MTTC Upper Literacy Test
1.
A teacher sets a goal to foster independent reading practices in the classroom. Which of the following
research-based strategies would be most effective to use for this purpose?
A. scheduling a time for the students and teacher to independently read at the same time each day
B. partnering with a local store to have students earn ice cream cones for every ten books read
C. adding new materials to the classroom library and delivering "book talks" on those materials
D. reducing the number of mini-lessons to allow more time for independent reading - Answer -C
2. A teacher selects vocabulary words to use for explicit instruction in a science unit. Which of the
following research-based instructional approaches would most effectively support students' deep
understanding of the meanings of the words?
A. Students should read text sets that are conceptually linked and feature the target words.
B. Students should work in small groups to determine the definition of each target word.
C. Students should write the definitions of each target word in their science notebooks.
D.Students should go on textbook word hunts and highlight the target words they find. - Answer -A
3. A teacher calls a group of four students together for a small-group reading lesson. The teacher asks
them to bring the texts they are currently reading so they can practice the reading strategy that will be
taught. The chart shows what each student is reading.
, Student A A narrative in the fantasy genre about a group of dragons who are sent on a quest
Student B A hybrid text about a class trip into outer space
Student C An informational text about weather
Student D An informational text about poisonous animals
Which of the following reading activities could be used with all the students' texts?
A.using diagrams to complement what the prose in a text is saying
B.keeping a list of character traits to track the characters' development
C.pausing at different breaking points in a text to summarize what has been read
D.labeling the features of the text, such as introductions, dialogue, and photographs - Answer -C
4. A fourth-grade teacher works one-on-one with a student on a high-interest novel. The teacher reads a
paragraph and then cues the student to read the same paragraph. At times the teacher reads just one or
two sentences and then cues the student to read the same sentences. Then, they repeat the process
with the next chunk of text. Which of the following areas of reading does this practice directly support?
A.vocabulary knowledge
B.decoding strategies
C.comprehension
D.fluency - Answer -D
5. A teacher conducts an interactive read-aloud with the class. Many of the students in the class speak
Spanish and come from homes in which the primary language is Spanish. The text that the teacher
chooses is written partially in English and partially in Spanish. During the discussion of the text, the
teacher should cue the Spanish-speaking students to answer questions and respond to one another:
A.exclusively in English.
B. in their choice of Spanish, English, or a blend of the languages.
C.in Spanish, and then translate their words into English for English-only speakers.
D. in groups with the Spanish speakers in one group and the English-only speakers in the other. - Answer
-B
1.
A teacher sets a goal to foster independent reading practices in the classroom. Which of the following
research-based strategies would be most effective to use for this purpose?
A. scheduling a time for the students and teacher to independently read at the same time each day
B. partnering with a local store to have students earn ice cream cones for every ten books read
C. adding new materials to the classroom library and delivering "book talks" on those materials
D. reducing the number of mini-lessons to allow more time for independent reading - Answer -C
2. A teacher selects vocabulary words to use for explicit instruction in a science unit. Which of the
following research-based instructional approaches would most effectively support students' deep
understanding of the meanings of the words?
A. Students should read text sets that are conceptually linked and feature the target words.
B. Students should work in small groups to determine the definition of each target word.
C. Students should write the definitions of each target word in their science notebooks.
D.Students should go on textbook word hunts and highlight the target words they find. - Answer -A
3. A teacher calls a group of four students together for a small-group reading lesson. The teacher asks
them to bring the texts they are currently reading so they can practice the reading strategy that will be
taught. The chart shows what each student is reading.
, Student A A narrative in the fantasy genre about a group of dragons who are sent on a quest
Student B A hybrid text about a class trip into outer space
Student C An informational text about weather
Student D An informational text about poisonous animals
Which of the following reading activities could be used with all the students' texts?
A.using diagrams to complement what the prose in a text is saying
B.keeping a list of character traits to track the characters' development
C.pausing at different breaking points in a text to summarize what has been read
D.labeling the features of the text, such as introductions, dialogue, and photographs - Answer -C
4. A fourth-grade teacher works one-on-one with a student on a high-interest novel. The teacher reads a
paragraph and then cues the student to read the same paragraph. At times the teacher reads just one or
two sentences and then cues the student to read the same sentences. Then, they repeat the process
with the next chunk of text. Which of the following areas of reading does this practice directly support?
A.vocabulary knowledge
B.decoding strategies
C.comprehension
D.fluency - Answer -D
5. A teacher conducts an interactive read-aloud with the class. Many of the students in the class speak
Spanish and come from homes in which the primary language is Spanish. The text that the teacher
chooses is written partially in English and partially in Spanish. During the discussion of the text, the
teacher should cue the Spanish-speaking students to answer questions and respond to one another:
A.exclusively in English.
B. in their choice of Spanish, English, or a blend of the languages.
C.in Spanish, and then translate their words into English for English-only speakers.
D. in groups with the Spanish speakers in one group and the English-only speakers in the other. - Answer
-B
