ILTS 305 Set Final Exam 2025

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? A. Vocabulary development b. Letter formation c. Book-handling skills d. Spelling skills A. Vocabulary development The sentences below are from an elementary school student's creative writing piece. The student's spelling in this excerpt is representative of the student's overall spelling performance. The children new they would get in trouble. 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 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 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 english language learner 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 Wastewater ILTS 305 b. The vocabulary of the home language shares some cognates with english c. The home language includes several phonemes found in english d. The syntax of the home language is similar to that of english A. The home language's writing system is alphabetic as is english A fifth-grade teacher regularly incorporates technology in instruction for various purposes. In an upcoming lesson, the teacher would like to promote a collaborative classroom environment by having students post a written response to an assigned text in which they reflect on connections they make to the text as they read. The teacher wants students to read and reply to their classmates' reflections but would like to be able to screen the responses before students post them. Which of the following forms of technology would best achieve the teacher's goal for this activity? A. A class web site b. A group e-mail c. A social network d. A group blog D. A group blog 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 C. Having students take turns rereading the story aloud after the teacher has modeled reading it expressively Which of the following questions would be most appropriate for a first-grade teacher to ask as part of a lesson on phonemic blending? A. What letter begins the word fish? B. What word am i trying to say: /f/ /i/ /sh/ c. What whole word does /f/ ... /ish/ make? D. How many sounds do you hear in the word fish? B. What word am i trying to say: /f/ /i/ /sh/ At the beginning of the school year, the results of a screening assessment indicate that a first-grade student has limited letter identification skills. Which of the following strategies would be most effective for the teacher to use first to promote the student's development of letter knowledge? A. Showing the student the class alphabet chart, pointing to each letter, and having the Wastewater ILTS 305 student trace the corresponding letter on a letter worksheet b. Singing the traditional alphabet song to the student and inviting the student to point to each corresponding letter on an alphabet chart as the teacher sings d. Linking letter-name and sound instruction for each unknown letter, and having the student practice forming each target letter while saying its name and sound D. Linking letter-name and sound instruction for each unknown letter, and having the student practice forming each target letter while saying its name and sound According to research, students generally have the most difficulty learning sound-letter relationships for letters whose sounds are not part of the letter's name. For which of the following sets of letter-sound correspondences should a teacher allow more instructional time? A. M-/m/ and n-/n/ b. H-/h/ and w-/w/ c. B-/b/ and d-/d/ d. F-/f/ and s-/s/ B. H-/h/ and w-/w/ A first-grade teacher provides students with an activity sheet with pictures of common objects on it, along with write-on lines beneath each picture. The teacher displays a flash card with the letter d on it and says to the students, "which object on your sheet begins with the letter d? Write the letter d under the picture whose name begins with /d/'. Which of the following areas of early literacy is most directly support by this activity? A. Invented spelling b. Phonemic awareness c. Basic concept of print d. Letter-sound correspondence D. Letter-sound correspondence Which of the following words would be most appropriate for a second grade teacher to use when providing instruction to students on the closed-syllable pattern vc/cv? A. Howling b. Brother c. Flicker d. Public D. Public vc/cv close syllable pattern; two consonants between two vowels A third-grade teacher is working with a group of students who have achieved grade level benchmarks for accuracy and rate but who need to improve their prosody. The teacher plans a sequence of fluency lessons designed to address the students' needs. Which of the following activities would be most effective for the teacher to use first in this sequence of instruction? A. Teacher modeling by reading a target passage aloud b. Teacher and students choral reading a target passage together aloud c. Teacher and students taking turns echo reading a target passage aloud d. Students taking turns partner reading a target passage to each other aloud A. Teacher modeling by reading a target passage aloud Wastewater ILTS 305 A first-grade teacher is looking for a decodable text to give to a small group of students to reinforce their word-reading development. The students have already received instruction in single consonants, consonant blends, and short vowel sounds. The students have also been taught basic high-frequency grade-level sight words. Which of the following sentences could be included in a decodable text that is appropriate for these students? A. Jon gets a hit with his bat and runs fast. B. The mouse cannot rest with the cat here. C. Jill lies with her pet on the red carpet. D. Dave sat with his mom on the bench. A. Jon gets a hit with his bat and runs fast. Which of the following lists would be the most useful in assessing a first-grade student's grasp of letter-sound correspondences and ability to apply them in decoding a variety of regular closed-syllable words? A. The, with, to, of b. Main, beat, coat, foot c. Dot, pen, sum, rib d. Bat, cat, mat, sat C. Dot, pen, sum, rib According to current research in the field of reading, which of the following strategies would be most effective in developing