YOU WILL PASS THE EXAM! GOD IS WITH YOU!

1. Mrs. Manuel believes in the power of environment print to develop the pupils' sight word
recognition, print orientation, and even comprehension in a meaningful way. Which of the
following materials is NOT an example of environmental print?
a. Old boxes of powdered milk
b. Chocolate bar wrappers
c. Car stickers
d. Big books

Environmental print is the print of everyday life. It's the name given to the print that appears in
signs, labels, and logos. Street signs, candy wrappers, labels on peanut butter and the K in Kmart
are other examples of environmental print. However, Environmental Print is the first print a child
learns to “read”.

2. Ms. Custodio teaches preschool. She is preparing to employ a shared book experience activity
for her kindergartens. Which of the following materials should Ms. Custodio probably need?
a. Flash cards
b. Big books
c. Basal texts
d. Word lists

Flashcard or flash card is a card bearing information, as words or numbers, on either or both
sides, used in classroom drills or in private study.
Big books are a fun way to motivate children to want to read and to create an exciting way for
them to experience books. The size of pictures help children to focus attention and follow the story
as they are learning to listen.

3. Ms. Adona asks her pupil to point to the first word that should be read in the big book. Then,
she asks the pupil to point to the last word to be read. Which of the following assessment measures
does Ms. Adona employ in this situation?
a. Assessment of Reading Comprehension
b. Assessment of Spelling Ability
c. Concepts about Print Test
d. Vocabulary Test

4. Ms. Padilla is a Grade 1 Teacher who is concerned with building letters into words and words
into sentences. She uses flashcards so the pupils can sound out syllables and words correctly. What
reading model is reflected in Ms. Padilla's instruction?
a. Bottom-up model
b. Top-Down model
c. Interactive model
d. Schema model
5. Ms. Torres believes that her pupils need direct sensory contact and physical manipulation in the
classroom so that they learn easily and recall input effortlessly. What is the grade level of Ms.
Torres' class?
a. Pre-school
b. Primary
c. Intermediate
d. High School

6. Mr. Morauda is a Grade 1 Teacher who plans reading instruction as part of the language block.
He provides varied reading experiences that involve children sitting quietly, silently reading
library books or making a book based on their own experiences. What theoretical model of
reading does Mr. Morauda show?
a. Bottom-up model
b. Top-Down model
c. Interactive model
d. Schema model

7. One Grade 3 teacher of English to multilingual learners has just finished reading a story aloud
to the class. Which of the following is the best post-reading activity for the learners?
a. Provide students with a guide for reader-text interactions.
b. Have students write about what they have read.
c. Give them comprehension questions
d. Let them rest for a while

8. Mr. German is a teacher handling English for a culturally-diverse class. He would regularly read
aloud to his pupils, would provide time for free silent reading, recreational reading, and would
lend them magazines and newspapers. What factor in reading does Mr. German want to cultivate
among his pupils?
a. Emotional/social development
b. Physical development
c. Interest in reading
d. Intelligence

9. Mr. Arce is a new Grade 1 teacher who is unsure whether the pupils are ready for beginning
reading instruction. What must he observe before he begins his lessons?
a. The pupils are emotionally prepared for social interaction and competition.
b. The pupils have achieved unity of their capabilities with their interests.
c. The learners can respond to simple questions and instructions.
d. The learners show desire to learn in class.

10. Teacher Millicent knows well that the text or the print material is one factor that affects
reading. So she tries to match the text with the ease or difficulty of students' comprehension based
on the style of writing. What text factor does Teacher Millicent consider in the choice of reading
materials for her class?
a. Organization
b. Format
c. Readability
d. Content

11. Ms. Morallos teaches her Grade 6 class how to write a summary of an expository text. In her
discussion, she explains what it is, models it through think aloud, and informs her pupils when and
how this skill learned in the classroom can be used even during their own free silent reading. She
provides them with guided and independent practice before she conducts an evaluation. What
approach to teaching is reflected in Ms. Morallos' practice?
a. Indirect instruction
b. Explicit instruction
c. Intrinsic instruction
d. Independent instruction

12. ReQuest is a strategy used to develop learners' ability in asking significant questions. The
teacher needs to model questioning skills and let the pupils practice the same until the learners are
ready to use the skill automatically. What is the best reason for teaching the learners this skill?
a. Learners become purposive when they set their own questions while reading.
b. Teachers become confused by the questions asked by the learners.
c. Teachers find time to review the questions of the learners.
d. Learners feel important when they make questions.

