Gace Test Part 1 with Complete
Solutions
Providing explicit instruction in the study of high-frequency words, to improve oral
reading fluency - ANS-A first-grade teacher is concerned about several students whose
sight vocabulary is very limited. Which of the following would be the most effective
strategy for the teacher to use to help the students increase their sight vocabulary?
What lesson does the fable teach us? - ANS-A teacher is informally assessing second-
grade students' listening-comprehension skills after reading Aesop's fable about the lion
and the mouse. Which of the following prompts requires the children to draw an
inference from the fable?
Students determining the meaning of a word by considering the word's parts - ANS-
Which of the following activities involves structural analysis?
Most words contain several letter-sound combinations. - ANS-A student writes the
sentence shown and reads it to the teacher as follows.
"I was at my house and saw a little mouse."
The student's written sentence indicates that the student does not understand which of
the following concepts?
Publishing - ANS-During which stage of the writing process are students most likely to
share their writing with the entire class?
Recognizes that words are made up of letter patterns that represents sounds - ANS-
COET (coat)RITE (right)COL (cool)BAUGHT (bought)CRL (curl)HICH (hitch)
Question:
Based on the sample of a student's spelling test shown, which of the following
statements best describes the student's spelling development?
Making a decision about the relevance of the various pieces of information - ANS-While
working on a research project, a student uses the Internet and finds a great deal of
information on a chosen topic. Which of the following is the best step for the student to
take next?
Evaluation - ANS-During a unit on folktales, a second-grade teacher wants to help
students engage in higher-order thinking. After the students read The Little Red Hen,
the teacher asks the students to justify the little red hen's decision to eat the bread
herself. Which level of Bloom's taxonomy does the activity address?
, knowledge - ANS-(Bloom's) These types of questions test the students' ability to
memorize and to recall terms, facts and details without necessarily understanding the
concept.Key Words: Memorize, Define, Identify, Repeat, Recall, State, Write, List &
Name
Examples of questions:
"What is...?"
"How would you describe...?"
"Why did...?
"How would your show...?"
comprehension - ANS-(Bloom's) These questions test the students' ability to summarize
and describe in their own words without necessarily relating it to anything.Key Words:
Describe, Distinguish, Explain, Interpret, Predict, Recognize & Summarize
Examples of questions:
"What facts or ideas show...?"
"How would you compare...?"
"How would your classify...?
"Can you explain what is happening.
Application - ANS-(Bloom's) Higher order questions that encourage students to transfer
learning to their own life or to a context different than one in which it was learned.
Key Words: Apply, Compare, Contrast, Demonstrate, Examine, Relate, Solve & Use
Examples of questions:
"What would result if...?"
"What facts would you select to show...?"
"What approach would you use to...?"
"How would you use...?"
Analysis - ANS-(Bloom's) These questions encourage students to break material into
parts, describe patterns and relationships among parts, to subdivide information and to
show how it is put together.Key Words: Analyze, Differentiate, Distinguish, Explain,
Infer, Relate, Research & Separate
Examples of questions:
"What inference can you make...?"
"What is the relationship between...?"
"What evidence can you find...?"
"What things justify...?"
Synthesis - ANS-(Bloom's) These questions encourage students to create something
new by using a combination of ideas from different sources to form a new whole.Key
Words: Arrange, Combine, Create, Design, Develop Formulate, Integrate & Organize
Examples of questions:
"What could be changed to improve...?"
"How would you test...?"
"What way would you design...?"
"What outcome would you predict for...?"
Solutions
Providing explicit instruction in the study of high-frequency words, to improve oral
reading fluency - ANS-A first-grade teacher is concerned about several students whose
sight vocabulary is very limited. Which of the following would be the most effective
strategy for the teacher to use to help the students increase their sight vocabulary?
What lesson does the fable teach us? - ANS-A teacher is informally assessing second-
grade students' listening-comprehension skills after reading Aesop's fable about the lion
and the mouse. Which of the following prompts requires the children to draw an
inference from the fable?
Students determining the meaning of a word by considering the word's parts - ANS-
Which of the following activities involves structural analysis?
Most words contain several letter-sound combinations. - ANS-A student writes the
sentence shown and reads it to the teacher as follows.
"I was at my house and saw a little mouse."
The student's written sentence indicates that the student does not understand which of
the following concepts?
Publishing - ANS-During which stage of the writing process are students most likely to
share their writing with the entire class?
Recognizes that words are made up of letter patterns that represents sounds - ANS-
COET (coat)RITE (right)COL (cool)BAUGHT (bought)CRL (curl)HICH (hitch)
Question:
Based on the sample of a student's spelling test shown, which of the following
statements best describes the student's spelling development?
Making a decision about the relevance of the various pieces of information - ANS-While
working on a research project, a student uses the Internet and finds a great deal of
information on a chosen topic. Which of the following is the best step for the student to
take next?
Evaluation - ANS-During a unit on folktales, a second-grade teacher wants to help
students engage in higher-order thinking. After the students read The Little Red Hen,
the teacher asks the students to justify the little red hen's decision to eat the bread
herself. Which level of Bloom's taxonomy does the activity address?
, knowledge - ANS-(Bloom's) These types of questions test the students' ability to
memorize and to recall terms, facts and details without necessarily understanding the
concept.Key Words: Memorize, Define, Identify, Repeat, Recall, State, Write, List &
Name
Examples of questions:
"What is...?"
"How would you describe...?"
"Why did...?
"How would your show...?"
comprehension - ANS-(Bloom's) These questions test the students' ability to summarize
and describe in their own words without necessarily relating it to anything.Key Words:
Describe, Distinguish, Explain, Interpret, Predict, Recognize & Summarize
Examples of questions:
"What facts or ideas show...?"
"How would you compare...?"
"How would your classify...?
"Can you explain what is happening.
Application - ANS-(Bloom's) Higher order questions that encourage students to transfer
learning to their own life or to a context different than one in which it was learned.
Key Words: Apply, Compare, Contrast, Demonstrate, Examine, Relate, Solve & Use
Examples of questions:
"What would result if...?"
"What facts would you select to show...?"
"What approach would you use to...?"
"How would you use...?"
Analysis - ANS-(Bloom's) These questions encourage students to break material into
parts, describe patterns and relationships among parts, to subdivide information and to
show how it is put together.Key Words: Analyze, Differentiate, Distinguish, Explain,
Infer, Relate, Research & Separate
Examples of questions:
"What inference can you make...?"
"What is the relationship between...?"
"What evidence can you find...?"
"What things justify...?"
Synthesis - ANS-(Bloom's) These questions encourage students to create something
new by using a combination of ideas from different sources to form a new whole.Key
Words: Arrange, Combine, Create, Design, Develop Formulate, Integrate & Organize
Examples of questions:
"What could be changed to improve...?"
"How would you test...?"
"What way would you design...?"
"What outcome would you predict for...?"
