PPR Practice Questions from Diane.

A student who can formulate a hypothesis and work through the steps of the scientific method by isolating influences and identifying cause-and-effect relationships would be functioning at which cognitive stage of development? A. Concrete operations B. Formal operations C. Preoperational D. Sensorimotor

B. Formal operations

Which of the following situations in line with the Code of Ethics and Standard Practices for Texas Educators? A. Reading students grades aloud in class. B. Pronouncing a word for a students during the administration of the state mandated assessment. C. Accepting a gift from a student that would not impair professional judgement. D. Discussing with a parent the behavior of one of their child's best friends.

C. Accepting a gift from a student that would not impair professional judgement.

High school geometry students are making conjectures about triangles when the mathematics teacher discovers some students have a misconception regarding which triangles satisfy the Pythagorean theorem. With this new insights into the students perceptions, which of the following describes the best course of action for the teachers to take? A. Reminding students of the rules for applying the Pythagorean theorem. B. Adjusting instruction to include student exploration of examples and counterexamples of the Pythagorean theorem. C. Assigning new homework that requires students to use the Pythagorean theorem. D. Dedicating the following day to addressing and clearing up student misconceptions about the Pythagorean theorem.

B. Adjusting instruction to include student exploration of examples and counterexamples of the Pythagorean theorem.

Which technology tool would be best for teachers to use to find the class average on an end-of-unit test? A. Network B. Slide show C. Spreadsheet D. Word processor

C. Spreadsheet

A first-year high school math teacher observes an experienced teacher. This experienced teacher is known for encouraging mathematics exploration by engaging students through active class discussions and mathematics modeling. Which of the following observations is indicative of students actively engaged in mathematics discussions and modeling? A. The teacher is working one-on-one with students and canvassing the classroom while students engaged in a task. B. The teacher is questioning and validating the answers of students who are on task. C. The students are working in separate groups on different parts of the same topic and then presenting information to the entire class. D. The students are observing while the teacher explores a topic and researching conclusions based on their prior knowledge.

C. The students are working in separate groups on different parts of the same topic and then presenting information to the entire class.

Teachers are encouraged to allow students to use technology, including the Internet, to access a variety of information. However, before allowing students to use the Internet, students should be taught how to verify the validity of Internet resources. Which feature is most indicative of Internet resources that contain reliable information? A. Language difficulty B. Ease of navigation C. Website suffix D. Subscription cost

C. Website suffix

Studies suggest that the use of authentic integrated computer activities in regular classroom instruction narrows the achievement gap between advantage and disadvantage students. Which assignment could be described as an authentic instructional activity? A. As part of a math lesson, students use a computer program which provides repetitive review of math facts in addition and subtraction. B. As part of a language arts lessons, students read assigned passages and answer comprehension questions about the passages on the computer. C. As part of a technology lesson, students practice keyboarding skills using a program that tracks their keyboarding speed and accuracy. D. As a part of a science lesson, students use a computer art program to draw representations of the human circulatory system.

D. As a part of a science lesson, students use a computer art program to draw representations of the human circulatory system.

The students in a 9th grade math class represent a wide range of socioeconomic backgrounds, including some whose families have experienced a recent change in job status as a result of the downturn in the economy. The teacher of this class wants to develop a unit of study on how to manage household finances. Which of the following would be the teachers best strategy for planning instruction to accommodate the variety of economic backgrounds? A. Surveying students and grouping them for instructional lessons on finance according to household income. B. Working individually, as much as possible, with students experiencing economic stress at home. C. Targeting instruction to focus on other international societies and how they manage household finances. D. Using many different domestic scenarios when studying household economics.

D. Using many different domestic scenarios when studying household economics.

Which description shows the most effective use of portfolios when discussing a students progress with parents? A. Comparing the students work samples to the work of others in the class. B. Comparing the students work samples to a norm group. C. Comparing the students final work and teacher examples. D. Comparing the students earlier and recent work samples to show growth.

D. Comparing the students earlier and recent work samples to show growth.

At the beginning of the school year, Mrs. Walters arranges for conferences with every parent. The main reasons for these meetings would be to : A. Ask the family questions to show commitment to their perspectives as well as form a critical partnership. B. Discuss all concerns in a formal setting instead of short exchanges before or after school. C. Share with parents the meaning and scope of the curriculum so that they can reinforce concepts at home. D. Explain to the parents how the school is operated and outline ways for them to be involved.

