P-12 Education

Standard 7

Reading Instruction teachers of grades P-12 have a broad and comprehensive understanding of reading development and disciplinary and content-area literacy skills and demonstrate the ability to plan and deliver developmentally appropriate reading instruction that is based on student learning standards, student literacy needs and strengths as reflected in ongoing student data, and scientifically based reading research

Standard 4

Assessment teachers of grades P-12 have a broad and comprehensive understanding of assessment principles and practices and demonstrate the ability to use assessment to monitor student progress and to use data to guide instructional decision making

Standard 3: Instructional Planning and Delivery

#.1= knowledge of components that comprise the curriculum (e.g., unpacked standards, scope and sequence, resources, assessments) #.2= knowledge of the purposes of curriculum mapping and the ability to plan, intact, monitor, and analyze curriculum map data and resultant student learning #.3= procedures for long- and short-range instructional planning (e.g., aligning instruction with the learning progression within identified content standards, determining prerequisite knowledge and skills), factors to consider in instructional planning (e.g., nature of the content; time and other resources available; student assessment data; characteristics of effective lesson and unit plans; students' characteristics, prior experiences, current knowledge and skills, and readiness to learn), and the ability to use this knowledge to plan effective, developmentally appropriate student learning experiences #.4= knowledge of the characteristics, uses, benefits, and limitations of various instructional approaches appropriate for students at different developmental levels and the ability to apply research-based best practices to meet a variety of instructional needs, make content comprehensible and relevant to students, and promote students' active involvement in their learning #.5= the ability to develop and implement project-based learning experiences that guide students to analyze the complexities of an issue and use creative thinking and innovative approaches to solve problems #.6= the ability to differentiate instruction according to student characteristics and needs and to monitor and adapt lessons to ensure rigorous learning and success for all students including English Learners and students with exceptional needs including high ability and twice exceptional #.7= knowledge of the principles of universal design for learning (UDL) and how to apply UDL guidelines to incorporate the flexibility necessary to maximize learning opportunities for all students #.8= the ability to plan and adapt learner-centered instruction that reflects cultural competency; is responsive to the characteristics, strengths, experiences, and needs of each student; and promotes all students' development and learning #.9= the ability to provide developmentally appropriate learning experiences that promote students' global awareness, understanding of global issues and connections, sense of participation in a global community, and motivation to solve global challenges #.10= knowledge of the foundational elements of Response to Instruction (RtI) and the ability to apply this knowledge to differentiate tiered instruction for all students based on data #.11= the ability to apply skills and strategies for integrating curricula, creating interdisciplinary units of study, and providing students with developmentally appropriate opportunities to explore content from integrated and varied perspectives; use higher-order thinking and creativity; solve problems; acquire, organize, analyze, and synthesize information; and work cooperatively and productively in group settings to accomplish goals for student achievement #.12= knowledge of types of instructional resources and the ability to locate, create, evaluate, and select evidence-based resources to meet specific instructional needs and to provide differentiated instruction #.13= knowledge of information literacy and the ability to promote students' knowledge of and model and facilitate students' use of the tools, practices, and opportunities of the information age #.14= Knowledge of types of digital tools and resources, technologies specific to the teacher's discipline(s), the distinction between digital curricula and digital resources, and the ability to use digital tools and resources to improve teaching effectiveness; create developmentally appropriate learning experiences that facilitate creativity, collaboration, inventiveness, and learning; customize learning experiences to meet individual needs; and help students explore real-wold issues, solve authentic problems, develop global awareness, participate in local and global learning communities, and independently pursue and manage their own learning #.15= knowledge of communication theory, communication methods (including the use of digital-age media and formats), and factors that influence communication and the ability to use various communication and questioning techniques to meet all students' needs and achieve instructional goals #.16= knowledge of factors and situations that tend to promote or diminish student engagement in learning and the ability to apply skills and strategies for promoting students' active engagement and self-motivation

