OAE professional knowledge
A checklist would most likely be most useful and appropriate for achieving which of the following assessment goals in an elementary classroom? A. monitoring students' use of various reading skills and strategies as they read orally B. evaluating students' mastery of content covered during an instructional unit C. analyzing steps used by students to solve mathematical problems at various levels of complexity D. documenting students' overall level of academic effort and improvement over time
A.
A new elementary teacher is planning a lesson to introduce a new science concept to a class that includes English Language Learners with varying levels of English Language proficiency. The teacher can best help ensure that the lesson will be responsive to the needs of English Language Learners by including which of the following steps in the planning process? A. identifying ways for students to use various hands-on materials and actives to reinforce and apply the targeted concept B. developing several written practice exercises that reinforce the targeted concept for the English language learners to complete for homework C. reviewing content covered in fourth grade and fifth grade science textbooks that is relevant to the targeted concept D. asking the English language learners to identify strategies they believe will be most effective in helping them learn the targeted concept
A.
A student with multiple disabilities will be enrolling in an elementary school. In regard to education this student, school staff should be aware of their legal responsibility to: A. deliver instruction and services to the student in the least restrictive environment appropriate for meeting his or her needs B. incorporate into the student's school day ongoing opportunities to interact with similarly disabled peers or adults C. revise the students IEP each grading period in response to his or her own classroom performance D. provide the student with instruction that enables him or her to perform at grade level in the basic skill areas or reading and math
A.
A teacher can best promote students' intrinsic motivation to master content and skills by using evaluation practices that: A. acknowledge each student's improvement and progress in learning B. reinforce strong student performance through the provision of concrete rewards C. take into account each student's performance relative to that of peers in the classroom D. define individualized criteria for mastery based on students' prior performance
A.
A teacher is planning a long-term project that will require each student to research and report on a topic related to an upcoming unit of study. The teacher would like to use the project to enhance students' organizational and time-management skills. Which of the following teacher strategies would best help promote achievement of this goal? A. having students track their own progress on a teacher-developed chart that lists the tasks required for the project and indicates when each task should be complete B. giving students a clearly defined project deadline and being available to assist any students who need help in meeting the deadline as their work proceeds C. assigning pairs of students with different strengths and needs to monitor each other's work on the project and provide each other with regular feedback D. providing students with the rubric that will be used to evaluate their projects and prompting them to use the rubric to assess their work in progress on an ongoing basis
A.
A teacher is planning to present a new concept to a class of elementary students. Which of the following is the most important reason for the teacher to question the students periodically throughout the presentation? A. to evaluate the effectiveness of instruction B. to help students stay focused on the presentation C. to highlight the main points of the lesson D. to provide students with positive reinforcement for learning
A.
A teacher regularly utilizes peer tutoring in math. The teacher pairs students according to skill level and makes sure that each of the students has a turn in the role of tutor. Which of the following is likely to be the most important benefit of incorporating this type of peer support into instruction? A. increasing students' motivation to learn math content B. prompting students to evaluate their math performance in relation ti that of their classmates C. helping students develop efficient and effective study skills in math D. accelerating the pace at which students are able to master math content
A.
According to Erik Erikson's theory of psychosocial development, the elementary years are a crucial period for individuals to develop a sense of: A. competence B. autonomy C. identity D. trust
A.
An elementary classroom includes students with diverse cultural, linguistic, and socioeconomic backgrounds. The teacher can best provide a positive learning environment that promotes all students' ability to achieve their potential by emphasizing which of the following approaches? A. taking into account students' particular strengths, needs, and interests when planning and delivering instruction B. using strategies, such as posting grades or offering rewards for excellence, that facilitate students' ability to compare performance among individuals and groups C. giving students frequent opportunities to work in groups whose membership is based on common background factors D. emphasizing the use of student self-assessment and peer assessment over teacher assessment for evaluating student learning and academic progress
A.
An elementary teacher is considering alternative strategies for grouping students for an upcoming instructional activity. In deciding which of the grouping strategies to use, the teacher should place the greatest emphasis on determining which one is likely to be most effective in: A. providing appropriate challenge and support for all students B. allowing all students to complete the activity within the allotted time C. facilitating use of any supplemental resources that are available for the activity D. ensuring that students will be able to work with peer with whom they are most familiar and comfortable
A.
