Elementary Education: Content Knowledge for Teaching (7811; Subsets 7812, 7813, 7814, 7815)

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Amazing Sea Lions When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world. No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sea lion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but we can enjoy watching them! A student writes the following summary of the section called "No Scuba Tanks." (1) Sea lions have more blood than we do. (2) Their blood contains a lot of oxygen. (3) They can store a lot of blood and oxygen in their muscles so they can breathe underwater. (4) The shape of their bodies helps them move easily through the water. Which of the following sentences from the student summary reflects a misunderstanding about sea lions that can be clarified through careful reading of the passage? A.Sentence 1 B.Sentence 2 C.Sentence 3 D.Sentence 4

Questions 58-63 refer to the following scenario. A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. —Alma Flor Ada, from Where the Flame Trees Bloom Click on your choices. Question: After students read the memoir excerpt, the teacher has students return to the highlighted line and asks them, "What do you think is happening here?" Which two of the following student statements offer the most plausible interpretations of the sentence? A."The narrator thinks Samoné will disappear forever and wants to remember his music." B."The narrator likes to sing Samoné's music to herself because it makes her happy." C."The narrator is thinking about the way Samoné played music before his accident." D."The narrator is worried that Samoné does not like music anymore." E."The narrator is really hearing Samoné play, but he is playing far away."

C, E

A chef at a restaurant uses 1/5 liter of lemon juice and 3/10 liter of teriyaki sauce to make a marinade for 2 kilograms of salmon. How many liters of marinade does the chef use per kilogram of salmon? Give your answer as a fraction.

1/4

Answer the question below by clicking on the correct response. Question: A fifth-grade teacher is beginning a unit on the Industrial Revolution. Which of the following was an effect of the Industrial Revolution on the United States? A.An increase in urbanization and immigration B.A decrease in the construction of railroads C.An increase in the population of rural areas D.A decrease in the number of women in the workforce

Answer the question below by clicking on the correct response. Question: A fifth-grade teacher develops a lesson around the communitarian idea that societies must balance the rights and responsibilities of individuals with the common good. Which of the following instructional tools is the best source to support the objective? A.A video featuring the six essential elements of democracy B.A time line showing important events from 1750 to 1800 C.A map of the thirteen original colonies with the dates when they were formed D.A Venn diagram comparing clothing of indigenous peoples and European settlers

Answer the question below by clicking on the correct response. Question: A first-grade teacher introduces a unit on family. Which of the following activities is the most appropriate way to introduce the concept? A.Gathering the students in a circle and reading a book about different types of families around the world B.Brainstorming with the students about how their families can participate in the different school events C.Assigning the students homework where they have to discuss their own family ancestry with a family member D.Having the students compare and contrast different kinds of families using a graphic organizer

Answer the question below by clicking on the correct response. Question: A fourth-grade teacher plans a lesson to analyze the Pilgrims' voyage to the New World from England in search of religious freedom in the seventeenth century. The teacher then incorporates an extension activity based on an article on current events to help students compare the Pilgrims with European immigrants leaving their countries in the 1800s for better economic opportunities. Which of the following is the teacher most likely attempting to accomplish through the lesson? A.Demonstrating how themes from the past recur in modern times B.Revealing that solving problems from the past prevented them from recurring C.Illustrating how people's attitudes toward immigration changed over time D.Focusing on how countries change their policies based on past events

Answer the question below by clicking on the correct response. Question: A teacher is holding a classroom discussion after a lesson on the ways in which cities develop to meet economic needs. The teacher asks students to brainstorm economic factors that contributed to an increase in the population of cities like New York and Boston during the late 1800s. Which of the following student responses indicates that the student may require additional instruction? A."People started to move to cities because they wanted to own their own land." B."People started to move to cities to find work in the factories that were being built." C."People started to move to cities to more easily sell goods in international markets." D."People started to move to cities because they couldn't find work in rural areas."

Answer the question below by clicking on the correct response. Question: A third-grade teacher starts a lesson on the first methods used to obtain goods and services to meet individual needs. Which of the following is the most appropriate classroom activity related to the topic? A.Trading goods with classmates without the use of currency B.Reading an informational article about world currencies independently C.Using an online currency converter to learn about exchange rates D.Estimating the cost of household goods during a specific time period

Answer the question below by clicking on the correct response. Question: After completing a unit on citizenship, a fifth-grade teacher asks students to design a community service project. Which of the following student projects most accurately fulfills the end-of-unit assignment? A.Collecting paper trash from neighbors to take to the local recycling plant B.Helping to wash cars as a fund-raiser for the class field trip C.Contacting the state senator from the district about creating a new park D.Volunteering to do more tasks at home to help the family

Answer the question below by clicking on the correct response. Question: After teaching a civics unit, a third-grade teacher divides students into groups, gives each group a packet of cards representing governmental activities and the three branches of government, and asks students to match each governmental activity to the appropriate branch of government. Which of the following is the function of this activity? A.Reinforcing the concept of separate roles and responsibilities within the government B.Examining how the various government offices and agencies collaborate C.Identifying how bills and laws are passed under the legislative department D.Extending knowledge about the constitutional rights and amendments

Answer the question below by clicking on the correct response. Question: Before European exploration in North America, which of the following weapons was used by indigenous people to hunt small game? A.Stone spearheads B.Firearms C.Metal swords D.Steel traps

Answer the question below by clicking on the correct response. Question: Ms. Brandt is a fourth-grade teacher who is about to start a unit on the physical geography of her state. The content standard requires that students be able to explain changes in physical characteristics over time caused by both human and natural processes. Which of the following should Ms. Brandt consider in her lesson planning to ensure students are able to understand the concept? A.The use of essential questions that are related to the topic B.The amount of understanding her students have about ancient history C.The developmental reasoning abilities of her students D.The ability of her students to accurately complete activities that sequence events in time

Answer the question below by clicking on the correct response. Question: Which of the following activities is best for building on students' existing knowledge when starting a new unit on culture for second-grade students? A.Creating a list of traditions practiced in their families B.Taking notes while reading an expository text about different customs C.Comparing different religions practiced around the world D.Describing the development of different languages

Answer the question below by clicking on the correct response. Question: Which of the following is an example of modifying the physical environment to adapt to the needs of the people living in a community? A.Planting trees to decrease highway traffic noise B.Introducing digital maps to make navigation easier C.Identifying areas of natural drainage to limit building D.Allowing free access to the local library

Answer the question below by clicking on the correct response. Question: Which of the following strategies best uses geography skills to engage students in inquiry-based learning? A.Plotting a national landmark using its latitude and longitude and answering the five "W" questions about the landmark B.Using a globe to identify latitude and longitude lines for various locations C.Completing a worksheet focused on using latitude and longitude lines followed by a short knowledge check D.Taking notes during a teacher-directed lecture on latitude and longitude lines

Questions 58-63 refer to the following scenario. A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. —Alma Flor Ada, from Where the Flame Trees Bloom Answer the question below by clicking on the correct response. Question: The teacher has the students respond to the prompt "What is a primary character trait of Samoné? Use text evidence to support your answer." Which of the following student responses should the teacher select as the best model of using text evidence to support an inference? A."Samoné has passion. When he can't play his music, he has 'heavy sighs' because he can't play and his skill is 'drained out through the hand he could no longer use.' Once he figures out a way to play again, he is happy because you see 'the smile that lit his face.'" B."Samoné is determined. Samoné is not happy because he can't do what he loves, so he keeps trying until he on once again finds his happiness in playing his 'accordion music at night.' If a person tries hard to do something hard, he feels better when he accomplishes it." C."Samoné has many difficulties since his hand is hurt. It says that 'the purpose in his life had left him.' He has trouble doing the things he did before. And he cannot play his music as well." D."Samoné is very smart. He asks the narrator to go with him to 'bring in the grass,' since it is hard for him now. Even though his hand no longer works, he is able to figure out how to play his accordion again."

Ms. Vargas asked her students to write an expression equivalent to 4(x−y)4(x−y). After substituting some values for x and y, a student named Andrew rewrote the expression as 4x−y4x−y. Andrew's expression is not equivalent to 4(x−y)4(x−y), but he thought his work was correct based on the substitutions he tried. For which of the following integer values of x and y would Andrew's expression appear to be correct? Select two choices. A.x=0 and y=0 B.x=0 and y≠0 C.x≠0 and y=0 D.x≠0 and x=y E.x≠0 and x=−y

A & C

Mr. Varela asked his students to define a square in terms of other two-dimensional geometric figures. Which two of the following student definitions precisely define a square? A.A square is a rectangle that has 4 sides of equal length. B.A square is a parallelogram that has 4 angles of equal measure. C.A square is a parallelogram that has 4 sides of equal length. D.A square is a rhombus that is also a rectangle. E.A square is a rectangle that is not a rhombus.

A & D

Click on your choices. Question: A fourth-grade geography teacher asks students to match different types of vegetation with one of the three regions in which they occur naturally: North Africa, South Asia, and the Arctic. Which TWO of the following geographic features of each region will students need to most closely consider to successfully complete the activity? A.The latitude of each region B.The human population of each region C.The average amount of rainfall in each region D.The tectonic plate on which each region exists E.The number of cities in each region

A, C

Questions 52 and 53 refer to the following scenario. As part of their morning work, Mr. Stine gives students the following journal prompt: "Describe a special place in your life. Explain what makes it special to you." The following is a response written by Gabriela, an English-language learner. My favorite place is my abuela's house. It is in Guatemala. It is bigger than mine and it has a good outside. Outside it has nice weather but sometimes hot. There is never snow or cold but theres a lot of bugs. The trees are a lot green. Always theres a lot of people of my family. The food is good, sometimes I make it. We make spicy tamales. Through a writing conference, Mr. Stine wants to help Gabriela revise the journal response into a more developed paragraph about her abuela's house. Click on your choices. Question: Mr. Stine wants to begin his conference by identifying some strengths in Gabriela's emergent writing. Which three of the following skills should he target for this purpose? A.Providing an introduction of the ideas B.Using transition words between ideas C.Varying the sentence structures D.Including sensory details E.Using action verbs

A, C, D

A teacher is reading and discussing the following article with students. Amazing Sea Lions When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world. No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sea lion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but we can enjoy watching them! In the highlighted section, the author uses which of the following writing techniques? Select all that apply. A.Vivid imagery to create a spirited tone B.Questions to make the reader focus on the sea lions' abilities C.Dashes to separate ideas that are unrelated to the article

A, B

An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king. Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. One day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a princeand wear a heavy crown,when I can wriggle in the mudLineso cool and thick and brown?(5)Why smooch with all the princessesand give them golden rings,or ride in pumpkin chariotsand buy a lot of things?A frog's life is far richer than(10)all that could ever be;for here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I havefor any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! "The Frog's Tale" by Karin Gottshall, Cricket, October 2006. Click on your choices for Part A and Part B. Question: Part A The teacher wants the class to focus on how the princess changes in the fairy tale. Which of the following student statements most accurately describes her change? A."The princess was stuck-up at the beginning, but she became open-minded by the end." B."The princess was clumsy at the beginning, but she became careful by the end." C."The princess was shy at the beginning, but she became confident by the end." D."The princess was cautious at the beginning, but she became adventurous by the end." Part B Of the six highlighted sections of "Frog Prince," which two, when viewed together, best illustrate the change in the princess? A."She was the only daughter of a king." B."One day, she bounced the ball too hard, and it got away from her and dropped into a well." C."'Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!' she told him." D."'Me? Be your friend?'" E."She spoke kind words to him as a friend might speak."

A, D, E

Answer the question below by clicking on the correct response. Question: A history teacher assigns a short writing prompt assessing student knowledge of the impact of women such as Elizabeth Cady Stanton and Susan B. Anthony on the abolition movement. Many students submitted responses that misinterpreted the question, often stating that, "Americans learned that women should be able to vote in elections." Previous knowledge of which of the following historical developments most likely led students to misinterpret the writing prompt? A.Women were not granted the right to vote until 1920. B.Many abolitionist leaders were also leaders in the woman suffrage movement. C.Women were often responsible for the education of their children. D.Many abolitionist leaders supported the passage of the Fifteenth Amendment.

