certify teacher test

Complete the table to show the correct number of phonemes for each word listed. (2 phonemes, 3 phonemes, 4 phonemes, 5 phonemes) Fox, Plan, Sight, Shin, Bent.

Fox (4) Plan (4), Sight (3), Shin (3), Bent (4)

Which of the following is not a prime number? A.1 B.2 C.3 D.17

A. 1

he teacher is introducing relationships amongst fractions, decimals and percentages to a fifth-grade class with a three column table to model the reasoning. What must go in the table to complete it? FractionDecimalPercent $\frac{3}{4}$34 .7575% $\frac{1}{5}$15 .20? $\frac{3}{10}$310 .3030% A..10 B.20% C.10% D.20

B. 20%

While learning division facts, the third-grade students in Mrs. White's class are learning divisibility rules as they apply to solving problems. The students want to solve 256/4. Use the drop down menu to determine the divisibility rule they should apply to this problem.

"If the last two digits are divisible by 4"

A teacher works with English learners at various levels of language proficiency. Which of the following strategies provides language support for ELs during classroom instruction? Select all that apply. A. visuals which illustrate complex concepts B. access to content word lists C. cooperative learning activities D. sentence stems

A. visuals which illustrate complex concepts B. access to content word lists C. cooperative learning activities D. sentence stems

Mr. Brown introduced his class to solving for missing angles within triangles. He provided his students with graphic representations of triangles and asked them to solve for the missing angle. For which representation of the triangles is Mr. Brown asking his students to solve? A.numeric B.symbolic C.verbal D.geometric

A.numeric

Select the correct option from the drop-down menu below.Which of the following answer choices is divisible by 6? 2205 9080 12960 21850

12960

The students of Mr. Smith's third-grade class are studying patterns and how they relate to implicit and explicit rules, as well as, solving for missing numbers. The students are solving for the empty places in the pattern below. Use the drop down menu to identify the rule.{ 88837, 12691, 1813, 259, 37, ... }The rule in this pattern is to?

Divde by 7

A fifth-grade teacher plans to supplement studies in the content areas with a research project. Which of the following answers might the teacher consider? Select ALL that apply. A. Have students use multiple resources while researching. B. Encourage students to research and collaborate outside of the classroom. C. Preselect sources for students. D. Review web literacy skills with students.

A. Have students use multiple resources while researching. B. Encourage students to research and collaborate outside of the classroom. D. Review web literacy skills with students.

A sixth-grade teacher plays a short video clip report from a credible and safe news channel and has students orally provide the main idea of the news report. Which of the following answers best reflect why this strategy is effective for supporting oral language skills. Select ALL that apply. A. The students evaluate spoken language of others and rephrase using their own language. B. The students practice getting the gist of a story in a quick and engaging way. C. The students learn about standardized English. D. The students learn about current events.

A. The students evaluate spoken language of others and rephrase using their own language. B. The students practice getting the gist of a story in a quick and engaging way.

Each year, Happy Valley Elementary School holds a student exhibition night where students highlight their academic work. Ms. Miller is working on deciding which student work to have her students display. Which of the following would most likely convey to parents and other stakeholders the value of social sciences education? Select all that apply. A. a video of students reciting patriotic poems and songs B. a display showing how students participated in a mock election C. a word wall depicting a different word of the week D. a collection of multiple choice assessments for a unit on the Civil War E. a portfolio of letters that students have written to elected officials about preserving a historical monument

A. a video of students reciting patriotic poems and songs B. a display showing how students participated in a mock election E. a portfolio of letters that students have written to elected officials about preserving a historical monument

A fifth-grade math teacher is introducing different methods of payment within the financial literacy curriculum. Select all that apply as payment methods. A. check B. small business loan C. credit card D. debit Card E. budget F. property tax G. electronic methods like AFT and EFT

A. check C. credit card D. debit card G. electronic methods like adt and eft

Mrs. Granato would like to introduce her students to careers and professions which use math in the workplace. She has made arrangements for a banker to come in and discuss with her class the many roles a banker has within a bank. Which of the following TEKS might Mrs. Granato be able to apply to this lesson?Click each TEK below which could apply to this lesson. A. develop a system for keeping and using financial records B. represent categorical data with bar graphs or frequency tables and numerical data C. balance a simple budget D. define income tax, payroll tax, sales tax, property tax E. identify the advantages and disadvantages of different methods of payment F. describe actions that might be taken to balance a budget when expenses exceed income

A. develop a system for keeping and using financial records C. balance a simple budget E. identify the advantages and disadvantages of different methods of payment F. describe actions that might be taken to balance a budget when expenses exceed income

Mrs. Jones' first graders are learning how to write equations. The students have previously learned to write equations with addends and minuends, but today, they are learning to write an equation when an addend is missing. For missing values, Mrs. Jones has introduced that a symbol can be put in the place of a missing addend. What is the proper mathematical term for the symbol in this equation?13 + ___ = 18 A.variable B.inequality C.expression D.missing sum

A. variable

The stimulus text below relates to the question that follows.A first-grade student is reading a story aloud. The student attempts to read the sentence, "Jill likes to play on a swing." Printed below is an excerpt from the student's comments as he attempts to read the sentence.Student: Jill likes to play on a [makes a /s/ sound]...I don't know that word. Sing? Swim?No, that's not it. Swing? Maybe that word is swing.After identifying the word swing, the student turns to the teacher and asks, "Is that right? Is it swing?" The teacher wants to encourage the student to use semantic and syntactic cues to verify the word. Which of the following teacher responses to the student's question would best address this goal? A."Now try reading the sentence again and see whether swing makes sense." B."Look at the word that comes right before the mystery word, and see if that gives you a clue." C."Now reread the sentence and see whether you can sound out the word to make sense." D."Look at the sentence again and ask yourself whether the mystery word will be a person, place, or thing."

