Multi-Subject Test For New York State Teacher Certification Exam
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Test Preparation Study Guide:This test consists of 3 parts1. Literacy & Language Arts2. Maths3. Science & Social Studies
1. Literacy & Language Arts:Word Roots & Prefixes & Suffixes:Morphemes are added to words to create related but different words.
Field 221: Multi-Subject: Teachers of Childhood
(Grade 1–Grade 6)
Part One: Literacy and English Language Arts
Sample Selected-Response Questions
Knowledge of Literacy and Language Arts
Q/A
1. Which factor is most frequently the underlying cause of children's early difficulty in learning to read?
- Ans: B. Weak phonological processing skills
- { This question requires the examinee to demonstrate knowledge of individual variation in literacy development, including knowledge of specific reading difficulties, and knowledge of cognitive, behavioral, environmental, social, cultural, technological, and linguistic factors affecting language and literacy development. Convergent research has shown the most commonly occurring cause of early reading difficulty is weak phonological processing skills. Beginning reading instruction focuses on the development of automatic decoding skills that support the continuing development of reading comprehension, conceptual knowledge, and vocabulary development. When beginning readers have weak phonological processing skills, they have limited knowledge of the component phonemes in spoken words and thus have difficulty connecting letters in printed language to the component sounds and spoken words they represent.}
2. Read the passage below from The Phantom Tollbooth, a novel by Norton Juster; then answer the question that follows.
Milo walked slowly down the long hallway and into the little room where the Soundkeeper sat listening intently to an enormous radio set, whose switches, dials, knobs, meters, and speaker covered one whole wall, and which at the moment was playing nothing.
"Isn't that lovely?" she sighed. "It's my favorite program—fifteen minutes of silenceand after that there's a half hour of quiet and then an interlude of lull. Why, did you know that there are almost as many kinds of stillness as there are sounds? But, sadly enough, no one pays any attention to them these days.
"Have you ever heard the wonderful silence just before the dawn?" she inquired. "Or the quiet and calm just as a storm ends? Or perhaps you know the silence when you haven't the answer to a question you've been asked, or the hush of a country road at night, or the expectant pause in a roomful of people when someone is just about to speak, or, most beautiful of all, the moment after the door closes and you're all alone in the whole house? Each one is different, you know, and all very beautiful, if you listen carefully."
In the passage, a series of questions is used primarily to:
- Ans: D. Suggest that the world abounds with unheard experiences.
{ This question requires the examinee to demonstrate knowledge of characteristics, elements, and features of a range of text types in children's literature from a broad range of cultures and periods, including stories (e.g., folktales, legends, fables, fantasy, realistic fiction, myths), drama, poetry, and multimedia versions of texts. In the passage, the Soundkeeper asks Milo a series of questions that describe various ways to experience stillness, such as the "silence just before the dawn," "the quiet and calm just before a storm ends," and "the hush of a country road at night." The Soundkeeper's questions suggest that the world abounds with unheard experiences because people fail to listen attentively to nuances of stillness.}
3. As an integral part of planning reading instruction, a fifth-grade teacher provides students with opportunities to interact with objects or illustrations related to important content in planned texts. For example, during an earth science unit, before students read an informational passage about the effects of pollution on the ecosystem of a vernal pool, the teacher arranges a guided class visit to a vernal pool in the area. Which statement best explains a research-based rationale for this practice?
- Ans: Background knowledge is an important factor in reading comprehension.
[ This question requires the examinee to demonstrate knowledge of the role of background knowledge in text comprehension and strategies for planning a content-rich, text-rich classroom environment and for promoting independent reading in a wide range of text types and genres to support text comprehension through the development of academic background knowledge. Background knowledge is prior knowledge about a topic that supports reading comprehension and learning new concepts. In the scenario described, the teacher ensures that students have concrete experiences that build background knowledge directly related to the topic of the planned reading assignment. Students will then be able to draw on this prior knowledge when they read the text, supporting and enhancing both their literal and inferential comprehension of the material.]
4. A fourth-grade student struggles with literal and inferential comprehension of complex grade-level texts. The teacher has determined that the student meets benchmark oral fluency expectations and has at-grade-level vocabulary and spelling skills. Given this information, which method would be most appropriate for the teacher to use to promote the student's comprehension skills?
