PPR Exam/Quiz Part 3 (Texas) - 25 Questions - 3 of 4

Hun Ye is a third grade English language learner. During a read aloud of a grade-level text, he understands most of the main points and supporting details. He still relies on illustrations and some language support to help create meaning. Hun Ye is most likely at which level for English language in listening proficiency: (a) Beginner (b) Advanced high (c) Advanced (d) Intermediate

Advanced

Mr. Peters has assigned his students a research project in which they must use a new application for their presentation. Before assigning this project, what is not appropriate or necessary for Mr. Peters to do? (a) Review the Technology Applications TEKS to ensure that the goals and activities are developmentally appropriate. (b) Check that the software he wants them to use is available to students. (c) Consult the district policy to ensure it is approved for use by students. (d) Be an expert in the software he plans for the students to use.

Be an expert in the software he plans for the students to use.

The school is supposed to help a student grow in several ways. English language learners learn about subject matter and also learn English. It can be said that two domains that have been addressed are: (a) Linguistic and affective. (b) None of the above. (c) Cognitive and affective. (d) Cognitive and linguistic.

Cognitive and linguistic.

When preparing multimedia presentations that include copyright-protected digital content, what is the best way to ensure compliance with fair-use guidelines? (a) Incorporate only recently published works. (b) Copy and reuse the same works repeatedly. (c) Copy and use only a portion of each work. (d) Use the works of only one author.

Copy and use only a portion of each work.

Every year, the fifth-grade students engage in a research project and create a presentation on an important hero in American history. They must utilize technology to present the project. Which of the following is the best use of technology use for the presentation? (a) Developing an outline of the person's contribution to American history using spreadsheet software and related pictures. (b) Creating a visual presentation with multimedia software including an internet link to a video on the person's contribution to American history. (c) Incorporating into an oral presentation a twenty- minute recording from a recent television documentary on the person 's contribution to American history. (d) Making an audio recording of text highlighting the person's contribution to American history.

Creating a visual presentation with multimedia software including an internet link to a video on the person's contribution to American history.

The following dialogue occurs between Mr. Jimenez and a parent while discussing the benchmark data at a parent-teacher conference. Mr. Jimenez: Thanks for coming, Ms. Lester. Cameron told me that he scored three goals at his soccer game last night. Ms. Lester: Yes, I am very proud of him. Did Cameron take the state standardized reading test already? Mr. Jimenez: No, it was a test created by the district. Ms. Lester: How do these tests help him? Mr. Jimenez: Teachers analyze the data from these tests, along with other information gathered about students, to plan appropriate instruction. I think this is a good time to discuss Cameron's reading skills by looking at this test and other information I have collected. Cameron reads very fluently and with great expression. He really shines when we perform readers' theater. Based on the test results, it looks like we need to focus on improving his skills in reading comprehension and higher-order thinking. (Mr. Jimenez and Ms. Lester continue to discuss Cameron's reading skills.) Mr. Jimenez: Do you have any additional questions or concerns? Ms. Lester: I looked into getting a tutor to help Cameron with reading, but he did not want to go by himself. Can you give me a list of other students who could use extra help with reading? The reading benchmark described in the dialogue is most accurately portraying which of the following types of assessments? (a) Norm-referenced (b) Performance-based (c) Baseline (d) Criterion-referenced

Criterion-referenced

When taking students on a field trip with parents as chaperones, which of the following is the best way for the teacher to communicate the expectations to the chaperones? (a) Providing each chaperone an informative packet about the field trip destination. (b) Reviewing with the chaperones things that went wrong on the last field trip. (c) Explaining the rules for the field trip to each chaperone will best communicate the expectations to the chaperones. (d) Assigning a small group of students who are grouped by behavior to each chaperone.

Explaining the rules for the field trip to each chaperone will best communicate the expectations to the chaperones.

