PPR Flashcards
Mr. Prince teaches fourth-grade math. He records his lessons and posts them online for students to watch when they need to review. He explains verbally and writes down instruction. He also offers manipulatives for the class to use when needed. Mr. Prince’s way of teaching is a great example of:
using varied strategies and adjusting communication to reach all students.
correct
Option A is the correct answer.
Explanation:
Students learn in different ways (for example: visual, auditory, tactile) and teachers should try to present concepts with explanations in the varying modalities of learning to maximize student engagement and learning success. Have students listen, write, stand, and interact with the subject matter in order to ensure understanding.
A
using varied strategies and adjusting communication to reach all students.
B
using technology to teach students.
C
visual teaching style.
D
working too hard to teach simple concepts.
A. using varied strategies and adjusting communication to reach all students.
Explanation:
Students learn in different ways (for example: visual, auditory, tactile) and teachers should try to present concepts with explanations in the varying modalities of learning to maximize student engagement and learning success. Have students listen, write, stand, and interact with the subject matter in order to ensure understanding.
Which of the following is the best way to prepare for potentially challenging situations with students throughout the school year?
A
send home a copy of the class rules to parents in addition to posting them in the classroom
B
make sure students and parents know the learning objectives for each unit of study
C
establish positive relationships by getting to know students and their families at the start of the school year
D
schedule parent/teacher conferences after the first grading period
C
establish positive relationships by getting to know students and their families at the start of the school year
correct
Option C is the correct answer.
Explanation:
This is the best way to be proactive for any situations that may arise throughout the school year. Parents will be much more receptive to hear from teachers about challenges if it is not the first communication they receive from them. Parents want to feel like their children are known and valued by their teachers.
Mr. Sanders is preparing a lesson for the following TEKS History standard:
The student understands how individuals, events, and issues shaped the history of Texas during the 20th and early 21st centuries.
The student is expected to:
(A) explain the political, economic, and social impact of the oil industry on the industrialization of Texas.
Which of the following would be an example of a learning goal to support this TEKS standard?
A
Students will understand how individuals, events, and issues shaped the history of Texas during the 20th and early 21st centuries, including the political, economic, and social impact of the oil industry on the industrialization of Texas.
B
Students will outline the reason for an increased demand of oil.
C
Students will differentiate between the Texas economy before and after the rise of the oil industry.
D
Students will read an article describing the pre-oil economy then work with a peer to predict what changes occured because of the high demand of oil.
C. Students will differentiate between the Texas economy before and after the rise of the oil industry.
Option C is the correct answer.
Explanation:
This would be an example of a learning objective that would partially cover the provided TEK.
Mrs. Hogan is wrapping up a unit on homeostasis. She would like to assess student knowledge before she moves on. Which of the following would be the best summative assessment?
A
a video and accompanying worksheet over homeostasis in animal cells
B
a test over homeostasis and the processes involved
C
a review game over homeostasis
D
a lab activity in which students observe homeostasis and the process required to maintain it
B
a test over homeostasis and the processes involved
correct
Option B is the correct answer.
Explanation:
Tests are summative assessments that allow the teacher to reflect and be sure there are no large gaps in knowledge.
Sara is a student who reads above grade-level and discusses ideas at a high level, but has been known to neglect class work and leave assignments unfinished when she does not see the point. She is not motivated by grades and her participation depends mostly on the subject being studied. Which of the following best describes Sara?
A
externally motivated by teacher approval
B
intrinsically motivated by a love of reading
C
externally motivated by grades
D
intrinsically motivated by interest in the content
D
intrinsically motivated by interest in the content
correct
Option D is the correct answer.
Explanation:
Intrinsically-motivated students draw their motivation from the learning process. They find joy in the activity itself and learn for the sake of learning. Sara’s participation seems to depend on how valuable she finds the assignment.
Students in second grade are learning about metamorphosis. What is the best way for them to learn this concept?
A
Create a worksheet that directs students to color and cut out pictures and then place them in the right order.
B
Go on a nature walk during science time on a set day each week and look for caterpillars, cocoons, and butterflies.
C
Have them raise a caterpillar and document each day what they observe as it forms a chrysalis and becomes a butterfly.
D
Read “The Very Hungry Caterpillar” and have them discuss metamorphosis.
C
Have them raise a caterpillar and document each day what they observe as it forms a chrysalis and becomes a butterfly.
correct
Option C is the correct answer.
Explanation:
This hands-on experience allows them to observe the process of metamorphosis and learn while they are documenting.
A third-grade classroom contains students from diverse backgrounds and varied skills. The teacher plans to have students contribute individually to a class book that features each student with a page for pictures and brief information about each student to share with others. What is the best reason for selecting this instructional activity?
A
It demonstrates acceptance of diversity and its value in enriching students’ learning.
B
It provides a context for applying students’ writing and organizational skills.
C
It demonstrates the importance of peers, peer acceptance, and conformity to peer-group norms.
D
It provides an enjoyable activity to engage students in language development.
A
It demonstrates acceptance of diversity and its value in enriching students’ learning.
correct
Option A is the correct answer.
Explanation:
Having students contribute individual pages about themselves to a class book has many positive outcomes, and all four choices have merit. However, demonstrating an acceptance of diversity is of the utmost importance in a class with diverse backgrounds. This activity promotes an acceptance and understanding of the backgrounds of the students while providing an enjoyable, enriching activity. The keywords in the prompt is “students from diverse backgrounds.”
A department meeting with fifth-grade and sixth-grade language arts teachers is held to discuss a lack of student ability to recognize and understand the use of root words and affixes in the vocabulary-building process. A new teacher states that at the elementary school, a big emphasis is made to align different roots and affixes by each grade level so that a logical progression can be made from one grade to the next. The intermediate teachers decide to meet with the teachers at the elementary feeder school to see what approaches have been used successfully in the fourth grade to reinforce these concepts. In addition, the teachers thought it might be beneficial to meet with the seventh-grade LA teachers to determine if there is any pattern in student reading or writing skills that would indicate a lack of a quality foundation that they could be reinforcing at the intermediate level.
Which of the following would be the best way to affect this plan?
A
The new intermediate teacher has a friend at the middle school who teaches LA seventh grade. She decides to ask her friend to get together with the other LA teachers to arrange the collaborative meeting between the two schools.
B
The new teacher is asked by the department head to help present the idea to their principal and solicit his help by discussing it with the middle school principal.
C
The new teacher writes a formal letter to the LA department head at the middle school presenting the request that was discussed at the meeting.
D
The new teacher calls the elementary school principal and makes the request for a collaborative meeting between the two schools’ LA teachers.
B
The new teacher is asked by the department head to help present the idea to their principal and solicit his help by discussing it with the middle school principal.
Option B is the correct answer.
Explanation:
This is the best answer choice because the department head is above the new teacher in the chain of command and they both must answer to the principal. The department chair is recognizing the leadership ability in the beginning teacher, and is giving her the opportunity to demonstrate this to the principal. It is the principal’s decision to approve or disapprove the request and take the next step in making the meeting happen.
