PECT - Module 2 - Practice Test Questions
A teacher is planning instruction to promote four-year-olds' development of skills related
to Pennsylvania's PreK-4 learning standard about reading, analyzing, and interpreting
text. With children at this developmental level, which of the following approaches to a
read-aloud activity would be most appropriate for the teacher to use to develop the
children's conceptual understanding of fact and opinion?
A. having the children identify characters who demonstrate examples of faulty reasoning
in a fable
B. asking the children to decide which statements related to an article in a children's
nature magazine are true or false
C. helping the children tell one thing they learned from a nonfiction text
D. showing the children how to differentiate between essential and nonessential
information in a nonfiction children's picture book
C
A fourth-grade teacher would like to promote reluctant readers' independent reading.
Which of the following teacher strategies is likely to be most effective in achieving this
goal?
A. engaging students in discussions about their interests and working with the library
media specialist to locate appropriate-level books on these topics
B. reading aloud a variety of books from the classroom library on a regular basis and
engaging students in discussions related to the read-alouds
C. creating attractive displays of both fiction and nonfiction books and magazines in the
classroom library and regularly inviting students to browse the displays
D. providing opportunities for students to visit the school's library media center and to
learn about the center's resources and organization
A
A third-grade teacher regularly models for students how to paraphrase a portion of a
text and how to pose and respond to questions that clarify or follow up on information
presented in a text. These practices promote students' literacy
development primarily by:
A. supporting their development of dispositions and attitudes that help create a
purposeful, literate environment in the classroom.
B. enhancing their knowledge of the organizational structure of different types of text.
C. promoting their development of self-monitoring skills that support reading and
learning across the curriculum.
D. fostering their ability to make connections between the reading curriculum and their
lives.
C
A first-grade teacher explains that he is going to read a story aloud and he wants
students to consider how the story makes them feel. Afterward, he prompts the students
to recall and discuss specific words and phrases the author used to evoke particular
feelings. This oral language activity supports students' literacy development primarily by
,helping the students:
A. retell a story's key events accurately.
B. make and verify predictions about a story.
C. connect key events in a story to their own lives.
D. develop an awareness of a story's tone.
D
A kindergarten teacher has placed many signs around the classroom, including
simple written directions (e.g., Please hang up coats!) and labels for objects (e.g.,
clock, Teacher's chair). During daily activities, the teacher regularly points to and
reads aloud relevant signs. The teacher has also created a classroom library filled
with age-appropriate books and has incorporated relevant signs and books into all
the learning centers. These strategies are most effective in addressing which of
the following goals related to effective instruction in emergent literacy?
A. creating a print-rich environment
B. providing guided and independent skills practice
C. encouraging independent reading
D. infusing reading activities across the curriculum
A
At the beginning of the school year, a kindergarten teacher establishes a variety of
classroom roles that rotate on a daily basis. The roles include Calendar Helper
and Star of the Day. The Calendar Helper identifies and announces the day of the
week, the date, and the day's weather, with teacher support if needed. The Star
of the Day shares an object, talking briefly about the item and then answering
three questions about it from classmates and/or the teacher. Regularly performing
these types of classroom roles directly benefits students' emergent literacy
development primarily by enhancing the students':
A. self-confidence and comfort level in front of their peers.
B. ability to use a range of expressive language skills.
C. knowledge of content vocabulary across the curriculum.
D. personal responsibility and perseverance with tasks.
B
In keeping with Pennsylvania's PreK-4 learning standards in language arts, which
of the following writing skills would be most appropriate to include in language arts
instruction at the first-grade level?
A. revising writing by adding details or missing information
B. focusing writing for a particular audience
C. revising writing by varying sentence length and structures
D. using transition words to clarify ideas in writing
8.
A
A teacher delivering standards-based literacy instruction grounded in scientificbased
reading research is most likely to use the results of reading assessments
for which of the following purposes?