What is the best way for you to accelerate English language proficiency from intermediate proficiency in speaking to advanced proficiency in speaking to correctly use English syntax? (a) Have students practice using pre-taught sentence stems with simple sentence structures and tenses during collaborative activities. (b) Have students practice identifying sentences from familiar texts that exemplify complex grammar structures. (c) Have students listen to recorded versions of class lectures that specifically model complex sentence structures. (d) Have students use the spelling and grammar tool in a word-processing program when preparing notes for an oral presentation.

Have students practice using pre-taught sentence stems with simple sentence structures and tenses during collaborative activities.

A third-grade classroom includes several students who are English Language Learners (ELLs). The students are reading a novel, and the teacher has introduced a list of vocabulary words on a bulletin board. The ELL students are not currently reading on grade level. Which of the following strategies could help them learn the vocabulary words? (a) Allow the students to listen to snippets of an audio version of the novel (b) Pair the vocabulary word with a picture and simple definition (c) Provide translated versions of the vocabulary words (d) Have students read an abridged version of the novel in their native language(s)

Pair the vocabulary word with a picture and simple definition (Pair the vocabulary word with a picture and simple definition as this allows students to see as well as identify the vocabulary with the picture.)

Which of the following provides the most immediate and specific feedback on a student's work? (a) The class discussion immediately following a draft essay that provides an opportunity for students to ask questions about the assignment. (b) Peer editing of the draft essay. (c) Teacher notations on a draft essay returned to student the following week. (d) Electronic grade book notation that teacher has received the draft essay.

Peer editing of the draft essay.

Ms. Carpenter frequently assigns tasks that require her students to use the internet at school, but some of her students do not have parent permission to access the internet. What is the best way for her to accommodate this situation so that her students have the same learning opportunities as their peers? (a) Allow the students to practice computer skills by using other computer programs without accessing the internet. (b) Open the web page for students so that they can read along with the rest of the class. (c) Try to convince the parents to grant permission for their children to access the internet at school. (d) Provide an alternative activity for the students that covers the same material the class is learning.

Provide an alternative activity for the students that covers the same material the class is learning.

Students in a 6th grade science class are completing a project about an invention for which they must print a 3-D prototype on the 3-D printer. After giving them instruction about the 3-D printer software, some of the students are still struggling with how to use the software to create the prototype they envision. What is the best way to help the students complete the assignment? (a) Supply them with a grading rubric for the 3-D print. (b) Providing them with a template and simple instructions for how to design and print their prototype. (c) Explaining the purpose for using the 3-D printer software. (d) Having them create a prototype by hand.

Providing them with a template and simple instructions for how to design and print their prototype.

In grade K-1 TELPAS/ELPS rating categories, which of the following best describes an ELL student at the intermediate level of proficiency in reading: (a) Student has a clear sense of the language and has developed complex sentences to verbalize with peers. (b) Student is unable to speak in English and refuses to learn. (c) Students have a limited ability to use the English language and will not be able to learn to read until they have mastered more vocabulary. (d) Students have a limited ability to use the English language to build foundational reading skills.

Students have a limited ability to use the English language to build foundational reading skills.

All teachers use and promote creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. This statement is part of the (a) Special Education Standards (b) Technology Applications Standards (c) The Gifted and Talented Standards (d) English Language Standards

Technology Applications Standards

Why is it important for students to be able to evaluate their internet sources when doing online research? (a) To determine the validity of the information. (b) To ensure that the information is age appropriate. (c) To determine that it provides an in-depth overview of information. (d) To help them ensure that the information is frequently updated and current.

To determine the validity of the information.

James is a member of his school's Language Proficiency Assessment Committee. As a member of the committee, which of the following is NOT a responsibility of Mr. James? (a) Tutoring ELL students. (b) Contacting the parents of ELL students regarding their child's diagnosis and classroom assignments. (c) Assessing the progress of an ELL student. (d) Identifying possible ELL students.

Tutoring ELL students.

A high school English teacher has several ELL students who are at the beginning level of language proficiency. To most appropriately accommodate instruction for the ELLs when teaching a lesson on verb tense, the teacher should: (a) Find grammatical errors and provide appropriate corrections. (b) Provide practice with subject-verb both in writing and verbally. (c) Provide examples of complex sentences. (d) Write examples of present activity based sentences.

