Certify Teacher (EC-3 292) Practice Exam #1

Which of the following terms are considered the THREE types of Adverse Childhood Experiences (ACEs)? Select all that apply.

- Abuse. - Neglect. - Household dysfunction.

The second graders in Mr. Rivera's class have been studying insects. Tomorrow, as they focus on how insects travel from one place to another, Mr. Rivera will have his students listen to Rimsky-Koraskov's Flight of the Bumble Be. Which of the following will not help Mr. Rivera prepare the children for appreciating the music?

Reviewing the time signature and the musical notation.

Helena is a first-grade student who gets upset frequently because when she comes back to class after her speech therapy class, she finds that she has missed out on the daily story time. Her teacher wishes she could work around this problem but finds it difficult to stick to a schedule with all the variables that happen in a school day. She is not sure she can always wait to start the story until Helena comes back. She also knows that the speech therapy is an important part of Helena's accommodations in her IEP. What is the best next step for the teacher to take?

Schedule story time for the first part of the school day before Helena would leave for speech therapy. Explanation: Although the teacher cannot adjust her schedule to perfectly meet the needs and wishes of every student, she can certainly look for things in the schedule that she can adjust without negative impact. Having story time early in the day, or at another time she knows Helena will be there, is an easy and supportive solution to the problem.

Response to Intervention (RtI) is a program designed to provide campus-wide support to improve student outcomes. Please fill in the chart below to indicate whether each statement is true or false for describing the Response to Intervention (RI) program. Statement 1. - Students are screened for the RtI program based on teacher recommendation. : 2. - Instruction and intervention are provided at various levels of intensity. : 3. - Student progress should be monitored using reliable, evidence-based tools. : 4. - Decision making for student programs should be based primarily on the initial screening information. :

True/False 1. - False. 2. - True. 3. - True. 4. - False. Explanation: 1. - RtI strives to provide intervention to students before they can fall significantly behind. Universal screening is used at the beginning of the school year as a means to determine early which students might need intervention. 2. - There are three tiers of intervention in RtI. These range from whole class involving screenings and using research-based teaching methods to small group interventions to intensive interventions which may be individual or in a very small group. These levels are also referred to as a multi-level prevention system. 3. - In order to provide the most effective support where needed, progress needs to be effectively monitored. RtI schools are dedicated to using evidence-based tools for assessment so that results are accurate and reliable. 4. - Data-based decision making is an essential component of RtI. Rather than each student moving through a set path, data is gathered through the screening process, progress monitoring, and the multi-level prevention system to make sure that students are receiving the just right intervention(s) needed.

Mrs. Arlington is planning a road map for math instruction for the next quarter for her first-grade class. She is reviewing the district first-grade benchmark test that she was required to give to her students at the end of the first quarter as well as student work samples and notes she has taken about student math processes when she has worked with them in small groups. She notices that many students did not do as well on the math benchmark test as they have done on daily assignments and in small groups. Which of the following actions should Mrs. Arlington take as she continues to plan upcoming math instruction? Select all that apply.

- Analyze whether daily instruction and assignments have aligned with the skills being assessed in the benchmark test. - Use the data from all three sources (district benchmark test results, daily work samples, and teacher notes) to create a complete picture of students' strengths and weaknesses. Explanation: - Because the teacher notices an achievement gap between daily work and the district benchmark test, it is important to see if what is being taught aligns with instructional goals. This valuable information will help teachers make sure that they are successfully preparing students in all required concept areas. Extra support might be given to help students understand how to apply their knowledge and skills within the context of the district benchmark test. - Teachers are wise to consider many sources of information when evaluating and planning for student learning. The teacher's notes and daily work samples may show success in areas that are not the same as what has been demonstrated on the district benchmark test. If so, the teacher can help students learn to be flexible with their knowledge and apply it confidently in each assessment situation

An important culturally responsive strategy that teachers can use is to develop and teach expectations. This type of strategy will promote a positive classroom environment and minimize challenging behaviors. Which of the following are appropriate guidelines for teachers to follow when implementing the strategy of developing and teaching expectations? Select all that apply.

- Anticipate children's needs when thinking about what types of expectations to develop. - Reflect on what is developmentally appropriate for children in your classroom. - Involve students in forming behavior expectations for the classroom. - Expectations for behavior should apply to both children and adults. - Positively rather than negatively state expectations. Explanation: - Behavior that appears disruptive is often a result of students attempting to meet a need that the are having while not understanding how to appropriately address that need. If the teacher thinks through the school day, she can anticipate some of those needs and teach expectations of how students might handle those various situations positively. For example, an expectation might be to choose a book to read quietly if you are done with your work before others. - Expectations for student behavior should change depending on the age of the students. For example, the amount of time a teacher might reasonably anticipate students to be able to pay attention will increase as students grow. Other examples might be what sorts of tasks students will be able to accomplish independently or for those which they will need help. - Students will have more ownership and understanding of expectations if the teacher involves them in developing those expectations. For example, the teacher could talk about the need to move safely and students might come up with the rule of walking when in the classroom. - Positive behavior expectations should apply to both children and adults. For example, if a classroom behavior expectation is to "Use an Inside Voice," then the teacher should also use an "inside voice" rathe than yelling. - Positively stated behavior expectations mean that they explain what to do rather than what not to do. This is a more supportive format for students. For example, to know that the rule is "Use Walking Feet", students can perhaps remember this on their own or easily understand if reminded of this rule. If the rule was negatively stated such as "Don't Run," the whole approach is not as positive because the focus is on what not to do instead of a positive choice the student can make.

Assessments are an important tool to provide information about a child's strengths, abilities, and development. Which of the following describe the best ways that assessments can be used to strengthen the quality of instruction for students? Select all that apply.

- Assessment results can provide information about the quality of an instructional program. - Assessment results can help teachers plan instructional activities that scaffold student learning. - Assessment results can help teachers communicate with parents about students' strengths and areas needing extra support. - Assessment results can help identify students who may benefit from special services. Explanation: - Teachers and schools can look for patterns in areas of students' strengths and weaknesses to help determine if instructional needs are adequately being met by existing instructional programs. Changes to existing educational materials or instructional plans can be made to strengthen areas that are low for students in general. - Teachers can and should use assessment results to determine how to best scaffold instruction for students. Scaffolded instruction involves determining the learning level where students are currently and providing the just right support to help them reach the next level of learning. - Assessment results are useful in communicating with parents because they provide specific evidence of learning outcomes for students. It allows parents to understand areas of strengths or academic need better because the assessment results can show specific examples and data. - Assessments can serve as evidence for why a student should receive an evaluation to possibly receive support services in a school. The teacher can collaborate with staff members in the school to determine if the assessment results indicate such an evaluation.

The children in a four-year-old classroom know how to sing "Twinkle, Twinkle, Little Star" and enjoy the song. Their teacher provided the children with opportunities to read an enlarged version of the song written on chart paper while the teacher pointed to the words as they followed along. On subsequent days the children read the song on the chart with a partner, using a pointer. Which of the following statements are good reasons for providing these experiences? Select all that apply.

- Because the children know the song, they will be able to see the connection between spoken and written words. - When children read the chart with a partner, they can use a pointer as the teacher does, making it possible for the children to practice the conventions of print. - Words such as you are, in, the, and what are high frequency words in the song that the children could practice or master through repeated readings. Explanation: - The repeated association between the visual and auditory representation of familiar words will reinforce their connections. - The conventions of print include left-to-right and top-to-bottom orientation. Daily practice in following the movement of a pointer will reinforce directionality in reading. - Group reading from a class chart makes it possible for children to read text that is much more complex than they could read independently.

Mrs. West teaches third grade at a large, urban school. Over the years she has worked on refining her classroom management strategies, especially those that will support her students who have additional behavioral needs. Which of the following represent the BEST strategies to meet this goal? Select all that apply.

- Develop predictable classroom routines. - Teach behavioral expectations. - Respond consistently to student behavior. - Focus on prevention of problematic behaviors. Explanation: - Having predictable classroom routines is a key to helping support positive student behavior. Because students are not having to guess at where they should be or what they should be doing at any given time, the chances that students will make choices that contribute to an overall positive classroom environment grow dramatically. Teachers who do not take the time to establish those predictable routines or who change the routines frequently will be faced with more behavior management issues. - Many young children are not able to predict the outcome of different behavior choices. They may be impulsive or simply lack the maturity to understand what the results of a behavior choice might be. When teachers take the time to teach what the behavioral expectations are for different situations, students are better equipped to make appropriate choices. - Teachers need to respond consistently to student behavior. If the same behavior produces a different teacher response depending on the day or depending on which child produced that behavior, students will not be able to predict and rely on what they understand about the classroom environment. It is also equitable to be consistent. Having a sometimes small or sometimes large consequence to the same behavior is not fair for students. - Different students often fall into typical patterns of behavior. Teachers can use the knowledge of these patterns to manage situations in a way to prevent problems. For example, a teacher might know that certain students are prone to disturbing others because they tend to finish their work quickly and become bored. The teacher can establish routines for "what to do when you're done" so that students know what is expected and will not fall into the problematic behavior.