- Ans: Modeling think-aloud and brainstorming strategies to help the student activate prior knowledge
[This question requires the examinee to apply knowledge of factors affecting students' development of text comprehension (e.g., vocabulary, background content knowledge, decoding skills, reading fluency). Background knowledge is necessary to help students connect what they know to what they are reading—to understand and make inferences about a text, one must have some understanding of what it is about. To promote this student's comprehension, the teacher should help the student learn to activate and build on prior knowledge. This can be accomplished by modeling strategies such as think-aloud and brainstorming for the student. Such prior knowledge activation is linked to the ability to understand texts that might otherwise be slightly above the student's comprehension level.]
5. Students in a sixth-grade class are preparing to read Laurence Yep's novel Dragonwings, in which the narrator leaves his home in China as a young boy to join his father in California. Over the course of the novel, the father and son confront racial prejudice, experience the 1906 San Francisco earthquake, and forge a friendship. Before students begin the novel, they write in their reading journals about a time when they felt like strangers in a strange land. The assignment will most likely enhance students' ability to:
- Ans: Understand the perspective of the novel's narrator.
[This question requires the examinee to apply knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote students' development of independent strategies that support reading of literature with purpose and understanding (e.g., making and verifying predictions, visualizing, making connections). Writing about a time when they felt like strangers in a strange land will help students relate their personal experience to that of the narrator of Dragonwings. When students can draw connections between themselves and the narrator, they will be more engaged with a novel whose unfamiliar setting might make it challenging. Attempting to draw connections between their own feelings and experiences with those of fictional characters is an independent strategy that will support students' ability to read literature with greater purpose and deeper understanding.]
6. While reading aloud a story to first-grade students, a teacher pauses periodically to make statements about the content of the story. Students respond to each statement nonverbally by raising one finger to indicate agreement and two fingers to indicate disagreement. Which additional action by the students would best help the teacher assess their active listening skills?
- Ans: Citing evidence to support responses during the read-aloud
[ apply knowledge of developmentally appropriate assessment and data-driven instructional practices to promote students' skill in using listening strategies that ]
Field 221: Multi-Subject: Teachers of Childhood
(Grade 1–Grade 6)
Part One: Literacy and English Language Arts
Sample Selected-Response Questions
Knowledge of Literacy and Language Arts
Q/A
1. Which factor is most frequently the underlying cause of children's early difficulty in learning to read?
- Ans: B. Weak phonological processing skills
- { This question requires the examinee to demonstrate knowledge of individual variation in literacy development, including knowledge of specific reading difficulties, and knowledge of cognitive, behavioral, environmental, social, cultural, technological, and linguistic factors affecting language and literacy development. Convergent research has shown the most commonly occurring cause of early reading difficulty is weak phonological processing skills. Beginning reading instruction focuses on the development of automatic decoding skills that support the continuing development of reading comprehension, conceptual knowledge, and vocabulary development. When beginning readers have weak phonological processing skills, they have limited knowledge of the component phonemes in spoken words and thus have difficulty connecting letters in printed language to the component sounds and spoken words they represent.}
2. Read the passage below from The Phantom Tollbooth, a novel by Norton Juster; then answer the question that follows.
Milo walked slowly down the long hallway and into the little room where the Soundkeeper sat listening intently to an enormous radio set, whose switches, dials, knobs, meters, and speaker covered one whole wall, and which at the moment was playing nothing.
"Isn't that lovely?" she sighed. "It's my favorite program—fifteen minutes of silenceand after that there's a half hour of quiet and then an interlude of lull. Why, did you know that there are almost as many kinds of stillness as there are sounds? But, sadly enough, no one pays any attention to them these days.
"Have you ever heard the wonderful silence just before the dawn?" she inquired. "Or the quiet and calm just as a storm ends? Or perhaps you know the silence when you haven't the answer to a question you've been asked, or the hush of a country road at night, or the expectant pause in a roomful of people when someone is just about to speak, or, most beautiful of all, the moment after the door closes and you're all alone in the whole house? Each one is different, you know, and all very beautiful, if you listen carefully."
In the passage, a series of questions is used primarily to:
- Ans: D. Suggest that the world abounds with unheard experiences.
