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Texes Ela And Reading 4-8 Practice Test

37 Questions  I  By Apremo
TExES ELA and Reading 4-8 practice test
TExES ELA and reading 4-8 practice test

  
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1.  Students in a middle school class have been studying the battle of the Alamo.The teacher plans a role-playing activityto help structure whole-class discussionabout the Alamo. During the discussion,one student will play the role of anewspaper reporter and interview otherstudents who assume the roles of varioushistorical figures (e.g., Santa Anna, SamHouston, soldiers in the Mexican army).This instructional strategy is likely topromote students' oral languageproficiency primarily by helping thestudents:
A.
B.
C.
D.
2.  A fourth-grade class has been reading folktales from around the world. Which of thefollowing oral language activities wouldbe most effective in promoting students'multicultural awareness and appreciation?
A.
B.
C.
D.
3.  A teacher reads aloud a story to a studentwho is in the emergent literacy stageof reading development. The teacherwants to assess the student's literalcomprehension of the sequence of eventsin the story. Which of the followingassessment strategies would be mostappropriate for this purpose?
A.
B.
C.
D.
4.  A teacher regularly analyzes the attemptedspellings of emergent readers. In additionto providing information about students'spelling development, this approachwould best help the teacher assessstudents':
A.
B.
C.
D.
5.  A teacher reads aloud a story to emergentreaders. The teacher guides students todiscuss the story, focusing particularattention on students' understanding ofthe story's ending. Then the teacherasks students to imagine and describeanother adventure that the main charactersin the story might have. This final stepof the activity is most likely to benefitstudents by:
A.
B.
C.
D.
6.  A teacher is planning an activity inwhich students will count the phonemescontained within various words. Theteacher begins by selecting words with various phonemes. Which of the following words selected by the teacher contains five phonemes?
A.
B.
C.
D.
7.  A teacher is working with a group ofstudents in the emergent literacy stage ofreading development who have had littleexperience with books. Which of thefollowing instructional activities wouldbest promote the students' understandingof the relationship between written andspoken words?
A.
B.
C.
D.
8.  Which of the following strategies wouldbest promote beginning readers' automaticrecognition of high-frequency, irregularsight words?
A.
B.
C.
D.
9.  To promote students' reading fluency,a fifth-grade teacher plans activities inwhich students and their assigned partnerswill engage in repeated oral readings.When the teacher assembles readingmaterials for this purpose, it would bemost important to assign each pair ofstudents passages from a text that:
A.
B.
C.
D.
10.  Students in a middle school class arelearning about the westward movementof pioneers in the United States duringthe nineteenth century. The teacher plansto have students read several selectionson this topic and then prepare reports.The teacher is concerned about howmeaningful the assignment will be forAlicia, a student whose family moved tothe United States from Venezuela a yearago. Alicia's speaking and oral readingskills in English are strong, but shesometimes has comprehension difficulties.The teacher believes that these difficultiesoften reflect lack of familiarity with thetopic of the selection. Which of thefollowing strategies most likely would beeffective in helping Alicia complete theassignment successfully and make it ameaningful learning experience for her?
A.
B.
C.
D.
11.  Ms. Lennox, a social studies teacher, andMr. Vale, a reading teacher, work with agroup of middle school students. Early inthe school year, Ms. Lennox mentions thatthe students are having difficulty retaininginformation from their geography textbook.Which of the following would bethe most appropriate suggestion forMr. Vale to offer Ms. Lennox?
A.
B.
C.
D.
12.  A middle school teacher wants to improvestudents' comprehension of informationaltexts by helping the students analyzecomparison/contrast text structures.Which of the following instructionalstrategies would best address this goal?
A.
B.
C.
D.
13.  Students in a middle school class havebeen learning about active and passiveverbs. Which of the following instructionalactivities would best help studentsrecognize and understand differencesbetween the active and passive voice?
A.
B.
C.
D.
14.  Use the student writing sample below toanswer the question that follows.We went on a traen to the bech. I saw a red sale bote.The writing sample illustrated above moststrongly suggests that the student:
A.
B.
C.
D.
15.  Which of the following upper-elementarystudents would benefit most from the useof word processing equipment for writing?
A.
B.
C.
D.
16.  For the past week, students inMs. Burgess's fifth-grade classhave been writing original stories.Ms. Burgess observes that some studentsare spending their daily writing periodadding on to their stories, making themlonger but not necessarily better, andmaking no revisions except occasionalcorrections of misspelled words. Shewants to encourage these students to takea broader, more exploratory approach torevision—to review and evaluate theirwork and then reshape it based on newinsights. Which of the following teachingstrategies would be most effective inachieving this goal?
