GACE Practice Test 1 with Complete
Solutions
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?
a). Providing explicit instruction using think-alouds, to improve oral reading fluency
b). Providing explicit instruction in writing words, to improve memorization
c). Providing explicit instruction in letter-sound correlation, to improve phonemic
awareness
d). Providing explicit instruction in the study of high-frequency words, to improve oral
reading fluency - ANS-Providing explicit instruction in the study of high-frequency
words, to improve oral reading fluency
Which of the following activities involves structural analysis?
a). Students identifying the beginning, middle, and ending sounds of words
b). Students using individual sounds to blend the letters that make up a word
c). Students determining the number of syllables that make up different words
d). Students determining the meaning of a word by considering the word's parts - ANS-
Students determining the meaning of a word by considering the word's parts
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?
a). Application
b). Analysis
c). Synthesis
d). Evaluation - ANS-Evaluation
A teacher gives students a set of cards with headlines written on them and a set of
clippings of news articles. The teacher asks the students to match each news article
with its corresponding headline. Which of the following skills is the activity most likely to
develop?
a). Making generalizations
b). Recognizing sight vocabulary
c). Identifying main ideas
d). Using context clues - ANS-Identifying main ideas
Answer the question by clicking on the correct response.
Foot →→ Feet
,Child→→ Children
Tooth→→ Teeth
Question:
A second-grade teacher writes the words above on the board. Which of the following
best describes the lesson she is introducing?
a). Collective nouns
b). Irregular nouns
c). Abstract nouns
d). Concrete nouns - ANS-Irregular nouns
Which of the following is the primary area of focus when scoring a writing assignment
based on a holistic rubric?
a). The overall structure and quality of the assignment
b). The appropriate use of vocabulary in the assignment
c). The student's performance on a specific criterion
d). The levels of performance for each criteria - ANS-The overall structure and quality of
the assignment
A small group of second-grade students is reading a story together orally. One of the
children has difficulty reading the word "sparkled." To make sure that all the students
understand the word, the teacher asks the student to read the rest of the paragraph
aloud. Then, when the student has finished reading, the teacher asks the group how the
character in the story felt as she spoke and what her eyes did to show her excitement.
Answer the question by clicking on the correct response.
Question:
The teacher is helping students use which of the following word-attack strategies?
a). Phonic clues
b). Context clues
c). Configuration clues
d). Morphemic clues - ANS-Context clues
A small group of second-grade students is reading a story together orally. One of the
children has difficulty reading the word "sparkled." To make sure that all the students
understand the word, the teacher asks the student to read the rest of the paragraph
aloud. Then, when the student has finished reading, the teacher asks the group how the
character in the story felt as she spoke and what her eyes did to show her excitement.
Question:
Which of the following is one of the limitations of the word-attack strategy described in
the scenario?
a). The strategy can be used only in the reading of narrative texts or stories.
b). The strategy can be used only when a text is written at the reader's instructional
reading level.
c). The text might not contain sufficient information to supply the definition being sought.
d). The pronunciation of consonant blends is not always constant from word to word. -
ANS-The text might not contain sufficient information to supply the definition being
sought.
, A teacher wants to describe to the class a rule associated with adding a silent "e" to the
end of a consonant-vowel-consonant (CVC) word. The best approach would be to tell
the students that when a silent "e" appears at the end of a CVC word, it cannot be
heard, but
a). it makes the other vowel have a long sound
b). it makes the other vowel and consonants have a blended sound
c). it makes the other vowel have a short sound
d). it changes the other vowel into a long "e" sound - ANS-It makes the other vowel
have a long sound
A fifth-grade teacher writes the following on the board.
Hollow
n. low-lying land; small depression in a flat surface
adj. empty, with nothing inside
v. to hollow out; to make something hollow
Question:
Which of the following sentences uses "hollow" as a noun, as in the first definition
given?
a). Ashley's hollow features displayed her disappointment over losing her pet.
b). Marsha's sheep were grazing in the wide hollow between the mountains.
c). Jack's camera captured the raccoons trying to hollow out an old log.
d). Lilly's footsteps echoed with a hollow sound as she entered the old general store. -
ANS-Marsha's sheep were grazing in the wide hollow between the mountains.
A first-grade student writes "R dg is bg n blk" and reads aloud "Our dog is big and
black." Which of the following activities will most likely improve the student's spelling
skills?
a). Giving the student a list of high-frequency words
b). Discussing the difference between "our" and "are"
c). Providing the student with explicit instruction in phonics
d). Reviewing capitalization and punctuation rules - ANS-Providing the student with
explicit instruction in phonics
During the early letter name-alphabetic stage in spelling development, a student might
write U for "you," BD for "bed," Y for "when," DF for "drive," and SHP for "ship." Which
of the following is characteristic of what students do correctly during the stage
Select all that apply.
a). Use consistent directionality
b). Demonstrate letter-sound correspondences
c). Spell consonant blends partially
d). Use vowels in unstressed syllables - ANS-a). Use consistent directionality
b). Demonstrate letter-sound correspondences
c). Spell consonant blends partially
Solutions
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?