In a class that includes students with diverse backgrounds, strengths, and needs, the teacher gathers evaluative information obtained through written tests and quizzes. The teacher also gathers information informally by observing students during class activities and discussing instructional content with students. Which of the following is the most important benefit of the teacher's approach to evaluating student performance? A. it helps ensure an accurate assessment of students mastery of instructional content and skills B. it communicates to the students that their real-world performance is more important than performance in formal testing situations C. it increases students' sense of accountability for their own school achievement and progress D. It facilitates assessment of students' overall cognitive development as well as their knowledge of specific content
A.
Scaffolding is likely to be most effective in promoting student learning when: A. the teacher uses scaffolding techniques that are tailored to each student's specific needs B. students are able to play a role in determining which scaffolding techniques will be used C. the teacher explains to students how particular scaffolding techniques will be used before applying them D. students have has ample prior experience with the scaffolding techniques that will be used
A.
The teacher observes the students make errors or provide incorrect answers most frequently during the guided practice portion of the lesson. Which of the following is the most appropriate and effective strategy for the teacher to use in addressing these errors? A. using a related but simpler question or problem to help students discover the correct answer B. showing students where to find the correct answer in their textbook C. writing the correct answer to the question or problem on the board for students to copy D. encouraging students to make an educated guess at the correct answer
A.
Which of the following language arts activities would best promote the development of elementary students' higher-order thinking skills? A. examining the persuasive techniques used in advertisements for a popular soft drink B. surveying their peers about the character they most admire in a book the class has recently read C. responding to a set of comprehension questions after reading a magazine article D. following a checklist of steps for developing an oral presentation on a self-selected topic
A.
Which of the following steps would be the most helpful and appropriate for a teacher to take FIRST in planning differentiated instruction to help the students in a class achieve a particular learning goal? A. diagnosing the students' various levels of readiness and need in relation to the defined learning goal B. identifying a variety of texts and other resources related to the defined learning goal that are available within the school C. conducting an informal survey to determine current student attitudes regarding the defined learning goal D. creating heterogeneous groups of students who will work together on activities related to the defined learning goal
A.
Which of the following strategies is likely to be most effective in fostering prosocial behaviors in kindergarten students? A. modeling the desired behaviors for students consistently in the context of everyday classroom situations B. inviting the school counselor to discuss examples of the desired behaviors with students C. issuing frequent verbal reminders to students about using the desired behaviors D. creating a bulletin board or other classroom display illustrating the desired behaviors
A.
Which of the following teacher strategies is likely to be most effective in helping maximize time on task for a class of first graders? A. guiding students to learn use specific behaviors for making transitions between activities B. beginning each school day by reviewing with students the day's learning goals and activities C. sequencing lessons in a way that allows students to alternate between individual and group activities D. establishing a system in which different students are assigned to serve as class monitor each day
A.
A social studies teacher and the library media specialist are meeting for the first time to discuss an upcoming unit they will be teaching together. Which of the following should be the primary focus of this initial meeting? A. determining who will be the lead teacher in each lesson B. identifying student learning goals for the unit C. analyzing their individual teaching styles to identifying similarities D. generating a potential student activities for the unit
B
Federal law requires that schools honor which of the following requests by parents/guardians? A. to reassess their child's academic performance using a different standardized testing instrument B. to inspect and review their child's educational records C. to delete reference to disciplinary actions from their child's record upon transfer to another school D. to allow their children to attend a specific school within the district
B
A class includes a student with physical and cognitive disabilities that affect various aspects of the students functioning. In planning a small-group activity for the class, the teacher should consider which of the following questions FIRST in regard to the student? A. Does the student generally exhibit a preference for individual activities over group activities B. What steps can I take ti facilitate the students fullest possible participation in the activity? C. Which classmates would likely be most willing to include the student in their group during the activity? D. Are there alternative activities I can arrange for the student that would address the same instructional goal
B.
