MTTC 103 - Practice Test Questions Correctly
Answered.
1. During world language instruction, which of
the fol- lowing student activities would best 4. At the
incorporate op- portunities for students to beginning
negotiate meaning? of the
A. reading a text and underlining any words school
that are unfamiliar year, a
B. playing a game in which a word must be kindergart
guessed by use of circumlocution en teacher
C. filling out a worksheet of questions that talks
require the use of a dictionary informally
D. writing a short story based on a with
sequential set of illustrations from a picture students'
book families
about
2. Which of the following characteristics of
literacy de- velopment best illustrates the
relationship between speaking and writing?
A. printing the letters of the alphabet
B. overgeneralizing regular verb tense endings
C. using phonetic spelling
D. recognizing examples of environmental print
3. A second-grade teacher notices that several
students regularly place adjectives after
nouns in their writ- ing and speaking. These
students most likely require explicit
instruction related to which of the following
English language systems?
A. phonological
B. semantic
C. syntactic
D. pragmatic
, MTTC 103 - Practice Test Questions Correctly
Answered.
B. playing a game in which a word must be guessed by use of
circumlocution
C. using phonetic spelling
C. syntactic
, MTTC 103 - Practice Test Questions Correctly
Answered.
the kinds of prior experiences their children have had, B.
interconnections be-
especially those related to learning and A. by
literacy. The teacher uses this information to providing a
help plan dramatic play and literacy centers print-rich
that reflect familiar settings, tasks, and environme
experiences. These actions most clearly nt in which
demonstrate the teacher's awareness of the: stu- dents
A. integrated nature of reading, writing, at all skill
listening, and speaking. levels
B. interconnections between language, participate
literacy, and culture. in
C. relationship between oral language differentiat
development and reading achievement. ed lit-
D. links between vocabulary development and eracy
read- ing in the home. activities
B. by using
5. As a regular component of whole-group nonverbal,
mathemat- ics instruction, a fifth-grade concrete
teacher guides students in closely reading experience
key pages from the grade-level textbook. s to scaf-
Afterward, in addition to guiding students in fold
applying the new material presented in the students'
text to sample exercises, the teacher also comprehe
helps the stu- dents summarize the text's nsion and
main ideas orally. Finally, students draft their vocabulary
own written summaries of the devel-
new concepts, processes, and/or terminology
in their mathematics journals. This approach
to content-area instruction promotes students'
school achievement primarily in which of the
following ways?
, MTTC 103 - Practice Test Questions Correctly
Answered.
tween language, literacy, and culture.
C. by promoting students' development of skill in using listening,
speaking, reading, and writing for academic purposes
Answered.
1. During world language instruction, which of
the fol- lowing student activities would best 4. At the
incorporate op- portunities for students to beginning
negotiate meaning? of the
A. reading a text and underlining any words school
that are unfamiliar year, a
B. playing a game in which a word must be kindergart
guessed by use of circumlocution en teacher
C. filling out a worksheet of questions that talks
require the use of a dictionary informally
D. writing a short story based on a with
sequential set of illustrations from a picture students'
book families
about
2. Which of the following characteristics of
literacy de- velopment best illustrates the
relationship between speaking and writing?
A. printing the letters of the alphabet
B. overgeneralizing regular verb tense endings
C. using phonetic spelling
D. recognizing examples of environmental print
3. A second-grade teacher notices that several
students regularly place adjectives after
nouns in their writ- ing and speaking. These
students most likely require explicit
instruction related to which of the following
English language systems?
A. phonological
B. semantic
C. syntactic
D. pragmatic
, MTTC 103 - Practice Test Questions Correctly
Answered.
B. playing a game in which a word must be guessed by use of
circumlocution
C. using phonetic spelling
C. syntactic
, MTTC 103 - Practice Test Questions Correctly
Answered.
the kinds of prior experiences their children have had, B.
interconnections be-
especially those related to learning and A. by
literacy. The teacher uses this information to providing a
help plan dramatic play and literacy centers print-rich
that reflect familiar settings, tasks, and environme
experiences. These actions most clearly nt in which
demonstrate the teacher's awareness of the: stu- dents
A. integrated nature of reading, writing, at all skill
listening, and speaking. levels
B. interconnections between language, participate
literacy, and culture. in
C. relationship between oral language differentiat
development and reading achievement. ed lit-
D. links between vocabulary development and eracy
read- ing in the home. activities
B. by using
5. As a regular component of whole-group nonverbal,
mathemat- ics instruction, a fifth-grade concrete
teacher guides students in closely reading experience
key pages from the grade-level textbook. s to scaf-
Afterward, in addition to guiding students in fold
applying the new material presented in the students'
text to sample exercises, the teacher also comprehe
helps the stu- dents summarize the text's nsion and
main ideas orally. Finally, students draft their vocabulary
own written summaries of the devel-
new concepts, processes, and/or terminology
in their mathematics journals. This approach
to content-area instruction promotes students'
school achievement primarily in which of the
following ways?
, MTTC 103 - Practice Test Questions Correctly
Answered.
tween language, literacy, and culture.
C. by promoting students' development of skill in using listening,
speaking, reading, and writing for academic purposes