According to the Texas Education Agency, a gifted/talented student is a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who - (Select all that apply.)

- Exhibits high performance capability in an intellectual, creative, or artistic area. - Possesses an unusual capacity for leadership. Explanation: - According to the Texas Education Agency, a gifted/talented student is a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who exhibits high performance capability in an intellectual, creative, or artistic area; possesses an unusual capacity for leadership; or excels in a specific academic field. - According to the Texas Education Agency, a gifted/talented student is a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who exhibits high performance capability in an intellectual, creative, or artistic area; possesses an unusual capacity for leadership; or excels in a specific academic field.

Young children cannot always express in words whether they feel afraid or helpless if they are suffering from traumatic stress. Instead, young children suffering from traumatic stress may - (Select all that apply.)

- Experience stomach aches or headaches. - Lack self-confidence. Explanation: - Young children experiencing trauma may experience stomach aches or headaches. - Children exposed to trauma may lack self-confidence.

Ms. Keith is planning the layout of her classroom and for materials she might need in the coming year in order to support the effective use of student groups in her second-grade classroom. Which of the following describe a way Ms. Keith could use to MOST effectively manage and support flexible student groupings? Select all that apply.

- Gather enough clipboards for each student to have one available. - Choose tables with moveable seats to replace individual student desks. - Plan for areas of the room that can be used flexibly. - Leave adequate open space for movement within the classroom. Explanation: - Clipboards are great because they are a flexible, portable workspace. Students can easily move to different areas and join new partners or groups. They can also be used outside of the classroom in other parts of the school or outside. - Moveable chairs make flexible groupings much easier to achieve than desks that have the chairs attached. In addition to students being able to huddle together at a desk or table, the chairs can be used for a variety of things such as discussion groups without desks. - Well planned spaces with materials intended for a specific purpose can be helpful in a classroom but they are most useful if they are also flexible. For example, a classroom might have a writing center with a table and a variety of paper, writing utensils, and other writing resources. However, this space could still be temporarily be used for other functions as well. This is a flexible, useful type of area for a classroom. - Having enough open space in the classroom promotes beneficial opportunities for movement. In addition, open space helps with flexible grouping and instructional opportunities. With larger, open spaces, teachers can allow room for many active learning possibilities such as acting things out.

Transition times between activities in school can waste a lot of time if not well taught or structured. On the other hand, teachers can either minimize transition times or use them effectively to add value to the day. Which of the following are examples of effective transition approaches which both effectively manage instructional activities and promote a child's sense of security and independence? Select all that apply.

- Give children a five-minute warning before an activity will end. - Use wait time for group activities such as thinking games or favorite chants. - Use nonverbal cues such as a chime to signal a transition time. - Teach behavior expectations for transition times. Explanation: - Sometimes children are in the middle of a meaningful activity when it is time to transition. By giving them a "time is almost up" warning, you are respecting their work by allowing them time to finish something or at least decide what the few last steps might be. Having to stop an enjoyable activity too abruptly would not contribute to an overall positive and secure feeling towards the day. - Even with the best transition training, some wait time is inevitable during the school day. An example might be arriving at a destination such as art class and the art teacher is not quite ready for you to come in. Instead of just waiting quietly, a teacher could use this time for something enjoyable and/or instructional so that time is not wasted. Plus, engaged children are much more likely to exhibit positive behavior choices. - When children are trained in transitions, the teacher needs to do little to no speaking. If at the sound of a bell students can take proper action to transition to the next activity, you can expect that little time is lost in the transition. Much more time is lost in a classroom where a teacher needs to walk students through each transition. - A teacher should not assume that a student will automatically know what the expectation for positive behavior looks like. By modeling, teaching, and practicing what student actions should look like during transition times, the efficiency and outcome of transitions will be much better.

Which of the following statements accurately reflects appropriate factors to consider when assigning homework? Select all that apply.

- Grade level. - The type of homework. Explanation: - The grade and age of the student are necessary when considering how much homework to assign. The National PTA recommendations fall in line with general guidelines suggested by researcher Harris Cooper: 10-20 minutes per night in the first grade, and an additional 10 minutes per grade level thereafter. - The type of homework should be considered when assigning homework. Is the homework practice preparation, or extension? The purpose of the homework, which varies by grade, may impact student success on the work, especially if they have no help at home.

Ms. Rotida is teaching her second-graders about the life cycle of plants. She wants to make sure that all of her students, even those with limited background knowledge or limited language, are able to understand not only the vocabulary needed to discuss the plants, such as roots, stem, leaves, etc., but also be able to describe the life cycle of a plant. Which of the following instructional activities would help make these concepts accessible for students.

- Have each student plant a seed. Observe and record changes and growth of the plant over time. - Share a book with the class that has large pictures with labels for each step in the life cycle. - After studying the life cycle, give students pictures of a plant in various stages of growth for them to put in the correct sequence. - Ask students to describe the life cycle of a plant to you. Supply a picture of a plant with parts of the plant labeled for students to use as reference as needed. Explanation: - This hands-on approach is meaningful and memorable. Students can clearly build their knowledge in a concrete way that will lend itself to lots of opportunities to learn about plants. Students will be motivated to learn and use the vocabulary that is associated with parts of plants and the plant life cycle. - Seeing pictures of each part of the plant life cycle is also an appropriate and supportive way to learn about parts of plants and the plant life cycle. It is important that pictures are large enough for everyone to see and learn from. - Having pictures to use to sequence the life cycle provides support for students trying to communicate the information they have learned. For students who are able, they could label each stage or write a sentence to describe each stage of the life cycle. - This option gives students a good chance to use the terms they have learned and practice academic language. The picture provides a level of support for students. In a one-on-one conversation with the teacher, the teacher can provide oral support for any words or phrases that are tricky.

Read the following passage which explains important considerations when planning assessments in the early childhood classroom. For each pair of words, select the one that best completes the sentence. Assessments are an essential part of the early childhood classroom because they provide important information about a child's growth and development that is important for both teachers and parents to know. When planning for assessments, teachers should design or choose assessments that are aligned with [...]. Assessments are ideally conducted in an environment that is [...] to the child and given by someone who is [...]. In addition, teachers should plan for assessments to be...to provide the most benefit.

- Instructional goals. - Familiar. - Familiar. - Ongoing. Explanation: Choice 1: The correct answer is "instructional goals". Before planning for an assessment, the teacher needs to first know what the assessment should measure. When assessment aligns with instructional goals, the teacher can determine where instruction has been effective and where it has been ineffective. Specifically, the assessment can provide information on how to adjust instruction to meet the learning needs of students. Choice 2: The correct answer is "familiar". Young children will be more comfortable in a familiar environment such as their own classroom than they would be in an unfamiliar location. If the assessment must take place in a new or unfamiliar context, this might affect the outcome of the assessment. Choice 3: The correct answer is "familiar". In a similar way that young children wilbe more comfortable with a familiar setting for an assessment, they will also be more comfortable interacting with someone who is familiar to them. Whenever possible, assessments should be done by the child's own teacher or someone the child would be comfortable with. Choice 4: The correct answer is "ongoing". To be authentic, assessments should be ongoing. Children's learning will be shifting throughout the year, and teachers need current information to plan the best instruction. In order to not disrupt learning and instructional time, the teacher should take care to integrate assessments into the normal classroom routine. Assessments do not need to be formal or long. Informal assessments such as teacher observation during class activities can happen easily without disrupting the flow of classroom activities.

In order to promote meaningful relationships with student families, a teacher should - (Select all that apply.)

- Make positive phone calls home. - Use a translator. Explanation: - Positive parent-school communications benefit parents. Teachers who communicate bad news about student performance more often than recognizing students' excellence will discourage parent involvement. - A translator may be necessary to promote communication with families with Limited English Proficiency. The ability to communicate will impact families positively and will encourage parent involvement.

Miles has been falling asleep about twice a week in Mr. Peabody's kindergarten class. Depending upon the time of day and the situation currently in the classroom, Mr. Peabody may or may not allow him to continue to sleep. Mr. Peabody has encouraged both Miles and his parents to make sure he is getting enough sleep at home, but the problem is persisting. Which of the following statements reflect a biased reaction on Mr. Peabody's part? Select all the apply.

- Miles will probably need to be retained. - Miles does not seem to care much about school. - Miles' parents seem to be neglectful.

