PECT PREK-4 PRACTICE TEST MODULES 1-3
WITH VERIFIED QUESTIONS AND ANSWERS
A -second-grade -teacher -uses -evidence-based -flexible -grouping -and -selects -different -types -of -
texts -(e.g., -decodable -texts, -leveled -texts, -chapter -books) -for -different -reading -groups. -These -
practices -best -demonstrate -the -teacher's -awareness -of -the -importance -of -which -of -the -
following -principles -of -effective -beginning -reading -instruction?
A) -exposing -students -to -a -variety -of -text -genres
B) -accommodating -students' -diverse -linguistic -backgrounds -and -approaches -to -learning
C) -aligning -students' -reading -goals -with -state -standards
C) -transitioning -students -to -more -challenging -texts -as -they -progress -in -their -reading -skills -- -
CORRECT -ANSWER-D
A -first-grade -student -who -demonstrates -mastery -of -phonemic -blending -is -having -difficulty -
sounding -out -and -blending -VC -and -CVC -words -in -printed -word -lists -and -connected -text. -Based
-on -this -information, -the -student -would -probably -benefit -most -from -an -intervention -designed -
to -improve -the -student's:
A) -development -of -oral -reading -fluency.
B) -awareness -of -key -concepts -of -print.
C) -letter-sound -correspondence -skills.
D) -knowledge -of -high-frequency -sight -words. -- -CORRECT -ANSWER-C
In -a -fourth-grade -class, -providing -explicit -instruction -focused -on -which -of -the -following -reading
-skills -would -most -directly -promote -students' -evaluative -reading -comprehension -skills?
A) -summarizing -the -main -idea -of -an -extended -text
B) -retrieving -information -from -a -text -to -answer -comprehension -questions
C) -applying -background -knowledge -to -visualize -processes -described -in -a -text
D) -distinguishing -between -fact -and -opinion -in -a -text -- -CORRECT -ANSWER-D
, 4. -A -kindergarten -student -writes -"tdirdmibk" -in -her -journal -and -tells -the -teacher -she -wrote -
"Today -I -rode -my -bike." -The -student's -writing -sample -most -clearly -demonstrates -which -of -the -
following -milestones -essential -to -spelling -development -in -English?
A) -awareness -of -the -alphabetic -principle
B) -knowledge -of -print -conventions -for -representing -words
C) -awareness -of -morphological -structure -within -words
D) -knowledge -of -syllable -juncture -- -CORRECT -ANSWER-A
After -an -extended -classroom -discussion -of -the -pros -and -cons -of -adopting -a -civic -initiative, -
students -are -divided -into -two -relatively -equal -groups, -one -of -which -supports -the -initiative -
while -the -other -has -reservations -about -it. -The -teacher -could -best -use -this -situation -to -
demonstrate -the -value -of -which -of -the -following -practices?
A) -assessing -the -costs -and -benefits -in -group -decision -making
B) -using -compromise -to -resolve -conflicts
C) -dividing -problems -into -more -manageable -parts -in -group -decision -making
D) -using -majority -rule -to -resolve -conflicts -- -CORRECT -ANSWER-B
Fourth-grade -students -are -working -in -small -groups -to -create -dances -to -a -song -they -have -
chosen. -As -they -work, -their -teacher -makes -anecdotal -notes -on -the -students' -discussions, -work -
styles, -and -use -of -concepts -related -to -movement -and -choreography -that -the -class -has -
previously -studied. -The -teacher -can -best -use -these -notes -to -accomplish -which -of -the -following
-goals?
A) -establishing -the -connection -between -the -lesson -and -state -arts -standards
B) -determining -students' -final -grades -for -the -project
C) -planning -tasks -and -questions -for -an -upcoming -arts -exam
D) -documenting -individual -students' -understanding -and -growth -- -CORRECT -ANSWER-D
WITH VERIFIED QUESTIONS AND ANSWERS
A -second-grade -teacher -uses -evidence-based -flexible -grouping -and -selects -different -types -of -
texts -(e.g., -decodable -texts, -leveled -texts, -chapter -books) -for -different -reading -groups. -These -
practices -best -demonstrate -the -teacher's -awareness -of -the -importance -of -which -of -the -
following -principles -of -effective -beginning -reading -instruction?
A) -exposing -students -to -a -variety -of -text -genres
B) -accommodating -students' -diverse -linguistic -backgrounds -and -approaches -to -learning
C) -aligning -students' -reading -goals -with -state -standards
C) -transitioning -students -to -more -challenging -texts -as -they -progress -in -their -reading -skills -- -
CORRECT -ANSWER-D
A -first-grade -student -who -demonstrates -mastery -of -phonemic -blending -is -having -difficulty -
sounding -out -and -blending -VC -and -CVC -words -in -printed -word -lists -and -connected -text. -Based
-on -this -information, -the -student -would -probably -benefit -most -from -an -intervention -designed -
to -improve -the -student's:
A) -development -of -oral -reading -fluency.
B) -awareness -of -key -concepts -of -print.
C) -letter-sound -correspondence -skills.
D) -knowledge -of -high-frequency -sight -words. -- -CORRECT -ANSWER-C
In -a -fourth-grade -class, -providing -explicit -instruction -focused -on -which -of -the -following -reading
-skills -would -most -directly -promote -students' -evaluative -reading -comprehension -skills?
A) -summarizing -the -main -idea -of -an -extended -text
B) -retrieving -information -from -a -text -to -answer -comprehension -questions
C) -applying -background -knowledge -to -visualize -processes -described -in -a -text
D) -distinguishing -between -fact -and -opinion -in -a -text -- -CORRECT -ANSWER-D
, 4. -A -kindergarten -student -writes -"tdirdmibk" -in -her -journal -and -tells -the -teacher -she -wrote -
"Today -I -rode -my -bike." -The -student's -writing -sample -most -clearly -demonstrates -which -of -the -
following -milestones -essential -to -spelling -development -in -English?
A) -awareness -of -the -alphabetic -principle
B) -knowledge -of -print -conventions -for -representing -words
C) -awareness -of -morphological -structure -within -words
D) -knowledge -of -syllable -juncture -- -CORRECT -ANSWER-A
After -an -extended -classroom -discussion -of -the -pros -and -cons -of -adopting -a -civic -initiative, -
students -are -divided -into -two -relatively -equal -groups, -one -of -which -supports -the -initiative -
while -the -other -has -reservations -about -it. -The -teacher -could -best -use -this -situation -to -
demonstrate -the -value -of -which -of -the -following -practices?
A) -assessing -the -costs -and -benefits -in -group -decision -making
B) -using -compromise -to -resolve -conflicts
C) -dividing -problems -into -more -manageable -parts -in -group -decision -making
D) -using -majority -rule -to -resolve -conflicts -- -CORRECT -ANSWER-B
Fourth-grade -students -are -working -in -small -groups -to -create -dances -to -a -song -they -have -
chosen. -As -they -work, -their -teacher -makes -anecdotal -notes -on -the -students' -discussions, -work -
styles, -and -use -of -concepts -related -to -movement -and -choreography -that -the -class -has -
previously -studied. -The -teacher -can -best -use -these -notes -to -accomplish -which -of -the -following
-goals?
A) -establishing -the -connection -between -the -lesson -and -state -arts -standards
B) -determining -students' -final -grades -for -the -project
C) -planning -tasks -and -questions -for -an -upcoming -arts -exam
D) -documenting -individual -students' -understanding -and -growth -- -CORRECT -ANSWER-D
