Generalist Ec-6 (Practice Test 2 Incorrect)
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- 1.What might be the benefit of activating background knowledge (schema) of the students prior to reading about a given topic?
- A.
Students develop fluency and increase the speed of reading while reading the text together.
- B.
Students can visualize the imagery of the story as they read it.
- C.
Students can make connections to the story and develop a better understanding of the content.
- D.
Students become more interested and motivated to learn more about the topic.
- 2.The alphabetic principle has been described as the ability to
- A.
Connect sounds with those spoken by others.
- B.
Connect letters and sounds to pronounce words by syllables.
- C.
Connect letters with sounds and create words based on such associations.
- D.
Create letters in print and say words out loud.
- 3.Daniele is a third grader having problems identifying prefixes and suffixes in the words she reads and writes. When asked to identify the free morpheme of the word predetermined, she identified the segment mine as the answer. Based on the scenario, what might be the rationale for her answer?
- A.
She did not understand that free morphemes constitute the main component of the word.
- B.
She does not understand the concept of free morpheme.
- C.
She did not understand that the segment mine is not a free morpheme in that context.
- D.
She is confused with suffixes and prefixes.
- 4.What is the median of the data set in question 11?
- A.
7.5
- B.
6.5
- C.
6
- D.
7
- 5.What strategy can be used to assess reading comprehension for students who are not proficient readers?
- A.
Oral retelling of the story
- B.
Written reflections
- C.
Graphic organizers
- D.
Drawing inferences
- 6.The use of thematic units of instruction is ideal to teach English Language Learners (ELLs) social studies because it
- A.
Exposes children to quality literature.
- B.
Is helpful in teaching new vocabulary.
- C.
Makes content more cognitively accessible.
- D.
Makes learning fun, interactive, and motivating.
- 7.Advanced organizers and graphic representations are commonly used in social studies. What is the advantage of using these strategies to teach content?
- A.
They can be used to teach high-order thinking skills.
- B.
They can be used to teach other content areas.
- C.
They make learning more interesting.
- D.
They make content accessible to all children.
- 8.Some of the advantages of using a think-aloud, while reading to students, are that teachers can model comprehension strategies like making inferences, synthesizing information, and visualization. What is another type of comprehension strategy that teachers might model to help students develop reading comprehension skills?
- A.
Structural analysis
- B.
Segmenting multisyllabic words
- C.
Confirming predictions
- D.
Readers' theater
- 9.What measurement principle do children in Pre-K through kindergarten sometimes have difficulty with?
- A.
Conversion
- B.
Condensation
- C.
Conservation
- D.
Conversation
- 10.The main advantage of using hands-on activities in mathematics is to
- A.
Promote equity, equality, and freedom for the diverse ethnic groups in the nation.
- B.
Lead the students to active learning and guide them to construct their own knowledge.
- C.
Enhance students' ability to think abstractly.
- D.
Make the lesson more enjoyable.
- 11.The characteristics of the Language Acquisition Device (LAD) include all of the following EXCEPT
- A.
Chomsky's work provided the theoretical rationale for the work related to the LAD.
- B.
The LAD is said to be adaptable as it adjusts to the language being learned.
- C.
The LAD is an external mechanism that allows humans to learn multiple languages.
- D.
The LAD enables human beings to produce language and utilize correct language rules.
- 12.When teaching the grapheme-phoneme correspondence in English, teachers must
- A.
Control the inconsistency of the grapheme-phoneme correspondence of English by presenting consistent sounds first.
- B.
Create an atmosphere of cooperation among students from diverse ethnic and linguistic backgrounds.
- C.
Monitor the children so they do not pronounce the letters with a foreign accent.
- D.
Make the activity interesting to all students.
- 13.What is a bound morpheme?
- A.
A morpheme that cannot occur in isolation and, therefore, is attached to a root word or another morpheme.
- B.
A morpheme that occurs in isolation but is sometimes attached to a root word.
- C.
A morpheme that occurs in isolation but can never be attached to a root word.
- D.
A morpheme that occurs in isolation.
- 14.What is one of the key challenges that children in upper elementary school experience when moving from the stage of "learning to read" to "reading to learn"?
- A.
Develop an understanding of academic English
- B.