Mr. Pace favors teaching his second-grade class in a whole group setting so that students will all hear information presented in the same systematic way. Most of his instruction is done in this format. He has noticed that while there is a group of students who often volunteer to participate and answer questions during his lessons, many students remain quiet and avoid participation. Which of the following options will effectively help Mr. Pace foster students active participation and individual academic success? Select all that apply.

- Mr. Pace should incorporate more small-group and one-to-one instruction into his class. - Mr. Pace should utilize strategies that require participation from all students during whole class instruction. - Mr. Pace should present information in multiple formats during whole class instruction. - Mr. Pace should review his lesson plans to make sure that information is engaging and relevant for his students. Explanation: - By focusing so much on whole-group instruction, Mr. Pace is not providing the benefits of small group and one-to-one instruction for his students. These smaller instructional settings are well suited for providing teaching that is in an individual's or group of individual's zone of proximal development. This is much harder to achieve with whole group instruction. - Any class has a range of how much students will choose to participate in class discussions on their own. Teachers can encourage participation by all students by incorporating strategies that involve active involvement by all students. One example is having students answer questions with signals such as thumbs up/thumbs down to indicate agreement or disagreement. Another example is to have students turn to a partner and briefly answer a question or discuss an idea before resuming the whole class discussion. - Mr. Pace should make sure he is providing variety in how he presents information. This will help meet the needs of different learning styles. The variety will also help engage students and keep their attention. - Challenging students to maximize their learning potential is a wonderful goal, but teaching at a level that is above most students is not effective. The teaching in a whole group setting should be accessible for all the students. Mr. Pace should use opportunities for small group and individualized instruction to meet the instructional needs of all learners in his class from those struggling most to those who are working at an advanced level compared to other classmates. These smaller settings provide a good opportunity for challenging students an appropriate level. - Mr. Pace will maximize students' active participation in any type of setting (large group, small group, or individualized) by making sure that content is

Ms. Johnson teaches kindergarten and she knows her children begin the school year with informal math knowledge. Ms. Johnson wants to bridge children's informal knowledge to formal knowledge in order to support their success in school mathematics. Which of the following represents best practices? Select all that apply.

- Ms. Johnson should integrate mathematics throughout daily instructional and recreational activities. - Ms. Johnson needs to provide various math materials for children to successfully transfer their informal knowledge to formal knowledge - Ms. Johnson needs to use the language of mathematics in her classroom as much as possible in order to build her students' mathematics knowledge. Explanation: - The integration of mathematics throughout the children's day is consistent with recommendation 5 (Dedicate time each day to teaching math, and integrate math instruction throughout the day.) - Kindergarten children should be using manipulatives to visually and tactilely represent mathematical concepts. - The use of mathematical language is consistent with recommendation 4 above (Teach children to view and describe their world mathematically.)

Ms. Robertson teaches prekindergarten at Yellowfork Elementary School. The parents of one of her students, Miguel, would like to know her opinion about whether Miguel will be ready for kindergarten the following fall. Miguel's progress report shows that he is ready academically for kindergarten learning, but Miguel's parents are concerned that he is not developmentally ready for kindergarten in other ways. Which of the following assessments would be useful for Ms. Robertson to use to gain data to address their question? Select all that apply.

- Observation. - Anecdotal notes. - Checklists. Explanation: - Although the teacher and parents probably have a general idea about Miguel's social and emotional development, careful observation can provide data to see whether their impressions are accurate. Dedicated time to observe and record how Miguel interacts with others and manages his behavior and emotions during the day would help give relevant data to help answer their questions. - Anecdotal notes are taken by teachers at various times to record a snapshot of student behavior and activities during the school day. These records can help show patterns of a student's attitude and behavior. These notes can help teachers remember details of student behavior and answer questions such as students' level of engagement with activities and with other children. - A checklist can help a teacher organize observations by knowing things to look for. When helping determine information about social or emotional development or maturity for Miguel, the teacher could use a checklist to help her look for particular types of interactions by Miguel.

One of the learning goals for Mrs. Olin's second-grade class is that they can identify three or more traditional elements of a fairy tale. Which of the following assessments would be appropriately aligned to that instructional objective? Select all that apply.

- Orally interview students to tell you the parts of a fairy tale, provide prompts as necessary. - Ask students to point to words or pictures in a fairy tale that show the traditional elements that make it a fairy tale and name those elements. Explanation: - This activity of orally interviewing students would allow teachers to accurately assess whether students understand at least three traditional elements of a fairy tale. Although students may not on their own volunteer at least three of the elements when asked, the teacher can prompt them as needed to get a complete picture of student understanding. - This activity would also allow for an accurate assessment of whether students can correctly identify three or more parts of a traditional fairy tale. Having a book available to students to view and use as a visual aid would be helpful particularly for students with limited language.

The choices teachers make as they create their classroom culture and plan instructional activities will have a big impact on the children in their classrooms. Teachers need to pay attention to not just the content and amount of information children are learning but also to how they are learning. Are children developing the traits of being creative, independent, self-motivated, and engaged with learning? Read the following statements and choose the ones that describe a learner who is likely to be developing a positive disposition toward learning. Select all that apply.

- Paul reads the classroom chore chart as he enters his classroom in the morning to see which chore he gets to help with today. - Juliette chooses blocks during the free choice center time and begins to build a city with her friend. - Lanie meets with her teacher for a writing conference and gets individualized feedback on her latest story. Explanation: - Classroom jobs help children develop independence. In addition, they help students feel a sense of belonging and responsibility which both help contribute to a positive disposition toward learning. - Many children love to create and explore with blocks. In Juliette's classroom, students are given the choice of which center they would like to participate in. This choice contributes to executive function in which children make decisions about what they will be doing. Students are likely to be creative, self-motivated, and engaged with learning because they are free to engage with the activity that is most interesting to them. - Receiving personalized rather than generic feedback contributes to intrinsic motivation for learning. Intrinsically motivated learners are more likely to stay engaged in learning and have a positive disposition toward learning. Generic feedback, such as writing "Good Job" on a paper, is not as meaningful or as helpful for students.

Forestgate Elementary has set a goal to create an outdoor learning environment for its students. Some goals for the project are to promote physical activity, relieve stress, and promote creativity among the students. Which of the following describes how to safely adapt an outdoor space to encourage active involvement, initiative, and autonomy in young children? Select all that apply.

- Plan for shade and shelter within the outdoor learning environment. - Add a construction area with building materials that can be used in multiple ways. - Adapt guideline for checking the area regularly for safety measures such as deterioration of materials or missing parts. Explanation: - Meeting basic physical needs is something teachers always need to consider when planning learning spaces. Shade, shelter, water, and planning for adequate space for children to move are all important considerations. - Any areas that can be used in multiple ways are good for children's thinking skills and creativity. They will also hold interest longer because so many choices are possible. Construction areas, sandboxes, gardens, investigation areas, music areas, art areas, quiet areas, and more could all be positive additions to an outdoor learning area. - Safety should always be a top priority when planning something for use with children. It is important to have regular inspection of this type of area because over time new problems will arise either due to use or weathering.

Complete the task that follows. A reading passage is provided. Drop-down menus in different parts of the reading passage list words in them to complete a sentence correctly. Select the correct term to complete the sentence from each drop-down menu. Young children engage in significant mathematical thinking and reasoning in their [..] - especially if they have sufficient knowledge about the materials they are using - if the task is understandable and motivating and if the context is familiar and comfortable. Math can be seamlessly integrated with children's ongoing play and activities, but it requires a knowledgeable teacher who creates a supportive environment and provides appropriate challenges, suggestions, tasks, and language. In classrooms where [...] are alert to all these possibilities, children's play enriches mathematical explorations.

- Play. - Teachers.

Before school begins each year, Miss Shapiro sends a postcard in the mail to each of her students at their homes to let them know she is excited that they will be in her class that year. Which of the following would be likely reasons that Miss Shapiro has created this tradition during her teaching career? Select all that apply.

- Positive relationships with students are a crucial foundation for teaching. - Encouraging communication between home and school helps build student success. - The postcards will help her students build a positive attitude about school. Explanation: - The teacher is setting the stage for her interaction with her students by starting the year with a positive step towards them. Students will likely come to school with an expectation that school is good and their teacher cares about them. The teacher will be more successful in guiding students in all areas when they feel like she cares about them as individual people. - Students learn best when they are getting support from both home and school. When these two parties work together to support the student, the likelihood of student success is greatly increased. By reaching out to students at their home to start the year, the teacher is sending a signal that she values the home environment as an important part of the child's education. - Just as the postcards would help establish a positive relationship with the teacher, they will also help students build a positive attitude about school in general. This positive attitude toward school will carry over to other interactions at school beyond the classroom.

Ms. Chu has always had a highly structured and orderly classroom. Despite the benefits of this, she wonders if she can find ways to help her first-grade students take a more active and independent role in the learning process. Which of the following would be a helpful addition to her classroom to promote this goal? Select all that apply.