When Miss Sanchez, a preschool teacher, resolves a dispute between two students, what is the best non-verbal tool to achieve an agreeable resolution between the two parties?
A
Bring herself down to the students’ level to communicate.
B
Stand above the students to convey her authority in the situation.
C
Speak slowly, so the students can understand the message she is sending.
D
Maintain a firm grasp on the arm of the party she deems responsible.
A
Bring herself down to the students’ level to communicate.
correct
Option A is the correct answer.
Explanation:
This action establishes that the teacher is not there to chastise the students, but to listen. By lowering her body, she can better establish eye contact and make the students feel she is not above them.
When the students present their conclusions to the class, Ms. Wright is impressed by her students’ presentations and findings but worried because the task has taken two days longer than it should have. Now, she feels pressure to cut down the content in the next unit to get back on schedule. Ms. Wright tells her mentor teacher about her concern, and together they list the specific problems that were causing her delay:
1) Too much time was spent collecting student work and returning it to students.
2) A lot of time was spent commenting on student work and providing feedback.
3) Students often misplaced parts of their assignment, as it was constantly being transferred back and forth from student to teacher.
Ms. Wright’s decision to leave comments at each stage of the assignment, rather than providing explicit corrections, benefits students by helping them to:
A
improve their presentation skills.
B
develop a sense of ownership of their work.
C
differentiate between the different types of graphs.
D
consider varied perspectives.
B
develop a sense of ownership of their work.
correct
Option B is the correct answer.
Explanation:
Because Ms. Wright does not correct the student errors, students are left with the responsibility to correct the errors and improve their work. This responsibility, combined with the fact that the students have chosen their own topics to research, gives the students a sense of ownership of their work.
Use the information below to answer the questions that follow. The information presents a hypothetical classroom scenario, and the questions require that you make the best decision, based on the presented information.
Ms. Wright is a 6th-grade math teacher who likes to design her own task-based lessons to go along with the school curriculum. For a unit on statistics, she designs a project in which students create statistical questions, survey others, display and analyze the results and report their interpretations and conclusions in a presentation to the class. After each step, Ms. Wright has the students turn in their work so that she can identify any errors and provide constructive feedback. When the students present their conclusions to the class, Ms. Wright is impressed by her students’ presentations and findings but worried because the task has taken two days longer than it should have. Now, she feels pressure to cut down the content in the next unit to get back on schedule. Ms. Wright tells her mentor teacher about her concern, and together they list the specific problems that were causing her delay:
1) Too much time was spent collecting student work and returning it to students.
2) A lot of time was spent commenting on student work and providing feedback.
3) Students often misplaced parts of their assignment, as it was constantly being transferred back and forth from student to teacher.
What is the primary reason that Ms. Wright plans to meet with a mentor teacher?
A
to improve her instructional approach in the future
B
to discuss alternatives to task-based assignments
C
to commiserate about a shared experience
D
to compare personal teaching philosophies
A
to improve her instructional approach in the future
Explanation:
After identifying the issues that led to Ms. Wright’s delay, the next step will be to discuss possible solutions to avoid these issues in the future.
Use the information below to answer the questions that follow. The information presents a hypothetical classroom scenario, and the questions require that you make the best decision, based on the presented information.
Ms. Wright is a 6th-grade math teacher who likes to design her own task-based lessons to go along with the school curriculum. For a unit on statistics, she designs a project in which students create statistical questions, survey others, display and analyze the results and report their interpretations and conclusions in a presentation to the class. After each step, Ms. Wright has the students turn in their work so that she can identify any errors and provide constructive feedback. When the students present their conclusions to the class, Ms. Wright is impressed by her students’ presentations and findings but worried because the task has taken two days longer than it should have. Now, she feels pressure to cut down the content in the next unit to get back on schedule. Ms. Wright tells her mentor teacher about her concern, and together they list the specific problems that were causing her delay:
1) Too much time was spent collecting student work and returning it to students.
2) A lot of time was spent commenting on student work and providing feedback.
3) Students often misplaced parts of their assignment, as it was constantly being transferred back and forth from student to teacher.
Ms. Wright’s decision to allow her students to create their own statistical questions is likely to result in:
A
an improvement in the students’ ability to work with peers.
B
a decrease in the teacher’s workload.
C
an increase in the students’ motivation.
D
a decline in the students’ quality of work.
C
an increase in the students’ motivation.
Explanation:
Students are more motivated when they have a choice in their learning. By allowing students to choose the questions to ask and analyze, students are likely to be more interested in their results.
Use the information below to answer the questions that follow. The information presents a hypothetical classroom scenario, and the questions require that you make the best decision, based on the presented information.
Ms. Wright is a 6th-grade math teacher who likes to design her own task-based lessons to go along with the school curriculum. For a unit on statistics, she designs a project in which students create statistical questions, survey others, display and analyze the results and report their interpretations and conclusions in a presentation to the class. After each step, Ms. Wright has the students turn in their work so that she can identify any errors and provide constructive feedback. When the students present their conclusions to the class, Ms. Wright is impressed by her students’ presentations and findings but worried because the task has taken two days longer than it should have. Now, she feels pressure to cut down the content in the next unit to get back on schedule. Ms. Wright tells her mentor teacher about her concern, and together they list the specific problems that were causing her delay:
1) Too much time was spent collecting student work and returning it to students.
2) A lot of time was spent commenting on student work and providing feedback.
3) Students often misplaced parts of their assignment, as it was constantly being transferred back and forth from student to teacher.
In order to avoid these issues in the future, Ms. Wright’s mentor is likely to suggest some tips related to:
A
time and material management.
B
fostering a positive classroom climate.
C
varying instructional techniques for different learning styles.
D
student behavior management.
A
time and material management.
Explanation:
It is clear that Ms. Wright is struggling with time management, as her assignment has taken two days longer than she had planned. It is also clear that she struggles with material management, as much time is wasted collecting and distributing papers and waiting for students to find misplaced papers.
Which of the following requires that schools keep student information and records confidential?
A
The Individuals with Disabilities Education Act (IDEA)
B
Section 504
C
The Health Insurance Portability and Accountability Act (HIPAA)
D
Family Educational Rights and Privacy Act (FERPA)
D
Family Educational Rights and Privacy Act (FERPA)
Explanation:
FERPA protects the privacy of student education records and is applicable to all schools that receive funds from the U.S. Department of Education.
An 8th-grade history teacher is teaching his students about past presidents. As part of the unit, he plans to have a mock election, in which each student acts as a former president and presents a persuasive campaign speech. The following steps will be performed over a week.
Step 1: Students will be shown a video clip of two presidential nominees giving a campaign speech. Students will be asked to share their opinions on the candidates. The teacher will reveal who the candidates are and who won the election.
Step 2: The teacher will present the elements of a persuasive speech. The students will watch another video and identify the elements within the campaign speeches.
Step 3: Students will be asked to name some former presidents and their accomplishments. Students will complete a graphic organizer matching each president to his major accomplishment.
