Test Objective 08

Question #1

If a student wants to get an overview of an informational text, see the relationships among the various topics, and have an indication if the text is in chronological order or by topic, where should the student look in the text to find this information?

You answered

Correct Response: C

This question reminds us to be familiar with the ways children use and teachers teach the various text features of non-fiction/informational books.

Text features are elements included in books that exist independently from the book’s main text. they are intended to enhance readers’ experiences with the text. Some examples of text features include table of contents, the index, and the glossary of terms. Students learn how to access various information in books more quickly and efficiently through the use of text features. 

Question #2

Children in a first-grade class are listening to a story read aloud by the teacher.  The teacher reads:  

Jamie shoved his feet into his big black boots and then grabbed his warmest coat and his favorite red mittens. He would need them on a day like today.

The teacher then pauses to ask the children, “What kind of day do you think it was?”

What comprehension strategy is the teacher using during her reading.  

You answered

Correct Answer: B

Inferential questions require students to use their background knowledge and the clues within the story to answer questions beyond what is explicitly stated in the text. 

Generally speaking, there are 3 types of Comprehension: Literal (understanding what is explicitly written or described in the text), Inferential (reading between the lines; understanding implied meaning based on the facts or details in a text), and Evaluative (the ability to analyze text or to explore the author’s intent, opinion or style)

Question #3

A kindergarten teacher wants to obtain general information about a child's development in several areas of emergent literacy. Which of the following informal assessments would be most effective in providing information across several areas of emergent literacy?

You answered

Correct Response: C. 

Asking a kindergartner to write a title on a picture he or she has just drawn would provide the teacher with a variety of information. For example, this task would show whether the child understands that writing is different from drawing and that print is directional. It would demonstrate the child’s letter-formation skills. It would also be likely to provide information on the child’s understanding of letter-sound correspondence (e.g., if the child uses letters and words that correspond to the names of the objects in the drawing).

Question #4

As part of the regular daily schedule, a second-grade teacher reads a story aloud and discusses it with the class. Several students are English language learners, and the teacher wants to use the discussions to promote and extend these students' oral language skills. Which of the following would be the teacher's best strategy for achieving this goal?

You answered

Correct Response: A

This question requires the examinee to demonstrate knowledge of strategies for fostering English language learners’ ability to speak for various purposes. If English language learners are unfamiliar with key words and concepts in a story, they will be unable to participate fully in a discussion about it. Conducting a prereading activity to explain the story’s vocabulary and link the content to the children’s existing knowledge will facilitate comprehension and, thus, active oral participation.