- Post pictures at different learning centers to show how materials should be kept. - Offer student choices in materials and technology they can use to complete an assignment. - Increase the number of open-ended activities available in the classroom. Explanation: - This is an example of defining parameters to allow more student freedom and choice. Students can be given more freedom in how they use the learning centers because they have guidelines as to what cannot be done such as leaving the center unorganized or messy. - By allowing students choices in materials and technology, students necessarily need to think more actively about how they want to approach an assignment. This involves critical thinking and problem solving. They will get in the habit of taking initiative and responsibility for their choices. - Teachers should look for ways to allow choice in the classroom. Making something open-ended is an easy way to include choices. When open-ended is not possible, giving limited choice is also helpful. When creating a learning environment, teachers should think about how to structure materials, learning spaces, and learning activities in a way that promotes active involvement, initiative, and responsibility.

In a meeting with the families of her students, Mrs. Sheen discusses the ways that families can support the language development of their young children. What ideas should she share with the families? Select all that apply.

- Reading books to children and talking about how things that happen in the stories relate to the children's lives. - Taking children on outings to the grocery store and talking about various products in the store. - Looking through printed materials like catalogs or grocery circulars and naming objects, identifying colors, etc. Explanation: - Reading books with a caring adult helps the child to understand the enjoyment of reading and builds awareness of the functions of print. - Taking children on outings gives them concrete experiences to talk and write about and helps them connect stories and written print to their own lives. - Reviewing and discussing printed material helps children to learn the conventions and functions of print.

The universal design for learning (UDL) approach has a goal of reducing barriers to student learning. Read each of the descriptions for characteristics of the universal design for learning and then select the category that it best fits. Giving learners various ways to gather information and acquire knowledge is an example of multiple means of... Giving learners options in how they can demonstrate what they have learned is an example of multiple means of... Creating a learning environment that optimizes motivation and relevance of learning is an example of multiple means of...

- Representation. - Action and Expression. - Engagement.

Mr. Jones is a kindergarten teacher who has several students from negative home environments. Which of the following is an accurate statement? Select all that apply.

- Research suggests that students from negative home environments may exhibit behavior problems. - Research suggests that a child's home environment affects development. - Research suggests that students from negative home environments may exhibit deficits in school readiness. Explanation: - Answer A is correct. A problematic home environment can have detrimental effects on a child's intellectual, social and emotional development. Negative home environments can affect later behavior problems, which may include aggression toward others. - Answer B is correct. A problematic home environment can have detrimental effects on a child's intellectual, social and emotional development. The home environment can even affect a child's brain development and in turn, academic development in school. - Answer D is correct. A child's home environment affects development. Research suggests that lower-income mothers talk less and spend less time in shared activities with their children than do middle-income mothers and are less engaged when their children talk. If a home environment is chaotic and parents are stressed or unresponsive, this can lead to less cognitive stimulation, which results in possible academic deficits.

Complete the task that follows. A reading passage is provided. Drop-down menus in different parts of the reading passage list words in them to complete a sentence correctly. From each drop-down menu, select the best word to complete the blank in the sentence. One of the foundational financial lessons every child should learn is how to wait to make a purchase. Practicing delayed gratification creates the [...] needed to save money for retirement, college and other expenses in adulthood. Parents can help children develop the skill by not purchasing every item they request. Even more powerful may be the parents' own practice of impulse purchases and explanations to their children about delaying gratification while saving money or waiting for a sale. When it comes to spending their own money, children should be encouraged to think through purchases themselves. "Do you have to have it now or can you have it later?" "Have you saved money for the purchase?" "Have you put funds in your savings account?" are good questions for parents to ask their children.

- Self-discipline. - Planned.

Mrs. Higgins is setting up the center time in her preschool classroom. In the past, she has always assigned children which stations they would be at and for how long. This year, she is going to try open stations where children are allowed to choose not only which activities they want to do, but also the order and amount of time they will spend at each center. Which of the following are likely to be the benefits of this new approach? Select all that apply.

- Students will develop a sense of autonomy. - Students will be highly engaged with activities. - Students will develop cognitive skills. - Students will learn decision making skills. - Students will build self-esteem. Explanation: - This scenario is perfect for helping students develop a sense of autonomy. Students are offered choices in a safe and low risk environment. The feeling of control will be strong as well since they are likely to feel satisfaction about the stations they are getting to participate in and enjoy. - Because students get to choose which activity they are doing, they are likely to be very engaged with that activity. In fact, if they lose interest, they have the freedom to choose a new activity. Motivation will be high to participate in the activities because children got that choice and control over their environment. - Making choices involves problem solving which develops cognitive skills. Perhaps students want to do two or more of the choices offered. They will have to prioritize which is most important and perhaps even make a plan of how they can spend time at more than one center. - Decision making skills are definitely fostered in this environment. What if you want to play with a doll in the home center but your friend already has that doll? What if you can't decide between painting and blocks? Students will be involved in decision making throughout each designated center time. If they have trouble navigating those decisions, the teacher can help provide guidance through this decision making and problem-solving process. - Students feel so much pride when they are able to do something on their own. Even the act of making the choice about which activity to do and have fun with is a success for that child. Students will gain a sense of competency as they successfully interact with their environment, especially because they had choice and some control in that environment.

Miss Krane has fifteen preschoolers in her class. She knows that developing social skills is important for her students and has set many goals for helping them achieve this. One key need she sees is for her students to become better at taking turns. Which of the following approaches would be highly effective for Miss Krane to take to support her students in developing this skill? Select all that apply.

- Teach the skill directly by naming it and modeling it for students. - Create an opportunity for students to practice the skill under teacher guidance. - Praise students when they demonstrate that they are taking turns. - Praise students when they attempt to take turns even if the skill is not yet mastered. Explanation: - Teachers can greatly increase a student's understanding of a social skill by naming and modeling the skill. Even if a child is told to "take turns", the child may or may not have a full understanding of what that means or how to achieve it. By fully teaching what the behavior looks like, the chance for students' success greatly increases. - Just as with any new skill that is taught, a social skill must be practiced before it can be mastered. Guided practice means that the teacher is watching and available to provide help during the practice. This will allow the teacher to observe students trying out the skill and provide individualized help for students who need it. - Praising students for a behavior creates positive reinforcement for that behavior. This type of reinforcement is helpful in getting the new skill to stick and not just be something that was done for a short time. The praise also demonstrates that the teacher places importance on that behavior - Because students may not be able to learn and/or perform a social skill perfectly the first time, it is important to reinforce attempts to try the skill even if it is not perfect. Praise will likely encourage students to keep trying a social skill even if they still have not mastered the skill.

Research during the past decade has revealed much about how children learn and develop. Studies have shown that early childhood is a time when developmental changes are happening that can have profound and lasting consequences for a child's future. With this in mind, which of the following FOUR broad insights govern the role of the developing brain and other biological systems in early childhood development? Select all that apply.

- The developmental window. - The interplay of genes and environment. - The impact of stress on development. - Individual differences in sensitivity to environments. Explanation: - The brain develops through a dynamic interaction between underlying biological processes and exposures and experiences in the environment. This process begins at conception and continues throughout life. During a child's early years, the brain develops in rapid and fundamental ways, and connections among neurons are reinforced. Because of this, early childhood is a window of both great risk of vulnerability to disruption and great potential for the impact of positive developmental influences. - In many or even most cases, the causes of healthy, normal development - as well as disease, disorders, and developmental problems - are best viewed as an interplay between genes and environment. While a child's genetic makeup has an influence on how strongly he or she is affected by some environmental factors or experiences, emerging research also shows that influences in the environment can shape whether genes are turned off or on. Neither environment nor biology alone is destiny. - There is now strong evidence that early psychological and social adversities, beginning even during fetal development, can have important short- and long-term effects on the brain's development and the way the brain and body handle stress. In addition to the brain, multiple systems are involved in the response to stress and can be affected by chronic adversity, including the immune system and the endocrine system. While enriching experiences in the early years will support healthy brain development, disturbances or deficiencies before birth or in early childhood can interrupt or alter the growing brain, resulting in changes that range from subtle incapacities to generalized developmental disabilities. - There are substantial individual differences in how susceptible children are to influences in their environment. Some individuals seem more sensitive to both positive and negative influences; others survive challenging environments and seem to thrive with little detrimental effect.

During a parent-teacher conference, a parent asks Mrs. Richards how she can support her four-year-old at home. Which of the following strategies would best support the four-year-old child's development as a learner? Select all that apply

- The parent should read books to her four-year-old. - The parent should expose the four-year-old to rich language and everyday conversations. Explanation: - Evidence suggests that reading aloud to children is one of the most powerful activities parents can do to support literacy skills, and literacy is foundational to success. According to Dorothy Strickland, the more limited a child's experiences with language and literacy the more likely he or she will have difficulty learning to read. - According to Dorothy Strickland, children reared in families where parents provide rich language and literacy support do better in school than those who do not. Language-poor families are likely to use fewer different words in their everyday conversations and the language environment is more likely to be controlling and punitive.

