Elementary MTTC (103) questions and answers latest top score.

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Elementary MTTC (103) questions and
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During sworld slanguage sinstruction, swhich sof sthe sfollowing sstudent sactivities swould
sbest sincorporate sopportunities sfor sstudents sto snegotiate smeaning? sA. sreading sa

stext sand sunderlining sany swords sthat sare sunfamiliar s

B. playing sa sgame sin swhich sa sword smust sbe sguessed sby suse sof scircumlocution s
C. filling sout sa sworksheet sof squestions sthat srequire sthe suse sof sa sdictionary s
D. writing sa sshort sstory sbased son sa ssequential sset sof sillustrations sfrom sa spicture
sbook s- s s s

correct sanswer. s sB s
s

Which sof sthe sfollowing scharacteristics sof sliteracy sdevelopment sbest sillustrates
sthe s
s
relationship sbetween sspeaking sand
swriting?
s
A. sprinting sthe sletters sof sthe
salphabet
s
B. sovergeneralizing sregular sverb stense
sendings
s
C. susing sphonetic


sspelling
s
D. srecognizing sexamples sof senvironmental sprint s- s s scorrect sanswer.
s sC
s

A ssecond-grade steacher snotices sthat sseveral sstudents sregularly splace sadjectives
safter s
s
nouns sin stheir swriting sand sspeaking. sThese sstudents smost slikely srequire
sexplicit
s
instruction srelated sto swhich sof sthe sfollowing sEnglish slanguage
ssystems?
s
A.
sphonological

, s
B. s


ssemantic


C.
ssyntactic

D. spragmatic s- s s scorrect sanswer. s sC s
s

At sthe sbeginning sof sthe sschool syear, sa skindergarten steacher stalks sinformally swith
sstudents' sfamilies sabout sthe skinds sof sprior sexperiences stheir schildren shave shad,

sespecially sthose srelated sto slearning sand sliteracy. sThe steacher suses sthis sinformation

sto shelp splan sdramatic splay sand sliteracy scenters sthat sreflect sfamiliar ssettings, stasks,

sand sexperiences. sThese sactions smost sclearly sdemonstrate sthe steacher's sawareness

sof sthe: sA. sintegrated snature sof sreading, swriting, slistening, sand sspeaking. s

B. interconnections sbetween slanguage, sliteracy, sand sculture. s
C. relationship sbetween soral slanguage sdevelopment sand sreading sachievement. s
D. links sbetween svocabulary sdevelopment sand sreading sin sthe shome. s- s s scorrect
sanswer. s s

Bs
s

As sa sregular scomponent sof swhole-group smathematics sinstruction, sa sfifth-grade
steacher sguides sstudents sin sclosely sreading skey spages sfrom sthe sgrade-level

stextbook. sAfterward, sin saddition sto sguiding sstudents sin sapplying sthe snew smaterial

spresented sin sthe stext sto ssample sexercises, sthe steacher salso shelps sthe sstudents

ssummarize sthe stext's smain sideas sorally. sFinally, sstudents sdraft stheir sown swritten

ssummaries sof sthe snew sconcepts, sprocesses, sand/or sterminology sin stheir

smathematics sjournals. sThis sapproach sto scontentarea sinstruction spromotes sstudents'

sschool sachievement sprimarily sin swhich sof sthe sfollowing sways? s

A. by sproviding sa sprint-rich senvironment sin swhich sstudents sat sall sskill slevels
sparticipate sin sdifferentiated sliteracy sactivities s

B. by susing snonverbal, sconcrete sexperiences sto sscaffold sstudents' scomprehension
sand svocabulary sdevelopment s

C. by spromoting sstudents' sdevelopment sof sskill sin susing slistening, sspeaking, sreading,
s- s s s

correct sanswer. s sC s
s

A skindergarten steacher swants sto sinvolve sall sfamilies sin shelping sstudents sdevelop soral
slanguage sskills sthat ssupport sliteracy sdevelopment. sWhich sof sthe sfollowing steacher

srecommendations sto sfamilies sis slikely sto sbe smost seffective sin saddressing sthis sgoal? s

A. "Take syour schildren sto sarts sand scultural scommunity sevents ssuch sas sconcerts
sand sfestivals." s

B. "Visit sthe slocal spublic slibrary sregularly swith syour schild sto sborrow schildren's
sbooks ssuch sas spicture sbooks sand seasy sreaders." s

C. "Spend stime swith syour schildren splaying sactive sgames ssuch sas shopscotch sand
sjump srope." s

D. "Talk swith syour schildren swhile sworking stogether swhen spreparing smeals sand
sdoing sother sdaily sactivities." s- s s scorrect sanswer. s sD s

,s

A steacher sis sdesigning sa ssequence sof sinstruction sfor steaching sletter srecognition sskills
sto semergent sreaders. sWhich sof sthe sfollowing ssets sof sletters swould sbe smost

sappropriate sfor sa steacher sto sinclude sin sthe sfirst slessons? s

A. c, so, sw, sx, sy, sz s
B. I, sL, sT, sH, sE, sF s
C. a, sm, st, ss, sf, sd s
D. A, sa, sB, sb, sC, sc s- s s scorrect sanswer. s sC s
s

