Elementary MTTC (103)
During world language instruction, which of the following student activities would best incorpora te
oppor tuni t ie s f or stu dents t o nego tia t e meaning?
A. reading a text and underlining any words that are unfamiliar
B. playing a game in which a word must be gue ssed b y use o f circumloc utio n
C. filling out a worksheet of questions that require the use of a dictionary
D. writing a short story based on a sequential set of illustrations from a picture book
B
Which of the following characteristics of literacy development best illustra te s the relatio nship be twee n
speaking and wri t ing?
A. printing t he lett er s o f t he alphabe t
B. overgeneralizing regular verb tense endings
C. using phone tic spelling
D. recognizing examples of environmental print
C
A second-grade teacher notices that several students regularly place adjectives after nouns in their
writing and speaking. These students most likely require explicit instruction related to which of the
following English language systems?
A. phonological
B. semant ic
C. synt ac t ic
D. pragma t ic
C
,At t he beginning o f t he school year, a kindergar te n teacher tal ks informall y wi th stude nts ' familie s abo ut
the kinds of prior experiences their children have had, especially tho se rela ted to lear ni ng a nd li terac y.
T he teacher use s thi s informatio n to help pla n drama tic pla y a nd li terac y ce nter s tha t re flec t familiar
settings, tasks, and experiences. These actions most clearly demonstrate the teacher's aware ne ss of the:
A. integra t ed na ture o f reading, wri ti ng, li st e ni ng, and spea king.
B. interconnec t ions be tween language, li terac y, and cul ture.
C. relationship between oral language development and reading achie veme nt.
D. links between vocabulary development and reading in the home.
B
As a regular component of whole-group mathematics instruction, a fifth-grade teacher g uide s stude nts
in closely reading key pages from the grade-level textbook. Afterward, in addition to g uiding students in
applying the new material presented in the text to sample exercises, the teacher al so help s the stude nts
summarize the text's main ideas orally. Finally, students draft their own written summaries of the new
concepts, processes, and/or terminology in their mathematics journals. This approach to co ntent-area
instruction promotes students' school achievement primarily in which of the following ways?
A. by providing a print-rich environment in which students at all skill levels participa te in di ffere ntia ted
literacy activities
B. by using nonverbal, concrete experiences to scaffold students' comprehension and vocabulary
development
C. by promoting students' development of skill in using listening, speaking, reading, and writing for
academic purpo se s
D. by motivating students to select a variety of informational and other nonfiction texts for independent
reading
C
A kindergarten teacher wants to involve all families in helping students develop oral language skills that
support literacy development. Which of the following teacher recommenda tions to familie s i s li kel y to
be most effective in addressing this goal?
A. "Take your children to arts and cultural community events such as concerts and fe stivals."
B. "Visit the local public library regularly with your child to borrow childre n's boo ks such a s pic ture boo ks
and ea sy readers."
,C. "Spend time with your children playing active games such as hopscotch and jump rope."
D. " T al k with yo ur children while wor ki ng toge ther whe n prepari ng meal s a nd doi ng o ther dail y
activities."
D
A teacher is designing a sequence of instruction for teaching letter recognition skills to emerge nt
readers. Which of the following se ts o f letter s wo uld be mo st appropria te for a teacher to i ncl ude i n
t he f ir st le ss ons?
A. c, o, w, x, y, z
B. I, L, T, H, E, F
C. a, m, t, s, f, d
D. A, a, B, b, C, c
C
An English Language Learner in a fourth-grade class can read fluently in a lang uage tha t is wri tte n usi ng a
nonalphabetic script. Which o f the followi ng co ncep ts i s li kel y to be mo st diffic ul t for thi s stude nt to
grasp when learning to read in English?
A. A serie s o f lett er s repre sents a word.
B. Print symbolizes spoken language.
C. A sentence is composed of a sequence of words.
D. Lett er s corre spond t o phoneme s.
D
A kindergar t en t eacher regularly read s aloud "big boo ks" to her stude nts. As she read s she points to
each word, and during successive readings she encourages students to join in the reading a s she poi nts.
Which of the following emergent literacy skills is this activity most likely to promote?
A. awareness of consonant and vowel phonemes
B. underst anding o f t he rela tionship o f speech t o print
, C. recogni tion o f ba sic phonic s and spelling patt er ns
D. knowledge of variations in letter-sound relationships
B
A kindergarten teacher regularly leads classroom discussions before beginning a new read -alo ud o f
informational texts. For example, he may conduct a book walk of the pic tures, point out some key
vocabulary, and then ask students to share what they already know about the subject of the book. This
prac t ice mo st clearl y demonstra t e s the teacher 's under sta ndi ng o f which o f the followi ng
f ac t or s t ha t inf luence emergent reader s' const r uc t io n o f meaning?
A. the role of setting a purpose and goal prior to reading a text
B. the importance of using textual evidence to draw conclusions
C. the role of activating background knowledge related to a text
D. the importance of determining a text's main idea and details
C
Which of the following word s would be mo st appropria te to i ncl ude i n pho nic s i nstr uc tio n de sig ned to
promote beginning readers' ability to decode regular CVCe words?
A. done
B. give
C. make
D. were
C
A fifth-grade student who is having difficulty reading the word instinctively in a science text would be
best advised to apply which of the following skills?