Answer the question below by clicking on the correct response. Question: A fifth-grade teacher is teaching a unit on explorers of North America and wants students to identify and recognize the accomplishments of prominent leaders. Which of the following is the most effective way to meet this objective? A.Showing a map highlighting the routes the explorers traveled B.Planning a jigsaw activity in which specific explorers are assigned to each group C.Providing activity packets with a story on each explorer to read at home D.Creating learning centers with information on the political conditions of that time

Answer the question below by clicking on the correct response. Question: A first-grade teacher sets up a pretend market in the classroom. The market includes seven apples, priced at $0.50 each, and two oranges, priced at $2.00 each. The teacher explains that the price of the oranges is higher because there are fewer of them available. This lesson best illustrates which of the following concepts? A.Showing how to shop on a budget B.Demonstrating how supply affects prices C.Introducing how the climate of a region dictates the supply of produce D.Encouraging the students to save more to increase purchasing power

Answer the question below by clicking on the correct response. Question: A fourth-grade teacher introduces a civics unit on the rights and responsibilities of citizenship with the following activity. Posts signs with the words RIGHTS and DUTIES at the opposite walls of the room. Flashes photos on the classroom screen of citizens enjoying rights and completing civic duties. As each photo is projected, students walk to the sign that best describes the action being shown. Which of the following is the main purpose of the activity? A.Encouraging students to ask questions about the topic B.Determining students' prior knowledge before instruction C.Helping students participate in collaborative learning D.Involving students in critical thinking skills on the topic

Answer the question below by clicking on the correct response. Question: A sixth-grade teacher asks students to complete the following assignment. Design a political cartoon to show the system of checks and balances outlined in the United States Constitution. Write a paragraph explaining the methods and techniques used to convey the political message. To successfully complete the assignment, which of the following is important for the students to know in addition to knowing how to create a political cartoon? A.Specific examples of when presidential pardons were granted or denied B.How each branch of government limits the powers of other branches C.Knowledge of how other countries restrict the powers of government D.Names of current leaders of the three branches of government

Answer the question below by clicking on the correct response. Question: A student evaluates primary and secondary resources to gain insight into a historical topic. Which of the following will most likely lead to the student eliminating the source being consulted? A.The student observes that the diary of a person directly affected by the event recalls incorrect dates compared to other sources. B.The student notes that a published thesis on a university Web site lacks citations for the sources used to create the argument. C.The student gathers population data and statistics from a government website ending in ".gov".dot g o v D.The student reads the preface of a published book and concludes that its author takes a debatable position on the historical issues.

Answer the question below by clicking on the correct response. Question: A teacher divides a class into two representative bodies. The groups work together to create a new list of classroom rules and vote on which of the rules should be adopted. The teacher does not agree with one of the rules and takes it off the list. Which of the following examples of the system of checks and balances outlined in the Constitution of the United States is the teacher modeling? A.Making laws B.Vetoing laws C.Enforcing laws D.Interpreting laws

Answer the question below by clicking on the correct response. Question: A third-grade student remarked, "I can't go to the movies with friends because I just spent all of my birthday money on a new video game." Which of the following economic concepts does this statement best illustrate? A.Barter B.Opportunity cost C.Capital resources D.Interest

Answer the question below by clicking on the correct response. Question: In an introductory lesson on the United States federal government, a second-grade teacher asks the students to compare the jobs of the school's principal and vice principal to the jobs of the president and vice president of the United States. The lesson best introduces which of the following concepts about the United States government? A.The three branches of the federal government B.The role of the executive branch of government C.The process by which elected representatives create laws D.The system of checks and balances

Answer the question below by clicking on the correct response. Question: Mr. Sen is creating a lesson for his fourth-grade class around the geographic theme of human-environment interaction, which deals with the ways in which geographic locations influence the lives and choices of the people who live in them. Which of the following learning objectives best demonstrates Mr. Sen's understanding of the social studies concept of human-environment interaction? A.Students will be able to write an essay about the limitations geography placed on early explorers in the Americas. B.Students will be able to construct a table describing how different physical features of regions influence architecture and economic activities of residents. C.Students will be able to create a cause-and-effect diagram describing the formation of different landforms. D.Students will be able to describe patterns of immigration, emigration, and distribution of people in a particular region.

Answer the question below by clicking on the correct response. Question: Which of the following is a change made by the federal government as a result of the attacks on the United States on September 11, 2001, that affects how people travel? A.Taking control of the airline industry B.Increasing security measures in airports C.Creating new immigration quotas D.Requiring passport identification for domestic railway passengers

Answer the question below by clicking on the correct response. Question: Which of the following is an appropriate approach to teach a third-grade student about the reason for the addition of the Bill of Rights to the Constitution of the United States? A.Listing why the colonies wanted independence B.Discussing why it is important to protect individual liberties C.Comparing how the colonies were founded D.Illustrating how a national church would unite the country

Answer the question below by clicking on the correct response. Question: Which of the following learning activities best helps students understand the Founding Fathers' motivation for writing the Declaration of Independence? A.Portraying Thomas Jefferson discussing the issue of slavery with James Madison in a role-play scenario B.Writing a letter to the principal expressing why they believe the new school uniform policy is unfair C.Working with a group of peers to create a poster showing the British what life is like in the New World D.Engaging in a class discussion of England's policy on the western land and the Iroquois neutrality pacts

Answer the question below by clicking on the correct response. Question: A teacher asks students, "What's cowboy without the cow?" The teacher is promoting which of the following phonological awareness skills? A.Segmenting B.Deletion C.Blending D.Substitution

Click on your choices. Question: A kindergarten teacher provides students with a family tree diagram containing large leaves to represent various family members. The teachers asks students to draw a picture of a family member in each leaf. The students then present their trees to their classmates. Which TWO of the following best identify the purpose of the activity? A.Learning to play and share cooperatively B.Understanding family structures C.Understanding the roles of individuals in the community D.Learning to identify their family's ethnic backgrounds E.Understanding everyone is part of a family

B, E

Questions 52 and 53 refer to the following scenario. As part of their morning work, Mr. Stine gives students the following journal prompt: "Describe a special place in your life. Explain what makes it special to you." The following is a response written by Gabriela, an English-language learner. My favorite place is my abuela's house. It is in Guatemala. It is bigger than mine and it has a good outside. Outside it has nice weather but sometimes hot. There is never snow or cold but theres a lot of bugs. The trees are a lot green. Always theres a lot of people of my family. The food is good, sometimes I make it. We make spicy tamales. Through a writing conference, Mr. Stine wants to help Gabriela revise the journal response into a more developed paragraph about her abuela's house. Answer the question below by clicking on the correct response. Question: Mr. Stine has the following exchange during the writing conference with Gabriela. Mr. Stine: You said that there are a lot of people in your family who you see at your abuela's house. What is that like, seeing all of them? Gabriela: Well, I don't see them that much so it makes me happy to see them. I'm always sad when we have to go back home. Mr. Stine: What kind of feelings do you have when you are with them? Gabriela: I have a lot of cousins that are around my age and I like them. They are really cool and nice. And my tio Eduardo is really funny. By asking Gabriela questions, Mr. Stine is attempting to help her to A.organize her ideas B.incorporate personal voice C.clarify confusing ideas D.focus on the topic

Questions 54-56 refer to the following scenario. Mr. Baker's lower elementary class has been discussing story elements such as problem and resolution, main events, and moral. Mr. Baker selects a fable called The Curious Monkey, which follows, to demonstrate some of these elements. However, Mr. Baker soon discovers that the fable poses some challenges for meeting his instructional goals. A long time ago, the first dog to ever live on earth was sleeping peacefully under a large tree in a forest. Lying comfortably on its side, it was content to sleep and sleep. A monkey came upon the sleeping dog and stared at it in wonder. He gathered some of the other animals to show them. "Look at this strange new creature! What is it?" he asked. The giraffe bent her long neck to get a better look. "It is neither giraffe nor okapi." Next, a mouse scurried up and sniffed at the sleeping dog. "It is too big to be a mouse, and it smells different." The other animals each took a turn, but none of them could name the peculiar beast. All the while, in the tree above, the sloth listened silently, smiling. Because he moved so slowly, the sloth was a great observer and therefore knew everything there was to know of the animals in the forest. He finally spoke up. "I think that 'Dog' is the best name for this creature." At the sound of his name, the dog awoke. "What is going on!?" the dog growled angrily. "Who woke me?" The dog barked and bared his sharp teeth, and the animals ran away in fear. The smart, old sloth was safe, knowing the dog could not climb the tree. "You cannot get me," he said, laughing. "But from now on, the animals will flee from you and you will have to chase them." To this day, when dogs are not sleeping, they chase other animals. That evening, all the animals could hear the monkey's new song: "Now you know why you let a sleeping dog lie." Answer the question below by clicking on the correct response. Question: Which of the following is one reason why The Curious Monkey is an ineffective text for demonstrating how a problem is developed and resolved in a story? A.The character who initially has the problem is different from the one who resolves it. B.The resolution of the first problem causes a second problem, which is not clearly resolved. C.Unlike most fables, there is no lesson given as part of the resolution of the story. D.The story contains many problems, but none of them have resolutions.

Questions 58-63 refer to the following scenario. A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. —Alma Flor Ada, from Where the Flame Trees Bloom Answer the question below by clicking on the correct response. Question: In the highlighted text, which of the following elements of language does the author use to communicate the progression of time? A.Metaphor B.Contrast C.Informality D.Repetition

Questions 58-63 refer to the following scenario. A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. —Alma Flor Ada, from Where the Flame Trees Bloom Answer the question below by clicking on the correct response. Question: Which of the highlighted lines in the background text helps clarify the change in tone expressed in the line in the memoir excerpt, "Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside"? A."Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world." B."Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style." C."It is often played on the guitar although it can be played on many types of acoustic instruments." D."Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people."

Questions 58-63 refer to the following scenario. A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. —Alma Flor Ada, from Where the Flame Trees Bloom Answer the question below by clicking on the correct response. Question: Before having students read either the background text or the memoir excerpt, the teacher wants to assign a prompt that helps engage students with some of the big ideas of the memoir excerpt by connecting with their personal experiences. Which of the following writing prompts best meets the goal? A.Describe your favorite kind of music. Why is it your favorite? B.What is your special talent or favorite hobby? Why is it important to you? C.Which of your friends or family members do you have the most in common with? What are your similarities? D.Do you ever need time alone? When do you feel this way?

Click on your choices. Question: A second-grade teacher prepares for a beginning lesson focused on interpreting data from a map. Which TWO of the following map characteristics best support the teacher's lesson when used in a related activity? A.Shows a small area of land B.Contains a compass rose C.Provides a legend D.Includes a relevant title E.Represents sections of land in vibrant colors

B, C

The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king. Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. one day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a princeand wear a heavy crown,when I can wriggle in the mudLineso cool and thick and brown?(5)Why smooch with all the princessesand give them golden rings,or ride in pumpkin chariotsand buy a lot of things?A frog's life is far richer than(10)all that could ever be;for here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I havefor any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! "The Frog's Tale" by Karin Gottshall, Cricket, October 2006. Click on your choices for Part A and Part B. Question: Part A The teacher asks students, "What can you tell me about the ways the frogs are portrayed in the fairy tale and the poem?" Which of the following student responses to the question reflects a misunderstanding? A.The frog in the fairy tale wants to be a prince again. B.The frog in the poem would rather live in the castle than the pond. C.Both frogs are happy at the end. D.The frogs have different ideas about what is important in life. Part B Which one of the following lines from the fairy tale or poem helps to clarify the misunderstanding, as answered in part A? A.Fairy tale: "you must be my friend and let me eat things from your plate and stay beside you." B.Fairy tale: "Your kiss has broken the spell!" C.Poem: "or ride in pumpkin chariots/ and buy a lot of things?" D.Poem: "I'll stay here where my castle is—/ since in this pond I'm king!"