Step 4: Students will be assigned a president to research and act as when giving a campaign speech. The teacher will randomly select sets of two presidents to compete against one another in a modern-day mock election.
Step 5: Students will research their president and prepare a 2-3 minute campaign speech, addressing the issues of today, for a mock election. Additionally, students will prepare a campaign slogan and poster.
Step 6: Students will give their speeches and classmates will vote for a winner.
Which of the following questions could the teacher ask to introduce the topic and elicit student interest before describing the task to students?
A
Do you think that past presidents could handle the current issues in America today?
B
Why should we vote for you?
C
What are the steps to prepare a campaign speech?
D
What would you do to confront the problem of climate change?
A
Do you think that past presidents could handle the current issues in America today?
Explanation:
This question is designed to evoke interest in students. It requires the students to think creatively and introduces the theme of the task that will soon be given.
An 8th-grade history teacher is teaching his students about past presidents. As part of the unit, he plans to have a mock election, in which each student acts as a former president and presents a persuasive campaign speech. The following steps will be performed over a week.
Step 1: Students will be shown a video clip of two presidential nominees giving a campaign speech. Students will be asked to share their opinions on the candidates. The teacher will reveal who the candidates are and who won the election.
Step 2: The teacher will present the elements of a persuasive speech. The students will watch another video and identify the elements within the campaign speeches.
Step 3: Students will be asked to name some former presidents and their accomplishments. Students will complete a graphic organizer matching each president to his major accomplishment.
Step 4: Students will be assigned a president to research and act as when giving a campaign speech. The teacher will randomly select sets of two presidents to compete against one another in a modern-day mock election.
Step 5: Students will research their president and prepare a 2-3 minute campaign speech, addressing the issues of today, for a mock election. Additionally, students will prepare a campaign slogan and poster.
Step 6: Students will give their speeches and classmates will vote for a winner.
In Step 6, the teacher has the students agree upon some rules for the mock elections. The class agrees to cast their votes in private, by writing their choice, along with a reason, on a sheet of paper. Why does the teacher have the students do this?
A
It promotes a positive classroom climate.
B
It resembles a realistic election.
C
It reduces wasted time and increases classroom productivity.
D
It requires students to use persuasion techniques.
A
It promotes a positive classroom climate.
Explanation:
Having the students set the guidelines for the activity will help create a positive classroom climate, in which all students respect one another and don’t cast their votes for students based on factors unrelated to their campaign speeches.
An 8th-grade history teacher is teaching his students about past presidents. As part of the unit, he plans to have a mock election, in which each student acts as a former president and presents a persuasive campaign speech. The following steps will be performed over a week.
Step 1: Students will be shown a video clip of two presidential nominees giving a campaign speech. Students will be asked to share their opinions on the candidates. The teacher will reveal who the candidates are and who won the election.
Step 2: The teacher will present the elements of a persuasive speech. The students will watch another video and identify the elements within the campaign speeches.
Step 3: Students will be asked to name some former presidents and their accomplishments. Students will complete a graphic organizer matching each president to his major accomplishment.
Step 4: Students will be assigned a president to research and act as when giving a campaign speech. The teacher will randomly select sets of two presidents to compete against one another in a modern-day mock election.
Step 5: Students will research their president and prepare a 2-3 minute campaign speech, addressing the issues of today, for a mock election. Additionally, students will prepare a campaign slogan and poster.
Step 6: Students will give their speeches and classmates will vote for a winner.
What should the teacher provide students in order to ensure the successful completion of the task?
A
a list of reputable research sites
B
a glossary of terms included in the speeches
C
transcripts of the campaign speeches in the videos
D
a prepared research outline or rubric
D
a prepared research outline or rubric
Explanation:
The students will be more successful on the assignment if they are given a prepared research outline or rubric to guide them in preparing their campaign speeches. A research outline can guide their research and a rubric can explain the components that the teacher is looking for in determining the quality of their work.
An 8th-grade history teacher is teaching his students about past presidents. As part of the unit, he plans to have a mock election, in which each student acts as a former president and presents a persuasive campaign speech. The following steps will be performed over a week.
Step 1: Students will be shown a video clip of two presidential nominees giving a campaign speech. Students will be asked to share their opinions on the candidates. The teacher will reveal who the candidates are and who won the election.
Step 2: The teacher will present the elements of a persuasive speech. The students will watch another video and identify the elements within the campaign speeches.
Step 3: Students will be asked to name some former presidents and their accomplishments. Students will complete a graphic organizer matching each president to his major accomplishment.
Step 4: Students will be assigned a president to research and act as when giving a campaign speech. The teacher will randomly select sets of two presidents to compete against one another in a modern-day mock election.
Step 5: Students will research their president and prepare a 2-3 minute campaign speech, addressing the issues of today, for a mock election. Additionally, students will prepare a campaign slogan and poster.
Step 6: Students will give their speeches and classmates will vote for a winner.
Which two of the following standards would fit well with this unit?
Select all answers that apply.
A
write persuasive texts to influence the attitudes or actions of a specific audience
B
gather relevant information from multiple print and digital sources and quote or paraphrase the data and conclusions of others
C
translate quantitative or technical information expressed in words in a text into visual form
D
produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
A
write persuasive texts to influence the attitudes or actions of a specific audience
Explanation:
The campaign speeches are structured as persuasive texts and aimed to influence the actions of the students in the class.
D
produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
Explanation:
The students will be required to produce clear and coherent writing, appropriate to task purpose and audience in the formation of their campaign speeches. The campaign speeches must be written in a way that persuades the students in the class to vote for them.
Before reading a text on the food web in a 5th-grade science class, Ms. Steiger provides students with some general statements to elicit a response. She asks students to either agree or disagree with the statement and if possible, explain their reasoning. After reading the text, students return to the statements and indicate if their opinions have changed or were strengthened. The purpose of this activity is:
A
to activate students’ prior knowledge.
B
to informally assess students.
C
to practice self-assessment.
D
to help students organize information.
A
to activate students’ prior knowledge.
Explanation:
Ms. Steiger is using an anticipatory guide. The main purpose of an anticipatory guide is to engage students by activating prior knowledge and stimulating student interest before reading a text, listening to a lecture, or watching a video.
Mrs. Miller, a sixth-grade science teacher, is striving to create a classroom environment that encourages learning and academic effort. She does not want to have a classroom culture that causes stress and anxiety in the students. Which of the following would best accomplish Mrs. Miller’s goal?
A
Clearly outline expectations for student behavior and performance.
B
Create stressful situations so students know how to handle them.
C
Tell students to work harder if there is an issue in academics or peer-to-peer relationships.
D
Encourage students to search for the information by themselves when they are having trouble learning an academic concept.
A
Clearly outline expectations for student behavior and performance.
Explanation:
Clear behavioral expectations combined with a well-organized classroom reduces students’ stress because the students then do not have to guess what a teacher expects from them in terms of behavioral and academic expectations.
Which of the following does NOT accurately reflect the 504 designation?
A
A 504 plan provides requirements for classroom teachers to adjust instruction or the classroom environment in various ways to better meet the student’s needs.