{ This question requires the examinee to demonstrate knowledge of characteristics, elements, and features of a range of text types in children's literature from a broad range of cultures and periods, including stories (e.g., folktales, legends, fables, fantasy, realistic fiction, myths), drama, poetry, and multimedia versions of texts. In the passage, the Soundkeeper asks Milo a series of questions that describe various ways to experience stillness, such as the "silence just before the dawn," "the quiet and calm just before a storm ends," and "the hush of a country road at night." The Soundkeeper's questions suggest that the world abounds with unheard experiences because people fail to listen attentively to nuances of stillness.}
3. As an integral part of planning reading instruction, a fifth-grade teacher provides students with opportunities to interact with objects or illustrations related to important content in planned texts. For example, during an earth science unit, before students read an informational passage about the effects of pollution on the ecosystem of a vernal pool, the teacher arranges a guided class visit to a vernal pool in the area. Which statement best explains a research-based rationale for this practice?
- Ans: Background knowledge is an important factor in reading comprehension.
[ This question requires the examinee to demonstrate knowledge of the role of background knowledge in text comprehension and strategies for planning a content-rich, text-rich classroom environment and for promoting independent reading in a wide range of text types and genres to support text comprehension through the development of academic background knowledge. Background knowledge is prior knowledge about a topic that supports reading comprehension and learning new concepts. In the scenario described, the teacher ensures that students have concrete experiences that build background knowledge directly related to the topic of the planned reading assignment. Students will then be able to draw on this prior knowledge when they read the text, supporting and enhancing both their literal and inferential comprehension of the material.]
4. A fourth-grade student struggles with literal and inferential comprehension of complex grade-level texts. The teacher has determined that the student meets benchmark oral fluency expectations and has at-grade-level vocabulary and spelling skills. Given this information, which method would be most appropriate for the teacher to use to promote the student's comprehension skills?
- Ans: Modeling think-aloud and brainstorming strategies to help the student activate prior knowledge
[This question requires the examinee to apply knowledge of factors affecting students' development of text comprehension (e.g., vocabulary, background content knowledge, decoding skills, reading fluency). Background knowledge is necessary to help students connect what they know to what they are reading—to understand and make inferences about a text, one must have some understanding of what it is about. To promote this student's comprehension, the teacher should help the student learn to activate and build on prior knowledge. This can be accomplished by modeling strategies such as think-aloud and brainstorming for the student. Such prior knowledge activation is linked to the ability to understand texts that might otherwise be slightly above the student's comprehension level.]
5. Students in a sixth-grade class are preparing to read Laurence Yep's novel Dragonwings, in which the narrator leaves his home in China as a young boy to join his father in California. Over the course of the novel, the father and son confront racial prejudice, experience the 1906 San Francisco earthquake, and forge a friendship. Before students begin the novel, they write in their reading journals about a time when they felt like strangers in a strange land. The assignment will most likely enhance students' ability to:
- Ans: Understand the perspective of the novel's narrator.
[This question requires the examinee to apply knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote students' development of independent strategies that support reading of literature with purpose and understanding (e.g., making and verifying predictions, visualizing, making connections). Writing about a time when they felt like strangers in a strange land will help students relate their personal experience to that of the narrator of Dragonwings. When students can draw connections between themselves and the narrator, they will be more engaged with a novel whose unfamiliar setting might make it challenging. Attempting to draw connections between their own feelings and experiences with those of fictional characters is an independent strategy that will support students' ability to read literature with greater purpose and deeper understanding.]
6. While reading aloud a story to first-grade students, a teacher pauses periodically to make statements about the content of the story. Students respond to each statement nonverbally by raising one finger to indicate agreement and two fingers to indicate disagreement. Which additional action by the students would best help the teacher assess their active listening skills?
- Ans: Citing evidence to support responses during the read-aloud
[ apply knowledge of developmentally appropriate assessment and data-driven instructional practices to promote students' skill in using listening strategies that ]
Sample Question:
1. A method of teaching students to read by correlating sounds with letters or groups of letters in an alphabetic writing system. Children are taught, for example, that the letter n represents the sound /n/, and that it is the first letter in words such as more, nice and new.
Ans: Phonics
2. The use of phonemes to process spoken and written language. The broad category of phonological processing includes phonological awareness, phonological working memory, and phonological retrieval.