students' academic language knowledge? A. Limiting social language in the classroom and requiring students to use formal english b. Promoting students' engagement in wide reading with opportunities to discuss and write about the texts c. Providing students with opportunities to determine word meaning through contextual analysis d. Diagramming complex sentences that exemplify various academic language structures B. Promoting students' engagement in wide reading with opportunities to discuss and write about the texts Fourth-grade students have read an informational text about types of storms, and they are having a classroom discussion about extreme weather. During the discussion, they work together on the partially completed grid below as they decide which features are characteristic of the various storm types. This activity is most likely to promote students' vocabulary development by strengthening which of the following word-related skills? A. Demonstrating understanding of words by relating them to their synonyms b. Defining words in relation to the content-area texts they are reading c. Analyzing the nuances of meaning between related words d. Identifying meaningful examples of new concepts B. Defining words in relation to the content-area texts they are reading Which of the following word lists could be used to provide upper elementary school students with practice in analyzing words with a common latin root? A. Chronic, synchronize, anachronism Wastewater ILTS 305 b. Democracy, demography, pandemic c. Headquarters, forehead, heady d. Audible, audience, auditorium D. Audible, audience, auditorium latin root aud = hear A fourth-grade teacher describes to students how to recognize various text organizational structures (e.g., cause/effect, comparison/contrast, problem/solution) and how to use text structure to aid in reading comprehension. The teacher then models how to apply the text-structure strategy with a passage from an informational social studies text. Which of the following steps should the teacher take next in this lesson? A. Providing guided practice of the skill with a different text b. Assessing understanding of the passage through text-dependent questions A. Providing guided practice of the skill with a different text A third-grade teaching is planning to conduct a close reading of a nonfiction historical narrative. The teacher is selecting general-academic and content-specific words from the text to teach explicitly to the class during the reading. Which of the following prereading strategies would best address the linguistic needs of an emerging-level english language learner in the class? A. Selecting tier one words from the text to preteach to the student explicitly b. Providing the student with a vocabulary notebook for writing down unknown words c. Having the student look through the text and identify unfamiliar words by circling them d. Giving instruction in dictionary usage and letting the student practice looking up words from the text A. Selecting tier one words from the text to preteach to the student explicitly Which of the following sentences exemplifies the literary device of foreshadowing? A. "aren't you quick as a bunny!" exclaimed the father as he chased after his son, who had toddled onto the soccer field and was being heartily applauded by spectators. B. One summer nights, the family gathered on the lawn to listen to the steady chirping of crickets and the calls of night birds emerging from deep in the moonlit forest. C. As they ate the last of the sandwiches their aunt grace had packed for them that morning, they never guessed that their lives were about to change forever. D. "i can't possibly take another step!" exclaimed lydia as she collapsed onto the overstuffed sofa after a morning run with her faster and younger brother. C. As they ate the last of the sandwiches their aunt grace had packed for them that morning, they never guessed that their lives were about to change forever. Which of the following elements would most likely be found in a work of science fiction? A. A first-person narration that focuses on thoughts and feelings b. A humorous parody of contemporary social codes of behavior c. A nonlinear plot that unfolds in flashback and flash-forward d. A moral conflict between human and nonhuman characters D. A moral conflict between human and nonhuman characters A first-grade teacher plans to use a graphic organizer to guide students in identifying and analyzing key ideas and details in an informational text. Which of the following types of graphic organizers would be most appropriate for the teacher to use for this purpose? Wastewater ILTS 305 A. Venn diagram b. Kwl chart c. Flowchart d. Semantic map C. Flowchart Several students in an elementary school classroom are english language learners. The teacher would like to differentiate instruction to promote development of their ability to comprehend and analyze informational texts. Which of the following strategies would be most effective for the teacher to use for this purpose? A. Encouraging the students to ask the teacher questions about what they read b. Pairing the students with peers who share the same home language c. Having the students use a dictionary to translate texts into english d. Providing the students with scaffolding to help them access the texts' content D. Providing the students with scaffolding to help them access the texts' content A sixth-grade teacher wants to promote students' ability to use writing to develop and express their understanding of content-area concepts and skills. Which of the following strategies should the teacher use first for this purpose? A. Having students regularly perform quick writes in response to content-area learning activities and discuss their writing with a partner b. Providing for student reference examples of text types that question, critique, and analyze content-area concepts c. Assigning to students independent research projects for which they can choose a focus from recent content-area topics of study d. Assigning students to write and present orally a response paper at the conclusion