MTLE Elementary Education Subtest
Updated.
Which of the following teacher practices in a kindergarten class is likely to be most
effective in reinforcing students' development of 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 object's name
D. reading aloud each day's schedule and asking students questions about the planned
activities - answerB
2. Which of the following methods would be most appropriate to use as part of an
assessment of a kindergarten student's phonological awareness skills?
A. pronouncing a target phoneme and prompting the student to point to the printed letter
most commonly associated with 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 -
answerC
3. A kindergarten teacher routinely conducts read-alouds with students. During the
reading, the teacher stops periodically to discuss the story events with the students.
Which of the following literacy elements is the teacher most directly supporting with this
approach?
A. providing the students with text details that they can use in their journal writing
B. encouraging the students to become comfortable engaging in public speaking
C. activating the students' prior background knowledge and language experiences
D. promoting the students' listening comprehension skills and oral language
development - answerD
4. A kindergarten teacher plans instruction to develop students' phonological awareness
at the word level. Which of the following directions would be most effective for the
teacher to use to promote this skill?
A. "Tell me which word does not belong: man, can, fin, pan, van."
B. "Clap your hands for each part you hear in the word sister."
C. "Tap a finger for each word you hear in this sentence: I cannot run fast."
D. "Count and then say how many sounds you hear in this word: fizz." - answerC
, 5. Prior to a class reading of a story, a second-grade teacher selects some action words
from the text, writes the words on the board, and teaches them to the students. Next the
teacher and students read the story together. The teacher directs the students to act out
each word while repeating it aloud every time the words appear in the story. The
teacher's actions primarily reflect the importance of:
A. providing an opportunity for students to do a kinesthetic learning activity.
B. reinforcing students' oral and phonics skills through an engaging activity.
C. fostering students' phonemic awareness skills through an interactive approach.
D. promoting a friendly community in which students work together collaboratively. -
answerB
A first grader makes the following types of spelling errors during independent writing.
Target Word: them, him, away, open
Student Spelling: dem, nim, avay, obim
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 - answerD
7. A kindergarten teacher models the following procedure for a student who is
experiencing difficulty with letter recognition. The teacher 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 other target letters (e.g., b, d, q). This
multisensory activity would be most effective to use in an intervention designed to
promote the student'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. - answerD
8. A teacher places printed labels on various objects in the classroom and frequently
points to and refers to the objects by name in conversation 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 - answerA
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:
Updated.
Which of the following teacher practices in a kindergarten class is likely to be most
effective in reinforcing students' development of 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 object's name
D. reading aloud each day's schedule and asking students questions about the planned
activities - answerB
2. Which of the following methods would be most appropriate to use as part of an
assessment of a kindergarten student's phonological awareness skills?
A. pronouncing a target phoneme and prompting the student to point to the printed letter
most commonly associated with 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 -
answerC
3. A kindergarten teacher routinely conducts read-alouds with students. During the
reading, the teacher stops periodically to discuss the story events with the students.
Which of the following literacy elements is the teacher most directly supporting with this
approach?
A. providing the students with text details that they can use in their journal writing
B. encouraging the students to become comfortable engaging in public speaking
C. activating the students' prior background knowledge and language experiences
D. promoting the students' listening comprehension skills and oral language
development - answerD
4. A kindergarten teacher plans instruction to develop students' phonological awareness
at the word level. Which of the following directions would be most effective for the
teacher to use to promote this skill?
A. "Tell me which word does not belong: man, can, fin, pan, van."
B. "Clap your hands for each part you hear in the word sister."
C. "Tap a finger for each word you hear in this sentence: I cannot run fast."
D. "Count and then say how many sounds you hear in this word: fizz." - answerC
, 5. Prior to a class reading of a story, a second-grade teacher selects some action words
from the text, writes the words on the board, and teaches them to the students. Next the
teacher and students read the story together. The teacher directs the students to act out
each word while repeating it aloud every time the words appear in the story. The
teacher's actions primarily reflect the importance of:
A. providing an opportunity for students to do a kinesthetic learning activity.
B. reinforcing students' oral and phonics skills through an engaging activity.
C. fostering students' phonemic awareness skills through an interactive approach.
D. promoting a friendly community in which students work together collaboratively. -
answerB
A first grader makes the following types of spelling errors during independent writing.
Target Word: them, him, away, open
Student Spelling: dem, nim, avay, obim
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 - answerD
7. A kindergarten teacher models the following procedure for a student who is
experiencing difficulty with letter recognition. The teacher 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 other target letters (e.g., b, d, q). This
multisensory activity would be most effective to use in an intervention designed to
promote the student'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. - answerD
8. A teacher places printed labels on various objects in the classroom and frequently
points to and refers to the objects by name in conversation 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 - answerA
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:
