Practice - Pedagogy & Professional Responsibilities PPR

Middle school students are at a crossroads and may behave like children and teenagers at the same time. Which of these is not an advantage of cooperative learning for a middle school student?

Cooperative learning improves independent work skills while working alongside others.

What is the primary reason for administering a diagnostic test?

to assess a student's strengths and needs

A seventh-grade science teacher is introducing DNA to students. Which of the following will best help students with understanding this abstract concept?

a 3-D model of DNA

Ms. Flannigan surveyed her students on their preferred method of learning. After seeing the wide range of response, she offered students the choice of creating a presentation, taking a written test, or writing an essay for the unit assessment. This is an example of which of the following?

differentiation

To ensure consistent personal communication among stakeholders, teachers should create:

digital portfolios.

Which of the following is not an example of transfer of learning?

completing a science lab experiment to prove a hypothesis

Ms. Roland, a fourth-grade teacher, has begun her first year at a new school. On her previous campus, the fourth grade was departmentalized and Ms. Roland taught language arts and social studies. At her new campus, fourth-grade classes are self-contained. She has enjoyed the new format overall but has faced some challenges while teaching math. Ms. Roland loves math and it was her favorite subject in school, but she is struggling to get her students engaged in the lessons. The students seem to be more easily distracted by each other, and she struggles to get through her lessons in the time dedicated to the subject. On the latest district assessment, her students' overall performance in math was noticeably below the campus average. Following some reflection on her teaching practices, she has begun incorporating more collaborative elements into the lessons and connecting math skills to the real world. She has also made arrangements to observe some of the other fourth-grade teachers during their math lessons. Which of the following people on Ms. Roland's campus would be a logical resource for support with this issue?

department chairperson

Ms. Chen is having her students compile their best pieces of art to share at the end of the semester. Students will post their art work in the classroom, along with a statement of their focus to show mastery of the semester's lessons. Ms. Chen measures student success on this assignment based on the state standards for their course level. What kind of assessment does this represent?

portfolio

A middle school science teacher regularly holds class discussions, and the teacher is incorporating more higher-order thinking questions to promote students' critical thinking skills. Which of the following questions is the best question for the teacher to include in a class discussion about genetics?

"Describe the impact of sequencing the human genome and how this discovery continues to impact modern science."

Which two of the following options should teachers consider in order to ensure that email continues to be a successful form of communication with parents throughout the school year?

-be cognizant of the timing and frequency of emails -carefully consider what information to contain in a subject line

Use the information below to answer the questions that follow: Ms. Hardy is a 6th-grade Humanities teacher. She provides a writing assignment to her students every Friday to assess their understanding of the topic covered during the week. Every Monday morning Ms. Hardy collects the written responses. She then corrects every mistake, often filling the page with notes and corrections. To help students keep their writing organized, she returns all the writing assignments to students at the end of the month and reviews the concepts covered in the writing. Which of the following two things could Ms. Hardy do to make her feedback more productive? Select all answers that apply.

-provide feedback in a more timely manner -focus feedback on the topic covered during the week

An eighth-grade teacher wants to improve how the students function in small groups. What is the best strategy for improving the functionality of the small groups?

After the students have completed the small group activity, the teacher should conduct an evaluation with the group to review their performance and identify ways to improve their collaboration in the future.

Justine is a first grade student who receives resource services. She has multiple disabilities and is an auditory learner. Which of the following instructional strategies best supports Justine's preferred learning style?

Allowing Justine to listen to stories and directions read aloud by the teacher.

The most important question for a teacher to consider when assessing the classroom climate is:

Are all students being intellectually involved and active during the lessons?

During class, some students are assigned to work at centers, others independently at desks, and the remaining students that need remediation are in a small group. The teacher wants to ensure that all students are on task and able to complete work in the complex learning environment. How can the teacher set up the classroom to best accomplish this goal?

Arrange the small group in a corner with the teacher so that the teacher is facing the classroom and can periodically scan the room.

A 3rd-grade teacher is planning a field trip to a plant nursery in conjunction with their unit on life cycles. The owners of the nursery have prepared presentations and a hands-on opportunity for each student to repot their own seedling to take home with them. The teacher has outlined the following objectives for this educational experience: Learning Objective 1: Students will analyze the food web that supports the growth of plants in order to draw a representative diagram in their science journals. Learning Objective 2: Students will understand the relationship between the seasons and a plant's access to the resources required to grow. Learning Objective 3. Students will diagram the life cycle of a plant found in the nursery by sketching images in their science journals. Which of the following is the most important revision that the teacher should make to improve the learning objective 2 in this scenario?

Change "understand the relationship" to "explain the relationship."

In January, Eddie enrolled in a first-grade classroom. After a week, his teacher noticed that he got out of his desk and wandered around the classroom; he did not participate in classroom routines or sit with the group for morning reading or with his table group. She observed that his play activities were similar to a kindergartener or a younger child. She then reviewed the records just sent from his previous school, which noted that he had highly developed social skills and behaviors. In determining how best to work with Eddie and this situation, what is most important for the teacher to consider?

Children like Eddie often revert to less advanced play levels in response to stress, such as moving or family upheaval.

At the open house for the parents of her first-grade students, Ms. Allen begins to establish a cooperative partnership between the students' families and herself. Of all her strategies to promote a cooperative partnership, which of the following would be the most effective?

Communicate the academic goals for her students, as well as clearly outline the expectations for the teacher and parent in achieving these goals.

Ms. Bradshaw is conducting a group discussion about gravity with her elementary students. During the discussion, she notices about half the class is raising their hands to answer the questions, while the other half of the class does not seem interested in participating. Which of the following would be the most effective strategy in prompting class-wide participation?

Divide students into heterogeneous small groups to discuss the educational activity amongst themselves while she walks around the room asking questions to the groups about their discussion.

PART 1 Giovanni is an ELL student from Italy. His 6th-grade class is going to read a story set in Italy, centered around the Leaning Tower of Pisa, and containing a few sentences in Italian. The day before the class reads the story, the teacher, Ms. Davies, calls Giovanni over to her desk and has the following conversation: Ms. Davies: Giovanni, tomorrow in class we will read a story set in Italy. It is about a little boy visiting the Leaning Tower of Pisa for the first time. Have you ever been there? Giovanni: Yes! When I am very young. I remember. Ms. Davies: Wow! What a cool experience! This book also has a few sentences in Italian. I was wondering if you would like to tell the rest of the class what the sentences mean. You could also tell them about visiting Pisa! I can show you the sentences now so you can see what you think? [She shows him the applicable pages in the book] Giovanni: Yes. I can say the sentences in English. But just that. I won't like to talk about my trip for the whole class. Ms. Davies: Okay! Thank you, Giovanni. We are so lucky to have someone that speaks Italian in our class to share with us! PART 2 The following day, the teacher introduces the story and tells the class that Giovanni is going to help them all understand the parts of the story that are written in Italian. The class is excited to hear him speak Italian and a few other students raise their hands to tell the class other languages they can speak. After reading the story, the teacher asks her class to analyze the plot using a graphic organizer. Students will identify the main conflict, climax, and resolution. In what way should the teacher adjust this lesson to further support Giovanni's development of English academic and everyday language?

Include an opportunity to discuss the plot of the story with a neighbor before completing the graphic organizer.

Alex is a middle school student who recently moved here from another country. Use the conversation between Alex and Ms. Opal to answer the following questions. Ms. Opal: Hi Alex, I was entering grades this morning and noticed you have not turned in your summary of the short story we read together in class yesterday. Do you have it for me? Alex: No. I didn't do it. Ms. Opal: You had class time to complete the assignment. Why didn't you do the assignment? Alex: I couldn't finish it because I didn't understand the story. I don't even know what Mt. Rushmore is. Ms. Opal: That makes sense. But why didn't you ask for help? Alex: I don't know. Opal: Come to tutoring tomorrow and I will have something ready for you. Which of the following is an example of how Ms. Opal can adapt future instruction to be more culturally responsive to Alex and other students with diverse cultural backgrounds in her classroom?

Incorporate texts that are culturally diverse so that all students will have opportunities to draw on their cultural background.

A 3rd-grade teacher is planning a field trip to a plant nursery in conjunction with their unit on life cycles. The owners of the nursery have prepared presentations and a hands-on opportunity for each student to repot their own seedling to take home with them. The teacher has outlined the following objectives for this educational experience: Learning Objective 1: Students will analyze the food web that supports the growth of plants in order to draw a representative diagram in their science journals. Learning Objective 2: Students will understand the relationship between the seasons and a plant's access to the resources required to grow. Learning Objective 3. Students will diagram the life cycle of a plant found in the nursery by sketching images in their science journals. The week before the field trip, the teacher used their science time to introduce the students to plants native to the area that they were likely to encounter at the nursery. She showed images of different types of trees, bushes, and other plants. Considering the development of this age group, which of the following is the best way for the teacher to reinforce this information about types of plants?

Lead students on a walk around the school and have students work together to identify different plants from the presentation, collecting items like leaves and acorns along the way.

PART 1 On a Friday afternoon, a 5th-grade class completed their assignment early, leaving approximately 20 minutes left of the school day with no relevant activity planned for the remaining time. Ms. Donovan, a new teacher, decided to allow the students some free time to visit amongst themselves for the remainder of the day. The class is generally well behaved, but without a specific task the students quickly became loud and active; one group of students was tossing a paper ball around the room, over the heads of other students. The principal stopped in after hearing the commotion from down the hall. Ms. Donovan quickly instructed the students who were throwing the paper ball to return to their seats and explained to the principal why the students were having free time. PART 2 Soon after this incident, Ms. Donovan attends a teacher development training focused on self-reflection. The teachers are asked to reflect on their strengths and weaknesses, consider opportunities for growth, and develop goals related to their teaching performance. Ms. Donovan writes the following reflective questions to monitor her progress over the coming weeks. Have I changed the pace of a lesson or progression of lessons based on student learning? Have I responded to teachable moments? Have I taken the opportunity to extend learning when students demonstrate mastery more quickly than expected? Ms. Donovan is uncomfortable with the principal seeing her class in disarray. Which of the following best describes how she should respond to this unexpected classroom visit and plan for the future?

Make a plan for more structure in similar situations while still including student choice and fun options.

Which activity below is an example of the effective teaching practice of activating prior knowledge?

Ms. Simms uses a KWL chart through a lesson on a new concept to have students write what they "Know" what they "Want to know" and "what they have Learned" during a new lesson.

A seventh-grade English language arts teacher selects short stories, poems, and novels that include characters and experiences similar to those of her students. For an upcoming unit of study, the teacher has selected a novel which includes a main character who has a disability. Which of the following activities would be best to engage students in this learning experience?

Prepare students for reading the novel by exploring topics related to setting and characters in the novel. Allow students to share their personal experiences and connections if they choose to.

PART 1 Ms. Grimes is a fourth-grade teacher planning a social studies unit about the 6 flags that have flown over Texas. She knows that the state standard requires the students to be able to explain the meanings of the six flags that flew over Texas. With that in mind, she has planned the following progression of activities related to this skill for their social studies class time: Day 1 Provide each student with a timeline that is already segmented based on the duration of each nation's control of Texas. The timeline will serve as an outline for student notes, and they will add the years and name of each nation. They will also cut out and glue on pictures of each flag. Day 2 Lesson briefly explaining the transition of power from the first nation to the second. Students will draw and label the first two flags. Focus on Spain and France Day 3 Lesson briefly explaining the transitions of power from the second nation to the third, and the third to the fourth. Students will draw and label the second two flags. Focus on Mexico and Republic of Texas Day 4 Lesson briefly explaining the transitions of power from the fourth nation to the fifth, and the fifth to the sixth. Students will draw and label the final two flags. Focus on the United States of America and Confederate States of America. Day 5 Students review using a matching game with the classmates at their table. Day 6 Assessment PART 2 On the second day of the flag lessons, Ms. Grimes realizes one student isn't participating in the lesson and refuses to draw the flags. On the third day, the student refuses to stand up to recite the Texas pledge during the morning announcements, despite being asked to stand and being told that his parents would be contacted if he didn't follow directions. Before lunch, Ms. Grimes asked the student to stay in the class to discuss the issue. Here is a transcript of their conversation: Ms. Grimes: Why didn't you stand for the pledge today? And why aren't you participating in our flag activities? Student: Because I don't want to. Ms. Grimes: But you have always stood for the pledge in the past. Why aren't you standing anymore? Student: Because my mom said we are moving to New Mexico this summer for my dad's new job. I won't live here so none of this Texas stuff matters anymore. Ms. Grimes: I'm sorry to hear you will be leaving us. I know that is a big, difficult change. I won't require you to stand for the pledge tomorrow if you choose not to, but I am going to ask that you continue to complete your classwork while you are here. In the remaining Texas flag lessons, how should the teacher work to motivate this student who thinks Texas history is no longer relevant to him?

Provide context for the changes in flags that connect the broader picture in North America in each time period.

Alex is a middle school student who recently moved here from another country. Use the conversation between Alex and Ms. Opal to answer the following questions. Ms. Opal: Hi Alex, I was entering grades this morning and noticed you have not turned in your summary of the short story we read together in class yesterday. Do you have it for me? Alex: No. I didn't do it. Ms. Opal: You had class time to complete the assignment. Why didn't you do the assignment? Alex: I couldn't finish it because I didn't understand the story. I don't even know what Mt. Rushmore is. Ms. Opal: That makes sense. But why didn't you ask for help? Alex: I don't know. Opal: Come to tutoring tomorrow and I will have something ready for you. When Alex arrives to make up the missing grade, what adaptation to the assignment should Ms. Opal plan to support Alex?

Provide him with pictures and background information about Mt. Rushmore.

Which of the following steps would be appropriate for a general education teacher to take if they suspect that a student may have dyslexia?

Refer the student for participation in a research-based intervention program at the school.

A seventh-grade social studies teacher is interested in being more deliberate with his cross-curricular teaching. He is looking for insight into learning goals for the other seventh-grade subjects in order to see where the subjects can connect. Which of the following would best support this teacher's goal?

Schedule a horizontal team meeting to collaborate with other teachers.

The two fifth-grade science teachers at a school are working together to create resources for an upcoming unit. Since they are unable to meet as regularly as is necessary to complete the planning together, which of the following will best support their planning process?

Schedule an initial meeting to form a general outline and goals, then use collaboration software to asynchronously create the resources.

Ms. Sheridan is a first year teacher. During her first observation by an administrator it is pointed out that she might benefit from professional development concerning behavior management. What should Ms. Sheridan do in response to this?

Seek out resources online, through the district, or by other means for additional training on best practices in behavior management.

A sixth-grade teacher would like to inform the parents of her students that the final assessment of the grading period will occur the following week. Which of the following describes the best way to communicate time-sensitive information to as many parents as possible?

Send a group email to the parents of all students.

Mr. Riley's class routine involves assigning homework at the end of class and requiring the work to be turned in the following day. He notices that many students come to the after-school one-on-one tutoring sessions with similar questions about the homework. He decides it will be beneficial for the students to ask questions about the homework at the time he assigns it. The next week, he realizes the classroom activities push the assigning of the homework to the very end of the class period and the students do not have time to ask questions. Which of the following would be the best strategy to alleviate the problem?

Set a routine to end all classroom activities five minutes before the end of the class period so Mr. Riley can assign the homework and answer any questions about the homework.

Kindergarten students are doing a unit on measurement. The teacher sets up three stations: length: students measure length using different materials, such as paper clips and crayons, to determine length; e.g., how many paper clips long is a piece of paper) mass: students use a balance and blocks to determine the mass of different objects volume: students use different-sized cups to see how much water can fit in a bucket Which of the following describes the greatest strength of this activity?

Students are provided opportunities for active engagement with the content.

Which statement does not accurately describe aspects of physical development?

Students with special needs will not pass through all the physical development stages with their peers.

On the first day of school, Mr. Upton hands out the class syllabus, a glossary of items found in the classroom, and the handout describing the morning routine. He covers the syllabus and explains the purpose of his class, what he expects the students to learn, and the procedures for submitting work. He then moves to describing the laboratory equipment that the students will use over the course of the year, and finally, he explains the daily routine to begin each class. Before class is over, he has the students go into the hall and then come back into class so they are familiar with the classroom procedures. With his actions, Mr. Upton best demonstrates which of the following?

Students' learning is greatly enhanced when they have a clear expectation of classroom behaviors and routines.

Which of the following is not necessary when creating a positive classroom environment?

Teachers should be nice to students and always show a positive demeanor.

Mrs. McDowell meets another teacher in the supermarket one day after school. The teacher begins to discuss a situation at school involving two students and which student is to blame for the incident. What is the most appropriate response by Mrs. McDowell?

Tell the other teacher that it is inappropriate for her to discuss any student's performance or behavior outside of school and they should determine a time during school to discuss options to solve the issue.

Ms. Adams obtained permission for the following activity. All students were cleared to participate. Ms. Adams begins math by holding up a fun-sized bag of colored candy and a blank bar graph and provides the following instructions: Ms. Adams: Each of you will have one bag of colored candy and a blank piece of graph paper. [The kids perk up and are noticeably excited about the candy. Some students shout things like, "YUM!" and "I love those!" before quieting down.] You are not allowed to eat any until we have completed the activity. First, you will open your candy and sort them by color. Next, you will count each pile and make a bar graph like the one we made yesterday. Do you see it here still drawn on the front board? After you make your graphs, compare them with the graphs made by the other students at your table. Observe who had the most of each color and who had the least. You can even add up the totals to see if everyone had the same number of each color in their bags. Okay, now you can come up to get your bag of candy and graph paper from the front of the classroom." Which of the following state standards is met by this lesson?

The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems.

Which of the following describes a preschool student who needs additional support in their social development?

The student avoids others and you have seen him rocking back and forth during free times.

A fifth-grade teacher is planning a science unit in which the students will study the earth's surface and the impacts of erosion. He has begun by identifying the learning goal for the unit and the learning objectives for various lessons. Which of the following is the best example of a learning goal for this unit?

The students will understand that the earth's surface is constantly changing.

On the first day of school, Mrs. Richards, a beginning ninth-grade English teacher, wants to establish effective communication with the parents/guardians of her students. Which of the following practices would best accomplish this goal?

The teacher provides a form to each student requesting with whom she should communicate and how to get in touch with them. The form should also include information about Mrs. Richards including subject taught, conference period time, school email address, and the date of the first report card.

A class is learning about the water cycle. Which of the following would be the most appropriate way to use technology to support their understanding of the movement of water through the water cycle?

Use a website that requires students to drag images representing each stage of the water cycle into their correct place on a diagram.

A third-grade class will soon be reading the novel Charlotte's Web and completing a thematically related project. The teacher knows that the school has a copy of the film in the library and she would like to use it as part of their unit. When she goes to check out the film, the librarian provides her with guidance on how to appropriately use the copyrighted film. Which of the following is allowed under the fair use copyright guidelines?

Use clips aligned to their corresponding sections in the book to evaluate the similarities and differences in the film and text.