B, D

Answer the question below by clicking on the correct response. Question: A first-grade teacher is beginning a unit on the predictable pattern of the Sun as it relates to seasonal changes. The goal of the unit is to teach students that as the days get longer, Earth heats up, and as the days get shorter, Earth cools down. Which of the following activities best supports the instructional goal of the unit? A.Looking at photos of the Sun's position at different times of the day and predicting Earth's movement B.Completing a Venn diagram to compare and contrast temperatures of substances at sunrise and sunset C.Studying a graph that tracks sunrise, sunset, and corresponding temperatures for each month to determine a trend D.Sharing personal experiences of observing sunrise and sunset in different seasons

Answer the question below by clicking on the correct response. Question: A first-grade teacher presents a lesson on landforms and water features. When doing a follow-up activity, several students confuse an isthmus with a strait, a peninsula with a gulf, and a cape with a bay. Which of the following strategies most effectively addresses the students' misunderstanding? A.Planning a hands-on project about land forms for the students to complete at home with parental guidance B.Asking a student volunteer to explain to the class in his or her own words the differences in the land forms and water C.Presenting a world map with the land and water forms to review the newly learned information D.Allowing the students to conduct their own research on the various landforms

Answer the question below by clicking on the correct response. Question: A first-grade teacher provides students with several pictures of daily school day activities, such as coming into the classroom in the morning, doing schoolwork, playing outside during recess, and boarding a school bus. The teacher asks students to place the pictures on a timeline according to when they occur in the school day. Which of the following is the primary purpose of the activity? A.Identifying commonalities among events B.Prioritizing tasks on a list according to importance C.Introducing the idea of placing events in a chronological order D.Comparing a school schedule now and how it was long time ago

Answer the question below by clicking on the correct response. Question: A fourth-grade teacher wants students to understand that conducting a comparison of costs and benefits is the best method to use when selecting an item to purchase. Which of the following strategies provides the most effective way of accomplishing this goal? A.Placing four similar items on the teaching station with the same price tags and asking the students to choose one, then explain their choices B.Asking students to provide a graphical representation of marginal cost and benefit of a product as a cost-benefit analysis study C.Distributing two store fliers and having students select one item to compare the prices for at each store, then determine which store to purchase the item with an explanation of why D.Conducting an interactive lesson showing how commercials dictate people's purchasing decisions, regardless of the costs

Answer the question below by clicking on the correct response. Question: A history teacher wants to use a documentary video to engage students in a classroom discussion of the ways that pre-Columbian civilizations in Central and South America were influenced by their natural environments. Which of the following documentary videos would best facilitate the discussion? A.A documentary about the similarities among pre-Columbian languages B.A documentary about Spanish Conquest of the Aztec civilization C.A documentary about the development of agriculture in different pre-Columbian civilizations D.A documentary video about species of wildlife that live in Central America

Answer the question below by clicking on the correct response. Question: A second-grade teacher introduces a civics activity in which students sort cards into two different categories. The cards are each labeled with activities such as voting in elections, celebrating a religious holiday, volunteering at homeless shelters, and protesting an unfair law. Which of the following best describes the objective of the activity? A.Creating classroom rules collectively B.Reviewing ways students can participate in society C.Identifying the rights and responsibilities of living in a democracy D.Analyzing the effectiveness of rules and laws

Answer the question below by clicking on the correct response. Question: A student, Sandy, seems to love reading and reads very quickly. When reading individually, she is usually the first one finished. During read-alouds, she volunteers often and enthusiastically, though the other students struggle to understand her because she reads so fast. Her teacher has noticed, however, that Sandy has difficulty answering questions about what she has read. Which of the following best describes the problem Sandy is most likely having? A.She is struggling with her reading rate, which is hindering her fluency. B.She is struggling with fluency, which is hindering her comprehension. C.She is struggling with monitoring her comprehension while reading. D.She is struggling with prosody and accuracy while reading.

Answer the question below by clicking on the correct response. Question: A teacher prepares a lesson to demonstrate how individual perspectives alter the ways in which people react to the same event. The historical focus for the lesson is the Boston Massacre. Which of the following pairs of resources best facilitates the teacher's overall objective? A.A current history magazine article and a newspaper article written in 1770 B.A modern encyclopedia entry and an article published in a scholarly journal C.A diary entry from an American colonist and court testimony of a British officer D.A court transcript from an American colonist and a section from a history textbook

Answer the question below by clicking on the correct response. Question: As a part of a lesson, a fourth-grade class identifies community issues and the process by which local government addresses those needs. Which of the following student activities is most likely to develop an understanding of the roles and responsibilities of the local government? A.Brainstorming interview questions to ask a community leader B.Discussing possible solutions to current political issues in the country C.Participating in a simulation of a city council meeting to address local issues D.Conducting a mock election for various local government positions

Answer the question below by clicking on the correct response. Question: As an introduction to an economics lesson, a teacher uses the example of a small business that prepares to launch a new cereal in the market. The teacher emphasizes that the cereal can only be sold in stores after its ingredients are tested and the nutritional information has been verified by the local and county health agencies. The teacher's example best illustrates which of the following concepts? A.Supply and demand B.Investment C.Regulation D.Corporate taxation

Answer the question below by clicking on the correct response. Question: During a history unit on the American Revolution a fifth-grade teacher teaches a lesson on the complex relationships between historical actors leading to the outbreak of the revolution. Which of the following homework assignments would best assess the learning objective? A.Students create a time line of major battles during the revolution. B.Students answer multiple-choice questions identifying revolutionaries. C.Students create a concept web visualizing the interactions of revolutionaries. D.Students write a biographical essay on an assigned revolutionary.

Questions 58-63 refer to the following scenario. A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. —Alma Flor Ada, from Where the Flame Trees Bloom Answer the question below by clicking on the correct response. Question: After students have read both texts, which of the following resources is most likely to help them understand how the accident made it so difficult for Samoné to play his music? A.An audio clip of Cuban guajira music B.An illustrated diagram of the muscles in the hand C.A video clip of someone playing the accordion D.An illustrated glossary of unfamiliar terms in the passage

Answer the question below by clicking on the correct response. Question: Which of the following assignments would best allow a fifth-grade teacher to determine whether students fully understand push and pull factors? A.Drawing a Venn diagram of the features of a fictional character's country of immigration and country of emigration B.Creating a time line of different immigration patterns to the United States C.Creating a storyboard for a documentary about the top reasons people migrate D.Listing the ways people can improve their lives after migration

Answer the question below by clicking on the correct response. Question: Which of the following best allows students to compare and contrast their cultures with the cultures of others? A.Watching a documentary on the factors that are responsible for mass migration B.Reading an article in a school newspaper about how local politics influence education in different countries C.Writing and receiving letters from peer pen pals from a school in another country D.Studying immigration and emigration patterns of groups from other countries

Answer the question below by clicking on the correct response. Question: Which of the following best exemplifies how capital can function as a resource in the process of creating goods? A.A land developer uses personal income to buy a parcel of land and to organize a construction team to build a new residential property. B.A carpenter is paid for several weeks of work cutting wood and fitting it together to provide the foundation for a new home. C.A hammer created by a tool manufacturer is used by a construction worker in the process of building a new residential property. D.A logger is placed in charge of cutting trees in a forest that are later refined into wood used to create structures for new homes.

Answer the question below by clicking on the correct response. Question: Which of the following enduring understandings best helps students understand the issues that led to the creation of the constitution of the United States and the Bill of Rights? A.The United States emerged as a world power with influence which spanned the globe. B.Symbols unite communities and demonstrate citizenship. C.A democracy depends on citizens understanding and respecting their individual rights and responsibilities. D.Resources can be used to determine directions, distances, and locations.

On a weekly pretest, a teacher asks a class to write the spelling words shown in the left column. Nina's spelling of the words is shown in the right column. Spelling Word: scared started closed walked smacked helped yelled spotted poured Nina's spelling: scard started closd walkt smackt helpt yeld spotted pourd Which of the following activities would best help Nina to understand the spelling pattern that she is struggling with? A.Segmenting the onset and rime in each "-ed" word B.Identifying an "-ed" word that rhymes with each spelling word C.Sorting the words into the three different "-ed" sounds D.Identifying in a short reading passage all the words that end in "-ed" Correct Answer: C

Which two of the following inequalities are true? A. 0.56 > 0.605 B. 0.065 > 0.56 C. 0.56 > 0.506 D. 0.605< 0.056 E. 0.506 < 0.65 F.0.65<0.605

C & E

Click on your choices. Question: Which TWO of the following history lesson activities would best facilitate the use of chronological thinking skills? A.Determining the publication dates of historical texts in the school library B.Examining multiple eyewitness perspectives of a historical event C.Sequencing a series of events leading up to the American Revolution on a time line D.Describing the foreign policy objectives of current world leaders E.Identifying events that contributed to trends in a graph of twentieth-century United States immigration data

C, E

Which two of the following words can best be decoded by looking for a root word within the larger word? A.Snitch B.Colossal C.Endanger D.Fashion E.Lovely

C, E

Answer the question below by clicking on the correct response. Question: Which of the following fractions has a value between the values of the fractions 7/9 and 8/11 ? A. 1/2 B. 2/3 C. 3/4 D. 4/5

C. 3/4

The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king. Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. one day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a princeand wear a heavy crown,when I can wriggle in the mudLineso cool and thick and brown?(5)Why smooch with all the princessesand give them golden rings,or ride in pumpkin chariotsand buy a lot of things?A frog's life is far richer than(10)all that could ever be;for here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I havefor any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! "The Frog's Tale" by Karin Gottshall, Cricket, October 2006. Click on your choices. Question: During a discussion about the frog in the fairy tale and the frog in the poem, one group of students claims that both frogs are smart. Which two of the following student responses most effectively use text evidence to defend the claim? Choose one response for each text. A."The frog in the fairy tale is smart because he can talk and asks, 'Why are you crying, princess?'" B."The frog in the fairy tale says, 'Your kiss has broken the spell.' This proves that he is smart because he is able to trick the princess into kissing him." C."The frog in the fairy tale is smart because he figured out how to make the princess like him even though he was a frog. The story says, 'the princess began to enjoy the frog's company and feel less lonely.'" D."The frog in the poem is smart because he knows how to be happy with what he has instead of wishing for something else, like when he says 'for here I'm safe and comfortable and ooze and slime are free.'" E."The frog in the poem is smart because he does not like girls and does not want to 'smooch with all the princesses.'" F."The frog in the poem is smart because he knows that it's better to be a king than a prince. He's king of the pond, and he says, 'I wouldn't trade the life I have for any princely thing.'"

C, D

The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king. Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. one day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a princeand wear a heavy crown,when I can wriggle in the mudLineso cool and thick and brown?(5)Why smooch with all the princessesand give them golden rings,or ride in pumpkin chariotsand buy a lot of things?A frog's life is far richer than(10)all that could ever be;for here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I havefor any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! "The Frog's Tale" by Karin Gottshall, Cricket, October 2006. Click on your choices. Question: The following is one student's response to the prompt "What do the princess in the fairy tale and the frog in poem agree is important in life? Use details and quotations from both texts to support your answer, and be sure to explain how they support your answer." The poem and the fairy tale are both saying that being who you really are is more important than other people thinking you are pretty or handsome or fancy. In the fairy tale, the princess thinks that it is important and bad that the frog is ugly. The frog gets her ball back, and so she brings him home to her house because "she was grateful to have her ball back." In the poem, the frog is happy with who he is and does not care if he is handsome on the outside. He says that he is glad that he doesn't have to give princesses things and that having lots of fancy things isn't important. You know this because he says "Why would I want to be a prince and wear a heavy crown?" Which two of the following statements best describe the response? A.It gives background before addressing the claim. B.It uses a relevant quotation from the fairy tale to support the claim. C.It uses a relevant quotation from the poem to support the claim. D.It accurately explains how the details selected from the fairy tale support the claim. E.It accurately explains how the details selected from the poem support the claim.

