Domain 1

Question 1

The best instructional reason for a teacher to encourage independent reading at home is:

Answer 1

the more a student reads, the better he/she becomes at reading.

Question 2

A first-grade teacher decides to reread a story to her class instead of selecting a new story. Which of the following is the greatest benefit of this technique?

Answer 2

Reading a story over again engages the student in a familiar text, enhancing their comprehension and building confidence.

Question 3

In the following conversation, a kindergarten teacher is preparing a student for a phonemic awareness test. Read the following dialog and answer the question that follows.

Teacher: “I’m going to say the sounds in a word. The sounds are /k/../i/../t/. When I put those sounds together, they say kit. Now I’m going to say some more sounds, and I want you to put them together to make a word. This time, the sounds are /f/../i/../t/. Can you put those sounds together to make a word?”

Student: “/f/../i/../t/. That says fit!”

Teacher: “That’s right, fit. Now, I’d like you to do this for some more words.”

This assessment would be an appropriate way to measure which of the following phonemic awareness tasks?

Answer 3

Blending the phonemes in a given word

Question 4

A first-grade student is capable of reading stories at her grade-level. However, when asked by the teacher to recall details about the story, she is unable to recall specific details and responds by saying, “I liked the story.” What does this suggest to the teacher for reading instruction?

Answer 4

The student needs direct instruction in reading comprehension skills, followed with guided and independent practice.

Question 5

A first-grade teacher is working with her class during morning circle time. She is teaching a mini-lesson on onsets and rimes. The teacher uses the word “hair” as an example. Which of the following best represents an understanding of onsets and rimes?

Answer 5

/h/ and /air/

Question 6

A fourth-grade teacher is teaching a class with 30 students, many of whom are English Language Learners from different cultural backgrounds. When the teacher is selecting reading material for her classroom, she should:

Answer 6

include reading material that covers many different reading levels in order to reach all students’ abilities.

Question 7

A second-grade teacher listens to his students read orally in a small, guided reading group. He notices that one of his students is continually struggling with fluency and is often unable to recognize grade-level words. What intervention strategies would best provide for the needs of this student?

Answer 7

The teacher should teach word identification strategies such as phonics and high-frequency sight vocabulary. In addition, the teacher should provide very simple text for this student to become an independent reader.

Question 8

Mr. Farley reads aloud the book The Three Little Pigs, a story in which a wolf tries to destroy the home of three pigs. The next day, Mr. Farley reads aloud The True Story of the Three Little Pigs, in which the wolf explains how he was framed by the pigs. The teacher leads a discussion comparing the two stories. This discussion is most likely to promote students’ reading proficiency by:

Answer 8

guiding students to compare stories and determine a character’s perspective and/or bias.

Question 9

Which of the following strategies is most effective in teaching spelling to children?

Answer 9

Looking at spelling patterns and vocabulary items

Question 10

Which of the following sentences contains an adjective clause?

Answer 10

The program that I bought at the opera simplified the confusing plot.

Question 11

In which of the following sentences is the underlined word used correctly?

Answer 11

The soldiers were negatively affected by the long and gruesome battle.

Question 12

Read the passage below; then answer the question that follows.

 1One of the dominant philosophical theories during the Renaissance came initially from the Ancient Greeks, the concept of the "Great Chain of Being." 2According to the chain-of-being concept, all existing things have their precise place and function in the universe, and to depart from one's proper place was to betray one's nature. 3An object was placed in the hierarchy, depending on its relative proportion of "spirit" and "matter." 4Its major premise was that every existing thing in the universe had its "place" in a divinely planned hierarchical order. 5The items with the most spirit and least amount of matter were placed higher on the scale, and vice versa. 6Therefore, God was placed at the very top, followed by angels, and then man and other mammals. 7Trees and flowers, members of the vegetative class, were below man, and at the very bottom, one found various types of inanimate objects, such as metals and stones. 8Playwrights and poets of the Renaissance, such as Shakespeare, demonstrated the consequences of disrupting this logical order, notably in their tragedies. 

Which of the following changes would most improve the logical organization of the passage?

Answer 12

Move Sentence 3 so that it follows Sentence 4.