B
A 504 plan defines accommodations for student success in the general education classroom when the student has an impairment that significantly impacts their life.
C
A 504 plan is the same as an IEP and they can be used interchangeably.
D
The document may require accommodations like providing notes to a student instead of expecting them to copy the projected notes, or providing a seating assignment that decreases distractions.
C
A 504 plan is the same as an IEP and they can be used interchangeably.
Explanation:
This is the correct response. A 504 plan is not the same as an IEP. Individual Education Plans are specific to students being served by special education services.
Mr. Banner is a teacher who utilizes a variety of instructional activities, such as lectures, group projects, videos, and research projects in his classroom. Which of the following describes the greatest benefit of using a variety of instructional activities in a classroom?
A
The teacher has a variety of teaching styles.
B
The teacher is more attentive and excited about the material being taught.
C
The teacher addresses the different learning styles of the students.
D
The teacher can demonstrate to the administration the exciting nature of the teaching.
C
The teacher addresses the different learning styles of the students.
Explanation:
Teachers should accommodate instruction to meet the varying learning styles of their students. By varying the instructional strategies, Mr. Banner can address the auditory, visual, and tactile learning styles of his students.
A third-grade classroom includes several students who are English Language Learners (ELLs). The students are reading a novel, and the teacher has introduced a list of vocabulary words on a bulletin board. The ELL students are not currently reading on grade level. Which of the following strategies could help them to learn the vocabulary words?
Select all answers that apply.
A
provide translated versions of the vocabulary words
B
have students read an abridged version of the novel in their native language(s)
C
allow the students to listen to snippets of an audio version of the novel
D
pair the vocabulary word with a picture and simple definition
A
provide translated versions of the vocabulary words
Explanation:
This would help students to recognize the vocabulary words by name and meaning when encountering the words in the novel.
D
pair the vocabulary word with a picture and simple definition
Explanation:
The teacher is providing equal access to the students by providing a picture cue and simple language that explains the vocabulary words. The teacher can reinforce learning by having students draw picture cues of their own and practice using the words in context.
Mr. Ray typically begins each day with direct-teaching instruction where he uses the whiteboard and lecture notes to teach the students. Many times, he has turned around from writing on the whiteboard to find students distracting each other. Of the following, what would be the most effective technique to maintain the students’ interest?
A
Place a mirror above the whiteboard so he can monitor the students’ behavior while he writes.
B
Use short multimedia presentations such as PowerPoint to deliver content that is accompanied by pictures or short videos.
C
Allow the students to invite local community members to speak about the content and how it relates to the students’ community.
D
Require the students only to have a pencil and paper on their desk.
B
Use short multimedia presentations such as PowerPoint to deliver content that is accompanied by pictures or short videos.
correct
Explanation:
This is the best option. A multimedia presentation would be more entertaining to students and increase the chances of students paying attention during classroom instruction.
Mr. Appleton is considering providing some material for his students from the internet. Which of the following is Mr. Appleton legally permitted to do under fair use guidelines?
A
Compile interesting articles and videos from various websites for non-instructional use by the students.
B
Distribute a single-user access login, purchased by the school, to students.
C
Use pictures and information from various websites in a class presentation.
D
Stream an entertaining movie from a website as a reward to students for good grades.
C
Use pictures and information from various websites in a class presentation.
Explanation:
Using parts of various websites for instructional purposes is allowed under fair use guidelines.
Mr. Kimball is teaching his 7th-grade science class about composting. As Mr. Kimball is describing the process, he realizes that it would be a lot easier to simply take his class to the composting area at a farm a few blocks away from the school. So, he makes an impromptu decision to conduct the lesson at the farm. When the school principal finds out about the excursion, she is visibly upset. Why?
A
Mr. Kimball didn’t get permission from the students’ parents and/or guardians.
B
Mr. Kimball didn’t survey the students to see if this activity interested them.
C
Mr. Kimball didn’t follow his original lesson plan.
D
Mr. Kimball didn’t call the farm in advance to request access.
A
Mr. Kimball didn’t get permission from the students’ parents and/or guardians.
Explanation:
Teachers cannot take students off-campus without parent/guardian permission. This is a violation of school policy and a reason for the principal to be upset.
A class is learning about the different eras of innovation, from the Industrial Revolution to modern times. As part of the unit, the teacher asks students to choose any invention that has influenced their lives in a drastic way and write about the history of that invention. She gives the students a choice because giving students a choice:
A
encourages them to challenge themselves
B
makes them more accountable for their work
C
increases their intrinsic motivation
D
improves their cognitive awareness
C
increases their intrinsic motivation
Explanation:
Students learn better if they can relate a topic to their lives. This increases their intrinsic motivation, or the motivation to do something because it’s enjoyable and interesting, rather than because of an outside incentive, such as a reward.
Arturo moved to the US from Mexico two years ago, and his teacher has noticed major progress in his reading. In fact, on his progress report, his teacher notes that Arturo can read grade-level texts with appropriate rate, speed, intonation, and expression. This is a characteristic of which reading proficiency level?
A
Beginning
B
Intermediate
C
Advanced
D
Advanced High
D
Advanced High
Explanation:
ELLs do not typically read with appropriate rate, speed, intonation, and expression until they reach an advanced high level of reading proficiency.
A 10th-grade student is studying environmental science in school. For his research paper, he is writing about pesticide use in the modern-day food system. When writing his paper, which of the following sources should the student be wary of?
Select all answers that apply.
A
an internet blog post with an unknown author
B
an editorial recently published in a scholarly journal
C
an infographic taken from a .gov site
D
an article published in a scientific journal in 1950
A
an internet blog post with an unknown author
Explanation:
It’s important for the author to be a credible source, especially when information is taken from a blog.
D
an article published in a scientific journal in 1950
Explanation:
Because the student is writing about a current topic, he should use articles published recently. An article published about pesticide use in the 1950s can contain information that is no longer accurate today.
Use the conversation between Elizabeth, a middle school English-language learner (ELL), and her science teacher to answer the questions that follow.
Mr. Kant: What do you think has a greater effect on people’s behavior: their genetics, or nature, or their environment, what we call nurture?
*Mr. Kant writes on the board nature (genetics) vs. nurture (environment), along with a quick drawing to depict each concept. (Elizabeth raises hand)
Mr. Kant: Yes, Elizabeth.
Elizabeth: I think nature is more strong.
Mr. Kant: OK. So, you think nature, or someone’s genetics, has a greater effect. Why do you think that?
Elizabeth: Well, my sisters and me are very different. My more old sister is very quiet, and I like to talk a lot. My more young sister is brave, and I am not brave! We are different, but we have same environment in home.
Mr. Kant: That’s a great example! I am different from my sisters: let’s write that on the board under nature.
Based on the grammatical errors that Elizabeth makes in the conversation, she would most benefit from instruction in which of the following English-language skills?
A
using proper relative pronouns in adjective clauses
B
ensuring proper subject-verb agreement
C
correct use of coordinating conjunctions
D
changing adjective form in comparative statements
D
changing adjective form in comparative statements
Explanation:
Elizabeth makes mistakes in all three of her comparative statements. She uses more, rather than adding the suffix -er to the one syllable words strong, old, and young.