A."Now try reading the sentence again and see whether swing makes sense."

Amber's dog, Mac, eats approximately $85 of dog food in 2 weeks. How much will Amber spend on dog food in a year? A.$2210 B.$2380 C.$1020 D.$4420

A.$2210

Mr. Brogna knows that it is important for his students to work on their delivery skills while rehearsing their speeches. During rehearsal, he tells the students to work on the physical aspects of their delivery which support communication including —volume: how loud or soft the speaker is speaking;pitch: the high or low sounds of the voice;speaking rate: how fast or slow the person is speaking; and,stress: the amount of emphasis a speaker places on certain words.Of the following, which would be the best strategy to use in order to emphasize the physical aspects of speech delivery? A.Place students with a partner and then have each student record his/her speech into a tape recorder. Students then work together with a partner to provide feedback on each other's delivery skills. B.Ask students to view videos of professional speakers. Students then work in small groups to analyze the speakers' delivery skills. C.Ask students to give their speeches in front of the class. When finished, ask students to provide a critique for each speech using a grading rubric. D.Ask students to give their speeches in front of the class, and when finished, Mr. Brogna meets with each student in order to critique

A.Place students with a partner and then have each student record his/her speech into a tape recorder. Students then work together with a partner to provide feedback on each other's delivery skills.

he students in a kindergarten class will collect data about the number of children in each classmate's family. The teacher will provide the students with a chart listing each student's name and a blank for the student to write the number in each family next to each name. The teacher will then compile the information the students collected from each other, demonstrate how to sort the data and guide the students through creating a picture graph to show how many children are in each child's family. What might be the goal of this activity? A.The goal is for students to take ownership of their own learning and investigate to gather information. B.The goal is for the students to get to know each other better and become better friends. C.The goal is for students to learn to create a picture graph. D.The goal is for students to practice their interviewing skills.

A.The goal is for students to take ownership of their own learning and investigate to gather information.

A teacher introduces new science vocabulary words to her students. The new words describe the various types of volcanoes. Which of the following activities would help students represent the various types of volcanoes? A.The students illustrate the volcanoes using descriptions provided. B.The students look up pictures of the various types of volcanoes on the Internet. C.The students write a description of each volcano. D.The students use a map to represent topographical information about volcanoes.

A.The students illustrate the volcanoes using descriptions provided.

A teacher anticipates students will have a difficult time reading an expository text associated with content planned for a science lesson. Which of the following strategies might the teacher implement prior to reading the text? A.The teacher may have students skim the text for difficult words, which the class will discuss before reading. B.The teacher may use the QAR strategy (Question-Answer Relationship) strategy to help students with content. C.The teacher may introduce the story elements prior to reading. D.The teacher may discuss the author's purpose prior to reading.

A.The teacher may have students skim the text for difficult words, which the class will discuss before reading.

A teacher assigns her middle school students to read about types of rocks. Which of these follow-up activities might provide the most relevant way for her students to learn about types of rocks and their characteristics? A.The teacher will provide embossed graphics that capture the characteristics of different rock types. B.The teacher will provide a printout table neatly listing rock types, rock descriptions, and other characteristics along with pictures. C.The teacher will provide high resolution pictures of rocks for students to examine and identify rock types and characteristics. D.The teacher will provide a touch screen eboard that allows for movable images of rocks on the screen with access to other related links for topic support.

A.The teacher will provide embossed graphics that capture the characteristics of different rock types.

Keenan is a fifth grader in Mr. Jump's History/Social Studies class. Frequently, Mr. Jump asks his students to read short passages in class and then discuss with their classmates concepts from the text. Mr. Jump notes that Keenan is successful with literal comprehension of what he reads, but struggles with making inferences from his reading and cannot form a judgement about what he has read. Mr. Jump plans an instructional response for Keenan that features — A.higher order questions that will encourage critical thinking. B.reading material that features a moral dilemma. C.encouraging students to pre-read the materials to determine major themes. D.introducing new vocabulary before students read the text.

A.higher order questions that will encourage critical thinking.

An elementary teacher uses an I-Chart to help students examine a topic by integrating prior knowledge on the topic with information found from a variety of sources. Which of the following tasks should the students do first when conducting research? A.identify the topic B.explore prior knowledge C.share interesting facts D.brainstorm ideas

A.identify the topic

Structural analysis would be an especially appropriate strategy for a student to use to determine the meaning of which of the following words? A.impassable B.elephant C.interim D.examine

A.impassable

Mr. Batista's sixth-grade class has been studying volcanoes. He designs the following activity for the class, which includes a number of English learners.Paragraph-Building Activity The teacher leads a whole-class discussion on a topic related to the science unit on volcanoes. Students form heterogeneous cooperative learning groups with three or four students in each group. The students in each group continue discussing the topic. Each student writes one or two sentences about the topic on sentence strips. The members of the group then decide how to put the various sentences together, editing the sentences as necessary to form a comprehensible paragraph about the topic and correcting any errors in grammar or spelling. After participating in this activity, all of the students review the chapter in their science text about volcanoes.The paragraph-building activity designed by Mr. Batista is likely to promote English learners' reading development primarily by helping them — A.apply knowledge of common text structures to improve comprehension as they read. B.transfer skills from oral language to written language. C.use a variety of word identification strategies. D.understand the differences