Question 13

Read the passage below; then answer the question that follows.

 1One of the dominant philosophical theories during the Renaissance came initially from the Ancient Greeks, the concept of the "Great Chain of Being." 2According to the chain-of-being concept, all existing things have their precise place and function in the universe, and to depart from one's proper place was to betray one's nature. 3An object was placed in the hierarchy, depending on its relative proportion of "spirit" and "matter." 4Its major premise was that every existing thing in the universe had its "place" in a divinely planned hierarchical order. 5The items with the most spirit and least amount of matter were placed higher on the scale, and vice versa. 6Therefore, God was placed at the very top, followed by angels, and then man and other mammals. 7Trees and flowers, members of the vegetative class, were below man, and at the very bottom, one found various types of inanimate objects, such as metals and stones. 8Playwrights and poets of the Renaissance, such as Shakespeare, demonstrated the consequences of disrupting this logical order, notably in their tragedies. 

In order to further develop the passage, the idea(s) in which of the following sentences would most benefit from additional detail and explanation?

Answer 13

Sentence 8

Question 14

Read the passage below and then answer the question that follows.

 1On December 17, 1903, Orville Wright lay prone in what would come to be known as the Wright Flyer. 2His left hand held the control for the front elevator. 3He used his right hand to control the engine by moving a small, horizontal lever on the wing. 4Wilbur Wright, behind him, swung one of the propellers, and the engine coughed to life. 5The Flyer began moving down the launching rail as Wilbur ran along beside it, steadying the right wing tip. 6Orville adjusted the elevator, and the Flyer lifted off the launch track. 7Man's eternal quest for flight had finally been fulfilled. 

Which of the following identifies the topic sentence of the paragraph?

Answer 14

Sentence 7

Question 15

Which of the following is not a common strategy of persuasive writing?

Answer 15

Devoting equal discussion to the positive and negative aspects of the writer’s stand

Question 16

Which of the following purposes is the goal of a speaker who adjusts his or her volume and tone of voice during a speech or an oral presentation?

Answer 16

Engaging the audience’s attention at appropriate places in the presentation’s content

Question 17

Which of the following is least important to include in a research paper?

Answer 17

An anecdote in the introduction to which the reader can relate

Question 18

The following excerpt is from a speech entitled “What to the Slave Is the 4th of July?” which was delivered by Frederick Douglass (1818–1895) on Independence Day in Rochester, New York, in 1852. In his speech, Douglass advocated voting rights for African-Americans. Read the excerpt and answer the question that follows.

 1We may be asked, I say, why we want it [the right to vote]. I will tell you why we want it. 2We want it because it is our right, first of all. 3No class of men can, without insulting their own nature, be content with any deprivation of their rights. 4We want it again, as a means for educating our race. 5Men are so constituted that they derive their conviction of their own possibilities largely by the estimate formed of them by others. 6If nothing is expected of a people, that people will find it difficult to contradict that expectation. 7By depriving us of suffrage, you affirm our incapacity to form an intelligent judgment respecting public men and public measures; you declare before the world that we are unfit to exercise the elective franchise, and by this means lead us to undervalue ourselves, to put a low estimate upon ourselves, and to feel that we have no possibilities like other men.

Which of the following rhetorical devices does Douglass not utilize in his speech?

Answer 18

An appeal to pathos

Question 19

The following excerpt is from a speech entitled “What to the Slave Is the 4th of July?” which was delivered by Frederick Douglass (1818–1895) on Independence Day in Rochester, New York, in 1852. In his speech, Douglass advocated voting rights for African-Americans. Read the excerpt and answer the question that follows.

 1We may be asked, I say, why we want it [the right to vote]. I will tell you why we want it. 2We want it because it is our right, first of all. 3No class of men can, without insulting their own nature, be content with any deprivation of their rights. 4We want it again, as a means for educating our race. 5Men are so constituted that they derive their conviction of their own possibilities largely by the estimate formed of them by others. 6If nothing is expected of a people, that people will find it difficult to contradict that expectation. 7By depriving us of suffrage, you affirm our incapacity to form an intelligent judgment respecting public men and public measures; you declare before the world that we are unfit to exercise the elective franchise, and by this means lead us to undervalue ourselves, to put a low estimate upon ourselves, and to feel that we have no possibilities like other men.

