Elementary Education Content Test 305: Study Guide

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 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 B. promoting the student's ability to use a cognate strategy to understand academic vocabulary in English - 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 B. promoting students' ability to analyze how graphic features relate to the article. - 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 C. Early kites were made to fulfill practical purposes. - Read the draft paragraph below from a student's informative essay; then answer the question that follows. "Kites were probably invented in China during the fifth century. The first known kites were made of a bamboo frame covered with silk or paper. They were usually flat rectangles, and unlike modern kites, they did not have tails. (Insert sentence 4 here) People used kites to measure distances, to test the wind, and to communicate. There is an ancient Chinese story about a Chinese emperor who used a kite to send a message for help when he was trapped by rebel soldiers. Some kites could actually carry warriors into the air and over enemy territory." Which of the following sentences, if inserted as Sentence 4, would most effectively support a logical development of ideas in the paragraph? A. In some countries, making and flying kites is an art. B. Early South Sea Islanders attached fishing nets to kites. C. Early D. commenting on a draft's strengths before making explicit suggestions for improving the draft to meet specific criteria - With the goal of guiding students' revision of their writing, a teacher wants to provide meaningful feedback on students' first drafts during one-on-one conferences. Which of the following approaches would be most effective for the teacher to use to achieve this goal? A. highlighting text that needs extensive revision and asking students to describe how they plan to rewrite the highlighted text B. identifying errors in grammar and mechanics and showing students examples of correct usage of standard writing conventions C. using academic language and domain-specific terms when discussing students' drafts and evaluating students' writing performance D. commenting on a draft's strengths before making explicit suggestions for improving the draft to meet specific criteria A. preteaching challenging vocabulary that is relevant to the topic - 9. A first-grade teacher has invited a naturalist from a local wildlife center to give a presentation on migratory birds to the class. The teacher is concerned that students may have difficulty sustaining attention during the presentation due to their unfamiliarity with the topic. In advance of the presentation, the teacher leads a class discussion to determine what students already know about migratory birds and then reads aloud from a recent newspaper article on the topic. Which of the following additional steps by the teacher would be most effective for promoting students' active listening during the presentation? A. preteaching challenging vocabulary that is relevant to the topic B. reminding students of established guidelines for polite listening C. displaying colorful photographs of migratory birds in the classroom D. showing students the presentation outline provided by the speaker B. sequencing ideas logically - Read the transcript of a student's oral book report below; then answer the question that follows. "What is your favorite food? If it's pizza, you should read this book. You probably know that pizza is from Italy. But did you know that kings and queens used to eat it? This book is full of interesting facts. They used to eat it with mozzarella cheese and red tomatoes just like we do now. When people from Italy came to live in the United States they missed pizza. That's why we have pizza in the United States. This book will make you hungry. It even has recipes. You can learn how to toss pizza dough in the air and spin it around." Given the evidence presented, the student needs instructional support in which of the following oral presentation skills? A. engaging the audience B. sequencing ideas logically C. expressing opinions clearly D. using precise language A. The student's answer is incorrect and the work shows a misunderstanding of how to interpret the remainder in a real-world problem. - Use the problem and student work below to answer the question that follows. Problem: A school is planning an assembly for the last day of the school year. There are 100 fourth graders in the school. The principal has arranged the chairs in the auditorium into rows of eight. How many rows does the principal need to save to seat all the fourth graders? Student work: 100 ÷ 8 = _______ 12 x 8 = 96 100 − 96 = 4 The principal has to save 12 rows. Which of the following statements is the best evaluation of the student's work? A. The student's answer is incorrect and the work shows a misunderstanding of how to interpret the remainder in a real-world problem. B. The student's answer is incorrect and the work shows a misunderstanding of how to perform the common division algorithm. C. The student's answer is correct and the work shows an understanding of the relationship between division and multiplication. D. The stu -