Prince of Peace College, Inc.

Balete, Poblacion, Puerto Galera, Oriental Mindoro

princeofpeacecollege@gmail.com
Tel. No.: (043)287-3012

SEMIFINALS
Teaching Reading
TEST I. Directions: Choose the letter of the correct answer.
1. Which among the following is not an element of reading comprehension?
a. the context b. the activity c. the reader d. the text
2. Which of the following is an appropriate definition of the text’s surface code?
a. the feel of the page on the palm c. the textual representations
b. the literal meaning of the text d. the underlying meaning of the text
3. The way in which information is processed for meaning.
a. The surface code c. The text base
b. The mental models d. The definition book
4. Reader variability is, to some extent, a product of the fact that children come from and learn to read in varying
experiences, contexts and values, which among the variability in readers does the statement apply to?
a. socio-cultural influences c. group differences
b. inter-individual differences d. intra individual differences
5. Difficutly within the child and their second-language learning differentially affects literacy development depending on
such factors as the age at which second-language learning is initiated, the relationship between reading comprehension
and membership in social class and racial, ethnic, and second-language groups affects their development.
a. socio-cultural influences c. group differences
b. inter-individual differences d. intra individual differences
6. Their reading comprehension abilities, and variability in reader characteristics may partially account for a variety of
capabilities and dispositions supporting reading comprehension may lead to patterns of relative strengths and weaknesses
and affect the drive of the learner to read.
a. socio-cultural influences c. group differences
b. inter-individual differences d. intra individual differences
7. Which among the following variables is to be considered when a new student in class poses or refers to another source
creating another argument, as response to an opinion from an experiential question you pressed in class?
a. Difficulty in understanding c. Contextual Factors
b. Motivation and Bullying d. Close-mindedness
8. Individual and group communication and participation are used to address the child need for feelings of belongingness,
acceptance and security in class.
a. Physical development c. Background of experiences
b. Appropriation of activities d. Social and emotional development
9. Learners are reading broadly across the disciplines.
a. Advanced Reader c. Emergent Literacy
b. Beginning Reader d. Transitional Reader
10. Children sample and learn from a full range of multiple sounds, words, concepts, images, stories, exposure to print,
and literacy materials.
a. Beginning Reader c. Advanced Reader
b. Emergent Literacy d. Decoding Reader
11. Typically between 7 - 9 years old
a. Beginning Reader c. Emergent Literacy
b. Decoding Reader d. Advanced Reader
12. The child acquires skills by being dialogically read to by an adult (or older child) who responds to the child’s
questions and who warmly appreciates the child’s interest in books and reading.
a. Emergent Literacy c. Decoding Reader
b. Advanced Reader d. Intermediate Reader
13. Reading is used to experience new feelings.
a. Decoding Reader c. Beginning Reader
b. Intermediate Reader d. All of the above
14. This strategy introduces information in a variety of ways such as; verbal, visual and tactile learning and could cover
topics with more depth.
a. DRTA c. ReQuest
b. Circle-Seat-Center d. Clink and Clunk
15. The goal of this approach is the development of the child’s oral language and use of the grammatical structures
correctly.
a. The four-Pronged Approach c. DRTA
b. Think-Pair-Share d. Think-Pair-Square
16. This strategy allows students to begin to work together and to “teach” each other as they take over the discussion.
a. Reciprocal Teaching c. Partner Prediction
b. Clink and Clunk d. DRTA
17. This strategy helps students recognize the information they do not understand, and give them assistance in getting the
information that they need.
a. DRTA c. Clink and Clunk
b. Circle-Seat-Center d. Jigsaw
18. This strategy begins by dividing the class into small groups, discusses a short text that they’ve read, and then discusses
the text in class.
a. DRTA c. Reciprocal Teaching
b. Jigsaw d. Clink and Clunk
19. This is a partner or group activity that allows students to work together to check for comprehension.
a. Jigsaw c. Partner Prediction
b. Think-Pair-Share d. Four-Pronged approach
20. This strategy helps students go through a text in depth by reading and stopping on several parts of a selection with
guide questions asked by the teacher.
a. DRTA c. Guided Reading Practice
b. Clink and Clunk d. ReQuest

TEST II. Essay. Write your answer on or at the back of your answer sheet, answers written elsewhere will not be
accepted. (30 pts.)

1. What does the title mean? (5 pts.)

2. What is the significance of the opening sentence to the events in the story: “There was nothing to fear, for the man was
always so gentle, so kind.”? (5 pts.)
3. What kind of a man is Vicente? Describe his relationship with the children. (5 pts.)
4. How does the mother react upon seeing the situation involving Vicente and her daughter? If you were the mother, what
would you have done? Explain your answer. (5 pts.)
5. What does the mother’s actions reveal about her character? (5 pts)
6. What do you suppose is the author’s purpose for writing the story? (5 pts.)

Extra Points.
What could be the role or significance of the pencils in the story? (5pts.)