ILTS 206: ILLINOIS LICENSUER TESTING
SYSTEM Questions with 100% Correct
Answers
Which of the following is not a technique of prewriting?
A. Clustering
B. Listing
C. Brainstorming
D. Proofreading
Answer:
D — Proofreading : Proofreading happens after writing, not during prewriting.
All of the following are true about phonological awareness EXCEPT:
A. It may involve print
B. It is a prerequisite for spelling and phonics
C. Activities can be done with children's eyes closed
D. It starts before letter recognition is taught
Answer:
A — It may involve print : Phonological awareness is sound-based and does not require
print.
Unlike phonemic awareness, the study of phonics:
A. Is solely based on comprehension
,B. Must be done with eyes open
C. Is the basis of understanding spoken language
D. Must be paired with whole-word instruction
Answer:
B — Must be done with eyes open: Phonics requires visual connection between letters and
sounds
The below listed activities all promote phonemic awareness, except:
A. Using visual cues and movements to show sound changes
B. Oral segmentation activities focusing on syllables
C. Singing familiar songs and replacing key words
D. All of the above
Answer:
D — All of the above: Each listed activity supports phonemic awareness.
A teacher asks students to name and isolate the first sound of objects. What is she
developing?
A. Phonemic awareness
B. Phonological awareness
C. Rhyming ability
D. Segmenting skill
Answer:
A — Phonemic awareness. Identifying initial sounds is a core phonemic skill.
,A structural analysis activity of words would involve:
A. Discussion groups after reading
B. ELL students discussing different sounds for a word
C. A teacher-selected group focusing on spelling patterns and consonant sounds
D. Students composing a list of words they learned
Answer:
C — Teacher-selected group analyzing spelling patterns. Structural analysis focuses on
prefixes, suffixes, and spelling patterns.
One activity that is not encouraged by some in the field of reading is:
A. Checking for understanding
B. Story mapping
C. Using the dictionary to look up new words
D. Story illustration
Answer:
C — Using the dictionary to look up new words. Some theorists discourage dictionary use
during initial vocabulary learning
Effective teachers encourage vocabulary development by:
A. Having students draw pictures of key words
B. Diagramming words (prefix, root, suffix)
C. Teacher-led discussions about word meaning
D. Using multiple methods to build vocabulary
, Answer:
D — Using multiple methods. Varied approaches align with Multiple Intelligences theory.
An ELL student struggles to generate vocabulary for writing. What should the teacher
do?
A. Provide a bilingual dictionary
B. Meet with the child to discuss strategies
C. Provide a picture dictionary with English labels
D. Partner with an English-speaking 3rd grader
Answer:
C — Provide a picture dictionary. Pictures help connect meaning to English vocabulary.
A strategy that can assist in the comprehension of silent reading is:
A. Interrupting silent reading to ask detail questions
B. Waiting until students finish reading to give a definition
C. Reading the passage aloud after students read silently
D. Preparing varied activities related to the printed passage
Answer:
D — Preparing varied activities. Multiple activities strengthen comprehension and
engagement
English Language Learners have difficulty with stories because:
A. They can sound out the words but not understand them
SYSTEM Questions with 100% Correct
Answers
Which of the following is not a technique of prewriting?
A. Clustering
B. Listing
C. Brainstorming
D. Proofreading
Answer:
D — Proofreading : Proofreading happens after writing, not during prewriting.
All of the following are true about phonological awareness EXCEPT:
A. It may involve print
B. It is a prerequisite for spelling and phonics
C. Activities can be done with children's eyes closed
D. It starts before letter recognition is taught
Answer:
A — It may involve print : Phonological awareness is sound-based and does not require
print.
Unlike phonemic awareness, the study of phonics:
A. Is solely based on comprehension
,B. Must be done with eyes open
C. Is the basis of understanding spoken language
D. Must be paired with whole-word instruction
Answer:
B — Must be done with eyes open: Phonics requires visual connection between letters and
sounds
The below listed activities all promote phonemic awareness, except:
A. Using visual cues and movements to show sound changes
B. Oral segmentation activities focusing on syllables
C. Singing familiar songs and replacing key words
D. All of the above
Answer:
D — All of the above: Each listed activity supports phonemic awareness.
A teacher asks students to name and isolate the first sound of objects. What is she
developing?
A. Phonemic awareness
B. Phonological awareness
C. Rhyming ability
D. Segmenting skill
Answer:
A — Phonemic awareness. Identifying initial sounds is a core phonemic skill.
,A structural analysis activity of words would involve:
A. Discussion groups after reading
B. ELL students discussing different sounds for a word
C. A teacher-selected group focusing on spelling patterns and consonant sounds
D. Students composing a list of words they learned
Answer:
C — Teacher-selected group analyzing spelling patterns. Structural analysis focuses on
prefixes, suffixes, and spelling patterns.
One activity that is not encouraged by some in the field of reading is:
A. Checking for understanding
B. Story mapping
C. Using the dictionary to look up new words
D. Story illustration
Answer:
C — Using the dictionary to look up new words. Some theorists discourage dictionary use
during initial vocabulary learning
Effective teachers encourage vocabulary development by:
A. Having students draw pictures of key words
B. Diagramming words (prefix, root, suffix)
C. Teacher-led discussions about word meaning
D. Using multiple methods to build vocabulary
, Answer:
D — Using multiple methods. Varied approaches align with Multiple Intelligences theory.
An ELL student struggles to generate vocabulary for writing. What should the teacher
do?
A. Provide a bilingual dictionary
B. Meet with the child to discuss strategies
C. Provide a picture dictionary with English labels
D. Partner with an English-speaking 3rd grader
Answer:
C — Provide a picture dictionary. Pictures help connect meaning to English vocabulary.
A strategy that can assist in the comprehension of silent reading is:
A. Interrupting silent reading to ask detail questions
B. Waiting until students finish reading to give a definition
C. Reading the passage aloud after students read silently
D. Preparing varied activities related to the printed passage
Answer:
D — Preparing varied activities. Multiple activities strengthen comprehension and
engagement
English Language Learners have difficulty with stories because:
A. They can sound out the words but not understand them