Use the conversation between Elizabeth, a middle school English-language learner (ELL), and her science teacher to answer the questions that follow.
Mr. Kant: What do you think has a greater effect on people’s behavior: their genetics, or nature, or their environment, what we call nurture?
*Mr. Kant writes on the board nature (genetics) vs. nurture (environment), along with a quick drawing to depict each concept. (Elizabeth raises hand)
Mr. Kant: Yes, Elizabeth.
Elizabeth: I think nature is more strong.
Mr. Kant: OK. So, you think nature, or someone’s genetics, has a greater effect. Why do you think that?
Elizabeth: Well, my sisters and me are very different. My more old sister is very quiet, and I like to talk a lot. My more young sister is brave, and I am not brave! We are different, but we have same environment in home.
Mr. Kant: That’s a great example! I am different from my sisters: let’s write that on the board under nature.
During the conversation with Elizabeth, what does Mr. Kant do effectively?
Select all answers that apply.
A
corrects Elizabeth’s grammatical errors
B
asks Elizabeth to elaborate on her initial response
C
validates Elizabeth’s response
D
defines and repeats key vocabulary
B
asks Elizabeth to elaborate on her initial response
Explanation:
Mr. Kant asks Elizabeth to give a reason for her response. Asking students to elaborate on their responses is an important way for a teacher to ensure that a student is demonstrating their understanding.
C
validates Elizabeth’s response
Explanation:
When Mr. Kant says, “That’s a great example!” he validates Elizabeth’s response. This is important because it makes Elizabeth feel like she is making a valuable contribution to the class and encourages her to continue to participate in the future.
D
defines and repeats key vocabulary
Explanation:
When speaking to English-language learners, it’s important to provide comprehensible input, which requires that the teacher speak slowly and clearly, define and/or provide examples of new academic vocabulary and repeat or rephrase the information.
Use the conversation between Elizabeth, a middle school English-language learner (ELL), and her science teacher to answer the questions that follow.
Mr. Kant: What do you think has a greater effect on people’s behavior: their genetics, or nature, or their environment, what we call nurture?
*Mr. Kant writes on the board nature (genetics) vs. nurture (environment), along with a quick drawing to depict each concept. (Elizabeth raises hand)
Mr. Kant: Yes, Elizabeth.
Elizabeth: I think nature is more strong.
Mr. Kant: OK. So, you think nature, or someone’s genetics, has a greater effect. Why do you think that?
Elizabeth: Well, my sisters and me are very different. My more old sister is very quiet, and I like to talk a lot. My more young sister is brave, and I am not brave! We are different, but we have same environment in home.
Mr. Kant: That’s a great example! I am different from my sisters: let’s write that on the board under nature.
Based on Elizabeth’s responses, she would most likely be classified at which of the following English-language proficiency levels?
A
Beginning
B
Intermediate
C
Advanced
D
Advanced-high
B
Intermediate
Explanation:
Elizabeth demonstrates an intermediate level of English-language proficiency. She is able to communicate simple messages with basic vocabulary. She makes mistakes with comparatives, articles, and prepositions, which are common mistakes to make at the intermediate level.
As Mrs. Matthews, an ELAR teacher, grades a required composition, she writes a note concerning each of her students’ work. According to research on instructional feedback, which elements would be the best method for providing feedback to students?
A
giving both positive and negative feedback in general
B
informing the student of specific individual errors
C
using an established rubric with further notes of the specific positives and informing the student about the specific errors that need to be addressed
D
promoting a positive learning environment by putting more emphasis on what the students did correctly rather than specifically identifying the students’ mistakes
C
using an established rubric with further notes of the specific positives and informing the student about the specific errors that need to be addressed
Explanation:
This is the best answer choice. Students would have already been introduced to and understand that this type of rubric will be used for grading and that they will benefit from specific feedback.
Prior to a first-grade teacher reading a story about the zoo to his class, he tells his students that he wants them to learn which animals live at the zoo because they will be going on a field trip to the local zoo next week. By telling the students the objective of the reading material, the teacher best demonstrates knowledge of which teaching principle?
A
Class readings should not exceed the comprehension level of the highest achieving students.
B
When students are aware of the focus and expectations of an activity, their comprehension of the material increases.
C
Student learning is best achieved by relating material to students’ interests.
D
Students at this cognitive level best process new information by relating it to already known information or past experiences.
B
When students are aware of the focus and expectations of an activity, their comprehension of the material increases.
Explanation:
When students are aware of the purpose of an assignment, they are better able to understand and process the information.
Mr. Daniels has assigned his class a group project and wants to ensure the students understand the project as they complete it. Which of the following would be the best strategy to monitor student understanding during the project?
A
Observe the students from the front of the class.
B
Assign one group member to observe and report on the group members’ understanding.
C
Walk from group to group while observing the students.
D
Provide a self-assessment questionnaire for students to complete after the group project is finished.
C
Walk from group to group while observing the students.
Explanation:
This is the best answer option as Mr. Daniels would be able to observe students’ behavior and spot indicators of misunderstanding while students are completing the task. Also, it will make him more available for student questions.
How should the Texas Essential Knowledge and Skills (TEKS) be reflected in a student’s Individualized Education Program (IEP)?
A
The IEP objectives should try to align as closely as possible with the appropriate TEKS.
B
The TEKS can be a substitute for an IEP.
C
The IEP objectives should match the TEKS without deviation except for legally required deviation.
D
The IEP objectives should be developed without alignment to the TEKS.
A
The IEP objectives should try to align as closely as possible with the appropriate TEKS.
Explanation:
The IEP objectives should align with the corresponding TEKS so that they are appropriate for the student and based on what they are learning.
Mrs. Vazquez is a seventh-grade history teacher with students from a wide geographic area. For a class project, she has her students write their state representatives asking them to come visit and speak at their school. Out of the three representatives contacted, two wrote a letter thanking the students for their time but declined the request, and one representative made a visit to the campus. The most likely benefit for the students in writing the letters is:
A
to foster the students’ understanding of Texas history by letting them meet a local representative in person.
B
to encourage them to consider the viewpoints of other students when trying to achieve a common goal.
C
the development of letter writing skills.
D
to show the students that they were taken seriously by elected officials, which could encourage them to engage in political activity in the future.
D
to show the students that they were taken seriously by elected officials, which could encourage them to engage in political activity in the future.
Explanation:
Having the students’ effort rewarded is likely to encourage them to participate in politics in the future, since their prior behavior has been tangibly rewarded.
Which of the following is not a useful, non-verbal method of communication to encourage students to refocus their attention on their classroom work?
A
The teacher leaves the classroom to go into his private office when students are talking out of turn.
B
The teacher makes eye contact or touches students’ desks or workspaces in an obvious manner, to remind them they are being supervised.
C
The teacher places himself close to two students who are in the midst of talking and not working.
D
The teacher uses gestures during lectures, to highlight important points to students.