C, E

A teacher is planning a sorting activity with the following list of spelling words. trot club sled plot drop glee flop gruff plum dress cross dream frog fluff slob truck Which of the following language concepts will the list of words best be used to reinforce? A.Consonant blends B.Short e vowel sound C.R-controlled vowels D.Double consonants

Correct Answer: A

Answer the question below by clicking on the correct response. Question: A fifth-grade teacher asks students to create group presentations about the contributions of a classical civilization. One group wants to do their project on ancient Rome. They plan to include the Coliseum, the Pantheon, aqueducts, and the Forum. They also want to wear Roman clothing while presenting to the class. Which of the following questions should the teacher ask the group to best help the students prevent factual errors? A.How do you plan to divide the work among the members of the group? B.Are you going to create the costumes or buy them? C.How do you plan to present the information to the class? D.What sources are you planning to consider for your research?

Answer the question below by clicking on the correct response. Question: A fifth-grade teacher is preparing for a lesson identifying similarities and differences among various racial, ethnic, and religious groups in the same country. The supporting material is a set of photographs of a variety of people labeled with the following attributes for each person: religion, music, clothing, and food preference. Which of the following activities is most likely to help the teacher achieve the lesson's objective? A.Making a collage out of photographs that represent one of the four attributes B.Sharing opinions about the photos during a small-group discussion C.Identifying photographs with a given attribute and doing further research on that attribute D.Sorting the photographs based on attributes and making comparisons among the people pictured

Amazing Sea Lions When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world. No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sea lion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but I enjoy watching them! Which of the following writing techniques does the author use in the article? A.How a narrative text can use persuasive elements to support an opinion B.How a narrative text can use vivid descriptions to develop ideas C.How an informational text can use a cause-and-effect structure to clarify an idea D.How an informational text can use comparisons to help the reader connect with the topic

Answer the question below by clicking on the correct response. Question: A first-grade teacher is introducing a unit on patriotism. The teacher makes ten stations around the room. Each station has a picture or artifact reflecting a patriotic symbol, custom, or celebration. Students are asked to visit each station and individually answer questions about each picture or artifact and turn in their answers to the teacher. Which of the following best identifies the goal of the station activity? A.Encouraging students to brainstorm project ideas on the new unit B.Guiding students' thought process to get them actively involved in the lesson C.Developing independent thinking and good work habits D.Identifying misconceptions to develop appropriate future lessons

Answer the question below by clicking on the correct response. Question: A fourth-grade teacher writes a list of professions in the community on a board and provides students with sticky notes to brainstorm attributes associated with each profession. Which of the following is the primary purpose of the lesson? A.Predetermining careers that are most suitable for the students B.Screening for career opportunities that the students are most familiar with C.Grooming the students to work for the best organizations D.Introducing students to the skills and qualities associated with different jobs

Answer the question below by clicking on the correct response. Question: A second grade teacher labeled cardinal and intermediate directions in the classroom at the start of a unit of directions. Which of the following instructional strategies bests reinforces concepts from the lesson? A.Giving students worksheets of a community map that they can complete at home B.Asking students to use the labeled directions and make a list of all the possible directions C.Giving each student a compass to navigate their way around the school whenever possible D.Asking students to move to the northeastern side of the classroom using the labeled directions

Answer the question below by clicking on the correct response. Question: A second-grade teacher asks students to explain how patriotic symbols and practices reinforce national identity for Americans. Which of the following student responses demonstrates a misconception that the teacher needs to address? A.The Statue of Liberty represents America's independence and welcomes individuals coming to the United States. B.The American bald eagle often symbolizes the courage of the soldiers and individuals that created the United States of America. C.The stars on the American flag represent the 50 states that make up the United States of America. D.The Fourth of July celebration commemorates the surrender of the British army during the American Revolution.

Answer the question below by clicking on the correct response. Question: A second-grade teacher creates a classroom store stocked with toys that can be purchased with certain amounts of tokens. A standard amount of tokens is awarded to students each week. At the end of each week students may choose to spend their tokens on small toys from the store or save their tokens to purchase larger toys later. Understanding of which of the following economic concepts is best reinforced by the classroom store? A.Increasing productivity B.Predicting demands C.Avoiding debt D.Saving money

Answer the question below by clicking on the correct response. Question: A second-grade teacher is explaining how geographic events like earthquakes, hurricanes, and volcanic eruptions happen repeatedly in the same places. The teacher wants the students to associate these geographic events with changes that humans make in order to live near these places. Which of the following would best emphasize the theme of the lesson? A.Showing videos on the various causes of natural disasters around the world B.Looking at world maps showing where fault lines and lava domes are located C.Studying a chart graphing the frequency of geographic events in various places over the last ten years D.Looking at pictures of communities located near fault lines, coastal regions, and lava plateaus

Answer the question below by clicking on the correct response. Question: A sixth-grade class is studying democracy. The teacher identifies that most of the students have a misunderstanding that all governments that conduct elections are democracies. Which of the following activities best addresses the misperception? A.Assigning a reading that evaluates the current voter turnout rate in countries across the world B.Asking students to analyze political cartoons satirizing corruption in an election C.Assigning students to compare voter turnout statistics for different age groups in the last election D.Conducting a mock election where only one student is nominated and placed on a ballot for each class office

Answer the question below by clicking on the correct response. Question: A teacher wants students to increase their knowledge about specialization and trade. Which of the following activities best allows students to reach this goal? A.Providing a graphic organizer for students to compare and contrast trade barriers between two countries B.Asking students to give an oral presentation on the economic conditions of a country that has limited resources C.Having students list names of countries that generate the highest revenue through international trade D.Assigning students a country to research how surplus products are sold to other countries that have scarcity of that product

Answer the question below by clicking on the correct response. Question: As part of a research project, a student discovered that during the 18th century many items were used as currency, including tobacco leaves. However, the tobacco leaves were soon replaced with paper money for transactions. Which of the following best represents why governments eventually began issuing paper money? A.Growing tobacco leaves became increasingly difficult B.Ensuring that the currency would not depreciate over time C.Using paper money was a novelty that attracted many traders D.Exchanging goods and services was easier with uniform currency

Answer the question below by clicking on the correct response. Question: Students are asked to recreate a sign that Susan B. Anthony and Elizabeth Cady Stanton would have marched with in support of their cause. Which of the following best exemplifies a slogan that would appear on their sign? A.End corporate monopolies B.Feminism first C.Equal employment opportunities D.Let women vote

Answer the question below by clicking on the correct response. Question: Which of the following classical Chinese contributions was invented to replace bamboo, wood, and silk as methods for spreading literature and information? A.Map B.Compass C.Money D.Paper

Answer the question below by clicking on the correct response. Question: Which of the following examples best describes the concept of specialization in the process of producing goods? A.A medical doctor opens a practice where patients can come in to be examined for all of their health issues. B.A steel manufacturing company operates one large steel mill where all of their raw materials are processed. C.A restaurant employs one kitchen chef who is responsible for making and preparing all dishes ordered by customers. D.A company servicing the automotive industry makes only a type of tire that is compatible with pickup trucks.

Questions 54-56 refer to the following scenario. Mr. Baker's lower elementary class has been discussing story elements such as problem and resolution, main events, and moral. Mr. Baker selects a fable called The Curious Monkey, which follows, to demonstrate some of these elements. However, Mr. Baker soon discovers that the fable poses some challenges for meeting his instructional goals. A long time ago, the first dog to ever live on earth was sleeping peacefully under a large tree in a forest. Lying comfortably on its side, it was content to sleep and sleep. A monkey came upon the sleeping dog and stared at it in wonder. He gathered some of the other animals to show them. "Look at this strange new creature! What is it?" he asked. The giraffe bent her long neck to get a better look. "It is neither giraffe nor okapi." Next, a mouse scurried up and sniffed at the sleeping dog. "It is too big to be a mouse, and it smells different." The other animals each took a turn, but none of them could name the peculiar beast. All the while, in the tree above, the sloth listened silently, smiling. Because he moved so slowly, the sloth was a great observer and therefore knew everything there was to know of the animals in the forest. He finally spoke up. "I think that 'Dog' is the best name for this creature." At the sound of his name, the dog awoke. "What is going on!?" the dog growled angrily. "Who woke me?" The dog barked and bared his sharp teeth, and the animals ran away in fear. The smart, old sloth was safe, knowing the dog could not climb the tree. "You cannot get me," he said, laughing. "But from now on, the animals will flee from you and you will have to chase them." To this day, when dogs are not sleeping, they chase other animals. That evening, all the animals could hear the monkey's new song: "Now you know why you let a sleeping dog lie." Answer the question below by clicking on the correct response. Question: During a discussion about the moral of the fable, one student says, "Morals need to be things like 'keep trying' and 'be kind to others.' 'Let a sleeping dog lie' isn't a moral." Which of the following aspects of the story is most likely causing the student's confusion? A.The moral is stated only at the end of the story. B.The moral is not stated by the wisest character. C.The moral is demonstrated through the personification of animals. D.The moral is written in figurative language.

The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king. Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. one day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a princeand wear a heavy crown,when I can wriggle in the mudLineso cool and thick and brown?(5)Why smooch with all the princessesand give them golden rings,or ride in pumpkin chariotsand buy a lot of things?A frog's life is far richer than(10)all that could ever be;for here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I havefor any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! "The Frog's Tale" by Karin Gottshall, Cricket, October 2006. Answer the question below by clicking on the correct response. Question: Which of the following fairy tale motifs is most challenged by the poem? A.Spells are cast as a form of punishment. B.Princesses usually marry princes. C.Princesses often need rescuing by a hero. D.Happiness comes from wealth and royalty.

Click on each box and type in a number. Backspace to erase. Question: Identify the number of phonemes the following words contain. Knock Strict

Knock = 3, Strict = 6

Joshua walks the length of each of three trails on a hike. The first trail is 3.6 kilometers long. The second trail is 3.7 kilometers long. The third trail is 600 meters shorter than the sum of the lengths of the first two trails. Joshua walks at an average speed of 3 kilometers per hour over the course of the entire hike. How many minutes does it take Joshua to complete his hike?

280

Answer the question below by clicking on the correct response. Question: Students are studying various aspects of magnetism. Which of the following questions could upper-elementary students be able to answer experimentally with classroom resources? A.What would cause a compass to not point to the north? B.Why do all magnets have a north and south pole? C.Is navigation using a compass more accurate than using the Sun and stars? D.Why are magnets made of particular materials?

Answer the question below by clicking on the correct response. Question: Students completed a simulation examining the erosion of soil by water and made several conclusions. Which of the following student conclusions presents a misconception? A."Erosion is always harmful to the environment." B."Erosion involves the movement of material from one place to another." C."The slope of the land affects erosion." D."The amount of vegetation affects erosion."

Answer the question below by clicking on the correct response. Question: Which of the following describes a student-created model that best represents the movement of matter through an ecosystem? A. An interconnected web showing the movement of matter between plants, animals, decomposers, and the environment B. A pyramid model showing the relative biomass at each trophic level C. A linear model showing the movement of matter from plants to animals to decomposers to the environment D. A concept map diagramming how a plant uses water, soil, and decomposed materials to grow and reproduce

Answer the question below by clicking on the correct response. Question: While teaching a unit on light, a teacher asks her students to use pictures and words to explain how they can see the apple on her desk. One of her students draws a picture of the apple with arrows going away from it and toward the eyes drawn on a stick figure. The student explains that the apple glows and sends light to our eyes. What follow-up question would help the student overcome this misconception? A.If you turned off the lights, would you still be able to see the apple? B.How does the color of the apple affect the type of light it creates? C.Why does light travel in a straight line? D.How would your picture change if the apple was behind a window?