Standard 7: Reading Instruction

#.1= foundations of literacy development including major scientifically based reading research (SBRR) theories and processes related to reading and writing development; the role of phonemic awareness, phonics, reading fluency, vocabulary, and reading comprehension in literacy development; and reading and writing skills required of students in the teacher's discipline or area of professional responsibility #.2= essential components, skills, and practices of effective, developmentally appropriate reading instruction based on SBRR and RtI elements including the ability to select evidence-based instructional strategies that are aligned to learning goals and student needs to use ongoing student data to inform differentiated reading or reading-related instruction and to collaborate with colleagues to coordinate content-area reading instruction across the curriculum that addresses the demonstrated needs and strengths of students #.3= the ability to use evidence-based instructional practices to develop students' phonemic awareness, phonics, reading fluency, vocabulary, and reading comprehension in accordance with the teacher's area of professional responsibility #.4= the ability to use evidence-based instructional practices to develop students' vocabulary and academic language related to content-area reading and writing in the teacher's discipline or area of professional responsibility #.5= the ability to use evidence-based skills and strategies for facilitating students' comprehension before, during, and after reading content-area texts in the teacher's discipline or area of professional responsibility #.6= the ability to use evidence-based instructional practices to advance students' recognition, analysis, and use of text structures and features to deepen comprehension and to develop students' text-based reading skills and their use of comprehension strategies related to the teacher's discipline or area of professional responsibility #.7= the ability to use evidence-based instructional practices to develop students' writing skills in the teacher's discipline or area of professional responsibility #.8= the ability to use evidence-based practices effectively to create a literacy-rich classroom environment that fosters and supports the literacy development of all students, reflects and values cultural diversity, promotes respect for all readers at all levels of reading proficiency, promotes the involvement of families and members of the community at large in students' literacy development, and engages all students as agents in their own literacy development

Standard 4: Assessment

#.1= fundamental assessment concepts (e.g., reliability, validity, bias) and the ability to use these concepts to design and select assessments that are aligned to instructional goals, to administer assessments with fidelity, and to interpret assessment results #.2= knowledge of the purposes of assessment, the relationship between assessment and instruction, and the importance of using a systematic and comprehensive approach to assessment #.3= knowledge of the characteristics, uses, advantages, and limitations of different types of formative and summative assessments; the ability to use appropriate assessment strategies, instruments, and technologies to obtain desired information and monitor progress; and the ability to adapt assessments for all students including English Learners and students with exceptionalities including high ability and twice exceptional #.4= knowledge of systematic observation and documentation and the ability to use these processes to gain insight into children's development, interactions, strengths, and needs #.5= knowledge of the use of RtI foundational elements to track and analyze student assessment results, including use of the Indiana Growth Model and the ability to use formal assessment results, ongoing informal assessment, and other data sources to enhance knowledge of student learning and skills; evaluate and monitor student learning and progress; stabilize learning goals; and plan, differentiate, and continuously adjust instruction for individuals, groups, and classes #.6= the ability to apply developmentally appropriate skills and strategies for engaging students in reflection, self-assessment, and goal setting #.7= knowledge of the role of families as active participants in developing, implementing, and interpreting assessments for children and the ability to engage families in these processes #.8= the ability to apply skills and strategies for communicating effectively with parents/guardians and others about assessment results, including providing students with timely, accurate, and constructive feedback

