MTLE Elementary Education Subtest 1

1. Which of the following teacher practices in a kindergarten class is likely to be most effective in reinforcing students' developmentof phonemic awareness?

• a. leading students in daily recitation of simple chants related to basic classroom procedures

• b. having students line up or join a group when they hear the teacher say the first sound in their name

• c. labeling key objects around the classroom with the first letter of the objects's name

• d.reading aloud each day's schedule and asking students questions about the planned activities

2. Which of the following methods would be most appropriate to use as part of an assessment of a kindergarten student'sphonological awareness skills?

• a. pronouncing a target phoneme and prompting the student to point to the printed letter most commonly associatedwith it
• b. having the student listen to a sentence presented orally and try to repeat the sentence exactly
• c. saying a familiar multisyllable word and asking the student to repeat the word while clapping for each syllable in the word
• d.asking the student to listen to a spoken word and identify the final letter in the word

3. Which of the following sets of words would be most appropriate to use for assessing third-grade students' ability to use structural analysis skills to decode words?

• a. closed, living, held

• b. contestant, logically, correlation

• c. bunnies, cities, animals

• d. unhappy, daytime, noiseless

4. A fifth-grade teacher periodically has students analyze short science and social studies passages that are written at or slightly above grade level. First, the teacher underlines key words, phrases, and sentences on copies of the text. The teacher then has pairs of students read the passage and ask each other clarifying questions about the underlined elements. Finally, the students paraphrase each of the underlined elements in their own words and use these to construct a written summary of the passage. These activities best demonstrate the teacher's awareness of which of the following factors affecting reading development?

• a. the benefits of guided practice in reinforcing students' word-learning strategies

• b. the role of academic language in supporting students' comprehension of complex texts

• c. the influence of prior language experiences on students' reading comprehension

• d. the importance of selecting texts for students according to multiple dimensions of text complexity

5. A sixth-grade English language learner has grade-level literacy skills in Spanish and grade-level fluency skills in English, but the student struggles to comprehend academic texts in English. In an intervention designed to address the student's reading-comprehension difficulties in English, which of the following strategies would be most important for the teacher to focus on first?

• a. developing the student's familiarity with common text structures used in English academic texts

• b. promoting the student's ability to use a cognate strategy to understand academic vocabulary in English

• c. providing the student with systematic, explicit instruction in phonics and other decoding strategies in English.

• d. helping the student relate new content encountered in academic texts to the content of texts previously read in English

6. Number 6 Which of the following statements provides the most likely explanation for the student's errors?

• a. The student mispronounces the vowel sounds of some words.

• b. The student has not yet fully grasped the alphabetic principle.

• c. The student has not yet developed phonemic-awareness skills.

• d. The student is confusing visually and auditorily similar letters.

7. A kindergarten teacher models the following procedure for a student who is experiencing difficulty with letter recognition. Theteacher looks at the target letter p with the student, says the letter's name, and then traces the letter while verbalizing the strokes involved in its formation. Then the teacher provides the student with guided practice following the same procedure with othertarget letters (e.g., b, d, q). This multisensory activity would be most effective to use in an intervention designed to promote thestudent's ability to:

• a. use letter names as a strategy for developing phonetic spelling.
• b. map speech to print in regular single-syllable words.
• c. form letters correctly as a result of hearing them pronounced orally.
• d. distinguish between the features of visually similar letters.

8. A teacher places printed labels on various objects in the classroom and frequently points to and refers to the objects by name inconversation with the students. Which of the following early literacy skills is the teacher most directly promoting?

• a. concepts of print
• b. letter recognition
• c. letter-sound correspondence
• d. phonemic awareness

9. Kindergarten students each have a notecard with their first name written on it. The teacher asks a series of questions, such as "Whose name has a t in it?" and "Who has a capital K at the beginning of their name?" The students respond affirmatively by giving a thumbs up. By engaging students in this activity, the teacher is providing practice in:

• a. decoding.
• b. letter recognition.
• c. letter formation.
• s

10. In a research-based, systematic program of phonics instruction, which of the following complex letter combinations should betaught last?

• a. ee
• b. au
• c. ea
• d. oa