B. transfer skills from oral language to written language.

Find the sum of the following: 2/9 + 1/4 + 1/6 A.4/19 B.23/36 C.3/13 D.4/9

B.23/36

Nissa and Alex are picking apples in the orchard. They had picked enough apples to fill two buckets. They knew they had picked 53 apples and that there were 32 apples in the second bucket. Which expression will help Nissa and Alex determine how many apples are in the first bucket? A.53 + ? = 32 B.? + 32 = 53 C.53 + 32 = ? D.? + 53 = 32

B.? + 32 = 53

Mrs. Jones' students are using principles of inductive reasoning to solve for missing numbers in patterns. Mrs. Jones gave her students the pattern below and asked them to complete the pattern. What might a student reason in order to apply deductive reasoning to complete the pattern?2, 4, 8, 16, 32, 64, ____ A.I can see the pattern increases by adding 2 to the previous number. So, 2+2=4, etc. B.I can see the pattern increases, so I must need to add or multiply. If I add 2+2, it equals 4, but if I add 4+2, it equals 6. So, I can multiply 2x2=4 and 4x2=8. The pattern is to multiply by 2. C.I can see I need to add or multiply because the numbers increase. D.I can see there is a pattern and that the numbers get larger. Maybe I should add or multiply. The pattern is to add by 2.

B.I can see the pattern increases, so I must need to add or multiply. If I add 2+2, it equals 4, but if I add 4+2, it equals 6. So, I can multiply 2x2=4 and 4x2=8. The pattern is to multiply by 2.

Which of the following sentences contains an error in punctuation? A.As the rain pelted down upon him, he walked hurriedly down the street. B.My mother is a terrible listener, she always interrupts when I am talking. C.I need to investigate the cost of the new sailboat; the price needs to fall within my budget. D."Hurry up!," shouted the train conductor.

B.My mother is a terrible listener, she always interrupts when I am talking.

In a fifth-grade math class, the teacher will be introducing representing real numbers as percentages. What prior knowledge of the students could the teacher draw on to relate percentages to real life situations? A.The teacher should help the students recall knowledge of fractions. B.The teacher should implement an activity relating fractions and decimals to percentages. C.The teacher does not need to access prior knowledge because students should be able to recall what they have already learned. D.The teacher should show a video of how to find percentages.

B.The teacher should implement an activity relating fractions and decimals to percentages.

Given two even integers, a and b, determine what could be the least common multiple (LCM)? A.ab B.ab⁄2 C.Same as the least common multiple for two odd integers. D.greatest common factor

B.ab⁄2

Mr. Taylor wants to introduce his students to the concept of place value. Which of the following sets of manipulatives best describe those that can effectively be used to teach this concept? A.pattern blocks, attribute blocks, tangrams, cubes, color tiles, Cuisenaire rods, dominoes, numeral cards B.base-ten materials, decimal squares, 10-frames, Cuisenaire rods, math balance, cubes, 2-color counters C.geoboards, color tiles, tangrams, pattern blocks, rules, base-ten materials, cubes, fraction circles, decimal squares D.decimal squares, numeral cards, number cubes, calculators, money, base-ten blocks, spinners

B.base-ten materials, decimal squares, 10-frames, Cuisenaire rods, math balance, cubes, 2-color counters

In early grades, probability is described as a likelihood of something occurring, or a chance that it will occur. Second-grade students were placed into groups to determine the probability of rolling certain numbers or types of numbers on die. What probability vocabulary would the students need to be exposed to prior to the lesson activity? A.likely, unlikely, most likely, most possible B.certain, most likely, not probable, impossible C.certain, likely, unlikely, impossible D.likely, unlikely, impossible, probably

B.certain, most likely, not probable, impossible

Each student has been given a small package of colored chocolate candies. The students will sort and classify their candies by color and the number of candies of each color. Students will then make a chart and a graph to show the number of each color in their packages. This activity supports which of the following TEKS? A.use data to create picture and bar-type graphs B.collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts C.identify examples and non-examples of charting and graphing data D.draw conclusions and generate and answer questions using information from picture and bar-type graphs

B.collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts

A teacher uses the "pie" analogy to teach her students about an author's purpose. The acronym stands for the most common purposes - the P stands for persuade, the I stands for inform, and the E stands for — A.examine. B.entertain. C.elaborate. D.execute.

B.entertain.