An sEnglish sLanguage sLearner sin sa sfourth-grade sclass scan sread sfluently sin sa
slanguage sthat sis swritten susing sa snonalphabetic sscript. sWhich sof sthe sfollowing

sconcepts sis slikely sto sbe smost sdifficult sfor sthis sstudent sto sgrasp swhen slearning sto

sread sin sEnglish? sA. sA sseries sof sletters srepresents sa sword. s

B. Print ssymbolizes sspoken slanguage. s
C. A ssentence sis scomposed sof sa ssequence sof swords. s
D. Letters scorrespond sto sphonemes. s- s s scorrect sanswer. s sD s
s

A skindergarten steacher sregularly sreads saloud s"big sbooks" sto sher sstudents. sAs sshe
sreads sshe spoints sto seach sword, sand sduring ssuccessive sreadings sshe sencourages

sstudents sto sjoin sin sthe sreading sas sshe spoints. sWhich sof sthe sfollowing semergent

sliteracy sskills sis sthis sactivity smost slikely sto spromote? s

A. awareness sof sconsonant sand svowel sphonemes s
B. understanding sof sthe srelationship sof sspeech sto sprint s
C. recognition sof sbasic sphonics sand sspelling spatterns s
D. knowledge sof svariations sin sletter-sound srelationships s- s s scorrect sanswer. s sB s
s

A skindergarten steacher sregularly sleads sclassroom sdiscussions sbefore sbeginning sa
snew sread-aloud sof sinformational stexts. sFor sexample, she smay sconduct sa sbook swalk

sof sthe spictures, spoint sout ssome skey svocabulary, sand sthen sask sstudents sto sshare

swhat sthey salready sknow sabout sthe ssubject sof sthe sbook. sThis spractice smost sclearly

sdemonstrates sthe steacher's sunderstanding sof swhich sof sthe sfollowing sfactors sthat

sinfluence semergent sreaders' sconstruction sof smeaning? s

A. the srole sof ssetting sa spurpose sand sgoal sprior sto sreading sa stext s
B. the simportance sof susing stextual sevidence sto sdraw sconclusions s
C. the srole sof sactivating sbackground sknowledge srelated sto sa stext s
D. the simportance sof sdetermining sa stext's smain sidea sand sdetails s- s s scorrect sanswer. s
sC s
s

Which sof sthe sfollowing swords swould sbe smost sappropriate sto sinclude sin sphonics
sinstruction sdesigned sto spromote sbeginning sreaders' sability sto sdecode sregular sCVCe

swords? s

A. done s
B. give s
C. make s
D. were s- s s scorrect sanswer. s sC s
s

, A sfifth-grade sstudent swho sis shaving sdifficulty sreading sthe sword sinstinctively sin sa
sscience stext swould sbe sbest sadvised sto sapply swhich sof sthe sfollowing sskills? s

A. word srecognition s
B. structural sanalysis s
C. syllabication s
D. phonic sanalysis s- s s scorrect sanswer. s sB s
s

A ssecond-grade steacher swould slike sto simprove sstudents' sability sto sread snarrative
stexts swith sappropriate sexpression. sWhich sof sthe sfollowing sstrategies sis slikely sto sbe

smost seffective sin saddressing sthis sgoal? s

A. asking sstudents sto stry sto sread sa sshort sstory ssilently sin sa sspecified samount sof stime
s

B. engaging sstudents sin sa sround-robin sreading sof sa sshort sstory s
C. having sstudents sread sand sthen srewrite sa sshort sstory sin sthe sform sof sa ssong sor
spoem sD. sleading sstudents sin san secho sreading sof sa sshort sstory s- s s scorrect

sanswer. s sD s
s

As spart sof san sinformal sreading sassessment, sa steacher sasks sa sfirst-grade sstudent sto
sread sa sgrade-level spassage saloud. sAs sthe sstudent sreads, sthe steacher smarks sthe

sstudent's serrors son sa scopy sof sthe spassage, sindicating serrors sof ssubstitution,

sinsertion, somission, sand sreversal. sThe steacher salso snotes sany srepetitions sor sself-

corrections. sThis sassessment sis slikely sto sprovide sthe smost suseful sinformation sabout
sthe sstudent's sskills sin swhich sof sthe sfollowing sareas sof sreading sdevelopment? s

A. reading scomprehension s
B. vocabulary sknowledge s
C. phonemic sawareness s
D. word srecognition s- s s scorrect sanswer. s sD s
s

Which sof sthe sfollowing sscenarios swould sprovide sthe sbest sevidence sthat sa
skindergarten sstudent sis sprogressing saccording sto stypical sstages sof sliteracy

sdevelopment? s

A. Now sthe sstudent sprovides sdetailed sdrawings sto saccompany shis swritten
ssymbols, swhereas she snever sillustrated shis swritings sat sthe sbeginning sof sthe sschool

syear. s

B. At sthe sbeginning sof sthe sschool syear, sthe sstudent soften sincorporated swords
sinto shis swritings sthat she shad scopied sfrom senvironmental sprint, sbut snow she sonly suses

shis sown soriginal ssymbols. s

C. Now sthe sstudent sknows sthat she sis snot swriting sreal swords, swhereas sat sthe
sbeginning sof sthe sschool syear she swould spoint sto sclusters sof sletters sand scall sthem

swords. s

D. At sthe sbeginning sof sthe sschool syear, sthe sstudent stold sa sdifferent sstory seach
stime she sreread shis swritings, sbut snow she sfollows sthe sletters swith shis sfinger sand suses

ssimilar swords swhen srereading. s- s s scorrect sanswer. s sD s
s

Which sof sthe sfollowing swords swould sbe smost sappropriate sto steach sas sa ssight sword
sto sfifthgrade sstudents? sA. steacher s