Ans: Phonological Processing
Ans: Phonological Awareness
4. Word awareness Responsiveness to rhyme and alliteration during word play syllable awareness onset and rime
Ans: Development of phonological Awareness
5. Tracking the words in sentences. Knowledge that words have meaning. (less important to teach directly) Strategy: read-aloud, alphabet
Ans: Word awareness
6. Enjoying and reciting learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes. Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names rhyme.
Ans: responsiveness to rhyme and alliteration during word play
Strategy: Flashcards w/objects whose names contain different numbers of syllables.
Ans: Syllable awareness
8. Onset is the initial consonant in a one-syllable word. Rime includes the remaining sounds, including the vowel and any sounds that follow. The ability to produce a rhyming word depends on understanding that rhyming words have the same rime. recognising a rhyme is much easier than producing a rhyme.
Ans: onset and rime manipulation
9. This is the student's awareness of the smallest units of sound in a word. It also refers to a student's ability to segment, blend, and manipulate these units.
- Identify and match the initial sounds in words, then the final and middle sounds (e.g. "which picture begins with /m/?"; Find another picture that ends in /r/").
- Segment and produce the initial sound, then the final and middle sounds (e.g. "What sound does zoo start with?"; Say the last sound in milk"; "Say the vowel sound in rope").
- Blend sounds into words (e.g. "Listen: /f/ / e//t/. say it fast").
-segment the phonemes in two- or three sound words, moving to four- and five sound words as the student becomes proficient (e.g. "The word is eyes. Stretch and say the sounds: /I//z/)".
- Manipulate phonemes by removing, adding, or substituting sounds (e.g. "Say smoke without the /m/)".
strategy: listening to alliterative passages, blending and segmenting words, and manipulating sounds in words through substitution, deletion and addition of phonemics. Elkonin boxes are provided for tactile blending and segmenting activities.
Ans: Phonemic awareness
10. Involves storing phoneme information in a temporary, short-term memory store. This phonemic information is then readily available for manipulation during phonological awareness tasks.
Ans: Phonological Working Memory
11. Phonological retrival is the ability to recall the phonemes associated with specific graphemes, which can be assessed by rapid naming tasks.
Ans: Phonological retrieval
Ans: Phoneme manipulation task (strategy)
13. Defined as "the ability to form, store, and access orthographic representation." Orthography is the methodology of writing a language, which primarily consists of spelling, but includes, contractions and capitalisation.
Ans: orthographic processing
14. Encode the meaning of a word and relate it to similar words with similar meaning.
Ans: semantic processing
15. The order and arragement of words in phrases and sentences; you might depend in part on syntactic processing to know the difference between "The cat is on the mat" and "The mat is on the cat."
Ans: syntactic processing
In order to pass the overall assessment, candidates are required to achieve a score that meets or exceeds a separate performance standard for each part. Part Three is shared by all four Multi-Subject assessments;
therefore, candidates seeking Multi-Subject certificates for more than one grade level need to pass Part Three only once.
The New York State Multi-Subject educator has the knowledge and skills necessary to teach effectively in New York State public schools. The teacher draws on knowledge of principles and relationships in the life and physical sciences for scientific inquiry and understands the interconnectedness of science, engineering, and technology. The teacher uses the perspectives of the social sciences to analyze historical events and the contemporary world; interprets works of art by using knowledge of a variety of forms, techniques, and cultural contexts; understands the principles and practices essential to personal health, fitness, and safety; and can apply skills and concepts related to child development, family and interpersonal relationships, personal resources management, and career development.
As used in this document, the term "research-based" refers to those practices that have been shown to be effective in improving learner outcomes through systematic observation or experiment, rigorous data analysis, ability to replicate results, and publication in a peer- reviewed journal. "Evidence-based" refers to strategies empirically shown to improve learner outcomes, though not necessarily based on systematic experiments or published in a peer-reviewed journal.
Competency:
1. Knowledge of literacy & Language Arts- 17 - 30%
2. Instruction in Foundational Literacy Skills - 17 - 30%
3. Instruction in English Language Arts - 6 - 10%
4. Analysis, Synthesis, and Application - 30%
Total 40- 100%
KNOWLEDGE OF LITERACY & LANGUAGE ARTS
An effective Grade 1–Grade 6 Multi-Subject teacher has a deep understanding of language and literacy foundations, including an understanding of language and literacy development, individual variation in language and literacy development, principles and practices of literacy assessment and effective instruction, and language structures and processes in literacy.