Standard 2: Learning Processes

#.1= knowledge of major theories and concepts related to the learning process and the ability to apply this knowledge to enhance student learning in varied educational contexts including project-based learning contexts #.2= process by which students construct meaning and acquire skills including critical- and creative-thinking skills and the ability to facilitate these processes for students with diverse characteristics and needs #.3= knowledge of the important roles of play, social interaction, and hands-on experiences in young children's learning and the ability to use these processes to help children construct knowledge and develop problem-solving and other skills #.4= knowledge of the role of positive relationships and supportive interactions as a crucial foundation for working with children with a focus on children's individual characteristics, needs, and interests #.5= knowledge of how student learning is influenced by different types of instructional practices and teacher behaviors and the ability to use this knowledge to promote learning for all students #.6= procedures for making instruction rigorous and relevant to students and for linking new learning to students' experiences and prior knowledge and the ability to use these procedures to facilitate student learning #.7= strategies for promoting students' independent thinking and learning, reflection, and higher-order thinking and the ability to use these strategies to promote students' growth as learners #.8= strategies for engaging students in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work #.9= strategies for promoting students' organizational and time-management skills and sense of responsibility for their own learning and the ability to use these strategies to promote student success #.10= knowledge of how various individual factors (e.g., prior learning experiences, interests, talents) and factors in the home, school, and community influence learning processes and the ability to use this knowledge to improve teaching effectiveness and learning outcomes #.11= knowledge of how digital-age tools and environments influence learning processes and outcomes and the ability to use this knowledge to improve teaching effectiveness and learning outcomes

Standard 1: Student Development and Diversity

#.1= major concepts, theories, and processes related to the cognitive, linguistic, social, emotional, physical, and moral development of students in grades P-12, and factors in the home, school, community, and broader environment that influence student development #.2= knowledge of students' developmental characteristics and developmental variation, and the ability to use this knowledge to inform instructional decision making and promote student success #.3= typical developmental challenges for students from early childhood through grade 12 (e.g., in relation to independence, self-esteem, peer interactions, physical development, self-direction, decision making, goal setting, involvement in risky behaviors, identity formation) and the ability to help students address these challenges #.4= knowledge of types of student diversity (e.g., cultural, economic, and linguistic background; gender; religion; family structure), and the ability to use this knowledge to promote learning and development for students with diverse backgrounds, characteristics, and needs #.5= knowledge of types of exceptionalities, including high ability and twice exceptional; their characteristics; ad their implications for development, teaching, and learning; and the ability to use this knowledge to promote learning and development for students with exceptionalities #.6= processes of second-language acquisition and the ability to use differentiated strategies based on assessment data to support learning for English Learners

Standard 6: The Professional Environment

#.1= the ability to apply skills and strategies for establishing collaborative relationships with parents/guardians, other professionals, and community partners to support and enhance student learning #.2= knowledge of diverse family and community characteristics, structures, dynamics, roles, relationships, and values and the ability to use this knowledge to build effective partnerships with diverse families and communities #.3= the ability to apply skills and strategies for facilitating the involvement of parents/guardians in their children's development and learning #.4= the ability to apply skills and strategies for coordinating and collaborating with community institutions, agencies, programs, and organizations that advocate for and serve children and families #.5= the ability to use digital tools and resources to participate in professional learning and networks and to communicate and collaborate with parents/guardians, peers, and others in the educational community #.6= the ability to participate effectively and productively as a member of a professional learning community #.7= the ability to apply skills and strategies for lifelong learning and to use reflection, self-assessment, and various types of professional development opportunities and resources including technological resources to expand professional knowledge and skills #.8= the ability to make effective use of job-embedded professional development and to advocate for effective job-embedded professional development opportunities #.9= knowledge of the rights and responsibilities of teachers, students, and parents/guardians and the ability to apply this knowledge in varied educational contexts #.10= knowledge of legal and ethical requirements related to educational equality; students with exceptionalities including high ability and twice exceptional; health and safety; confidentiality; digital citizenship (e.g., regarding copyright, intellectual property, documentation of sources); mandated reporting; record keeping; accountability; discipline and other matters; and the ability to apply this knowledge in varied educational contexts