of units of study in content areas A. Having students regularly perform quick writes in response to content-area learning activities and discuss their writing with a partner A fourth-grade teacher is conducting a writing conference with a student about a draft in progress. The teacher recognizes that one paragraph lacks focus and does not connect to the rest of the draft. Which of the following approaches by the teacher would most effectively guide the student in revising the draft? A. Suggesting transitional words or phrases to link the paragraph to the rest of the draft b. Providing the student with several exemplary drafts to use as models for revision c. Asking the student to state the draft's main idea and the paragraph's main idea d. Having the student create several new drafts by changing the paragraph order C. Asking the student to state the draft's main idea and the paragraph's main idea Fourth-grade students are working in small groups to research and write informative essays on related topics. While gathering information from teacher-selected texts, students write down relevant key words and their definitions. The students then post these words on a chart displayed in the front of the classroom. Students can refer to the chart when drafting their essays. This activity will benefit students' writing development primarily by: a. Scaffolding students' academic vocabulary growth b. Providing opportunities to use research techniques c. Promoting essential note-taking skills d. Helping students narrow broad topics Wastewater ILTS 305 A. Scaffolding students' academic vocabulary growth Which of the following graphic organizers would be most helpful in supporting second grade students as they write a narrative? A. Semantic map b. Flowchart c. Tree diagram d. Storyboard D. Storyboard A sixth-grade teacher asks students to prepare a written response to the prompt below. Develop an argument for or against requiring school buses to be equipped with seat belts. In the argument, you must clearly state your claim and provide at least three pieces of evidence to support your claim, including one from a credible source. Conclude with a summary of your claim and a call to action. To guide students in planning their response, the teacher asks them to read the prompt carefully, highlight the main verbs, and underline the specific components they should include in their argument. To further promote students' ability to write an effective response, which of the following tasks should the teacher ask students to complete next? A. Outlining points to include in their argument b. Drafting a strong position statement c. Identifying an audience for their argument d. Finding credible sources of evidence C. Identifying an audience for their argument To help fifth-grade students remember when to cite sources in their research reports, a teacher provides students with the list below. Give credit to a source when you: 1. Quote another person's spoken or written words 2. Paraphrase another person's spoken or written words 3. Use facts or statistics that are not common knowledge 4. Use another person's idea or opinion 5.______________________________________ which of the following phrases should be added to the list? A. Include reproductions of photographs or illustrations from a website b. Retell folktale, legend, or myth that is not attributed to any author c. Document results from scientific experiments that you conducted d. Provide information that most readers will consider to be factual A. Include reproductions of photographs or illustrations from a website Wastewater ILTS 305 As the concluding activity for a unit on tall tales, a third-grade teacher plans to have students compose original tall tales and post them on the class blog. Students will then read their classmates' tall tales and post comments. To ensure that students' comments are constructive, the teacher should engage students in which of the following activities? A. Reviewing the common elements of traditional tall tales b. Creating a five-point scale students can use to rate the tall tales c. Rereading the tall tales that students read during the unit d. Working with students to develop guidelines for providing feedback D. Working with students to develop guidelines for providing feedback Read the transcript below of a conversation between a teacher and a first-grade student; then answer the question that follows. Student: the wind blew my hat off! Teacher: there's a very strong breeze today. Student: i had to run to get it. Teacher: yes! I saw you race across the school yard. Student: every time i got near my hat, the breeze blew it away again. Teacher: well, you're a fast runner and you finally caught it. Student: i can race as fast as the breeze! Given the evidence in the transcript, the teacher is primarily using the conversation as an opportunity to: a. Introduce the student to concepts related to weather b. Build the student's self-confidence c. Determine the student's interests outside of school d. Expand the student's vocabulary D. Expand the student's vocabulary A sixth-grade teacher is planning to show students several video clips of inaugural addresses delivered by past u.s. Presidents. The teacher wants to promote students' active listening skills, as well as facilitating students' ability to understand the video clips. Which of the following strategies would be most effective for the teacher to use for this purpose? A. Introducing the video clips with an overview of the history and purpose of presidential inaugural addresses b. Providing for students a reference list of unfamiliar words from the speeches, along with their definitions c. Pausing the video clips at predetermined intervals for students to talk to a partner about what they heard d. Having students take notes while viewing the video clips and then summarize in writing what they learned Wastewater ILTS 305 C. Pausing the video clips at predetermined intervals for students to talk to a partner about what they heard Second-grade students have gathered and organized information for oral reports on a science topic of their