A first-grade teacher gives each student in a small group a ball of clay of approximately the same size. The teacher observes that after several students split their clay into two pieces, one student is unhappy, stating "they have a lot more clay" than he has. The teacher's observation most strongly suggests that this student: A. may be showing signs of possible developmental delay in the cognitive domain B. has not yet developed the concept of conservation of mass C. may be showing signs of a possible development delay in the social-emotional domain D. has not yet developed the concept of object permanence
B.
A second grade teacher is planning a science activity in which students will work in pairs to perform a simple experiment. The experiment involves multiple steps that must be performed in the correct sequence. The teacher can best communicate these steps to second grade students by using which of the following strategies? A. having each student copy the steps for the experiment from an overhead B. stating one or two steps if the experiment at a time and then assisting students in completing those steps C. asking the class to read the steps aloud before beginning the experiment D. posting a complete list of steps for the experiment on the board and directing students' attention to them from time to time
B.
A teacher is planning an introductory lesson for a new instructional unit. The teacher would like to use the lesson to promote students' interest in and motivation to learn the material in the upcoming unit. The teacher can best achieve this goal by developing an introductory lesson that: A. offers students a preview of key unit concepts and ideas B. arouses students' curiosity about unit content C. communicates high teacher expectations for student learning during the unit D. promises students opportunities for significant challenge as the unit proceeds
B.
A third grade teacher is beginning ,math lesson when the parent/guardian of a student who has been struggling in the teacher's class enters the classroom unexpectedly. The parent/guardian is upset and states that she wants to discuss her child's performance. Which of the following would be the teacher's most appropriate response in this situation? A. "perhaps you would like to make arrangements to observe your child's performance in class. Then we can meet to discuss your concerns in more detail" B. "I see that you're very concerned, but I cannot interrupt instruction to discuss this with you now. I will contact you to arrange a conference time that accommodates your schedule" C. "Let me assign students a seat work activity and I will be glad to meet with you. There is quiet corner at the back of the classroom where we can have our discussion" D. "I'm sorry, but visitors are not allowed in my classroom during instruction without making prior arrangements. Here is my schedule for the next month; please call to set up a formal conference time
B.
A third grade teacher plans to have students write book reports throughout the year. The teacher would like to have the students use self-assessment as part of the process of evaluating their book reports. Which of the following teacher actions would best support students in using effective self-assessment skills for their book reports? A. having the students use the teacher's evaluation of their book reports as a means of guiding their own self assessments B. helping the students identify specific criteria for evaluating a book report and apply those criteria in their self-assessments C. giving the students self-assessments written by students in previous years to use as models for their own self assessments D. providing class time for the students to write their self assessments as soon as possible after they finish each book report
B.
An early childhood teacher is beginning to create a professional developmental plan. Which of the following steps should be taken earliest in the planning process A. determining the documentation methods B. setting short and long term goals C. defining how progress will be measured D. identifying supporting resources
B.
An elementary teacher is considering using within-class ability grouping as part of an overall approach to reading instruction. The teacher can best reduce the potential negative effects of this grouping strategy by taking particular care to: A. establish instructional goals for each group that are aligned with students' past academic performance B. view groups as flexible and regroup students as appropriate to address specific learning needs C. engage groups in a number of non-instructional tasks to promote the development of a group identity D. assign neutral labels to groups and vary the order in which he or she works with on a daily basis
B.
An elementary teacher is planning a geography lesson to introduce students to the concept that the resources available in a region influence the size and distribution of the region's population. The teacher is likely to be most successful in prompting student understanding of the targeted concept by implementing a lesson that: A. prompts students to explore the specific cognitive skills they will be using in learning the concept B. relates the concept to familiar situations or to concepts the students have previously learned C. provides concrete reinforcement for students demonstrating significant effort to learn the concept D. allows students to take the lead in determining procedures to be used to learn the concept
B.
An elementary teacher observes that some students tend to talk to themselves softly during problem-solving activities. The teacher should be aware that this type of self-talk: A. suggests that a student is feeling a high level of anxiety about the learning task B. helps guide a students thinking about the learning task C. plays a key role in developing a students self-confidence in his or her ability to learn D. indicated that a student may have an undiagnosed learning disability
B.