Mr. Larson, a second-grade teacher, had not thought much about maintaining confidentiality of student records until a recent reminder from his principal had him checking on this aspect of his teaching. Which of the following is problematic for protecting student confidentiality? Select all that apply.

- The teacher leaves his grade book open for easy reference during parent teacher conferences. - The teacher compares the various levels of accomplishment of students by name. - The teacher announces student grades to the class when returning assignments. Explanation: - When communicating with parents, teachers should take care to only share information that is pertinent to each family. With an online gradebook, the teacher should be able to just pull up the information for a single child. In a paper gradebook, the teacher should cover the page strategically to only show the grades of each family's individual students). - Teachers should be sensitive to students' privacy even in the early childhood grades. It is great to celebrate students' accomplishments within a class, but care should still be taken to protect privacy and confidentiality. - Similar to Answer B, teachers should not compare student academic outcomes publicly. Whether a student's grade is a top grade or a failing grade or anywhere in between, the grade should remain between the teacher, student, and parent.

Which of the following statements reflects the role of play in an early childhood classroom? Select all that apply.

- Through play, children learn about the ever-changing world. - Classroom teachers facilitate learning and development for young children by providing carefully planned and supervised experiences. - Classroom design should be conducive to play. Explanation: - Through play, children learn about the ever-changing world through active engagement with materials. Children begin to think symbolically when they play (e.g., using a block as a telephone). These types of experiences promote learning. - The benefits of play are maximized when teachers facilitate play. Teacher support ensures developmentally appropriate practices. Teachers may need to teach play skills in instances where children have difficulty entering into a play scenario. - Classroom design and classroom materials should be carefully considered. For example, children need a large enough area for playing with two or more peers. Creating interests is important, so teachers must provide stimulating materials to enhance and entice children into play.

A preschool teacher plans to assess student reading readiness. Which of the following tools should the teacher use?

A teacher should assess the student using "Concepts about Print". Explanation: Marie Clay's "Concepts About Print" enables teachers to evaluate students' print awareness. For example, children are asked to identify the front of a book, the back of a book, print directionality, and more.

Mrs. Stein teaches kindergarten in a private school in San Antonio. She has recently recieved a grant for $3,500 to purchase digital tools for her classroom. Mrs. Stein would like to make the purchase to support her children's learning in science. Her goal is to provide sensory experiences for her students that are otherwise unavaliable in the regular classroom. Which of the following would be the most appropriate purchase?

A whiteboard to connect to the classroom computer for Skyping and simulation software. Explanation: A digital whiteboard will allow students to converse with experts and visually access materials as a group.

Mr. Assad has engaged his third-graders in a study of the water cycle. Today the class will conduct an experiment on water filtration using pond water, sand, and coffee filters. Because Mr. Assad has structured this lesson according to scientific inquiry, at what point in the process should he plan to introduce new vocabulary related to the experiment to his students?

After the students have used the data to draw conclusions. Explanation: The sequence prescribed by scientific inquiry dictates that new vocabulary be presented after conclusions have been drawn.

Mr. Jolley is reviewing the subsections of the standardized test which is given to students at his school during the spring of third grade. One of his students has a passing score overall but scored significantly lower on one subsection of the test than on the others. Which of the following is the least useful step for Mr. Jolley to take to address this lower test section with his student?

Because standardized testing is over for the year, nothing is needed to address the lower section. Explanation: Standardized testing results provide a very detailed look at student skill sets. To not make use of the information to be gained from the assessment results means passing up great information that can inform instruction. Especially when one section stands out far below other sections for a student, the teacher should use the information to help close gaps in student understanding.

Which of the following has the most powerful influence on a child's sense of identification prior to first grade?

Family. Explanation: Family influences are the most powerful for children. The impact of socialization on personality development begins with family.

Which of the following materials would a kindergarten teacher supply to extend a child's learning at home?

Books. Explanation: Having books at home is important. Reading should be a regular activity in the home. Even if parents do not read, kindergartners can browse through books and develop emerging literacy skills.

Science thinking skills include observing, communicating, comparing, organizing, relating, inferring, and in her inquiry-based science curriculum, Ms. Timmons tries to provide her second graders with opportunities to engage in all of these thinking skills. Today, Ms. Timmons has planned the following lesson on energy. The lesson will begin with a discussion of the question, "What is energy?" Then the children will work in small groups to complete the following experiment: Materials: rubber band, target. Directions: 1. Pick I rubber band. 2. Notice how it feels in your hand. 3. Stretch it and let it go back to its normal size without letting go 25 times. 4. Is there any difference in temperature? 5. Stretch the rubber band and then let go and aim for the target on the wall one time. 6. Return the band to the box. After completing the experiment, Ms. Timmons will ask the students to record a cause-and-effect statement describing the experiment in their science journals. Which science thinking skills are included in today's science lesson?

Communicating, observing, and relating. Explanation: Students will communicate during the discussion of the initial question and in recording in their journals. They will relate the cause and effect in their journals.

Bree is a second-grade student with a long list of accommodations listed on her Individualized Education Program (IEP). Despite attending Bree's IEP meeting and signing off on the accommodations, Bree's teacher is finding that she does not understand how some of the accommodations should be implemented. What is the best next action for Bree's teacher to take?

Consult with other members of Bree's IEP team for guidance. Explanation: The teacher should not have to stress about how to implement the requirements of the IEP. The other staff members who helped oversee the IEP would be a good resource for understanding the accommodations listed in the IEP.

Ms. Greer has concerns about the emotional development of one of the students in her first-grade class. Ms. Greer researches the behaviors she is seeing with this student and comes across an assessment that she could use with this student to help the teacher gain more insight into the situation. Which of the following is the next best step for Ms. Greer to take?

Consult with the school counselor and parents to discuss the child's emotional development and possible steps to take. Explanation: The classroom teacher should seek guidance when there are concerns such as problems with emotional development. The school counselor would have advanced training to know best practices about working with a child who is experiencing these issues and can help guide decisions such as when and how additional assessments might be advised. Parents will not only bring necessary information to the process, but also need to provide consent before any additional assessments are administered to their child.

Column 1 provides a list of instructional practices frequently found in early elementary classrooms. Column 2 represents developmentally appropriate practices and Column 3 represents developmentally inappropriate practices for mathematics instruction in a third grade classroom. For each instructional practice, click in a box to indicate if it is appropriate or inappropriate. Instructional Practices 1. - Using learning centers. : 2. - Reciting the rules of he commutative and associative properties. : 3. - Memorizing basic math facts. : 4. - Providing opportunities for mathematical problem-solving. : 5. - Using manipulatives. : 6. - Using direct instruction. :

Developmentally Appropriate/Developmentally Inappropriate 1. - Developmentally Appropriate 2. - Developmentally Inappropriate 3. - Developmentally Inappropriate 4. - Developmentally Appropriate 5. - Developmentally Appropriate 6. - Developmentally Inappropriate

Senora Dominguez and her kindergarteners have been studying economics. Particularly they have looked at the Social Studies TEKS below over the past week. Economics. The student understands that basic human needs and wants are met in many ways. The student is expected to: (A) identify basic human needs of food, clothing, and shelter; (B) explain the difference between needs and wants; and (C) explain how basic human needs can be met such as through self-producing, purchasing, and trading. Which of the following sequences of instruction would be most effective in building the kindergarteners' understanding of these economics ideas?

Discussion of the children's daily activities to identify basic human needs; classifying pictures of items as needs or wants; reading a non-fiction book to learn about how humans obtain what they need for daily living. Explanation: Each activity provides children the opportunity to define an economic principle and then reinforces the children's understanding through a concrete activity.

Children develop strategies to cope with and to manage daily stressors. Children with these skills have developed -

Emotional resilience. Explanation: Emotional resilience includes skills that enhance the ability to adapt well to adversity, trauma, tragedy, threats, or even significant sources of stress. Teachers can help students develop resilience to manage stress and feelings of anxiety and uncertainty.

A team of second-grade teachers wants to increase parental involvement for the school. After some parents did not attend the school open house at the start of the year, the teachers set up home visits with some of the families. Which of the following provides the primary rationale for the home visits?

Engaging with families.

Ms. Loisel is teaching her kindergarten students about basic addition. Her students mainly come from low income households and most have English as their second language. Which of the following is the best first step for Ms. Loisel to take to make sure that her students are acquiring the language necessary to be successful with addition?

Explain that to add something means to put two groups of things together and give a concrete example of adding one set of items to another set of items to become one combined set. Explanation: In this option, the teacher is both explaining a vocabulary word in a direct way and also demonstrating it with a concrete example. These are both important ways to help make the language and concept accessible to students.