Mr. Shope has his students mix one cup of warm water, one tablespoon of borax powder, and one-fourth cup of glue. After a period of thorough mixing, the students are left with a puttylike substance commonly referred to as slime. The students spend some time determining the properties of their substance and recording their observations. Mr. Shope asks students to determine whether they created a mixture or a new substance and to support their claim with evidence from their observations. Answer the question below by clicking on the correct response. Question: Which student made the best use of evidence to support his or her claim? A. Alyssa, who wrote that they had created a new substance because the slime has properties that are different from the properties of the three ingredients B. Max, who wrote that they had created a mixture because all three ingredients were mixed together C. DeShawn, who wrote that they had created both a mixture and a new substance because they mixed the ingredients together and that by mixing them in water, they could not get the ingredients back again D. Alessandro, who wrote that they had created a mixture because the original ingredients could be brought back to their original form

Ms. Garrett has been working on verbal counting with her students. She wants them to be more aware of patterns in the way number names are typically constructed. Which of the following number names LEAST reflects the typical pattern in the way number names are constructed in the base ten system? A.Eleven B.Sixteen C.Twenty-five D.Ninety

Students pour a measured amount of water onto the higher end of a tray of soil that is tilted at a small angle. The lower end of the tray has a drain that will collect the water and any soil carried by the water. The students measure and record the amount of soil that washes off the tray. The students repeat the investigation several times, each time increasing the slope of the incline. Finally, the students compare the amount of soil washed down in each trial and find that the amount of soil increases as the tray is tipped up more. Answer the question below by clicking on the correct response. Question: Which of the following student statements indicates the most effective application of the data collected from manipulating the model to a real-world problem? A. Evelyn states, "Walls of a steep canyon have the potential to erode more and become wider over time because they are at a steeper angle than those with a gradual slope." B. Keith states, "Rocks in a river will become smooth over time because they tumble over each other. As they travel down the river, they will collect at the river's mouth." C. Steve states, "Rainfall on a steep roof will travel to the lowest point, toward the gutter, and drain away from the house." D. Anagha states, "In a rainstorm, the rocks on a steeper hill will prevent more soil from washing away when compared to a rock on a less steep hill."

The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king. Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. one day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a princeand wear a heavy crown,when I can wriggle in the mudLineso cool and thick and brown?(5)Why smooch with all the princessesand give them golden rings,or ride in pumpkin chariotsand buy a lot of things?A frog's life is far richer than(10)all that could ever be;for here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I havefor any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! "The Frog's Tale" by Karin Gottshall, Cricket, October 2006. Answer the question below by clicking on the correct response. Question: The teacher wants to use the fairy tale and poem to help develop students' ability to understand different uses of multiple-meaning words. Which of the following words present in both the fairy tale and the poem means something clearly different in each text? A.richer B.brown C.safe D.prince

When writing a story, a student spells the words "phone," "boat," and "click" as "fon," "bot," and "clik." Which of the following hypotheses about the student is supported by this pattern of errors? Select all that apply. A.The student believes that each sound is represented by only one letter. B.The student has confused some letter names with the sounds they represent. C.The student thinks that the position of a letter within a word does not affect the sound it makes.

Which of the following word problems can be represented by the equation 4 × n + 8 = 16 A. A set of 5 baskets holds a total of 16 apples. The first basket has 8 apples and the other baskets each hold an equal number of apples. How many apples are in each of the other baskets? B. There are 12 baskets, 8 of which are empty. There are 16 apples, with an equal number of apples in each of the other 4 baskets. How many apples are in each of the 4 baskets? C. There are 16 baskets, 8 of which are empty. Each of the other baskets contains 4 apples. How many apples are there in all? D. There are 8 baskets with 4 apples in each basket and 16 apples that are not in a basket. How many apples are there in all?

In the partitive model of division, the quotient is the size of each group. In the measurement model of division, the quotient is the number of groups. Which of the following problems illustrates the measurement model of division? Select all that apply. A.Joe is making chocolate fudge and the recipe calls for 3 & 1/4cups of sugar. Joe uses a 1/4 -cup measuring cup to measure the sugar. How many times does Joe need to fill the measuring cup to measure the sugar needed for the recipe? B.3 & 1/4 cups of soup fills 1/4 of a container. How many cups of soup will it take to fill the whole container? C.A trail is 3 & 1/4 miles long and trail markers are placed at 1414-mile intervals along the trail. How many trail markers are placed along the trail?

A & C

A teacher is evaluating the following student writing sample. I wuer mittns. I ware my hat I ware my glovs I were mi bots The writing sample contains evidence of which of the following? Select all that apply. A.The student understands that words are separated by spaces. B.The student understands that words move from left to right. C.The student understands that words are made up of specific sequences of letters.

A, B

Ms. Nero wants to introduce sentence frames that will help her students write stronger counterarguments in their persuasive essays. Which of the following sentence frames will be useful for the instructional purpose? Select all that apply. A.It might seem that _________. However, _____________. B.Some people think _________________. Despite this, ______________. C.In addition ________________________. Together with ____________.

A, B

A teacher is planning a lesson in which students will read and discuss the following passage. Because people are becoming better educated about how they can make a difference through a few simple steps, individuals and communities are making positive changes to the environment. Many groups are working to repair damage to ecosystems. Some of the ways they are doing this are by planting new trees, creating new wetlands, and building parks over closed landfills. This process is called habitat restoration. People are also polluting less. For example, cars now have special devices on their tailpipes. These devices reduce the harmful gases that escape into the air. Although they are still contributors to pollution, factories now release fewer chemicals, and they are not allowed to dump wastes into rivers and streams. Because they understand that adding chemicals to fields and lawns degrades the health of many habitats, many people now use natural ways to get rid of weeds and insects. Also, after gaining an understanding of how reusing products reduces our overall imprint on the environment, people are recycling paper, glass, metal, and plastic more often. And now that more people are recycling, less energy is being used to make new products, less coal is burned, and finally less pollution is added to the environment. Question: The first paragraph provides which of the following context clues to help students understand the meaning of "habitat restoration"? Select all that apply. A.A definition B.A contrast C.Examples

A, C

Amazing Sea Lions When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world. No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sea lion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but we can enjoy watching them! The teacher is planning to use the "No Scuba Tanks" section for a minilesson on how to determine word meaning through the use of context clues. The teacher begins by selecting words that may be unfamiliar to students and could be identified using context clues. Which three of the following words have context clues nearby that help clarify their meanings? A.hemoglobin B.protein C.metabolism D.digestion E.streamlined

A, C, E

Click on your choices. Question: Which three of the following word problems can be represented by a division equation that has an unknown quotient? A. Ms. Bronson works the same number of hours each day. After 8 days of work, she had worked 32 hours. How many hours does Ms. Bronson work each day? B. Mr. Kanagaki put tape around 6 windows before painting a room. He used 7 feet of tape for each window. How many feet of tape did he use? C. Micah used the same number of sheets of paper in each of 5 notebooks. He used 45 sheets of paper in all. How many sheets of paper did Micah use in each notebook? D. Each shelf in a school supply store has 8 packs of markers on it. Each pack has 12 markers in it. How many markers are on each shelf in the store? E. Trina gave each of 7 friends an equal number of beads to use to make a bracelet. She gave the friends a total of 63 beads. How many beads did she give to each friend?

A, C, E

To assess his students' ability to hear and represent phonemes, Mr. Lansdale dictates the following lines to them. I like to sit under the tree. I hope I win the prize. One student writes the following. I lik to sit udr the chre. I hop I wn the priz. Which three of the following words from the student's writing provide evidence that the student can identify each phoneme heard when the word is spoken? A."lik" for "like" B."udr" for "under" C."chre" for "tree" D."wn" for "win" E."priz" for "prize"

A, C, E

An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king. Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. one day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a princeand wear a heavy crown,when I can wriggle in the mudLineso cool and thick and brown?(5)Why smooch with all the princessesand give them golden rings,or ride in pumpkin chariotsand buy a lot of things?A frog's life is far richer than(10)all that could ever be;for here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I havefor any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! "The Frog's Tale" by Karin Gottshall, Cricket, October 2006. Click on your choices. Question: Below is one student's summary of the poem. In the poem, the frog is talking about how he'd rather be a frog in the mud than be a prince and have to wear a crown. He doesn't want to kiss the princess or ride in pumpkin chariots. The frog has more money than the prince does, so he's happier. He is in charge of the pond and the pond is his home, so that's where he wants to stay. Which three of the following describe strengths of the student summary? A.The speaker of the poem is identified. B.The allusion in line 7 is explained. C.The play on words in lines 9-10 is accurately interpreted. D.The figurative language in lines 15-16 is correctly interpreted. E.The organization of the summary is parallel to the structure of the poem.

A, D, E

Which three of the following words are phonetically regular? A.Beach B.Said C.Come D.Pine E.Stand

A, D, E

Mr. Finnegan is reading the following short story excerpt with his class. The excerpt is about a young boy who tries to steal an older woman's purse late at night. The woman, Mrs. Jones, fights back and drags the boy back to her house to clean him up and feed him. The excerpt takes place at the woman's small apartment. The woman was sitting on the day bed. After a while she said, "I were young once and I wanted things I could not get." There was another long pause. The boy's mouth opened. Then he frowned, not knowing he frowned. The woman said, "Um-hum! You thought I was going to say but, didn't you? You thought I was going to say, but I didn't snatch people's pocketbooks. Well, I wasn't going to say that." Pause. Silence. "I have done things, too, which I would not tell you, son—neither tell God, if He didn't already know. Everybody's got something in common. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable." In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse, which she left behind her on the day bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye if she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted now. Select the appropiate choice from each drop-down menu. Question: After reading the excerpt, Mr. Finnegan asks students to generate and classify discussion questions about it. Select the appropriate classification from the drop down menu that best describes the discussion question listed. Each question will have a different classification. A. Why does the boy sit on the far side of the room when Mrs. Jones goes behind the screen? select Answered directly in text. Answer requires guessing unsupported by text evidence. Answer requires inference based on evidence in text. B. What exactly did Mrs. Jones do when she was young and "wanted things" she "could not get"? C. Why does Mrs. Jones get up and leave the boy alone with her purse?

A,B,C

MsMiss. Reifschneider has her students observe a four-color pinwheel. She asks them to describe what they see, specifically which color is on the top, right, bottom, and left. She then holds up a sheet of cardboard in front of the pinwheel and asks the students to describe the pinwheel. One student says, "I can't see anything through the cardboard." Another student says, "I can't see the pinwheel, but I remember what it looked like and where the colors were on it." Answer the question below by clicking on the correct response. Question: MsMiss. Reifschneider is most likely introducing a unit on which of the following concepts? A.Animals use memories to guide their actions. B.Animals use light to guide their actions. C.Perception of color is important for survival. D.A perception is only remembered if it is used to make a decision.

A. Animals use memories to guide their actions.

A rectangular message board in Aleyah's dormitory room has a length of 30 inches and a perimeter of 108 inches. A rectangular bulletin board in the hallway outside Aleyah's room is twice as long and twice as wide as the message board. Which of the following statements about the bulletin board is true? A.The bulletin board has a width of 48 inches. B.The bulletin board has a length of 96 inches. C.The area of the bulletin board is twice the area of the message board. D.The perimeter of the bulletin board is four times the perimeter of the message board.

A. The bulletin board has a width of 48 inches.

Answer the question below by clicking on the correct response. Question: The following activity was intended to demonstrate that matter is conserved during a change of state. A student weighed an empty glass beaker and then filled it with water before weighing it again so that she could find the weight of the water. She then poured the water from the beaker into an ice-cube tray and placed it in a freezer. After the water had frozen, the ice cubes were removed from the tray and weighed. This was repeated five times. Each time the weight of the ice cubes was slightly less than the initial weight of the water. The student concluded that freezing the water reduced its mass. Which of the following procedure modifications would best remove the error that affected the student's data? A.Removing the water from the beaker and the ice cubes from the tray using a spatula B.Weighing the water after it is placed in the tray and the ice cubes before they are removed from the tray C.Repeating the experiment three times instead of five times D.Drying the beaker and ice-cube tray with a paper towel before water is added

A student is planning to make the following point in an informational speech about the influence of media on our lives. I recorded the percentage of time during a typical day that I spent watching television, reading magazines, and browsing the Internet. Then I figured out the percentage of time I spent doing everything else in the day that doesn't have to do with media. Here's an illustration of what I came up with to represent how I spend an entire day. Which of the following visual aids should the student use to accompany this point? A.A flowchart B.A pie chart C.A line graph D.A time line

Answer the question below by clicking on the correct response. Question: 1/3=3/9=6/18 1/4=4/16=3/12 Ms. White's students are working on generating equivalent fractions like the ones shown. She asks her students to write a set of instructions for how to generate equivalent fractions. One student writes, "You have to multiply the bottom and the top of the fraction by a number." Which of the following revisions most improves the student statement in terms of validity and generalizability? A.You have to multiply both denominator and numerator by the same number. B.You have to multiply both denominator and numerator by the same nonzero number. C.You have to multiply both denominator and numerator by the same whole number. D.You have to multiply both denominator and numerator by the same positive whole number.

