ppr 3

establishing an interdisciplinary connection

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?

consider diversity in socioeconomic status

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?

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.

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?

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

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?

provide picture cards with common vocabulary words.

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:

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

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?

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

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?

The students will understand that the earth's surface is constantly changing. This is the best example of a learning goal because it provides a focus for the unit as a whole. The learning goal is the broad focus that the learning objectives will all support.

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?

providing cooperative learning activities

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

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

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?

promote students' motivation

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?

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

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?

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

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?

the students are not familiar with the conservation of volume.

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:

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.

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?

a 3-D model of DNA

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

Schedule a horizontal team meeting to collaborate with other teachers.

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?

Send a group email to the parents of all students.

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?

a search engine

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?

emotional development

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?

are aligned with the instructional objectives.

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

a spreadsheet

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?

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

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?

instructional flexibility

ART 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?

decide how to measure student success and create assessments When using the backward design approach to lesson planning, teachers will first determine the goals, then plan how to assess student mastery of those goals.

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?

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

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?

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

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?

Design the experiments so each group member has a specific task they must perform to complete the experiments successfully.

An eighth-grade science teacher often places students into small groups to work on experiments. The teacher notices a few students do not fully participate in their groups, resulting in other students having to work harder to complete the experiments. Which of the following approaches is the best way to encourage each student's participation in the experiments?

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.

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?

discussion board

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?

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

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?

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

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?

vertical team meeting

Grade-level leads from each grade in an elementary school are meeting over the summer to reevaluate the alignment of social studies objectives. This meeting will ensure that classroom learning objectives are aligned to the state standards, and that specific materials and content of lessons progress logically from grade to grade to prevent unintended gaps and unnecessary repetition. Which of the following best describes this type of meeting?

cooperative play

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

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

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?

properly cite the source of any images

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?

an exit ticket at the end of class

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

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

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?

Students are provided opportunities for active engagement with the content.

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?

Cooperative learning improves independent work skills while working alongside others.

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?

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

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:

an input device

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?

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.

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?

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

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

The students would receive quick feedback on their assignments and be able to learn from their mistakes before focusing on a new concept.

Mrs. Ling, a math teacher, has as a goal to grade and return the daily assignments to her students within one or two days. The greatest benefit of this commitment would be:

Students are provided a list of acceptable websites to use for their research. All schools are required, by federal law, to equip school computers with internet-blocking and filtering software. Mrs. Malone is present during the Internet research and monitors the students diligently. all of the above

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?

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.

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?

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

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."

a plan to distribute materials efficiently

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?

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

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?

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.

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?

portfolio

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?

differentiation

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?

backward design

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?

emphasize her own interest and enthusiasm for the topic

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?

department chairperson

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?

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

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?

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

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?

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.

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?

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

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

Work with her to provide access to a computer in her class and in other locations on campus before or after school, and during available class time.

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. A student in the class struggles with writing and is excited to have the opportunity to express her thoughts in a new way. The student would like to choose the newscast option but she does not have a computer at home. Which of the following is the most reasonable accommodation of the student's situation?

reliability

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. After further reflection, the teacher determines the podcast option will impact the fairness of the assessment because it involves two students working together, as opposed to the other options that will all be completed independently. In what way will the partner option impact the quality of the assessment?

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

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?

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

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?

culturally responsive teaching.

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:

intermediate The intermediate level best describes Giovanni's current level because he speaks to his teacher using basic vocabulary and uses simple sentence structures with some errors that do not impede her understanding of him. He also demonstrates a hesitancy to speak extensively in front of the class.

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?

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

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?

positive punishment

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 initially responds to the student's refusal to participate by saying she will call his parents. Which of the following is the teacher using in an attempt to shape the student's behavior?

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

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?

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

Prior to the formal assessment on the 6th day, how could the teacher informally assess her students' progress?

intrinsic motivation. Building confidence in students' writing abilities can improve their intrinsic motivation and lead them to enjoy writing for the sake of writing.

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

associative play

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:

check for understanding.

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:

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

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

discuss the change in a vertical team meeting

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?

a mentor teacher

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?

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

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?

digital portfolios.

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

reteach and clarify the rules regarding quotations

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?

a formative assessment

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?

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

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.

have loaner devices available for the students without devices

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?

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

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?

its efficiency in monitoring student understanding

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?

to assess a student's strengths and needs

What is the primary reason for administering a diagnostic test?

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.

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

it is the location where information is stored

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

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

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

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

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

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

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

reduces need for classroom management strategies

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

completing a science lab experiment to prove a hypothesis

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

Teachers should be nice to students and always show a positive demeanor. Being nice is a good policy, but it is not required all the time in order to create a positive learning environment. Teachers can be firm and respectful and instill a positive environment. Students tend to recognize when a person is acting in a manner that is not authentic and they will typically not respond to that.

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

improving responses and increasing the number of students participating

Which of the following is the primary reason for increasing the amount of time between asking a question and calling on a student to respond?

positive language identifying strengths of the students areas of improvement the students need to work on, usually given after encouragement specific reference to the problem areas with examples of how to do the work properly all of the above

Which of the following outlines goals of feedback for assessments?

webcam

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

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

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

a school or district database

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?

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

Which statement does not accurately describe aspects of physical development?

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

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? Select all answers that apply.