gace 1-23
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School
Georgia Southern University *
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Course
MISC
Subject
Communications
Date
Jan 9, 2024
Type
docx
Pages
6
Uploaded by ProfessorKnowledge21783
1.
A first-grade teacher is concerned about several students whose sight vocabulary is very limited. Which of the following would be the most effective strategy for the teacher to use to help the students increase their sight vocabulary?
a.
Providing explicit instruction using think-aloud, to improve oral reading fluency.
b.
Providing explicit instruction in writing words, to improve memorization.
c.
Providing explicit instruction in letter-sound correlation, to improve phonemic awareness.
d.
Providing explicit instruction in the study of high-frequency words, to improve oral reading fluency.
2.
A teacher is informally assessing second-grade students’ listening-comprehension skills after reading Aesop’s fable about the lion and the mouse. Which of the following prompts requires the children to draw an inference from the fable?
a.
Who are the characters in the fable?
b.
What lesson does the fable teach us?
c.
How does the mouse help the lion?
d.
Can mice and lions really talk?
3.
Which of the following activities involves structural analysis?
a.
Students identify the beginning, middle, and ending sounds of words.
b.
Students use individual sounds to blend the letters that make up a word.
c.
Students determine the number of syllables that make up different words.
d.
Students determine the meaning of a word by considering the word’s parts.
I Y m H s a lm
4.
A student writes the sentence shown and reads it to the teacher as follows.
“I was at my house and saw a little mouse.”
The student’s written sentence indicates that the student does not understand which of the following concepts?
a.
Most words contain several letter-sound combinations.
b.
Printed material is made up of letters.
c.
Letters have both uppercase and lowercase forms.
d.
Letters represent sounds.
5.
During which stage of the writing process are students most likely to share their writing with the entire class?
a.
Drafting
b.
Revising
c.
Editing
d.
Publishing
COET (coat)RITE (right)
COL (cool)
BAUGHT (bought)
CRL (curl)
HICH (hitch)
6.
Based on the sample of a student’s spelling test shown, which of the following statements
best describes the student’s spelling development?
a.
Represents words with random letters that have no letter-sound correspondence.
b.
Represents words phonetically, with a single letter representing each sound
c.
Recognizes that words are made up of letter patterns that represents sounds
d.
Knows simple letter-sound correspondence, but does not understand consonant combinations
7.
While working on a research project, a student uses the Internet and finds a great deal of information on a chosen topic. Which of the following is the best step for the student to take next?
a.
Making a decision about the relevance of the various pieces of information
b.
Downloading the information and compiling it into a packet for the final report
c.
Deciding on a format and outline for the final report
d.
Searching for graphics to use as illustrations in the final report
8.
During a unit on folktales, a second-grade teacher wants to help students engage in higher-order thinking. After the students read
The Little Red Hen
, the teacher asks the students to justify the little red hen’s decision to eat the bread herself. Which level of Bloom’s taxonomy does the activity address?
a.
Application
b.
Analysis
c.
Synthesis
d.
Evaluation
9.
A teacher observes that a first-grade student does not employ beginning and final consonants correctly while reading. Which of the following teaching strategies is most likely to help the student?
a.
Teaching decoding skills and modeling how to use the skills in context
b.
Showing a video of a children’s story and listing some of the words that are used in the story
c.
Pairing the student with another student who is able to use consonants correctly
d.
Placing signs around the classroom to label items (e.g., desks, bookshelf, door)
10. A teacher gives students a set of cards with headlines written on them and a set of clippings of news articles. The teacher asks the students to match each news article with its corresponding headline. Which of the following skills is the activity most likely to develop?
a.
Making generalizations
b.
Recognizing sight vocabulary
c.
Identifying main ideas
d.
Using context clues
Foot →→ Feet
Child →→ Children
Tooth →→ Teeth
11. A second-grade teacher writes the words above on the board. Which of the following best
describes the lesson she is introducing?
a.
Collective nouns
b.
Irregular nouns
c.
Abstract nouns
d.
Concrete nouns
12. Which of the following is the primary area of focus when scoring a writing assignment based on a holistic rubric?
a.
