ILTS Content Test Objective Practice Questions
1. The Illinois Learning Standards for English Language Arts
and Literacy include teaching students at the fourth-grade
level how to use context, Greek and Latin roots, and
reference materials to promote vocabulary acquisition.
Which of the following statements best explains how these
strategies con- tribute to students' overall reading
development and will help them develop college and career
readiness in vocabulary?
A. Students need to develop a variety of independent word-
learning strategies to deal with the volume of new words they
will encounter in wide reading.
B. Students need to develop an awareness of new words they
may encounter in their reading so that they will be able to
retain them effectively in the future.
C. Students need to develop an ability to spell and properly
pronounce words that they may need to apply in their future
speaking and writing endeavors.
,D. Students need to develop knowledge of a range of
discipline-specific words so that they are prepared to study a
variety of fields or to pursue different careers.: A. Students
need to develop a variety of independent word-learning strate- gies
to deal with the volume of new words they will encounter in wide
reading.
Contextual analysis, structural analysis, and the use of reference
materials are all powerful word-learning strategies. Students will
encounter thousands of unfamiliar vocabulary words throughout
their school years and beyond. To achieve academical- ly across the
curriculum and communicate effectively in their future careers,
students need to be able to both comprehend and use these words
effectively.
2. A first-grade teacher is working with a small group of
emergent readers and would like to promote their ability to
identify the final consonant sound in spoken words. Which of
the following student activities would best promote the
achievement of this goal?
,A. writing all the words they know that end in the same final
sound and reading the words aloud
B. circling the last letter of each word on a list of grade-level
words and saying the letter's name aloud
C. saying aloud the words depicted on picture cards and
sorting the cards by the last sound in each word
D. reading a simple grade-level poem aloud and segmenting
the onsets and rimes of the final word in each line: C. saying
aloud the words depicted on picture cards and sorting the cards
by the last sound in each word
To identify final consonant sounds in spoken words, the students
need to be able to isolate, or segment, those sounds. In the
picture sorting activity described, the teacher is having students
isolate the final consonant sound of each pictured word, thereby
providing the students with practice in phonemic segmentation
and final sound identification.
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: D. unhappy, daytime, noiseless
Structural analysis (sometimes called morphemic analysis) is the
analysis of the meaning-bearing elements (i.e., morphemes) in a
word to help determine the word's pronunciation and meaning.
Unhappy, daytime, and noiseless are all words that can be divided
easily into meaningful parts, or morphemes, and are also words
that are appropriate to use as example words with third-grade
students.
4. A fifth-grade teacher periodically has students analyze
short science and social studies passages written at or
slightly above grade level. First, the teacher underlines
keywords, phrases, and sentences on copies of the text. The
1. The Illinois Learning Standards for English Language Arts
and Literacy include teaching students at the fourth-grade
level how to use context, Greek and Latin roots, and
reference materials to promote vocabulary acquisition.
Which of the following statements best explains how these
strategies con- tribute to students' overall reading
development and will help them develop college and career
readiness in vocabulary?
A. Students need to develop a variety of independent word-
learning strategies to deal with the volume of new words they
will encounter in wide reading.
B. Students need to develop an awareness of new words they
may encounter in their reading so that they will be able to
retain them effectively in the future.
C. Students need to develop an ability to spell and properly
pronounce words that they may need to apply in their future
speaking and writing endeavors.
,D. Students need to develop knowledge of a range of
discipline-specific words so that they are prepared to study a
variety of fields or to pursue different careers.: A. Students
need to develop a variety of independent word-learning strate- gies
to deal with the volume of new words they will encounter in wide
reading.
Contextual analysis, structural analysis, and the use of reference
materials are all powerful word-learning strategies. Students will
encounter thousands of unfamiliar vocabulary words throughout
their school years and beyond. To achieve academical- ly across the
curriculum and communicate effectively in their future careers,
students need to be able to both comprehend and use these words
effectively.
2. A first-grade teacher is working with a small group of
emergent readers and would like to promote their ability to
identify the final consonant sound in spoken words. Which of
the following student activities would best promote the
achievement of this goal?
,A. writing all the words they know that end in the same final
sound and reading the words aloud
B. circling the last letter of each word on a list of grade-level
words and saying the letter's name aloud
C. saying aloud the words depicted on picture cards and
sorting the cards by the last sound in each word
D. reading a simple grade-level poem aloud and segmenting
the onsets and rimes of the final word in each line: C. saying
aloud the words depicted on picture cards and sorting the cards
by the last sound in each word
To identify final consonant sounds in spoken words, the students
need to be able to isolate, or segment, those sounds. In the
picture sorting activity described, the teacher is having students
isolate the final consonant sound of each pictured word, thereby
providing the students with practice in phonemic segmentation
and final sound identification.
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: D. unhappy, daytime, noiseless
Structural analysis (sometimes called morphemic analysis) is the
analysis of the meaning-bearing elements (i.e., morphemes) in a
word to help determine the word's pronunciation and meaning.
Unhappy, daytime, and noiseless are all words that can be divided
easily into meaningful parts, or morphemes, and are also words
that are appropriate to use as example words with third-grade
students.
4. A fifth-grade teacher periodically has students analyze
short science and social studies passages written at or
slightly above grade level. First, the teacher underlines
keywords, phrases, and sentences on copies of the text. The