Answer the question below by clicking on the correct response. Question: A student presents a project to the class describing the relationship between flowering plants and bees. The student concludes the presentation by stating, "Flowers have bright colors so they can trick bees into helping them reproduce." Which of the following responses by the teacher would best help the student develop a more accurate view of the relationship between bees and flowers? A.Have you considered the role of other animals in helping plants reproduce? B.Have you considered a benefit for bees when they help flowers reproduce? C.What benefits do humans receive from this bee-flowering plant relationship? D.Do flowering plants produce more pollen when bees are present?

Answer the question below by clicking on the correct response. Question: After experiencing the shade from the leafy branches of a large oak tree on the school playground, Ms. Jenkins' kindergartners work together to design and build a model structure that will reduce the warming effect of sunlight on an area. Which of the following sets of materials is most appropriate for kindergartners to successfully engage in and complete these tasks? A. A few sheets of blank paper and crayons B. A bag of materials such as craft sticks, construction paper, glue, tape, and clay C. A box with scrap wood, nails, roof shingles, hammers, staples, and staple guns D. A collection of pictures showing children playing under an umbrella on the beach and on a covered porch

Answer the question below by clicking on the correct response. Question: Lower-elementary students are asked to use small building blocks to create a model town on a hill along with a brick road leading to a river. The teacher then asks the students to build a bridge across the river by reusing blocks from the town and road. Next, the teacher has students explain how they made the bridge. Which of the following student responses lends the best evidence that students built the bridge according to the constraints laid out by the teacher? A."We used a sheet of construction paper to serve as the bridge." B."We made the road narrower and used those bricks so now you can get across the river." C."We used some leftover bricks to build a dam above the city." D."We made some buildings shorter and used those bricks so now the road is wider."

Answer the question below by clicking on the correct response. Question: Mr. Jones is teaching his class a unit on energy conversions between mechanical, electrical, and light energy. Which of the following demonstrations would best provide the class with an example of a process that converts one of these energy types into another of these types? A.Lifting a heavy box with a mechanical lever B.Opening and closing a switch in a circuit containing a battery and a lightbulb C.Producing sound by striking a drum with a stick D.Placing a closed container of cool water in a larger container of hot water

Answer the question below by clicking on the correct response. Question: Students in an upper elementary classroom are studying fossils. Which resource would best support the idea that fossils provide evidence that ecosystems can change over time? A.Actual samples of fern fossils found in a swamp B.Pictures of sea shell fossils found in a desert C.A map showing locations in a forest where scientists have discovered wooly mammoth fossils D.A chart listing the number of extinct shark teeth found at different shorelines around the world

Answer the question below by clicking on the correct response. Question: The students are looking at a profile of a local canyon wall. Sandy says, "I didn't realize this area was once an ocean." The teacher asks the other students to explain why they think Sandy may have come to this conclusion. Which student response indicates a lack of understanding about the evidence and geologic history? A."I can see a layer of rock with all kinds of shells in it." B."The layers of rock are in different colors in the shape of an ocean wave." C."Two of the layers are sand, with a layer of shells between them." D."The fossils we can see are from species that lived in the ocean."

In word problems that have a multiplicative comparison problem structure, two different sets are compared, and one of the sets consists of multiple copies of the other set. Which of the following best illustrates a word problem that has a multiplicative comparison problem structure? A.There are 4 shelves in Joaquin's bookcase, and there are 28 books on each shelf. How many books are in Joaquin's bookcase? B.Marcus drives 3 times as many miles to get to work as Hannah does. Hannah drives 16 miles to get to work. How many miles does Marcus drive to get to work? C.A football field is 360 feet long and 160 feet wide. A soccer field is 300 feet long and 150 feet wide. The area of the football field is how many square feet greater than the area of the soccer field? D.An ice cream parlor sells 29 different flavors of ice cream and 4 different types of cones. How many different combinations consisting of an ice cream flavor and a type of cone are available at the ice cream parlor?

Mr. Finnegan is reading the following short story excerpt with his class. The excerpt is about a young boy who tries to steal an older woman's purse late at night. The woman, Mrs. Jones, fights back and drags the boy back to her house to clean him up and feed him. The excerpt takes place at the woman's small apartment. The woman was sitting on the day bed. After a while she said, "I were young once and I wanted things I could not get." There was another long pause. The boy's mouth opened. Then he frowned, not knowing he frowned. The woman said, "Um-hum! You thought I was going to say but, didn't you? You thought I was going to say, but I didn't snatch people's pocketbooks. Well, I wasn't going to say that." Pause. Silence. "I have done things, too, which I would not tell you, son—neither tell God, if He didn't already know. Everybody's got something in common. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable." In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse, which she left behind her on the day bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye if she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted now. Mr. Finnegan recognizes that his students might be unfamiliar with the terms "gas plate" and "icebox." Which of the following sentences from the excerpt best provides a general context that could be helpful in understanding the meaning of the terms? A."'I have done things, too, which I would not tell you, son—neither tell God, if He didn't already know.'" B."'So you set down while I fix us something to eat.'" C."Mrs. Jones got up and went behind the screen." D."But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye if she wanted to."

Mr. Walters asked his students to order 89, 708, 37, and 93 from least to greatest, and to be ready to explain the process they used to order the numbers. One student, Brianna, ordered the numbers correctly, and when Mr. Walters asked her to explain her process, she said, "The numbers 89, 37, and 93 are less than 100, so they are all less than 708, since that is greater than 100. Also, 37 is the least because it comes before 50 and the other two numbers are close to 100. Then 89 is less than 90, but 93 is greater than 90." Which of the following best describes the strategy on which Brianna's explanation is based? A. A counting strategy B. A benchmarking strategy C. An estimation strategy D. A place-value strategy

Ms. Roderick asked her lunch helper in her kindergarten class to get one paper plate for each student in the class. Which of the following counting tasks assesses the same mathematical counting work as this task? A.Having students line up according to the number of the day of the month in which they were born B.Showing students 10 pencils and asking them to get enough erasers for all the pencils C.Showing students a row of 12 buttons and asking them to make a pile of 8 buttons D.Asking students to count the number of triangles printed on the classroom rug

Ms. Simeone is working with her first-grade students on writing two-digit numerals. She wants to use an activity to assess whether her students are attending to the left-to-right directionality of the number system. Which of the following activities is best aligned with Ms. Simeone's purpose? A.Asking students to read the numbers 20 through 29 B.Asking students to represent the numbers 35 and 53 using base-ten blocks C.Asking students how many tens and how many ones are in the number 33 D.Showing students 23 cubes and 32 cubes and asking them which quantity is greater

The following is an excerpt from a student's draft of a short story. Once opon a time it was Holloween and Mr. Brisson and some of his studints saw a honted house. Mr. Brisson got scared. Will said Don't be scared. You are a grownop you soodent be scared. They saw the gost of Abrham Licin and smaced the door closed. Mr. Brisson got even more scared. His teeth were caddering. Answer the question below by clicking on the correct response. Question: Based on the excerpt, the student would benefit from further instruction in which of the following areas of spelling? A.Consonant blends B.Consonant digraphs C.Common affixes D.Vowel, consonant, e (VCE)

The scenario in a word problem states that an office supply store sells pens in packages of 12 and pencils in packages of 20. Which of the following questions about the scenario involves finding a common multiple of 12 and 20 ? A.In one package each of pens and pencils, what is the ratio of pens to pencils? B.How many packages of pens and how many packages of pencils are needed to have the same number of pens as pencils? C.If the store sells 4 packages each of pens and pencils, what is the total number of pens and pencils sold in the packages altogether? D.How many gift sets can be made from one package each of pens and pencils if there are the same number of pens in each set, the same number of pencils in each set, and all the pens and pencils are used?

Which of the following lists contains words that can all be broken into distinct morphemes? A.People, water, gentle, pencils B.Unable, kids, playing, biggest C.Children, hope, happy, assertion D.Phone, believe, strengthen, ocean

Which of the following pairs of words contains identical onsets? A.Scrape/skirt B.Slip/slime C.Sand/stand D.Sting/sing

Mr. French's students are working on finding numbers less than 100 that are multiples of given one-digit numbers. When Mr. French asks them how they know when a number is a multiple of 6, one student, Crystal, says, "Even numbers are multiples of 6!" Mr. French wants to use two numbers to show Crystal that her description of multiples of 6 is incomplete and needs to be refined. Which of the following numbers are best for Mr. French to use for this purpose? Select two numbers. A.15 B.16 C.20 D.24 E.27 F.30

B & C

A grammatical error is present in which of the following sentences? Select all that apply. A.Do you know whose car this is? B.The cat lost it's toy mouse. C.Your the person I was talking about.

B, C

Mr. Russell is reading aloud a big book that has two lines of text per page. He is using a pointer to point to each word. Mr. Russell is reinforcing which of the following concepts of print as he reads aloud? Select all that apply. A.Concept of letter B.Directionality C.One-to-one matching

B, C

Which three of the following words contain a digraph? A.True B.Ship C.Bath D.Bread E.Fish

B, C, E

Mr. Finnegan is reading the following short story excerpt with his class. The excerpt is about a young boy who tries to steal an older woman's purse late at night. The woman, Mrs. Jones, fights back and drags the boy back to her house to clean him up and feed him. The excerpt takes place at the woman's small apartment. The woman was sitting on the day bed. After a while she said, "I were young once and I wanted things I could not get." There was another long pause. The boy's mouth opened. Then he frowned, not knowing he frowned. The woman said, "Um-hum! You thought I was going to say but, didn't you? You thought I was going to say, but I didn't snatch people's pocketbooks. Well, I wasn't going to say that." Pause. Silence. "I have done things, too, which I would not tell you, son—neither tell God, if He didn't already know. Everybody's got something in common. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable." In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse, which she left behind her on the day bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye if she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted now. Excerpt from "Thank You, M'am" from SHORT STORIES by Langston Hughes. Copyright © 1996 by Ramona Bass and Arnold Rampersad. Reprinted by permission of Hill and Wang, a division of Farrar, Straus, and Giroux, LLC. Click on your choices for Part A and Part B. Part A Which of the following pairs of adjectives best describes Mrs. Jones? A.Cynical, careless B.Empathetic, maternal C.Kind, vain D.Wistful, gullible Which two of the following pieces of evidence best support the correct answer to Part A? A."The woman said, 'Um-hum! You thought I was going to say but, didn't you?'" B."'Everybody's got something in common.'" C."'You might run that comb through your hair so you will look presentable.'" D."Mrs. Jones got up and went behind the screen." E."The woman did not watch the boy to see if he was going to run now, nor did she watch her purse, which she left behind her on the day bed."