During a lesson in an elementary classroom, a student asks a question that the teacher does not know how to answer. The teacher responds by saying, "What an interesting question! I'd really like to know that myself. Let's see what the computer can tell us." The teacher helps the class research the question on the internet and then leads an animated class discussion about the findings. Which of the following is likely to be the most important benefit of the teacher's actions? A. giving students an opportunity to explore instructional content from varied perspectives B. modeling for students intellectual curiosity and strategies for pursuing new learning C. promoting students' use of divergent thinking in relation academic content D. prompting students' self-reflection on their own understanding of lesson content
B.
During social studies units, a third grade teacher often introduces lessons about a particular U.S. president with a narrative that features that president at the central character. Such narratives typically include incidents from the president's childhood, examples of obstacles he had to overcome, and some of the successes and failures he experienced in his life. These narratives are likely to be effective in enhancing students' interest in learning about the presidents primarily because this approach: A. projects to students the teacher's enthusiasm for the content B. makes the content more concrete and personal for students C. conveys to students the value of the content to be learned D. directs students' attention to unusual aspects of the content
B.
Each day as students enter the classroom, they move their name tags from the main board to the "buying" or "bringing" lunch board. As students unpack their belongings, the teacher notes absences indicated by unmoved name tags as well as the lunch count for the day. Which of the following statements provides the best rationale for this procedure? A. giving each student a specific role in the operation of the classroom helps build a sense of community B. The effective use of routines saves a significant amount of time for instruction over the course of the school year C. Transition activities can promote students' learning even when they are not receiving formal instruction D. the implementation of standard classroom procedures minimizes unnecessary student questions and confusion
B.
In which of the following situations is a teacher using proximity as an intervention for student misbehavior? A. the teacher issues a warning about personal space to a student who has spread materials across several desks B. While reading an excerpt from the textbook aloud, the teacher walks to the back of the room to stand near two students who are passing notes C. the teacher asks a student who is talking during a peer during independent seat work to move to a different part of the classroom D. during a playground argument between two students, the teacher restrains the students to prevent them from hitting one another
B.
In which of the following situations is the teacher's strategy most likely to promote students' ability to regulate their own learning? A. A teacher shows third grade students how to use a log to record each book they read for recreation during a grading period B. a teacher helps each fourth-grade student identify weekly goals that target the student's specific academic needs C. A fifth-grade teacher uses the results of a regulatory administered interstate's inventories to select reading materials for the classroom library D. A sixth-grade teacher offers after-school review sessions before tests, but allows students to decide for themselves whether to participate
B.
One of the goals in an elementary school is to snore educational equity for all students. Teachers in the school can best help evaluate their own performance in this area by asking themselves whether they are: A. giving all students opportunities to provide input into curricular and instructional decision making B. supporting all students in meeting high standards of achievement C. using nontraditional assessments and flexible criteria to judge all students' performance and progress D. using similar instructional methods and materials with all students
B.
Students in a third grade classroom are studying habitats. The class has briefly discussed some of the issues related to the shrinking of rain forests around the world, and the teacher would like to help the students gain a deeper understanding of these issues. One strategy the teacher plans to use is to have students read and respond to recent magazine articles on these issues. In selecting articles for this activity, the teachers primary goal should be to select articles that: A. present information using various types of tables and graphs B. can be read and understood by students with different knowledge and skill levels C. are free from content that could be considered controversial D. include bibliographies of materials for students who wish to study the topic independently
B.
When constructing an end of unit test for students in an elementary classroom, it is most important for the teacher to ensure that the test questions: A. require students to use varied levels of thinking from recall to analysis in relation to unit content B. are aligned with the unit's defined instructional objectives C. reflect a range of difficulty levels from relatively easy to highly challenging D. prompt students to apply unit content in new ways
B.
While meeting with small reading groups in one corner of the classroom, a 2nd grade teacher sits against the wall in order to keep an eye on those students who are working together in centers or independently at their desks. The teacher visually scans the classroom from time to time and redirects students as needed. The most important benefit of this approach is that it: A. promotes students' recognition of their own responsibility for maintaining the overall momentum of instruction B. facilitates the teacher's ability to maintain students' on-task behavior in a complex learning environment C. promotes students' reflection on an evaluation of their own behavior and learning on an ongoing basis D. helps the teacher communicate to students that the classroom is safe and secure environment in which to learn
B.