A. Ask the family questions to show commitment to their perspectives as well as form a critical partnership.

Mr. Davidson is a first year teacher. He is having difficulty getting his 5th grade students to understand that fractions and decimal numbers are related. Which activity would most benefit Mr. Davidson in helping his students understand this concept? A. Asking the school level Math Specialist to model a lesson on this concept. B. Visiting the teacher service center to make fraction manipulative. C. Enrolling in a workshop entitled Hands-on Math Activities. D. Conferencing with fourth grade teachers at his school to discuss vertical alignment of curriculum.

A. Asking the school level Math Specialist to model a lesson on this concept.

Mr. Kray sends the following note home to the families of his students. Dear Families, Please look around your home with your child and find words that your child can read. These may be words like "blue" on a blue crayon or "orange juice" on a juice container. Please have your child bring the items to school. Also, please have your child bring in an empty cereal box. Thanks, Mr. Kray The letter shows Mr. Kray's ability to: A. Engage families in activities that enhance student learning. B. Gather information about his students developmental history. C. Evaluate his students exposure to environmental print. D. Communicate to families the reading level of the student.

A. Engage families in activities that enhance student learning.

Mrs. Lanier has created a positive, students centered environment in her classroom and her students enjoy her class. The problem is that during discussions, they become so involved that they often get off topic and lose track of time. Mrs. Lanier is pleased that her students are so interested and motivated to participate, and she is delighted to observe the frequent use of higher-order thinking skills. However, she is having difficulty accomplishing the specific goals and objectives set by the curriculum. Which of these strategies would be most helpful in remedying this situation while maintaining the open and creative classroom environment? A. Establishing efficient routines and effective teaching methods that will keep her on schedule with her goals and objectives while setting aside time towards the end of class for discussion. B. Using the necessary objectives as topics for discussion and enforcing specific time limits for each interchange of ideas during the discussions. C. Using written discussion questions that can be tailored to meet instructional objectives, incorporate student interests and encourage the use of higher-order thinking. D. Establishing and enforcing clear rules for the discussion of topics that will reward students for staying on topic while having disciplinary consequences for those who lead the discussion away from the topic.

A. Establishing efficient routines and effective teaching methods that will keep her on schedule with her goals and objectives while setting aside time towards the end of class for discussion.

Mr. Martinez is having difficulty getting quality responses from his American History students. He primarily asks questions requiring direct recall of the facts they have been studying. Which is the best example of a higher-level thinking question Mr. Martinez could ask his students? A. How would the United States be different if the South had won the Civil War? B. Which event caused the United States to enter World War II? C. How many more members are in the House of Representatives than are in the Senate? D. What is the capital of Maine?

A. How would the United States be different if the South had won the Civil War?

A 4th grade teacher takes his students outside to conduct observations of plant growth in a nearby wilderness area. One of his students has a physical impairment and cannot walk with his classmates. the teacher walk with his classmates. The teacher has the student stay inside with an aide and does not provide an equal alternative opportunity for the student to obtain the same knowledge as the other students. The teacher's actions are not in compliance with which regulation? A. Individuals with Disabilities Education Act (IDEA) B. Rights to Privacy Act C. No Child Left Behind (NCLB) D. District handbook

A. Individuals with Disabilities Education Act (IDEA)

Which of the following types of assessment engages students to apply knowledge and skills through the use of meaningful tasks? A. Performance based. B. Norm Referenced C. Criterion Referenced D. Self evaluation.

A. Performance based.

A school-wide assembly has been planned during part of a high school chemistry teacher's third-period class. When the assembly is finished, there will be 15 minutes of class time left. The chemistry teacher expects that the students will be distracted when they come to class after assemble. Which of the following would be the most appropriate way for the teacher to maximize student learning during the 15 minutes? A. Preparing a fun, challenging learning activity related to the chemistry topic the class is studying. B. Conducting a fast, in depth chapter review in preparation for an upcoming exam. C. Beginning the previously planned lesson and finish it the next day. D. Reviewing the classroom behavior expectations and give a short quiz.

A. Preparing a fun, challenging learning activity related to the chemistry topic the class is studying.

Mr. Rios then assigns a project to his class that will be enhanced by viewing and studying the science museum exhibit he read about in the newspaper article. Students are encouraged to visit the museum on one of two different weekends, take pictures while they are there and prepare a photo journal. to present in class. Under each photo, students are expected to write a one sentence summary in English explaining the photograph. How can the project best be structured so that students whose families cannot take them to the museum will not be disadvantaged? A. Provide access to computers with internet capabilities to view the museum website that offers virtual tours of the exhibit. B. Assign a different project to those students who cannot arrange transportation to the museum. C. Change the grading rubric to minimize the penalty to those students who are not able to view the exhibit. D. Create a new project for the class that requires information that can be obtained from materials found in the classroom.