Standard 5: Learning Environment

#.1= the ability to create safe, healthy, supportive, and inclusive learning environments including indoor and outdoor environments that encourage students' engagement, collaboration, and sense of belonging #.2= the ability to apply skills and strategies for establishing a culture of learning that emphasizes high expectations for all students, promotes self-motivation, and encourages students' sense of responsibility for their own learning #.3= the ability to plan and adapt developmentally appropriate learning environments that reflect cultural competency; are responsive to the characteristics, strengths, experiences, and needs of each student; and promote all students' development and learning #.4= knowledge of the characteristics and benefits of virtual learning environments, online environments, face-to-face environments, and hybrid environments and the ability to work effectively in different types of environments to ensure student learning and growth #.5= knowledge of developmentally appropriate classroom management approaches and positive guidance techniques including relationships between specific practices and student learning, attitudes, and behaviors and the ability to use this knowledge to create an organized, positive, and productive learning environment that maximizes students' time on task; facilitates learning; and encourages student self-regulation, responsibility, and accountability #.6= the ability to apply skills and strategies for managing class schedules and transitions and for organizing the physical environment to maximize student learning time and meet student learning needs

Which of the following statements describe a long-term implication for the learning of students who live in homes or communities characterized by high levels of stress? A. high levels of stress cause the body to release cortisol which can interfere with neurological function in the brain B. students who live in highly stressful environments tend to prefer solitary activities over group interaction C. high levels of stress increase the body's needs for sleep which can lead to frequent tardiness and absenteeism D. students who live in highly stressful environments tend to resist forming personal relationships with non familial adults

Correct Response: A this question requires the examinee to demonstrate knowledge of how factors in the home, school, and community influence learning processes high levels of stress over an extended period of time and the release of cortisol are associated with the "fight or flight" response this response interferes with normal neurological function and is a barrier to the clear thinking and concentration students need in order to learn effectively Objective 0002 Learning Processes (Standard 2)

Students in a high school history class are studying the American and French Revolutions of the mid-eighteenth century. Which of the following assignments related to this topic would best promote students' higher-order thinking skills? A. construct a diagram showing similarities and differences in the social and economic conditions of each country at the time of the revolutions B. create a timeline of events leading up to each country's revolution C. describe in a brief essay the important political figures of the period and the roles they played in their countries' revolutions D. summarize the key goals of the revolutionary movement in each country

Correct Response: A this question requires the examinee to demonstrate knowledge of processes by which students construct meaning and acquire skills including critical- and creative-thinking skills and the ability to facilitate these processes for students with diverse characteristics and needs constructing a diagram requires students to synthesize information about each country's social and economic conditions and use that information to create an original visual representation of relationships, similarities, and differences between the revolutions cognitive processes such as comparing, analyzing, and synthesizing are all forms of higher-order thinking Objective 0002 Learning Processes (Standard 2)

Many students in a first-grade class have had limited literacy experiences. The teacher can respond to these students' literacy needs most appropriately and effectively by planning instruction that emphasizes which of the following strategies? A. modeling for students the use of context clues to determine meanings of unfamiliar words B. reading and discussing with students a variety of narrative and informational texts C. teaching students how to perform basic research tasks such as looking up a topic online D. providing students with regular opportunities to act out favorite stories for peers

Correct Response: B the question requires the examinee to demonstrate knowledge of how to plan and adapt developmentally appropriate learning environments that are responsive to the characteristics, strengths, experiences, and needs of each student for students with limited literacy experiences the most appropriate way to begin meeting their literacy needs is to provide them with a literacy-rich environment that includes a variety of texts beyond exposing them to various texts it is important to read and discuss the texts with students to help them construct meaning from the texts this practice also promotes their literacy development in the areas of listening and speaking Objective 0003 Learning Environment (Standard 5)

which of the following initial approaches would be most effective for helping high school students develop personal learning goals? A. advising students to focus their goals on skills that are directly related to career choices they are considering B. meeting with students to identify and discuss areas in which they want to extend their knowledge and skills C. suggesting that students engage their family in a discussion about what they believe to be appropriate goals for the student D. providing students with a list of goals that have been developed by students in other classrooms to use as a guide