Use the information below to answer the following questions. The pieces of information build to create a classroom scenario, and the questions ask you to decide on the most appropriate course of action based on the situation. PART 1 A 10th grade World History teacher is planning an assessment related to the following learning goal: Learning Objective: The student demonstrates understanding of the Columbian Exchange and explains its impact. All of the concepts being assessed were covered either through a lecture or assigned reading. The assessment will be due at the end of the week and will require the students to demonstrate their understanding through one of the following ways: Write an informative essay Work with a partner to record a podcast on the topic Write a short story the depicts the experience of a person participating in the Columbian Exchange Film a news broadcast as if you were living during this time period and reporting on impacts of the Columbian Exchange PART 2 Once the projects are submitted, each one will be presented to the class and the teacher will use a rubric to grade the students' work. The teacher will evaluate the projects based on their factual accuracy, the clarity of their ideas, and whether they have thoroughly explained the Columbian Exchange and its impact. Which of the following is an example of how the teacher could use this assessment as a formative performance-based assessment?

Use the data from the results to determine what concepts to review prior to a criterion-referenced unit test.

Use the information below to answer the questions that follow: Ms. Hardy is a 6th-grade Humanities teacher. She provides a writing assignment to her students every Friday to assess their understanding of the topic covered during the week. Every Monday morning Ms. Hardy collects the written responses. She then corrects every mistake, often filling the page with notes and corrections. To help students keep their writing organized, she returns all the writing assignments to students at the end of the month and reviews the concepts covered in the writing. Ms. Hardy gives these writing assignments to students mainly as a way to improve their learning performance and adjust her instruction. What is this type of assessment called?

a formative assessment

A teacher is preparing to use progress monitoring assessments to track student progress over time. She will also use this data after each reassessment to form homogeneous small groups. Which of the following technology tools will best support this teacher's goal?

a spreadsheet

PART 1 Ms. Grimes is a fourth-grade teacher planning a social studies unit about the 6 flags that have flown over Texas. She knows that the state standard requires the students to be able to explain the meanings of the six flags that flew over Texas. With that in mind, she has planned the following progression of activities related to this skill for their social studies class time: Day 1 Provide each student with a timeline that is already segmented based on the duration of each nation's control of Texas. The timeline will serve as an outline for student notes, and they will add the years and name of each nation. They will also cut out and glue on pictures of each flag. Day 2 Lesson briefly explaining the transition of power from the first nation to the second. Students will draw and label the first two flags. Focus on Spain and France Day 3 Lesson briefly explaining the transitions of power from the second nation to the third, and the third to the fourth. Students will draw and label the second two flags. Focus on Mexico and Republic of Texas Day 4 Lesson briefly explaining the transitions of power from the fourth nation to the fifth, and the fifth to the sixth. Students will draw and label the final two flags. Focus on the United States of America and Confederate States of America. Day 5 Students review using a matching game with the classmates at their table. Day 6 Assessment PART 2 On the second day of the flag lessons, Ms. Grimes realizes one student isn't participating in the lesson and refuses to draw the flags. On the third day, the student refuses to stand up to recite the Texas pledge during the morning announcements, despite being asked to stand and being told that his parents would be contacted if he didn't follow directions. Before lunch, Ms. Grimes asked the student to stay in the class to discuss the issue. Here is a transcript of their conversation: Ms. Grimes: Why didn't you stand for the pledge today? And why aren't you participating in our flag activities? Student: Because I don't want to. Ms. Grimes: But you have always stood for the pledge in the past. Why aren't you standing anymore? Student: Because my mom said we are moving to New Mexico this summer for my dad's new job. I won't live here so none of this Texas stuff matters anymore. Ms. Grimes: I'm sorry to hear you will be leaving us. I know that is a big, difficult change. I won't require you to stand for the pledge tomorrow if you choose not to, but I am going to ask that you continue to complete your classwork while you are here. The teacher was surprised to have a fourth grader refuse to recite the Texas pledge. She wants to discuss the situation with someone and make sure she handles it appropriately going forward. Who should she first discuss this issue with?

a mentor teacher

Ms. Adams obtained permission for the following activity. All students were cleared to participate. Ms. Adams begins math by holding up a fun-sized bag of colored candy and a blank bar graph and provides the following instructions: Ms. Adams: Each of you will have one bag of colored candy and a blank piece of graph paper. [The kids perk up and are noticeably excited about the candy. Some students shout things like, "YUM!" and "I love those!" before quieting down.] You are not allowed to eat any until we have completed the activity. First, you will open your candy and sort them by color. Next, you will count each pile and make a bar graph like the one we made yesterday. Do you see it here still drawn on the front board? After you make your graphs, compare them with the graphs made by the other students at your table. Observe who had the most of each color and who had the least. You can even add up the totals to see if everyone had the same number of each color in their bags. Okay, now you can come up to get your bag of candy and graph paper from the front of the classroom." At the end of the class day, Ms. Adams reflects on the success of this new activity. Overall she thinks it went well, but there were some chaotic and disorganized moments. In addition to today's activity, she has also observed that her class generally wastes a lot of class time transitioning into activities. Based on Ms. Adam's instructions and her reflection on how the class typically operates, what should she focus on to support her students in this area?

a plan to distribute materials efficiently

Which of the following technological tools would a teacher use to filter and organize the results from her students' past standardized test scores in order to plan for future instruction?

a school or district database

A social studies teacher is requiring her students to choose one topic from their current unit that they would like to learn more about. The topic must be something mentioned in their textbook or class notes that they would like to research further. Which of the following technological tools will be most important for the completion of this assignment?

a search engine

Utilize the information provided to answer the following questions. The pieces of information build to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. PART 1 Mr. Milby, a fifth-grade teacher, is starting a unit on weather with his class. The following excerpt is from the student assignment sheet. The Wonderful World of Weather Goals: Mathematics: To practice graphing skills by analyzing and comparing the drastic temperature variations found around the world. Science: To understand the difference between climate and weather. Social Studies: To learn about how the world's different climates have impacted world cultures. English/Language arts: To research different types of weather events and create a multimedia slideshow to share what you have learned. Each continent has its own unique set of climate and weather patterns. Over the next three weeks, we will examine the way weather impacts our everyday lives. You will be working with another student to research a major weather event (hurricane, tornado, tsunami, blizzard, etc.). Each pair will gather information on the atmospheric conditions that result in these weather events and present their findings to the class. Finally, as a final assessment, students will create an informative slide on how to prepare for their chosen weather disaster. These will be posted on the school's website. PART 2 Before students start researching their weather events, Mr. Milby posts the science goal on the whiteboard. Here is the transcript of one of the class discussions. Mr. Milby: Good morning, students. I have written our science goal for this week, "To understand the difference between climate and weather." Last week we finished up our discussion about climate. If you look over at our front table, you'll see the salt map we made of the United States where we recorded the general climate of major regions. Does anyone remember the definition of climate? Maxwell: It's like when the weather is the same but for a long time. Like for years and years. Mr. Milby: Yes, you're correct. It's the long term weather conditions of an area. When we talk about climate, we are talking about the average weather of a place over a span of around 30 years or more. Today we are going to be making some illustrations in our science notebooks to represent the differences between climate and weather. For example, we have a dry, arid climate in this picture. [Shows a picture of a desert on the screen.] What could be a prominent type of weather found in this region? [No one answers the question.] Well, what do you think, is it sunny or rainy more often here? Several students: Sunny! Mr. Milby: Good! Now what's another type of weather you might find in this region? Julieta: You would probably find it's windy. Mr. Milby: Why do you think that? Julieta: There aren't many trees in the desert. Mr. Milby: Good. So, for the next part of this unit, you will be working with another student to research a major weather event, such as a hurricane, tornado, tsunami, or blizzard. Each pair will research the atmospheric and weather conditions that lead to the weather event and make a presentation to show the class. For example, tornadoes form when warm and cold air meet and result in an updraft. PART 3 After the student pairs are done with their research, students are supposed to summarize the atmospheric conditions that cause certain weather events in a presentation for the class. Mr. Milby schedules time in the computer lab to give them time to create their multimedia slideshows. Before the students begin working on the project, Mr. Milby goes over how to create one of these slideshows with the class. Following the presentations, students are given another assignment that will serve as the final unit assessment. The student pairs conduct additional research on how to best prepare for one of these weather events and make an informational slide to post on the school's website. Reference Part 2 Which of the following excerpts from the class conversation best indicates that Mr. Milby knows how to adjust instruction to meet students' needs? a. "...is it sunny or rainy more often here?" b. "Why do you think that?" c. "Yes, you're correct. It's the long term weather conditions of an area." d. "What's another type of weather you might find in this region?"

a. "...is it sunny or rainy more often here?"

Mrs. Fields wants her kindergarten class to engage independently in educational activities. Mrs. Fields can best achieve this goal by which of the following approaches? a. Designate a time each day for students to work independently in free-choice activities, while she ensures that the most common materials are available to all students. b. Discuss different styles of learning with the students, making them aware of their individual strengths and weaknesses. Let them know how this may affect their learning in multiple contexts. c. Ask the students what she can do to create a more independent learning environment. d. Ask parents to volunteer to help students work independently.

a. Designate a time each day for students to work independently in free-choice activities, while she ensures that the most common materials are available to all students.

A math teacher wants to introduce a lesson on the use of decimals and fractions. Which of the following strategies is most likely to increase the students' understanding of the concepts? a. Highlight examples of decimal and fraction use from the students' lives. b. Have students write down what they think is the purpose of decimals and fractions. c. Have students complete a pre-instructional worksheet on the topic. d. Repeat the lesson until students have committed the lesson to memory.

a. Highlight examples of decimal and fraction use from the students' lives.

Use the information provided to answer the following questions. The information builds to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. A third-grade history teacher is teaching her students about European exploration in North America. The lesson focuses on the reasons for and obstacles to the exploration of North America and the examples of cooperation and conflict between European explorers and American Indians. At different points in the lesson, the teacher poses the following questions to students: Pre-lesson During lesson Post-lesson (1) Why do explorers want to discover new land? (2) How did the explorers cooperate with the American Indians? (3) How did the explorers clash with the American Indians? (4) Do you think that it is fair for the European settlers to take land from the American Indians? (5) Who were some of the first European explorers to arrive in North America? (6) Where did the first European explorers settle? (7) What if the first European explorers had settled in California instead of on the east coast of the US? Which two of the following questions posed by the teacher require students to use critical thinking skills? Select all answers that apply. a. Question 1 b. Question 4 c. Question 5 d. Question 6

a. Question 1 b. Question 4

Mrs. Harper notices her students seem discouraged when they receive their corrected homework assignments back from the previous day. As she discusses the matter with her mentor teacher, Mrs. Harper realizes that she only comments on the errors in the students' work. Of the following, which is the best statement Mrs. Harper should consider when grading the students' work? a. Research on instructional feedback indicates learning is best promoted when feedback praises good work while indicating errors which need to be corrected. b. Mrs. Harper should not hand back homework the next day, but rather she should wait until students have had time to fully absorb the material. c. Research on instructional feedback indicates learning is best promoted when feedback focuses on the completion of correct work and does not bring to attention the students' errors. d. The emotional reaction of students should not influence the grading of their work.

a. Research on instructional feedback indicates learning is best promoted when feedback praises good work while indicating errors which need to be corrected.

Read the information below and answer the questions that follow. Ms. Jay is a 6th-grade science teacher. She is teaching her students about animal habitats. They are observing images of different habitats and discussing the different components of a habitat when she notices that a few students in the back of the classroom are distracted by something outside the window. Ms. Jay looks out the window and finds that they are watching three squirrels chase one another around the schoolyard. Veering from her planned lesson, Ms. Jay instructs the class to close their notebooks and follow her outside. She proceeds to the schoolyard, where she leads students in a hunt to find the squirrel's habitat, a leaf nest that she had seen weeks ago up in the tree. This prompts many questions related to squirrels and their characteristics. What does Ms. Jay do to effectively handle the distracted students? a. She adapts instruction to meet student interest. b. She disciplines the students who weren't paying attention. c. She changes the classroom environment. d. She continues her lesson as planned.

a. She adapts instruction to meet student interest.

A science teacher intends to design a performance assessment. Which of the following activities would be most appropriate to use for this type of assessment? a. Students follow steps to determine a hypothesis and complete a lab experiment. b. Students safely prepare their area for an experiment while the teacher observes. c. Students review their lab reports to select the worst ones, and then they set a goal for improving the quality of reports during the next semester. d. Students are given an image of a microscope and are asked to label all parts.

a. Students follow steps to determine a hypothesis and complete a lab experiment.

Use the bulleted information in the list below to answer the following question. Student-generated topics Differentiated assignments Time to present performance tasks to peers A middle school history teacher creates a unit plan containing the elements listed. Which of the following statements best describes the impact these elements will have on students? a. Students will feel motivated to complete classroom assignments. b. Students will generate more questions during classroom discussions. c. Students will draw from other content areas to complete assignments. d. Students will be better able to communicate with their peers.

a. Students will feel motivated to complete classroom assignments.

Mr. Sandberg's students are frustrated because they all performed well on the homework assignments, but the large majority of them failed the most recent exam. In reviewing the test questions, the students noticed they were much more complex than the homework questions. The students approach Mr. Sandberg with their concern that the test has questions they were not prepared to answer. Which of the following best describes the students' concern about the assessment? a. The assessment does not have content validity. b. The assessment is not a performance-based assessment. c. The assessment does not have objective measures. d. The assessment is not reliable.

a. The assessment does not have content validity.

According to Piaget, which of the following behaviors may a teacher first notice during a student's concrete operational stage of development? a. The student is more aware of the world around them and engages in logical thinking. b. The student applies correct grammatical skills when speaking and has increased communication skills. c. The student primarily relies on trial and error to learn new skills.

a. The student is more aware of the world around them and engages in logical thinking.

An art teacher will have three students with severe disabilities joining his seventh-grade art class. The three students will be accompanied by an instructional aide during each class period. The best way to prepare new students to join the class is to: a. collaborate with the instructional aide to determine any adjustments that may be needed in order for students to complete the current art project. b. call the students' parents the week before to provide the class supply list. c. ask the instructional aide to introduce the students on their first day of class. d. arrange the room so that the three new students will have a table in a quiet area of the room to work with the instructional aide.

a. collaborate with the instructional aide to determine any adjustments that may be needed in order for students to complete the current art project.

Which of the following strategies will increase communication between parents and teachers throughout the school year and encourage parental involvement in their student's academic progress? a. create an informative website on class content and have a place for parents to message the teacher b. upload all the students' major projects to a digital drive to share with families throughout the school year c. publish a monthly newsletter with links to classroom videos showing what students are learning

a. create an informative website on class content and have a place for parents to message the teacher

Mr. Omar wants to create a class-wide research project for his third-grade class about the school's water usage and how the school can conserve their resources. As he discusses the project, the students become excited about being able to research various aspects of the school. Mr. Omar decides to split the class into small groups, with each group coming up with ideas to implement the research. After the students organize their thoughts, Mr. Omar asks each group to consider how this project might help the school conserve energy and what benefits it might have on the community. Framing the research project around the issue of how it affects the students and their community is most likely to help them: a. develop a sense of ownership and involvement in the local community and allow them to see how their efforts can benefit those around them. b. understand the importance of original research and the challenges involved in the proper citation. c. recognize the importance of large group efforts in combating environmental issues. d. develop a strong, positive self-esteem in their ability to benefit the community.

a. develop a sense of ownership and involvement in the local community and allow them to see how their efforts can benefit those around them.

A senior high school teacher notices a student's grades are falling. The teacher pulls the student aside after class to address the issue. The student informs the teacher that he plays in a band that performs at local restaurants, he has not had time to study, and he even might drop out of school because he is making a significant amount of money. The teacher is best able to discuss the situation if he realizes many high school students: a. do not think about the long-term consequences of their actions. b. are not capable of logical thought in correlation with their own circumstances. c. assign negative emotions to individuals who demonstrate authority over their lives. d. have an intrinsic desire to be successful entertainers.

a. do not think about the long-term consequences of their actions.

The main reason for conducting a diagnostic assessment at the beginning of the school year is to: a. gather baseline data to plan for the first unit of instruction. b. determine the extent of students' regression during the summer break. c. rank students according to their performance on the assessment. d. establish cooperative student groups within the classroom.

a. gather baseline data to plan for the first unit of instruction.

Use the information provided to answer the following questions. The information builds to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. Towards the beginning of every year, Ms. Gray, a 2nd-grade social studies teacher, develops a class constitution with his students. He uses this as an opportunity to teach the students about the US constitution and its three branches and system of checks and balances. He structures his lesson plan as follows: Step 1: Provide an overview of the US Constitution and explain why it was created. Step 2: Present students with the task of creating their own "classroom constitution," with the rights that students should have, which will ensure that students learn, stay safe, and have fun. Step 3: Students work with a partner to brainstorm some rules that should be included in the class constitution. They write their ideas on post-it notes and stick them to a board in the front of the room. Then, the teacher works with the students to group the ideas together. Step 4: Students discuss the responsibilities that they have in order to protect the rights that they agreed upon. Then, students agree upon the statements and sign, or ratify, the class constitution. Step 5: Introduce the three branches of government and discuss their roles. Step 6: Elect students in the class to act as representatives of Congress, or the Legislative branch, and give them the duty of checking in with the teacher (or the president), when the students in the class feel that a rule needs to be amended. Elect other students to serve as judges in the judicial branch, in case any disputes arise throughout the year. How can Ms. Gray incorporate more social-emotional learning into this lesson? Select all answers that apply. a. having students discuss why it's important to feel safe and respected in the classroom b. creating extrinsic rewards to be given to the class for following the rules c. brainstorming ways that the class can handle when a student's right is not honored d. providing students with examples of past class constitutions

a. having students discuss why it's important to feel safe and respected in the classroom c. brainstorming ways that the class can handle when a student's right is not honored

Use the information below to answer the following questions. The pieces of information build to create a classroom scenario, and the questions ask you to decide on the most appropriate course of action based on the situation. PART 1 Ms. Johnson, an eighth-grade United States English teacher, has written a unit plan for each student to write a persuasive letter on a topic of concern facing society today (global warming, food insecurity, endangered species, high obesity levels, teen smoking, etc.). The main objective is for students to research and write a persuasive letter to convince a particular organization or business (oil company, zoo, car company) to take action on a problem. She gives each student a copy of the timeline for upcoming learning activities associated with the unit. What's the Solution?: Using our Voices to Inspire Change Day 1 Discuss persuasive texts: What is their function? What persuasive texts have you read? What would a persuasive letter look like? Why should you write one? Show students examples of persuasive letters throughout history. Brainstorm a list of at least five pressing issues in our society that you would be interested in researching and writing about. Day 2 Share your list and initial thoughts in a classroom roundtable discussion to gather feedback for your research plan. Day 3 Research the issues you have chosen along with possible solutions. Prewrite using an outline provided by the teacher. Consider what business or organization would best benefit from receiving the letter. Day 4 Write a draft of the letter using the outline presented in class. Day 5 Edit and revise the letter with a partner to prepare it for publication. Day 6 Type the letter and print it out in preparation for mailing. PART 2 To prepare for students to mail out their persuasive letters, Ms. Johnson creates a protocol for reviewing the content of each letter. She then contacts the community relations managers for the organizations and businesses students have identified in order to determine who within the organization could most benefit from receiving the letter. This unit plan shows Ms. Johnson has an understanding of: a. how student learning can extend beyond the classroom. b. the importance of helping students plan for future careers. c. the importance of teaching understanding and tolerance. d. how student learning standards should be written.

a. how student learning can extend beyond the classroom.