a). Providing explicit instruction using think-alouds, to improve oral reading fluency
b). Providing explicit instruction in writing words, to improve memorization
c). Providing explicit instruction in letter-sound correlation, to improve phonemic
awareness
d). Providing explicit instruction in the study of high-frequency words, to improve oral
reading fluency - ANS-Providing explicit instruction in the study of high-frequency
words, to improve oral reading fluency
Which of the following activities involves structural analysis?
a). Students identifying the beginning, middle, and ending sounds of words
b). Students using individual sounds to blend the letters that make up a word
c). Students determining the number of syllables that make up different words
d). Students determining the meaning of a word by considering the word's parts - ANS-
Students determining the meaning of a word by considering the word's parts
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?
a). Application
b). Analysis
c). Synthesis
d). Evaluation - ANS-Evaluation
A teacher gives students a set of cards with headlines written on them and a set of
clippings of news articles. The teacher asks the students to match each news article
with its corresponding headline. Which of the following skills is the activity most likely to
develop?
a). Making generalizations
b). Recognizing sight vocabulary
c). Identifying main ideas
d). Using context clues - ANS-Identifying main ideas
Answer the question by clicking on the correct response.
Foot →→ Feet
,Child→→ Children
Tooth→→ Teeth
Question:
A second-grade teacher writes the words above on the board. Which of the following
best describes the lesson she is introducing?
a). Collective nouns
b). Irregular nouns
c). Abstract nouns
d). Concrete nouns - ANS-Irregular nouns
Which of the following is the primary area of focus when scoring a writing assignment
based on a holistic rubric?
a). The overall structure and quality of the assignment
b). The appropriate use of vocabulary in the assignment
c). The student's performance on a specific criterion
d). The levels of performance for each criteria - ANS-The overall structure and quality of
the assignment
A small group of second-grade students is reading a story together orally. One of the
children has difficulty reading the word "sparkled." To make sure that all the students
understand the word, the teacher asks the student to read the rest of the paragraph
aloud. Then, when the student has finished reading, the teacher asks the group how the
character in the story felt as she spoke and what her eyes did to show her excitement.
Answer the question by clicking on the correct response.
Question:
The teacher is helping students use which of the following word-attack strategies?
a). Phonic clues
b). Context clues
c). Configuration clues
d). Morphemic clues - ANS-Context clues
A small group of second-grade students is reading a story together orally. One of the
children has difficulty reading the word "sparkled." To make sure that all the students
understand the word, the teacher asks the student to read the rest of the paragraph
aloud. Then, when the student has finished reading, the teacher asks the group how the
character in the story felt as she spoke and what her eyes did to show her excitement.
Question:
Which of the following is one of the limitations of the word-attack strategy described in
the scenario?
a). The strategy can be used only in the reading of narrative texts or stories.
b). The strategy can be used only when a text is written at the reader's instructional
reading level.
c). The text might not contain sufficient information to supply the definition being sought.
d). The pronunciation of consonant blends is not always constant from word to word. -
ANS-The text might not contain sufficient information to supply the definition being
sought.
, A teacher wants to describe to the class a rule associated with adding a silent "e" to the
end of a consonant-vowel-consonant (CVC) word. The best approach would be to tell
the students that when a silent "e" appears at the end of a CVC word, it cannot be
heard, but
a). it makes the other vowel have a long sound
b). it makes the other vowel and consonants have a blended sound
c). it makes the other vowel have a short sound
d). it changes the other vowel into a long "e" sound - ANS-It makes the other vowel
have a long sound
A fifth-grade teacher writes the following on the board.
Hollow
n. low-lying land; small depression in a flat surface
adj. empty, with nothing inside
v. to hollow out; to make something hollow
Question:
Which of the following sentences uses "hollow" as a noun, as in the first definition
given?
a). Ashley's hollow features displayed her disappointment over losing her pet.
b). Marsha's sheep were grazing in the wide hollow between the mountains.
c). Jack's camera captured the raccoons trying to hollow out an old log.
d). Lilly's footsteps echoed with a hollow sound as she entered the old general store. -
ANS-Marsha's sheep were grazing in the wide hollow between the mountains.
A first-grade student writes "R dg is bg n blk" and reads aloud "Our dog is big and
black." Which of the following activities will most likely improve the student's spelling
skills?
a). Giving the student a list of high-frequency words
b). Discussing the difference between "our" and "are"
c). Providing the student with explicit instruction in phonics
d). Reviewing capitalization and punctuation rules - ANS-Providing the student with
explicit instruction in phonics
During the early letter name-alphabetic stage in spelling development, a student might
write U for "you," BD for "bed," Y for "when," DF for "drive," and SHP for "ship." Which
of the following is characteristic of what students do correctly during the stage
Select all that apply.
a). Use consistent directionality
b). Demonstrate letter-sound correspondences
c). Spell consonant blends partially
d). Use vowels in unstressed syllables - ANS-a). Use consistent directionality
b). Demonstrate letter-sound correspondences
c). Spell consonant blends partially