Read the following passage which gives information about the Individuals with Disabilities Education Act (IDEA). For each blank, select the word from the drop-down menu which makes the sentence a correct statement. The Individuals with Disabilities Education Act (IDEA) is a [...] law which requires public schools to provide special education services to qualified students. Under this law, students with [...] of disabilities may qualify for special services. The first step is for students to receive a professional evaluation. If a student is determined to have a disability, he/she [...] receive special education services.

Federal; specific type; may or may not. Explanation: Word choice #1 - IDEA is a federal law. As such all public schools must comply with providing special education services to qualified students. According to IDEA, evaluations and services must be offered to any qualifying student from birth through age 21 even if they are not enrolled in public school. Word choice #2 - IDEA covers 13 specific categories of disabilities. These categories include: 1) specific learning disabilities 2) other health impairment 3) autism spectrum disorder 4) emotional disturbance 5) speech or language impairment 6) visual impairment, including blindness 7) deafness 8) hearing impairment 9) deaf blindness 10) orthopedic impairment 11) intellectual disability 12) traumatic brain injury 13) multiple disabilities. A student with a disability that is not included under IDEA may also qualify for special services under a 504 plan. Word choice #3 - In order for a child to qualify for special education services, he/she must first be diagnosed with a qualifying disability. Students who have a disability but who are learning adequately in a general education classroom without special accommodations or modifications will not be offered special education services because there is no demonstrated need.

One way for teachers to exhibit a culturally responsive behavior strategy in their classroom is to exhibit and promote empathy. Mr. Ferguson notices that two of his students, Jamaal and Jaden, are frequently arguing with each other whenever they are working together in the classroom. As he decides on how to employ conflict resolution for this situation, which of the following responses that Mr. Ferguson could take would BEST support the development of empathy in the classroom?

Guide a conversation with Jamaal and Jaden to help them see and appreciate each other's perspectives. Explanation: This answer choice is the one that best demonstrates the development of empathy in the classroom. Although answers B and D both take a general step to address the idea that students should be respectful and get along, they do not take the extra step to help students develop the skill of empathy. Once the teacher helps the students see how their actions are felt by others, they are more likely to apply that understanding in future interactions with students.

Mr. Gutierrez is planning for small group instruction in his Kindergarten class to help his students learn proper letter formation. He likes the small group format for this because he can easily observe and, as needed, correct any problems with the letter strokes such as directionality or incorrect order of strokes. Which of the following would be a good way to include tactile methods into teaching this concept?

Have students form each letter with their index fingers in a tray filled with shaving cream or rice. Explanation: Having students feel the sensation of forming the letter strokes with their finger as they drag it through shaving cream or rice (or some other material) is a tactile teaching method. Tactile learners learn best when they can experience the learning in a hands-on way instead of just hearing or reading about something

Teachers can use a variety of methods to assess student learning beyond just written tests. This is especially important in an early childhood classroom where reading and writing skills are often still in the process of being mastered. Ms. Redmond need to assess whether her second-grade students have learned the parts of the water cycle after studying it in class. Which of the following best describes an assessment that integrates a variety of learning styles?

Have students sketch the water cycle and explain the water cycle to you using the sketch. Explanation: This assessment incorporates both sketching and an oral explanation, and so, it is an example of integrating various learning methods in an assessment. Not only is the student having to explain the water cycle in more than one way, but the sketch can be a good tool to help the student organize his knowledge about the water cycle before attempting to explain it to the teacher.

Ms. Rowen is a kindergarten teacher in a large Amarillo ISD elementary school. Because her kindergarteners are scheduled to eat lunch each day at 10:45, they are typically hungry again by 2:00 p.m. Parents of the kindergarteners have organized themselves to take turns providing snacks for the whole class. With the Texas Essential Knowledge and Skills for the kindergarten health curriculum in mind, Ms. Rowen asks the parents to do which of the following?

Having limited sugar content and reasonable nutritional value. Explanation: The Kindergarten Health TEKS 115.2.b.1 states that the student is expected "to identify types of foods that help the body grow such as healthy breakfast foods and snacks."

A parent of a first grader is upset about her daughter Lily's achievement and has requested a conference with Mrs. Jackson. Which of the following responses reflects the most appropriate response?

I would be happy to meet with you at your convenience. What are times before or after school that work for you? Explanation: The teacher is openly positive to communication and provides the parents some flexibility in meeting times.

Ms. De Leon understands that, while the classroom science experiments in which her first-graders participate never have the potential to be dangerous, the safety procedures she teaches her students will provide the foundation for their habits in the science lab as the curriculum becomes more complex and more caution is required. For this reason, Ms. De Leon should -

Identify and teach science lab safety rules for professional scientists. Explanation: Teaching the five safety rules advocated in the laboratories of professional scientists will instill the correct attitudes and habits in children for safe science activities in all settings.

Mr. Healy has a student with a 504 plan in his third grade classroom. One of the accommodations called for in the student's 504 plan is behavior management support. One of the suggestions made by the school's counselor is for the teacher to check in at specified intervals with the child during the day and record a happy face on a chart if the student has remained on task during the specified time period. Currently, the teacher checks in with the student 2 times a day. Mr. Healy has noticed that the student's behavior is improved for a short period of time after the check in, but then gradually the student's behavior veers towards off task. Which of the following is the most appropriate option for Mr. Healy to proceed with next?

Increase the frequency of check-ins with the student to shorten the amount of time the student is in class without feedback on behavior. Explanation: In the scenario in, the chart seems to be working with limited effectiveness. Option C is a good next step to try because the chart does seem to be working for a short time period. By shortening the length of time the student has before the next check in, the overall effectiveness of the chart should increase. If the teacher tries this plan and it is still not fully effective, he might then find other options of how to best provide behavior management support.

Mr. Esteban works to integrate creative thinking in all areas of his curriculum. In math, he encourages his students to express mathematical equations through visual art. In social studies, Mr. Esteban instructs his students write and illustrate their own definitions for new vocabulary in pop-up books. In language arts, Mr. Esteban organized his students into small groups to write their own fairy tales. Which of the following science activities would best support children's creativity?

Individual students make choices about the format and media through which they will report the outcomes and conclusions of their science experiments. Explanation: Making decisions about and creating reporting media for the results of a science experiment requires students to consider many possible choices and how they might be constructed and used. This is divergent thinking-an essential component of creativity.

Teachers will frequently have students in their classrooms who require special accommodations or modifications to help the student be successful in school. Some students may qualify under federal law to receive an Individualized Education Program (IEP) or a 504 Plan or sometimes both. Teachers need to understand how these plans may apply to students in their classrooms and how they can be used to benefit students in their education. Complete the table to indicate whether each statement applies to an Individualized Education Program (IP), a 504 Plan, or both. Statement 1.- A detailed, individualized plan is created for a specific student. : 2. - Classroom teachers and related school staff members have a responsibility to follow the details of the plan. : 3.- To qualify, a student must be identified with one of the disabilities listed in the Individuals with Disabilities Education Act (IDEA) and have the need for specialized instruction. : 4.- Students with a disability who do not qualify for special education services may still qualify for accommodations with this plan. : 5.- Services must be provided without any cost to families. : 6. - Families must be notified by the school about sig

Individualized Education Program (IEP)/504 Plan 1. - Individualized Education Program (IEP) and 504 Plan 2. - Individualized Education Program (IEP) and 504 Plan 3. - Individualized Education Program (IEP) 4. - 504 Plan 5. - Individualized Education Program (IEP) and 504 Plan 6. - Individualized Education Program (IEP) and 504 Plan Explanation: 1. - Both plans will require a plan which is written specifically to address what is needed by an individual student. Neither one is a general plan or list of what might be provided. Instead, the plan is intended to outline specific accommodations or modifications that should be implemented for a student 2. - Once a student has received an IEP or a 504 plan, teachers are required to implement the details of the plan. Once approved, the details of the plans are requirements and not just general suggestions. Either plan will be reviewed periodically to make sure that the needs of the students are still being met or if they might no longer need some of the accommodations. 3. - Students who qualify for special education services will have an IEP. A key term here is that students will receive specialized instruction. In contrast, students with a 504 plan will receive accommodations as to how the general education plan is implemented, but they do not require fundamental changes to the instruction. 4. - There is a broader range of disabilities which qualify for a 504 plan than what is specified under the requirements of an IEP. This plan generally does not call for changes in the general education plan but does call for changes in how learning is accomplished. Examples of modifications under a 504 plan might be providing a quiet area for completing tests or being provided an audio version of a text. 5. - Both IEPs and 504 plans are mandated by federal law to be made available for gualified students. The plan must be implemented free of charge to families even if qualifying extra services or materials are required. 6. - Both IEPs and 504 plans have regular schedules for review. An IEP team must include a parent for both creation and review. A 504 plan may be created by a team which may or may not include the parent, but parents must be notified of any "significant changes"

Mrs. Cushman is preparing for the second semester of teaching her kindergarten students. She always looks at the portfolios of her students this time of year to get an overall sense of each student's strengths, abilities, and interests. She notices that Bronya's art work and stories are mostly empty pages. Which of the following actions would make sense for Mrs. Cushman to take help support Bronya during the second semester?