A
The teacher leaves the classroom to go into his private office when students are talking out of turn.
While many teachers use an avoidance method when frustrated with students, this is not an effective technique and could easily backfire on a teacher who loses control of a particularly animated class.
A new teacher is setting up her classroom and wants to ensure the space is ideal for learning. Which of the following is the least important question this teacher should ask when determining the layout of the room?
A
Do all students have a clear view of the teacher if needed?
B
Are there any things in the space that might hinder a students ability to perform in the space?
C
Are all students able to access what they need in the space?
D
Are the colors matching in the space and does it look appealing?
D
Are the colors matching in the space and does it look appealing?
Explanation:
While it is nice to have a lively and appealing classroom with colors and patterns that match, this is not the most important question a new teacher should ask when setting up the classroom. Sometimes, teachers forget about the basic layout and importance for all students to have access when setting up a room. This can cause issues for students.
Mr. Valdez planned a revision lesson where he shows the class before and after examples of the rough and final draft of an essay. He then provides class time for students to begin revising their work, but many students are emphatic that their essay is done and want to turn it in as is. Mr. Valdez backs up and models the process of revision, and writes a list on the board, specifying what to look for as they revise. What does Mr. Valdez demonstrate in this scenario?
A
the ability to empathize with his students
B
cross-curricular collaboration
C
a willingness to allow students to learn from their mistakes
D
flexibility and the ability to adjust a lesson that is not working as intended
D
flexibility and the ability to adjust a lesson that is not working as intended
Explanation:
Modeling the process of revising and setting clear, specific expectations would allow Mr. Valdez to have concrete steps for the students to process through before turning the paper in. This will enable him to require specific steps before accepting a draft.
Mr. Tomlin is a first-year teacher who wants to improve his classroom management. Which of the following would be the best strategy for Mr. Tomlin to improve his classroom management skills?
A
Observe experienced teachers in the classroom and discuss classroom management skills when students leave the class.
B
Observe the classroom management abilities of other first-year teachers.
C
Discuss his current strategies with the principal and ask the principal for guidance in improving his classroom management skills.
D
Use online resources to find the best classroom management techniques.
A
Observe experienced teachers in the classroom and discuss classroom management skills when students leave the class.
Explanation:
This is the best option, as Mr. Tomlin will be able to see good classroom-management skills implemented by experienced teachers. Other answer options do not include observation and good classroom-management skills being implemented by experienced educators.
Students in an eighth-grade math class represent a wide range of skill acquisition and cognitive development, from concrete operational to formal operational thought. What is the teacher’s best strategy for planning instruction of a geometry unit for this degree of cognitive variation among students?
A
Plan to work with students one-on-one at the end of each lesson throughout the instruction of the geometry unit.
B
Group students generally according to their level of cognitive development for instruction in geometric concepts.
C
Take students on campus to identify concrete examples and construct models of various geometric shapes, in order to illustrate abstract content.
D
Plan direct instruction in geometric concepts at the average level of development represented by the class overall.
C
Take students on campus to identify concrete examples and construct models of various geometric shapes, in order to illustrate abstract content.
Explanation:
This is the best option because it allows for application from concrete to abstract with their peers.
Technology is best utilized in the classroom when it can accomplish which of the following?
A
decreases the time the teacher must spend on instruction
B
allows students to complete their homework more quickly
C
enhances the learning objective
D
decreases the cost to the school district
C
enhances the learning objective
Explanation:
Technology is best used to enhance the learning objective of the lesson.
As part of a final portfolio, Ms. Johnson asks her students to submit a personal narrative of a memorable childhood experience. Lisa, one of the more quiet students in the class, submits a detailed story about a time when she disobeyed her father and was abused as a result.
The story described a time in the past, and Ms. Johnson isn’t sure whether Lisa is currently in danger. What should she do?
A
ask an administrator or counselor to make a report and send it to the Texas Department of Family Protective Services
B
speak with the child and other people in the child’s personal network before contacting the Texas Department of Family Protective Services
C
report the incident to the Texas Department of Family Protective Services
D
call the parent or guardian to discuss the situation before contacting the Texas Department of Family Protective Services
C
report the incident to the Texas Department of Family Protective Services
Explanation:
In Texas, professionals working with children, including teachers, nurses, and daycare workers, must make a report no later than the 48th hour after initially suspecting child abuse or neglect.
Mrs. Turner is aware that the family and cultural backgrounds of her middle school students are very diverse and are often different from her own cultural background. She wants to create a positive, supportive classroom for all of her students. She also wants to promote her belief that all students and their respective home cultures are respected, even though her students’ backgrounds are very different than her own.
Which of the following beliefs would help her to accept and respect her students’ home cultures?
Select all answers that apply.
A
Low-income students are not able to learn as much as high-income students.
B
Despite the differences, all students in the classroom have a rich culture and background.
C
Children accept the cultures from their own homes, even if it is not the mainstream culture.
D
All students are self-conscious and need encouragement, regardless of their background or socioeconomic status.
B
Despite the differences, all students in the classroom have a rich culture and background.
Explanation:
An understanding would promote Mrs. Turner’s appreciation of all cultures.
C
Children accept the cultures from their own homes, even if it is not the mainstream culture.
Explanation:
Children accepting the cultures from their own homes would help Mrs. Turner understand that students value their culture at home.
D
All students are self-conscious and need encouragement, regardless of their background or socioeconomic status.
Explanation:
It is the teacher’s responsibility to support students from all backgrounds.
If Mr. Melton desires to evaluate the learning environment in his classroom, which of the following would be the most important question to ask himself?
A
Do I engage my students in thinking critically and consistently use appropriate wait time?
B
Is my personal philosophy toward instruction and continuing education in touch with students of the 21st century?
C
Do I consistently address all my students’ intellectual involvement and active learning preferences when I design my lessons?
D
Have I fully covered the state standards assigned to my subject area?
C
Do I consistently address all my students’ intellectual involvement and active learning preferences when I design my lessons?
Explanation:
This is the best answer choice, because without peer collaboration and different levels of effective intellectual stimulus, students will not be engaged in active learning.
Mr. Henry has a diverse class of students from different socioeconomic backgrounds. In preparing for the school year, he has created a list of things he can do to make his students of low socioeconomic status feel comfortable in his classroom. He will include these details in a syllabus, which will be provided to students on the first day. Which of the following ideas should not be included in his syllabus?
A
require one-on-one meetings with each student to discuss learning progress and personalized strategies for improvement, rather than voluntary office hours
B
require each student to introduce themselves to the class at the start of the course and describe their educational background
C
include classroom policies in the syllabus that emphasize respect, attentive listening, and patience
D
establish clear class-participation norms and state explicit class expectations
B
require each student to introduce themselves to the class at the start of the course and describe their educational background
Explanation:
This should not be required of students, as students might be uncomfortable talking about their educational background in front of the other students. It is acceptable to ask the students to introduce themselves, but unacceptable to ask for these personal details.
Franklin Middle School strongly advocates the use of positive reinforcement in its school. Which of the following is an example of positive reinforcement?