A teaching strategy used in the classroom to encourage students to write without interruption of the flow of thoughts is called — A.brainstorming B.freewriting C.portfolio writing D.authors' circle

B.freewriting

Students in a fourth-grade math class were asked to classify geometric shapes by their lines. Students were asked to identify which shapes had two or more sets of parallel lines. Which of the following could have been their answer? A.square, rhombus, trapezoid B.octagon, hexagon, square C.triangle, pentagon, trapezoid D.trapezoid, rhombus, rectangle

B.octagon, hexagon, square

Mrs. Green is introducing subtraction to her kindergarten students. Mrs. Green will provide blocks for her students to use to indicate separating to represent subtraction. The lesson sequence will follow a whole group lesson, small group lessons, partner work and independent student work. During the initial small group lessons, which of the following will be important for Mrs. Green to link to the concrete representation of the blocks as she checks for understanding with the students? A.blocks and number sentences B.pictorial models and blocks C.number sentences and spoken words D.counters and number sentences

B.pictorial models and blocks

Which of the following is not a metacognitive practice that students can use to develop their reading comprehension? A.planning and goal setting B.recognizing high-frequency thought topics and patterns C.adapting as needed D.identifying what you don't know and want to learn

B.recognizing high-frequency thought topics and patterns

Which of the following terms best describes the regional conflicts related to slavery before the Civil War? A.Americanism B.sectionalism C.nationalism D.patriotism

B.sectionalism

ABC ISD is improving its curriculum needs through technology and hands-on experiences. Which of the following would provide a hands-on experience of being able to manipulate, rotate, transfer, and decompose three-dimensional shapes? A.cut-out images of the geometric shapes B.visual media C.a worksheet for students to complete about three-dimensional shapes D.two dimensional polygons

B.visual media

Complete the table below to show which of the benefits are associated with reading graphic novels and which are associated with reading classic young adult literature in an upper elementary classroom. (GN-Graphic Novels) (CYAL-Classic Young Adult Literature) Benefit- ask students to infer based on the text provided, develop reader's ability to interpret characters' nonverbal gestures, serve as pathways to current movies and television series, discern character emotions through emphases in text, encourage visual literacy, encourage traditional literacy skills

Benefit- ask students to infer based on the text provided (CYAL), develop reader's ability to interpret characters' nonverbal gestures (GN), serve as pathways to current movies and television series (CYAL), discern character emotions through emphases in text (GN), encourage visual literacy (GN), encourage traditional literacy skills (CYAL)

A store is having an end-of-the-year computer sale. What is the total cost of a discounted computer system (i.e., computer, monitor, and printer)? Item- computer regular price $ 1800 discount 33.3% monitor $360 25% printer $ 100 20% A.$2,181.70 B.$1,766.70 C.$1,550.60 D.$ 710.00

C. $1550.60

he area enclosed by the rubber band can be calculated by using which of the following expressions? (triangle) A.bw B.bwh C.1/2 bh D.Bh/2

C. 1/2 bh

se the excerpt of the poem "Jabberwocky" published by Lewis Carrol in 1871, to answer the question that follows. `Twas brillig, and the slithy tovesDid gyre and gimble in the wabe:All mimsy were the borogoves,And the mome raths outgrabe. Pointing to the poem on the board, a teacher asks his students if they can tell which of the nonsense words in the poem are nouns. One student says that toves is a noun. Another says that wabe and borogoves are nouns and adds that gyre and gimble are verbs. The class then discusses how students were able to draw these conclusions.This exercise would be especially useful for helping students understand that — A.being familiar with conventions of capitalization and spelling can help a reader interpret a text. B.recognizing the roots of words can help a reader decode the words. C.being familiar with common language structures can help a reader interpret a text. D.recognizing a text's genre can help a reader comprehend the text.

C. being familiar with common language structures can help a reader interpret a text.

When teaching her students about other cultures, Ms. Llevar focuses on helping them to understand and celebrate the commonalities among the world's peoples rather than the concentrating on the differences. Ms. Llevar designs instructional activities in which students explore activities and needs common to all cultures: shelter, clothing, art, music, play, and — A.holidays. B.farming. C.food. D.money.

C. food

A class of second graders is learning about the properties associated with lines in regards to measurement and length. The students are learning to define geometric terms by their proper definitions. Which of the following would define a line? A.Lines are represented by a dot and a capital letter. B.Lines are geometric figures made up of two rays or two line segments that have the same endpoint. C.A line is a flat surface that extends infinitely in all directions and has no thickness. It is a two-dimensional infinite set of points. D.A line is a set of points that form a straight pathway extending infinitely in opposite directions.

C.A line is a flat surface that extends infinitely in all directions and has no thickness. It is a two-dimensional infinite set of points.

A teacher is planning a large-group activity with base 10 blocks to introduce determining the sum of a multiple of ten. During the large-group instruction time, the teacher discovers several students who are struggling to keep up with the pace of the rest of the class. What would be the appropriate next step for the teacher to take in the lesson? A.Send home extra homework for the struggling students so they have more practice time. B.Make a mental list of the struggling students and keep them after class to tutor them. C.Assign class partners to work together on the next part of the activity while the teacher pulls a flexible small-group of the struggling students to work more in-depth and assess their struggles. D.Continue with the current lesson and pull the struggling students the next day to work with them in a flexible small group.

C.Assign class partners to work together on the next part of the activity while the teacher pulls a flexible small-group of the struggling students to work more in-depth and assess their struggles.

Use the information below to answer the two questions that follow.Mr. Lathan's fourth-grade social studies students are engaged in the following activity: Each student is assigned a reading buddy. Each buddy reads a section from the social studies text aloud while the other listens. After the reader finishes, the listener asks questions focused on the reading which both then discuss. After the discussion, the listener briefly summarizes, out loud, what the section was about. How would this activity tend to improve students' comprehension skills? A.It would provide an incentive to students to practice their reading of the text ahead of time. B.It would make reading more enjoyable by promoting it as a social activity. C.It would improve students' engagement with the text and increase their comprehension. D.It would allow students to connect new knowledge with existing knowledge about social studies.

C.It would improve students' engagement with the text and increase their comprehension.