Utilize the information to respond to the following questions. The information builds to create a hypothetical classroom scenario. The subsequent questions will require you to make decisions based on the situation. PART 1 Ms. Frank is a middle school English teacher who designs her own writing units based on the district curriculum. Throughout the school year, each genre of writing receives its own unit. She follows writing workshop guidelines and models each type of writing extensively before students begin their own pieces. For each unit, Ms. Frank requires students to take a piece of writing through the entire writing process: prewriting, drafting, editing/revising, and publishing. Each step of the process has a different rubric. After each step in the writing process, Ms. Frank collects the writings and reviews them according to the rubric. Students then revise their writing according to the comments and questions Ms. Frank writes on their papers. Halfway through the year, Ms. Frank feels proud of the progress students have made in their writing. However, she feels burdened by the amount of time she spends reviewing student writing and making these notes. Ms. Frank talks about this with her mentor teacher who assists her with writing down the specific issues she is having, such as: A large amount of time is spent reviewing and leaving comments on student writing. Students frequently misplace parts of their paper, making it difficult for them to move to the next stage of the writing process smoothly. A large amount of time is spent passing out the rubrics and the student essays after Ms. Frank has reviewed them. PART 2 Utilize the information to respond to the following questions. The information builds to create a hypothetical classroom scenario. The subsequent questions will require you to make decisions based on the situation. Ms. Frank goes back to her classroom after meeting with her mentor teacher and creates a hanging file folder system for student work. Each class period has its own portable file box, and each student has a folder within the box. Students get their folders from the box at the beginning of the period and return them at the end filled with the writing they have completed. Each folder has a self-reflection sheet for students to complete after each stage of the writing process. Here is an example of one student's self-reflection sheet. Reference Part 2 One of the best aspects of using the portable file folder boxes is that they: a. increase the amount of instructional time available. b. decrease the likelihood of students receiving a low score. c. allow students to feel like they are all on the same team. d. make it easy for student aides to file classroom work.

a. increase the amount of instructional time available.

Utilize the information provided to answer the following questions. The pieces of information build to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. PART 1 Mr. Milby, a fifth-grade teacher, is starting a unit on weather with his class. The following excerpt is from the student assignment sheet. The Wonderful World of Weather Goals: Mathematics: To practice graphing skills by analyzing and comparing the drastic temperature variations found around the world. Science: To understand the difference between climate and weather. Social Studies: To learn about how the world's different climates have impacted world cultures. English/Language arts: To research different types of weather events and create a multimedia slideshow to share what you have learned. Each continent has its own unique set of climate and weather patterns. Over the next three weeks, we will examine the way weather impacts our everyday lives. You will be working with another student to research a major weather event (hurricane, tornado, tsunami, blizzard, etc.). Each pair will gather information on the atmospheric conditions that result in these weather events and present their findings to the class. Finally, as a final assessment, students will create an informative slide on how to prepare for their chosen weather disaster. These will be posted on the school's website. PART 2 Before students start researching their weather events, Mr. Milby posts the science goal on the whiteboard. Here is the transcript of one of the class discussions. Mr. Milby: Good morning, students. I have written our science goal for this week, "To understand the difference between climate and weather." Last week we finished up our discussion about climate. If you look over at our front table, you'll see the salt map we made of the United States where we recorded the general climate of major regions. Does anyone remember the definition of climate? Maxwell: It's like when the weather is the same but for a long time. Like for years and years. Mr. Milby: Yes, you're correct. It's the long term weather conditions of an area. When we talk about climate, we are talking about the average weather of a place over a span of around 30 years or more. Today we are going to be making some illustrations in our science notebooks to represent the differences between climate and weather. For example, we have a dry, arid climate in this picture. [Shows a picture of a desert on the screen.] What could be a prominent type of weather found in this region? [No one answers the question.] Well, what do you think, is it sunny or rainy more often here? Several students: Sunny! Mr. Milby: Good! Now what's another type of weather you might find in this region? Julieta: You would probably find it's windy. Mr. Milby: Why do you think that? Julieta: There aren't many trees in the desert. Mr. Milby: Good. So, for the next part of this unit, you will be working with another student to research a major weather event, such as a hurricane, tornado, tsunami, or blizzard. Each pair will research the atmospheric and weather conditions that lead to the weather event and make a presentation to show the class. For example, tornadoes form when warm and cold air meet and result in an updraft. PART 3 After the student pairs are done with their research, students are supposed to summarize the atmospheric conditions that cause certain weather events in a presentation for the class. Mr. Milby schedules time in the computer lab to give them time to create their multimedia slideshows. Before the students begin working on the project, Mr. Milby goes over how to create one of these slideshows with the class. Following the presentations, students are given another assignment that will serve as the final unit assessment. The student pairs conduct additional research on how to best prepare for one of these weather events and make an informational slide to post on the school's website. Reference Part 1 Mr. Milby tells the students they may choose their own weather event to research. The main reason for allowing students to decide their own project topic is to: a. motivate and empower the students. b. differentiate according to learning styles. c. lessen the probability of students plagiarizing. d. monitor each group's decision making process.

a. motivate and empower the students.

Which of the following is not a useful method for motivating students? a. offering intrinsic rewards for completing work b. assigning valuable tasks c. providing frequent positive feedback d. including students in instructional decisions

a. offering intrinsic rewards for completing work

A third-grade teacher sends a monthly newsletter and includes a note that students' reading benchmark data reports are now available and will be sent home the following week in students' folders. One of the parents replies and asks if they can be sent an electronic copy instead. What is the best way for the teacher to respond? a. password protecting an electronic version of the student's report and sending it via email b. sending the parent the class report and asking them to only print their student's file c. ignoring the request and sending a paper copy home in the student's folder

a. password protecting an electronic version of the student's report and sending it via email

Utilize the information provided to answer the following questions. The pieces of information build to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. PART 1 Mr. Milby, a fifth-grade teacher, is starting a unit on weather with his class. The following excerpt is from the student assignment sheet. The Wonderful World of Weather Goals: Mathematics: To practice graphing skills by analyzing and comparing the drastic temperature variations found around the world. Science: To understand the difference between climate and weather. Social Studies: To learn about how the world's different climates have impacted world cultures. English/Language arts: To research different types of weather events and create a multimedia slideshow to share what you have learned. Each continent has its own unique set of climate and weather patterns. Over the next three weeks, we will examine the way weather impacts our everyday lives. You will be working with another student to research a major weather event (hurricane, tornado, tsunami, blizzard, etc.). Each pair will gather information on the atmospheric conditions that result in these weather events and present their findings to the class. Finally, as a final assessment, students will create an informative slide on how to prepare for their chosen weather disaster. These will be posted on the school's website. PART 2 Before students start researching their weather events, Mr. Milby posts the science goal on the whiteboard. Here is the transcript of one of the class discussions. Mr. Milby: Good morning, students. I have written our science goal for this week, "To understand the difference between climate and weather." Last week we finished up our discussion about climate. If you look over at our front table, you'll see the salt map we made of the United States where we recorded the general climate of major regions. Does anyone remember the definition of climate? Maxwell: It's like when the weather is the same but for a long time. Like for years and years. Mr. Milby: Yes, you're correct. It's the long term weather conditions of an area. When we talk about climate, we are talking about the average weather of a place over a span of around 30 years or more. Today we are going to be making some illustrations in our science notebooks to represent the differences between climate and weather. For example, we have a dry, arid climate in this picture. [Shows a picture of a desert on the screen.] What could be a prominent type of weather found in this region? [No one answers the question.] Well, what do you think, is it sunny or rainy more often here? Several students: Sunny! Mr. Milby: Good! Now what's another type of weather you might find in this region? Julieta: You would probably find it's windy. Mr. Milby: Why do you think that? Julieta: There aren't many trees in the desert. Mr. Milby: Good. So, for the next part of this unit, you will be working with another student to research a major weather event, such as a hurricane, tornado, tsunami, or blizzard. Each pair will research the atmospheric and weather conditions that lead to the weather event and make a presentation to show the class. For example, tornadoes form when warm and cold air meet and result in an updraft. PART 3 After the student pairs are done with their research, students are supposed to summarize the atmospheric conditions that cause certain weather events in a presentation for the class. Mr. Milby schedules time in the computer lab to give them time to create their multimedia slideshows. Before the students begin working on the project, Mr. Milby goes over how to create one of these slideshows with the class. Following the presentations, students are given another assignment that will serve as the final unit assessment. The student pairs conduct additional research on how to best prepare for one of these weather events and make an informational slide to post on the school's website. Reference Part 3 The main reason for including the instructional slides on the school's website is for students to: a. practice how to use productivity tools to convey information. b. work together to meet a single learning objective. c. learn how to use the new software the district purchased. d. determine which electronic sources are reliable

a. practice how to use productivity tools to convey information.

A 7th-grade mathematics teacher is in the middle of a unit on geometry. She designs the following lesson plan: Learning Objective: Students will be able to use the formulas for the area of squares, rectangles, and triangles for real-world applications. Direct Instruction: Review the formulas for the area of a square, rectangle, and triangle. Write the formulas on the board. Modeling: Measure the walls of the classroom and demonstrate the procedure of subtracting windows and doorways from the total area of the walls. Discuss how to determine the cost of painting and carpeting the room. Provide students with a price of carpet and price of paint to use in their calculations. Guided practice: Distribute a different size box to each student. Explain to them that the box represents a room. Provide them with a scale of 1cm = 1 ft Instruct students to: cut two windows and one door in each box measure the "rooms" (boxes) to find the surface area of the "walls," "floor," and "ceiling" determine the amount of "paint" and "carpet" needed for the room estimate the cost of painting and carpeting the room Independent practice: Distribute a handout with diagrams to practice measuring more odd-shaped rooms How can the teacher best adjust the instruction to meet the needs of the English-language learners (ELLs) at the beginning level of proficiency who are in the class? a. pre-define and label the parts of the room and unfamiliar vocabulary b. write detailed directions to accompany the task c. provide ELLs with an easier version of the task d. have all ELLs work together in one group to complete the task

a. pre-define and label the parts of the room and unfamiliar vocabulary

Utilize the information to respond to the following questions. The information builds to create a hypothetical classroom scenario. The subsequent questions will require you to make decisions based on the situation. PART 1 Ms. Frank is a middle school English teacher who designs her own writing units based on the district curriculum. Throughout the school year, each genre of writing receives its own unit. She follows writing workshop guidelines and models each type of writing extensively before students begin their own pieces. For each unit, Ms. Frank requires students to take a piece of writing through the entire writing process: prewriting, drafting, editing/revising, and publishing. Each step of the process has a different rubric. After each step in the writing process, Ms. Frank collects the writings and reviews them according to the rubric. Students then revise their writing according to the comments and questions Ms. Frank writes on their papers. Halfway through the year, Ms. Frank feels proud of the progress students have made in their writing. However, she feels burdened by the amount of time she spends reviewing student writing and making these notes. Ms. Frank talks about this with her mentor teacher who assists her with writing down the specific issues she is having, such as: A large amount of time is spent reviewing and leaving comments on student writing. Students frequently misplace parts of their paper, making it difficult for them to move to the next stage of the writing process smoothly. A large amount of time is spent passing out the rubrics and the student essays after Ms. Frank has reviewed them. PART 2 Utilize the information to respond to the following questions. The information builds to create a hypothetical classroom scenario. The subsequent questions will require you to make decisions based on the situation. Ms. Frank goes back to her classroom after meeting with her mentor teacher and creates a hanging file folder system for student work. Each class period has its own portable file box, and each student has a folder within the box. Students get their folders from the box at the beginning of the period and return them at the end filled with the writing they have completed. Each folder has a self-reflection sheet for students to complete after each stage of the writing process. Here is an example of one student's self-reflection sheet. Reference Part 1 Ms. Frank structures her classroom instruction in a way that is developmentally appropriate for middle school students because she: a. provides specific, meaningful feedback for students to act on. b. encourages students to work together to meet a shared goal. c. asks students to contribute ideas before assigning a writing topic. d. engages students in one-on-one conferences to give feedback.

a. provides specific, meaningful feedback for students to act on.

A fourth-grade teacher is introducing a new option for book reports. Students may write an email to the author detailing favorite aspects of the book and asking follow-up questions about the story line. The email must be sent from the school account for the student to receive credit. Which of the following goals is met through this use of technology? a. providing an authentic context for developing written communication skills b. introducing students to the various roles in the publishing world c. exposing students to the reality of being a well-known author d. identifying privacy issues related to email

a. providing an authentic context for developing written communication skills

A teacher has introduced a research project. One resource the teacher will require the students to use is a website. Which of the following activities would best help students differentiate between relevant and irrelevant information? a. reading, identifying, and highlighting information in articles that contain pertinent information to the subject being researched b. teaching the students how to read and assess titles of articles to see if they contain relevant information c. discussing how best to use a search engine to find relevant articles d. highlighting the first and last paragraph of each section and assessing the highlighted sentences to see if they contain information related to the research topic

a. reading, identifying, and highlighting information in articles that contain pertinent information to the subject being researched

A language arts teacher wants to use the library for her students to do research. Prior to visiting the library, the teacher and librarian meet. What should be the primary focus of their meeting? a. student learning goals for the project b. the role technology can play in the project c. creating a list of potential activities

a. student learning goals for the project

A fifth-grade teacher has several English Language Learners in the classroom. Which of the following activities would be most appropriate to use to help students to increase their understanding of English phonetics? a. students read a short story and sound out multi-syllable words b. students read a short story and use a thesaurus to look up unfamiliar words c. students read a short story and identify important plot elements d. students read a sentence and label the parts of speech

a. students read a short story and sound out multi-syllable words

Emerson Elementary is having all parents of third-grade students schedule a parent-teacher conference to discuss their students' results in a recent statewide assessment. During the conferences, the primary goal of each teacher should be: a. to explain each student's assessment results and in which areas the student demonstrates strengths and which areas the student demonstrates a weakness. b. to gain the parents' insights into how instructional activities will meet the needs identified in the assessment. c. to discuss with the parents the negative aspects of statewide assessment testing and how it can be improved. d. to share the results of each student's assessment results relative to the rest of the third-grade class.

a. to explain each student's assessment results and in which areas the student demonstrates strengths and which areas the student demonstrates a weakness.

Students in Mr. Blake's social studies class are finishing their final project with an oral presentation to their classmates. Which of the following would result in the most objective and reliable assessment of the students' presentations? a. using a pre-established rubric to assess the students' presentations b. using the students' written portions of the project to predict their performances in the oral presentations c. asking students to assess each other's presentations and taking the average score based on the students' assessments d. ranking the students' presentations based upon how their performance related to other presentations

a. using a pre-established rubric to assess the students' presentations

Natasha, a student in Mrs. Jameson's eighth-grade class, has recently been overheard talking about an adult boyfriend that she met on a dating app. Natasha's friends are often overheard talking about how they also plan to set up fake profiles on the same dating app. Natasha has never spoken directly to Mrs. Jameson about her boyfriend, and Natasha is known for exaggerating stories to get attention from peers. How should Mrs. Jameson respond to this situation? a. working with Natasha's school counselor to inform Natasha's parents and also plan a presentation for all students on the importance of internet safety b. creating a profile on the dating app to see if she can determine whether or not Natasha is telling the truth c. speaking with Natasha's friends privately and asking them not to engage Natasha in conversations about her boyfriend since this will only encourage her to continue lying

a. working with Natasha's school counselor to inform Natasha's parents and also plan a presentation for all students on the importance of internet safety

Use the information provided to answer the following questions. The information builds to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. Ms. Nichols is always trying to incorporate technology into her classroom. One of the ways she does this is by utilizing a game-based learning platform to generate multiple-choice quizzes that she displays to students on the classroom smartboard. Step 1: Ms. Nichols asks students to create three questions (with answers) at the end of the unit. Step 2: Ms. Nichols edits any inaccuracies in the student questions and answers. Step 3: Ms. Nichols selects the best questions and uses the questions in a review game. Step 4: Ms. Nichols separates the students into groups of three. Step 5: Ms. Nichols connects to the platform through the classroom smartboard and displays the questions. Step 6: Students record their individual responses on a device, which Ms. Nichols can see in real-time. Step 7: Students discuss their responses with their group and respond again. The groups get a point for every correct response. Step 8: Ms. Nichols saves all the questions on the platform so that students can access them for additional review. How can Ms. Nichols adjust this activity to accommodate for the English-language learners (ELLs) in the classroom?

adjust the questions submitted by students to ensure that they contain simplified language

Mrs. Malone has assigned an internet research project for her students. A few parents approach her and share their concern that the assignment can expose their children to inappropriate content via the internet. Which of the following should Mrs. Malone convey to the parents?

all of the above

Which of the following outlines goals of feedback for assessments?

all of the above

In an effort to adjust instruction according to feedback, a teacher uses formative assessments throughout a unit. Which of the following would provide an individual check of a student's understanding of a lesson during the unit?

an exit ticket at the end of class

Mr. Long has checked out microphones from the library to be used with the classroom computers. The students will use these microphones to record their voice, and the recording will be played along with portions of a presentation. The microphones are an example of which type of technology?

an input device

A teacher is creating an end-of-unit test for an elementary classroom. The teacher must ensure that the test questions:

are aligned with the instructional objectives.

A middle school English language arts teacher would like to incorporate problem-solving strategies that require the use of different perspectives. Which of the following strategies would be most beneficial?

asking students to explain both a character's perspective and why the character holds that perspective

Which of the following demonstrates a teacher helping students to develop metacognitive skills for learning?

asking students to self-assess a project prior to turning it in

Students in the age range of 3 to 4 years can be observed playing in cooperation with other children in a loosely organized manner. At this stage a child might also develop preferences for playing with certain children. This stage of play is called:

associative play

Which of the following is the best strategy for a teacher to develop positive relationships with the students' parents/guardians? a. Provide each family with a list of all the school supplies and resources available to the student and how the parent/guardian can best encourage their child to use the school's resources in instructional activities. b. Clearly outline the expectations and requirements for the teacher, the student, and the parent/guardian at the beginning of the year. c. Create a website that has weekly updates of the lesson plans and assignments. d. Send home a handwritten letter with each student conveying the excitement and high hopes of the teacher for the upcoming school year.

b. Clearly outline the expectations and requirements for the teacher, the student, and the parent/guardian at the beginning of the year.

Johnny is a first-grade student who is frequently in physical altercations with other students and has difficulty maintaining attention during classroom activities. Which of the following actions by Johnny's teacher would be the most appropriate first response to Johnny's behavior? a. Document Johnny's behavior and collaborate with the school counselor to begin counseling sessions. b. Document Johnny's behavior and contact Johnny's parents to set up a parent-teacher conference to discuss Johnny's behavior in the classroom and at home. c. Contact Child Protective Services (CPS) as Johnny's behavior is demonstrative of children suffering from physical abuse at home. d. Collaborate with the school nurse to begin diagnosis of attention deficit disorder.

b. Document Johnny's behavior and contact Johnny's parents to set up a parent-teacher conference to discuss Johnny's behavior in the classroom and at home.