While presenting a language arts lesson to the whole class, a third grade teacher notices a number of students whose attention seems to be drifting away from the lesson. Some are staring out the window and a few are drawing on the lesson handouts. Which of the following strategies is likely to be the teacher's best INITIAL response to this situation? A. allowing students to take a brief break to chat with one another before continuing with the lesson B. varying the instructional approach by incorporating a partner or small group activity into the lesson C. giving a short quiz addressing content that has been covered in the lesson so far D. assigning students an independent written activity related to the lesson topic
B.
A first-grade teacher notices that even though all the students in the class know their letters and numbers, a few students routinely reverse certain letters and numbers when writing them. In this situation, the teacher's most appropriate INITIAL course of action would be to: A. gather a sample of the students work and met with the special education teacher to determine whether the students should be formally evaluated B. provide the students with a variety of homework activities to help them learn how to orient letters and numbers correctly C. recognize this tendency as part of the normal range of development and continue to observe the students work for potential learning problems D. require the students to redo class activities and homework with the letters and numbers correctly oriented
C
A new elementary teacher has a goal of maintaining effective communication with parents/guardians about their children's learning. Which of the following is an important FIRST step in achieving this goal A. adopting a standard format for home-school communications B. arranging a visit to each student's home to meet family members C. determining each family's preferred mode of communication and times availability D. creating a conference schedule to send home with each student early in the school year
C
At the beginning of the school year, a third grade teacher tells students that they will be assigned a research project in the spring. Which of the following teacher comments about this assignment best communicates high expectations for student performance? A. "this project is a big research task, so you'll need to be sure to pay close attention in class and ask questions if you don't understand something" B. "To prepare yourselves for this research task, you must develop strong organizational and time management skills" C. "This project may seem like a lot now, but over the next few months we will work on the skills you will need for this research task, so you will be prepared and confident" D. "I know this may be the first time many have had to complete such an extensive research task, so let me know right away if you begin to fall behind
C
A kindergarten teacher observes that during many of the free-play activities, two students with disabilities are often excluded and left to play by themselves. The teacher wants to help all students interact more inclusively. Which of the following strategies would be most effective for achieving this goal? A. assigning partners each day with the direction that they participate together in all activities B. videotaping a typical day and then showing it to the class to discuss their exclusionary practices C. organizing a whole group game or activity during the beginning of each free-play time D. providing opportunities for small-group activities with a set goal such as finishing a puzzle
C.
A new teacher and the teacher's assigned mentor have decided that they will meet every other week. The new teacher can best help ensure that the meetings will be as productive as possible by using which of the following approaches? A. permitting the mentor to take the lead in identifying the topic(s) to be addressed in each meeting B. taking careful notes during each meeting and reviewing the notes when the meeting is over C. arriving at each meeting prepared to ask about specific issues or concerns that have arisen in the classroom D. reviewing current research and ideas in a particular aspect of education before each meeting occurs
C.
A second grade social studies teacher has students read several articles on recycling and the use of recycled materials. After reading the articles, students work in small groups to fill in a T-chart listing the pros and cons of recycling. This follow-up activity is likely to be particularly effective in helping students: A. recall important factual information included in the articles B. improve their ability to comprehend technical content included in the articles C. analyze the information resented in the articles D. evaluate strategies used in the articles to convey a specific point of view
C.
A small number of students in an elementary class have been identifies as academically gifted. Which of the following instructional adaptations would be the most appropriate for the teacher to make meet the needs of these students? A. establishing more rigorous criteria for grading the students on work assigned to the class B. using the students' self assessment of their work as the primary basis for evaluating their performance C. assisting the students in designing their own independent projects related to current unit topics D. giving the students additional assignments to complete when they finish work assigned to the class
C.