Use the information below to answer the two questions that follow.A teacher wants to take advantage of students' oral language strengths to promote their reading proficiency. She begins planning a variety of activities for this purpose. In one activity, students will choose a partner and select a storybook from the class library. Before they begin reading the book, the partners will read the title and look at the illustrations. Based on this preview, the partners will discuss their predictions about the story (e.g., what may happen, who the main characters are).Which of the following steps would be most important for the teacher to take when introducing the activity described above? A.Create and distribute a blank graphic organizer for students to complete as they read their stories. B.Provide students with a list of specific questions to discuss with their partners when making predictions about their stories. C.Model for the class how to make predictions about a story based on its title and illustrations. D.Lead a general class discussion about books to help students recognize connections between oral language and reading.

C.Model for the class how to make predictions about a story based on its title and illustrations.

Mrs. Garcia is planning an interdisciplinary reading and social science lesson for her third graders. In reading, the students will read a story about an Indian family who grows rice. Which of the following would be an appropriate student learning activity that would integrate this story with the social sciences? A.Students could bring in common kitchen items, like rice, and explain to the class why they like them. B.Students could work in groups to count grains of rice and create graphs to demonstrate the number of grains of rice in each group. C.Students could work with maps and globes to find India on a map and then use latitude and longitude skills to property identify the location of India. D.Students could read about other crops that are grown in India.

C.Students could work with maps and globes to find India on a map and then use latitude and longitude skills to property identify the location of India.

A teacher made several graphic novels available to the students in class. The students loved to look at the novels, which are like comic strips in novel form, but the teacher noticed that many of the students had trouble comprehending the stories and could not critically evaluate them. Which step might the teacher consider to help the students understand the meanings of the stories? A.The teacher should have the students create their own comic strips to enhance writing skills. B.The teacher should use the comic technique of word bubbles to teach dialogue to the class. C.The teacher should teach students how to use visual cues used in graphic novels to understand the text features and stories. D.The teacher should require students to be proficient readers before they begin graphic novels.

C.The teacher should teach students how to use visual cues used in graphic novels to understand the text features and stories.

he students in homeroom 304 were asked to bring in illustrations of real-world forms of symmetry in tessellations. Students had previously learned about symmetry and tessellations through visual representations of honeycombs. What does the teacher understand about the importance of students finding other examples of tessellations in the world around them? A.The teacher understands it is always valuable to provide homework experiences away from school. B.The teacher understands it is important for students to have extra work when solving for real-world problems. C.The teacher understands the importance of students being aware of their environment and applying what they are learning in the classroom to what they experience and see around them. D.The teacher understands every student may not comprehend tessellations in one day at school and may need extra time to process and find other examples in the environment.

C.The teacher understands the importance of students being aware of their environment and applying what they are learning in the classroom to what they experience and see around them.

The teacher considers ways to use word relationships and the students' prior knowledge to expand vocabulary knowledge. Which of the following strategies would best enhance word recognition? A.A homonym activity would enhance word recognition. B.A mapping activity would enhance word recognition. C.The use of synonyms would enhance word recognition. D.The use of analogies would enhance word recognition.

C.The use of synonyms would enhance word recognition.

During guided reading groups, a teacher points out the use of apostrophes in possessive nouns to a group of students. The teacher was — A.teaching word meaning through the use of context. B.teaching spelling rules for plurals. C.building an understanding of writing conventions through the use of literature. D.building graphophonemic awareness through embedded phonics instruction.

C.building an understanding of writing conventions through the use of literature.

Ms. Habib is teaching a unit on fiction to her fourth-grade class. To begin, students read several simple fairy tales and discuss the moral or meaning of each one. The teacher then assigns a more complex story and leads a discussion about the moral of the story after students finish reading it. This instructional strategy is most likely to promote students' reading proficiency by — A.guiding students to analyze the relationship between plot and character in literary text. B.fostering the students' ability to distinguish an author's use of fact versus opinion in a text. C.helping students identify and understand the theme of a literary text. D.enhancing the students' ability to use self-monitoring strategies to clarify the meaning of a text.

C.helping students identify and understand the theme of a literary text.

The stimulus information below relates to the question that follows.Mr. Jansen's second-grade students have been working on addition and are now ready to begin learning two-digit subtraction. To introduce this new unit of study, he first has students work on addition problems they are familiar with and then follows up by demonstrating to them how those problems are related to subtraction.Mr. Jansen has been debating whether or not he should allow his students to use calculators to do their math. Some of his students are learning disabled. When considering the use of calculators for math exercises, Mr. Jansen should keep in mind that — A.learning disabled students do not remember math facts well and should always be allowed to use a calculator. B.if students are allowed to use calculators, they will never learn to do math operations such as addition, subtraction, etc. C.once students have demonstrated that they know the correct way to perform math calculations, they should be allowed to use a calculator. D.if Mr. Jansen allows some of his students to use calculators, he will need to let all of them use calculators since it wouldn't be fair to allow it only for some.

C.once students have demonstrated that they know the correct way to perform math calculations, they should be allowed to use a calculator.