Correct Response: B this question requires the examinee to demonstrate knowledge of how to apply developmentally appropriate skills and strategies for engaging students in reflection, self-assessment, and goal setting. for students to be able to establish personal learning goals, they first need to understand where they are in relation to where they want to be, the process of identifying both areas of strength and areas of need helps students gain this understanding. they can then focus on specific aspects of their performance which will facilitate their ability to establish personally relevant and achievable goals. Objective 0005 Assessment (Standard 4)

it would be most appropriate for a teacher to use a frequency chart for which of the following purposes? A. identifying an effective behavioral intervention for a particular student B. monitoring a student's performance of a target behavior C. calculating the amount of time a student is engaged in productive learning D. evaluating the development of a student's study skills

Correct Response: B this question requires the examinee to demonstrate knowledge of how to use appropriate assessment strategies, instruments, and technologies to obtain desired information and monitor progress. a frequency chart is a tally sheet that allows a teacher to quickly gather data on a particular occurrence. teachers generally use frequency charts to collect data about student behaviors such as being out of his or her seat, shouting out in class, or participating in a class discussion. the information is often used to monitor a student's efforts to correct the behavior in question. Objective 0005 Assessment (Standard 4)

Students in a fourth-grade class have extensive background knowledge in science, are highly motivated, and are progressing through the science curriculum much faster than the teacher anticipated. The teacher can best address this situation by taking which of the following steps? A. developing longer student activities and homework assignments for each science lesson B. arranging for students to tutor peers in other classes who are struggling with science content C. revising instructional plans to increase the overall depth and complexity of science instruction D. devoting less time to science instruction in favor of a content area in which students need more support

Correct Response: C This question requires the examinee to demonstrate knowledge of how to differentiate instruction according to student characteristics and needs and to monitor and adapt lessons to ensure rigorous learning and access for all students. The students in this class are likely to become bored if the teacher proceeds with the curriculum as planned. To provide responsive instruction for these students, the teacher needs to differentiate the instructional content, learning tasks, and/ or products to ensure that they are appropriately challenged. It may not be feasible to advance students beyond the grade level curriculum, but the teacher can design instruction to help students explore the key concepts through more complex tasks. Objective 0004 Instructional Planning and Delivery (Standard 3)

A seventh-grade language arts teacher assigns students to select a twentieth-century author, research the author's life, and write a biographical report. The school librarian has gathered a variety of resources on various twentieth-century authors for students to use in their research. As students begin their research, the teacher observes that a few students tend ti eliminate resources if they cannot locate information about their author quickly and easily. Which of the following teacher strategies would be most effective in beginning to address this situation? A. asking the librarian to direct the students to specific resources that contain information about their author B. reminding the students of the importance of persistence when searching for information C. teaching the students a mini-lesson on using an index and table of contents to locate information D. recommending that the students ask a peer to help them locate information about their author

Correct Response: C this question requires the examinee to demonstrate knowledge of information literacy, and the ability to promote students' knowledge of and model and facilitate students' use of the tools, practices, and opportunities of the information age. the information literacy skill of locating information on a specific topic has several facets. not only do students need to know what types of resources to consult, they also need to develop strategies for efficiently locating information within a resource. teaching students how to use an index and table of contents can help ensure that they do not overlook a valuable resource because they did not know how to locate the information. this strategy also helps students avoid spending time poring through a resource that does not contain information that is relevant to their needs. objective 0004 Instructional Planning and Delivery (Standard 3)

Standard 5

Learning Environment teachers of grades P-12 have a broad and comprehensive understanding of student learning environments and demonstrate the ability to establish positive, productive, well-managed, and safe learning environments for all students

Standard 2

Learning Processes Teachers of grades P-12 have a broad and comprehensive understanding of learning processes and demonstrate the ability to facilitate student achievement

A prekindergarten student is completing a pattern activity by stringing large beads of different colors. The teacher established the initial bead pattern of red, blue, yellow, and purple and the student is stringing beads to repeat the initial pattern. During the activity the student whispers, "Red, blue, yellow, purple...now blue. No, that's not right. It should be red next." According to Lev Vygotsky's theories, the students's behavior clearly illustrates which of the following concepts? A. chunking information to promote recall B. linking new information to known information C. using private speech to facilitate problem solving D. categorizing objects according to common characteristics