A.
B.
C.
D.
17.  A middle school teacher wants to helpstudents learn how to offer constructivefeedback when they confer with theirpartners during the initial stage of awriting project. Which of the followingguidelines for students would be mostappropriate in this context?
A.
B.
C.
D.
18.  An eighth-grade teacher plans the following activities in connection with a field trip to view aphotojournalism exhibit at a local museum.• Before the trip, students study how elements of design and photographic techniquesexpress ideas and communicate meaning.• The teacher gives students a list of questions to read and consider as they view theexhibit.• After the trip, students work in small groups to write answers to the questions.• In a whole-class discussion, students share their reactions to the exhibit and their groups'answers to the questions.Which of the following additionalactivities would best help the teacherinformally assess students' understandingof the way visual images and elements ofdesign create meaning?
A.
B.
C.
D.
19.  A middle school teacher designs anactivity in which students watch a twentyminutefilm with the sound turned off.Periodically, the teacher stops the film,and students discuss what they have seen.This instructional activity is most likely topromote students' critical-viewing skills inwhich of the following ways?
A.
B.
C.
D.
20.  Which of the following instructionalstrategies would best help fourth-gradestudents learn to self-monitor their readingcomprehension?
A.
B.
C.
D.
21.  Use the information and the "story tree" below to answer the four questions that follow.Students in Mr. Wiggins's fifth-grade class study different types of literature over the courseof the school year. Their first unit was on fantasy. As part of the introduction for that unit,Mr. Wiggins put up a large blank outline of a tree in the library corner of the classroom.He explained to his students that this was a "story tree" and that each of its major branchesrepresented something different to think about when reading a literary work. As the unitprogressed, Mr. Wiggins used guided discussion to challenge his students to label each majorbranch of the tree. He also encouraged them to think of questions they should ask themselves as they read to help them evaluate all the components of a particular selection. These questions were added to appropriate parts of the tree in the shape of clumps of leaves. The completed tree created by the class during the fantasy unit is pictured below.Characters:Who are the bad characters? What do they want? Why do they want it? How do they go about getting it?Which of the characters have special powers? What are they? Does the story say how they got them?Who are the good characters? How can you tell the are the "good guys"? What do they want to accomplish? Why is this important to them?The questions on the "characters"branch of the story tree are most likelyto strengthen students' inferentialcomprehension by prompting thestudents to:
A.
B.
C.
D.
22.  Mr. Wiggins's use of the story tree is mostlikely to help students develop which ofthe following reading skills?
A.
B.
C.
D.
23.  Which of the following uses of the storytree would best help students applymetacognitive skills to enhance theircomprehension?
A.
B.
C.
D.
24.  After finishing the unit on fantasy,Mr. Wiggins's class is now moving on toa unit on historical fiction. Which of thefollowing questions should Mr. Wigginsask his students in order to promote mosteffectively their understanding of therelationship between these two types ofliterature?
A.
B.
C.
D.
25.  According to the Texas EssentialKnowledge and Skills (TEKS), studentsin the sixth grade should be able to usegraphic sources of information to addressresearch questions. Students are mostlikely to develop these skills if they havehad opportunities to:
A.
B.
C.
D.
26.  Read the worksheet below, completed by a fourth grader; then answer the two questionsthat follow.Name: _____________ Date:Read the following passage and answer the questions.The BirthdayHank woke up very excited on Saturday morning because it was his birthday. His familywas planning a big party for him, with lots of good food, balloons, and a cake with ninecandles. It wasn't the party that Hank was most excited about, though. He was sure thiswould be the day when he finally got the remote-control car he wanted more than anything.He first saw the shiny red car in the front window of Mitchell's Toy Store a month ago. Since then, it was all he could think about.Later in the day, it finally was time for Hank to open his presents. His parents gavehim a basketball and sneakers. From his sisters, he received a book about making paperairplanes. His little brother gave him a special rock he had found. Finally, there was onlythe present from his grandfather left to open. This was his last hope. He ripped off the paperand opened the box. Inside there was a T-shirt that said "Number One Grandson." Hankalmost groaned out loud, but instead he put a smile on his face and politely thanked hisgrandfather for the shirt.Then he said silently to himself, "Maybe next year."1. How does Hank feel when he wakes up? Why does he feel this way?       Excited cause it's his birthday2. What does Hank want most for his birthday?       A remote-control car3. What presents does Hank get for his birthday?       shirt that says, Number One Grandson, basketball, sneekers, book, rock4. How does Hank probably feel when he opens the present from his grandfather and seeswhat is inside? What clue in the story tells you he feels this way?      Happy. It says he smiles and says thank you.Brendan's performance on this worksheetsuggests that he would benefit most fromreading instruction to strengthen his:
A.