To support an instructional unit in mathematics, a second-grade teacher plans to set up activity centers with manipulatives in the classroom. What is the main consideration of the teacher in setting up the centers? a. Students should visit the centers in a prescribed order during the unit for uniformity. b. Each activity center should support a specific skill or set of objectives related to the unit. c. Students should be allowed to visit centers only if they demonstrate good behavior. d. Each center should include manipulative materials to meet the students' various learning styles.

b. Each activity center should support a specific skill or set of objectives related to the unit.

Which of the following describes the most effective approach to planning units of instruction? a. Begin with a general idea of your goal for the unit as a whole. Focus on low-level content first, planning subsequent lessons and identifying which learning objective to cover next as you progress through the unit. b. Ensure logical sequencing by first considering the learning goals of a unit as a whole, then plan lessons to match specific learning objectives that will culminate in the identified learning goal. c. Provide students with a preassessment of skills related to a unit, then plan to teach the skills that most students do not already know. d. Plan the dates of assessments within the unit, keeping them consistent but allowing for more flexibility in the pacing of the lessons in between them.

b. Ensure logical sequencing by first considering the learning goals of a unit as a whole, then plan lessons to match specific learning objectives that will culminate in the identified learning goal.

Which of the following is the most important reason for a third-grade teacher to incorporate group activities into classroom instruction? a. Group activities allow high-achieving students to demonstrate and convey positive learning habits to lower-achieving students. b. Group activities develop a cooperative learning environment and encourage students to develop responsible, positive attitudes towards working with peers. c. Group activities reduce the amount of material that requires grading, and focuses resources on constructive feedback for students. d. Group activities allow students to work with their peers to develop a classroom community with the goal of reducing the need for disciplinary action and classroom management.

b. Group activities develop a cooperative learning environment and encourage students to develop responsible, positive attitudes towards working with peers.

A sixth-grade mathematics teacher has created a math module where students listen to auditory prompts and work out the mathematical solutions. One of the students is hearing-impaired and the teacher schedules a meeting with the special education teacher to discuss how the student can participate. What would be the most appropriate request for the mathematics teacher to make of the special education teacher? a. Work one-on-one with the student during the module. b. Help arrange resources in the classroom prior to the module to maximize participation for the hearing-impaired student. c. Have the student go to the resource room during the module to complete a similar accommodated activity to promote the same concept. d. Provide reading material for the student to read by himself during the module

b. Help arrange resources in the classroom prior to the module to maximize participation for the hearing-impaired student.

During a science lab, students are misusing materials. To determine if the behavior is content-related, the teacher should: a. give a pop quiz on the lab and its expected results. b. ask the students questions to connect the lab to concepts taught in class. c. write a referral to the principal's office.

b. ask the students questions to connect the lab to concepts taught in class.

Maria, a third-grade student, is making a picture book in Word to illustrate a reading project. The student asks the teacher if she can take pictures from the Internet and put them in her book. The teacher agrees, but only if the student will identify the website from which the pictures came. Of the following, which is the most important reason to ask the student to do this? a. It allows the teacher to reference those websites for future classes. b. It communicates to the student the importance of proper citation for the sources of the student's work. c. It will allow the teacher to verify the credibility of the websites used. d. It promotes the student's familiarity with transferring information from a website to a word document.

b. It communicates to the student the importance of proper citation for the sources of the student's work.

Which of the following best describes appropriate social development for a seven-year-old student? a. Warren prefers to seek support and advice from friends rather than relatives. b. Mathias has formed a group of friends and is able to recognize and regulate his emotions. c. Vanessa has a best friend and is often preoccupied by whether or not she fits in with her peers.

b. Mathias has formed a group of friends and is able to recognize and regulate his emotions.

Miss Brown knows that being organized is not necessarily one of the attributes of many sixth-grade students. She hopes to help her students become more organized than her past students were. Which of the following would be the best strategy for helping her students plan for organization this coming year? a. Label a precise place where assignments are to be turned in. b. Plan with team members for unified instruction and the use of a rubric concerning what it means to be organized in a classroom setting. This will provide a rationale for both students and parents on the required supplies and how they will be used. c. Ask parents to meet for individual conferences by the third week of school so that kudos and concerns can be discussed. d. Send a note to parents during the first week of school requesting that they check the assignment book nightly for work to be completed and/or explanations and dates of upcoming projects.

b. Plan with team members for unified instruction and the use of a rubric concerning what it means to be organized in a classroom setting. This will provide a rationale for both students and parents on the required supplies and how they will be used.

Effective teachers constantly strive for quality communication with both students and their parent(s) or guardian(s). An eighth-grade science teacher, Mrs. Davis, would like to have a positive educational partnership with the families of each of her students. Which of the following would best encourage the parents to enter into such a partnership at the beginning of the school year? a. The teacher outlines the accepted developmental attributes and social expectations typical of eighth-grade students. b. The teacher sends home her expectations, discipline and homework policies, and project requirements for the first six weeks. c. The teacher sends home an internet link to the state agency wherein parents may look to see released tests that demonstrate the format used for the required state test. d. The teacher sends home a notice to parents providing the name of the textbook and any additional resources she plans to use for instruction.

b. The teacher sends home her expectations, discipline and homework policies, and project requirements for the first six weeks.

A high school administrator is reviewing three year's worth of data for the state's high school math assessment. The administrator notices that overall student performance averages have increased each year, but student performance has been stagnant for a particular group of standards. What is the best way to address this discrepancy? a. Speak with the special education department chair to discuss how this can be addressed in students' resource classes. b. Work with the math department to redesign lessons and intervention activities that will better address these standards. c. Compare the school's performance to the state's average performance to determine if low performance on these standards is seen statewide.

b. Work with the math department to redesign lessons and intervention activities that will better address these standards.

A math teacher is incorporating the use of technology to enhance her unit on charts and graphs. The class worked together to write questions to guide their data collections. The students wrote questions like, "What is your favorite color?" and "What is your favorite dessert?" They have collected responses from their classmates and are ready to organize their data to make graphs. What technological tool could the students use to organize their data and create their graphs? a. a search engine b. a spreadsheet c. Google Docs

b. a spreadsheet

An eighth-grade teacher is trying to help her intermediate English-language learners meet the reading objective of understanding words and language structures necessary for constructing meaning in English. Which of the following activities would be most appropriate for her intermediate ELLs? a. a multiple-choice question to select the English word pictured b. a two-sentence cloze-format question with strong visual support and simple vocabulary c. answer an open-ended question about the real-life application of information provided in a text

b. a two-sentence cloze-format question with strong visual support and simple vocabulary

An elementary school science teacher has assigned students to small groups and provided each group with a specific biome to research. After students complete their research, they will design an activity to teach the whole class about that biome. What is the main purpose of this type of activity? a. increase student participation b. activate critical thinking skills c. provide scaffolding d. conduct a summative assessment

b. activate critical thinking skills

Utilize the information provided to answer the following questions. The pieces of information build to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. PART 1 Mr. Milby, a fifth-grade teacher, is starting a unit on weather with his class. The following excerpt is from the student assignment sheet. The Wonderful World of Weather Goals: Mathematics: To practice graphing skills by analyzing and comparing the drastic temperature variations found around the world. Science: To understand the difference between climate and weather. Social Studies: To learn about how the world's different climates have impacted world cultures. English/Language arts: To research different types of weather events and create a multimedia slideshow to share what you have learned. Each continent has its own unique set of climate and weather patterns. Over the next three weeks, we will examine the way weather impacts our everyday lives. You will be working with another student to research a major weather event (hurricane, tornado, tsunami, blizzard, etc.). Each pair will gather information on the atmospheric conditions that result in these weather events and present their findings to the class. Finally, as a final assessment, students will create an informative slide on how to prepare for their chosen weather disaster. These will be posted on the school's website. PART 2 Before students start researching their weather events, Mr. Milby posts the science goal on the whiteboard. Here is the transcript of one of the class discussions. Mr. Milby: Good morning, students. I have written our science goal for this week, "To understand the difference between climate and weather." Last week we finished up our discussion about climate. If you look over at our front table, you'll see the salt map we made of the United States where we recorded the general climate of major regions. Does anyone remember the definition of climate? Maxwell: It's like when the weather is the same but for a long time. Like for years and years. Mr. Milby: Yes, you're correct. It's the long term weather conditions of an area. When we talk about climate, we are talking about the average weather of a place over a span of around 30 years or more. Today we are going to be making some illustrations in our science notebooks to represent the differences between climate and weather. For example, we have a dry, arid climate in this picture. [Shows a picture of a desert on the screen.] What could be a prominent type of weather found in this region? [No one answers the question.] Well, what do you think, is it sunny or rainy more often here? Several students: Sunny! Mr. Milby: Good! Now what's another type of weather you might find in this region? Julieta: You would probably find it's windy. Mr. Milby: Why do you think that? Julieta: There aren't many trees in the desert. Mr. Milby: Good. So, for the next part of this unit, you will be working with another student to research a major weather event, such as a hurricane, tornado, tsunami, or blizzard. Each pair will research the atmospheric and weather conditions that lead to the weather event and make a presentation to show the class. For example, tornadoes form when warm and cold air meet and result in an updraft. PART 3 After the student pairs are done with their research, students are supposed to summarize the atmospheric conditions that cause certain weather events in a presentation for the class. Mr. Milby schedules time in the computer lab to give them time to create their multimedia slideshows. Before the students begin working on the project, Mr. Milby goes over how to create one of these slideshows with the class. Following the presentations, students are given another assignment that will serve as the final unit assessment. The student pairs conduct additional research on how to best prepare for one of these weather events and make an informational slide to post on the school's website. Reference Part 2 Mr. Milby references the salt map in order to: a. utilize kinesthetic learning. b. activate prior knowledge. c. inspire higher levels of thinking. d. connect to students' personal lives.

b. activate prior knowledge.

Ms. Peterson is a middle school English teacher who uses an online interactive reading log with her students. In each log entry, students record how many pages they have read as well as their thoughts on the novel they are reading. At the end of the week, each student posts an entry on the class website to share with other students and receive feedback in the comment section. Ms. Peterson hopes the class website serves as a way to connect her students to each other digitally even when they are not at school. Ms. Peterson has learned three of her students do not have computers with Internet at home, making it impossible for them to complete their daily interactive reading logs. In order to provide this group of students with the same learning opportunities as the others in the class, Ms. Peterson should: a. assign the students an alternate learning activity focused on the same standards. b. allow time in the schedule for each of these students to use the classroom computers. c. provide extra time for these students to complete the assignment. d. issue each student a composition notebook to serve as their reading log.

b. allow time in the schedule for each of these students to use the classroom computers.

Which of the following capabilities best describes a child's cognitive development at the beginning of the concrete operational stage? a. can create multiple solutions to a single problem b. can logically think through a series of actions c. can observe phenomena in the environment and develop their own conclusions d. can self-reflect on their own thought processes

b. can logically think through a series of actions

Utilize the information to respond to the following questions. The information builds to create a hypothetical classroom scenario. The subsequent questions will require you to make decisions based on the situation. PART 1 Ms. Frank is a middle school English teacher who designs her own writing units based on the district curriculum. Throughout the school year, each genre of writing receives its own unit. She follows writing workshop guidelines and models each type of writing extensively before students begin their own pieces. For each unit, Ms. Frank requires students to take a piece of writing through the entire writing process: prewriting, drafting, editing/revising, and publishing. Each step of the process has a different rubric. After each step in the writing process, Ms. Frank collects the writings and reviews them according to the rubric. Students then revise their writing according to the comments and questions Ms. Frank writes on their papers. Halfway through the year, Ms. Frank feels proud of the progress students have made in their writing. However, she feels burdened by the amount of time she spends reviewing student writing and making these notes. Ms. Frank talks about this with her mentor teacher who assists her with writing down the specific issues she is having, such as: A large amount of time is spent reviewing and leaving comments on student writing. Students frequently misplace parts of their paper, making it difficult for them to move to the next stage of the writing process smoothly. A large amount of time is spent passing out the rubrics and the student essays after Ms. Frank has reviewed them. PART 2 Utilize the information to respond to the following questions. The information builds to create a hypothetical classroom scenario. The subsequent questions will require you to make decisions based on the situation. Ms. Frank goes back to her classroom after meeting with her mentor teacher and creates a hanging file folder system for student work. Each class period has its own portable file box, and each student has a folder within the box. Students get their folders from the box at the beginning of the period and return them at the end filled with the writing they have completed. Each folder has a self-reflection sheet for students to complete after each stage of the writing process. Here is an example of one student's self-reflection sheet. Reference Part 2 Ms. Frank includes comments at the end of each reflection sheet for the main purpose of: a. differentiating the assignment to address learning needs. b. communicating one-on-one with students about their work. c. showing students examples of exemplar student work. d. listing steps for students to take as they revise their papers.

b. communicating one-on-one with students about their work.

Ms. Peterson is a middle school English teacher who uses an online interactive reading log with her students. In each log entry, students record how many pages they have read as well as their thoughts on the novel they are reading. At the end of the week, each student posts an entry on the class website to share with other students and receive feedback in the comment section. Ms. Peterson hopes the class website serves as a way to connect her students to each other digitally even when they are not at school. Ms. Peterson would like to increase student engagement with the interactive reading log. In order to encourage students to visit and interact with the site, she should: a. require students to answer questions three times a week in the comment section. b. create a section for students to post video commentary about their novels. c. record how many times students log in to the site on a chart posted in the room. d. post additional learning activities tied to the same standards in the comment section.

b. create a section for students to post video commentary about their novels.

Mr. Anderson notices two of his students are repeatedly arguing at lunch and in the hallway. He asks the two students to stay after school to discuss their conflict with each other. Mr. Anderson's primary priority should be to: a. discipline both students for past infractions in a manner both students agree is fair. b. encourage the two students to find common ground and work together to settle their differences. c. determine who is the first student to cause the disruptions. d. create clear rules to minimize contact between the two students.

b. encourage the two students to find common ground and work together to settle their differences.

Use the conversation between Thao, a middle school English-language learner (ELL), and his teacher for the following questions. Ms. Martin: Hi Thao, how was your Winter break? Thao: It was perfect like I wanted. Ms. Martin: What was your favorite part? Thao: Everything, I even had time to play soccer and hang out with my old friends. Ms. Martin: Maybe you'll have time to play more soon. Thao: Yes, I hope so. I really do think that I could like the US like Vietnam some day. It could be that I get older. Throughout this conversation, Ms. Martin uses which of the following strategies to create a positive learning environment? a. inspires the students to do something good b. expresses interest in the lives of her students c. compares each student's life to her own d. asks students about how they learn best

b. expresses interest in the lives of her students

Use the information below to answer the following questions. The pieces of information build to create a classroom scenario, and the questions ask you to decide on the most appropriate course of action based on the situation. PART 1 Ms. Linder is a 6th-grade social studies teacher and teaches 5 classes each day. While preparing for the school year, she organizes her room to facilitate cooperative learning. She organizes the desks to create tables of four and spaces them out around the room. Sometimes the students will work collaboratively as a group of 4, sometimes in two pairs within the group, and sometimes individually. Ms. Linder plans to change the seating chart, reassigning collaborative groups, at the beginning of each grading period. She also creates a space in the room where she will be able to administer small group instruction with new combinations of students, separate from the collaborative groupings that students sit in each day. PART 2 Halfway through the first grading period, Ms. Linder reflects on the success of collaborative grouping so far this year. Her classes have mostly been successful with the arrangement, but one class has particularly struggled. Some of the hurdles this class faces include groups that rarely discuss ideas at all, instead completing all work independently, and groups that have developed a dynamic where one or two students participate more, while the rest of the group follows their lead. In the struggling class, the teacher facilitates a class discussion of their progress. She has listed some positive elements that she sees in class and some concerns she has noticed. She then invites her students to add to each list. After eliciting student input, the list is as follows: Positives Areas for Improvement - Students are kind to each other - Work is generally completed on time - Class is more enjoyable with interaction between students - Students have made some new friends - Unequal contributions within the group - Giving other members answers instead of discussing ideas together - Some students are nervous to speak up - Some students are afraid to suggest an answer or idea because it might be wrong The teacher and students work together to make a plan regarding the areas for improvement, agreeing to hold another class discussion in two weeks to determine if they have made any progress. Ms. Linder's response to the problems in her class best aligns with which behavior management theory? a. observationalist b. interactionists c. interventionist d. non-interventionist

b. interactionists

Utilize the information provided to answer the following questions. The pieces of information build to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. PART 1 Mr. Milby, a fifth-grade teacher, is starting a unit on weather with his class. The following excerpt is from the student assignment sheet. The Wonderful World of Weather Goals: Mathematics: To practice graphing skills by analyzing and comparing the drastic temperature variations found around the world. Science: To understand the difference between climate and weather. Social Studies: To learn about how the world's different climates have impacted world cultures. English/Language arts: To research different types of weather events and create a multimedia slideshow to share what you have learned. Each continent has its own unique set of climate and weather patterns. Over the next three weeks, we will examine the way weather impacts our everyday lives. You will be working with another student to research a major weather event (hurricane, tornado, tsunami, blizzard, etc.). Each pair will gather information on the atmospheric conditions that result in these weather events and present their findings to the class. Finally, as a final assessment, students will create an informative slide on how to prepare for their chosen weather disaster. These will be posted on the school's website. PART 2 Before students start researching their weather events, Mr. Milby posts the science goal on the whiteboard. Here is the transcript of one of the class discussions. Mr. Milby: Good morning, students. I have written our science goal for this week, "To understand the difference between climate and weather." Last week we finished up our discussion about climate. If you look over at our front table, you'll see the salt map we made of the United States where we recorded the general climate of major regions. Does anyone remember the definition of climate? Maxwell: It's like when the weather is the same but for a long time. Like for years and years. Mr. Milby: Yes, you're correct. It's the long term weather conditions of an area. When we talk about climate, we are talking about the average weather of a place over a span of around 30 years or more. Today we are going to be making some illustrations in our science notebooks to represent the differences between climate and weather. For example, we have a dry, arid climate in this picture. [Shows a picture of a desert on the screen.] What could be a prominent type of weather found in this region? [No one answers the question.] Well, what do you think, is it sunny or rainy more often here? Several students: Sunny! Mr. Milby: Good! Now what's another type of weather you might find in this region? Julieta: You would probably find it's windy. Mr. Milby: Why do you think that? Julieta: There aren't many trees in the desert. Mr. Milby: Good. So, for the next part of this unit, you will be working with another student to research a major weather event, such as a hurricane, tornado, tsunami, or blizzard. Each pair will research the atmospheric and weather conditions that lead to the weather event and make a presentation to show the class. For example, tornadoes form when warm and cold air meet and result in an updraft. PART 3 After the student pairs are done with their research, students are supposed to summarize the atmospheric conditions that cause certain weather events in a presentation for the class. Mr. Milby schedules time in the computer lab to give them time to create their multimedia slideshows. Before the students begin working on the project, Mr. Milby goes over how to create one of these slideshows with the class. Following the presentations, students are given another assignment that will serve as the final unit assessment. The student pairs conduct additional research on how to best prepare for one of these weather events and make an informational slide to post on the school's website. Reference Part 1 Which term best describes the unit Mr. Milby's class is completing? a. intrapersonal b. interdisciplinary c. formative d. summative

b. interdisciplinary

Use the details below to answer the questions that follow: A 5th-grade science class is learning about inherited and learned traits. The teacher prepares an experiment in which students will observe mealworms and earthworms to determine what traits are inherited and what traits are learned. As part of the experiment, students will be divided into groups, given mealworms and earthworms and asked to make observations about their behaviors in response to different variables such as light, moisture, foods, change in temperature, etc. The students will use their observations to compare mealworms and earthworms and discuss which behaviors are instinctual. What type of learner would the described lesson most appeal to? a. auditory b. kinesthetic c. visual d. social

b. kinesthetic

Mrs. Johnson notices one of her students, Bobby, is routinely absent from school and she is concerned because Bobby is falling behind in his coursework. One day after class, Mrs. Johnson asks Bobby to stay and discuss her concerns. As Bobby sits down, she notices he grimaces and shifts his weight. She also notices bruises on his wrist. When Mrs. Johnson questions Bobby about the bruises, he does not respond. At this time, another teacher interrupts to let Bobby know his father is in the office, ready to take him home. Bobby becomes visibly upset and begins to cry. According to Texas law, Mrs. Johnson must: a. confront Bobby's parent or legal guardian about the injuries. b. notify Child Protective Services and file a report about the incident. c. notify Bobby's parent or legal guardian about the injuries. d. monitor Bobby over the next 72 hours for more injuries.

b. notify Child Protective Services and file a report about the incident.