Write examples of present activity based sentences.

As a teacher, it is important for you to create a professional learning network. Digital tools are an important part of your Professional Learning Network because (a) All of the tools needed for your Professional Learning Network are digital. (b) Technology is always changing and the only way to keep up with the changes is by using technology. (c) Social Media is the only tool you will need to learn for a Professional Learning Network. (d) You need to know how to use a variety of digital tools to create and manage your Professional Learning Network.

You need to know how to use a variety of digital tools to create and manage your Professional Learning Network.

The key to the efficient completion of a task is having the right tool available and knowing how to use it. What is your role as a teacher when it comes to the different technology tools? (a) You should know the different categories of digital tools and which one is appropriate for a task. (b) You should be an expert in the use of all of the digital tools that your district provides to your students. (c) You should not worry about learning to use any software package that doesn't help you in your role as a teacher. (d) You should focus your energy on learning only the tools that you think are important to your subject area or classroom.

You should know the different categories of digital tools and which one is appropriate for a task.

A middle school science teacher notices that a student's grades are a little lower than usual since the class began a chemistry unit. To best facilitate communication with the student 's parents, the teacher should (a) encourage the student to discuss the issues with the parents. (b) wait for the parents to initiate contact about a concern. (c) call the parents as soon as possible regarding the matter. (d) include a note to the parents in the next progress report.

call the parents as soon as possible regarding the matter.

Ms. Jackson has developed a chart for students to complete as they use the spreadsheet software to track the success/failure of their business. The following is an excerpt from one of the students, Elaine: The primary reason for providing a chart with self-assessment questions is to help develop the student's ability to (a) practice their skills in solving the problems they identify. (b) discover new personal knowledge as they reflect on their learning. (c) organize their thoughts in preparation for completing the final product. (d) encourage their use of creative thinking as they answer questions.

discover new personal knowledge as they reflect on their learning.

Ms. Grisdale has her tenth-grade world history students research a political leader in the 1940's and create a multimedia presentation about the person's life. Before the students begin their research, Ms. Grisdale shows the students a grading rubric detailing the criteria she will use to assess the project. Presenting the rubric before students begin their research is most helpful to students because it (a) encourages the students to ask questions and think about their own work. (b) supports the students as they compare their work to that of their peers. (c) enables the students to express creatively what they learn in preparing the presentations. (d) helps the students decide in what order daily tasks should be done to complete the project.

encourages the students to ask questions and think about their own work. (Presenting the rubric prior to students beginning the research encourages the students to ask questions and think about their own work.)

The most authentic way to informally assess fourth-grade students' understanding of area is by having students (a) review the various measurement of the area of rectangles presented in a chart. (b) play a game in which students must calculate the area of various rectangles. (c) have students measure the length and width of the classroom and calculate the amount needed for carpet. (d) calculate the area of various rectangles while working together in small groups.

have students measure the length and width of the classroom and calculate the amount needed for carpet.

Teacher made tests most often fall into all of the following types EXCEPT (a) norm-referenced tests. (b) summative assessments. (c) criterion-referenced tests. (d) formative assessments.

norm-referenced tests. (while teachers should be familiar with each of these categories of testing. A teacher made tests would not fall into the Norm-referenced category because we as teachers are more interested in what a student knows as opposed to where they fall into the percentile rank. It would also be very time unlikely for teachers to have the skills or time to norm a test.)

Mrs. DeFosse has her 5th-grade students research influential women in science and create a multimedia presentation about their subject's life. Before the students begin, Mrs. DeFosse provides the students with a rubric that she will use to grade this presentation. Using a rubric to assess the multimedia presentation is most beneficial to students because it (a) gives the students a choice of the grade they want to earn. (b) encourages a subjective evaluation of the students' work. (c) provides a summary of the learning categories that will be addressed in the project and specific criteria that need to be met. (d) organizes the materials needed to prepare for the presentation by the students.

provides a summary of the learning categories that will be addressed in the project and specific criteria that need to be met.