Interact with Bronya and provide scaffolding during creative assignments to help boost her confidence and make sure she understands the tasks. Explanation: By noticing Bronya's "empty" stories and art work pages, the teacher has a clue that either Bronya is just not interested in these activities or perhaps is not confident in knowing how to do these activities. By providing a stronger layer of support to Bronya, the teacher can help make sure that Bronya is not being held back by lack of ability or understanding.

When considering family engagement, a team of teachers may consider a family-centered approach, which -

Is based on the idea that all families are different. Explanation: A family-centered approach is based on the idea that all families are different and that there is no ONE right way to do things.

A kindergarten teacher began the school year informally assessing student readiness for learning. The teacher noticed that Kim did not understand how to hold a book. Which of the following statements may align with this observation?

Kim may have limited exposure to bedtime and shared reading at home. Explanation: Children with exposure to bedtime and shared reading gain skills related to print awareness, including knowledge about holding a book correctly.

In the table below, a list of instructional strategies is given in the left column. Identify each strategy as being most appropriate for teaching either math vocabulary or math concepts by clicking in the box under the appropriate heading. Strategy - Arranging free play with sets of manipulatives. : - Using a word wall. : - Making a personal dictionary. : - Explaining your work. : - Re-stating in your own words. :

Math Vocabulary/Math Concept - Math concept. - Math vocabulary. - Math vocabulary. - Math concept. - Math vocabulary.

Mr. Solaniz wants to motivate his third-graders to express their feelings, ideas and experiences in their artwork. An effective strategy for doing this would be to -

Regularly rotate familiar materials in art projects and in the art center. Explanation: Rotating the materials regularly will allow children to explore and then create expressive art without becoming bored.

Miss Lemley has been teaching Pre-Kindergarten at Fordham Elementary school for seven years. In her class this year, she has a student, Lucas, who quite often has trouble following directions and understanding how to answer questions. Because Lucas has not yet entered the years of schooling where formal academic learning usually begins, Miss Lemley wonders if she should do anything in response to her observations about Lucas. Which of the following is the most appropriate action for Miss Lemley to take?

Miss Lemley should refer Lucas for an evaluation to determine if he would benefit from special education services. Explanation: Under the Individuals with Disabilities Education Act (IDEA), schools are required to identify children who may have disabilities and may need special education services. This legal requirement, called Child Find, applies to every child from birth through age 21. Schools are obligated to provide evaluation and education services for all qualifying children who have one of the specific disabilities listed in IDEA even if those children do not attend public school. Because Miss Lemley has noticed significant receptive language difficulties for Lucas, she is obligated to refer him for an evaluation to see if he qualifies for special services.

Based on assessments from the previous school quarter, Mr. Yohe knows that he needs to monitor the progress for six of his first-grade students who have not yet demonstrated mastery of the of skill of counting by 2's. Which of the following scenarios demonstrates how Mr. Yohe can monitor their progress and adjust learning activities accordingly?

Mr. Yohe can continue to include counting by 2's in the daily math warm up section in his class. He can provide visual support during this time for the six students as long as they need it. Explanation: The scenario in this answer choice demonstrates Mr. Yohe planning instruction based on assessment results with a flexible plan that can be adjusted to meet student needs. A "just right" amount of support is provided for students to gain needed skills.

Mrs. Khan is a first-grade teacher. During language arts this morning, she observes a student write 'SEP' for 'ship.' Mrs. Khan knows that this child recognizes 'Sheila' and 'she,' two words that have been on the Word Wall for several weeks. What can Mrs. Khan do to help this child learn more about conventional spelling?

Mrs. Khan can provide instruction on the phonics generalization of the consonant digraph, 'sh', using the words the child does know. Explanation: Instruction based on words the students know will provide the scaffolding needed for understanding.

Mrs. Branch, a first-grade teacher, values the role of visual art in her students' learning and development. She recognizes her students' need to experiment and explore, to process and problem-solve with art materials as they learn to express themselves artistically. Which of the following materials is Mrs. Branch most likely to use in classroom art activities?

Open-ended materials. Explanation: Using open-ended materials will encourage children to visualize, process, and problem-solve.

Mrs. Schreiber frequently takes her students outside for inquiry-based science lessons. She may take them to the edge of the playground to look for evidence of insects and animals in the dirt and gravel. She may take them for a walk around the school grounds to collect leaves for sorting and classifying. Or, she may seat them on the grass under the shade of a large elm tree to listen as she reads a trade book related to their current science topic. Before each outdoor science lesson, Mrs. Schreiber should -

Provide an introduction and and instructional context for the activity and give directions for what the children are to do. Explanation: It would be important to provide information and directions in a setting where the children are focused and attentive prior to the outdoor activities.

Sharon is a second-grade student who is reading approximately six months below grade level expectations. This reading level is significantly behind the other students in her class. Her teacher is unsure the best way to provide instruction for Sharon. Which of the following would be the BEST instructional choice for reading for the teacher to make for Sharon?

Provide individualized instruction for Sharon in addition to small group and whole group instruction. Explanation: Individualized instruction is the best choice for Sharon because she seems to be struggling significantly with reading. Sharon would also benefit from being included either occasionally or regularly with a small group so that she has that instruction as well when appropriate. Of course, she should be included along with all other students for any whole class instruction.

The first-grade team at T. C. Cherry Elementary School is preparing a life science unit to address the following TEKS: (10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments (A) investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats; Which of the following is the most appropriate instructional sequence for this TEKS?

Providing a class pet for the children to observe over time, asking questions that would lead the children to note the pet's external characteristics and how those characteristics allow the pet to survive in the environment. Explanation: Observing the class pet in its habitat over time and drawing conclusions about how its external characteristics help it survive will meet the children's learning needs.

In order for English language learners to be successful, they must acquire -

Social and academic language proficiency. Explanation: ELLs must acquire both social and academic language proficiency in English. Social language proficiency is necessary for daily social interactions. Also called basic interpersonal communication skills (BICS), ELs employ BIC skills when they are in social contexts (playground). ELLs must also acquire academic language proficiency in English, referred to as cognitive academic language proficiency (CALP). CAL refers to formal academic learning, which is necessary for critical thinking, understanding and learning new concepts, processing complex material, and interacting in academic settings.

Summer vacation for students has begun, and Ms. Frederic is cleaning up her classroom before wrapping things up for the school year. She has various files with student information and assessment results which need to be taken care of before her tasks are complete. Which of the following best represents the actions Ms. Frederic should take with these files?

Sort and file any papers that need to be saved for documentation and shred any other papers that have personal student information on them. Explanation: Teachers are charged with helping create the permanent record that will be used throughout a student's years of school. Sometimes portfolios of student work are kept as well. These are both important to help show growth in areas which may have had some struggle. Teachers should keep both the need for records and the need for confidentiality in mind when clearing files at the end of the year.

Behavior A child turns and looks when they hear something. : A child "pretend plays" with a doll. : A child understands that even though the rocks are different sizes, they can weigh the same amount. : A child exhibits abstract thinking to solve a problem. :

Stage of Cognitive Development - Sensorimotor - Pre-operational - Concrete Operational - Formal Operational

Both formative and summative assessments should be used in the early childhood classroom to provide data for both teachers and parents. Complete the table to show the differences and similarities between formative and summative assessments. Statement: 1.- Provides information about how and what students are learning during a unit of study. : 2. - Measures how much a student has learned at the end of a unit of study : 3. - Provides feedback for students. : 4. - Provides useful data for teachers to inform instruction. :

Summative Assessment/Formative Assessment 1. - Formative assessment. 2. - Summative assessment. 3. - Summative and Formative assessment. 4. - Summative and Formative assessment. Explanation: 1. - Yes, formative assessments occUr as students are participating in a unit of study. These assessments are often informal. Examples might be a game or an activity during which a teacher can observe levels of student understanding or a short written or drawn response to show understanding 2. - Yes, summative assessments are used to measure and record student learning at the end of a unit of study. These are often more formal types of assessments and usually involve documentation of a score or grade. 3. - Many summative assessments can be used to provide feedback to students. For example, a score on a test or grade on a writing assignment can show students areas of understanding or misunderstanding. Many formative assessments can be used to provide feedback to students. For example, a teacher might give immediate feedback during an activity if the teacher notices a way that a student's learning needs to be clarified. Or written feedback can be given for certain activities or assignments 4. - Summative assessments cannot inform instruction for the original course of study because the assessment comes at the end of a unit of study or sometimes at the end of a school year. However, the information should still be used to plan for any remediation needed for that year or recommendations for instruction for the following year. Formative assessment data is useful for streamlining teaching to best meet the needs of students. Because the information is gathered while students are still in the process of being taught something, there is lots of room to adjust instruction to meet students where they are.