The teacher has a deep understanding of text structures in reading, writing, listening and speaking, including an understanding of characteristics, elements, and features of a range of text types in literature and informational text written for children, writing purposes and text types (e.g., arguments, informative/explanatory texts, narratives), and language and communication skills related to speaking and listening for different purposes in an academic setting.
1.1 Knowledge of Language and Literacy Development
1. Proficient reading and writing, including phonological, orthographic, semantic, syntactic, and discourse processing
2. Knowledge of language and literacy development, including major components of reading development (e.g., phonemic awareness, phonics, vocabulary, fluency, and text comprehension) and stages of development in oral language, phonological awareness, word reading, spelling, fluency, text comprehension, language structures, and written expression
3. Knowledge of specific reading difficulties, and knowledge of cognitive, behavioral, environmental, social, cultural, technological, and linguistic factors affecting language and literacy development
4. Practices of literacy assessment (e.g., screening, diagnostic, and progress-monitoring assessments) and essential elements of effective literacy instruction, including systematic, explicit instruction; ongoing assessment; and integrated activities in reading, writing, speaking, and listening to reinforce instruction
5. Language structures important to decoding, encoding, and recognizing words, including knowledge of phonemes (e.g., vowels and consonants, similar and contrasting features) and orthography (e.g., grapheme- phoneme correspondence, historical influences on English morphology and spelling, common spelling patterns, irregular words, six basic syllable types in English).
6. Language structures important to comprehending words and sentences, including knowledge of English morphology (e.g., common inflections, prefixes, and suffixes; Anglo-Saxon, Latin, and Greek morphemes in English), semantic word relationships (e.g., antonyms, multiple-meaning words), and syntactic categories (i.e., parts of speech) and structures (e.g., phrases, sentences)
1.2 Knowledge of English Language Arts
Demonstrates understanding of NYSLS grade-specific standards in phonological awareness with respect to words, syllables, and onsets and rimes for Grade 1– Grade 6 and applies knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote students' understanding of and skills in phonological awareness (e.g., blending onsets and rimes).
reading fluency demonstrates understanding of the importance of the alphabetic principle in learning to read English and the reciprocity between decoding and encoding skills.
2. Demonstrates understanding of fluency development, including the role of automaticity in reading comprehension and fluency development, and key indicators of fluency demonstrates understanding of NYSLS grade-specific standards in phonics and word recognition pertaining to phonics and syllabication for Grade 1–Grade 6 and
3. Applies knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote students' development of grade- level phonics skills, including knowledge of the continuum of phonics skills from sounding out VC and CVC words letter by letter to decoding regular words of increasing complexity and/or containing less common phonics patterns to decoding
multisyllabic words that follow basic syllable patterns.
4. Knowledge of developmentally appropriate, research and evidence-based assessment and instructional practices to promote students' development of grade- level word analysis skills for decoding words with inflectional endings and words containing common prefixes and suffixes.
2.3 Instruction in Language Knowledge and Vocabulary
1. Academic experiences in reading, writing, listening, and speaking promotes their command of standard English grammar and conventions and their development of robust vocabularies, including understanding of the importance of incremental, repeated exposures to words in different contexts and opportunities to use new vocabulary and standard English language structures in a variety of modalities applies knowledge of factors that affect students' developing command of the conventions of standard English grammar and usage when reading, writing, listening, and speaking.
(e.g., the importance of early oral language and content experiences; the role of exposure to written language through listening to and reading a wide variety of texts) and the importance of vocabulary knowledge to text comprehension and academic achievement.
3. Standards to the development of college and career readiness in language knowledge and conventions of standard English by the end of grade 12.
4. Applies knowledge of developmentally appropriate assessment and data-driven instructional practices to promote students' command of standard English grammar and usage when writing or speaking.
5. Appropriate Assessment and data-driven instructional practices to promote students' command of standard English capitalization, punctuation, and spelling when writing.
6. Practices to promote students' knowledge and command of varieties of English and language choices in reading, writing, speaking, and listening.
7. NYSLS grade-specific standards in vocabulary acquisition and use for Grade 1–Grade 6 and the relationship of these standards to the development of college and career readiness in vocabulary by the end of
grade 12.