The overall structure and quality of the assignment
b.
The appropriate use of vocabulary in the assignment
c.
The student’s performance on a specific criterion
d.
The levels of performance for each criteria
13. While working on a writing assignment, a student asks a peer to listen to her read the rough draft and offer suggestions for clarifying, expanding, or condensing parts of the draft. The student is engaged in which stage of the writing process?
a.
Proofing
b.
Outlining
c.
Revising
d.
Publishing
“It took the child a long time to lick the mile high ice cream cone.”
14. As used in the sentence, “mile high” is an example of which of the following?
a.
Simile
b.
Personification
c.
Hyperbole
d.
Oxymoron
15. Words that cannot be sounded out according to regular pronunciation rules are called irregular words. Which of the following lists contains irregular words?
a.
Man, came, well, in
b.
We, him, get, so
c.
Do, said, was, of
d.
How, had, make, not
16. Which of the following types of writing involves telling stories, recalling memories, or creating imaginative pieces?
a.
Informational
b.
Persuasive
c.
Expository
d.
Narrative
Questions 17-18 refer to the following passage.
A small group of second-grade students is reading a story together orally. One of the children has difficulty reading the word “sparkled.” To make sure that all the students understand the word, the teacher asks the student to read the rest of the paragraph aloud. Then, when the student has finished reading, the teacher asks the group how the character
in the story felt as she spoke and what her eyes did to show her excitement.
17. The teacher is helping students use which of the following word-attack strategies?
a.
Phonic clues
b.
Context clues
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c.
Configuration clues
d.
Morphemic clues
18. Which of the following is one of the limitations of the word-attack strategy described in the scenario?
a.
The strategy can be used only in the reading of narrative texts or stories.
b.
The strategy can be used only when a text is written at the reader’s instructional reading level.
c.
The text might not contain sufficient information to supply the definition being sought.
d.
The pronunciation of consonant blends is not always constant from word to word.
19. A teacher wants to describe to the class a rule associated with adding a silent “e” to the end of a consonant-vowel-consonant (CVC) word. The best approach would be to tell the
students that when a silent “e” appears at the end of a CVC word, it cannot be heard, but
a.
it makes the other vowel have a long sound
b.
it makes the other vowel and consonants have a blended sound
c.
it makes the other vowel have a short sound
d.
it changes the other vowel into a long “e” sound
Small- and whole-group discussions
An informal small-scale debate in which students discuss the positive and negative sides of an issue
Short oral presentations, after researching the topic, to small groups or to the whole class
An oral interpretation of a text
20. The activities above best develop which of the following skills?
a.
Media literacy
b.
Viewing
c.
Speaking
d.
Listening
21. A fifth-grade teacher writes the following on the board.
Hollow
n. low-lying land; small depression in a flat surface
adj. empty, with nothing inside
v. to hollow out; to make something hollow
Which of the following sentences uses “hollow” as a noun, as in the first definition given?
a.
Ashley’s hollow features displayed her disappointment over losing her pet.
b.
Marsha’s sheep were grazing in the wide hollow between the mountains.
c.
Jack’s camera captured the raccoons trying to hollow out an old log.
d.
Lilly’s footsteps echoed with a hollow sound as she entered the old general store.
22. A first-grade student writes “R dg is bg n blk” and reads aloud “Our dog is big and black.” Which of the following activities will most likely improve the student’s spelling skills?
a.
Giving the student a list of high-frequency words
b.
Discussing the difference between “our” and “are”
c.
Providing the student with explicit instruction in phonics
d.
Reviewing capitalization and punctuation rules
23. Which of the following graphic organizers would be most effective for students to use when planning to write a persuasive essay?
a.
Venn diagram
b.
T-chart
c.
KWL chart
d.
Cluster diagram
24.
As part of a language arts program, a first-grade teacher often reads aloud from books, makes shopping lists with students, and displays pictures and prints in the classroom. The teacher’s activities are primarily focused on meeting which of the following student needs?
The need for social adjustment
The need for reading readiness
The need for motor development
The need for improved auditory ability
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