Jamie is reading the story of Goldilocks and the Three Bears with her pre-kindergarteners this morning. She asks the children the following questions: What was the first thing that Goldilocks did when she came into the bears' house? What was the second thing that the bears noticed when they returned to the house? In what order did Goldilocks sit in the bears' chairs? What skill do you think Jamie is integrating into the discussion of this story? A.counting objects B.sequencing C.ordinal numbers D.listening for details

C.ordinal numbers

The teacher is gathering data on the students from the past three assessments given in her class. In order to analyze and draw conclusions on the data in the most efficient manner, the teacher has decided it would be best to plot the assessment scores for each student to determine the probability with which the students will pass future assessments. In looking for patterns and relationships within the data, for which variables will the teacher be looking? A.patterns in each student's class attendance B.patterns of increasing assessment grades C.patterns in assessment grades over time and within similar concepts D.patterns in similarity of concepts and how often a student studies

C.patterns in assessment grades over time and within similar concepts

Ms. Molar provides her students with many opportunities to interpret ideas from information presented on maps, computer graphics, computer printouts, microfilm, YouTube videos, television programs and uses these and other media to compare ideas and points of view. Ms. Molar chooses these activities most likely because she understands that a person that is media literate can — A.easily use all types of computer hardware and software and other forms of new technology. B.use and find information of all types in a university library, including computer sources, microfilm and indexes/abstracts. C.read, analyze, and critically evaluate information presented in a variety of formats (television, print, radio, computers, etc.). D.critically evaluate television programs and see through persuasion techniques.

C.read, analyze, and critically evaluate information presented in a variety of formats (television, print, radio, computers, etc.).

An elementary teacher uses synonyms as a strategy to define general vocabulary. The teacher's goal is to — A.teach students to develop independence in defining words. B.utilize dictionary definitions. C.use student background knowledge to learn new words. D.use vocabulary self-selection to learn new words.

C.use student background knowledge to learn new words.

Use the information below to answer the question that follows. A middle school teacher designs the following instructional activity. Using the board, the teacher writes and pronounces dict. She explains that dict derives from the Latin word for "speak." She then asks students if they can think of English words that start with or include dict. The teacher uses students' suggestions to create the diagram shown here. dict- contradict, dictator, predict, benediction, dictionary This activity is likely to promote students' vocabulary development primarily by helping the students — A.recognize common prefixes and suffixes. B.apply the techniques of concept mapping. C.use word roots to determine the meaning of related words. D.draw on a knowledge of phonics to unlock word meanings.

C.use word roots to determine the meaning of related words.

A third-grade student is struggling in reading. The teacher notices the child devotes too much attention to decoding and not enough attention to the meaning of the text. The teacher could best help the student by — A.using flashcards to help the student learn vocabulary words. B.trying a language experience story with the student to make meaningful connections to print. C.working on fluency skills. D.Improving decoding skills with syntactic cues.

C.working on fluency skills.

A second-grade teacher is planning writing activities for her class. Which of the following activities would be least appropriate? A.writing a story B.writing poetry C.writing a persuasive essay D.writing a letter

C.writing a persuasive essay

Study the information in the exhibit below; then answer the question that follows. always, around, because, been, before, best, both, buy, call, cold, does, don't, fast, first, five, found, gave, goes, green, its, made, many, off, or, pull, read, right, sing, sit, sleep, tell, their, these, those, upon, us, use, very, wash, which, why, wish, work, would, write, your Which of the following strategies is most effective in teaching students to recognize the words listed in the picture above? A.Showing the students how to use structural analysis to pronounce the words. B.Demonstrating how inferential comprehension can be used to determine word meanings. C.Working with the students to strengthen their phonemic awareness skills to apply to new words. D.Using creative ways to expose the students to the words in multiple situations and contexts.

D. Using creative ways to expose the students to the words in multiple situations and contexts.

A fourth-grade social studies teacher is designing a lesson to help his students critically evaluate magazine articles on various topics. Which of the following activities would most likely accomplish that purpose? A.Have the students identify the major points discussed in the article. B.Have the students research each author's background and experience. C.Find other articles that support the authors' position and those that do not. D.Determine which parts of the article are fact and which are opinion.

D.Determine which parts of the article are fact and which are opinion.

Which of the following sentences contains an error? A.She felt that the classroom contained an adequate amount of instructional materials. B.The principal walked over to the new teacher to discuss the new lunchroom rules. C.Mr. Bloomberg skulked behind the gang members until he determined that they meant no harm. D.He knows that each of the students need a book, pencil and paper.

D.He knows that each of the students need a book, pencil and paper.

Mr. Williams teaches a third-grade math class specifically for English language learners. His students are representative of four different cultural and country backgrounds. Some of the students do not currently speak English fluently. While this does present a challenge for Mr. Williams when communicating with the class as a whole, he designs his instruction in such a way that each student feels valued and understood. Which approach may be most beneficial for Mr. Williams' students as he assesses them over a current concept? A.Assess the students, then determine if the assessment was an accurate reflection of the material which had been taught. B.Administer the assessment to small groups of students who all speak the same language. C.Give every student the same assessment and plan to reteach the most commonly missed concepts to the whole class. D.Scaffold the assessment to the level of conceptual comprehension (concrete, semi-abstract, abstract) to assess each student's ability and knowledge of the concept.

D.Scaffold the assessment to the level of conceptual comprehension (concrete, semi-abstract, abstract) to assess each student's ability and knowledge of the concept.

The stimulus information below relates to the question that follows.Mrs. Swanson is attempting to help students select books that they can read on their own. As part of this process, she must determine each student's independent reading level.In order to determine her students' independent reading level, Mrs. Swanson's best approach would be to — A.have each student complete a diagnostic reading probe. B.observe which books students select on their own. C.complete a standardized, norm-referenced reading test for each student. D.administer an informal reading inventory to each student. A.have each student complete a diagnostic reading probe. B.observe which books students select on their own. C.complete a standardized, norm-referenced reading test for each student. D.administer an informal reading inventory to each student.