A
A teacher praises a student who correctly answers a difficult question.
B
A teacher takes away a student’s cell phone when he is spotted using it in class.
C
A teacher returns a student’s recess privileges after he shows good behavior for a week.
D
A teacher sends a note home to a student’s parents after the student fails to follow the school dress code.
A
A teacher praises a student who correctly answers a difficult question.
Explanation:
This is a positive reinforcement because a positive behavior is being rewarded. The teacher is hoping that the compliment will encourage the student to repeat the behavior.
Mrs. Clark wants to divide her class into eight sections with each section having an activity center where her students can do a hands-on science experiment to correlate with the current science instructional unit. When designing the activity centers, it is most important for Mrs. Clark to ensure that:
a
each activity is easy to complete.
b
the activities are performed at the beginning of the instructional unit.
c
each activity clearly relates to and supports a specific concept from the instructional unit.
d
every student understands how each experiment was created and the materials used in each experiment.
c
each activity clearly relates to and supports a specific concept from the instructional unit.
Explanation:
The activity centers will only be successful if students can relate the activity to an instructional concept. If the activities do not support the rest of the instructional unit, there is a good chance the students will not understand the purpose of the activities
A teacher has identified the state standards associated with a unit of study. Of the following, what is the most important consideration to make as she now plans activities for the unit?
a
standardized tests and district assessments over the material
b
student needs, interests, and abilities
c
cost of activities
d
textbook information and supplemental material
b
student needs, interests, and abilities
Explanation:
Student needs, interests, and abilities should drive lesson plans, along with state standards. These will make the material interesting and help students retain the information.
After her students have learned the names and descriptions of various volcanoes, Ms. Garcia asks her class to read some scientific research on volcanoes followed by a discussion on why we study volcanoes. By extending her lesson this way, Ms. Garcia most likely intended to move her students beyond the knowledge level of Bloom’s taxonomy to:
a
valuing and characterizing.
b
perceiving and adapting.
c
comprehension and evaluation.
d
analysis and synthesis.
d
analysis and synthesis.
Explanation:
The discussion on why we study volcanoes requires analysis of the articles and synthesis of new ideas from the articles.
A teacher wants to introduce a new concept to the students. During the student’s first experience in working with the new concept, which of the following should be the main focus of the teacher?
a
The main focus should be having the students review each other’s work, checking for mistakes.
b
The main focus should be persuading the students that the new concept is important.
c
The main focus should be encouraging the students to increase the difficulty of the problems they attempt.
d
The main focus should be analyzing the students’ understanding of the concept and providing constructive feedback.
d
The main focus should be analyzing the students’ understanding of the concept and providing constructive feedback.
Explanation:
It is most important for the teacher to first identify how well the students understand the concept and to provide feedback for any misunderstandings. Once the teacher is confident the students understand the basic level of the concept, then the students can begin more difficult work.
Which of the following final projects would be the most appropriate summative assessment for the 6th grade ELA standard below?
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a
Students write a mock letter to the editor in which they support a claim with evidence.
b
Students write and record a podcast about a topic of their choice.
c
Students work in groups to research a topic and create a slideshow to present their findings.
d
Students adapt a short story into a graphic novel.
b
Students write and record a podcast about a topic of their choice.
Explanation:
This would be a creative way to assess how students organize, select, and analyze content to present. Writing a podcast script would be a fun alternative to an essay that might make the project feel more exciting and accessible for students who may not enjoy essay writing.
In summarizing an instructional unit, it is most important for the teacher to:
a
convey the importance of the information and content being taught, as well as help the students see the content as a coherent whole.
b
make sure the assessments cover all of the material discussed throughout the instructional unit.
c
understand how the students relate the information to prior knowledge.
d
ensure that students are satisfied with the delivery and scope of the content.
a
convey the importance of the information and content being taught, as well as help the students see the content as a coherent whole.
Explanation:
Research shows student retention increases if they are aware of the application and importance of the instruction. Also by presenting the content as a coherent whole, the students are able to see how each concept works together and complements each other.
What is the highest level of Bloom’s taxonomy that a teacher could use?
a
create
b
evaluate
c
analyze
d
understand
a
create
Explanation:
When students create work that demonstrates mastery, they are performing at the highest level of Bloom’s taxonomy.
A language arts teacher writes the following learning objective for the day’s lesson:
The students will learn about the differences between similes and metaphors.
How should this teacher revise the learning objective?
a
make the desired outcome measurable
b
clarify whether the similes and metaphor will be in a text or isolated
c
focus on either similes or metaphors, not both
d
include an example of a simile and a metaphor in the statement
a
make the desired outcome measurable
Explanation:
The learning objective stated in the question only says that the students will learn about the differences. It doesn’t contain a measurable outcome. This objective could be revised to state that “students will differentiate between similes and metaphors.” The measurable outcome, in this case, would be whether or not the students are able to correctly identify similes as opposed to metaphors.
A teacher is disappointed by her students’ exam results and decides that it’s necessary to re-teach some of the concepts, as the students need a strong grasp on these concepts before continuing on to the next unit. To effectively reteach, which of the following should the teacher do?
Select all answers that apply.
a
ensure all of the concepts covered with full detail again
b
group the students who have similar needs
c
use a different approach from the one used in the previous instruction
d
assess a different skill using the same content
correct
Explanation:
When a teacher identifies that students do not understand the concepts presented, the teacher should then select re-teaching activities that present the content in a different way.
At a grade level team meeting, second-grade teachers share data that they have gathered from formative assessments during a unit on three-dimensional shapes. Which of the following is likely the main purpose of this meeting?
a
to collaborate on future instruction of three-dimensional shapes
b
to determine which teacher’s class has been the most successful during this unit
c
to discuss which students may need Tier 2 RTI support
d
to plan for an upcoming unit on volume of three-dimensional shapes
a
to collaborate on future instruction of three-dimensional shapes
Explanation:
Data from formative assessments would be used to plan future instruction within the same unit, as described in this scenario.
Fill in the blanks that best complete the statement below:
An effective teacher provides instruction in a manner that is linguistically accommodated (____________, ___________, and _________) to the student’s level of English-language proficiency to ensure that the student learns the knowledge and skills across content areas.
a
visual, verbal, auditory
b
communicated, sequenced, scaffolded
c
differentiated, interesting, correct
d
scaffolded, simple, in the language of origin
b
communicated, sequenced, scaffolded
Explanation:
Accommodations for ELL students must be communicated in a clear manner, put in sequential order of skills necessary, and scaffolded so the students can build on prior knowledge and improve confidence in language.