8. Word study, including the development of word consciousness; instruction in general academic words (Tier Two) and domain-specific words (Tier Three); building background knowledge as a base for vocabulary development; building students' understanding of figurative language, word relationships, and nuances of word meanings; and building vocabulary knowledge related to specific texts.
9. Practices for providing opportunities to hear, read, and use new vocabulary in a variety of meaningful contexts to develop depth of understanding of words.
10. Independent word-learning strategies (e.g., using structural analysis, context clues, classroom resources)
2.4 Text Complexity and Instruction in Text Comprehension
1. Applies knowledge of factors affecting students' development of text comprehension (e.g., vocabulary, background content knowledge, decoding skills, reading fluency).
2. Emergent text comprehension relates to comprehension skills that are the focus of instruction in later grades and to essential college and career readiness text-comprehension skills.
3. text comprehension and strategies for planning a content-rich, text-rich classroom environment and for promoting independent reading of a wide range of text types and genres to support text comprehension through the development of academic background knowledge.
4. Daily teacher read-alouds of a range of text types and genres support development of text comprehension5. Understanding of the role of academic conversations in comprehension development and applies knowledge of strategies for planning and facilitating purposeful academic conversations focused on the meaning and content of texts.
6. Range of cognitively complex questions that require students to respond by using text-based evidence7. Knowledge of strategies for scaffolding and extending students' discussions of text content, their responses to a text, and their purposeful engagement in group reading activities applies knowledge of strategies for using instruction in listening comprehension to support the development of emerging reading comprehension skills and strategies.
9. Qualitative dimensions of complexity in texts (e.g., purpose, levels of meaning, clarity, background knowledge demands).
11. Text complexity in the selection of texts that are appropriate for supporting student learning goals applies knowledge of assessments of factors that affect listening and reading comprehension and strategies for applying the results to plan appropriate comprehension instruction and interventions.
3.1 Instruction in Reading Literature and Informational Text
1. Appropriate, research- and evidence-based assessment and instructional practices to promote students' comprehension and analysis of key ideas and details in literature and informational text.
2. Promote students' understanding and analysis of craft and structure in literature and informational text applies knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote students' development of skills for integrating, analyzing, and evaluating knowledge and ideas from literary and informational text.
3. Support reading or listening to literature and informational text with purpose and understanding (e.g., making and verifying predictions, visualizing, making connections).
4. Promote students' development of skills for responding to literature.
5. Instruction in Writing demonstrates understanding of NYSLS grade-specific standards in writing for Grade 1–Grade 6 and the relationship of these standards to the development of writing knowledge and skills leading to college and career readiness in writing by the end of grade 12 demonstrates knowledge of strategies for planning concrete experiences and activities and creating a text-rich classroom environment that promotes understanding and application of writing functions and conventions.
6. Instructional practices to promote students' skill in composing pieces corresponding
to specific text types (e.g., opinion pieces, argument, informative/explanatory
writing, narrative writing), using text-based evidence as appropriate/
7. Promote students' skill in composing and presenting responses to literature, using text-based evidence as appropriate.
8. Promote students' skill in processes and strategies for producing and distributing writing
applies knowledge of developmentally appropriate assessment and data-driven
instructional practices to develop students' skill in conducting research and
presenting knowledge.
3.3 Instruction in Speaking and Listening
literacy development and the importance of providing experiences using oral
language purposefully and regularly in the classroom.
promotes students' participation and collaboration in classroom conversations
(i.e., an environment that reflects and values cultural and language diversity and a variety of perspectives, supports involvement of family and community members in students' language and literacy development, and promotes respect for students at all levels of language and literacy development).
5. Promoting students' ability to facilitate mutual understanding and effective communication in collaborative conversations between individuals with different perspectives or cultural backgrounds.
6. Appropriate assessment and data-driven instructional practices to promote students' development of oral communication skills, nonverbal communication skills, and listening skills that support their comprehension of and participation in collaborative conversations.
7. Appropriate assessment and data-driven instructional practices to promote students' skill in using listening strategies that are appropriate for given contexts and purposes.
8. Appropriate assessment and data-driven instructional practices to promote students' skill in presenting knowledge and ideas to various audiences and for various purposes.