A. Provide access to computers with internet capabilities to view the museum website that offers virtual tours of the exhibit.

During play time, a preschool teacher observes her students. The teacher notices that Michael is moving a train across the floor alone while other students are sharing action figures, attempting to make them come to life. Based on the observation, which action step should the teacher take? A. Recognizing that Michael is still in the solitary stage of development while continuing to encourage him to play with other through modeling. B. Contacting a school psychologist to express concern about Michael not yet reaching the cooperative stage of play typically achieved during preschool. C. Understanding that Michaels behavior demonstrates a developmental delay while contributing to observe him during play time and in other situations requiring group interactions. D. Contacting Michaels parents to determine whether his siblings may have also demonstrated similar behaviors at the age.

A. Recognizing that Michael is still in the solitary stage of development while continuing to encourage him to play with other through modeling.

Mr. Wallace wants to provide some outside support for a struggling students and is considering copying a computer tutoring software program for the students to use at home. What should Mr. Wallace consider first before copying the program for the student? A. The copyright laws associated with the program. B. The compatibility of the program with the students home computer. C. The additional materials that may be needed to support the program. D. The students ability to follow the program independently.

A. The copyright laws associated with the program.

An 8th grade mathematics teacher begins a lesson comparing fractions to prevents by presenting several 100-square grids on the overhead machine. The grids have varying amounts of squares that are shaded. The teacher then asks the students to use individual dry-erase boards to write down the percent of each grid that is shaded. Which of the following describes the education benefit of using this teaching method? A. The tasks require students to be actively engaged in the lesson by writing down their answers. B. The task incorporates dry erase boards to reduce paper use in the classroom. C. The task encourages students to make connections with previously learned material. D. The task requires students to communicate their mathematical reasoning skills.

A. The tasks require students to be actively engaged in the lesson by writing down their answers.

The teachers of grades 2, 3, 4, and 5 at Liberty Mountain Elementary School have been meeting to align performance-based instructional tasks. The tasks become increasingly complex as students advance in grade level. Since students are assessed by using rating scales based on specific criteria, the teachers are developing narratives that describe varying levels of grade level proficiency for the tasks being rated. Which type of professional collaboration best describes the teacher interaction at Liberty Mountain Elementary School? A. Vertical teaming B. Team teaching C. Horizontal teaming D. Staff mentoring

A. Vertical teaming

At the end of the first day of the unit, Mr. Perez asks his students to write five questions they continue to have about arachnids or insects. He then explains that as lessons progress, the students are to record the answers to their questions in their journals. He also asks that the students write additional questions and answers in their journals as the unit continues. Mr. Perez will most likely use the assignment to provide students with: A. A structured system to use to grade themselves. B. A continual assessment of their own knowledge of the content. C. A practical tool for helping them manage their time. D. A daily opportunity to improve their composition skills.

B. A continual assessment of their own knowledge of the content.

An 8th grade teacher asked her students to each give a multi-media presentation about a specific country. She gave each student a copy of the rubric that will be used to grade the presentation. What is an advantage of this type of assessment for the students? A. A rubric allows teachers to grade faster; therefore, they can quickly return detailed feedback and grades. B. A rubric sets the criteria for students to judge their work, and they can prepare accordingly to meet the expectations. C. A rubric can be used for all projects in the same subject area so that students become familiar with the grading requirements. D. A rubric shows different areas students can focus on that will allow them to score the most points on the assignment.

B. A rubric sets the criteria for students to judge their work, and they can prepare accordingly to meet the expectations.

Mr. Summers is sitting with several parents at a middle school basketball game. During the game a parent approaches with her daughter and says, "Hi, Mr. Summers. I'm Laura, Jenny's mother. I've noticed Jenny's grades are dropping. Are you modifying her math tests as we discussed in the Admission Review Dismissal meeting?" Mr. Summers replies, "I would like to speak to you about your concerns. When would be a good time for me to call you to schedule a conference?" What is the most important reason that Mr. Summers refuses to discuss the modifications listed on Jenny's Individualized Education Plan (IEP)? A. Discussing Jenny's IEP modifications in her presence would make her feel uncomfortable. B. Discussions Jenny's IEP modifications in a public setting violates confidentiality rules. C. Mr. Summer needs to be completely prepared to discuss Jenny's IEP modifications. D. Mr. Summers needs to first contact Jenny's other teachers to ask them to participate in a review of her IEP modifications.