A first-year teacher would like to improve her use of student-centered learning experiences. Which of the following activities would be most beneficial to address this? a. asking her mentor teacher to design a student-centered lesson plan that can be used in the class b. observing her mentor teacher during a class period that focuses on student-centered learning c. inviting the grade-level administrator to conduct an unscheduled observation d. allowing students to share their interests and preferences

b. observing her mentor teacher during a class period that focuses on student-centered learning

During the first few weeks of school, Mrs. Hanson, a high school science teacher, works to ensure all the students know and follow the classroom rules, procedures, and routines. The most significant advantage to this practice is that it: a. reduces Mrs. Hanson's instructional preparation time. b. promotes the best use and efficiency of classroom time. c. reduces confusion in daily variations of instructional activity. d. allows the use of better, more in-depth assessments.

b. promotes the best use and efficiency of classroom time.

Ms. Gomez is preparing her students for an upcoming science lab. She begins by going over the necessary lab materials and the procedural steps they will follow. Ms. Gomez has several beginning English language learners in the class. In order for this group of students to successfully complete the lab, Ms. Gomez's next action should be to: a. ask the ELL students to make note of any questions they have about the upcoming lab. b. provide the ELL students with picture cards of the materials and a diagram of the procedures. c. give the ELL students sentence stems to help them as they complete the lab report.

b. provide the ELL students with picture cards of the materials and a diagram of the procedures.

Which of the following would most likely enhance a student's emotional and academic well-being during the middle school years? a. encouraging parent participation in school activities b. providing each student with an adult advocate to monitor their academic and social development c. requiring all students to join a club or activity within the school d. reducing the amount of homework assigned each night

b. providing each student with an adult advocate to monitor their academic and social development

An elementary school teacher has invited students to sit in a circle to listen to a story and participate in a discussion. Halfway through the discussion, a student makes a joke, and then several side conversations begin. The teacher flashes the lights in the classroom on and off and holds her hand up until all students are quiet and holding their hands up as well. Which of the following classroom management techniques is the teacher using? a. developing procedures b. redirecting student focus c. communicating expectations

b. redirecting student focus

A teacher asks several students to stay after class to discuss their academic performance. The teacher begins by letting each student know they are not performing as well as years past and she details the extent of the decline in their grades. She asks them to explain their current lack of effort in the class and why their work has suffered. Each student is reluctant to answer, so she states that she is disappointed with them and ends the meeting. During the meeting, the teacher acted inappropriately by: a. expressing a disappointment in their current performance and asking for specific reasons for their lack of effort. b. revealing each student's grades to the group, violating the confidentiality between a student and the teacher. c. confronting the students about their poor performance in her class. d. placing too much emphasis on the students' grades.

b. revealing each student's grades to the group, violating the confidentiality between a student and the teacher.

Utilize the information provided to answer the following questions. The pieces of information build to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. PART 1 Mr. Milby, a fifth-grade teacher, is starting a unit on weather with his class. The following excerpt is from the student assignment sheet. The Wonderful World of Weather Goals: Mathematics: To practice graphing skills by analyzing and comparing the drastic temperature variations found around the world. Science: To understand the difference between climate and weather. Social Studies: To learn about how the world's different climates have impacted world cultures. English/Language arts: To research different types of weather events and create a multimedia slideshow to share what you have learned. Each continent has its own unique set of climate and weather patterns. Over the next three weeks, we will examine the way weather impacts our everyday lives. You will be working with another student to research a major weather event (hurricane, tornado, tsunami, blizzard, etc.). Each pair will gather information on the atmospheric conditions that result in these weather events and present their findings to the class. Finally, as a final assessment, students will create an informative slide on how to prepare for their chosen weather disaster. These will be posted on the school's website. PART 2 Before students start researching their weather events, Mr. Milby posts the science goal on the whiteboard. Here is the transcript of one of the class discussions. Mr. Milby: Good morning, students. I have written our science goal for this week, "To understand the difference between climate and weather." Last week we finished up our discussion about climate. If you look over at our front table, you'll see the salt map we made of the United States where we recorded the general climate of major regions. Does anyone remember the definition of climate? Maxwell: It's like when the weather is the same but for a long time. Like for years and years. Mr. Milby: Yes, you're correct. It's the long term weather conditions of an area. When we talk about climate, we are talking about the average weather of a place over a span of around 30 years or more. Today we are going to be making some illustrations in our science notebooks to represent the differences between climate and weather. For example, we have a dry, arid climate in this picture. [Shows a picture of a desert on the screen.] What could be a prominent type of weather found in this region? [No one answers the question.] Well, what do you think, is it sunny or rainy more often here? Several students: Sunny! Mr. Milby: Good! Now what's another type of weather you might find in this region? Julieta: You would probably find it's windy. Mr. Milby: Why do you think that? Julieta: There aren't many trees in the desert. Mr. Milby: Good. So, for the next part of this unit, you will be working with another student to research a major weather event, such as a hurricane, tornado, tsunami, or blizzard. Each pair will research the atmospheric and weather conditions that lead to the weather event and make a presentation to show the class. For example, tornadoes form when warm and cold air meet and result in an updraft. PART 3 After the student pairs are done with their research, students are supposed to summarize the atmospheric conditions that cause certain weather events in a presentation for the class. Mr. Milby schedules time in the computer lab to give them time to create their multimedia slideshows. Before the students begin working on the project, Mr. Milby goes over how to create one of these slideshows with the class. Following the presentations, students are given another assignment that will serve as the final unit assessment. The student pairs conduct additional research on how to best prepare for one of these weather events and make an informational slide to post on the school's website. Reference Part 3 Mr. Milby should take which of the following steps to make sure students understand the directions for creating the informational slide? a. allow students to talk about the assignment with a partner for five minutes b. show students an example of this assignment from last semester c. rephrase the learning objective several times while giving directions d. ask each student to write down the step-by-step directions in their journals

b. show students an example of this assignment from last semester

Which two of the following describe a computer monitor? Select all answers that apply. a. hardware b. software c. output device d. input device

b. software d. input device

PART 1 Ms. Grimes is a fourth-grade teacher planning a social studies unit about the 6 flags that have flown over Texas. She knows that the state standard requires the students to be able to explain the meanings of the six flags that flew over Texas. With that in mind, she has planned the following progression of activities related to this skill for their social studies class time: Day 1 Provide each student with a timeline that is already segmented based on the duration of each nation's control of Texas. The timeline will serve as an outline for student notes, and they will add the years and name of each nation. They will also cut out and glue on pictures of each flag. Day 2 Lesson briefly explaining the transition of power from the first nation to the second. Students will draw and label the first two flags. Focus on Spain and France Day 3 Lesson briefly explaining the transitions of power from the second nation to the third, and the third to the fourth. Students will draw and label the second two flags. Focus on Mexico and Republic of Texas Day 4 Lesson briefly explaining the transitions of power from the fourth nation to the fifth, and the fifth to the sixth. Students will draw and label the final two flags. Focus on the United States of America and Confederate States of America. Day 5 Students review using a matching game with the classmates at their table. Day 6 Assessment PART 2 On the second day of the flag lessons, Ms. Grimes realizes one student isn't participating in the lesson and refuses to draw the flags. On the third day, the student refuses to stand up to recite the Texas pledge during the morning announcements, despite being asked to stand and being told that his parents would be contacted if he didn't follow directions. Before lunch, Ms. Grimes asked the student to stay in the class to discuss the issue. Here is a transcript of their conversation: Ms. Grimes: Why didn't you stand for the pledge today? And why aren't you participating in our flag activities? Student: Because I don't want to. Ms. Grimes: But you have always stood for the pledge in the past. Why aren't you standing anymore? Student: Because my mom said we are moving to New Mexico this summer for my dad's new job. I won't live here so none of this Texas stuff matters anymore. Ms. Grimes: I'm sorry to hear you will be leaving us. I know that is a big, difficult change. I won't require you to stand for the pledge tomorrow if you choose not to, but I am going to ask that you continue to complete your classwork while you are here. Which of the following has the teacher demonstrated in her approach to planning this lesson?

backward design

A teacher plays an excerpt from an audiobook for her English Language Arts class. The excerpt begins with the following: "The trees were swinging uncontrollably outside Ben's window as he lay in bed. He was just about to close his eyes when a bolt of light lit up the sky." In order to implicitly understand that a thunderstorm is keeping Ben awake, an English-language learner should have at least which of the following listening proficiency levels? a. Beginning b. Intermediate c. Advanced d. Advanced High

c. Advanced

Use the conversation between Thao, a middle school English-language learner (ELL), and his teacher for the following questions. Ms. Martin: Hi Thao, how was your Winter break? Thao: It was perfect like I wanted. Ms. Martin: What was your favorite part? Thao: Everything, I even had time to play soccer and hang out with my old friends. Ms. Martin: Maybe you'll have time to play more soon. Thao: Yes, I hope so. I really do think that I could like the US like Vietnam some day. It could be that I get older. Thao's responses during this conversation place his language development in which of the following proficiency levels? a. Beginning b. Intermediate c. Advanced d. Advanced-high

c. Advanced

Which of the following would most help students maintain organization through a long research project? a. Ask the librarian to demonstrate to students how best to maintain research notes throughout a research project. b. Require students to journal their progress and write helpful website addresses in their journal. c. Allow students to create and have access to a computer folder to store and maintain their research notes and outlines. d. Allow students to use search engines.

c. Allow students to create and have access to a computer folder to store and maintain their research notes and outlines.

A math teacher has a class of students with mixed performance levels and abilities. Every week, the teacher hosts a math competition at the end of class that requires students to compete against each other. The teacher then ranks the students from highest to lowest performance, with the top performers winning a prize. Which of the following describes a likely consequence of this activity? a. All students will be motivated to set goals for themselves based on their rankings from the previous week. b. Higher performing students will allow their peers to have chances to win the competition. c. Average to below-average students will experience a decrease in motivation. d. Lower performing students will be motivated to work harder so that they can win the prize.

c. Average to below-average students will experience a decrease in motivation.

Students read a passage about common mistakes made when writing a formal letter. After a period of silent reading, the teacher asks students to answer the following question: "What is a common error made when writing a letter?" The primary purpose of this question is to:

check for understanding.

Which of the following is not a best practice for teachers to follow when communicating via email with all of the parents of a class? a. Use a concise subject line. b. Review tone and grammar prior to sending the email. c. Avoid using BCC because it can be seen by parents as a method of keeping information secret. It is best to be open about who is getting the email. d. Try to limit emails to a regular schedule. Weekly emails are more likely to be read if the information is pertinent to parents. If emails are sent too often they could be ignored.

c. Avoid using BCC because it can be seen by parents as a method of keeping information secret. It is best to be open about who is getting the email.

A group of seventh-grade teachers at a middle school are discussing the need to help their students to increase self-advocacy skills. The teachers have noticed that while working on independent assignments in class, students who are struggling often shut down and stop working until teachers come to assist individual students. Which of the following strategies would be most effective in building self-advocacy skills? a. When providing independent work time, the teachers sit at their desks and focus on grading papers. Students are required to remain in their seats and work silently during this time. b. The teachers work together to develop a presentation on the definition of self-advocacy and speak to their grade-level administrator about holding an assembly for the special presentation. c. Before beginning independent work time, teachers remind students that they may ask for help by raising their hands or flipping a card on their desks from red to green to indicate that they are stuck. d. The next time the students are given an independent assignment, allow students to choose to work alone, with a peer, or in a small group, and provide the duration of the class period to complete the assignment.

c. Before beginning independent work time, teachers remind students that they may ask for help by raising their hands or flipping a card on their desks from red to green to indicate that they are stuck.

Many of Mr. Sims's senior government class students walk into the classroom debating the merits of a new piece of legislation passed by Congress. Mr. Sims had planned to discuss the powers of Congress granted by the Constitution. With the students' current focus, which of the following is the best response of Mr. Sims? a. Have students read a newspaper article and debate how best Congress can implement the legislation. b. Not deviate from current instruction. c. Have the class debate on whether Congress has the power to pass the legislation under the Constitution. d. Encourage the students to debate the moral implications of the new legislation.

c. Have the class debate on whether Congress has the power to pass the legislation under the Constitution.

With direct teaching and guidelines on the group process, the fourth-grade students are divided into groups to write a story about an experience of a frightening storm. Each student is assigned a part of the narrative to write within their group, after the group agrees on the type of storm they will write about. They later share the group stories with their classmates. The teacher encountered one stubborn student and several challenges with the group progress, but all of the groups completed the task successfully with teacher facilitation. In order to improve future small group activities, what teacher strategy should be used? a. Assign at least one student with leadership skills to each group. b. Let the students select their own group members. c. Help the students evaluate their group's performance and generate guidelines for future group work. d. Reduce the grades for the students and the student groups that do not collaborate well.

c. Help the students evaluate their group's performance and generate guidelines for future group work.

A fifth-grade teacher divides the classroom into small groups. Each group is given a link to an article discussing a current event. The students are asked to read the article and then answer these questions. Who is the author? When was this article created? What does the author do for a living? What is their educational background? Does the article only offer one side of the story? Based on these questions, this lesson is most likely focusing on what research skill? a. Evaluating a source's point of view b. Summarizing a source's main points c. Identifying a source's credibility

c. Identifying a source's credibility

Use the information provided to answer the following questions. The information builds to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. Towards the beginning of every year, Ms. Gray, a 2nd-grade social studies teacher, develops a class constitution with his students. He uses this as an opportunity to teach the students about the US constitution and its three branches and system of checks and balances. He structures his lesson plan as follows: Step 1: Provide an overview of the US Constitution and explain why it was created. Step 2: Present students with the task of creating their own "classroom constitution," with the rights that students should have, which will ensure that students learn, stay safe, and have fun. Step 3: Students work with a partner to brainstorm some rules that should be included in the class constitution. They write their ideas on post-it notes and stick them to a board in the front of the room. Then, the teacher works with the students to group the ideas together. Step 4: Students discuss the responsibilities that they have in order to protect the rights that they agreed upon. Then, students agree upon the statements and sign, or ratify, the class constitution. Step 5: Introduce the three branches of government and discuss their roles. Step 6: Elect students in the class to act as representatives of Congress, or the Legislative branch, and give them the duty of checking in with the teacher (or the president), when the students in the class feel that a rule needs to be amended. Elect other students to serve as judges in the judicial branch, in case any disputes arise throughout the year. After completing the classroom constitution, Ms. Gray sends a copy home to the parents or guardians of each student. Why does she do this? a. It transfers the responsibility of ensuring good behavior from the teacher to the parents. b. It provides the parents with an opportunity to participate in the development of the rules. c. It allows teachers and families to be consistent and work together to promote positive behaviors. d. It is required by the school district.

c. It allows teachers and families to be consistent and work together to promote positive behaviors.

A mentor advised a beginning teacher to plan an entire unit before the beginning of instruction. The unit plan includes objectives, activities, modifications, and assessments. What is the best instructional reason for this advice? a. It causes the teacher to evaluate whether the topic of the unit is appropriate for students' interests and skills. b. It assures that all curriculum objectives and topics can be addressed within the time limitations. c. It ensures that the content and learning activities are sequenced in a logical and coherent manner. d. It reduces stress on the teacher by organizing the instruction prior to teaching.

c. It ensures that the content and learning activities are sequenced in a logical and coherent manner.

What is the greatest benefit of teachers collaborating to share various instructional strategies that have been demonstrated to be effective for various learning styles and abilities? a. It acknowledges that some teachers are better than others and for the better teachers to teach the less-effective teachers. b. It provides support and encouragement for teachers. c. It provides teachers with additional instructional strategies to accommodate for different learning styles. d. It rewards teachers for implementing new and innovative instructional strategies.

c. It provides teachers with additional instructional strategies to accommodate for different learning styles.

Thuy is a middle school English language learner who has achieved an intermediate level of English language proficiency. She communicates well when it comes to everyday conversations but struggles to use content-specific words correctly when she speaks or writes. Which of the following strategies could the teacher implement into the classroom to assist Thuy with daily assignments? a. Assign additional vocabulary learning exercises for her to complete at home. b. Summarize the learning objectives in her familiar language and post them in the room. c. Provide sentence stems and a word bank connected to the learning objectives.

c. Provide sentence stems and a word bank connected to the learning objectives.

Mr. Graham is introducing a lesson about the US Constitution to his students. He periodically calls upon students to assess their knowledge as he lectures. When a student cannot answer a question after an appropriate amount of time, what strategy should Mr. Graham use to best support the student's learning? a. Ask the student a separate, easier question. b. Ask another student to provide an answer. c. Provide the student a brief prompt to help them remember the correct answer. d. Continue to wait until the student is able to provide an answer.

c. Provide the student a brief prompt to help them remember the correct answer.

Mrs. Hansard is a science teacher who wants to recognize student performance and participation in the science fair. One of the ways she wishes to accomplish this is by posting pictures of the students next to their projects on the school website. Which of the following would be the most appropriate way for Mrs. Hansard to proceed? a. Post the pictures on the website without the identifying information. b. Obtain the students' written permission to post their images and names on the website. c. Review the school district's acceptable use policy. d. Make sure the use of the photographs is in compliance with fair use copyright rules.

c. Review the school district's acceptable use policy.

Ms. Ramirez, a high school history teacher, is struggling with a student's behavior in one of her classes. She has spoken with the student and contacted parents, but the student's behavior has not improved. Which of the following next steps would be most appropriate for Ms. Ramirez to take? a. Speak with the student's parents to ask them to come into school to observe their child. b. Speak with the student's school counselor to request a transfer to another class. c. Speak with the student's other teachers to inquire about behavior in their classes. d. Speak with the student's administrator to request a suspension from school.

c. Speak with the student's other teachers to inquire about behavior in their classes.

Talia is at risk for failing eighth grade, so her school counselor and teachers have scheduled a conference with her parents. After everyone has had a chance to speak at the conference, what is the best way for Talia's team to end the conference? a. Providing Talia's parents with a list of educational websites that can be used for additional practice. b. Reminding Talia that if she does not improve her grades, she will not go to high school with her friends in the fall. c. Summarizing the strategies that will be implemented to support Talia and asking her to share feedback on the plan.

c. Summarizing the strategies that will be implemented to support Talia and asking her to share feedback on the plan.

