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Sample Multiple-Choice Questions

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Foundations of Reading Development

Objective 0001
Demonstrate knowledge of principles and evidence-based instructional practices for developing language and emergent literacy skills, including phonological and phonemic awareness, concepts of print, and the alphabetic principle.

1. Which of the following actions by kindergarten children demonstrates understanding of the alphabetic principle?

Objective 0002
Demonstrate knowledge of principles and evidence-based instructional practices for developing beginning reading skills, including phonics, high-frequency words, and spelling.

2. At the beginning of the school year, to help plan effective literacy instruction, a third-grade teacher analyzes students' spelling errors and categorizes them according to their most likely cause. The key the teacher uses to categorize spelling errors is shown below.

PA-The spelling error indicates difficulty in phonemic awareness skills.

Code-The spelling error indicates a code-based difficulty (i.e., mastery of specific phonics/morphemic element[s] and associated spelling pattern[s]).

According to the teacher's key, which student's spelling error is categorized correctly in the following table?

Objective 0003
Demonstrate knowledge of principles and evidence-based instructional practices for developing word analysis skills and strategies, including syllabication, structural or morphemic analysis, and orthographic skills.

3. A third-grade teacher guides students in analyzing the structure of words that contain common suffixes by using the chart below. During the lesson, the teacher focuses on deconstructing morphemically complex words as well as promoting students' ability to decode common suffixes automatically as a chunk. An excerpt from the teacher's chart is shown below.

The teacher's actions best demonstrate understanding of which of the following concepts related to developing students' word analysis skills?

Objective 0004
Demonstrate knowledge of principles and evidence-based instructional practices for developing reading fluency at all stages of reading development.

4. An upper-elementary school teacher can most effectively support students' fluent reading of disciplinary texts by teaching which of the following skills first?

Development of Reading Comprehension

Objective 0005
Demonstrate knowledge of principles and evidence-based instructional practices for promoting academic language development, including vocabulary development.

5. Prior to beginning a new unit of study, a sixth-grade teacher asks students to rate how well they know various vocabulary words that will be essential to understanding the unit's content (i.e., know it well, just heard of it, or do not know it at all). The students also draft a definition in their own words for the unit vocabulary they think they already know. As the unit progresses, the teacher frequently prompts students to revisit their ratings and develop or revise their definitions for accuracy and clarity, based on the unit readings and class discussions. In addition to supporting students' depth of understanding and retention of the new words, this vocabulary self-assessment activity is also an effective technique for developing students':

Objective 0006
Demonstrate knowledge of principles and evidence-based instructional practices for promoting comprehension and analysis of literary texts.

6. A fourth-grade teacher is developing text-dependent questions to use during close reading of a complex literary text. The teacher could best help students identify the key ideas and details in the text by asking questions that prompt them to:

Objective 0007
Demonstrate knowledge of principles and evidence-based instructional practices for promoting comprehension and analysis of informational texts.

7. A third-grade teacher is concerned that some students do not support their oral or written responses to informational texts with key ideas and details from the text. The teacher could best address the students' identified need by providing explicit modeling of and guided practice with which of the following strategies?

Reading Assessment and Instruction

Objective 0008
Apply knowledge of principles and evidence-based best practices for assessing reading development.

8. Scientific evidence suggests that while word-recognition skills are necessary for students to reach their full reading potential, other essential components of reading development should not be overlooked. Which of the following assessment practices by a primary-level elementary school teacher is best aligned with this evidence-based finding?

9. At the beginning of the school year, a second-grade student is identified as at-risk on a universal screening of oral reading fluency with a grade-level passage. Which of the following steps would be most appropriate for the teacher to take next with this student?

Objective 0009
Apply knowledge of principles and evidence-based best practices of reading instruction.

10. A fifth-grade class includes several English learners whose primary language is Spanish. The teacher regularly points out Spanish cognates for key academic vocabulary, such as vocabulary frequently used in grade-level assessments and instruction (e.g., analyze- analizar, distinguish- distinguir, contrast- contrastar). The teacher's practice best demonstrates understanding of which of the following concepts related to supporting the reading development of English learners?

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Expand All | Collapse All Objective 0001 Demonstrate knowledge of principles and evidence-based instructional practices for developing language and emergent literacy skills, including phonological and phonemic awareness, concepts of print, and the alphabetic principle. 1. Which of the following actions by kindergarten children demonstrates understanding of the alphabetic principle?

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Inverse means the opposite in effect. The reverse of.

It is a general idea in mathematics and has many meanings. Here are a few.

The Inverse of Adding is Subtracting

Adding moves us one way, subtracting moves us the opposite way.

And the other way around:

Additive Inverse

The additive inverse is what we add to a number to get zero.

Example: The additive inverse of −5 is +5, because −5 + 5 = 0.

Another example: the additive inverse of +7 is −7.

The Inverse of Multiplying is Dividing

Multiplying can be "undone" by dividing.

It works the other way around too, dividing can be undone by multiplying.

Multiplicative Inverse

The multiplicative inverse is what we multiply a number by to get 1.

It is the reciprocal of a number.

But Not With 0

We can't divide by 0, so don't try!

Example: 5 × 0 = 0 cannot be reversed by 0/0 = ???

Inverse of a Function

Doing a function and then its inverse will give us back the original value:

f
When the function f turns the apple into a banana,
Then the inverse function ⁻¹ turns the banana back to the apple

Here we have the function f(x) = 2x+3, written as a flow diagram:

The Inverse Function goes the other way:

So the inverse of: 2x+3 is: (y−3)/2

Read Inverse of a Function to find out more.

Inverse Sine, Cosine and Tangent

Example: the sine function

The sine function sin takes angle θ and gives the ratio

The inverse sine function takes the ratio and gives angle θ

Read Inverse Sine, Cosine, Tangent to find out more.

The Inverse of an Exponent is a Logarithm

Read logarithms to find out more, but basically:

The logarithm tells us what the exponent is!

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Inverse means the opposite in effect. The reverse of. It is a general idea in mathematics and has many meanings. Here are a few. Adding moves us one way, subtracting moves us the opposite way. And the other way around: Additive Inverse The additive inverse is what we add to a number to get zero.

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A Maths Dictionary for Kids 2018 Full Site by Jenny Eather | Maths Definitions | Maths Examples | Math Words | Math Glossary | Math Terms | Math Charts and Posters |

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Interactive, animated maths dictionary with over 630 common math terms and math words explained in simple language with examples. Device friendly version with 950+ entries. Math glossary with math definitions, examples, math practice interactives, mathematics activities, math calculators, math charts and posters. © Jenny Eather 2001-2016.