B. Discussions Jenny's IEP modifications in a public setting violates confidentiality rules.

A 3rd grade teacher has planned a lesson designed to illustrate a living organisms need for water. After presenting a mini-lesson, the teacher engages students in a discussion in which they hypothesize the effects of the sufficiency of water supply on a living organism. Which activity would best encourage students to reflect and draw their own conclusions about an organism's need for water? A. Research information on the importance of hydration to living organisms from a credible website. B. Examine a plant that receives water on a regular basis and a plant that does not receive water and record their observations in their science journals. C. Read information together from a science textbook and have students complete worksheet questions at the end of the chapter. D. Cut pictures of plants that received water and those that did not from magazines and place them in the appropriate columns in a graphic organizer.

B. Examine a plant that receives water on a regular basis and a plant that does not receive water and record their observations in their science journals.

Mr. Rios read a newspaper article about an exhibit coming to a local museum that will feature scientific discoveries from around the world. Inspired by the article, Mr. Rios takes advantage of the unexpected learning opportunity and begins brainstorming ideas for a project that will allow his students to use the museum exhibit to express themselves. Before introducing the museum project, Mr. Rios must first make his multicultural 4th grade students aware of the many discoveries of scientists from other parts of the world. Which activity can Mr. Rios. use to best accomplish his objective? A. Sharing news articles related to scientific discoveries made locally and posting them for students to view. B. Having students research and present biographies of famous scientists from their countries of origin. C. Giving students an assignment to draw a picture of a scientific invention that is used everyday. D. Providing students with a list of scientific discoveries made in other countries.

B. Having students research and present biographies of famous scientists from their countries of origin.

Kate is a 10 year old child in a 5th grade classroom where she is given many opportunities to be successful in learning new skills. She finds pleasure in being productive. According to Erik Erikson's psychosocial stages, Kate is demonstrating a positive outcome for which type of developmental crises? A. Trust vs. Mistrust B. Industry vs. Inferiority C. Autonomy vs. Shame/Guilt D. Initiative vs. Guilt

B. Industry vs. Inferiority

A 9th grade teacher is planning lessons for the upcoming weeks of instruction. The teacher will have students read and discuss a novel that includes descriptions of nature, Native American culture and wilderness survival techniques. The teacher will also incorporate authentic Native American artifacts and other related materials and texts to focus student instruction in multiple science, language arts and social studies lessons. This type of instruction is an example of: A. The diagnostic-perspective method. B. Integration through thematic units. C. Team teaching D. The empirical approach.

B. Integration through thematic units.

While exploring newspapers with her students during class, Ms. Johnson, a 4th grade, read a thought-provoking article. The community library had recently hosted an author who wrote a book entitled Connecting to History. The public was invited to attend an afternoon reception honoring the author followed by a book signing. Ms. Johnson shared the article with her students and many of them wished they had known about the event earlier. This gave her an idea to host a Family Connections to History Celebration during the school day in which parents and grandparents would be invited to share their own person mementos, experiences and family stories related to a specific time or even in history. Which would be the most effective method for Ms. Johnson to use in order to introduce the idea for the Family Connections to History Celebration to her students? A. Leading a class discussion prompted by the questions "What would make learning about history more fun?" B. Sharing a person story with the class, including mementos and photographs, prompting a class discussion about special moments in the lives of others. C. Having students read a chapter in the textbook followed by answering the questions at the end of the chapter. D. Arranging students in cooperative groups and assigning each group a specific historical event to act out in front of the class.

B. Sharing a person story with the class, including mementos and photographs, prompting a class discussion about special moments in the lives of others.

A 7th grade teacher learns that an ELL student will enroll midweek. Her lesson plan includes engaging her class in comparing and contrasting the plots of two short stories. How can the teacher best modify this lesson so that the incoming ELL student will be able to comprehend the language of the two short stories? A. Give the student similar reading that are simpler and shorter. B. Shorten the stories and include visual aids such as illustrations or graphic organizers to give the stories context. C. Underline all difficult words and phrases in the stories and provide definitions and meanings. D. Locate an oral recording of the stories in the school library or create such a recording for the student to listen to during class.

