading level. - ANSWER A. CORRECT. When selecting
texts for a classroom, the teacher should choose texts that allow students to see themselves
and identify with the characters.
B. Texts that represent diverse cultures may be written in many different genres on a variety of
topics.
C. Selecting high-interest texts is a good practice, but these texts may not necessarily reflect
diverse cultures.
D. Selected texts that reflect diverse cultures do not need to be at students' independent
reading level.
A teacher should provide students with direct and specific vocabulary instruction primarily
when the target words:
,A. appear in high frequency throughout grade-level texts.
B. represent complex concepts that are unfamiliar to students.
C. are likely to be encountered in typical everyday interactions.
D. relate to integral concepts that are part of students' daily lives. - ANSWER A. The teacher
should pick Tier Two or Tier Three words that students can learn and use in their writing and
conversation, which are not usually words that appear frequently.
B. CORRECT. When a teacher provides vocabulary instruction, the target words should be words
that are less familiar and that will support students' learning of the content areas.
C. Students will already know and understand the words that are encountered in everyday
interactions, so vocabulary instruction should be focused on expanding students' knowledge
and understanding of words.
D. The words chosen for vocabulary instruction should be new words to students and not
related to concepts that are an integral part of the students' daily lives.
4. A teacher wants to evaluate students' literacy interests, with the goal of promoting the
students' literacy motivation and engagement. Which of the following questions would be most
helpful for the teacher to ask for this purpose?
A. "Why do you think that reading is either important or unimportant?"
B. "What did you like and dislike about the last few books you have read?"
, C. "Do you enjoy reading for pleasure, or do you only read your assigned work?"
D. "What do you do when you are reading and come to a word you don't know?" - ANSWER
A. This question is asking about the importance of reading and not about the students'
reading interests.
B. CORRECT. This question directly gets to the heart of the students' reading interests, which
supports their motivation to read and engagement.
C. This question is a general question asking if the students like reading, and it does not get in
depth about what they like to read.
D. This question is about reading strategies that the students use and not about their reading
interests.
5. Which of the following instructional strategies would most effectively promote kindergarten
students' development of print concepts?
A. tracking text from left to right and line to line with a finger while reading to students
B. guiding students to segment the individual sounds of one-syllable words in a text
C. previewing the illustrations in a text with students before beginning a read-aloud
D. reading a text aloud to students and then having them read the text chorally - ANSWER A.
CORRECT. Concepts of print is an awareness of how print works; left-to-right directionality and
one-to-one matching when reading are examples of print concept skills.