At a parent teacher conference, Ms. McCourt is questioned about the purpose of the dramatic play center in her kindergarten classroom. The parent insists that her son would be better served by engaging in academic work. Ms. McCourt explains to the parent that children develop in many areas during dramatic play, including which of the following skills and abilities?

Symbolization and critical thinking. Explanation:

At a parent teacher conference, Ms. McCourt is questioned about the purpose of the dramatic play center in her kindergarten classroom. The parent insists that her son would be better served by engaging in academic work. Ms. McCourt explains to the parent that children develop in many areas during dramatic play, including which of the following skills and abilities?

Symbolization and critical thinking. Explanation: Children develop an understanding of symbols as they use objects to represent other things during their play and they must follow the informal "script" of the play and make decisions about responding in character.

Mrs. King wants her students to understand the basic economic concept of helping others who do not have their needs met. Her best choice for her first grade classroom would be to -

Talk about basic human needs and plan a class project for helping others. Explanation: The project approach allows for children to engage in in-depth research on real-world issues. It is the approach most likely to lead to understanding.

The English Language Proficiency Standards (ELPS) include K-12 Speaking and Listening Standards, K-1 Reading and Writing Standards, and 2-12 Reading and Writing Standards. Which statement reflects the rationale for the framework?

The ELPS separate K-1 Reading and Writing Standards because all students in K-1 are learning to read and write; not just Els. Explanation: The ELPS are intentionally designed to separate K-1 Reading and Writing Standards because all students in K-1 are learning to read and write. Districts should provide extensive training and ongoing foundational second language acquisition instruction to ELLs in Grade 3 or higher who are at the beginning or intermediate level of English language proficiency in listening, speaking, reading and/or writing as determined by the state's English language proficiency assessment system.

The children in Mr. Dobbins' class are learning about plants in Science. Every day at the end of the science lesson, Mr. Dobbins and the children discuss what has been learned that day. Mr. Dobbins says to the children, "To make sure we don't forget, let's write what we've learned on our chart tablet. Who can share something we learned about plants today?" As the children provide information, Mr. Dobbins records exactly what is said, saying each word out loud. When the children indicate they have finished, Mr. Dobbins reads aloud what has been written in a conversational tone, indicating each word with his pointer. He then reads the chart and points to the words a second time, asking the children to read with him. The next day, the children will begin their plant lesson by rereading yesterday's chart to review what was previously learned. Which of the following statements is NOT accurate in regard to Mr. Dobbins reasons for providing this shared writing experience?

The children can practice letter formation while watching their teacher write text. Explanation: Because the teacher is recording the children's language, participating in a language experience activity would not allow children to practice letter formation.

The kindergarten Social Studies curriculum includes two TEKS that focus specifically on helping children to understand the concept of government. The second of these two TEKS focuses on helping children to understand the purpose of rules. Because meaningful instruction for young children is always based on their own experiences and understandings, Mr. Chou should begin instruction for his kindergarteners on rules with discussion and activities on which set of rules?

The set of rules followed by children in his classroom. Explanation: Kindergarteners will have direct experiences with the classroom rules on a regular and frequent basis.

Mrs. Mendelbaum has a daughter, Julie, in second grade who has had difficulty most of her life with social interaction with other people. Mrs. Mendelbaum wonders if her daughter might have autism and has requested a conference with Julie's teacher to discuss her concerns. The teacher, Mrs. Loo, has noticed some difficulties with Julie's social interactions but had not thought of the possibility of autism. What is the next best action that should be taken?

The teacher should consult with the counselor or special education staff at the school for guidance about whether to proceed with an evaluation to determine if Julie has a disability and should receive special education services. Explanation: The teacher may agree with the parents' observations and request an evaluation. If she does not see enough evidence to request an evaluation to identify a potential disability, she should still consult with experts on the school staff to see if a request for an evaluation is indeed warranted.

Tonara is a second-grade student who often gets perfect scores on her weekly spelling test but consistently has mequent spelling errors, even with words that have been on previous spelling tests, in her writing. Given these differing outcomes for different assessment measures, which of the following is the best approach Tonara's teacher should take when using these assessments to inform spelling instruction for Tonara?

The teacher should plan instruction to help Tonora transfer her spelling knowledge as shown on the spelling tests and apply that knowledge to writing. Explanation: In this answer choice scenario, the teacher is using all the information available to her to plan helpful instruction for Tonara. Instruction is being planned specifically based on Tonara's demonstrated needs. As instruction progresses, the teacher can make note of additional areas where Tonara's spelling skills can be reinforced and strengthened.

Tremont Elementary School promotes partnerships between parents and teachers. Which of the following activities will most likely promote partnerships that improve a child's success in the classroom?

The teachers should have parents sign a child's progress report. Explanation: Having parents sign progress reports ensures that they are aware of their child's learning. It is important for teachers to provide parents with opportunities to monitor student progress. The relationship between a parent and a teacher should resemble a partnership in learning.

PBIS stands for "Positive Behavioral Interventions and Supports". The focus of PBIS is to promote positive behavior by students and an overall positive school climate. Complete the chart below to demonstrate your knowledge of what is true and false about implementing a PBIS program in a school. Statement: - PBIS uses the premise that expected behaviors should be explicitly taught. - PBIS should be introduced after students demonstrate significant behavior difficulties. - PBIS has a universal set of strategies that should be taught in a prescribed sequence. - PBIS does not focus on punishment as the main response to difficult student behavior. - PBIS reduces the need for rewarding positive student behavior.

True/False - True. - False. - False. - True. - False. Explanation: - This is a foundational statement for BIS. The idea is that poor behavior happens because students do not have the knowledge or skills needed to know how to act with proper behavior choices in various situations. By explicitly teaching them what is expected, the opportunity for student behavioral success is greatly increased. - PBIS often includes three Tiers. Tier 1 is school-wide and teaches basic expectations such as showing respect. Tiers 2 and 3 provide additional layers of support for students who struggle even after the Tier 1 implementation. The statement is false because PBIS is introduced to all students and does not wait to be used only when significant behavior difficulties surface. - Each student and each school are different. Although there are many strategies available to use with the PBIS system, it is not one size fit all. Attention must be paid especially to situations of individual students so that the support provided is targeted for what that student needs. - Prevention is key for PBIS. By explicitly teaching students the behavior that is expected in various situations, the frequency of undesirable behavior is minimized. In addition, teachers should track behavior progress so that they can intervene before behavior advances to a level that would warrant punishment. - Recognizing, praising, and rewarding positive student behavior are important parts of PBIS. A token reward system is used in some cases. To help support students who struggle more with behavior, teachers strive to acknowledge improvement in behavior and not just perfect behavior.

For this nine-week grading period, Ms. Hanna is focusing her mathematics curriculum on measurement. The column on the left side of the table below is a set of real-world activities that Ms. Hanna will use with her students to teach measurement in the coming nine weeks. The column on the right side of the table below is a set of different types of measurement. Click and drag each real-world activity to its corresponding type of measurement. Real-World Activity 1. - Looking at a clock on a wall. : 2. - Placing fresh vegetables on a scale. : 3. - Placing a ruler underneath a sheet of paper. : 4. - Filing a bottle with water. : 5. - Checking how hot or cold it is outside. :

Type of Measurement 1. - Time. 2. - Mass. 3. - Length. 4. - Volume. 5. - Temperature.

Mrs. Morningdale has great parent support in her third-grade ESL class. One thing that she asks parents to help with, when possible and appropriate, is to provide content support to students in their native language to help support academic growth in both English and in content areas. Which of the following statements best describes whether or not this is a good idea?

Yes, this is a good idea because it is helpful to provide native language support where appropriate. Explanation: Allowing and promoting primary language support, even in a setting where instruction happens in English, can be a powerful tool. Although most of the instruction by the teacher will remain in English, having parents or other sources available to help students solidly understand content information in a primary language is helpful. Students learning content in a second language need understanding and use of language that goes beyond just conversational skills.

School will be starting in a week and Ms. Denney spent two days arranging furniture and materials in her first-grade classroom. She has carefully placed the children's tables and work stations in close proximity to the large white board that she will use for large group instruction and arranged the display of classroom rules, the daily schedule, and frequently-used sight words at the children's eye-level. Ms. Denney has done this to accommodate which characteristic of the children's physical development?

Young children's immature eye sight. Explanation: Because young children's eyesight is still developing, they will need closer visual access to discern details and differences.