B. Shorten the stories and include visual aids such as illustrations or graphic organizers to give the stories context.

A kindergarten team created the following schedule: 8:30-9:00 Calendar and morning message; circle time. 9:00-9:30 Small group teacher directed literacy activity 9:30-10:00 Large group read aloud and reading instruction 10:00-10:30 Individual and small group math math activities 10:30-10:45 Centers 10:45-11:30 Special classes (PE, music, art, computer) 11:30-12:00 Social studies or science unit activities 12:00-12:15 Lunch 12:15-12:30 Recess 12:30-1:15 Quiet time 1:15-1:30 Word work 1:30-2:00 Free centers 2:00-2:20 Pack up/dismissal Which critique of the schedule is most valuable? A. The schedule values the need for students to move by allowing for one recess. B. The scheduled needs to incorporate larger blocks of time for restful and active movement activities. C. The scheduled should allow for longer rest time since students need a balanced of quiet and active time. D. The scheduled balances teacher initiated and student initiated activity time.

B. The scheduled needs to incorporate larger blocks of time for restful and active movement activities.

A 7th grade science teacher is planning a unit on the human body. In order to meet the needs of her ELL students, several steps must be considered for differentiating the instruction. Which list shows the required steps in sequential order? A. Create assessments for student mastery, determine students prior knowledge of skill, plan activities or methods for instruction and understand the concept or skill. B. Understand the concept or skill, determine students prior knowledge of skill, plan activities or methods for instruction and create assessments for student mastery. C. Determine students prior knowledge of skill, create assessments for student mastery, understand the concept or skill and plan activities or methods for instruction. D. Plan activities or methods for instruction, understand the concept or skill, determine students prior knowledge of skill and create assessments for student mastery.

B. Understand the concept or skill, determine students prior knowledge of skill, plan activities or methods for instruction and create assessments for student mastery.

Ms. Kevin, a 4th grade teacher, is assigned a new student at the beginning of the second semester. She learns that the student and his family were victims of a natural disaster and have been relocated to the area. Ms. Kevin notices that the student is shy, has trouble speaking and is substantially behind the class in reading and math. Because of the severity of the disaster, there are no school records available. In assessing the situation, it is most important for the teacher to: A. Call the students parents and ask them to request an Admission Review and Dismissal (ARD) meeting so that the student can receive special education services. B. Use appropriate assessment tools to obtain a baseline measurement of the students skills in reading and math and differentiate instruction to address the students needs. C. Notify the schools social worker and counselor of the students arrival at the school. Then the teacher would make an appointment to meet the parent and counselor to discuss the students status at his previous school. D. Realize that it may take time for the students to adjust to the new environment; the teacher should be patient and understanding.

B. Use appropriate assessment tools to obtain a baseline measurement of the students skills in reading and math and differentiate instruction to address the students needs.

What is the first question a teacher should consider when judging the appropriateness of an instructional unit? A. Does this unit include a variety of motivational strategies and interest activities so that students can participate and learn content that assess a particular Texas Essential Knowledge and Skill? B. Was this unit designed to address numerous Texas Essential Knowledge and Skills and to utilize a variety of instructional techniques and assessments to better meet the needs of a heterogeneous classroom? C. Was this unit designed by a reputable agency that is considered an expert in the unit subject matter? D. Was this unit designed and approved by experienced district curriculum developers to utilize existing resources and materials?

B. Was this unit designed to address numerous Texas Essential Knowledge and Skills and to utilize a variety of instructional techniques and assessments to better meet the needs of a heterogeneous classroom?

A 3rd grade teacher is planning a lesson on the properties of liquids by mixing water and oil together. She wants to plan her discussion questions to reflect the different cognitive levels in her class. Which question would address the level of comprehension of the average student? A. Which other liquids would belong in a group with oil? B. What happened when we mixed oil and water? C. What is the temperature of the water? D. Why do you think the oil and water separated?

B. What happened when we mixed oil and water?

An assistant principal is observing the questioning methods of a new teacher during a classroom discussion. Which of the following strategies should the assistant principal consider to be most effective? A. The teacher poses a question to the class and calls on one student to answer it. B. The teacher repeats the question for students who have not listened the first time. C. After asking a question, the teacher allows sufficient wait time for all students to formulate an answer. D. After identifying the students who are comprehending the material, the teacher asks higher level questions that they explore for the rest of the class.

C. After asking a question, the teacher allows sufficient wait time for all students to formulate an answer.

What should Ms. Johnson do to be certain that each students family receives advance notification of the Family Connection to History Celebration? A. Have students personally invite their parents or guardians and have them report the total number of people attending, while providing daily oral reminders to students. B. Call the parents or guardians of the students to invite them to attend the family celebration. C. Distribute a letter for students to take home that includes a response portion and then contract the parents or guardians of students who have not responded. D. Compile an electronic address book and send out a bulk email to all parents or guardians requesting a timely reply.

