A first-grade teacher shows students pictures of everyday objects. Below each picture is printed the letter of the alphabet that corresponds to the word’s initial sound. As the teacher points to each picture, he/she first names the object, then points to the letter underneath it, and says the sound it makes. After that, the teacher invites the students to repeat the sound with him/her. This activity is likely to promote students’ reading development primarily by _______.
(A) demonstrating that phonemes are represented by letters
(B) focusing on auditory discrimination skills
(C) introducing the concept of logograms
(D) illustrating the concept of word boundaries

To choose a storybook for our students, it is important to balance authenticity and readability. In this sense, readability refers to _______. (A) a measure of how easily individual letters or characters can be distinguished from each other (B) the degree of lexical and structural difficulty in the text that may challenge students (C) the extent to which students find the book interesting, enjoyable and appropriate for their goals in learning English (D) an identifiable line of story development in children’s stories

Which of the following sets of words would be most effective to use when introducing students to the concept of structural analysis? (A) ate, great, late, wait (B) cat, bat, fat, mat (C) go, goes, went, gone (D) pretest, retest, tested, testing

The primary purpose of the Curriculum Guidelines of Elementary English Language Teaching and Learning of Taipei City is to _______. (A) define the minimum content expectations students need to meet to function in English at a particular grade level (B) identify the types of test accommodations students at certain English language proficiency levels should be given on city standardized assessments (C) specify the English competencies students need to achieve to be able to fully access grade-level academic content (D) describe the types of instructional techniques English teachers should use to help students to become fully proficient in English

An English teacher could best promote the development of students’ listening skills by _______. (A) pausing occasionally to ask students to repeat what was just said (B) asking students to take notes (C) integrating specific listening activities as a routine element in the daily schedule (D) frequently using wh- questions to make students think and respond

A fourth-grade teacher administers spelling inventories periodically to help assess students’ phonics knowledge. The following shows one student’s performance on a spelling inventory at the beginning of the school year and again three months later. Dictated Word Student Spelling(March 7) Student Spelling(June 7) six six six star ster star drive driv drive clean clen clean park pak park mine min mine The student’s performance on the second administration of the spelling inventory indicates that the student made the most improvement in which of the following areas? (A) long and r-controlled vowels (B) short vowels and diphthongs (C) digraphs and blends (D) initial and final consonants

A fifth-grade teacher is working with a group of students whose English language abilities vary. Which of the following would be the most appropriate method for evaluating the progress of students who are at different proficiency levels in English? (A) selecting language achievement tests that allow the teacher to find out students’ levels (B) using multiple measures, such as observations, test scores, and samples of daily work (C) establishing a grading curve and distributing students’ test results along the curve (D) assessing students only in the areas in which they have achieved competence

Which of the following students demonstrates variation in reading development that would require intervention focused on explicit phonics instruction? (A) a first-grade student who can recite the alphabet from memory but has difficulty distinguishing individual phonemes in words (B) a second-grade student who can easily decode nonsense words but has limited comprehension of the meaning of text (C) a third-grade student who is adept at using context cues to identify words but has difficulty sounding out the letters in unfamiliar words (D) a fourth-grade student who can read most grade-level text but has difficulty with unfamiliar irregular low-frequency words

In a class, the teacher distributed a list of vocabulary items from a storybook and had the students guess what the story was about based on the words. During reading the story, the teacher modeled how to make predictions about the story and guided students as they learned to make predictions. When students failed to make the right predictions, the teacher asked the students to think and search through the passage to find the answer. Which of the following approaches does this scenario best illustrate? (A) direct method of teaching (B) task-based instruction (C) content-based instruction (D) strategy-based instruction

A third-grade teacher conducts an oral activity in which the teacher produces an oral sentence with one word that is deliberately unintelligible. The teacher says, “I put the pencil on the d*** next to the blackboard.” The teacher then tells the students to construct a request for clarification, such as “Excuse me, where is the pencil?” This exercise is likely to promote the students’ English language acquisition primarily by _______. (A) modeling for students a method of identifying pertinent information for solving a problem (B) providing students with opportunities to engage in extended discourse (C) supporting students’ development of metacognitive learning strategies (D) teaching students a strategy for overcoming gaps in comprehension

Which of the following activities best illustrates phonics instruction? (A) have two students come to the front and hit the word said by the teacher on the board as quickly as possible (B) lead students to read a word on the board (e.g., not), replace one letter of the spelled word (e.g., dot), and ask them to determine the resulting spoken word (C) ask students to chant the alphabet from 'a' to 'z' several times, write the letters on the board, and have students read them one by one (D) ask students to read aloud the individual words “stand” and “up” several times, and then have students practice linking the final consonant of “stand” with the vowel of “up

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