B,B,C

Click on your choices. Question: Mr. French's students are working on finding numbers less than 100 that are multiples of given one-digit numbers. When Mr. French asks them how they know when a number is a multiple of 6, one student, Crystal, says, "Even numbers are multiples of 6!" Mr. French wants to use two numbers to show Crystal that her description of multiples of 6 is incomplete and needs to be refined. Which of the following numbers are best for Mr. French to use for this purpose? Select two numbers. A.15 B.16 C.20 D.24 E.27 F.30

B,C

A teacher has a student read the following sentence aloud. I like to go to the movies with my family. When reading the sentence, the student says, "I like to go to the moving with my family." In this case, the student is most likely relying on which of the following cuing systems while reading? Select all that apply. A.Syntactic B.Semantic C.Graphophonemic

A teacher is planning a lesson in which students will read and discuss the following passage. Because people are becoming better educated about how they can make a difference through a few simple steps, individuals and communities are making positive changes to the environment. Many groups are working to repair damage to ecosystems. Some of the ways they are doing this are by planting new trees, creating new wetlands, and building parks over closed landfills. This process is called habitat restoration. People are also polluting less. For example, cars now have special devices on their tailpipes. These devices reduce the harmful gases that escape into the air. Although they are still contributors to pollution, factories now release fewer chemicals, and they are not allowed to dump wastes into rivers and streams. Because they understand that adding chemicals to fields and lawns degrades the health of many habitats, many people now use natural ways to get rid of weeds and insects. Also, after gaining an understanding of how reusing products reduces our overall imprint on the environment, people are recycling paper, glass, metal, and plastic more often. And now that more people are recycling, less energy is being used to make new products, less coal is burned, and finally less pollution is added to the environment. Question: The passage primarily follows which of the following text structures? A.Sequential B.Descriptive C.Cause and effect D.Compare and contrast

Amazing Sea Lions When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world. No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sea lion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but we can enjoy watching them! During a conversation about the "No Masks or Flashlights" section, the teacher asks students, "Why can sea lions see in the dark better than humans can?" Which of the following student responses demonstrate an accurate reading of the text? Select all that apply. A.They have built-in face masks like the ones that scuba divers wear. B.Their eyes can make more photo cells when they're in the light. C.They have more cells that send pictures to the brain.

Answer the question below by clicking on the correct response. Question: A teacher shows students a short video of a ball being thrown vertically upward, momentarily coming to rest, and falling back down toward the ground. When asked about the force of gravity on the ball throughout its motion, a student says that gravity pulls down on the ball at all times except for when the ball stops briefly before reversing direction. Which of the following responses by the teacher will best help the student overcome the misconception about gravity? A. Showing the video again but in slow motion B. Posing a follow-up question: How does a parachute change the motion of a skydiver in free fall? C. Posing a follow-up question: If gravity is not pulling on the ball when it stops, why does it start to fall back down? D. Showing a video highlighting variations in gravity between Earth and the Moon and at different altitudes on Earth

Answer the question below by clicking on the correct response. Question: During a class discussion about stars, a student claims that the Sun is the largest and brightest star in the universe. Which of the following activities is most likely to help the student appropriately compare the Sun and other stars? A.Looking at posters of the day and night skies to compare the size and brightness of the Sun and other stars B.Researching how Earth's atmosphere affects the apparent size and brightness of the Sun and other stars C.Viewing a brightly lit sphere close up and then from farther away down a long hallway D.Shining a high-power flashlight and then shining a low-power flashlight onto the classroom wall

Answer the question below by clicking on the correct response. Question: Students are conducting an investigation on dissolving solids in a liquid. After mixing a spoonful of salt into a large container of water, a student says, "I can no longer see the salt in the water because the salt is gone." What can the teacher do to clarify this misconception? A. Add another teaspoon of salt to the water and stir. B. Show the students that other substances also can dissolve by mixing sugar and water together. C. Evaporate the water and show that the salt still remains. D. Give the students a magnifying glass and allow them to inspect the sample.

Answer the question below by clicking on the correct response. Question: To assess the students' mastery of providing explanations, the teacher of a third-grade class asks students to select a particular species that lives in groups and write an explanation of how a particular type of interaction within the group helps increase the likelihood that individuals will survive to grow and reproduce. Which student explanation best meets the objective? A."Whales live in pods. Whales migrate to warmer waters to survive." B."Bees live in colonies. Each bee has a specific duty to maintain the colony." C."Fish live in schools. By being one of a large number of fish, each individual has less chance of being eaten." D."Elephants travel in herds. The calves run slower and are surrounded by the older elephants."

Answer the question below by clicking on the correct response. Question: Upper-elementary students were asked to interpret the results of a study carried out by a team of paleontologists. The students were then asked to formulate a scientific explanation of the paleontologists' observations. In which of the following responses does the student best use the paleontologists' observations to support a claim about the history of Earth? A."The paleontologists first found a layer of plant fossils covered by many rock layers. On top of that were land fossils. Then there were more rock layers." B."The paleontologists found some patterns in the rocks. They first found land fossils and then they found plant fossils. Then they found marine fossils. This shows that the land was dry and then it had been covered by water." C."The paleontologists found a rock layer containing shells and fish below a rock layer containing fossils of land animals and plants. This shows that the land had been covered by water and later it was dry land." D."The paleontologists found marine fossils and plant fossils in the rock layers. This means the land was once covered by water and once it was dry."

Ms. Cook's class was discussing strategies to compare two fractions. One student, Levi, said, "When the top numbers are the same, you know that the one with the smaller number on bottom is bigger." Ms. Cook asked her students to explain why Levi's claim is true. After giving the class time to work, she asked another student, Maria, to present her explanation. Maria said, "It's just like Levi said. For 1/4 and 1/2, they both have ones on top, and 4 is greater than 2, so 1/4 is less, just like 1/4 of a pizza is less than 1/2 of a pizza." Which of the following statements best characterizes Maria's explanation? A.It clearly explains why Levi's claim is true. B.It clearly explains why the converse of Levi's claim is true, but it does not explain why his actual claim is true. C.It shows that Levi's claim is true for one example, but it does not establish why his claim is true in general. D.It assumes that Levi's claim is true, but it does not establish why his claim is true in general.

Ms. Duchamp asked her students to write explanations of how they found the answer to the problem 24×1524×15. One student, Sergio, wrote, "I did 24 times 10 and got 240, then I did 24 times 5 and that's the same as 12 times 10 or 120, and then I put together 240 and 120 and got 360." Ms. Duchamp noticed that four other students found the same answer to the problem but explained their strategies differently. Which of the following student explanations uses reasoning that is most mathematically similar to Sergio's reasoning? A. Since 24 is the same as 12 times 2 and 15 is the same as 5 times 3, I did 12 times 5 and got 60, then I did 2 times 3 and got 6, and 60 times 6 is 360. B. To get 24 times 5, I did 20 times 5 and 4 times 5, which is 120 altogether, and then I needed 3 of that, and 120 times 3 is 360. C. 15 times 20 is the same as 30 times 10, and that gave me 300, and then I did 15 times 4 to get 60, and 300 plus 60 is 360. D. 24 divided by 2 is 12, and 15 times 2 is 30, so 24 times 15 is the same as 12 times 30, and so my answer is 360.

Ms. Rodriguez is working with her kindergarten students to develop the skill of counting on. Which of the following tasks is best aligned with the goal of having students count on? A.The teacher gives each student a number book with a different number on each page. The students must count out and glue the same number of pictures to match the given number on each page. B.The teacher gives each student a 10-piece puzzle, disassembled with a single number written on each piece. The students must put the puzzle together with the numbers in order. C.The teacher gives each student a shuffled deck of 10 cards, each with a single number from 1 to 10. When the students draw a number card, they must count to 20, starting from the number on the card they drew. D.The teacher gives each student 8 blocks and a number cube, with the sides of the number cube numbered from 3 to 8. When the students roll the number cube, they must count out the same number of blocks as the number rolled and create a tower with that number of blocks.

MsMiss. Khouri holds a helium-filled balloon in one hand and a rubber ball in the other. She asks her fifth-grade students what will happen when she lets go of the objects. All of the students agree that the balloon will rise to the ceiling and the ball will fall to the ground. When MsMiss. Khouri asks why, one student responds that it is because the balloon is light and the ball is heavy. Answer the question below by clicking on the correct response. Question: Which of the following demonstrations would best challenge the student's misconception that only heavy objects fall to the ground? A. Tying the ball to the helium-filled balloon with a light string and releasing them together B. Simultaneously releasing the helium-filled balloon and throwing the ball up toward the ceiling C. Simultaneously releasing a helium-filled balloon and an identical, but uninflated, balloon D. Having the students use stopwatches to time how long it takes for the balloon to reach the ceiling and for the ball to reach the ground

One of Mr. Spilker's students, Vanessa, incorrectly answered the addition problem 457+138457+138 as represented in the work shown. 457 + 138 = 584 Mr. Spilker wants to give Vanessa another problem to check whether she misunderstands the standard addition algorithm or whether she simply made a careless error. Which of the following problems will be most useful for Mr. Spilker's purpose? A.784+214 B.555+134 C.394+182 D.871+225

Mr. Benner places a row of 5 cubes on a student's desk and asks the student, Chanel, how many cubes are on the desk. As Chanel points at the cubes one by one from left to right, she counts, saying, "One, two, three, four, five." Then she says, "There are five cubes!" Mr. Benner then asks Chanel to pick up the third cube in the row. As Chanel points at three cubes one by one from left to right, she counts, saying, "One, two, three." She stops, then picks up the three cubes, and gives them to Mr. Benner. Chanel has demonstrated evidence of understanding which two of the following mathematical ideas or skills? A.Using numerals to describe quantities B.Recognizing a small quantity by sight C.Counting out a particular quantity from a larger set D.Understanding that the last word count indicates the amount of objects in the set E.Understanding that ordinal numbers refer to the position of an object in an ordered set

C & D

A teacher is planning a lesson in which students will read and discuss the following passage. Because people are becoming better educated about how they can make a difference through a few simple steps, individuals and communities are making positive changes to the environment. Many groups are working to repair damage to ecosystems. Some of the ways they are doing this are by planting new trees, creating new wetlands, and building parks over closed landfills. This process is called habitat restoration. People are also polluting less. For example, cars now have special devices on their tailpipes. These devices reduce the harmful gases that escape into the air. Although they are still contributors to pollution, factories now release fewer chemicals, and they are not allowed to dump wastes into rivers and streams. Because they understand that adding chemicals to fields and lawns degrades the health of many habitats, many people now use natural ways to get rid of weeds and insects. Also, after gaining an understanding of how reusing products reduces our overall imprint on the environment, people are recycling paper, glass, metal, and plastic more often. And now that more people are recycling, less energy is being used to make new products, less coal is burned, and finally less pollution is added to the environment. To plan vocabulary instruction, the teacher analyzes the text to identify Tier 2 (general academic) words that would be important to target when discussing the text. The teacher will not include Tier 1 (basic, commonly used) or Tier 3 (discipline-specific) words in the discussion. Which three of the following words from the passage are most appropriately categorized as Tier 2 ? A.groups B.tailpipes C.reduce D.many E.natural F.imprint

C, E, F

Teacher: To what extent do the costs of deforestation outweigh the benefits? Erin? Erin: Well, I think, in my mind, people shouldn't cut down the trees in the rain forests. It might help us get things we need, like paper and wood, but the article said how animals are becoming extinct because they have no place to live. And I feel sorry for the animals, so really it's a bad idea. Teacher: Excellent. What do you think, Tim? Tim: We shouldn't cut down the rain forests. Teacher: OK. Doug? Doug: It's harmful for humans because we read that part about how the machines they use to cut down the trees create air pollution. Teacher: Right, the machinery contributes to carbon emissions. Excellent. Cane? Cane: But cars pollute the air, too. It's kind of the same thing. Plus, we need to get wood from somewhere, or else how can we make new buildings? Teacher: James? James: Well, I guess we can plant new trees to get more wood. But even if we plant new trees after we cut down parts of the rain forest, it takes forever for them to grow. So pretty much, the trees won't grow in time for other generations to use them. Kelly: Maybe people who cut down the trees are just thinking about what they need right now. But they aren't thinking about the future. . . like, the long-term effects. Click on your choices. Question: Which two of the following elements of discussion are evident in the transcript? A.The teacher poses a question with more than one correct answer. B.The students share responsibility for leading the discussion. C.The students take positions on the issue and explain their thinking to others. D.The teacher helps students identify connections between their own ideas and those of their peers. E.The students metacognitively evaluate the discussion process.