13. Mr. Gutierrez is planning to have a list of 200 words in Science for the school's vocabulary
development program. After going through all the books used by his fourth grade pupils, he is still
in the dark as to what words need to be included in his list. Which of the following criteria should
NOT be the basis of Mr. Gutierrez for word selection?
a. High frequency words
b. Content area words
c. High utility words
d. Difficult words

14. Mr. Malaya is teaching a 3rd year high school class in world history. The students need note
taking, outlining and study skills. If he wants to help the students learn these strategies, which of
the following skills should he model to them first?
a. Getting main idea
b. Sequencing events
c. Reciprocal teaching
d. Rhetorical patterns of expository texts

15. Which of the following beliefs is consistent with the bottom-up perspective in reading?
a. A reader could read a text when he/she uses his prior knowledge to make sense of the text.
b. A reader could read a text when he/she selects only the meaningful segments in the text
c. A reader could read a text when he/she relates the text to other texts previously read
d. A reader could read a text when he/she can translate the visual symbols to their aural equivalent

16. Which of the following reading skills or strategies utilizes a bottom-up procedure in dealing
with unfamiliar words?
a. Inferencing
b. Structural analysis
c. Predicting outcomes
d. Using contextual clues

17. Before a reader could read the WORD, he/she must learn to read the WORLD first. What does
this imply?
a. Students or readers must know the names of the letter first before they will know what the word
means.
b. Readers must know the sounds of the letters first before they will know what the word means.
c. Words are only representations of the concepts that the child or reader knows before
encountering the print.
d. The text supplies the readers with the necessary knowledge they need to make sense of the
print.

18. Mr. Velasquez explicitly teaches his students the rhetorical patterns of an informational text
taken from a science textbook. Which of the following does the teacher want to develop in the
reader?
a. Print skill
b. Content schemata
c. Formal schemata
d. Vocabulary knowledge

19. Ms. Rebolledos uses the timeline as a graphic organizer to teach the readers to understand a
given expository text. Which of the following organizational structures might be the one used in
the exposition of the text's information?
a. Cause and effect
b. Comparison and contrast
c. Enumeration-description
d. Sequential or chronological

20. Which of the following is the BEST reason why regression is a good metacognitive reading
technique?
a. Readers use it to search for keywords in a text
b. Readers use it to read a passage all over again
c. Readers use it to highlight important lines in the text for retrieval purposes.
d. Readers use it to monitor comprehension when text seems not to make sense
21. Edward is reading a book and he needs to know the meaning of the word "obliterate".
However, the passage does not give enough clues for him to figure out what the word means. He
decided to use his pocket dictionary so he would know what the word means. Which of the
following strategies should he use so that he would know the meaning of the unfamiliar word?
a. Scanning
b. Skimming
c. Close reading
d. Careful slow reading

22. Ms. Sigua entered the classroom and posted images that she has taken from the story she is
about to tell the students. Before she started telling the story to the class, she grouped the students
and asked them to make a story out of the pictures posted on the board. Which of the following
approaches reflects the practice of the teacher?
a. Explicit Phonics
b. Basal Approach
c. Embedded Phonics
d. Language Experience Approach

23. 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?
a. Whole-language approach
b. Language experience approach
c. Literature-based approach
d. Phonics approach

24. 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?
a. Setting a purpose for reading
b. Activating prior knowledge
c. Confirming, revising or rejecting an earlier assumption about a topic
d. Sharing assumptions related to the topic of the text to be read

25. 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?
a. Unlocking of vocabulary words by finding their meaning in the dictionary
b. Asking the students to write story impressions out of the posted pictures of scenes taken from
the story to be read.
c. Pronouncing five unfamiliar vocabulary words that will be encountered in the story
d. Asking the students to list down certain experiences they had, which may be related to the main
character in the story to be read