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PECT Module 2 EXAM NEWEST 250 QUESTIONS
AND VERIFIED SOLUTIONS LATEST UPDATE THIS
YEAR
A teacher is planning instruction to promote four-year-olds' development of skills
related to Pennsylvania's PreK-4 learning standard about reading, analyzing, and
interpreting text. With children at this developmental level, which of the
following approaches to a read-aloud activity would be most appropriate for the
teacher to use to develop the children's conceptual understanding of fact and
opinion?
A. having the children identify characters who demonstrate examples of faulty
reasoning in a fable
B. asking the children to decide which statements related to an article in a
children's nature magazine are true or false
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C. helping the children tell one thing they learned from a nonfiction text
D. showing the children how to differentiate between essential and nonessential
information in a nonfiction children's picture book - ANSWER-C helping the
children tell one thing they learned from a nonfiction text
QUESTION: A fourth-grade teacher would like to promote reluctant readers'
independent reading. Which of the following teacher strategies is likely to be
most effective in achieving this goal?
A. engaging students in discussions about their interests and working with the
library media specialist to locate appropriate-level books on these topics
B. reading aloud a variety of books from the classroom library on a regular basis
and engaging students in discussions related to the read-alouds
C. creating attractive displays of both fiction and nonfiction books and magazines
in the classroom library and regularly inviting students to browse the displays
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D. providing opportunities for students to visit the school's library media center
and to learn about the center's resources and organization - ANSWER-A engaging
students in discussions about their interests and working with the library media
specialist to locate appropriate-level books on these topics
QUESTION: A third-grade teacher regularly models for students how to
paraphrase a portion of a text and how to pose and respond to questions that
clarify or follow up on information presented in a text. These practices promote
students' literacy development primarily by:
A. supporting their development of dispositions and attitudes that help create a
purposeful, literate environment in the classroom.
B. enhancing their knowledge of the organizational structure of different types of
text.
C. promoting their development of self-monitoring skills that support reading and
learning across the curriculum.
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D. fostering their ability to make connections between the reading curriculum and
their lives. - ANSWER-C promoting their development of self-monitoring skills that
support reading and learning across the curriculum.
QUESTION: A first-grade teacher explains that he is going to read a story aloud
and he wants students to consider how the story makes them feel. Afterward, he
prompts the students to recall and discuss specific words and phrases the author
used to evoke particular feelings. This oral language activity supports students'
literacy development primarily by helping the students:
A. retell a story's key events accurately.
B. make and verify predictions about a story.
C. connect key events in a story to their own lives.
D. develop an awareness of a story's tone. - ANSWER-D develop an awareness of
a story's tone.
PECT Module 2 EXAM NEWEST 250 QUESTIONS
AND VERIFIED SOLUTIONS LATEST UPDATE THIS
YEAR
A teacher is planning instruction to promote four-year-olds' development of skills
related to Pennsylvania's PreK-4 learning standard about reading, analyzing, and
interpreting text. With children at this developmental level, which of the
following approaches to a read-aloud activity would be most appropriate for the
teacher to use to develop the children's conceptual understanding of fact and
opinion?
A. having the children identify characters who demonstrate examples of faulty
reasoning in a fable
B. asking the children to decide which statements related to an article in a
children's nature magazine are true or false
,Page 2 of 113
C. helping the children tell one thing they learned from a nonfiction text
D. showing the children how to differentiate between essential and nonessential
information in a nonfiction children's picture book - ANSWER-C helping the
children tell one thing they learned from a nonfiction text
QUESTION: A fourth-grade teacher would like to promote reluctant readers'
independent reading. Which of the following teacher strategies is likely to be
most effective in achieving this goal?
A. engaging students in discussions about their interests and working with the
library media specialist to locate appropriate-level books on these topics
B. reading aloud a variety of books from the classroom library on a regular basis
and engaging students in discussions related to the read-alouds
C. creating attractive displays of both fiction and nonfiction books and magazines
in the classroom library and regularly inviting students to browse the displays
,Page 3 of 113
D. providing opportunities for students to visit the school's library media center
and to learn about the center's resources and organization - ANSWER-A engaging
students in discussions about their interests and working with the library media
specialist to locate appropriate-level books on these topics
QUESTION: A third-grade teacher regularly models for students how to
paraphrase a portion of a text and how to pose and respond to questions that
clarify or follow up on information presented in a text. These practices promote
students' literacy development primarily by:
A. supporting their development of dispositions and attitudes that help create a
purposeful, literate environment in the classroom.
B. enhancing their knowledge of the organizational structure of different types of
text.
C. promoting their development of self-monitoring skills that support reading and
learning across the curriculum.
, Page 4 of 113
D. fostering their ability to make connections between the reading curriculum and
their lives. - ANSWER-C promoting their development of self-monitoring skills that
support reading and learning across the curriculum.
QUESTION: A first-grade teacher explains that he is going to read a story aloud
and he wants students to consider how the story makes them feel. Afterward, he
prompts the students to recall and discuss specific words and phrases the author
used to evoke particular feelings. This oral language activity supports students'
literacy development primarily by helping the students:
A. retell a story's key events accurately.
B. make and verify predictions about a story.
C. connect key events in a story to their own lives.
D. develop an awareness of a story's tone. - ANSWER-D develop an awareness of
a story's tone.