What is the intended effect of the repetition of we want it in the speech?

Answer 19

It shows the intensity of the collective desire of African-Americans for voting rights.

Question 20

Which of the following is least likely to be included in the mythology of ancient cultures?

Answer 20

The foundation of political hierarchies

Question 21

Read the excerpt below from the Native American folk tale, “The Snake With the Big Feet,” and then answer the question that follows.

 Long ago, there was a snake who had feet—big feet. The other snakes, because he was different, drove him away saying, "A good long way from here live other ugly creatures with feet like yours. Go and live with them!" And the poor, unhappy snake had to go away. 

 For days and days, he traveled. The weather grew cold, and food became hard to find. At last, exhausted, his feet cut and frostbitten, he lay down on the bank of a river to die. 

 A deer looked out of a willow thicket and saw the snake. Pitying him, the deer took the snake into his own lodge and gave him food and medicine for his bleeding feet. 

 The deer told the snake that there were indeed creatures with feet like his who would befriend him. He showed the snake how to make a shelter for protection from the cold and taught him how to make moccasins of deerskin to protect his feet. And at dawn the snake continued his journey. 

 It was bitter cold when the snake made camp the next night. As he gathered boughs for a shelter, a porcupine appeared. Shivering, the porcupine asked him, "Will you give me shelter in your lodge for the night?"

 The snake said, "It's very little that I have, but you are welcome to share it." 

 "I am grateful," said the porcupine, "and perhaps I can do something for you. Those are beautiful moccasins, brother, but they do not match your skin. Take some of my quills, and make a pattern on them, for good luck." So they worked a pattern on the moccasins with the porcupine quills, and the snake went on his way again. 

 At last he met an Indian who greeted him in a friendly manner. The snake had no gifts for this kindly chief, so he gave him the moccasins. And that, so the old ones say, was how our people first learned to make moccasins of deerskin and to ornament them with porcupine quills in patterns, like those on the back of a snake. And from that day on, the snake lived in the lodge of the chief for a long time, and he was happy. 

The preceding passage shares which of the following traditions of folk tales?

Answer 21

The inclusion of animals to represent essential human traits

Question 22

Read the excerpt below from the Native American folk tale, “The Snake With the Big Feet,” and then answer the question that follows.

 Long ago, there was a snake who had feet—big feet. The other snakes, because he was different, drove him away saying, "A good long way from here live other ugly creatures with feet like yours. Go and live with them!" And the poor, unhappy snake had to go away. 

 For days and days, he traveled. The weather grew cold, and food became hard to find. At last, exhausted, his feet cut and frostbitten, he lay down on the bank of a river to die. 

 A deer looked out of a willow thicket and saw the snake. Pitying him, the deer took the snake into his own lodge and gave him food and medicine for his bleeding feet. 

 The deer told the snake that there were indeed creatures with feet like his who would befriend him. He showed the snake how to make a shelter for protection from the cold and taught him how to make moccasins of deerskin to protect his feet. And at dawn the snake continued his journey. 

 It was bitter cold when the snake made camp the next night. As he gathered boughs for a shelter, a porcupine appeared. Shivering, the porcupine asked him, "Will you give me shelter in your lodge for the night?"

 The snake said, "It's very little that I have, but you are welcome to share it." 

 "I am grateful," said the porcupine, "and perhaps I can do something for you. Those are beautiful moccasins, brother, but they do not match your skin. Take some of my quills, and make a pattern on them, for good luck." So they worked a pattern on the moccasins with the porcupine quills, and the snake went on his way again. 

 At last he met an Indian who greeted him in a friendly manner. The snake had no gifts for this kindly chief, so he gave him the moccasins. And that, so the old ones say, was how our people first learned to make moccasins of deerskin and to ornament them with porcupine quills in patterns, like those on the back of a snake. And from that day on, the snake lived in the lodge of the chief for a long time, and he was happy. 

Which of the following aspects of traditional folk tales does the passage not employ?

Answer 22

The use of supernatural power to solve a problem