B.
C.
D.
27.  Given Brendan's responses to thequestions on the worksheet, whichstrategy would most likely have improvedhis comprehension of this passage?
A.
B.
C.
D.
28.  Students in a middle school class work together in small groups using the chart illustrated below as a study guide. The students fill in the first two columns after briefly previewing an assigned text and then complete the third column after reading the text.What We Already KnowAbout This TopicWhat We Want To FindOut About This TopicWhat We Have LearnedAbout This TopicWhich of the following modifications tothe chart would best promote developmentof students' study and inquiry skills?
A.
B.
C.
D.
29.  Use the paper below, written by a fourth-grade student about a favorite memory, to answerthe two questions that follow."I think the best year was when I was five. My friend Edwin and I had adventures together. We had to run away, all the time. We used to sneak around in the garden and pretend we were spys. We spyed on people. We lived right next door to Edwin's house. There was a nice gardener named Tony. But there was man who chased us, we called him BRUTUS! He yelled to come back but we ran away fast! Sometimes we saw mean dogs, we ran away from them, alright! There was a mean big kid named Toby Wolf. One day he chased us all the way to the garden! But we hid and then he couldnt find us. That was scary! Tony said, be careful of the flowers. Edwin was seven years old. Then we moved away, I was sad.When reviewing this paper with thestudent, the teacher should suggest whichof the following revisions?
A.
B.
C.
D.
30.  Generally speaking, which of thefollowing prewriting activities would bemost effective in helping fourth graderswrite coherently about a favorite memoryor other personal experience?
A.
B.
C.
D.
31.  A middle school teacher frequently hasstudents perform semantic mappingactivities before and after assignedreadings. Which of the followingstatements best explains the primaryrationale for this instructional strategy?
A.
B.
C.
D.
32.  As students begin drafting scripts for theiroral presentations, the teacher hands outand discusses the guidelines listed below.• Begin by providing an overviewof the main points thatwill be covered in your oralpresentation.• End with a summary of the mainpoints that were presented.• Ensure that the oral presentationfollows a logical progression.• Use transitions to indicate whereone idea ends and the nextbegins.Which of the following additionalguidelines for scripting oral presentationswould be most important for the teacher toinclude in this list?
A.
B.
C.
D.
33.  Which of the following recommendationswould be most appropriate for the teacherto make when advising students aboutvisual aids for their oral presentations?
A.
B.
C.
D.
34.  Students in a middle school class areworking in small groups to produce andvideotape mock newscasts. To helpstudents prepare for this activity, theteacher leads a class discussion aboutvideotaped excerpts from nationallytelevised news programs. During thediscussion, the teacher asks, "Why do youthink newscasters are often shown in frontof recognizable buildings, such as theCapitol or White House?" This questionis likely to promote students' understandingof visual media primarily byprompting the students to:
A.
B.
C.
D.
35.  Use the information below to answer the two questions that follow.A fifth-grade teacher asks students to write about a personal experience. Shown below is thewriting of one student in the class.My sister is four years older then me. I wanted to roller blade like her. I asked her, and she said its easy. We went outside, and then she held me up. I fell down some at first. She said now I will teach you to do something real fun. We had to go down a hill. I went passed her real fast. It was scary but not to hard for my sister and I. My sister said your good at this! I said I want to do it again!The writing sample shown abovedemonstrates the student's correct use ofcommas to separate:
A.
B.
C.
D.
36.  Based on this writing sample, which of thefollowing types of spelling instructionwould be most effective in promoting thestudent's spelling development?
A.
B.
C.
D.
37.  A middle school teacher designs the instructional activity described below.• Students read a passage from an informational text.• Using an overhead projector, the teacher divides a piece of paper into two columns bydrawing a line down the center.• The teacher models how to write in the first column significant information and quotationsfrom the passage. Next, she comments on each of these entries by writing her thoughtsabout it in the second column. She then discusses with students the rationale for thisdivided-page method of note taking.• Working in pairs, students read a second informational passage and use the divided-pagemethod to take notes on the passage.This instructional activity is most likely topromote development of students' studyand inquiry skills by:
A.
B.
C.
D.
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