ILTS 305 COMPLETE QUESTIONS AND CORRECT
ANSWERS | GRADED AND THE LATEST SERIES
The children new they wood get in truble. The lessens were esey for
them to lern.
Semiphonetic stage
Phonetic stage
Transitional stage
Morphophonemic stage
Ans: transitional stage
Question: Which of the following actions by an Elementary school
teacher best demonstrates an awareness of the interconnections
among literary skills across the curriculum:
Giving students time for rereading their content-area textbooks and
discussing material with their classmates
Setting aside a weekly time slot for students to visit the library and
check out content-area texts the teacher has put on hold for them
,Providing students with opportunities to read and write about fiction
and nonfiction texts related to concepts they are studying in content
area lessons
Obtaining multiple copies of each content related classroom library
book so that more students have access to grade level informational
texts.
Ans: Providing students with opportunities to read and write about
fiction and nonfiction texts related to concepts they are studying in
content area lessons
Question: 2nd grade teacher planing to read aloud a narrative text
to students. Which of the following approaches to conducting the
read-aloud would best strengthen students' oral language
development, thereby promoting the developmental process of
reading acquisition.
Asking students to select three unfamiliar words they hear as they
listen to the story and use them in oral sentences
,Having students use think-pair-share to orally answer a question
related to the story's main idea
Having students take turns rereading the story aloud after the teacher
has modeled reading expressively
Asking students to write a short response to a question about the
story's main idea then share it aloud
Ans: Having students use think-pair-share to orally answer a question
related to the story's main idea
Question: At the beginning of the school year, the results of a
screening assessment indicate that a first grade student has limited
letter-identification skills. Which of the following strategies would be
most effective for the teacher to use first to promote students
development of letter knowledge.
Showing the student the class alphabet chart, pointing to each letter
and having the student trace the corresponding letter on a worksheet.
, Singing the alphabet song to the student and inviting the student to
point to each corresponding letter.
Presenting alphabet flash cards to the student repeating the letter's
name depicted on each card, and having the student practice reading
the cards independently.
Linking letter name and sound instruction for each unknown letter and
having the student practice forming each target letter while saying its
name and sound.
Ans: Linking letter name and sound instruction for each unknown letter
and having the student practice forming each target letter while saying
its name and sound.
Question: A first grade teacher provides students with an activity
sheet with pictures of common objects on it, along with write-on lines
beneath each picture. The teacher displays a flash card with the letter
d on it and says to the students, Which object on your sheet begins the
letter d? Write the letter d under the picture whose name begins with
d. Which of the following areas of early literacy is most directly
supported by this activity.
ANSWERS | GRADED AND THE LATEST SERIES
The children new they wood get in truble. The lessens were esey for
them to lern.
Semiphonetic stage
Phonetic stage
Transitional stage
Morphophonemic stage
Ans: transitional stage
Question: Which of the following actions by an Elementary school
teacher best demonstrates an awareness of the interconnections
among literary skills across the curriculum:
Giving students time for rereading their content-area textbooks and
discussing material with their classmates
Setting aside a weekly time slot for students to visit the library and
check out content-area texts the teacher has put on hold for them
,Providing students with opportunities to read and write about fiction
and nonfiction texts related to concepts they are studying in content
area lessons
Obtaining multiple copies of each content related classroom library
book so that more students have access to grade level informational
texts.
Ans: Providing students with opportunities to read and write about
fiction and nonfiction texts related to concepts they are studying in
content area lessons
Question: 2nd grade teacher planing to read aloud a narrative text
to students. Which of the following approaches to conducting the
read-aloud would best strengthen students' oral language
development, thereby promoting the developmental process of
reading acquisition.
Asking students to select three unfamiliar words they hear as they
listen to the story and use them in oral sentences
,Having students use think-pair-share to orally answer a question
related to the story's main idea
Having students take turns rereading the story aloud after the teacher
has modeled reading expressively
Asking students to write a short response to a question about the
story's main idea then share it aloud
Ans: Having students use think-pair-share to orally answer a question
related to the story's main idea
Question: At the beginning of the school year, the results of a
screening assessment indicate that a first grade student has limited
letter-identification skills. Which of the following strategies would be
most effective for the teacher to use first to promote students
development of letter knowledge.
Showing the student the class alphabet chart, pointing to each letter
and having the student trace the corresponding letter on a worksheet.
, Singing the alphabet song to the student and inviting the student to
point to each corresponding letter.
Presenting alphabet flash cards to the student repeating the letter's
name depicted on each card, and having the student practice reading
the cards independently.
Linking letter name and sound instruction for each unknown letter and
having the student practice forming each target letter while saying its
name and sound.
Ans: Linking letter name and sound instruction for each unknown letter
and having the student practice forming each target letter while saying
its name and sound.
Question: A first grade teacher provides students with an activity
sheet with pictures of common objects on it, along with write-on lines
beneath each picture. The teacher displays a flash card with the letter
d on it and says to the students, Which object on your sheet begins the
letter d? Write the letter d under the picture whose name begins with
d. Which of the following areas of early literacy is most directly
supported by this activity.