A. using formal and informal assessments to place students into the most
appropriate reading group for a given school year
, B. using ongoing informal assessments to continually plan and modify individual
students' reading goals and instruction
C. using formal standardized assessments to diagnose each student's reading
difficulties at the beginning of the school year
D. using comprehensive summative reading achievement assessments on a
weekly to biweekly basis to monitor students' progress
B
A group of primary-grade teachers is reviewing potential core instructional
materials for teaching beginning-reading skills. The most important selection
criteria for the teachers to consider would be to ensure that the materials:
A. include clear, appealing visual supports such as illustrations.
B. are linked to a variety of online teacher resources.
C. include supplemental assessments and learning activities.
D. are aligned with relevant state learning standards.
D
Which of the following words contains a diphthong?
A. anchor
B. boiled
C. measure
D. truths
B
A prekindergarten teacher regularly writes students' comments on chart paper
during whole-class discussions and rereads the comments to the class. This
practice supports young children's emergent literacy development primarily by
promoting their:
A. awareness of the relationship between print and spoken language.
B. skill in identifying basic letter-sound correspondences.
C. understanding that spoken language is made of smaller phonological units.
D. knowledge of a wide range of environmental print.
A
A kindergarten teacher reads aloud a poem that contains alliteration in each line.
The teacher reads the poem twice, each time emphasizing the alliteration. On the
third reading, the teacher invites the children to repeat each line exactly as the
teacher recited it. This activity is most effective in promoting the children's
development in which of the following areas of emergent literacy?
A. alphabetic awareness
B. letter-sound correspondence
C. letter recognition
D. phonological awareness
D
A third-grade student is having difficulty reading words and syllables that contain
complex letter combinations, which is affecting her comprehension of grade-level
texts. For example, the student reads the word stretch as [st] [rĕt] [ch] and the
word pledge as [p] [lĕd] [guh]. Which of the following intervention strategies is
likely to be most effective in addressing this student's reading difficulty and
advancing her reading development?
A teacher is planning instruction to promote four-year-olds' development of skills related
to Pennsylvania's PreK-4 learning standard about reading, analyzing, and interpreting
text. With children at this developmental level, which of the following approaches to a
read-aloud activity would be most appropriate for the teacher to use to develop the
children's conceptual understanding of fact and opinion?
A. having the children identify characters who demonstrate examples of faulty reasoning
in a fable
B. asking the children to decide which statements related to an article in a children's
nature magazine are true or false
C. helping the children tell one thing they learned from a nonfiction text
D. showing the children how to differentiate between essential and nonessential
information in a nonfiction children's picture book
C
A fourth-grade teacher would like to promote reluctant readers' independent reading.
Which of the following teacher strategies is likely to be most effective in achieving this
goal?
A. engaging students in discussions about their interests and working with the library
media specialist to locate appropriate-level books on these topics
B. reading aloud a variety of books from the classroom library on a regular basis and
engaging students in discussions related to the read-alouds
C. creating attractive displays of both fiction and nonfiction books and magazines in the
classroom library and regularly inviting students to browse the displays
D. providing opportunities for students to visit the school's library media center and to
learn about the center's resources and organization
A
A third-grade teacher regularly models for students how to paraphrase a portion of a
text and how to pose and respond to questions that clarify or follow up on information
presented in a text. These practices promote students' literacy
development primarily by:
A. supporting their development of dispositions and attitudes that help create a
purposeful, literate environment in the classroom.
B. enhancing their knowledge of the organizational structure of different types of text.
C. promoting their development of self-monitoring skills that support reading and
learning across the curriculum.
D. fostering their ability to make connections between the reading curriculum and their
lives.
C
A first-grade teacher explains that he is going to read a story aloud and he wants
students to consider how the story makes them feel. Afterward, he prompts the students
to recall and discuss specific words and phrases the author used to evoke particular
feelings. This oral language activity supports students' literacy development primarily by
,helping the students:
A. retell a story's key events accurately.
B. make and verify predictions about a story.
C. connect key events in a story to their own lives.
D. develop an awareness of a story's tone.
D
A kindergarten teacher has placed many signs around the classroom, including
simple written directions (e.g., Please hang up coats!) and labels for objects (e.g.,
clock, Teacher's chair). During daily activities, the teacher regularly points to and
reads aloud relevant signs. The teacher has also created a classroom library filled
with age-appropriate books and has incorporated relevant signs and books into all
the learning centers. These strategies are most effective in addressing which of
the following goals related to effective instruction in emergent literacy?
A. creating a print-rich environment
B. providing guided and independent skills practice
C. encouraging independent reading
D. infusing reading activities across the curriculum
A
At the beginning of the school year, a kindergarten teacher establishes a variety of
classroom roles that rotate on a daily basis. The roles include Calendar Helper
and Star of the Day. The Calendar Helper identifies and announces the day of the
week, the date, and the day's weather, with teacher support if needed. The Star
of the Day shares an object, talking briefly about the item and then answering
three questions about it from classmates and/or the teacher. Regularly performing
these types of classroom roles directly benefits students' emergent literacy
development primarily by enhancing the students':
A. self-confidence and comfort level in front of their peers.
B. ability to use a range of expressive language skills.
C. knowledge of content vocabulary across the curriculum.
D. personal responsibility and perseverance with tasks.
B
In keeping with Pennsylvania's PreK-4 learning standards in language arts, which
of the following writing skills would be most appropriate to include in language arts
instruction at the first-grade level?
A. revising writing by adding details or missing information
B. focusing writing for a particular audience
C. revising writing by varying sentence length and structures
D. using transition words to clarify ideas in writing
8.
A
A teacher delivering standards-based literacy instruction grounded in scientificbased
reading research is most likely to use the results of reading assessments
for which of the following purposes?
A. using formal and informal assessments to place students into the most
appropriate reading group for a given school year
, B. using ongoing informal assessments to continually plan and modify individual
students' reading goals and instruction
C. using formal standardized assessments to diagnose each student's reading
difficulties at the beginning of the school year
D. using comprehensive summative reading achievement assessments on a
weekly to biweekly basis to monitor students' progress
B
A group of primary-grade teachers is reviewing potential core instructional
materials for teaching beginning-reading skills. The most important selection
criteria for the teachers to consider would be to ensure that the materials:
A. include clear, appealing visual supports such as illustrations.
B. are linked to a variety of online teacher resources.
C. include supplemental assessments and learning activities.
D. are aligned with relevant state learning standards.
D
Which of the following words contains a diphthong?
A. anchor
B. boiled
C. measure
D. truths
B
A prekindergarten teacher regularly writes students' comments on chart paper
during whole-class discussions and rereads the comments to the class. This
practice supports young children's emergent literacy development primarily by
promoting their:
A. awareness of the relationship between print and spoken language.
B. skill in identifying basic letter-sound correspondences.
C. understanding that spoken language is made of smaller phonological units.
D. knowledge of a wide range of environmental print.
A
A kindergarten teacher reads aloud a poem that contains alliteration in each line.
The teacher reads the poem twice, each time emphasizing the alliteration. On the
third reading, the teacher invites the children to repeat each line exactly as the
teacher recited it. This activity is most effective in promoting the children's
development in which of the following areas of emergent literacy?
A. alphabetic awareness
B. letter-sound correspondence
C. letter recognition
D. phonological awareness
D
A third-grade student is having difficulty reading words and syllables that contain
complex letter combinations, which is affecting her comprehension of grade-level
texts. For example, the student reads the word stretch as [st] [rĕt] [ch] and the
word pledge as [p] [lĕd] [guh]. Which of the following intervention strategies is
likely to be most effective in addressing this student's reading difficulty and
advancing her reading development?