A high school has planned a school-wide event where the entire campus will watch the same film. Viewing of the movie will be tied to curriculum goals based on each grade level, with broad thematic elements that the teachers and staff will use to build a positive campus culture. Despite the excitement surrounding this plan, teachers must reevaluate their plan because of copyright laws. In what way have they failed to meet fair use guidelines? a. You are not allowed to show films in their entirety. b. Fair use guidelines do not apply to recent publications or films. c. The audience is so large that it could economically impact the owner of the work. d. Copyrighted material cannot be distributed to so large of an audience that it could financially impact the creator. The entire student body of a large high school could be several thousand students. This is too large of an audience to meet fair use guidelines. The viewing is not tied to a clear educational purpose.

c. The audience is so large that it could economically impact the owner of the work.

A middle school has recently adjusted the lunch schedule to provide one hour for lunch. Students are provided with thirty minutes to eat and thirty minutes to participate in an organized club or activity. Clubs and activities include topics such as coding, knitting, agriculture, theater, and fencing. Which of the following best explains the benefits of this type of schedule? a. The new schedule helps students develop college readiness skills. b. The new schedule provides differentiated instruction for struggling and gifted learners. c. The new schedule allows students to develop existing abilities and explore new skills. d. The new schedule reduces bullying.

c. The new schedule allows students to develop existing abilities and explore new skills.

During the units and most of the lessons, a teacher provides students the time to reflect on and assess what they have learned. What is the best reason for this instructional strategy? a. The students respond to a regular daily lesson structure, routine, and organization. b. The students enjoy active participation and opportunities to express themselves. c. The students' learning is reinforced, and teachers receive information on student learning. d. The students can participate in this activity, even if they have limited skills.

c. The students' learning is reinforced, and teachers receive information on student learning.

Which of the following is a skill only possible during Piaget's formal operations phase? a. Comprehend the world through objects. b. Begin to think abstractly. c. Think abstractly and use deductive logic. d. Learn only by seeing things work to understand the process.

c. Think abstractly and use deductive logic.

A first-year middle school history teacher has the opportunity to attend one professional development event of his choice during the school year. Which of the following events may be most beneficial for the teacher? a. a webinar on National Board Certification hosted by a local college b. a parent information session on transitioning students to high school c. a district event on instructional strategies for supporting students with disabilities across content areas d. a state conference on Advanced Placement courses

c. a district event on instructional strategies for supporting students with disabilities across content areas

Mrs. Murray, a seventh-grade English teacher, begins a writing lesson by asking her class, "Why is learning how to write important?" Students pair up and discuss the importance together. By beginning the assignment this way, it promotes participation of the students and reduces anxiety, primarily because: a. the question responses can range on a wide variety of topics which can appeal to each student. b. the question allows the students to teach the English teacher about the importance of writing. c. an open-ended question allows students to discuss and have opinions, without the social pressure of being incorrect. d. the question encourages the high-achieving students to volunteer an answer, which will help the entire class become more comfortable with the class conversation.

c. an open-ended question allows students to discuss and have opinions, without the social pressure of being incorrect.

A third-grade teacher has students with varying reading levels in her class, and she is planning to introduce a chapter book study. Several students in the class have IEPs with reading goals. The teacher's best approach to this book study is to: a. use a "popcorn" reading strategy for chapters with difficult vocabulary words. b. read all chapters aloud to the whole class. c. assign students to reading groups with opportunities to read independently, read in pairs, listen to audiobooks, or read with the teacher. d. have students read independently, but provide struggling readers with written summaries of each chapter.

c. assign students to reading groups with opportunities to read independently, read in pairs, listen to audiobooks, or read with the teacher.

An elementary teacher is beginning a unit on citizenship and democratic responsibility. In order to promote successful learning, the teacher should begin with a lesson that: a. explains each vocabulary word in detail. b. reviews the previous unit. c. connects previously learned concepts to the new material. d. allows students to lead the activities.

c. connects previously learned concepts to the new material.

Ms. Nicholson is a new middle school language arts teacher who has received an email from a parent after the parent received their child's report card for the second grading period. Her son, a student with dyslexia and 504 accommodations, failed language arts. The student's grades have been consistently updated in the online gradebook, but the parents were surprised by their student's failing average and were unaware that he had been struggling. They have concerns about the implementation of his 504 accommodations and have requested a conference that includes both of the parents, the son, and the teacher. Noting the parent's frustration, Ms. Nichoslon meets with her mentor teacher to discuss the situation and ask for guidance on how to prepare for this upcoming meeting. Based on the description of the email from the parent, what preemptive action should the teacher have taken to avoid this issue? a. ensuring the student understood why they were failing prior to the end of the grading period b. initiating a parent conference as soon as she finished calculating averages for the grading period c. contacting the parent directly by phone or email prior to the end of the grading period to provide information on the student's progress d. consistently referring to the student's 504 plan when planning lessons and implementing his accommodations throughout instruction

c. contacting the parent directly by phone or email prior to the end of the grading period to provide information on the student's progress

Which of the following approaches should a teacher take at the beginning of an in-person conference with a parent? a. recommend several educational articles pertaining to the student's areas of improvement b. maintain a serious attitude toward the parent and topics being discussed c. describe the positive aspects of the student's behavior and academic progress d. emphasize the reason for the in-person conference, whether positive or negative

c. describe the positive aspects of the student's behavior and academic progress

The elementary and middle school English teachers in a school district meet at the beginning of the year to review the scope and sequence of English content being taught at each grade. The greatest benefit to this practice is that it: a. addresses the individual learning needs of at-risk students. b. ensures teachers can adopt the best teaching practices from each teacher. c. ensures continuity of content between grade levels. d. allows instruction to be flexible between grade levels.

c. ensures continuity of content between grade levels.

Use the information below to answer the following questions. The pieces of information build to create a classroom scenario, and the questions ask you to decide on the most appropriate course of action based on the situation. PART 1 Ms. Johnson, an eighth-grade United States English teacher, has written a unit plan for each student to write a persuasive letter on a topic of concern facing society today (global warming, food insecurity, endangered species, high obesity levels, teen smoking, etc.). The main objective is for students to research and write a persuasive letter to convince a particular organization or business (oil company, zoo, car company) to take action on a problem. She gives each student a copy of the timeline for upcoming learning activities associated with the unit. What's the Solution?: Using our Voices to Inspire Change Day 1 Discuss persuasive texts: What is their function? What persuasive texts have you read? What would a persuasive letter look like? Why should you write one? Show students examples of persuasive letters throughout history. Brainstorm a list of at least five pressing issues in our society that you would be interested in researching and writing about. Day 2 Share your list and initial thoughts in a classroom roundtable discussion to gather feedback for your research plan. Day 3 Research the issues you have chosen along with possible solutions. Prewrite using an outline provided by the teacher. Consider what business or organization would best benefit from receiving the letter. Day 4 Write a draft of the letter using the outline presented in class. Day 5 Edit and revise the letter with a partner to prepare it for publication. Day 6 Type the letter and print it out in preparation for mailing. PART 2 To prepare for students to mail out their persuasive letters, Ms. Johnson creates a protocol for reviewing the content of each letter. She then contacts the community relations managers for the organizations and businesses students have identified in order to determine who within the organization could most benefit from receiving the letter. Which of the following terms best describes Ms. Johnson's role when students are researching the topics they have chosen? a. lecturer b. academic specialist c. facilitator d. assessor

c. facilitator

Mrs. Garcia is a mathematics teacher at Lyndon Johnson Elementary. She makes an effort to be enthusiastic during class while giving clear, quick directions to students before and during the activities. This behavior most likely results in the students: a. demonstrating a greater ability to work together in collaborative efforts. b. self-evaluating their academic performance during daily activities. c. having high interest and motivation during class activities. d. setting their own academic goals above the expectations of Mrs. Garcia.

c. having high interest and motivation during class activities.

Ms. Newman, an eighth-grade teacher, has high expectations for her students' performance and hopes to increase their intrinsic motivation. Which of the following should Ms. Newman emphasize when setting expectations for her students? a. reminding students that this year's performance will determine placement levels in high school courses b. focusing efforts on students who are most likely to earn high grades or respond to interventions c. helping students to recognize their strengths and find strategies to improve areas of difficulty d. communicating with parents about students' progress

c. helping students to recognize their strengths and find strategies to improve areas of difficulty

Two social studies teachers are working together to create unit tests. To be successful, they must ensure that their tests: a. specifically address the needs of the identified gifted students in their classes. b. provide opportunities for students to respond to multiple-choice questions as well as true and false questions. c. include identified learning goals and critical thinking skills which students have previously been taught. d. offer questions on various levels of difficulty using a variety of assessment formats.

c. include identified learning goals and critical thinking skills which students have previously been taught.

A middle school teacher has two English-language learners (ELLs) in a class of native English speakers. The ELLs are in the intermediate stage of English language proficiency and will often turn and have discussions with each other in Spanish, the native language they both share. Which of the following strategies would encourage these students to practice speaking English? a. provide translated worksheets and administer directions for classwork in Spanish b. provide each student with a native English speaker as a permanent table partner c. provide a word bank and sentence stems for students to utilize during discussions

c. provide a word bank and sentence stems for students to utilize during discussions

Students are completing a writing assignment that requires them to submit a draft for the teacher to review prior to writing the final copy. Which of the following strategies would provide the teacher with the best opportunity to provide effective feedback on the draft? a. circle all misspellings and punctuation errors b. invite students to switch papers with peers to review and make edits c. provide students with a rubric to understand marks and annotations and meet with students to review

c. provide students with a rubric to understand marks and annotations and meet with students to review

In an elementary school classroom, which of the following routines for asking questions during individual work time is the most effective classroom management method that also promotes students' independence? a. allowing students to begin work independently but ask their seatmates as questions arise b. walking around the room as students work and stopping to check in with any students who appear to be struggling c. providing each student with a card on their desk that they can flip over to "red" to indicate that they need help but reminding them to keep working until the teacher checks in d. encouraging students to come up to the teacher's desk when they have questions and wait in line until it is their turn

c. providing each student with a card on their desk that they can flip over to "red" to indicate that they need help but reminding them to keep working until the teacher checks in

A teacher can best help English language learners build their reading skills by using which of the following techniques? a. eliminating unfamiliar vocabulary words from texts b. utilizing mostly complex texts in the classroom c. providing students with appropriately leveled texts

c. providing students with appropriately leveled texts

Students in a middle school class are completing a research paper. The teacher has allowed students to select topics of their choice and has given students dedicated class days to conduct research in the school library. After students completed their research, the teacher broke the students into two groups so that one half of the class would go to the computer lab with an instructional aide to type their papers while the other half received instruction in class. On the final day, the teacher accompanied small groups of students to the computer lab so that they had an opportunity to receive feedback on their drafts before submitting the assignment. What is the benefit of organizing the completion of the research paper in this manner? a. accommodating students' reading levels b. understanding students' cultural differences c. recognizing students' differences in access to technology d. providing enrichment opportunities for small groups

c. recognizing students' differences in access to technology

The fourth grade team would like to plan an interdisciplinary unit themed around urban areas. Which of the following would be the most appropriate first step in planning? a. identifying instructional resources the team can use b. assigning individual responsibilities for each teacher to contribute to the unit c. reviewing relevant content standards for each subject area d. creating a graphic organizer to list ideas related to the theme and subject areas

c. reviewing relevant content standards for each subject area

Use the information provided to answer the following questions. The information builds to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. A third-grade history teacher is teaching her students about European exploration in North America. The lesson focuses on the reasons for and obstacles to the exploration of North America and the examples of cooperation and conflict between European explorers and American Indians. At different points in the lesson, the teacher poses the following questions to students: Pre-lesson During lesson Post-lesson (1) Why do explorers want to discover new land? (2) How did the explorers cooperate with the American Indians? (3) How did the explorers clash with the American Indians? (4) Do you think that it is fair for the European settlers to take land from the American Indians? (5) Who were some of the first European explorers to arrive in North America? (6) Where did the first European explorers settle? (7) What if the first European explorers had settled in California instead of on the east coast of the US? Which of the following activities would be an effective way for the teacher to encourage use of critical thinking skills and increase student engagement in the lesson? a. assigning each student an explorer to research and present to the class b. giving students a map to label, which depicts the journeys of each explorer c. role-playing a discussion between the explorers and the American Indians d. providing students with a matching activity with explorers and facts about them

c. role-playing a discussion between the explorers and the American Indians

Mr. Branson, a sixth-grade science teacher, is planning an instructional unit on parts of the cell. He would like all of his students to be able to view multiple cell structures and observe the differences. The science lab is equipped with four microscopes and a few slides for the cells. Instead of taking his students to the science lab, Mr. Branson prepares a multimedia presentation and includes various pictures of the cell as seen under a microscope. Mr. Branson's multimedia presentation best demonstrates his understanding that: a. teachers should develop content that is developmentally appropriate. b. students should not be allowed to work directly with laboratory equipment. c. teachers should make the most efficient use of classroom time and available resources. d. students learn best from multimedia presentations.

c. teachers should make the most efficient use of classroom time and available resources.

A science class has just completed an instructional unit about the immune system and how it fights off infection and disease. Which of the following student activities would demonstrate the highest level of critical thinking? a. completing a multiple-choice assessment about the concepts covered during the instructional unit b. making a list of common illnesses that the students face during the school year c. writing a short story about the typical day of a white blood cell from the perspective of a white blood cell d. drawing a picture of a white blood cell and identifying the various parts

c. writing a short story about the typical day of a white blood cell from the perspective of a white blood cell

A 3rd-grade teacher is planning a field trip to a plant nursery in conjunction with their unit on life cycles. The owners of the nursery have prepared presentations and a hands-on opportunity for each student to repot their own seedling to take home with them. The teacher has outlined the following objectives for this educational experience: Learning Objective 1: Students will analyze the food web that supports the growth of plants in order to draw a representative diagram in their science journals. Learning Objective 2: Students will understand the relationship between the seasons and a plant's access to the resources required to grow. Learning Objective 3. Students will diagram the life cycle of a plant found in the nursery by sketching images in their science journals. The following day, the teacher plans a class discussion. She asks the students to share about the plants in their own yards, whether they have planted their seedlings from the nursery yet, and which plants they wish were growing in their yards at home. How should the teacher adjust this plan to make it more accessible to all students in her classroom?

consider diversity in socioeconomic status

If a child is demonstrating characteristics of associative play, what stage of play is the child likely to enter next?

cooperative play

Which of the following instructional practices encourages creative, cooperative play among early childhood learners?

creating a variety of themed centers (art, kitchen, blocks) in which students play in groups

PART 1 Giovanni is an ELL student from Italy. His 6th-grade class is going to read a story set in Italy, centered around the Leaning Tower of Pisa, and containing a few sentences in Italian. The day before the class reads the story, the teacher, Ms. Davies, calls Giovanni over to her desk and has the following conversation: Ms. Davies: Giovanni, tomorrow in class we will read a story set in Italy. It is about a little boy visiting the Leaning Tower of Pisa for the first time. Have you ever been there? Giovanni: Yes! When I am very young. I remember. Ms. Davies: Wow! What a cool experience! This book also has a few sentences in Italian. I was wondering if you would like to tell the rest of the class what the sentences mean. You could also tell them about visiting Pisa! I can show you the sentences now so you can see what you think? [She shows him the applicable pages in the book] Giovanni: Yes. I can say the sentences in English. But just that. I won't like to talk about my trip for the whole class. Ms. Davies: Okay! Thank you, Giovanni. We are so lucky to have someone that speaks Italian in our class to share with us! PART 2 The following day, the teacher introduces the story and tells the class that Giovanni is going to help them all understand the parts of the story that are written in Italian. The class is excited to hear him speak Italian and a few other students raise their hands to tell the class other languages they can speak. After reading the story, the teacher asks her class to analyze the plot using a graphic organizer. Students will identify the main conflict, climax, and resolution. The teacher has chosen a book about Italy and says to Giovanni, "We are so lucky to have someone that speaks Italian in our class to share with us!" This is best described as an example of:

culturally responsive teaching.

Mrs. Williams is hoping to help her students determine source credibility in a variety of ways, including recognizing different domain names. With no additional information, which of the following would be considered the most credible source? a. .org b. .com c. .net d. .edu

d. .edu

Which of the following would most help students maintain organization through a long research project? a. Allow students to use search engines. b. Require students to journal their progress and write helpful website addresses in their journal. c. Ask the librarian to demonstrate to students how best to maintain research notes throughout a research project. d. Allow students to create and have access to a computer folder to store and maintain their research notes and outlines.

d. Allow students to create and have access to a computer folder to store and maintain their research notes and outlines.

A government teacher is concerned that several seniors are not completing their homework assignments or performing well on assessments. In the teacher's conference with Paul about his grades, Paul explains that he works two part-time jobs to help support his recently-unemployed mother and his siblings. Because he is taking a full course load in order to graduate, he has no time during the school day to complete his assignments. Which of the following ideas does this situation present for the teacher? a. Teachers have a responsibility to maintain high expectations and to motivate students to achieve. b. Schools and classrooms may be the best part of students' lives, considering the complex community and family issues that face them. c. School and community collaboration can help solve problems for both the school and the community. d. Complex home and community factors may have a negative effect on students' learning.

d. Complex home and community factors may have a negative effect on students' learning.

At the beginning of the year, Mrs. Gladwell is informed she will have three English language learners in her class. She is excited about the opportunity and wants to help them acquire the English language by creating a productive linguistic environment in the class. Which of the following would be the best strategy for creating and promoting a productive linguistic environment? a. Have each English language learner give a presentation of their native culture. b. Introduce the three English language learners to the class and let the class know to be patient in speaking with the students, as they are new to the English language. c. Have the class bring food dishes of the English language learner students' cultures. d. Create oral activities that allow students and the teacher to become more familiar with each other's background.

d. Create oral activities that allow students and the teacher to become more familiar with each other's background.

A second-grade math teacher is designing a lesson that will address the standard for numbers and operations. This lesson will focus on the use of standard, word, and expanded forms of numbers up to 1,200. Which of the following activities would allow the teacher to determine the lesson's effectiveness and plan for the next day's instruction? a. Provide students with a drill in which they complete as many addition problems as they can in one minute. b. Conduct individual conferences with students to ask them to use skip counting up to 1,200. c. Place students in pairs to practice writing numbers in standard, word, and expanded forms while the teachers grades warm-up assignments. d. Design an exit slip that requires students to write a number of their choice in three forms.

d. Design an exit slip that requires students to write a number of their choice in three forms.

Mrs. Brooks notices that many of her students are not applying a recently-taught process during their homework assignments. To ensure the students understand the process, Mrs. Brooks decides to reteach the process first thing in the morning. Which of the following instructional strategies should Mrs. Brooks implement in the reteaching of the concept? a. Ask each student if they understand the process and reteach it to them if they do not. b. In front of the class, work through complicated problems to demonstrate how the process is necessary at higher levels. c. Use abstract terminology and examples to describe more complicated aspects of the process. d. Discuss and demonstrate how the process applies to the principles of the concept.

d. Discuss and demonstrate how the process applies to the principles of the concept.

