Learning Across the Curriculum Flashcards
After listening in as the students in a literacy circle discuss a novel they have been reading, a third-grade teacher decides it would be helpful to assign the students to compare and contrast two key characters in the novel. The teacher could best support the students as they begin this assignment by teaching them how to use which of the following graphic organizers?
a. Venn Diagram
b. story map
c. KWL chart
d. word web
A
A preschool teacher regularly gathers the children around her on the rug for reading time with storybooks in a “big book” format. The teacher makes sure that all the children are seated comfortably and can see the pictures and words. She often chooses books that start with familiar patterns (Once upon a time…) and that contain recurring phrases that the children can anticipate and chime in with as the teacher reads to them. Which of the following outcomes describes the primary benefit of this activity?
a. Involving the children as active participants in the reading process before more formal reading instruction begins
b. prompting the children to begin associating individual letters of the alphabet with the specific sounds they represent.
c. helping the children to recognize that there are many different types of books and to develop personal literacy preferences
d. encouraging the children to notice the differences between pictures and letters and to understand the uses of each
A
A kindergarten teacher reads “Where the Wild Things Are” to the class and then leads the children in a discussion of the book. During the discussion, the teacher asks various questions about the story. Which of the following questions would require the children to draw an inference about the story?
a. What type of clothes did Max wear in the story?
b. Was Max’s mother still mad at him when he got home?
c. How long did it take Max to sail to the land of the Wild Things?
d. Which Wild Thing did you think looked scariest?
B
Which of the following strategies would be best for a first-grade teacher to address the literacy needs of a gifted first-grade student who is a highly proficient reader?
a. developing cognitively challenging reading and literacy activities related to the student’s interests.
b. arranging for the student to receive reading and literacy instruction in a higher-grade-level classroom
c. preparing puzzles or brain-teasers for the student to work on after completing reading and literacy assignments
d. asking the student to provide tutoring to classmates who struggle with reading and literacy assignments
A
Which of the following sentences include a prepositional phrase?
a. When will we be eating dinner tonight?
b. Sometimes it takes a long time to drive home.
c. The playful puppy buried its bone, and then it fell asleep.
d. The student put the book on the table.
D
A first-grade teacher includes the following student activities in a unit on money.
- writing a list of adjectives to describe the attributes of a penny, nickel, dime, and quarter
- completing a poem titled “How much is the coin in my pocket?” by filling in blanks with a coin’s name or value to make a rhyme.
These activities would likely be most effective for:
a. building students’ knowledge of written language structures
b. promoting students’ understanding of the writing process
c. fostering students’ ability to use standard writing conventions
d. developing students’ facility with writing across the curriculum
D
A second-grade teacher who frequently read stories aloud to her class employs various techniques to promote the children’s active engagement in the reading activity. For example, during one read-aloud, the teacher pauses to ask the children two questions about the story. She first asks, “How did the kitten feel when the little bird flew away?” She then asks, “How do we know how the kitten felt?” These two questions would be especially effective for encouraging the children to reflect on which of the following features of the story?
a. different layers of meaning a story may have
b. characteristics of various genres of literature
c. strategies an author may use to convey meaning
d. specific characters a writer may choose to write about
C
A small group of kindergarteners is learning how to identify the numerals 0 through 9. Which of the following would be the teacher’s best initial strategy for fostering children’s numeral recognition?
a. creating flash cards with the numeral written on one side and the written word on the other for children to use to drill one another.
b. having children practice writing numerals neatly on lined paper with a pencil, saying the name of each numeral as they write it.
c. creating a large mobile made from wires and cut-out wooden numerals to hang from the ceiling of the classroom.
d. placing large numeral mats on the floor and having children take turns moving to a numeral called out by the teacher or another child.
D
A third-grade teacher wishes to provide the class with a hands-on manipulative tool that will support students’ understanding of the geometric concept of area. Which of the following types of manipulative would be most useful for this purpose?
a. interlocking cubes
b. tanagram puzzles
c. pattern blocks
d. square geoboards
D
A kindergarten teacher is planning a variety of interdisciplinary activities promoting students’ understanding of the mathematical concept of pattern. Which of the following art activities would be most appropriate for the teacher to plan for this purpose?
a. having students use crayon to color the stripes on outline drawings of zebras in a coloring book
b. having students glue torn paper and natural objects to a piece of cardboard to make a collage
c. having students use sponge stamps to design and print a repeating border on a fabric square
d. having students rub paint through a screen with a toothbrush to make a spatter painting
C
A first-grade teacher has taught students to play mathematics games such as the following:
- concentration: cards with the number 1 through 9 are placed face down in a 4 by 5 array. Players take turns turning over a pair of cards and trying to make a sum of ten.
- Go Fish for Ten: Players try to make different combinations of ten with cards numbered 1 through 9. After laying down all of the combinations of ten they have been dealt, they take turns asking other players for a card (e.g., “Sam, do you have a two?”)
- Number Cubes: Players take turns rolling a pair of number cubes. Players accumulate points for rolling combinations that add up to ten.
Having students play games such as these on a regular basis is an effective strategy for helping students:
a. understand the concepts of greater than and less than
b. make reasonable estimates when solving problems
c. apply mathematics concepts to their daily lives
d. develop fluency with basic arithmetic facts
D
As five-year-olds Tara and Walter play with some stuffed animals, their teacher, Ms. Takahashi, hears the following conversation:
Tara: Hey, I know. Let’s make paper hats for all the animals.
Walter: Okay. I’ll get some paper. How many pieces do we need?
Tara: I don’t know. Ms. Takahashi, how many pieces of paper do we need?
Which of the following responses by Ms. Takahashi would best promote the children’s problem-solving skills in this situation?
a. “Start by making hats and then you’ll see how many you need as you go along.”
b. “What do you think you should do first to figure this out?”
c. “Try counting the number of animals that you have.”
d. “Do you think you need to add or subtract to get the answer?”
B
According to many experts, how much of a child’s speech should his/her parents understand by the time the child is a given age?
a. Parents should be able to understand half of their child’s speech by the time s/he is 18 months
b. Parents should be able to understand half of their child’s speech by the time s/he is 3 years old
c. Parents should be able to understand everything their child says by the time s/he is 2 years old
d. Parents should be able to understand nearly all a child’s speech by the time s/he is 3 years old.
A
In the Directed Reading Activity (DRA) approach to reading instruction using basal readers, the first of five steps is the teacher’s preparing and motivating students to read, and introducing new concepts and vocabulary words. Which of the following shows the correct sequence of the other four steps?
a. Guided silent reading; comprehension discussion; reading aloud; workbook activities
b. Reading aloud; comprehension discussion; workbook activities; guided silent reading
c. Comprehension discussion; workbook activities; guided silent reading; reading aloud
d. Workbook activities; reading aloud; guided silent reading, comprehension discussion
A
Of the following, which is/are NOT an example(s) of math manipulatives?
a. Tangrams for shape recognition
b. Large magnetic number boards
c. Printed mathematical formulas
d. Play money and toy cash registers
C
