MTLE Elementary Exam UPDATED
ACTUAL QUESTIONS AND CORRECT
ANSWERS
Which of the following teacher practices in a kindergarten class is likely to be most effective
in reinforcing students' development of phonemic awareness? - CORRECT
ANSWER having students line up or join a group when they hear the teacher say the
first sound in their name
Which of the following methods would be most appropriate to use as part of an assessment of
a kindergarten student's phonological awareness skills? - CORRECT ANSWER saying
a familiar multisyllable word and asking the student to repeat the word while clapping for
each syllable in the word
A kindergarten teacher routinely conducts read-alouds with students. During the reading, the
teacher stops periodically to discuss the story events with the students. Which of the
following literacy elements is the teacher most directly supporting with this approach? -
CORRECT ANSWER promoting the students' listening comprehension skills and oral
language development
A kindergarten teacher plans instruction to develop students' phonological awareness at the
word level. Which of the following directions would be most effective for the teacher to use
to promote this skill? - CORRECT ANSWER "Tap a finger for each word you hear in
this sentence: I cannot run fast."
Prior to a class reading of a story, a second-grade teacher selects some action words from the
text, writes the words on the board, and teaches them to the students. Next the teacher and
students read the story together. The teacher directs the students to act out each word while
repeating it aloud every time the words appear in the story. The teacher's actions primarily
reflect the importance of: - CORRECT ANSWER reinforcing students' oral and
phonics skills through an engaging activity.
A first grader makes the following types of spelling errors during independent writing.
Target Word Student Spelling them dem him nim away avay open obim
,Which of the following statements provides the most likely explanation for the student's
errors? - CORRECT ANSWER The student is confusing visually and auditorily similar
letters
A kindergarten teacher models the following procedure for a student who is experiencing
difficulty with letter recognition. The teacher looks at the target letter p with the student, says
the letter's name, and then traces the letter while verbalizing the strokes involved in its
formation. Then the teacher provides the student with guided practice following the same
procedure with other target letters (e.g., b, d, q). This multisensory activity would be most
effective to use in an intervention designed to promote the student's ability to: - CORRECT
ANSWER distinguish between the features of visually similar letters.
A teacher places printed labels on various objects in the classroom and frequently points to
and refers to the objects by name in conversation with the students. Which of the following
early literacy skills is the teacher most directly promoting? - CORRECT
ANSWER concepts of print
Kindergarten students each have a notecard with their first name written on it. The teacher
asks a series of questions, such as "Whose name has a t in it?" and "Who has a capital K at
the beginning of their name?" The students respond affirmatively by giving a thumbs up. By
engaging students in this activity, the teacher is providing practice in: - CORRECT
ANSWER letter recognition.
In a research-based, systematic program of phonics instruction, which of the following
complex letter combinations should be taught last? - CORRECT ANSWER au
A third-grade student can read grade-level literary texts at an appropriate rate with strong
accuracy and good prosody. When reading grade-level, self-selected informational texts,
however, the student reads in a slow, halting manner. Which of the following statements best
explains the most likely reason for this discrepancy in the student's reading styles? -
CORRECT ANSWER The informational texts contain vocabulary and/or syntactic
structures that are unfamiliar to the student.
A first-grade student struggles to read and comprehend grade-level texts. The results of
informal assessments indicate that the student can identify basic letter-sound correspondences
and sight words and is able to read CVC words that have already been taught explicitly.
, However, the student has difficulty reading new CVC words and other single-syllable words
presented in word lists and relies heavily on context clues as a decoding strategy when
reading connected text. Which of the following instructional strategies would likely be most
effective in addressing this student's reading needs and promoting reading development? -
CORRECT ANSWER providing the student with explicit instruction and guided
practice in sounding out and blending the letters of simple regular words
In order to accurately read and spell words such as sight, treat, and mock, students would
benefit most from instruction focused on which of the following phonics principles? -
CORRECT ANSWER word families
On an oral reading fluency (ORF) assessment administered in the winter, a third-grade
student reads 62 words correct per minute (WCPM). This accuracy and rate place the student
in the twenty-fifth percentile. Further diagnostic assessments reveal that the student's
nonfluent reading stems mainly from a lack of word automaticity. Given these results, which
of the following instructional practices would be most appropriate for the teacher to consider
for the purpose of promoting automaticity? - CORRECT ANSWER timed repeated oral
reading
A second-grade teacher is planning to read aloud a chapter book to students over the course
of several days. Which of the following strategies is likely to be most effective in reinforcing
and expanding students' understanding of vocabulary words found in each chapter? -
CORRECT ANSWER pausing periodically during each reading to elaborate on and
question students about key words in the chapter
A third-grade teacher would like students to learn how to use classroom print reference
materials such as age-appropriate dictionaries and thesauruses to support independent word
learning. Which of the following skills would be most important for the teacher to introduce
first? - CORRECT ANSWER ordering words alphabetically
Fifth-grade students read the passage below from Anne of Green Gables, a novel by Lucy
Maud Montgomery.