Utilize the information to respond to the following questions. The information builds to create a hypothetical classroom scenario. The subsequent questions will require you to make decisions based on the situation. PART 1 Ms. Frank is a middle school English teacher who designs her own writing units based on the district curriculum. Throughout the school year, each genre of writing receives its own unit. She follows writing workshop guidelines and models each type of writing extensively before students begin their own pieces. For each unit, Ms. Frank requires students to take a piece of writing through the entire writing process: prewriting, drafting, editing/revising, and publishing. Each step of the process has a different rubric. After each step in the writing process, Ms. Frank collects the writings and reviews them according to the rubric. Students then revise their writing according to the comments and questions Ms. Frank writes on their papers. Halfway through the year, Ms. Frank feels proud of the progress students have made in their writing. However, she feels burdened by the amount of time she spends reviewing student writing and making these notes. Ms. Frank talks about this with her mentor teacher who assists her with writing down the specific issues she is having, such as: A large amount of time is spent reviewing and leaving comments on student writing. Students frequently misplace parts of their paper, making it difficult for them to move to the next stage of the writing process smoothly. A large amount of time is spent passing out the rubrics and the student essays after Ms. Frank has reviewed them. PART 2 Utilize the information to respond to the following questions. The information builds to create a hypothetical classroom scenario. The subsequent questions will require you to make decisions based on the situation. Ms. Frank goes back to her classroom after meeting with her mentor teacher and creates a hanging file folder system for student work. Each class period has its own portable file box, and each student has a folder within the box. Students get their folders from the box at the beginning of the period and return them at the end filled with the writing they have completed. Each folder has a self-reflection sheet for students to complete after each stage of the writing process. Here is an example of one student's self-reflection sheet. Reference Part 2 The student folders will be most helpful for which of the following reasons? a. Each folder will contain rubrics to differentiate for each student's learning style. b. Each folder will serve as a summative assessment at the end of the year. c. Each folder can be used as a pre-assessment for upcoming units. d. Each folder will serve as a monitoring tool for student understanding.

d. Each folder will serve as a monitoring tool for student understanding.

A middle-school teacher is establishing classroom rules at the beginning of the school year. Which of the following steps should be taken first? a. Encourage the use of conflict resolution skills. b. Encourage students to monitor their peers' behavior. c. Implement clear and consistent consequences for behavioral infractions. d. Involve students in the development of rules and expectations.

d. Involve students in the development of rules and expectations.

Ms. Smith is a reading specialist for Hendricks Middle School. During the first week of school, she is assigned thirteen students who need assistance with their literacy development. Which of the following would be the best first step in developing a positive relationship with the students? a. Discuss each student's attitude towards school with their peers. b. Discuss each student's academic ability with their previous teachers. c. Conduct a parent-teacher conference with each student's parent individually to discuss the upcoming school year and the reading objectives for their child. d. Meet with the students to introduce herself and discuss, in an informal manner, their perceptions towards school and reading.

d. Meet with the students to introduce herself and discuss, in an informal manner, their perceptions towards school and reading.

Some schools assign a new teacher with a mentor teacher for the first year at the school. Which of the following is not a responsibility of this mentor teacher? a. Mentor teachers will help new teachers find resources for professional development in areas of improvement. b. Mentor teachers will answer questions about the methodology used within the school and district. c. Mentor teachers will observe the new teacher in class and offer feedback and support. d. Mentor teachers will create lessons for the new teacher to use in the classroom.

d. Mentor teachers will create lessons for the new teacher to use in the classroom.

Ms. Drew is a math teacher in Houston. She is made aware that during the recent STAAR math testing examinations that another teacher allowed bulletin board material about types of shapes to remain visible during the examination. What is the most appropriate course of action for Ms. Drew to take? a. Disregard the incident as she did not witness the action firsthand. b. Inform the teacher that their actions were in violation of policy. c. Contact the STAAR coordinator at the state level and inform them of the incident. d. Notify the campus administrator and the campus testing coordinator regarding the situation.

d. Notify the campus administrator and the campus testing coordinator regarding the situation.

A fourth-grade class is writing a compare/contrast essay on two unique animals of the students' choosing. Which of the following sources would be best for researching the assigned animals? a. watching YouTube videos of animals b. a fiction book with characters that match the assigned animals c. a picture book of different types of animals d. the National Geographic website

d. the National Geographic website

Use the information provided to answer the following questions. The information builds to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. A third-grade history teacher is teaching her students about European exploration in North America. The lesson focuses on the reasons for and obstacles to the exploration of North America and the examples of cooperation and conflict between European explorers and American Indians. At different points in the lesson, the teacher poses the following questions to students: Pre-lesson During lesson Post-lesson (1) Why do explorers want to discover new land? (2) How did the explorers cooperate with the American Indians? (3) How did the explorers clash with the American Indians? (4) Do you think that it is fair for the European settlers to take land from the American Indians? (5) Who were some of the first European explorers to arrive in North America? (6) Where did the first European explorers settle? (7) What if the first European explorers had settled in California instead of on the east coast of the US? Which of the questions posed by the teacher would not be developmentally appropriate for the 3rd graders who are likely in the concrete operational stage of their learning? a. Question 1 b. Question 2 c. Question 4 d. Question 7

d. Question 7

A teacher is preparing to schedule a parent-teacher conference for a student whose parents share custodial and educational rights 50/50. Which of the following would be the most effective way to schedule this conference? a. Ask the student which parent should be invited to the conference and schedule accordingly. b. Schedule the conference based on one parent's availability but send notification to both parents to attend. c. Schedule two conference dates so that the teacher can meet with parents separately. d. Schedule the conference at a mutually agreeable date and time for both parents and send notification to both parents to attend.

d. Schedule the conference at a mutually agreeable date and time for both parents and send notification to both parents to attend.

In an attempt to keep parents abreast of student participation and the responsible use of time, grades, discipline concerns, etc., a new teacher, Mrs. Parker, plans to communicate with timely reports. Which of the following would be the most effective way of accomplishing this goal? a. She sends a notice to only those students who are failing or in danger of failing every two weeks. b. She calls each student's family and verbally communicates this information at the end of the grading period. c. She sends out a copy of all grades by all students, identifying only the names of those students who are failing. d. She emails individual grade reports addressing these categories for each student halfway through the required grading and communication period.

d. She emails individual grade reports addressing these categories for each student halfway through the required grading and communication period.

Which of the following statements correctly describes how social development can impact learning? a. Students who are popular in school tend to be less successful in college. b. Students who have poor social skills in school will be able to improve in college. c. Social skills do not impact learning. d. Students who learn appropriate social skills tend to have great academic success and graduate from college at a higher rate.

d. Students who learn appropriate social skills tend to have great academic success and graduate from college at a higher rate.

Use the information provided to answer the following questions. The information builds to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. Towards the beginning of every year, Ms. Gray, a 2nd-grade social studies teacher, develops a class constitution with his students. He uses this as an opportunity to teach the students about the US constitution and its three branches and system of checks and balances. He structures his lesson plan as follows: Step 1: Provide an overview of the US Constitution and explain why it was created. Step 2: Present students with the task of creating their own "classroom constitution," with the rights that students should have, which will ensure that students learn, stay safe, and have fun. Step 3: Students work with a partner to brainstorm some rules that should be included in the class constitution. They write their ideas on post-it notes and stick them to a board in the front of the room. Then, the teacher works with the students to group the ideas together. Step 4: Students discuss the responsibilities that they have in order to protect the rights that they agreed upon. Then, students agree upon the statements and sign, or ratify, the class constitution. Step 5: Introduce the three branches of government and discuss their roles. Step 6: Elect students in the class to act as representatives of Congress, or the Legislative branch, and give them the duty of checking in with the teacher (or the president), when the students in the class feel that a rule needs to be amended. Elect other students to serve as judges in the judicial branch, in case any disputes arise throughout the year. Which of the following results can be expected from this activity? a. Students will not seek teacher assistance when there is an issue. b. Students will give themselves more freedom and less responsibility. c. Students will develop an appreciation of different cultures. d. Students will be more likely to follow the class constitution.

d. Students will be more likely to follow the class constitution.

Ms. Bruno is playing a trivia game with her science class in preparation for their upcoming exam. She puts the students into small groups and gives each group a bell to ring. She prepares a series of questions. The first group to ring their bell and answer each question correctly gets a point. The group with the most points at the end of the class receives a prize. There are some advanced level ELLs in her class, and she notices that the groups with the ELLs don't have nearly as many points as the groups composed of their native English-speaking peers. What is most likely to be causing this? a. The ELLs can't understand the questions without extensive linguistic support. b. The ELLs don't work well with their native English-speaking peers. c. The ELLs have limited knowledge of the content. d. The ELLs require more time to process information.

d. The ELLs require more time to process information.

A middle school English language arts teacher starts each class period with a grammar warm-up. Questions are posted on the board, and students respond in a section of their notebooks while the teacher takes attendance, passes out materials, and checks in with students who are returning from an absence. Which of the following describes the most significant benefit of this warm-up? a. Students will be kept busy. b. The teacher will acquire a large amount of information that can be used as formative assessment data. c. Students will learn how to work independently. d. The assignment allows the teacher to save class time by addressing administrative tasks such as attendance while students are engaged.

d. The assignment allows the teacher to save class time by addressing administrative tasks such as attendance while students are engaged.

The physical development of a child can be affected by many factors. Which of the descriptions below can best be explained by poor nutrition? a. The child falls asleep in class regularly. b. The child is fearful of authority figures and shows resentment. c. The child may have an increased risk of cardiovascular problems. d. The child is small for her age and is picked on regularly.

d. The child is small for her age and is picked on regularly.

Ms. Nicholson is a new middle school language arts teacher who has received an email from a parent after the parent received their child's report card for the second grading period. Her son, a student with dyslexia and 504 accommodations, failed language arts. The student's grades have been consistently updated in the online gradebook, but the parents were surprised by their student's failing average and were unaware that he had been struggling. They have concerns about the implementation of his 504 accommodations and have requested a conference that includes both of the parents, the son, and the teacher. Noting the parent's frustration, Ms. Nichoslon meets with her mentor teacher to discuss the situation and ask for guidance on how to prepare for this upcoming meeting. As the teacher plans for the upcoming parent conference, she primarily focuses on a plan of action for the student in the upcoming unit as well as a plan for more frequent communication between herself and the student's parents. Which of the following should not be included in the meeting? a. details and examples of how the teacher implements the student's 504 plan during class b. a plan of action for filling gaps in learning from the previous grading period c. details about the teacher's plans to build on the student's strengths going forward d. an explanation that the teacher does not generally contact parents about failing grades because the grades are accessible to parents through the online gradebook

d. an explanation that the teacher does not generally contact parents about failing grades because the grades are accessible to parents through the online gradebook

Use the information below to answer the following questions. The pieces of information build to create a classroom scenario, and the questions ask you to decide on the most appropriate course of action based on the situation. PART 1 Ms. Johnson, an eighth-grade United States English teacher, has written a unit plan for each student to write a persuasive letter on a topic of concern facing society today (global warming, food insecurity, endangered species, high obesity levels, teen smoking, etc.). The main objective is for students to research and write a persuasive letter to convince a particular organization or business (oil company, zoo, car company) to take action on a problem. She gives each student a copy of the timeline for upcoming learning activities associated with the unit. What's the Solution?: Using our Voices to Inspire Change Day 1 Discuss persuasive texts: What is their function? What persuasive texts have you read? What would a persuasive letter look like? Why should you write one? Show students examples of persuasive letters throughout history. Brainstorm a list of at least five pressing issues in our society that you would be interested in researching and writing about. Day 2 Share your list and initial thoughts in a classroom roundtable discussion to gather feedback for your research plan. Day 3 Research the issues you have chosen along with possible solutions. Prewrite using an outline provided by the teacher. Consider what business or organization would best benefit from receiving the letter. Day 4 Write a draft of the letter using the outline presented in class. Day 5 Edit and revise the letter with a partner to prepare it for publication. Day 6 Type the letter and print it out in preparation for mailing. PART 2 To prepare for students to mail out their persuasive letters, Ms. Johnson creates a protocol for reviewing the content of each letter. She then contacts the community relations managers for the organizations and businesses students have identified in order to determine who within the organization could most benefit from receiving the letter. This letter-writing project requires students to use their higher-level thinking skills in which of the following ways? a. tiered levels of questioning b. cross-curricular learning c. community activism d. argumentative reasoning

d. argumentative reasoning

A middle school English language arts teacher recently attended a conference in which sample lesson plans and activities were shared with participants. The teacher planned to use one of the activities until he noticed a copyright statement which indicated that the activity could not be reproduced, modified, or distributed. Which of the following responses ensures that the teacher complies with copyright laws? a. making copies to send home with students without providing formal instruction b. scanning the activity and using only an electronic version during class c. recreating the activity using word processing software but changing the font and images d. creating his own classroom activity that teaches and assesses the same skills and standards

d. creating his own classroom activity that teaches and assesses the same skills and standards

Mr. McClure is teaching a fractions unit to a class of fifth-grade students. Most students have demonstrated an understanding of the concept, but a group of students still needs additional practice. Which of the following is the most appropriate way for Mr. McClure to respond to his students' needs? a. conduct a summative assessment and begin the next unit of study b. assign the struggling students additional fraction packets to complete at home c. adjust his lesson plans to provide direct instruction to all students on the topic of fractions d. develop a series of fraction activities that provides reteaching and remediation to some students and enrichment opportunities to others

d. develop a series of fraction activities that provides reteaching and remediation to some students and enrichment opportunities to others

Mr. Lancaster's sixth-grade classroom includes students with disabilities who have to spend time in the school's resource room. In planning instruction for his class, it is important for Mr. Lancaster to ensure that the students with disabilities: a. have accommodated work for all students that focuses on collaborative rather than individual work. b. are surrounded by other students with similar disabilities. c. have no differentiated instruction from the other students. d. do not feel as though they are being separated from their classroom peers.

d. do not feel as though they are being separated from their classroom peers.

During a lesson on plant and animal cells, a teacher includes the following activities: Warm-up review of cell parts Interactive video and discussion of the functions of each cell part Partner work to diagram cell parts Assessment By organizing the lesson in this manner, the teacher demonstrates an understanding of: a. student inquiry. b. appropriate wait time. c. conflict resolution. d. exploring content.

d. exploring content

Mr. Grant is a high school social studies teacher. A student's parent contacts him regarding the amount of homework Mr. Grant assigns. The parent feels the homework is too much and would like to schedule a parent-teacher conference to discuss the matter further. The best strategy for Mr. Grant to use at the beginning of the conference would be to: a. present adjustments in homework assignments that address the concerns of the parent. b. compare the amount of work Mr. Grant assigns to other teachers in the school. c. have other teachers assure the parent the homework assignments are not excessive. d. listen to the parent's concern.

d. listen to the parent's concern.

Which of the following developmental milestones is achieved during the late elementary years? a. focusing on a task for up to 15 minutes b. using simple sentences with 5 to 7 words c. mastering pencil grip d. the ability to follow 3-to-5-step directions

d. the ability to follow 3-to-5-step directions

Use the information below to answer the following questions. The pieces of information build to create a classroom scenario, and the questions ask you to decide on the most appropriate course of action based on the situation. PART 1 Ms. Linder is a 6th-grade social studies teacher and teaches 5 classes each day. While preparing for the school year, she organizes her room to facilitate cooperative learning. She organizes the desks to create tables of four and spaces them out around the room. Sometimes the students will work collaboratively as a group of 4, sometimes in two pairs within the group, and sometimes individually. Ms. Linder plans to change the seating chart, reassigning collaborative groups, at the beginning of each grading period. She also creates a space in the room where she will be able to administer small group instruction with new combinations of students, separate from the collaborative groupings that students sit in each day. PART 2 Halfway through the first grading period, Ms. Linder reflects on the success of collaborative grouping so far this year. Her classes have mostly been successful with the arrangement, but one class has particularly struggled. Some of the hurdles this class faces include groups that rarely discuss ideas at all, instead completing all work independently, and groups that have developed a dynamic where one or two students participate more, while the rest of the group follows their lead. In the struggling class, the teacher facilitates a class discussion of their progress. She has listed some positive elements that she sees in class and some concerns she has noticed. She then invites her students to add to each list. After eliciting student input, the list is as follows: Positives Areas for Improvement - Students are kind to each other - Work is generally completed on time - Class is more enjoyable with interaction between students - Students have made some new friends - Unequal contributions within the group - Giving other members answers instead of discussing ideas together - Some students are nervous to speak up - Some students are afraid to suggest an answer or idea because it might be wrong The teacher and students work together to make a plan regarding the areas for improvement, agreeing to hold another class discussion in two weeks to determine if they have made any progress. In order to support the students who are not participating or interacting with their other group members, the teacher plans a variety of icebreaker activities, games that facilitate teamwork, and low-pressure sharing opportunities. Based on these plans, which level of Maslow's Hierarchy of Needs does the teacher believe is not being met for some students in her class? a. physiological needs b. safety c. esteem d. love/belonging

d. love/belonging

Use the information below to answer the following questions. The pieces of information build to create a classroom scenario, and the questions ask you to decide on the most appropriate course of action based on the situation. PART 1 Ms. Johnson, an eighth-grade United States English teacher, has written a unit plan for each student to write a persuasive letter on a topic of concern facing society today (global warming, food insecurity, endangered species, high obesity levels, teen smoking, etc.). The main objective is for students to research and write a persuasive letter to convince a particular organization or business (oil company, zoo, car company) to take action on a problem. She gives each student a copy of the timeline for upcoming learning activities associated with the unit. What's the Solution?: Using our Voices to Inspire Change Day 1 Discuss persuasive texts: What is their function? What persuasive texts have you read? What would a persuasive letter look like? Why should you write one? Show students examples of persuasive letters throughout history. Brainstorm a list of at least five pressing issues in our society that you would be interested in researching and writing about. Day 2 Share your list and initial thoughts in a classroom roundtable discussion to gather feedback for your research plan. Day 3 Research the issues you have chosen along with possible solutions. Prewrite using an outline provided by the teacher. Consider what business or organization would best benefit from receiving the letter. Day 4 Write a draft of the letter using the outline presented in class. Day 5 Edit and revise the letter with a partner to prepare it for publication. Day 6 Type the letter and print it out in preparation for mailing. PART 2 To prepare for students to mail out their persuasive letters, Ms. Johnson creates a protocol for reviewing the content of each letter. She then contacts the community relations managers for the organizations and businesses students have identified in order to determine who within the organization could most benefit from receiving the letter. In order to set clear expectations for the letter project, Ms. Johnson should: a. ask students what they would like to learn from the project. b. plan a future lesson on study skills and determination. c. survey students to determine their learning styles. d. make the learning objectives clear from the beginning.

d. make the learning objectives clear from the beginning.