A science teacher has a classroom that includes English Language Learners and students who are receiving special education services. When introducing a unit of study on photosynthesis, the teacher uses plants in the classroom to demonstrate the effects of photosynthesis. As an extension to this activity, students are encouraged to observe plants on their own and discuss what they have learned about photosynthesis at the beginning of the next class. Which of the following strategies would be most beneficial to all of the diverse learners in the class?
a
the teacher relying on the use of everyday objects
b
the teacher selecting a basic topic to reduce challenges to learners
c
the teacher using concrete examples to teach and reinforce an abstract concept
d
the teacher appealing to students who are visual learners
c
the teacher using concrete examples to teach and reinforce an abstract concept
Explanation:
The teacher’s class has a variety of learners. Students receiving special education services may struggle with abstract concepts or retaining new information, and English Language Learners may experience language barriers depending on their levels of English proficiency. By using an in-class demonstration and making connections to plants in the students’ homes, the teacher is making this concept more concrete and relatable to the students
In an inclusion classroom that includes general education, special education, and ELL students, a teacher is planning a summative assessment for an upcoming unit to test comprehension of a complex social studies concept. Which of the following assessment plans most appropriately differentiates for this classroom of diverse learners?
a
Students complete a matching test that does not require any writing to demonstrate their knowledge.
b
Students can select a project to complete from a list of options provided by the teacher.
c
Students use leveled texts to create a slideshow that will be presented in front of the class.
d
Students may choose between open-response (essay format) and a box-and-bullet (more structured) test.
b
Students can select a project to complete from a list of options provided by the teacher.
Explanation:
This plan involves the most differentiation in assessment method. Students can select a project that interests them and plays to their strengths. This would allow them to focus on showing their knowledge of the concept without unnecessary barriers to success
Which of the following describes a skill which may prove difficult to master for a student with a specific learning disability in the area of reading?
a
recognizing social cues
b
completing executive functioning tasks
c
developing written responses that include sufficient detail
d
comprehending grade-level text read independently
d
comprehending grade-level text read independently
Explanation:
Specific learning disabilities in the area of reading may impact a student’s reading fluency or reading comprehension.
A social studies class has several students who are classified as English language learners. As the teacher reviews the class’ homework, he notices the English language learners have the lowest grades in the class. The most appropriate response to this information would be to:
a
have the English language learners submit their homework in their native language.
b
have the teacher ensure that the homework demonstrates the students’ academic abilities and not their limitations of the English language.
c
provide the English language learners with accommodated homework that is not as difficult.
d
work one-on-one with each English language learner during class to help them understand the English language and their homework.
b
have the teacher ensure that the homework demonstrates the students’ academic abilities and not their limitations of the English language.
Explanation:
This is the best option. The focus on the classroom teacher should be that the student assessment reflects the knowledge and not the language limitations.
Mr. Chen’s middle school has a self-contained ELL program for newcomers who speak or read at a level 2 or below; however, many ELL students who speak and read at a level 3 or 4 will be attending his 7th-grade science class. Which of the following would be appropriate accommodations for Mr. Chen to make to help his ELL students be successful in his class?
Select all answers that apply.
a
slowing the pacing of his planned units
b
creating simpler labs for his ELL students
c
creating a word wall and pre-teaching vocabulary
d
providing video recordings of Mr. Chen reading the assigned texts
c
creating a word wall and pre-teaching vocabulary
Explanation:
Pre-teaching vocabulary and reinforcing vocabulary acquisition are appropriate and helpful interventions for ELL students. Word walls can be universally helpful to support memory, spelling, and writing skills.
d
providing video recordings of Mr. Chen reading the assigned texts
Explanation:
This would be an appropriate accommodation as it would help ELL students understand the meaning of the texts and help teach them reading skills. This would be best if the videos could highlight each word as it is read. Students could then rewind or slow the recording as needed.
Which of the following is an appropriate curriculum accommodation for a child with an Individualized Education Program (IEP)?
a
a project is assigned rather than a test
b
fewer questions are given on a test
c
simplified vocabulary is used on a test
d
questions on a test are read aloud to a student
d
questions on a test are read aloud to a student
Explanation:
This is an example of an accommodation, as the questions are the same as the other students, but read aloud.
A sixth-grade ELL student, Marta, routinely approaches the teacher’s desk to ask questions and maintains proximity to the teacher while asking the questions. The teacher becomes uncomfortable with such proximity. What is the best explanation for the student’s behavior?
a
The student is not speaking loudly enough for the teacher to hear.
b
The student is worried her peers will make fun of her speaking skills.
c
The student is scared of the teacher’s authority.
d
The student’s native culture uses proximity in personal conversation.
d
The student’s native culture uses proximity in personal conversation.
Explanation:
Social norms are different in every culture, and while some countries encourage maintaining some personal space during conversation, other cultures encourage proximity for communication. Teachers should be aware of these cultural differences.
Carl is a hardworking, respectful tenth grader until his teacher notices his grades are slipping, that he is having trouble concentrating during class, and that he is easily agitated by other students. Out of concern, the teacher asks Carl to stay after class to discuss his slipping performance. He confides in the teacher that he has been working two part-time jobs because his mother was recently laid-off, and he knows the stress is hurting his academic performance. Of the following principles, which of these is best illustrated in the example?
a
Teachers and parents should share information to help meet the academic and non-academic needs of the student.
b
School can be an escape from a student’s problems and instruction needs to be adapted to best meet the needs of the student.
c
The motivation for students to perform in school is hindered by a part-time job and distractions.
d
Teachers should be aware of a student’s circumstances outside of school that could adversely affect learning.
d
Teachers should be aware of a student’s circumstances outside of school that could adversely affect learning.
Explanation:
Teachers should try to know the outside circumstances of their students so they can better address their academic needs.
There are a handful of students in Mr. Underwood’s class who show signs of being at a higher developmental stage than that of their classmates. Mr. Underwood wants to ensure that these students are being challenged. What should he do?
a
allow the students to read quietly when they finish a task
b
refer the students to a gifted and talented program
c
partner the students with students who have developmental delays
d
adjust the level of instruction so that it’s more challenging
b
refer the students to a gifted and talented program
correct
Option b is the correct answer.
Explanation:
Students who have developed either significantly slower or quicker than the other children will need more individualized instruction. A gifted and talented program could take these students out of the classroom to allow in-classroom instruction to be targeted at the typical development stage.
Which of the following skills is typically developed in the “formal operations” stage of cognitive development?
a
developing egocentric thought
b
using inductive reasoning
c
using deductive reasoning
d
gaining object permanence
c
using deductive reasoning
correct
Option c is the correct answer.
Explanation:
Using deductive reasoning involves forming hypotheses about the world and systematically testing them. This is a characteristic of students in the formal operations stage of cognitive development (ages 12 and up).
A third-grade teacher plans to integrate writing, speaking, and the arts with reading instruction. Students select a favorite character from a book or story, write a few lines of dialogue that demonstrate what the character is like, design or bring a simple prop, and present their character to their classmates. What is the best reason for this instructional design?
a
It provides integrated, active learning and play that support development.
b
It provides evidence that the teacher is supportive of cross-curriculum instruction.
c
It provides an assessment of students’ knowledge retention.
d
It provides reinforcement that reading can be an enjoyable experience.
a
It provides integrated, active learning and play that support development.
Explanation:
While all four choices are good reasons to engage third-grade students in this manner, validating their own lives and interests in an active, meaningful, integrated “play” experience is the best answer.