But Mrs. Spencer said distinctly that you wanted a girl about eleven years old. And the
matron said she thought I would do. You don't know how delighted I was. I couldn't sleep all
last night for joy. "Oh," she added reproachfully, turning to Matthew, "why didn't you tell me
at the station that you didn't want me and leave me there? If I hadn't seen the White Way of
Delight and the Lake of Shining Waters it wouldn't be so hard." . . .But Anne could not eat. In
ACTUAL QUESTIONS AND CORRECT
ANSWERS
Which of the following teacher practices in a kindergarten class is likely to be most effective
in reinforcing students' development of phonemic awareness? - CORRECT
ANSWER having students line up or join a group when they hear the teacher say the
first sound in their name
Which of the following methods would be most appropriate to use as part of an assessment of
a kindergarten student's phonological awareness skills? - CORRECT ANSWER saying
a familiar multisyllable word and asking the student to repeat the word while clapping for
each syllable in the word
A kindergarten teacher routinely conducts read-alouds with students. During the reading, the
teacher stops periodically to discuss the story events with the students. Which of the
following literacy elements is the teacher most directly supporting with this approach? -
CORRECT ANSWER promoting the students' listening comprehension skills and oral
language development
A kindergarten teacher plans instruction to develop students' phonological awareness at the
word level. Which of the following directions would be most effective for the teacher to use
to promote this skill? - CORRECT ANSWER "Tap a finger for each word you hear in
this sentence: I cannot run fast."
Prior to a class reading of a story, a second-grade teacher selects some action words from the
text, writes the words on the board, and teaches them to the students. Next the teacher and
students read the story together. The teacher directs the students to act out each word while
repeating it aloud every time the words appear in the story. The teacher's actions primarily
reflect the importance of: - CORRECT ANSWER reinforcing students' oral and
phonics skills through an engaging activity.
A first grader makes the following types of spelling errors during independent writing.
Target Word Student Spelling them dem him nim away avay open obim
,Which of the following statements provides the most likely explanation for the student's
errors? - CORRECT ANSWER The student is confusing visually and auditorily similar
letters
A kindergarten teacher models the following procedure for a student who is experiencing
difficulty with letter recognition. The teacher looks at the target letter p with the student, says
the letter's name, and then traces the letter while verbalizing the strokes involved in its
formation. Then the teacher provides the student with guided practice following the same
procedure with other target letters (e.g., b, d, q). This multisensory activity would be most
effective to use in an intervention designed to promote the student's ability to: - CORRECT
ANSWER distinguish between the features of visually similar letters.
A teacher places printed labels on various objects in the classroom and frequently points to
and refers to the objects by name in conversation with the students. Which of the following
early literacy skills is the teacher most directly promoting? - CORRECT
ANSWER concepts of print
Kindergarten students each have a notecard with their first name written on it. The teacher
asks a series of questions, such as "Whose name has a t in it?" and "Who has a capital K at
the beginning of their name?" The students respond affirmatively by giving a thumbs up. By
engaging students in this activity, the teacher is providing practice in: - CORRECT
ANSWER letter recognition.
In a research-based, systematic program of phonics instruction, which of the following
complex letter combinations should be taught last? - CORRECT ANSWER au
A third-grade student can read grade-level literary texts at an appropriate rate with strong
accuracy and good prosody. When reading grade-level, self-selected informational texts,
however, the student reads in a slow, halting manner. Which of the following statements best
explains the most likely reason for this discrepancy in the student's reading styles? -
CORRECT ANSWER The informational texts contain vocabulary and/or syntactic
structures that are unfamiliar to the student.
A first-grade student struggles to read and comprehend grade-level texts. The results of
informal assessments indicate that the student can identify basic letter-sound correspondences
and sight words and is able to read CVC words that have already been taught explicitly.
, However, the student has difficulty reading new CVC words and other single-syllable words
presented in word lists and relies heavily on context clues as a decoding strategy when
reading connected text. Which of the following instructional strategies would likely be most
effective in addressing this student's reading needs and promoting reading development? -
CORRECT ANSWER providing the student with explicit instruction and guided
practice in sounding out and blending the letters of simple regular words
In order to accurately read and spell words such as sight, treat, and mock, students would
benefit most from instruction focused on which of the following phonics principles? -
CORRECT ANSWER word families
On an oral reading fluency (ORF) assessment administered in the winter, a third-grade
student reads 62 words correct per minute (WCPM). This accuracy and rate place the student
in the twenty-fifth percentile. Further diagnostic assessments reveal that the student's
nonfluent reading stems mainly from a lack of word automaticity. Given these results, which
of the following instructional practices would be most appropriate for the teacher to consider
for the purpose of promoting automaticity? - CORRECT ANSWER timed repeated oral
reading
A second-grade teacher is planning to read aloud a chapter book to students over the course
of several days. Which of the following strategies is likely to be most effective in reinforcing
and expanding students' understanding of vocabulary words found in each chapter? -
CORRECT ANSWER pausing periodically during each reading to elaborate on and
question students about key words in the chapter
A third-grade teacher would like students to learn how to use classroom print reference
materials such as age-appropriate dictionaries and thesauruses to support independent word
learning. Which of the following skills would be most important for the teacher to introduce
first? - CORRECT ANSWER ordering words alphabetically
Fifth-grade students read the passage below from Anne of Green Gables, a novel by Lucy
Maud Montgomery.
But Mrs. Spencer said distinctly that you wanted a girl about eleven years old. And the
matron said she thought I would do. You don't know how delighted I was. I couldn't sleep all
last night for joy. "Oh," she added reproachfully, turning to Matthew, "why didn't you tell me
at the station that you didn't want me and leave me there? If I hadn't seen the White Way of
Delight and the Lake of Shining Waters it wouldn't be so hard." . . .But Anne could not eat. In