Use the information below to answer the following questions. The pieces of information build to create a classroom scenario, and the questions ask you to decide on the most appropriate course of action based on the situation. PART 1 Ms. Johnson, an eighth-grade United States English teacher, has written a unit plan for each student to write a persuasive letter on a topic of concern facing society today (global warming, food insecurity, endangered species, high obesity levels, teen smoking, etc.). The main objective is for students to research and write a persuasive letter to convince a particular organization or business (oil company, zoo, car company) to take action on a problem. She gives each student a copy of the timeline for upcoming learning activities associated with the unit. What's the Solution?: Using our Voices to Inspire Change Day 1 Discuss persuasive texts: What is their function? What persuasive texts have you read? What would a persuasive letter look like? Why should you write one? Show students examples of persuasive letters throughout history. Brainstorm a list of at least five pressing issues in our society that you would be interested in researching and writing about. Day 2 Share your list and initial thoughts in a classroom roundtable discussion to gather feedback for your research plan. Day 3 Research the issues you have chosen along with possible solutions. Prewrite using an outline provided by the teacher. Consider what business or organization would best benefit from receiving the letter. Day 4 Write a draft of the letter using the outline presented in class. Day 5 Edit and revise the letter with a partner to prepare it for publication. Day 6 Type the letter and print it out in preparation for mailing. PART 2 To prepare for students to mail out their persuasive letters, Ms. Johnson creates a protocol for reviewing the content of each letter. She then contacts the community relations managers for the organizations and businesses students have identified in order to determine who within the organization could most benefit from receiving the letter. Ms. Johnson has organized for several of the students to go on a field trip to talk with one of the businesses they wrote letters to. Before the students attend the field trip, Ms. Johnson needs to make sure she: a. holds a parent information night on professional communication. b. sends the stack of letters to the principal for approval. c. notifies the other teachers on her hallway about the trip. d. obtains a signed parental permission form for each student.

d. obtains a signed parental permission form for each student.

An elementary school teacher allows students to bring a morning snack to eat during break time and has extra snacks available for students who cannot bring their own. This applies to which of the following levels of Maslow's hierarchy of needs? a. belongingness and love needs b. esteem needs c. safety needs d. physiological needs

d. physiological needs

A high-school English teacher has selected a daily objective which states, "Students will demonstrate an understanding of tone and theme in poetry." Which of the following assessments would be appropriate to use with this objective? a. reading a poem as a class and discussing how the tone and theme are reflected in the word choice b. reading a short story and identifying the tone and theme independently c. reading a short story independently and drawing a picture to represent the text d. reading a poem independently and making annotation marks to explain the tone and theme

d. reading a poem independently and making annotation marks to explain the tone and theme

A beginning teacher is struggling with classroom management. A few students consistently disrupt the learning process. What should the teacher do first? a. request a behavioral evaluation from the special education team b. write a referral for each of the students to the principal's office c. schedule a parent-teacher conference for each of the students d. seek advice from a mentor teacher

d. seek advice from a mentor teacher

Parents of a middle school student have recently notified the school that their child had a medical condition that requires the administration of prescription medication if the student exhibits acute symptoms. The school principal should share this information with which school staff members? a. all teachers who provide instruction at the student's grade level b. school nurse only c. all full-time staff members at the school d. student's administrator, school counselor, teachers, and school nurse

d. student's administrator, school counselor, teachers, and school nurse

As an informal assessment, the business, computer, and information systems teacher has each student complete a budget for school supplies at the school store. The greatest benefit to this assessment is that: a. the teacher is able to formally present the results to the school administration as an indicator of class performance. b. the teacher is able to identify instructional goals for students. c. the students develop and implement higher-thinking skills. d. the students are able to apply their learning to real situations.

d. the students are able to apply their learning to real situations.

Use the information below to answer the following questions. The pieces of information build to create a classroom scenario, and the questions ask you to decide on the most appropriate course of action based on the situation. PART 1 Ms. Johnson, an eighth-grade United States English teacher, has written a unit plan for each student to write a persuasive letter on a topic of concern facing society today (global warming, food insecurity, endangered species, high obesity levels, teen smoking, etc.). The main objective is for students to research and write a persuasive letter to convince a particular organization or business (oil company, zoo, car company) to take action on a problem. She gives each student a copy of the timeline for upcoming learning activities associated with the unit. What's the Solution?: Using our Voices to Inspire Change Day 1 Discuss persuasive texts: What is their function? What persuasive texts have you read? What would a persuasive letter look like? Why should you write one? Show students examples of persuasive letters throughout history. Brainstorm a list of at least five pressing issues in our society that you would be interested in researching and writing about. Day 2 Share your list and initial thoughts in a classroom roundtable discussion to gather feedback for your research plan. Day 3 Research the issues you have chosen along with possible solutions. Prewrite using an outline provided by the teacher. Consider what business or organization would best benefit from receiving the letter. Day 4 Write a draft of the letter using the outline presented in class. Day 5 Edit and revise the letter with a partner to prepare it for publication. Day 6 Type the letter and print it out in preparation for mailing. PART 2 To prepare for students to mail out their persuasive letters, Ms. Johnson creates a protocol for reviewing the content of each letter. She then contacts the community relations managers for the organizations and businesses students have identified in order to determine who within the organization could most benefit from receiving the letter. What is the primary reason Ms. Johnson provides the students with sample persuasive letters at the beginning of the unit? a. to provide students with choices for how to present their research b. to make it easier for students to understand the grading rubric c. to involve the students in the overall construction of the unit plan d. to provide model texts for students to reference throughout the unit

d. to provide model texts for students to reference throughout the unit

A 7th-grade mathematics teacher is in the middle of a unit on geometry. She designs the following lesson plan: Learning Objective: Students will be able to use the formulas for the area of squares, rectangles, and triangles for real-world applications. Direct Instruction: Review the formulas for the area of a square, rectangle, and triangle. Write the formulas on the board. Modeling: Measure the walls of the classroom and demonstrate the procedure of subtracting windows and doorways from the total area of the walls. Discuss how to determine the cost of painting and carpeting the room. Provide students with a price of carpet and price of paint to use in their calculations. Guided practice: Distribute a different size box to each student. Explain to them that the box represents a room. Provide them with a scale of 1cm = 1 ft Instruct students to: cut two windows and one door in each box measure the "rooms" (boxes) to find the surface area of the "walls," "floor," and "ceiling" determine the amount of "paint" and "carpet" needed for the room estimate the cost of painting and carpeting the room Independent practice: Distribute a handout with diagrams to practice measuring more odd-shaped rooms To best meet the students' needs and drive instruction, what should the teacher do to start the lesson? a. have students discuss the concept of area in small groups b. show students photos of rooms that have been remodeled c. provide students with a rubric outlining how they will be evaluated d. use an anticipation guide to activate prior knowledge

d. use an anticipation guide to activate prior knowledge

After determining the unit learning goal and the learning objectives that support the goal, what is the next step for a teacher implementing backward design in the lesson planning process?

decide how to measure student success and create assessments

The novel Stargirl is currently included on a middle school's approved reading list for eighth grade. The seventh-grade teachers on that campus think this novel would work well in one of their thematic units, and they are interested in having it moved to the seventh-grade reading list. Which of the following would be the most appropriate way to enact this change?

discuss the change in a vertical team meeting

An eighth-grade teacher wants to support the collaborative analysis that occurs during her students' book group meetings by connecting the conversation to a digital platform that will allow the exchange of ideas outside of class. Which of the following tools will best support this goal?

discussion board

A student in a sixth-grade math class has repeatedly made statements that he is "bad at math." When the teacher provides instruction on a new topic, the student often refuses to attempt the assignment. In this situation, which of the following areas of development is impacting the student's performance in math?

emotional development

Ms. Roland, a fourth-grade teacher, has begun her first year at a new school. On her previous campus, the fourth grade was departmentalized and Ms. Roland taught language arts and social studies. At her new campus, fourth-grade classes are self-contained. She has enjoyed the new format overall but has faced some challenges while teaching math. Ms. Roland loves math and it was her favorite subject in school, but she is struggling to get her students engaged in the lessons. The students seem to be more easily distracted by each other, and she struggles to get through her lessons in the time dedicated to the subject. On the latest district assessment, her students' overall performance in math was noticeably below the campus average. Following some reflection on her teaching practices, she has begun incorporating more collaborative elements into the lessons and connecting math skills to the real world. She has also made arrangements to observe some of the other fourth-grade teachers during their math lessons. What additional steps should Ms. Roland take to increase her students' motivation in class?

emphasize her own interest and enthusiasm for the topic

A 3rd-grade teacher is planning a field trip to a plant nursery in conjunction with their unit on life cycles. The owners of the nursery have prepared presentations and a hands-on opportunity for each student to repot their own seedling to take home with them. The teacher has outlined the following objectives for this educational experience: Learning Objective 1: Students will analyze the food web that supports the growth of plants in order to draw a representative diagram in their science journals. Learning Objective 2: Students will understand the relationship between the seasons and a plant's access to the resources required to grow. Learning Objective 3. Students will diagram the life cycle of a plant found in the nursery by sketching images in their science journals. One of the plants the students analyze in the nursery is a young palm tree. The teacher asks the class what region they think would best support the growth of palm trees. Which of the following best describes the primary purpose of this question?

establishing an interdisciplinary connection

Mr. Jolly wants to create a positive climate for his classroom. Which of the following actions would best promote a positive classroom climate?

greeting each student as they enter the classroom

Use the information provided to answer the following questions. The information builds to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. Ms. Nichols is always trying to incorporate technology into her classroom. One of the ways she does this is by utilizing a game-based learning platform to generate multiple-choice quizzes that she displays to students on the classroom smartboard. Step 1: Ms. Nichols asks students to create three questions (with answers) at the end of the unit. Step 2: Ms. Nichols edits any inaccuracies in the student questions and answers. Step 3: Ms. Nichols selects the best questions and uses the questions in a review game. Step 4: Ms. Nichols separates the students into groups of three. Step 5: Ms. Nichols connects to the platform through the classroom smartboard and displays the questions. Step 6: Students record their individual responses on a device, which Ms. Nichols can see in real-time. Step 7: Students discuss their responses with their group and respond again. The groups get a point for every correct response. Step 8: Ms. Nichols saves all the questions on the platform so that students can access them for additional review. At Ms. Nichols' school, the students are allowed to bring and use their own devices. To accommodate the students who do not have access to a personal device, what should Ms. Nichols' do?

have loaner devices available for the students without devices

Mr. Heath is concerned about Brandon's recent academic decline and contacts Brandon's parent to discuss the situation. Brandon's mother informs Mr. Heath that Brandon's father has recently passed away and Brandon has been having trouble coping with the loss. During the conversation, Mr. Heath should focus his comments on:

how to best promote Brandon's academic progress during this emotionally-straining time.

PART 1 On a Friday afternoon, a 5th-grade class completed their assignment early, leaving approximately 20 minutes left of the school day with no relevant activity planned for the remaining time. Ms. Donovan, a new teacher, decided to allow the students some free time to visit amongst themselves for the remainder of the day. The class is generally well behaved, but without a specific task the students quickly became loud and active; one group of students was tossing a paper ball around the room, over the heads of other students. The principal stopped in after hearing the commotion from down the hall. Ms. Donovan quickly instructed the students who were throwing the paper ball to return to their seats and explained to the principal why the students were having free time. PART 2 Soon after this incident, Ms. Donovan attends a teacher development training focused on self-reflection. The teachers are asked to reflect on their strengths and weaknesses, consider opportunities for growth, and develop goals related to their teaching performance. Ms. Donovan writes the following reflective questions to monitor her progress over the coming weeks. Have I changed the pace of a lesson or progression of lessons based on student learning? Have I responded to teachable moments? Have I taken the opportunity to extend learning when students demonstrate mastery more quickly than expected? Based on the reflective questions that Ms. Donovan has written, which of the following is the overarching focus of her professional development?

instructional flexibility

PART 1 Giovanni is an ELL student from Italy. His 6th-grade class is going to read a story set in Italy, centered around the Leaning Tower of Pisa, and containing a few sentences in Italian. The day before the class reads the story, the teacher, Ms. Davies, calls Giovanni over to her desk and has the following conversation: Ms. Davies: Giovanni, tomorrow in class we will read a story set in Italy. It is about a little boy visiting the Leaning Tower of Pisa for the first time. Have you ever been there? Giovanni: Yes! When I am very young. I remember. Ms. Davies: Wow! What a cool experience! This book also has a few sentences in Italian. I was wondering if you would like to tell the rest of the class what the sentences mean. You could also tell them about visiting Pisa! I can show you the sentences now so you can see what you think? [She shows him the applicable pages in the book] Giovanni: Yes. I can say the sentences in English. But just that. I won't like to talk about my trip for the whole class. Ms. Davies: Okay! Thank you, Giovanni. We are so lucky to have someone that speaks Italian in our class to share with us! PART 2 The following day, the teacher introduces the story and tells the class that Giovanni is going to help them all understand the parts of the story that are written in Italian. The class is excited to hear him speak Italian and a few other students raise their hands to tell the class other languages they can speak. After reading the story, the teacher asks her class to analyze the plot using a graphic organizer. Students will identify the main conflict, climax, and resolution. The teacher uses English language proficiency levels to determine the appropriate accommodations for her ELL students throughout the school year. Based on the transcript in Part 1, what is the student's current speaking English language proficiency level?

intermediate

Providing specific feedback about individual student's improvements and progress in the writing curriculum is likely to increase the student's:

intrinsic motivation.

Which of the following best describes the role of memory in the operation of a computer?

it is the location where information is stored

Use the information provided to answer the following questions. The information builds to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. Ms. Nichols is always trying to incorporate technology into her classroom. One of the ways she does this is by utilizing a game-based learning platform to generate multiple-choice quizzes that she displays to students on the classroom smartboard. Step 1: Ms. Nichols asks students to create three questions (with answers) at the end of the unit. Step 2: Ms. Nichols edits any inaccuracies in the student questions and answers. Step 3: Ms. Nichols selects the best questions and uses the questions in a review game. Step 4: Ms. Nichols separates the students into groups of three. Step 5: Ms. Nichols connects to the platform through the classroom smartboard and displays the questions. Step 6: Students record their individual responses on a device, which Ms. Nichols can see in real-time. Step 7: Students discuss their responses with their group and respond again. The groups get a point for every correct response. Step 8: Ms. Nichols saves all the questions on the platform so that students can access them for additional review. Which of the following benefits of technology can be seen in this example?

its efficiency in monitoring student understanding

A high school teacher is preparing to assess students at the end of a unit of study. For the final assessment, the teacher has provided each student with a "tic-tac-toe" board of options. Students may select any three items horizontally, vertically, or diagonally to complete the final assessment. What is the benefit of this type of assessment?

promote students' motivation

In a social studies class, students are required to create a visual component for their research project. Which of the following guidelines should the teacher provide to help students avoid copyright issues?

properly cite the source of any images

A beginning English-language learner (ELL) in middle school is struggling to understand basic vocabulary words, such as "pencil" or "book." When the teacher gives simple directions, the student looks around the room confused. In order to best support this student, the teacher can:

provide picture cards with common vocabulary words.

A fourth grade teacher can best apply the concept of developmentally appropriate practice by using which teaching strategy?

providing cooperative learning activities

A fifth-grade English teacher has several English-language learners (ELL) in her class. They all seem to be struggling with an essay assignment, even though they are at various levels of English-language proficiency. Which of the following strategies will help all the ELLs in the class complete the essay assignment?

providing differentiated graphic organizers based on the student's proficiency level

Which of the following is not a benefit of play in the classroom?

reduces need for classroom management strategies

Use the information below to answer the questions that follow: Ms. Hardy is a 6th-grade Humanities teacher. She provides a writing assignment to her students every Friday to assess their understanding of the topic covered during the week. Every Monday morning Ms. Hardy collects the written responses. She then corrects every mistake, often filling the page with notes and corrections. To help students keep their writing organized, she returns all the writing assignments to students at the end of the month and reviews the concepts covered in the writing. Last week Ms. Hardy taught the students how to properly quote sources using MLA formatting. She gave them the task of including 2-3 quotes in their weekly writing assignment. When reviewing the written work, Ms. Hardy notices that almost 75% of the students make the same mistake with their formatting. What should Ms. Hardy do?

reteach and clarify the rules regarding quotations

Ms. Adams obtained permission for the following activity. All students were cleared to participate. Ms. Adams begins math by holding up a fun-sized bag of colored candy and a blank bar graph and provides the following instructions: Ms. Adams: Each of you will have one bag of colored candy and a blank piece of graph paper. [The kids perk up and are noticeably excited about the candy. Some students shout things like, "YUM!" and "I love those!" before quieting down.] You are not allowed to eat any until we have completed the activity. First, you will open your candy and sort them by color. Next, you will count each pile and make a bar graph like the one we made yesterday. Do you see it here still drawn on the front board? After you make your graphs, compare them with the graphs made by the other students at your table. Observe who had the most of each color and who had the least. You can even add up the totals to see if everyone had the same number of each color in their bags. Okay, now you can come up to get your bag of candy and graph paper from the front of the classroom." Which of the following changes will be most beneficial to the students' successful participation in this activity?

step-by-step written instructions for the students to reference throughout the activity

A preschool class has one bucket of water. After pouring the water into four smaller buckets, many students say that they now have more water. The teacher's best assessment of the incident would be:

the students are not familiar with the conservation of volume.

Mr. Smith wants to assess his English language learner students accurately. To best ensure an accurate assessment, Mr. Smith should:

use multiple assessment formats (oral, written, and performance) to allow the students multiple opportunities to show their knowledge.

Ms. Grimes is a fourth-grade teacher planning a social studies unit about the 6 flags that have flown over Texas. She knows that the state standard requires the students to be able to explain the meanings of the six flags that flew over Texas. With that in mind, she has planned the following progression of activities related to this skill for their social studies class time: Day 1 Provide each student with a timeline that is already segmented based on the duration of each nation's control of Texas. The timeline will serve as an outline for student notes, and they will add the years and name of each nation. They will also cut out and glue on pictures of each flag. Day 2 Lesson briefly explaining the transition of power from the first nation to the second. Students will draw and label the first two flags. Focus on Spain and France Day 3 Lesson briefly explaining the transitions of power from the second nation to the third, and the third to the fourth. Students will draw and label the second two flags. Focus on Mexico and Republic of Texas Day 4 Lesson briefly explaining the transitions of power from the fourth nation to the fifth, and the fifth to the sixth. Students will draw and label the final two flags. Focus on the United States of America and Confederate States of America. Day 5 Students review using a matching game with the classmates at their table. Day 6 Assessment PART 2 On the second day of the flag lessons, Ms. Grimes realizes one student isn't participating in the lesson and refuses to draw the flags. On the third day, the student refuses to stand up to recite the Texas pledge during the morning announcements, despite being asked to stand and being told that his parents would be contacted if he didn't follow directions. Before lunch, Ms. Grimes asked the student to stay in the class to discuss the issue. Here is a transcript of their conversation: Ms. Grimes: Why didn't you stand for the pledge today? And why aren't you participating in our flag activities? Student: Because I don't want to. Ms. Grimes: But you have always stood for the pledge in the past. Why aren't you standing anymore? Student: Because my mom said we are moving to New Mexico this summer for my dad's new job. I won't live here so none of this Texas stuff matters anymore. Ms. Grimes: I'm sorry to hear you will be leaving us. I know that is a big, difficult change. I won't require you to stand for the pledge tomorrow if you choose not to, but I am going to ask that you continue to complete your classwork while you are here. Prior to the formal assessment on the 6th day, how could the teacher informally assess her students' progress?

walk around the room and observe students during the matching game on day 5

Which of the following pieces of technology is classified as an input device?

webcam

One advantage of posting the learning objectives for the day on the board is that students

will know the topic of class and what they are to learn about it.