American Board for Certification of Teacher Excellence Certification Exam Practice Tests and PDFs

Research finds that instructional strategies where students use metacognitive processes can lead to improvement in comprehension. Choice A is correct because students determining whether an author distorts or accurately represents reality is a metacognitive task that supports skill in evaluating sources and self- monitoring comprehension. Choice B is incorrect because a student considering whether they would recommend a text and who they would recommend it to does indeed help them make connections with the text. Choice C is incorrect because students considering whether a text title interests them or not helps students evaluate the text, their understanding of it, and their connection to it. Choice D is incorrect because students should learn to evaluate both author techniques and text effectiveness for the text's audience.

This sentence contains a misplaced modifier: not only modifies a decline, and but also modifies common sense. This is illogical because not only and but also are logically connected and thus should both modify the objects of the preposition in, which in turn modify the noun decline. To be correct, it should be written either as "not only a decline in manners, but also a decline in common sense" or as "a decline not only in manners, but also in common sense." This is not a squinting modifier (B), which makes the meaning unclear by potentially modifying either of words, e.g„ "Children who smile seldom are sad," which could mean children who rarely smile are sad. or children who smile are rarely sad. It is not a dangling participle (C), e.g., "While growing up, Popsicles were popular," wherein the participle is left dangling without a subject: the Popsicles were not growing up. It should be structured as. "While growing up. we liked Popsicles: or "While I was growing up, Popsicles were popular." Because choice A is correct, choice D is incorrect.

This is a compound sentence, i.e., two independent clauses joined by a conjunctive adverb ("unfortunately"). It is not a simple sentence (a) because it has two independent clauses; a simple sentence would have only one. It is not a complex sentence (c) because it has no dependent clauses: a complex sentence has at least one independent and one dependent clause. It is not a compound—complex (d) sentence because it has no dependent clause; a compound—complex sentence has at least two independent clauses and at least one dependent clause.

Teachers will observe a variety of developmental arcs when teaching reading, since all students learn differently. It is very important to understand which instances are normal in the course of learning and which signal a learning difficulty. Barrett is still exhibiting confusion over certain letter-sounds, typically when the letters look similar, At his age. this difficulty could suggest that Barrett has an issue with reading that could be addressed by a reading specialist. The other three choices describe normal behaviors that are commonly exhibited by children when they are learning to read. Choice C, Noelle, may describe an instance in which a student is having a learning problem. However, the teacher will need more information about Noelle's reading skills besides her reluctance to read before making a determination about how to proceed.

The first step the reader should take for evaluating argumentative writing is to identify what assumptions the author has made about the issue s/he discusses in the writing. Assumptions are things that the author accepts without proof. If an author's assumptions are incorrect or illogical, the ensuing argument will be flawed. Readers can be misled by argumentative writing if they do not identify the author's assumptions. The reader's second step is to identify what kinds of evidence the author has offered to support the argument (d). The reader should then take the third step of evaluating how relevant this evidence is (b). The fourth step for the reader is to evaluate how objective the author is about the issue discussed in the writing (a).

When hasty generalization is used as a method of appeal, the author uses anecdotal or insuffcient evidence to make generalizations about ideas or people that are not fully based in fact. They may be based on anecdotal evidence (e.g., "my neighbor smoked a pack of cigarettes a day and lived to be one hundred, so cigarettes must not be unhealthy") or can be based on evidence from small sample sizes or non-representative samples and extrapolated to the population as a whole (e.g., "Johnson is currently winning the presidential election in Smith County, so he will be the next president"). Rhetorical questions force agreement by asking a question that most people would answer the same way (e.g„ "Wouldn't you rather be paid more than less?"). Transfer and association persuades through the associating of one idea with something or someone that the audience is likely to agree with (e.g„ advertising products by showing them being used by popular public figures). Ad hominem attacks occur when the author attacks the person giving the argument rather than the argument itself (e.g., My opponent failed calculus when he was in college. We should not listen to someone who is bad at math! U).

The third-person limited narrator knows everything about one particular character. In subjective narration the narrator may include the character's thoughts and feelings, whereas the narrator does not tell that character's inner thoughts and feelings in objective narration (A). The third-person omniscient narrator knows everything about every character, not just one particular one, so choices C and D are incorrect.

Joann has brainstormed and has an outline and research, so she is ready to begin drafting her paper. Brainstorming, outlining, and research are all parts of prewriting, which prepares the writer for drafting. Choices A and C occur after drafting. Editing and proofreading are steps used to improve drafts. If a draft has not been written yet. these steps cannot occur. Choice B is publishing, which is the very last part of the writing process. Publishing occurs when the composition has been written and sufficiently edited. revised, and proofread. Without a draft publishing cannot occur. Choice D is the best next step.

Text coding (B) is an active reading strategy that can be used for reading informational text. In text coding, readers relate their prior knowledge to a text by marking ideas with various symbols to represent whether they already knew it, whether it surprises them, whether it confuses them. etc. Skimming (A) is a reading skill that involves looking over a text briefly to try to establish the main idea or develop predictions and expectations. Visualizing (C) and summarizing (D) are both reading strategies, but they do not involve marking the text, are not limited to informational text, and do not have a focus on prior knowledge.

This sentence correctly capitalizes the place name of Washington, D.C„ a proper noun. The word "president" is incorrectly capitalized in (A): it should only be capitalized when used as a proper noun, e.g„ "President Obama." But when a civil title is used instead of a name as it is here. it is not capitalized. The word "south" is incorrectly capitalized in Compass directions are not capitalized. as in "coming south" or "going south." They are capitalized only when referring to actual regions, as in "We live in the South." The words "science" and "math" are incorrectly capitalized in (D). Academic subjects are not capitalized. It is correct to capitalize "English" because it is derived from the proper noun "England." Specific titles of classes or courses, like "Elementary Algebra" or "Math 101" should be capitalized, but general nouns like "science" and "math" should not.