This practice test for ICTS English Language Arts assesses knowledge in learning theories, phonics skills, vocabulary development, and reading fluency through structured questions and activities.
Collaborate with the school's special education teacher to design an instructional intervention to improve the student's phonics skills.
Help the student compensate for this reading difficulty by developing the student's skill in using context and other word identification strategies.
Consult with the school's reading specialist about screening the student for a possible reading disability.
Interview the student's parents or guardians to determine whether personal or social factors are affecting the student's learning.
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Use a word's grammatical category to infer its meaning.
Distinguish between a word's denotative meaning and its connotative meaning.
Infer the meaning of an unfamiliar word by analyzing its structure.
Determine which of several meanings of a word is most likely in a given context.
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Motivating the student to read ageappropriate literature
Developing the student's phonemic awareness
Encouraging the student to use metacognitive strategies
Improving the student's reading fluency
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Preparing and delivering brief, extemporaneous speeches based on assigned reading
Using interactive journal writing to reflect on literary texts
Creating graphic organizers to summarize information in nonfiction texts
Rehearsing and performing readers' theater productions
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Asking students a series of openended questions about a selection.
Drawing a semantic map on the board based on information in a informational text.
Retelling a short story after students have silently read the text.
Engaging in a think-aloud process while reading aloud a selection to the class.
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Listing
Brainstorming with a classmate
Freewriting
Creating a semantic map
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Sentence 3
Sentence 6
Sentence 7
Sentence 9
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Sentence 1: Change that to when.
Sentence 2: Delete just.
Sentence 5: Change it to they.
Sentence 9: Insert that after fulfillment.
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It provides an interactive forum in which students can judge each other's writing.
Being able to present one's work in a public medium encourages students to work in diverse genres.
It allows students to assess the quality of their own writing.
Being able to communicate with a real-life audience gives students incentives to improve their writing.
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Determine an author's logic.
Locate specific examples of a process described by the author.
Assess an author's credibility.
Synthesize information from a text to develop a thesis.
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Determine whether the author of the Web site is an authority on the period.
Check the excerpts against primary sources to ensure that they have not been taken out of context.
Check whether any of the Web site's links provide additional information relating to the speakers.
Examine secondary sources to establish the historical context of the speeches.
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Plan to spend an equal amount of time speaking to each segment of the audience.
Inform the audience that demographic data has been used in the preparation of the speech.
Ensure that any generalizations used in the speech are not stereotypical in nature.
Provide full source citations for any demographic data used in the preparation of the speech.
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It prevents the speaker from accidentally offending the listener.
It allows the speaker to prevent external interference from inhibiting the reception of his or her message.
It helps the speaker overcome communication anxieties.
It enables the speaker to calculate the effect that his or her message is having on the listener.
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"Try to stop worrying about your own reactions and what people think of you. Concentrate instead on analyzing the content and tone of the speaker's message."
"Even good listeners can have trouble paying attention. When your mind starts to wander, make a conscious effort to refocus on the speaker."
"You may be jumping to conclusions about what the speaker is saying and misunderstanding the message. Use critical-thinking skills to analyze each point the speaker makes."
"Sometimes a person can listen too hard. It isn't necessary or even possible to remember every detail of what a person says. Concentrate on getting the main ideas."
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Acknowledging the nervousness to the audience at the outset of the presentation
Memorizing every word and detail of the presentation as if it were a stage performance
Preparing mentally for probable mistakes and planning ways to recover when such errors occur
Being careful and thorough in preparing for the speech and allowing plenty of time to rehearse
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The depiction of a simple and orderly world view
An emphasis on traditional literary structures
A derision of the ideal of spiritual redemption
The use of experimental narrative forms
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Internal rhymes
Syntactic parallelism
Metrical regularity
Onomatopoeia
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Emphasizing the diverse individual cadences found in the voices of the American people.
Illustrating his qualifications as a poetic spokesperson for the American people.
Allowing him to celebrate the patriotic unity and loyalty of the American people.
Establishing a metaphor for the disciplined industriousness of the American people.
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Students present a portion of their scrapbooks to the class and explain what the items reveal about the character.
Students vote on which scrapbook best reflects the designated character from the novel.
Students compile another scrapbook for a secondary character in the novel and write a paragraph comparing the two scrapbooks.
Students make changes in their scrapbooks based on feedback from the teacher and from other students in the class.
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