choice. Which of the following activities would most effectively enhance students' ability to convey facts and details about their topic during their presentation? A. Ranking the information from most to least significant b. Drafting comprehension questions to ask the audience c. Creating visual representations of important information d. Practicing their oral presentation with a student partner C. Creating visual representations of important information Several fifth-grade students appear eager to participate in class discussions, but they are unable to formulate a response to questions when called upon. As a first step toward helping the students, the teacher posts on a wall chart several starter sentences that the students can use when responding to discussion questions. Which of the following steps should the teacher take next to promote the students' participation in class discussion? A. Informing the students of discussion topics in advance b. Increasing the amount of time the teacher waits for students' responses c. Giving students bonus points for participation in dicussions d. Having the students write down responses for a classmate to read aloud B. Increasing the amount of time the teacher waits for students' responses A fifth-grade teacher wants to promote students' use of standard american english grammar during formal presentations. Which of the following initial approaches would be most effective for the teacher to use for this purpose? A. Ensuring that students' independent reading materials model correct use of standard american english grammar b. Administering quizzes to assess students' understanding of components of standard american english grammar c. Providing students with links to websites that demonstrate how to apply the rules of standard american english grammar d. Using authentic oral exchanges as opportunities to gently correct students' misuse of standard american english grammar D. Using authentic oral exchanges as opportunities to gently correct students' misuse of standard american english grammar During morning meeting in a first-grade class, students and their teacher discuss the day's posted schedule, and the teacher tells students that they should check the schedule periodically during the day. As the day progresses, several students who have listening challenges appear to be unaware of upcoming transitions. Despite the teacher's verbal reminders, the students have difficulty beginning transitions in a timely manner. To help the students better anticipate the teacher's verbal reminders and transition successfully to new activities, the teacher should implement which of the Wastewater ILTS 305 following strategies? A. Adding clear visual prompts to the posted schedule b. Having class buddies guide the students through transitions c. Providing copies of the schedule to the students d. Reviewing the schedule with all students throughout the day A. Adding clear visual prompts to the posted schedule Which of the following is a step in solving the system of equations using the method of adding/subtracting equations? -3x + 5y = 7 6x +2y = -8 a. 8y = 22 b. 8y = -15 c. 12y = 6 d. 12y = -1 C. 12y = 6 need to be equal first Given that f(x) = 2x +2 and g(x) = x +1 / 2, what is f(g(x))? A. X + 1 b. X + 2 c. X + 3 d. X + 4 C. X + 3 The graph of which of the following functions will cross the x-axis in exactly two places? A. Y = -2(x-5)^2 + 3 b. Y = 4(x+2)^2 + 0 c. Y = -3(x+4)^2 - 2 d. Y = 5(x-3)^2 + 1 A. Y = -2(x-5)^2 + 3 A forest ranger is monitoring the population of an invasive insect that has recently arrived from another continent. The ranger estimates that the population, p, will double every five years. If the current population in a forest is 2,000 insects, which of the following equations can be used to estimate the population in the forest n years from the present? A. P=10n+200 b. P=(2000)2^0.2n c. P=5n^2+2000 d. P=(2000)2^5n D. P=(2000)2^5n A standard die is a cube, with each of its six faces showing a different number of dots from 1 to 6. What is the probability of getting a sum of 8 from 2 rolls of a standard die? A. 1/7 b. 1/6 Wastewater ILTS 305 Wastewater c. 5/36 d. 5/12 D. 5/12 There are six blocks on a table. A child counts each block while saying the numbers 1, 2, 3, 4, 5, 6. Which of the following provides the best evidence that the child has developed the concept of cardinality? A. The child can recite the numbers in the proper order b. The child points to each block while counting them c. The child can count the blocks after they have been rearranged into a new order d. The child can state how many blocks are on the table without recounting them D. The child can state how many blocks are on the table without recounting them Students in a fifth-grade class are beginning to learn about decimals. The teacher wants students to develop a conceptual understanding of the fractional equivalent of common decimal numbers involving the tenths place, an example of which is shown below. 0.2 = 2/10 = 1/5 0.4 = 4/10 = 2/5 0.5 = 5/10 = 1/2 which of the following strategies is likely to be most effective in helping students develop this understanding? A. Using long division to convert the fractions to decimals b. Representing the decimals using an area model based on a 1-by-10 grid c. Making connections between the concept of a decimal and a percent d. Setting up a proportion involving each fraction and its decimal equivalent B. Representing the decimals using an area model based on a 1-by-10 grid While learning how to solve subtraction problems by regrouping, a third-grade student does the problems as shown below. 23 - 16 = 13 34 - 28 = 14 in working with the student on solving the problem 26 - 19 = ?, it would be most important for the teacher to emphasize that the: a. Student must borrow a 1 and change the 2 to a 1 b. Numbers should be aligned in columns c. Operation of subtraction is the inverse of addition d. Value of 26 is equal to 1 ten and 16 ones D. Value of 26 is equal to 1 ten and 16 ones As part of learning the standard multiplication algorithm for multidigit numbers, a student performs computation