C. Distribute a letter for students to take home that includes a response portion and then contract the parents or guardians of students who have not responded.

Three Algebra 1 teachers are planning a project for solving systems of equations. Which of the following would be the best first step for the teachers to begin collaborating about the project? A. Sharing their past experiences with designing a project. B. Creating the assessment for the project to ensure all tested objectives will be addressed. C. Establishing the objectives to be taught, guidelines and expectations for the project. D. Designing the activity that will be completed, outlining the material, steps and procedures.

C. Establishing the objectives to be taught, guidelines and expectations for the projec

Ms. Cedillo's senior class is approaching the end of a literature unit. Which closure activity should Ms. Cedillo include to allow students to reflect on and self assess their knowledge of the literature unit? A. Providing story outlines and have each student complete the outlines using details from the stories. B. Administer a multiple-choice test over the five story elements in the units literature and discuss the correct answers after the tests are grades. C. Have the students select five of their journals entries that focus on different stories and discuss them with group members. D. Ask the students to create a chart comparing and contrasting two of their favorite characters from the units literature.

C. Have the students select five of their journals entries that focus on different stories and discuss them with group members.

A high school mathematics teacher class includes English-language learners (ELLs). The teacher is designing a class activity that will involve groups working together on a task. Which of the following strategies would be the best for developing this activity in a way that accommodates the students varying levels of English-language proficiency? A. Grouping students according to their level of academic language proficiency in English. B. Planning tasks based on the assumption that the ELLs will have an average understanding of English. C. Including tasks that will encourage students to explore mathematics in a hands on manner. D. Involving students in a detailed class discussion of the activity before the groups begin.

C. Including tasks that will encourage students to explore mathematics in a hands on manner.

On the first day of school, a teacher and her students collaboratively create seven rules of classroom conduct. The rules of conduct describe appropriate personal interaction and respect for the property of others. Why is collaboratively creating rules of classroom conduct a good practice to use with students? A. It guarantees that students in the class will adhere to the rules because they helped create the rules. B. It encourages students to think that the rules are negotiable because the teacher encourages student input. C. It gives the students ownership of the rules. D. It ensures the students will have a productive school year.

C. It gives the students ownership of the rules.

Ms. Jones has configured her 45 minute intervention time into 15-minute rooting learning stations. She is exploring strategies to ensure that students who are not involved with her at the intervention table work independently. She does not want students to interrupt her and impede the progress of the students at the intervention table. Ms. Jones needs to communicate directions and expectations to students so that they can transition smoothly from one activity to the next. What strategy would be most helpful in helping Ms. Jones accomplish her goal? A. Ring a bell or play music at 15 minute intervals and repeat instructions briefly at each transition. B. Record the names of students who interrupts during instructional time and record their behavioral infraction on the classroom behavior chart. C. Post a menu of activities available at each learning station and spend time rehearsing procedures needed to complete each activity and transition from one activity to another. D. Appoint student leaders to explain assignments at each station, lead the transitions from one activity to another and approach the teacher with questions as necessary.

C. Post a menu of activities available at each learning station and spend time rehearsing procedures needed to complete each activity and transition from one activity to another.

Ms. Newberry's 11th grade English class is going to spend the next six weeks studying the epic poem Beowolf. Last year Ms. Newberry had her students read the story together as a class and answer questions she had prepared. This year she wants to create greater excitement about Beowulf. Which is the best activity Ms. Newberry could use to encourage her students to become more involved in the unit? A. Rereading the poem aloud and having the students translate the poem into modern text. B. Allowing the students to write questions about the poem and ask other students to answer the questions. C. Proving a list of objectives based on the poem and letting the students select an assignment from a variety of activities. D. Assigning the students to read the poem on their own and prepare an oral report about the poem.

C. Proving a list of objectives based on the poem and letting the students select an assignment from a variety of activities.

Mr. Perez, a 5th grade teacher, wants students to become excited about exploring science in his class. At the beginning of the school year, he plans a unit on the differences between insects and arachnids. He plans to divide the class into groups, with half go the groups researching arachnids and half researching insects. He decides that for the final assessment students will design a model of an insect or an arachnid using a medium of their choice. Which would be the most appropriate strategy for Mr. Perez to use on the first day of the unit? A. Lecture to explain the differences between insects and arachnids. B. Ask the groups to read encyclopedia articles about arachnids or insects and then produce an oral report. C. Show the students color pictures of arachnids and insects and ask them to look for differences. D. Allow the students to use computers to do independent research on the differences between arachnids and insects.