A. word recogni tion
B. st r uc tu ral analysi s
C. sy llabica t ion
During world language instruction, which of the following student activities would best incorpora te
oppor tuni t ie s f or stu dents t o nego tia t e meaning?
A. reading a text and underlining any words that are unfamiliar
B. playing a game in which a word must be gue ssed b y use o f circumloc utio n
C. filling out a worksheet of questions that require the use of a dictionary
D. writing a short story based on a sequential set of illustrations from a picture book
B
Which of the following characteristics of literacy development best illustra te s the relatio nship be twee n
speaking and wri t ing?
A. printing t he lett er s o f t he alphabe t
B. overgeneralizing regular verb tense endings
C. using phone tic spelling
D. recognizing examples of environmental print
C
A second-grade teacher notices that several students regularly place adjectives after nouns in their
writing and speaking. These students most likely require explicit instruction related to which of the
following English language systems?
A. phonological
B. semant ic
C. synt ac t ic
D. pragma t ic
C
,At t he beginning o f t he school year, a kindergar te n teacher tal ks informall y wi th stude nts ' familie s abo ut
the kinds of prior experiences their children have had, especially tho se rela ted to lear ni ng a nd li terac y.
T he teacher use s thi s informatio n to help pla n drama tic pla y a nd li terac y ce nter s tha t re flec t familiar
settings, tasks, and experiences. These actions most clearly demonstrate the teacher's aware ne ss of the:
A. integra t ed na ture o f reading, wri ti ng, li st e ni ng, and spea king.
B. interconnec t ions be tween language, li terac y, and cul ture.
C. relationship between oral language development and reading achie veme nt.
D. links between vocabulary development and reading in the home.
B
As a regular component of whole-group mathematics instruction, a fifth-grade teacher g uide s stude nts
in closely reading key pages from the grade-level textbook. Afterward, in addition to g uiding students in
applying the new material presented in the text to sample exercises, the teacher al so help s the stude nts
summarize the text's main ideas orally. Finally, students draft their own written summaries of the new
concepts, processes, and/or terminology in their mathematics journals. This approach to co ntent-area
instruction promotes students' school achievement primarily in which of the following ways?
A. by providing a print-rich environment in which students at all skill levels participa te in di ffere ntia ted
literacy activities
B. by using nonverbal, concrete experiences to scaffold students' comprehension and vocabulary
development
C. by promoting students' development of skill in using listening, speaking, reading, and writing for
academic purpo se s
D. by motivating students to select a variety of informational and other nonfiction texts for independent
reading
C
A kindergarten teacher wants to involve all families in helping students develop oral language skills that
support literacy development. Which of the following teacher recommenda tions to familie s i s li kel y to
be most effective in addressing this goal?
A. "Take your children to arts and cultural community events such as concerts and fe stivals."
B. "Visit the local public library regularly with your child to borrow childre n's boo ks such a s pic ture boo ks
and ea sy readers."
,C. "Spend time with your children playing active games such as hopscotch and jump rope."
D. " T al k with yo ur children while wor ki ng toge ther whe n prepari ng meal s a nd doi ng o ther dail y
activities."
D
A teacher is designing a sequence of instruction for teaching letter recognition skills to emerge nt
readers. Which of the following se ts o f letter s wo uld be mo st appropria te for a teacher to i ncl ude i n
t he f ir st le ss ons?
A. c, o, w, x, y, z
B. I, L, T, H, E, F
C. a, m, t, s, f, d
D. A, a, B, b, C, c
C
An English Language Learner in a fourth-grade class can read fluently in a lang uage tha t is wri tte n usi ng a
nonalphabetic script. Which o f the followi ng co ncep ts i s li kel y to be mo st diffic ul t for thi s stude nt to
grasp when learning to read in English?
A. A serie s o f lett er s repre sents a word.
B. Print symbolizes spoken language.
C. A sentence is composed of a sequence of words.
D. Lett er s corre spond t o phoneme s.
D
A kindergar t en t eacher regularly read s aloud "big boo ks" to her stude nts. As she read s she points to
each word, and during successive readings she encourages students to join in the reading a s she poi nts.
Which of the following emergent literacy skills is this activity most likely to promote?
A. awareness of consonant and vowel phonemes
B. underst anding o f t he rela tionship o f speech t o print
, C. recogni tion o f ba sic phonic s and spelling patt er ns
D. knowledge of variations in letter-sound relationships
B
A kindergarten teacher regularly leads classroom discussions before beginning a new read -alo ud o f
informational texts. For example, he may conduct a book walk of the pic tures, point out some key
vocabulary, and then ask students to share what they already know about the subject of the book. This
prac t ice mo st clearl y demonstra t e s the teacher 's under sta ndi ng o f which o f the followi ng
f ac t or s t ha t inf luence emergent reader s' const r uc t io n o f meaning?
A. the role of setting a purpose and goal prior to reading a text
B. the importance of using textual evidence to draw conclusions
C. the role of activating background knowledge related to a text
D. the importance of determining a text's main idea and details
C
Which of the following word s would be mo st appropria te to i ncl ude i n pho nic s i nstr uc tio n de sig ned to
promote beginning readers' ability to decode regular CVCe words?
A. done
B. give
C. make
D. were
C
A fifth-grade student who is having difficulty reading the word instinctively in a science text would be
best advised to apply which of the following skills?
A. word recogni tion
B. st r uc tu ral analysi s
C. sy llabica t ion