Correct Response: C this question requires the examinee to demonstrate knowledge of major theories and concepts related to the learning process according to Vygotsky the function of private speech is to communicate with the self for the purpose of self-guidance and is helpful i situations where additional cognitive effort is needed to reach a solution in repeating the colors in order the student is using self-talk to recall the appropriate pattern for stringing the beads and to self-correct errors Objective 0002 Learning Processes (Standard 2)

Which of the following teacher actions would best help establish a foundation for a culture of learning in the classroom? A. recognizing academic achievement by displaying exemplary student work B. ensuring that students have more than enough assignments and tasks to keep them fully occupied during class C. incorporating a social component into each instructional sequence D. communicating consistently through words and actions that the knowledge students are pursuing is important and interesting

Correct Response: D this question requires the examinee to demonstrate knowledge of how to apply skills and strategies for establishing a culture of learning that emphasizes high expectations for all students when a teacher values learning and demonstrates that through instruction and daily interactions students will come to value learning as well if the knowledge students are pursuing is relevant to their interests and applicable to their lives then learning becomes the central focus of the classroom Objective 0003 Learning Environment (Standard 5)

middle school teachers are developing an instructional unit focused on the olympic games that will address content in social studies, mathematics, and language arts. the teachers have brainstormed ways of relating ideas and standards in each of the designated content areas to the topic of the unit. which of the following steps should the teachers take next in developing the unit? A. coming to consensus on instructional objectives to include in the unit B. considering potential student projects and activities for the unit C. determining the usefulness of current instructional resources for the unit D. establishing guided questions to define the scope and sequence of the unit

Correct Response: D this question requires the examinee to demonstrate knowledge of how to apply skills and strategies for integrating curricula, creating interdisciplinary units of study, and providing students with developmentally appropriate opportunities to explore content from integrated and varied perspectives. once teachers have brainstormed possible relationships among disciplines, they need one or more guiding questions to provide structure to the unit. a guiding question is the thread that links the ideas from more than one discipline in a coherent way. for example, an effective guiding question for a unit integrating social studies, mathematics, and language arts might be "How does immigration act as a catalyst for change?" Objective Instructional Planning and Delivery (Standard 3)

Several students in a kindergarten class tend to monopolize classroom materials and have difficulty sharing with others. Other students in the class are becoming increasingly reluctant to work or play with these students. Which of the following actions by the teacher would best help these students develop positive and cooperative relationships with their peers? A. assigning a partner who readily shares classroom materials to the students who have difficulty sharing B. provide abundant classroom materials to minimize the need for the students to share C. scheduling a conference to inform the students' parents/guardians of their children's sharing difficulties D. utilizing role-playing activities to help the students practice successful sharing behaviors

Correct Response: D this question requires the examinee to demonstrate knowledge of typical developmental challenges for students from early childhood through grade 12 and the ability to help students address these challenges using role play with kindergarten students helps them understand what sharing and cooperation should look like and supports them in developing strategies for responding to different situations in a relatively nonthreatening context this approach also enables the teacher to provide students with feedback on their actions and suggestions for alternative actions that may be more productive Objective 0001 Student Development and Diversity (Standard 1)

Standard 3

Instructional Planning and Delivery teachers of grades P-12 have a broad and comprehensive understanding of instructional planning and delivery and demonstrate the ability to plan and deliver standards-based, data-driven differentiated instruction that engages students, makes effective use of contemporary tools and technologies, and helps all students achieve learning goals

Standard 1

Student Development and Diversity Teachers of grades P-12 have a broad and comprehensive understanding of student development and diversity and demonstrate the ability to provide instruction that is responsive to student differences and that promotes development and learning for all students