D.administer an informal reading inventory to each student.

Students in first grade are expected to organize data to make it useful for interpreting information and solving problems. Ms. Chen has designed a project for her first graders to collect data from the second graders about favorite ice cream flavors. Ms. Chen has provided three options of flavors for students to choose from. The first graders will interview the second graders and ask their favorite flavors then bring the data back to class. Once the data arrives back in class, Ms. Chen will facilitate the collection of the data and guide students to make a bar-type graph. For what could this bar-type graph be useful? A.for sorting the data B.asking the third graders their favorite flavor of ice cream C.making more graphs D.drawing conclusions and generating and answering questions about the data

D.drawing conclusions and generating and answering questions about the data

According to the Texas Essential Knowledge and Skills (TEKS), fifth-grade students are expected to be able to differentiate between, locate, and use valid primary and secondary sources. Which of the following does the TEKS expect students to master as a prerequisite skill for this standard in an early grade? A.identify the historical context of an event B.express ideas orally based on knowledge and experiences C.obtain information about a topic using a variety of oral sources D.identify different points of view about an issue, topic, historical event, or current event

D.identify different points of view about an issue, topic, historical event, or current event

Third-grade students are exploring the area of rectangles. To provide a hands-on investigation, the teacher has provided rectangle templates in various shapes and sizes and square crackers for students to place the crackers inside the rectangles in a way that will fill each rectangle. Students will work in partners to fill each rectangle and record the amount of crackers it takes to fill a rectangle. The number of crackers will indicate the area of the rectangle. By exploring in this way, the teacher is not only providing a means for exploration but also a way for students to enrich their learning experience. To further the investigation and justify their solutions, what next step must students take? A.move on to the next problem and solve for its area B.record their solutions in their math journals C.prove their solutions by comparing them with the findings of the teacher D.prove their solutions by comparing them with other classmates and with the findings of the teacher

D.prove their solutions by comparing them with other classmates and with the findings of the teacher

Use the information below to answer the question that follows.Determine the choice that does not relate to the following:10x + 5 A.expression B.Several employees in a small orchard make the same wages. This can be used to calculate the wages per day an employee makes given the hours he/she works each day. C.evaluated D.solve for the value of x

D.solve for the value of x

Ms. DiStefano teaches sixth-grade language arts in a middle school in McAllen. Her students include many who are currently learning English. Ms. DiStefano understands the importance of helping her students to decode the new vocabulary they find in their reading for enjoyment and their reading for information. She recognizes that the development of a sight word vocabulary is key component of their reading fluency. Look at the table below and click in the boxes next to the elements that make up each component of reading. (WI- Word identification) (RF-Reading fluency) Element- Automaticity, blending, contextual analysis, prosody, sight word vocabulary, word stress

Element- Automaticity (RF), blending (WI), contextual analysis (WI), prosody (RF), sight word vocabulary (WI), word stress (RF)

Examine the sentences listed below. Drag each descriptor and drop it in the box next to the sentence it correctly describes. Imperative, declarative, exclamatory, interrogative How are you today? I went to the Store. I made a 100 on my test! Shut the door.

How are you today? interrogative I went to the Store. declarative I made a 100 on my test! exclamatory Shut the door. imperative

Complete the table to show the correct number of syllables for each word listed. (2 syllables, 3 syllables, 4 syllables, 5 syllables) for Individual, Crocodile, Disturbances, Correctness.

Individual (5), Crocodile (3), disturbances (4), correctness (2)

Mr. Davis teaches fifth and sixth-grade language arts in an urban elementary school. He regularly includes instructional activities to help his students develop both their reading comprehension and their reading fluency. Look at the table below and click in the boxes next to the instructional strategy that develops each reading skill. (RF-reading fluency) (RC-Reading comprehension) Instructional strategy- choral reading, setting a purpose for reading, pairing students, readers' theatre, building prior knowledge of the reading topic, predicting outcomes of the story.

Instructional strategy- choral reading (RF), setting a purpose for reading (RC), pairing students (RF), readers' theatre (RF), building prior knowledge of the reading topic(RC), predicting outcomes of the story(RC).

The five thinking practices of metacognition can be classified as either self-evaluation or self-monitoring skills. In the table below, show which of the practices are self-evaluation and which are self-monitoring by clicking in the appropriate box next to each practice. Metacognitive Practice (SE-self-evaluation) (SM-self-monitoring) Metacognitive-planning and goal setting, continual monitoring of progress, identifying what you know, identifying what you don't know, adapting as needed

Metacognitive-planning and goal setting SM), continual monitoring of progress (SM), identifying what you know (SE), identifying what you don't know (SE), adapting as needed (SM)

Use the information below to answer the question that follows. New Orleans surrender to union forces Lincoln issues call for 75000 troops Vicksburg, Mississippi surrenders to grant Lincoln announces plans to issues emancipation proclamation. The event listed above considered a major turning point in the Civil War was —