Correct Answer: A, C

A grocery store sells both green grapes and red grapes for a regular price of $2.89 per pound. Nelson buys 1.5 pounds of green grapes and 2.25 pounds of red grapes at the store on a day when the regular price is reduced by $0.75 per pound. Which of the following expressions represents the amount, in dollars, that Nelson will pay for the grapes? A. 1.5+2.25×2.89−0.75 B.(1.5+2.25)×2.89−0.75 C.1.5+2.25×(2.89−0.75) D.(1.5+2.25)×(2.89−0.75)

A student incorrectly answered the problem 305.74×100. The student's answer is represented in the work shown. 305.74 x 100 = 305.7400 Which of the following student work samples shows incorrect work that is most similar to the preceding work? A. 246.7 x 100 = 2,476 B. 13.05 x 100 = 13,500 C. 46.13 x 10 = 460.130 D. 94.03 x 10 = 94.030

Answer the question below by clicking on the correct response. Question: A teacher provides students with several rectangular samples of flexible materials, with the same length and width but varying thickness. The students are asked what causes the difference in stiffness among the materials. A student picks up a thin sample that is very flexible and a thick sample that is much stiffer. The student concludes that the thick sample must be made of a stiffer material since it is harder to bend. Which of the following sets of samples should the teacher provide to allow the student to determine that both the type of material and the thickness of the material can affect stiffness? A.Two samples of the same material of equal thickness B.Samples of the same material but of varying thickness C.Thick samples of one material that can be peeled in layers D.Samples of two different materials with two thicknesses each

Answer the question below by clicking on the correct response. Question: Groups of students in a second-grade class are each given a square sheet of aluminum foil and a basin of water. The groups are directed to manipulate the shape of the sheet of aluminum foil so that it floats in the basin of water, and to then manipulate the shape so that it sinks. Most of the groups begin making plans and testing various shapes, but one group is struggling to come up with a plan. Which of the following questions should the teacher ask to point the group toward a strategy to complete the assignment? A.How fast does aluminum foil absorb water? B.Why are we using aluminum foil rather than paper for this activity? C.Why are some boats made of wood while others are made of metal? D.Which is heavier, a hollow or a solid object of the same size and material?

Answer the question below by clicking on the correct response. Question: MsMiss. Pellegrino divides her class into four groups and gives each group a dozen bean seedlings to monitor for the semester. She asks each group to use the seedlings to investigate whether plants need sunlight to grow. Although she wants each group to develop its own procedure, she wants to prevent errors that will result in the collection of unusable data. Which of the following is a procedural error that MsMiss. Pellegrino should correct to prevent the collection of unusable data? A. Measuring plant height in inches instead of centimeters B. Not having a backup plan if all the students in the group are absent for one day C. Recording data on loose-leaf paper instead of in a bound laboratory notebook D. Measuring the final heights of the plants but not the initial heights

Answer the question below by clicking on the correct response. Question: Which of the following activities would best introduce students to a method of erosion control? A.Students form mounds of soil that vary in height. After pouring water on the mounds, they compare the amount of erosion in each sample. B.Students blow through a straw on a tray of sand. They blow with varying force and compare the amount of sand that is blown away after each test. C.Students pour a different amount of water onto each of three identical trays of soil set at various slope angles, graphing the relationship between the amount of runoff and the slope angle. D.Students are presented with two trays of soil set at a slight angle, one containing growing grass. The students pour water on both samples and compare the amounts of soil lost.

Answer the question below by clicking on the correct response. Question: An elementary school class has been learning about how animals can change the environment to meet their needs. After viewing a video of a beaver building a dam, the students are asked to explain how changing its environment helps the beaver to support its needs. Their explanation needs to be supported by evidence. Which explanation responds to the teacher's direction and is most likely to be supported by evidence from a video about beavers? A."When the dam is built, the flow of water in the river changes, and a lake is formed." B."Dams are good for beavers, and beavers that build dams are better off than beavers without dams." C."Beavers are very good swimmers and can stay underwater for long periods of time." D."Because the beaver lives in a lodge in the lake formed by the dam, it is protected from predators."

Answer the question below by clicking on the correct response. Question: Mr. Yu presents his class with a series of pictures of four different ecosystems: grassland, tundra, desert, and tropical rain forest. He instructs the students to count the number of different kinds of plants and animals they can find in the pictures of each ecosystem. The class data is placed on the board and discussed. Which concept does the activity most directly support? A.Different environments require different adaptations. B.Humans have affected many different natural habitats. C.Rainfall and temperature will affect species diversity. D.Different habitats support different levels of diversity.

In an outdoor class activity to investigate forces, students kicked soccer balls along thick grass, short grass, and smooth pavement. The teacher asked students to respond to the following statement. "Moving objects slow down and eventually stop because they have used up all the force from the initial push that started the motion." One student responded by saying, "I agree with this statement because the ball rolled after I kicked it. The force of my leg made the ball move. When that force was gone, the ball stopped rolling." Answer the question below by clicking on the correct response. Question: Based on the student's response, the teacher should focus on which of the following concepts to correct the student's misunderstanding? A.A force can change the direction in which an object is moving. B.A push or pull can cause an object to start moving. C.A heavier object can require a larger force to start it moving. D.An object will continue moving at a constant velocity unless a force is exerted on it.

Last Tuesday, a group of 5 researchers in a laboratory recorded observations during a 24-hour period. The day was broken into 5 non overlapping shifts of equal length, and each researcher recorded observations during one of the shifts. Which of the following best represents the amount of time each researcher spent recording observations last Tuesday? A. Between 4 and 4 & 1/4 hours B. Between 4 & 1/4 and 4 & 1/2 hours C. Between 4 & 1/2 and 4 & 3/4 hours D. Between 4 & 3/4 and 5 hours

Ms. Carter shows one of her students, Brandon, a set of cubes. She tells Brandon that there are 13 cubes in the set and asks him to take 1 cube away from the set. Ms. Carter then asks Brandon, "How many cubes do you think are in the set now?" Brandon quickly answers, "Twelve." Brandon has demonstrated evidence of understanding which of the following mathematical ideas or skills? A.Using numerals to describe quantities B.Counting with one-to-one correspondence C.Recognizing a small quantity without counting D.Knowing that each previous number name refers to a quantity which is one less

Ms. Fisher's students are working on identifying like terms in algebraic expressions. When Ms. Fisher asks them how they know when terms are like terms, one student, Coleman, says, "Like terms have to have the same variable in them." Ms. Fisher wants to use a pair of terms to show Coleman that his description of like terms is incomplete and needs to be refined. Which of the following pairs of terms is best for Ms. Fisher to use for this purpose? A. 9d and 5 B. 8xy and xy C. 5a4 and 2a4 D. 4h2 and 7h3

Ms. Shaughnessy is working with her class on measuring area using nonstandard units. While the students are finding the area of the surface of their desks using rectangular note cards, one student says, "I can just measure the long side of the desk with the long side of the card, then measure the short side of the desk with the short side of the card, and multiply them." Which of the following best describes the validity of the student's strategy? A.The strategy is not valid because the same unit must be used to measure each side of the desk. B.The strategy is valid only if the note cards are squares. C.The strategy is valid and the unit of measurement is square units. D.The strategy is valid and the unit of measurement is note cards.

Ms. White's students are investigating why some stars appear to be brighter than others in the night sky. They take observational notes about the apparent brightness of two different-sized flashlights shining from various distances onto a wall in the front of the room. After the investigation, Bobby states his conclusion that stars that appear brighter in the night sky must be larger than stars that appear dimmer. Answer the question below by clicking on the correct response. Question: Which activity will provide the best data for directing Bobby toward a more accurate conclusion? A. Repeating the investigation, aiming the flashlights at black construction paper taped to the wall B. Combining the observations made by all members of the class C. Repeating the investigation, measuring the diameter of the circles of light produced at various distances D. Repeating the investigation, using two flashlights of the same size

MsMiss. Keane had her students plant seeds in pots of soil. As the seeds began to sprout, the students cared for them in class and observed their growth. The plants were placed in two locations, some directly on a sunny windowsill and some across the room on a table out of direct sunlight. After a weeklong break, the returning students found that some of their plants were wilted and some were dead. MsMiss. Keane asked the students to suggest a way to investigate why some of the plants had died and others had not. Answer the question below by clicking on the correct response. Question: Which student plan will allow the students to collect data that can be used to determine why some of the plants died? Each plan includes collecting daily observations of the plants. A. Move all of the plants to the windowsill and water them the same amount each day. B. Move all of the plants to the dark and water half of them daily and half of them weekly. C. Examine the pots to determine whether the soil is dry and water each plant when the soil feels dry. D. Place new groups of plants in the original locations and water half of the plants in each group daily and water the other half weekly.

Students in two second-grade classrooms, both located on the east side of the school building, are learning about seeds and plants. The teachers in both classrooms have students place lima bean seeds into clear plastic bags and attach the bags to the classroom window so the students can watch the roots grow and the seeds germinate. Each day, the students record their observations and give their seeds a dropper of water. After two weeks, the lima beans in one classroom have all sprouted and grown into plants. The lima bean seeds in the other class have not all germinated and have not grown as quickly, and the teacher in that classroom asks the following question: "How would you explain why many of our seeds didn't grow as well as the seeds in the classroom next door did?" Answer the question below by clicking on the correct response. Question: Select the student response that best demonstrates understanding of the concepts involved in the activity. A."The plants did not grow because the seeds did not germinate." B."The plants did not grow as well because we did not give them enough water." C."The plants did not grow because there was no soil and without the soil they cannot live." D."The plants did not grow as well because the tree outside our classroom blocks a lot of our sunlight."

Which of the following sentences shows a comma being used after an introductory phrase? A.Buster is a strong, healthy dog. B.No, you should not buy that shirt. C.Anna wrote the winning paper, so she received the prize. D.During the recital, many children were restless.

The following is an excerpt of a transcript from a class discussion that took place after students read an informational text about deforestation. Teacher: To what extent do the costs of deforestation outweigh the benefits? Erin? Erin: Well, I think, in my mind, people shouldn't cut down the trees in the rain forests. It might help us get things we need, like paper and wood, but the article said how animals are becoming extinct because they have no place to live. And I feel sorry for the animals, so really it's a bad idea. Teacher: Excellent. What do you think, Tim? Tim: We shouldn't cut down the rain forests. Teacher: OK. Doug? Doug: It's harmful for humans because we read that part about how the machines they use to cut down the trees create air pollution. Teacher: Right, the machinery contributes to carbon emissions. Excellent. Cane? Cane: But cars pollute the air, too. It's kind of the same thing. Plus, we need to get wood from somewhere, or else how can we make new buildings? Teacher: James? James: Well, I guess we can plant new trees to get more wood. But even if we plant new trees after we cut down parts of the rain forest, it takes forever for them to grow. So pretty much, the trees won't grow in time for other generations to use them. Kelly: Maybe people who cut down the trees are just thinking about what they need right now. But they aren't thinking about the future. . . like, the long-term effects. Click on your choices. Question: Which three students make a connection to a peer's idea? A.Erin B.Tim C.Doug D.Cane E.James F.Kelly

D, E, F

Once opon a time it was Holloween and Mr. Brisson and some of his studints saw a honted house. Mr. Brisson got scared. Will said Don't be scared. You are a grownop you soodent be scared. They saw the gost of Abrham Licin and smaced the door closed. Mr. Brisson got even more scared. His teeth were caddering. Click on your choices. Question: The student's teacher wants to use the excerpt to demonstrate the narrative technique of "showing, not telling." Which two of the following sentences from the excerpt best demonstrate the technique? A.Once opon a time it was Holloween and Mr. Brisson and some of his studints saw a honted house. B.Mr. Brisson got scared. C.Will said Don't be scared. D.You are a grownop you soodent be scared. E.They saw the gost of Abrham Licin and smaced the door closed. F.Mr. Brisson got even more scared. G.His teeth were caddering.

Elementary Education: Content Knowledge for Teaching (7811; Subsets 7812, 7813, 7814, 7815)

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