C. Show the students color pictures of arachnids and insects and ask them to look for differences.

Which is the best example of a correctly written lesson objective in a 3rd grade social studies curriculum? A. Students will memorize and color the symbols of the holidays on the calendar. B. During the first month of school, students will practice reciting the pledge of allegiance and singing patriotic songs. C. Students will be able to identify their school and their neighborhood on an aerial map of the country. D. Students will gain appreciation for the regional folk heroes and popular figures who have contributed to the cultural history of the United States of America.

C. Students will be able to identify their school and their neighborhood on an aerial map of the country.

An 8th grade teacher wants to try a new activity in her classroom. The students will engage in a self-led discussion on topics related to their reading assignment. What is the best way for the teacher to introduce and explain the grading criteria for the activity? A. The teacher will create specific directions and a grading rubric that explain the assignment and grading criteria; the teacher should make sure the students and their parents sign both document. B. The teacher will create a list of possible topics and give it to the students before the discussion so they can prepare ways to contribute to the discussion and improve their grade. C. The teacher will allow for practice by holding a mock discussion ahead of time on a different topic; after the session, students should apply the grading rubric to their work. D. The teacher will show the class a video that provides instruction and tips for presenting in front of peers and will provide a copy of the grading rubric.

C. The teacher will allow for practice by holding a mock discussion ahead of time on a different topic; after the session, students should apply the grading rubric to their work.

How could a teacher best use the support of a paraprofessional staff member in the classroom? A. To become the director of the classroom when the teacher is absent. B. To become the classroom manager for student behavior. C. To assist the teacher with daily routines in order for the students to reach their goals. D. To assist the students when they are misunderstanding a lesson or assignment in order for the students to reach their goals.

C. To assist the teacher with daily routines in order for the students to reach their goals.

Mr. Connor is a high school teacher who is also the sponsor of a math club. The student in the club each paid $12 for T-shirts, and it is Mr. Connor's responsibility to place the order for the students. The T-shirt company offers to discount the price of each T-shirt by $3. Which of the following actions would be considered unethical for Mr. Conner to do at this point? A. Returning the extra $3 to each student. B. Refusing the discount from the company. C. Using the discount toward a field trip for the math club. D. Canceling the order and return the money to the students.

C. Using the discount toward a field trip for the math club.

Ms. Murphy asks her students to write an essay about themselves including their family's heritage, their place of birth, their childhood years and their positive characteristics. She informs the students that she will check for proper grammar and usage. Then she reminds them to revise and edit their work before submitting their paper for grading. What is the best way Ms. Murphy can reduce comments on the negative aspects of their essays while providing effective feedback to the students about their writing? A. Refraining from marking on their essays to avoid discourage them about the writing process. B. Giving every student's an A for turning in the essay because it would be insulting for a student to receive a lower grade on a paper about himself or herself. C. Writing a few positive comments on the essay and then making suggestions for improvement. D. Grading each students essay with a holistic score and assigning a scale grade from zero to four.

C. Writing a few positive comments on the essay and then making suggestions for improvement.

A 4th grade ESL social studies teacher designs a lesson to encourage students to explore and identify the common experiences and struggles faced by the different groups represented in her classroom after those groups immigrated to Texas. In particular, she wants to focus on the challenges the groups faced in becoming part of Texas culture. Which strategy would encourage students to explore these challenges from diverse perspectives? A. Instruct students to read and discuss poetry and literature written by authors of divers ethnicities and cultures who have migrates to Texas. B. Ask students to complete worksheets after reading assignments in their social studies textbook that document the hardships of migration of different cultural groups to Texas. C. Create an activity in which small groups of students explore the lyrics of folk music written to describe the experiences of different ethnic groups as they migrated to Texas; students write a report about their finding and the students reports are displayed on a classroom bulletin board. D. Assign students to conduct an interview with a family or community member who has immigrated to Texas; have students compare and contrast their responses with those collected by their classmates and produce a book of short stories based on the interviews as a culminating project.

D. Assign students to conduct an interview with a family or community member who has immigrated to Texas; have students compare and contrast their responses with those collected by their classmates and produce a book of short stories based on the interviews as a culminating project.

