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

2. 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

3. 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

4. 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
5. 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.
6. 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

7. 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

8. 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

9. 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.

10. 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

11. 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

12. 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

13. 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
14. Mrs. Sabate handles fourth grade English and is currently teaching simile
and metaphor using short stories for children. Which of the following reasons
does she want to students to better understand?
a. Author's use of figurative language
b. Author's point of view
c. Use of text structure
d. Tone and mood

15. Among native speakers of English, students from Grade 7 and up are
supposed to be ready for abstract reading. What does this imply?
a. Learners on this stage are able to grasp informational texts.
b. Learners on this level can construct multiple hypotheses.
c. Readers on this stage can manipulate objects and ideas mentally.
d. Readers on this level judge affectively and personally than using
standard.

16. 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?
a. The inclusion of critical thinking skills after reading
b. The development of genuine love for reading
c. The integration of whole language, literature and explicit instruction
d. The heavy emphasis on grammar and oral language development

17. In one Grade 6 reading class in public school, Teacher Samantha

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?
a. Invite resource person to discuss the content of the material.
b. Prepare reading road maps to guide reader-text interactions.
c. Instruct them to write reflection journals on their notebook.
d. Check understanding by asking post-reading questions.

18. Teacher Jeremiah is planning an integration lesson using Social Studies

text for his Grade 5 English class. Which of the following is the best thing to
do to activate his pupils' background knowledge?
a. Ask several critical questions.
b. Make the pupils prepare an outline
c. Unlock difficult words by using the dictionary
d. Present advance organizer of the topic
19. As a post-reading activity in any content-area reading class, which of the
following should be avoided by the teacher?
a. Have students talk about what they read.
b. Ask questions to score comprehension.
c. Have students prepare make up test on their reading.
d. Go back to the Anticipation Guide for some correction.

20. A student asked the teacher to tell him the meaning of the word
"disetablishmentarianism", which is found in the text that the student read.
Instead of explicitly stating the meaning of the word, the teacher asked the
student to segment the word and look for its base word, prefix, and suffixes
so that they may construct the meaning of the word through these word
parts. Which of the following vocabulary strategy did the teacher use to help
the students arrive at the meaning of unfamiliar word?
a. Semantic feature analysis
b. Semantic mapping
c. Structural analysis
d. Context clues

21. 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?
a. Special
b. Preschool
c. Happiness
d. Undesirable

22. Bejinda is having a difficulty comprehending the novel, "Florante at

Laura", because the author's narration seems to be different than the actual
order of events that have happened in the story. Which strategy should the
teacher model Belinda so she would be able to understand the text?
a. Making a Venn diagram
b. Construction a timeline
c. Rereading the text
d. Listing the events

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

a. Sounding out words while reading
b. Giving an alternative ending for a story read
c. Looking at the author's biography
d. Rejecting the premises of the author

24. Which of the following activities should be the last option for the
metacognitive reader if he does not make sense of the expository text he is
reading?
a. Sounding out each word while reading the text
b. Questioning a detail that seems confusing
c. Rereading a part that suggest multiple meanings
d. Constructing a graphic organizer for the text

25. Mr. Javier has just ended the silent reading activity he provided for his
students and he deems to necessary to discuss the story. If he wants to
model critical reading to his students, which question should he likely ask
himself?
a. Who are the characters of the story?
b. Why did the main character end up not to be successful?
c. Would it be unfair to close a fairy tale with a sad ending after the princess
meets the prince? Why?
d. If I were to write another beginning of this selection, how would I start
this story?

26. Mrs. Corazon wants her students to respond creatively to the story they
have just read in the class. Which of the following activities should be
provided for the students so that she could achieve her aim?
a. Writing a summary of the story read
b. Writing a letter to a character in the story
c. Listing down the events that happened in the story
d. Answering comprehension questions about the story

27. Which of the following activities is NOT appropriate in helping readers

develop organizational comprehension of expository texts?
a. Outlining
b. Creating and using graphic organizers
c. Unlocking vocabulary words through context
d. Identifying the topic, main idea, and supporting details

28. When Brylle read the sentence, "The bankruptcy made a run on the
bank", he thought the bankruptcy literally ran on the bank. What explains
this phenomenon?
a. The reader lacks auditory perception
b. The reader lacks sight word recognition
c. The reader has inadequate proficiency in listening and speaking.
d. There is a mismatch between the reader and writer's field of experiences.

29. 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 agree or disagree to the statements
and made them explain their reasons before they finally read the text. What
does the teacher clearly demonstrate in this situation?
a. Reading through elaboration strategies
b. Reading through organizational strategies
c. Reading through preparational strategies
d. Reading through metacognitive strategies

30. Mr. Manantan's assessment of his students 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
covert the ideas into graphical representations. What should Mr. Manantan
teach and model?
a. The use of elaboration strategies
b. The use of organizational strategies
c. The use of preparational strategies
d. The use of metacognitive strategies
Answers: 1D 2C 3A 4C 5B 6B 7A 8D 9C 10D 11A 12D 13B 14A 15B 16B 17B
18D 19B 20C 21D 22B 23B 24A 25C 26B 27C 28D 29C 30B