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
