AEPA 36 Practice Test Questions With
Correct Answers
1. |To |enhance |reading |comprehension, |an |early |elementary |teacher |wants |students |to |
develop |the |habit |of |asking |questions |about |what |they |are |reading. |The |teacher |begins |by |
explaining |that |questioning |can |be |an |effective |tool |for |increasing |comprehension. |The |best |
step |for |the |teacher |to |take |next |would |be |to:
A. |Model |the |use |of |the |strategy |by |pausing |to |ask |questions |about |a |text |while |reading |it |to |
the |class
B. |Ask |students |to |read |a |photocopied |text |into |which |the |teacher |has |inserted |questions |at |
key |points
C. |Give |the |class |a |list |of |generic |questions |to |ask |as |they |do |their |assigned |reading |for |that |
evening
D. |Have |students |work |in |small |groups |to |generate |questions |about |a |content-area |reading |
selection |- |CORRECT |ANSWER✔✔-A
Which |would |be |the |most |effective |strategy |for |a |kindergarten |teacher |to |use |in |prompting |
the |communication |skills |for |an |ELL
A. |Providing |opportunities |for |the |student |to |read |a |favorite |book |aloud |to |the |class |in |their |
primary |language
B. |Facilitating |the |students |full |participation |in |activities |with |peers
C. |Spending |time |with |the |student |during |recess |engaging |in |one |on |one |conversations
D. |Helping |the |student |label |objects |in |the |classroom. |- |CORRECT |ANSWER✔✔-B
A |third |grade |teacher |observes |a |new |student |who |is |an |ELL |using |sentences |that |include |both
|English |words |and |words |in |their |primary |language. |What |is |the |most |appropriate |response?
A. |Ignoring |the |students |switching |between |languages |and |encourage |the |students |effort |to |
communicate |with |others
B. |Asking |the |class |who |has |strong |verbal |skills |to |serve |as |a |buddy |to |the |student |and |help |
them |facilitate |conversations |with |others
, C. |Talking |to |the |student |to |ensure |that |she |is |aware |that |she |often |mixes |up |the |two |
languages
D. |Providing |student |with |bilingual |dictionary |- |CORRECT |ANSWER✔✔-A
The |sentence |below |exemplifies |which |of |the |following |stages |of |spelling |development
I |thot |he |racked |the |leves |all |reddy!
A. |Semiphonetic
B. |Phoetic
C. |Transitional
D. |Conventional |- |CORRECT |ANSWER✔✔-C
Which |assessment |strategy |would |provide |the |best |measure |of |a |students |mastery |of |the |
alphabet |principle?
A. |Asking |students |to |identify |by |name |a |series |of |visually |presented |uppercase |and |lowercase
|letters.
B. |Having |a |student |read |aloud |a |list |of |high-frequency |irregular |sight |words.
C. |Asking |the |student |to |segment |a |series |of |orally |presented |words |into |component |sounds
D. |Having |the |students |read |aloud |a |list |of |phonetically |regular |nonsense |words |- |CORRECT |
ANSWER✔✔-D
For |students |in |the |partial |alphabetic |stage |of |word |reading, |which |of |the |following |activities |
would |be |most |important?
A. |Writing |independently |using |inventive |spelling
B. |Generating |rhyming |words |with |high |frequency |spelling |patterns
C. |Acting |out |action |words |that |start |with |known |letter |sounds
D. |Selecting |and |reading |picture |books |independently |- |CORRECT |ANSWER✔✔-A
Correct Answers
1. |To |enhance |reading |comprehension, |an |early |elementary |teacher |wants |students |to |
develop |the |habit |of |asking |questions |about |what |they |are |reading. |The |teacher |begins |by |
explaining |that |questioning |can |be |an |effective |tool |for |increasing |comprehension. |The |best |
step |for |the |teacher |to |take |next |would |be |to:
A. |Model |the |use |of |the |strategy |by |pausing |to |ask |questions |about |a |text |while |reading |it |to |
the |class
B. |Ask |students |to |read |a |photocopied |text |into |which |the |teacher |has |inserted |questions |at |
key |points
C. |Give |the |class |a |list |of |generic |questions |to |ask |as |they |do |their |assigned |reading |for |that |
evening
D. |Have |students |work |in |small |groups |to |generate |questions |about |a |content-area |reading |
selection |- |CORRECT |ANSWER✔✔-A
Which |would |be |the |most |effective |strategy |for |a |kindergarten |teacher |to |use |in |prompting |
the |communication |skills |for |an |ELL
A. |Providing |opportunities |for |the |student |to |read |a |favorite |book |aloud |to |the |class |in |their |
primary |language
B. |Facilitating |the |students |full |participation |in |activities |with |peers
C. |Spending |time |with |the |student |during |recess |engaging |in |one |on |one |conversations
D. |Helping |the |student |label |objects |in |the |classroom. |- |CORRECT |ANSWER✔✔-B
A |third |grade |teacher |observes |a |new |student |who |is |an |ELL |using |sentences |that |include |both
|English |words |and |words |in |their |primary |language. |What |is |the |most |appropriate |response?
A. |Ignoring |the |students |switching |between |languages |and |encourage |the |students |effort |to |
communicate |with |others
B. |Asking |the |class |who |has |strong |verbal |skills |to |serve |as |a |buddy |to |the |student |and |help |
them |facilitate |conversations |with |others
, C. |Talking |to |the |student |to |ensure |that |she |is |aware |that |she |often |mixes |up |the |two |
languages
D. |Providing |student |with |bilingual |dictionary |- |CORRECT |ANSWER✔✔-A
The |sentence |below |exemplifies |which |of |the |following |stages |of |spelling |development
I |thot |he |racked |the |leves |all |reddy!
A. |Semiphonetic
B. |Phoetic
C. |Transitional
D. |Conventional |- |CORRECT |ANSWER✔✔-C
Which |assessment |strategy |would |provide |the |best |measure |of |a |students |mastery |of |the |
alphabet |principle?
A. |Asking |students |to |identify |by |name |a |series |of |visually |presented |uppercase |and |lowercase
|letters.
B. |Having |a |student |read |aloud |a |list |of |high-frequency |irregular |sight |words.
C. |Asking |the |student |to |segment |a |series |of |orally |presented |words |into |component |sounds
D. |Having |the |students |read |aloud |a |list |of |phonetically |regular |nonsense |words |- |CORRECT |
ANSWER✔✔-D
For |students |in |the |partial |alphabetic |stage |of |word |reading, |which |of |the |following |activities |
would |be |most |important?
A. |Writing |independently |using |inventive |spelling
B. |Generating |rhyming |words |with |high |frequency |spelling |patterns
C. |Acting |out |action |words |that |start |with |known |letter |sounds
D. |Selecting |and |reading |picture |books |independently |- |CORRECT |ANSWER✔✔-A