Standard 6

The Professional Environment teachers of grades P-12 have a broad and comprehensive understanding of professional environments and expectations and demonstrate the ability to collaborate with others to improve student learning, to engage in continuous professional growth and self-reflection, and to adhere to legal and ethical requirements of the profession

a ninth-grade science teacher is preparing to meet with a student and his parents to discuss the student's performance and progress. the teacher collects samples of the student's work and assessments as well as the learning objectives for recent lessons. the teacher's method of preparation for the meeting is likely to be most effective in helping the teacher achieve which go the following outcomes? A. facilitating a productive discussion with the student and his parents B. promoting the student's sense of responsibility for his learning C. fostering in the student a positive attitude toward science learning D. ensuring postive communication between the student and his parents

correct response: A this question requires the examinee to demonstrate knowledge of how to apply skills and strategies for establishing collaborative relationships with parents/ guardians, other professionals, and community partners to support and enhance student learning. providing materials for parents to reference during the meeting will enhance their understanding of how their child is performing in relation to expectations. materials such as work samples and learning objectives provide a context for the discussion and can help facilitate communication and collaborative problem solving between the parents and the teacher regarding various aspects of the student's performance. objective 0007 the professional environment (standard 6)

a third-grade teacher begins a readers theatre activity by providing each student with a copy of the script. the teacher reads the script aloud as students follow along and then engages students in both echo reading and choral reading of the script. finally, the teacher assigns students to read various parts of the script. the teacher's approach to the readers theatre activity is likely to be most effective in helping students develop reading skills in which of the following areas? A. fluency B. phonological awareness C. decoding D. vocabulary development

correct response: A this question requires the examinee to demonstrate knowledge of how to use evidence-based instructional practices to develop students' phonemic awareness, phonics, reading fluency, vocabulary, and reading comprehension in accordance with the teacher's area of professional responsibility. the teacher's approach to the readers theatre activity provides students with an opportunity to develop fluency through multiple readings of a text both as a group and individually. students build fluency in these readings by using expressiveness, intonation, and inflection when rehearsing and performing the text. objective 0006 reading instruction (standard 7)

students in a seventh-grade science class will be reading an informational article on genetics. before the students begin the reading assignment, the teacher engages them in a brief discussion of what they know about genetics. the teacher then distributes the article and has students examine charts and other text features in the article. this strategy is helpful in promoting students' comprehension of the content of the article because it: A. gives students an opportunity to ask questions about unfamiliar content or terminology B. helps students determine an appropriate pace to use when reading the article C. prepares students to receive and incorporate new information into their understanding D. facilitates students' ability to organize and summarize information in the article

correct response: C this question requires the examinee to demonstrate knowledge of how to use evidence-based skills and strategies for facilitating students' comprehension before, during, and after reading content-area texts in the teacher's discipline or area of professional responsibility. students come to school with various levels of background knowledge. by engaging students in a discussion of what they already know about genetics, the teacher is activating this existing knowledge as a foundation for new information. having students examine charts and other text features gives them a sense of how the new information is organized and the important concepts and ideas. objective 0006 reading instruction (standard 7)

which of the following strategies by an elementary school teacher would be most effective in facilitating active participation by students' parents/ guardians in the assessment process? A. providing parents/ guardians with frequent reports of their children's grades in each of the content areas B. surveying parents/ guardians periodically to provide them with an opportunity to share their perceptions of their children's learning and development C. asking parents/ guardians to oversee their children in completing occasional take-home tests D. engaging parents/ guardians in dialogues about their children's learning and development through regular conferences and examinations of student work samples

correct response: S this question requires the examinee to demonstrate knowledge of the role of families as active participants in developing, implementing, and interpreting assessments for children, and the ability to engage families in these processes. discussing their children's progress and learning with parents/ guardians through regular conferences enables them to provide input and insights into their children's strengths and needs. examining student work samples helps parents/ guardians understand the characteristics of exemplary work and identify those characteristics in their children's work. this process also clarifies for parents/ guardians specific aspects of their children's work that need improvement. reviewing work samples over time is an effective way to assess a student's progress in achieving particular skills. objective 0005 assessment (standard 4)