9. Diverse media and formats (e.g., visually, quantitatively, orally) and for making strategic use of digital media and visual representations to support their oral presentations of knowledge and ideas.
COMPETENCY 0004—ANALYSIS, SYNTHESIS, AND APPLICATION
a. Analyzes, interprets, synthesizes, and discusses accurately and appropriately the results of literacy assessments for an individual student.
b. knowledge of content
c. language knowledge
d. pedagogical content knowledge
Sample Q/A:
Q.1. Which novel is credited as the origin of the bildungsroman, or the "education novel" genre?
Ans: Wilhelm Meisters Lehrjahre
Bildungsroman is German for "education novel." This term is also used in English to describe so -called "apprenticeship" novels focusing on coming -of-age stories, including youth's struggles and searches for things such as identity, spiritual understanding, or the meaning in life. Johann Wolfgang von Goethe's Wilhelm Meisters Lehrjahre (1796) is credited as the origin of this genre. Two of Charles Dickinsons' novels, David Copperfield (1850) and great Expectations (1861), also fit this form H.G. Wells wrote bildungsroman about questing for apprenticeships to address the complication of modern life in Joan and Peter (1918) and from a Utopian perspective in The Dream(1924).
Q.2. Which of the following is considered to be a roman a clef, or a "novel with a key"?
Ans: George Orwell's Animal Farm (1945)
It refers to books that require a real-life frame of reference, or key, for full comprehension.
Q.3. Unrhymed iambic pentameter is also known as which of the following?
Ans: Blank verse
Q.4. Which of the following refers to a mid-verse pause that interrupts flow?
Ans: Caesura
Q.5. A villanelle is a nineteen-line poem that consists of which of the following?
Ans: 5 tercets & 4 tercets
Q6. Which of the following best describes Aristotle's concept of hamartia in works of tragedy?
Ans: A fatal flaw
Q.7. Who theorized that a tragedy must involve some circumstance in which two values, or two rights, are fatally at odds with one another and conflict directly?
Ans: Hegel
Q.8. Which of the following is the first step in evaluating an informational text?
Ans: Identify the argument's conclusion
Q.9. Which of the following is NOT considered a type of appeal for an author to use?
Ans: imagination
Q.10. Which of the following rhetorical devices exaggerates, ridicules, or pokes fun at human flaws or ideas?
Ans: Satire
Q.11. An author arguing that his point is correct because everybody else already agrees with it is an example of which persuasive technique?
Ans: Bandwagon appeal
Q.12 Which of the following is Not one of the first three steps of evaluating an author's argument?
Ans: Evaluate if the author's argument is complete
Q.13. Which of the following affixes refers to the -o- in "speedometer"?
Ans: intermix
Q.14. Adding the suffix -ness to a word typically does which of the following?
Ans: Changes an adjective to a noun
Q.15. Which of the following is not considered a common adjective suffix?
Ans: achy.
Q.16. Which of the following defines the noun suffix -ation?
Ans: Action, state, result
Q.17. Which of the following is the least used form of narration used in literature?
Ans: second-person
Q.18. Which of the following lists the terms of chronological plots in order from first to last?
Ans: Exposition, rising action, climax, falling action, resolution
Q.19. Who is credited with first using the metaphor of a city, state, or city-state as a ship?
Ans: Alcaeus
Q.20. How many forms of irony are there?
Ans: 3
21. If a writer alludes to another piece of literature, that writer is doing which of the following?
Ans: Referencing it
22. David Elkind's term "adolescence's is derived from which classical story?
Ans: Daedalus and Icarus
23. Which of the following is not a commonly used and discussed literary theory?
Ans: Precolonial theory
24. Dialect can be used in all of the following situations, Except:
Ans: Professional contexts
25. Which of the following writers is not considered a Dark Romantic?
Ans: Ralph Waldo Emerson
26. langston Hughes, Zora Neale Hurston, and Paul Robeson were members of which literary movement?
