LET REVIEWER  PROF. ED

        Developmental Reading

1.      Ms. Sigua entered the classroom and posted images that she has taken from he story she is about to tell the students. Before she started telling the story out of the pictures posted on the board. Which of the following approaches reflects the practice of the teacher?

Ø  Language Experience Approach

2.      Mrs. Dizon entered the classroom and showed a list of word families like cat, mat, fat, rat, pat, and bat. What approach is described in this situation?

Ø  Phonics approach

3.      Mr. Palo distributed a K-W-L chart to his students so they could fill up the K and W columns. Which of the following reasons DOES NOT justify such activity?

Ø  Confirming, revising or rejecting an earlier assumption about a topic

4.      Mr. Lilang wants to develop creative thinking in his students even before he asks his students to silently read the short story for the day’s reading lesson. Which of the following activities should he provide the students so he could achieve his aim?

Ø  Asking the students to write story impressions out of the posted pictures of scenes five from the story to be read

PART III

1.      Which of the following results of an IRI graded reading passages is used to predict a learner’s functional reading level?

Ø  Percentage of oral reading miscues and percentage of correct answer to comprehension question

2.      Mrs. Sabate handles fourth grade English and is currently teaching simile and metaphor using short for children. Which of the following lessons does she want the students to better understand?

Ø  Author’s use of figurative language

3.      Mr. Salvador notices t5hat his student, Robert, cannot decode sight words that are supposed to be easy for students of his age. Which of the following activities, then, should Mr. Salvador provide for Robert?

Ø  Phonemic awareness activities

4.      Among native speakers of English, students from Grade 7 and up are supposed to be ready for abstract reading. What does this imply?

Ø  Learners on this level can manipulate objects and ideas mentally

5.      All the three reading theories recognize the role of the reader and the text in the comprehension process. However, only the interactive model accounts for the reading situation in the meaning-making process. What factor does the interactive model consider in the reading process?

Ø  Context

6.      The four-Pronged Approach upholds the holistic and balanced instruction in beginning reading. Which of the following principles characterizes the most important characteristic of this approach?

Ø  The integration of whole language, literature, and explicit instruction

7.      The reader’s prior knowledge plays a vital role in negotiating meaning and transaction with the text. To enhance the schemata of the learners, teacher Arabelle exposes her grade 2 pupils to the pragmatic use of language in their to day life experiences so that they develop rich vocabulary. What belief does the teacher manifest in this situation?

Ø  Word meanings aid textual understanding

8.      In one Grade 6 reading class in public school, teacher Samatha conducts  a regular 10 minute silent reading of an expository text in science. What is the best silent reading activity that Teacher Samantha can give her students?

Ø  Prepare reading road maps to guide reader-text interactions

9.      Mr. Siruet is a Science teacher in Ilocos. He strongly believes that devoting 10-15 minutes for real-time reading in the classroom and guiding the pupils’ interaction with Science materials before of after doing an activity is better than just assigning them to read at home and make sense of the text on their own. What could be the best explanation or Mr. Siruet’s reading practice?

Ø  Experience with print enriches vocabulary and understanding of Science concepts

10.  Teacher Jeremiah is planning an integration lesson using Social Studies text Grade 5 English class. Which of the following is the best thing to do to activate his pupils’ background knowledge?

Ø  Present advance organizer of the topic

11.  Ms. Yelena handles Grade 4 classes in Makabayan. Before conducting any discussion, she make sure that her pupils have read the text by allotting 7-10 minutes of silent in the classroom. Which of the following should NOT be done by Ms. Yelena during silent reading activity?

Ø  Leave students to do what want in reading silently by themselves

12.  As a post-reading activity in any content-area reading class, which of the following should be avoided by the teacher?

Ø  Ask questions to score comprehension

13.   Reading in the content area aims to help students make sense of the text and negotiate meaning as reader actively interact with the text.

Ø  Allow student to ask questions

14.  A student asked the teacher to tell him the meaning of the word “disestablishmentarianism” , which is found in the text that the student read. Instead of explicitly stating the meaning of the word, the teacher asked the student segment the word and look for its base word through these word parts. Which of the following vocabulary strategy did the teacher use to help the students arrive at the meaning of the unfamiliar word?

Ø  Structural Analysis

15.  Ronald is about to buy a book. After taking a book from the display shelf, he looked at the title, opened it and looked at the table of contents, then the summary found at the back  cover. He realized that what he took from the shelf is not what he needs. Which of the following strategies do you think did Ronald to decide why he does not need it?

Ø  Skimming

16.  Which of the following words BEST lends itself to the teaching of structural analysis as a strategy to unlock the meaning of an unfamiliar word?

Ø  Undesirable

17.  Belinda is having a difficulty comprehending the novel, “Florante at Laura”, because the author’s narration seems to be different than he actual order of events that have happened in the story. Which strategy should the teacher model to Belinda so he would be able to understand the text?

Ø  Constructing a timeline

18.  Which of the following activities BEST develops creative reading?

Ø  Giving an alternative ending for a story read

19.  Which of the following activities should be the last option for a metacognitve reader if he does not make sense of the expository text he is reading?

Ø  Sounding out each word while reading the text

20.  Mr. Javier has just ended the silent reading activity he provide for his students and he deems it necessary to discuss the story. If he wants to model critical reading to his students, which question should he likely ask himself?

Ø  Would it be unfair to close a fairy tale with a sad ending after the princess meets the prince? Why?

21.  Mrs. Corazon wants her students to respond creatively to the story they have just read in class. Which of the following activities should be provided for the students so that she could achieve her aim?

Ø  Writing a letter to a character in the story

22.  Which of the following activities is NOT appropriate in helping readers develop organizational comprehension of expository texts?

Ø  Unlocking vocabulary words through context

23.  When Brylee read the sentence, “The bankruptcy made a run on the bank”, he thought that bankruptcy literally ran on the bank. What explains this phenomenon?

Ø  There is a mismatch between he reader and writer’s field of experiences

24.   Ms. Jazmin prepared controversial statements,which are taken from the social studies text that she is about to teach to her students, after this when she met her class, she made them explain their reasons before they finally read the text. What does the teacher clearly demonstrate in this situation?

Ø  Reading through preparational strategies

25.  Mr. Manantan’s assessment of his student clearly reveals that they lack proficiency in identifying the structure of different types of expository texts and they have a difficulty plotting the details of these texts when asked to convent the ideas into graphical representational. What should Mr. Manantan teach and model?

Ø  The use of preparatioanal strategies