ILTS 305 Test Questions with Complete
Solutions
Which of the following types of activities is likely to be most effective for developing students
use of negotiation and refusal skills to address negative peer pressure?
a. Asking students to write about their own experience with peer pressure and how they use
negotiation or refusal skills in those situations
b. Using a whole-class format to read case studies that describe peer pressure situations and
discussing negotiation or refusal skills that could be used.
c. Listing on a board types of peer pressure situations and brainstorming and listing negotiation
and refusal skills that best address each situation
d. Demonstrating negotiation and refusal skills and engaging students in role-playing a variety of
realistic situation that require use of the skills. Correct Ans-d. Demonstrating negotiation and
refusal skills and engaging students in role-playing a variety of realistic situation that require use
of the skills.
Reading research conducted using scientific-based research methods has identified which of the
following areas as one of the five essential components of an effective reading instruction
program?
Vocabulary development, letter formation, book handling skills, spelling skills Correct Ans-
Vocabulary development
*Five essential components are: phonemic awareness, phonics, fluency, vocabulary, and text
comprehension*
The sentences below are from an elementary students creative writing piece. The student's
spelling in this excerpt is representative of the students overall spelling performance.
,The children new they wood get in truble. The lessons were easy for them to learn.
The student's spelling is most characteristic of students in which stage of spelling development?
A. semiphonetic stage
B. Phonetic stage
C. transitional stage
D. morphophonemic stage Correct Ans-C. transitional stage
Which of the following actions by an elementary school teacher best demonstrates an awareness
of the interconnections among literacy skills across the curriculum?
A. giving students time for rereading their content-area textbooks and discussing the material
with their classmates
B. Setting aside a weekly time slot for students to visit the school library and check out content-
area texts the teacher has put on hold for them.
C. Providing students with opportunities to read and write about fiction and nonfiction texts
related to concepts they are studying in content-area lessons.
D. obtaining multiple copies of each content-related classroom library book so that more students
have access to grade-level informational texts. Correct Ans-C. Providing students with
opportunities to read and write about fiction and nonfiction texts related to concepts they are
studying in content-area lessons.
, An entering-level ELL has acquired grade-level literacy skills in the home language. Which of
the following features of the home language would be most likely to support the transfer of basic
literacy skills from the student's home language to English?
A. the home language's writing system is alphabetic as is English.
B. the vocabulary of the home language shares cognates with English.
C. The home language includes several phonemes found in English.
D. the syntax of the home language is similar to English. Correct Ans-A. the home language's
writing system is alphabetic as is English.
A second-grade teacher is planning to read aloud a narrative text to students. Which of the
following approaches to conducting the read-aloud would best strengthen students' oral language
development, thereby promoting the developmental process of reading acquisition?
A. asking students to select three unfamiliar words they hear as they listen to the story and use
them in oral sentences.
B. having students use, think-pair-share to orally answer a question related to the story's main
idea.
C. Having students take turns rereading the story aloud after the teacher has modeled reading it
expressively.
D. asking students to write a short response to a question about the story's main idea and share it
aloud. Correct Ans-B. having students use, think-pair-share to orally answer a question
related to the story's main idea.
*think-pair-share sets up conversations between students, thereby supporting oral language
development*
Solutions
Which of the following types of activities is likely to be most effective for developing students
use of negotiation and refusal skills to address negative peer pressure?
a. Asking students to write about their own experience with peer pressure and how they use
negotiation or refusal skills in those situations
b. Using a whole-class format to read case studies that describe peer pressure situations and
discussing negotiation or refusal skills that could be used.
c. Listing on a board types of peer pressure situations and brainstorming and listing negotiation
and refusal skills that best address each situation
d. Demonstrating negotiation and refusal skills and engaging students in role-playing a variety of
realistic situation that require use of the skills. Correct Ans-d. Demonstrating negotiation and
refusal skills and engaging students in role-playing a variety of realistic situation that require use
of the skills.
Reading research conducted using scientific-based research methods has identified which of the
following areas as one of the five essential components of an effective reading instruction
program?
Vocabulary development, letter formation, book handling skills, spelling skills Correct Ans-
Vocabulary development
*Five essential components are: phonemic awareness, phonics, fluency, vocabulary, and text
comprehension*
The sentences below are from an elementary students creative writing piece. The student's
spelling in this excerpt is representative of the students overall spelling performance.
,The children new they wood get in truble. The lessons were easy for them to learn.
The student's spelling is most characteristic of students in which stage of spelling development?
A. semiphonetic stage
B. Phonetic stage
C. transitional stage
D. morphophonemic stage Correct Ans-C. transitional stage
Which of the following actions by an elementary school teacher best demonstrates an awareness
of the interconnections among literacy skills across the curriculum?
A. giving students time for rereading their content-area textbooks and discussing the material
with their classmates
B. Setting aside a weekly time slot for students to visit the school library and check out content-
area texts the teacher has put on hold for them.
C. Providing students with opportunities to read and write about fiction and nonfiction texts
related to concepts they are studying in content-area lessons.
D. obtaining multiple copies of each content-related classroom library book so that more students
have access to grade-level informational texts. Correct Ans-C. Providing students with
opportunities to read and write about fiction and nonfiction texts related to concepts they are
studying in content-area lessons.
, An entering-level ELL has acquired grade-level literacy skills in the home language. Which of
the following features of the home language would be most likely to support the transfer of basic
literacy skills from the student's home language to English?
A. the home language's writing system is alphabetic as is English.
B. the vocabulary of the home language shares cognates with English.
C. The home language includes several phonemes found in English.
D. the syntax of the home language is similar to English. Correct Ans-A. the home language's
writing system is alphabetic as is English.
A second-grade teacher is planning to read aloud a narrative text to students. Which of the
following approaches to conducting the read-aloud would best strengthen students' oral language
development, thereby promoting the developmental process of reading acquisition?
A. asking students to select three unfamiliar words they hear as they listen to the story and use
them in oral sentences.
B. having students use, think-pair-share to orally answer a question related to the story's main
idea.
C. Having students take turns rereading the story aloud after the teacher has modeled reading it
expressively.
D. asking students to write a short response to a question about the story's main idea and share it
aloud. Correct Ans-B. having students use, think-pair-share to orally answer a question
related to the story's main idea.
*think-pair-share sets up conversations between students, thereby supporting oral language
development*