Ans: Harlem Renaissance
27. Which of the following writers is included in the postmodernist movement?
Ans: Kurt Vonnegut
28. Speeches should be delivered in which manner?
Ans: Natural and conversational
29. An ad hominem argument does which of the following?
ans: Attacks the person behind an idea rather than refuting the idea itself
30. An apophasis argument does which of the following?
Ans: Indirectly brings attention to a flaw in an opponent's credibility
31. Which of the following is not considered a type of mood?
Ans: Conjunctive
32. How many different degrees of relative adjectives are there?
Ans: 3
33. In general, adverbs may modify all of the following, Except:
Ans: proper noun
34. Which of the following is an imperative statement?
Ans: go to the post office for me
35. Which of the following is not a word used to combine nouns to make a compound subject?
Ans: also
36. Which of the following is always singular?
Ans: each
37. Identify the indirect object of the following sentence: "We taught the old dog a new trick."
Ans: the old dog
38. Identify the infinitive of the following sentence:"The animals have enough food to eat for the night."
Ans: to eat
39. How many types of sentences are there?
Ans: five
40. Which of the following sentences correctly expresses the idea of parallelism?
Ans: The flurry of blows left him staggered, discombobulated, and overwhelmed before falling
41. Identify the phrase, "The music paused,'in the following sample sentence:
"The music paused, she continued to dance through the crowd."
Ans: Essential appositive
42. Which of the following correctly implements the use of parentheses?
Ans: The rattlesnake is a dangerous snake of North and South America
43. Which of the following correctly describes the placement of punctuation in reference to quotations?
Ans: periods and commas are put inside quotation marks; colons and semicolons go outside.
44. Which of the following correctly implements the use of commas?
Ans: He is meeting me at 456 Delaware Avenue, Washington, D.C. tomorrow morning.
45. Which of the following correctly implements the word"affect" as a noun?
Ans: The patient had a flat affect during her examination.
46. "Affect" and "effect" would be considered which of the following?
Ans: Homophones
47. All of the following are terms in English that signal causes, Except:
Ans: Therefore
48. Which of the following describes logical conclusions that readers make based on their observations and previous knowledge?
Ans: Inferences
49. Which of the following is most important when drawing conclusions from a text?
Ans: The conclusions are supported directly by the text
50. All of the following are true about summaries, Except:
Ans: Summaries should represent the author's main point, usually in proportion to the weight given in the original text.
51. All of the following are used for good comprehension, except:
Ans: text-to others connection
52. Chinese uses which type of writing system?
Ans: Logographic
53. Which of the following is an adjectival suffix?
Ans: -ish
54. Which of the following further defines literacy as the "ability to identify, understand, interpret, create, communicate, compute, and use printed and written materials associated with varying contexts"?
Ans: UNESCO
55. Which theory of language development assumes that language is first learned by imitating the speech of adults?
Ans: learning approach
56. Which of the following is a more structured form of brainstorming?
Ans: Free writing
57. Which of the following is considered the main idea of an essay?
Ans: thesis
58. Which of the following are supporting details to the main idea of a paragraph or a passage?
Ans: examples
59. Which of the following is not a transitional word or phrase in the concession category?
Ans: Broadly speaking
60. Which of the following would not be considered formal writing?
Ans: private letters
61. Which of the following sentences contains a verb in the passive voice?
Ans: I was told that there would be food available at the party
62. The Greek word epistle means:
Ans: letter
63. What are the two major principles used to create an orderly blog?
Ans: Blog layouts need more subheadings, graphics, and other indications of what information follows, and legibility is crucial because onscreen reading is hard on the eyes.
64. Which of the following correctly matches the term with its definition?
Ans: Thesis: A brief proposal of a solution to a problem
65. All of the following are true about paraphrasing, except:
Ans: Paraphrasing does not require a citation for any paraphrased material.
66. While writing a research paper, a student cites a study on the subject from three years prior. What type of source is the student's research paper?
Ans: secondary
67. Which of the following citations follows the Turban format?
Ans: Gaines, Andra. "Ten Things You Won't Believe Dragons Do."studies in Fantasy Fiction 3, no. 8 (2019): 42-65
68. When teaching students who are actively listening, it is important for a teacher to know which of the following?
Ans: the average speed of thinking is much faster than the speed of speaking, so the gap time should be used to summarize lecture information mentally so students don't lose focus.
69. An assessment finds that a student is correctly reading 92 percent of the words in a text. Which level of proficiency is the student performing at?
Ans: instructional
70. CRSBI incorporates caring, communication, and curriculum. What does "CRSBI" stand for?
Ans: Culturally responsive standards-based instruction
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