Eight students in Ms. Monroe's sixth-period science class attend English as a Second Language (ESL) class. After reviewing the scores from the first test of the school year, Ms. Monroe realizes that her ESL students received the lowest scores on the test. What action can Ms. Monroe take to increase the success of the ESL students in her class? A. Recognizing that ESL students will need additional time to adjust to a test given in English. B. Sending these students to the ESL interventionist to receive assistance with the test. C. Translating all tests for ESL students into their respective native languages. D. Designing tests for ESL students by replacing complicated language with plan English text.

D. Designing tests for ESL students by replacing complicated language with plan English text.

A sixth grade class is learning about the recycling process. The teacher wants the culminating assessment to be a class debate over the pros and cons of recycling. Which seating arrangement would best promote a debate? A. Teacher in front and students looking towards the teacher. B. Big circle of students with teacher behind the students not in the front. C. Students in group. D. One side and another side with teacher in the center.

D. One side and another side with teacher in the center.

A 1st grade teacher uses quantitative data collected from running records to assess, provide immediate corrective feedback and create lessons designed to specifically address students needs in development of reading skills. Which component of reading would this data collection strategy best assess? A. Silent reading comprehension B. Ability to make inferences C. Reading endurance D. Oral reading fluency

D. Oral reading fluency

A 3rd grade team lead teacher has posted a proposed lesson plan and schedule for a project based activity saved as an electronic document. She has asked the teachers to provide feedback about the project. So that all parties can have access, she has asked the teachers to submit their comments to a Feedback section of the electronic document stored on a shared drive. Which type of technology activity is the lead teacher using? A. Creating and editing a database B. Selecting and using graphic tools C. Maintaining a teacher web page D. Sharing information through online communication

D. Sharing information through online communication

Brandon is a four year old child who was referred for a multidisciplinary evaluation by his teacher because of articulation delays. Which support professional would be most appropriate for observing Brandon's level of language functioning? A. Guidance Counselor B. Reading Coach C. Academic Interventionist D. Speech pathologist

D. Speech pathologist

Mrs. Bard sets up activities and learning centers in her 1st grade classroom to encourage socialization, cooperation and sharing among the students. Which statement describes the reason she is creating these opportunities? A. Students at this stage will make friends solely by chance. B. Students at this stage will form short-term relationships. C. Students at this stage will benefit from these types of relationships based on teacher interventions. D. Students at this stage will form friendships based on common play interests and interactions.

D. Students at this stage will form friendships based on common play interests and interactions.

Which of the following best describes formative assessment and its purpose? A. This type of assessment consist of daily written assignments that can be graded quickly and returned to students so that both the students and the teacher can monitor the students progress. B. This type of assessment should be completed at the end of an instructional unit so that both the teacher and students can see if learning goals and objectives were met. C. This type of assessment is informal, consisting of reflection and questioning by both the teacher and the students to judge the effectiveness of each days instruction. D. This type of assessment is ongoing and utilizes a variety of assessment techniques to allow the teacher to gauge student understanding so that he or she can make appropriate adjustments to instruction.

D. This type of assessment is ongoing and utilizes a variety of assessment techniques to allow the teacher to gauge student understanding so that he or she can make appropriate adjustments to instruction.

Ms. Lovejoy notices Mary, a 1st grade student, has struggled with transition times since the beginning of the school year. Mary becomes disruptive and aggressive. Ms. Lovejoy decides to have a conference with Mary's parents. Her parents suggest that Ms. Lovejoy enforce an external reward system for Mary in the classroom. Which response to the parent would be most appropriate? A. "We can try this type of reward system, but because boys respond better than girls to external rewards, a system of this type might not be successful." B. "We should not try this type of reward system because it would be unfair to reward one student when the other students are expected to behave during these times without reward." C. "We should not try this type of reward system because external rewards are not appropriate in early childhood classrooms." D. We can try this type of reward system, but this type of reward system may keep her from establishing the internal motivation to behave during these times."

D. We can try this type of reward system, but this type of reward system may keep her from establishing the internal motivation to behave during these times."

Which communication technique would be the best for a middle school teacher to use to overcome the language barrier between non-English speaking parents and herself when updating parents on information about her classes? A. Hold a parent night for these parents only. B. Use a bilingual student or parent to translate newsletter regarding classroom assignments, student grades and events. C. Ask non-English speaking paeans to sign all papers sent home daily. D. Write a weekly newsletter using pictures and short explanations of the class assignments and events.

D. Write a weekly newsletter using pictures and short explanations of the class assignments and events.