Predict the content of the writing efficiently
- C.
Use graphic organizers effectively to learn and to present information
- D.
Understand the organizational patterns of the text to read more efficiently
- 15.Ms. Pompa uses DRTA (Directed Reading-Thinking Activity) regularly during her guided reading groups. What is the main purpose of this instructional activity?
- A.
To synthesize information in order to better retell the story
- B.
To confirm or correct predictions as one reads
- C.
To pose questions to students related to the themes in the text
- D.
To interpret the text according to one's own background knowledge
- 16.Ms. Thomas introduces new vocabulary words within the context of a sentence and through the use of visuals. Once children understand the concept linked to the word, she repeats individual words, pausing after each syllable. Once children can separate the word into syllables, she guides them to separate syllables into individual phonemes. What skills is Ms. Thomas introducing with the last two activities?
- A.
Phonological awareness
- B.
Vocabulary development
- C.
Pronunciation drills
- D.
The intonation pattern of the language
- 17.Identify the statement that BEST describes the advantages of using the language experience approach to teach reading to language minority students.
- A.
It facilitates reading by ensuring a positive match between L1 and L2
- B.
It minimizes the possibility of errors due to idiomatic expressions from both L1 and L2.
- C.
It uses the vocabulary and the experience common to both language minority and mainstream students.
- D.
It provides the schema or experiential background to facilitate the comprehension of the story.
- 18.Scenario: Mr. Jones brought a small peach tree with peaches to school to explain the process of photosynthesis. He indicated that the tree takes energy from the sun and converts it into chemical energy. Part of the chemical energy produced is used for its survival and growth. The excess energy is stored in the leaves and in the fruits produced. To close the lesson, he gave students pieces of peaches and guided them to discuss how the process of photosynthesis supports life on Earth. Based on this scenario, what is the main topic of the lesson?
- A.
The importance of peach trees for survival
- B.
Energy transformation
- C.
Survival of the fittest
- D.
The importance of conservation and adoption of green practices
- 19.Scenario: Mr. Jones brought a small peach tree with peaches to school to explain the process of photosynthesis. He indicated that the tree takes energy from the sun and converts it into chemical energy. Part of the chemical energy produced is used for its survival and growth. The excess energy is stored in the leaves and in the fruits produced. To close the lesson, he gave students pieces of peaches and guided them to discuss how the process of photosynthesis supports life on Earth. What was the instructional purpose of using a live plant with fruits to begin the lesson?
- A.
To provide concrete evidence that without peaches life will not be possible on Earth
- B.
To promote hands-on science experimentation
- C.
To promote interest in the lesson
- D.
To provide concrete evidence that plants produce energy
- 20.The basic states of matter are
- A.
Liquid, plasma, and solid.
- B.
Gas, liquid, and solid.
- C.
Liquid, water, ice, and gas.
- D.
Plasma, liquid, solid, and gas.
- 21.Ms. Jefferson has guided first-grade students to read polysyllabic words until they can read them fluently. Later, students are asked to separate the words into syllables, and finally she guides students to identify the main stress in each word. What skill is Ms. Jefferson emphasizing?
- A.
Alphabetic awareness
- B.
Reading fluency
- C.
Phonological awareness
- D.
Syllabication
- 22.Which of the following is a nonlinear function?
- A.
F(x)=3x-1
- B.
F(x)=x
- C.
F(x)=x/5
- D.
F(x)=x/5
- 23.The development of fatty tissue and hibernation typical of bears is a system _____________ for survival
- A.
Of adaptation
- B.
To avoid competition with other predators
- C.
To keep a healthy balance in the ecosystem
- D.
To prevent the migration of bears to residential areas
- 24.What is an algorithm?
- A.
A computer program used to evaluate students
- B.
A system of discovering students' abilities
- C.
A step-by-step procedure for evaluating students
- D.
A step-by-step procedure for solving problems
- 25.Which strategy would LESS LIKELY support students' understanding of writing for different audiences?
- A.
Having a group of students role play a given audience and asking them to react to a piece of writing
- B.
In a persuasive writing, guiding students to revise the writing based on possible arguments from the intended audience
- C.
Identifying the audience prior to beginning writing
- D.
Telling students they will be writing narrative text
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