Vicksburg surrenders to union forces

In Texas public schools, foundational language skills are developed and sustained by seven integrated strands that are expressed through the Texas Essential Knowledge and Skills. The goal is to ensure a literate Texas. With this in mind, use your mouse to click and drag each ELAR TEKS next to the corresponding integrated strand with which it is associated in the table that follows. analyze how the author's use of language contributes to mood and voice 4

author's purpose and craft

Click and drag each reading error to their corresponding instructional method in the table that follows that will help the student. poor word recognition word-by-word reading

balanced instruction between phonics and fluency

A Grade 5 teacher gave a multiple-choice test on the Civil War and a few students did poorly. She decided to pull students individually and reread the questions that the students missed and ask them to answer in their own words.Examine the chart below and click on the TWO student groups that this approach would be most effective in determining if their scores on the multiple-choice test adequately demonstrated what they know about the Civil War. Which is effective strategy? Student group- students who are English language learners, student who admitted to not studying, student who read below grade level, students who are advanced.

students who are english language learners, students who read below grade level

Examine the chart below and choose the sociological dynamic that most impacted the century identified. which century- 16th, 18th, 19th, 20th century. changing definitions of family and family structure Rise of European enlightened monarchs movement from rural to urban center for industrial employment European rise of Protestantism and decline in Catholicism

changing definitions of family and family structure-2oth Rise of European enlightened monarchs 18th movement from rural to urban center for industrial employment- 18th European rise of Protestantism and decline in Catholicism-16th

In teaching geometric concepts with early childhood learners, it is important to teach developmentally appropriate vocabulary alongside the mathematical language. Match the developmental vocabulary with the correct mathematical language. closed figure

circle

In Texas public schools, foundational language skills are developed and sustained by seven integrated strands that are expressed through the Texas Essential Knowledge and Skills. The goal is to ensure a literate Texas. With this in mind, use your mouse to click and drag each ELAR TEKS next to the corresponding integrated strand with which it is associated in the table that follows. compose multi-paragraph argumentative texts using genre characteristics and craft 5

composition

In Texas public schools, foundational language skills are developed and sustained by seven integrated strands that are expressed through the Texas Essential Knowledge and Skills. The goal is to ensure a literate Texas. With this in mind, use your mouse to click and drag each ELAR TEKS next to the corresponding integrated strand with which it is associated in the table that follows. generate questions about text before, during, and after reading to deepen understanding and gain information 1

comprehension

Click and drag each reading error to their corresponding instructional method in the table that follows that will help the student. skipping small words when reading aloud

comprehension questions that required detailed reading to answer

Click and drag each reading error to their corresponding instructional method in the table that follows that will help the student. misidentifying words with similar spellings

study of homophones and homographs

Click and drag each reading error to their corresponding instructional method in the table that follows that will help the student. vocalization during silent reading poor word recognition

teaching word attack skills

In Texas public schools, foundational language skills are developed and sustained by seven integrated strands that are expressed through the Texas Essential Knowledge and Skills. The goal is to ensure a literate Texas. With this in mind, use your mouse to click and drag each ELAR TEKS next to the corresponding integrated strand with which it is associated in the table that follows. ollow and give oral instructions that include multiple action steps 7

foundational language skills

The Texas Essential Knowledge and Skills in Social Studies includes eight strands. Below, identify which of the following subjects are included as individual titles of the eight strands in all grade levels. (IT- included in the TEKS) (NT-not included in TEKS) History, government, archeology, culture, religion, geography, economics

history (IT), government (IT), Archeology (NT), culture (IT), religion (NT), geography (IT), economics (IT),

In Texas public schools, foundational language skills are developed and sustained by seven integrated strands that are expressed through the Texas Essential Knowledge and Skills. The goal is to ensure a literate Texas. With this in mind, use your mouse to click and drag each ELAR TEKS next to the corresponding integrated strand with which it is associated in the table that follows. differentiate between primary and secondary sources 6

inquiry and research

In Texas public schools, foundational language skills are developed and sustained by seven integrated strands that are expressed through the Texas Essential Knowledge and Skills. The goal is to ensure a literate Texas. With this in mind, use your mouse to click and drag each ELAR TEKS next to the corresponding integrated strand with which it is associated in the table that follows. infer multiple themes within and across texts using text evidence 3

multiple genres

Third-grade students are classifying geometric shapes according to their attributes of parallel and perpendicular lines. Which of the following does not have any perpendicular lines? triangel , diamond, rectagle, pentagon

pentagon

In teaching geometric concepts with early childhood learners, it is important to teach developmentally appropriate vocabulary alongside the mathematical language. Match the developmental vocabulary with the correct mathematical language. shapes

polygons

In teaching geometric concepts with early childhood learners, it is important to teach developmentally appropriate vocabulary alongside the mathematical language. Match the developmental vocabulary with the correct mathematical language. square or rectangle

quadrilaterals

In Texas public schools, foundational language skills are developed and sustained by seven integrated strands that are expressed through the Texas Essential Knowledge and Skills. The goal is to ensure a literate Texas. With this in mind, use your mouse to click and drag each ELAR TEKS next to the corresponding integrated strand with which it is associated in the table that follows. discuss and write about the explicit or implicit meanings of text 2

response

In teaching geometric concepts with early childhood learners, it is important to teach developmentally appropriate vocabulary alongside the mathematical language. Match the developmental vocabulary with the correct mathematical language. diamond

rhombus

In teaching geometric concepts with early childhood learners, it is important to teach developmentally appropriate vocabulary alongside the mathematical language. Match the developmental vocabulary with the correct mathematical language. ball

sphere

Click and drag each reading error to their corresponding instructional method in the table that follows that will help the student. word-by-word reading vocalization during silent reading

students hold their finger in front of lips during silent reading