A teacher has scheduled individual conferences with students to discuss their performance on a recent writing assignment. During each conference, the teacher will comment on positive aspects of the student's writing and also point out particular errors or faulty strategies that the student used. Which of the following additional steps taken by the teacher during each conference would best promote students' learning and progress in writing? A. promoting the student to assess his or her own level of effort and motivation for the assignment B. having the student review and discuss an exemplary paper written by a classmate or other peer on a similar topic C. providing the student with specific suggestions for improving his or her work on the assignment D. offering the student an opportunity to agree with or refute particular aspects of the teacher's evaluation of his or her assignment
C.
A teacher who is planning instruction for a primary elementary class should assume that, in general, male and female students are likely to different most in regard to: A. the learning styles and modalities with which they are most comfortable B. the importance they place on connecting what they are learning to their own lives and needs C. their interest in perceptions about the relevance of particular topics D. their overall level of cognitive development and ability to apply cognitive skills.
C.
A third grade teacher is planning a language arts lesson to introduce students to fables. In an appropriately sequenced lesson, the teacher should begin with which of the following activities? A. providing students with a graphic organizer and helping them fill in information from selected fables B. having students work in pairs to rewrite the morals of several familiar fables C. reading students several fables aloud and pointing out the key features that define a fable D. assigning students to work in small groups to answer comprehension questions about selected fables
C.
An elementary teacher intends to involve students in a project that will require them to use information obtained from their own family members to write a family history. The goals of the project include helping students understand societal change over time and improving students' writing skills. While planning the project, the teacher realizes that some students in the class will have difficulty with the project because they do not live with their family or would have difficulty obtaining the required information for other reasons. The teacher can best show responsiveness to this type of student diversity by taking which of the following actions? A. making the project an optional, extra-credit activity for any students in the class who are interested in participating B. encouraging students who have no available family members to work with classmates who do so that all students can complete the project C. designing a different project for the class that achieves the same learning objectives while giving all students an equal opportunity to participate D. giving students who are unable to complete a family-based project the option of using library research for their projects instead
C.
An elementary teacher makes a practice of regularly displaying students' work in the classroom. The teacher displays work that represents progress as well as work that represents exemplary performance in one or more aspects of an assignment. Which of the following is likely to be the primary benefit of this practice? A. establishing a learning environment that is visually and cognitively stimulating to students B. providing students with a frame of reference for evaluating their own performance C. Creating an inviting environment in which students feel a sense of ownership and pride D. communicating to students the teacher's expectations for their learning an d achievement
C.
In selecting materials to be used for career development activities with elementary school students, it is most important to ensure that the materials: A. reflect students' interests and abilities B. cover a variety of emerging professions C. are free from gender bias stereotyping D. emphasize the importance of higher education
C.
Ms. Ingram teachers her four and five year old students games such as checkers and chess. According to Howard Gardner's theory of multiple intelligences, students who are most comfortable with these types of activities are likely to demonstrate particular strength in which of the following areas of intelligence? A. interpersonal B. verbal-linguistic C. visual-spatial D. interpersonal
C.
Students in a third grade class are studying volcanoes. The teacher wants to use technology to support students' understanding of the nature of volcanic activity. Which of the following strategies represents the most appropriate and effective use of technology for this purpose? A. arranging for students to use an online database of scientific journals to look for articles that describe volcanic activity B. demonstrating for students the types of results they are likely to get when using different internet search terms related to volcanoes C. bookmarking for students on classroom computers a few internet sites with streaming video of actual volcanic activity D. having individual students summarize for the class selected articles about volcanoes from an online science encyclopedia
C.
The increasing diversity in family structures, roles, and responsibilities is a societal trend that early childhood educators need to be aware of primarily in order to. A. establish effective classroom management strategies B. identify students in need of special education services C. work effectively with members of the school community D. apply for federal and state grants for supplemental curriculum materials
C.
Which of the following describes the most effective use of community resource to enhance student learning? A. a local restaurant owner provides refreshments for a special evening event featuring student projects B. college students help supervise a class during a field trip to a local museum C. a local veterinarian makes presentation about pet care and answers student questions D. students make decorations and perform seasonal songs for residents of a local senior center
C.
Which of the following teacher strategies would be most effective and efficient in determining elementary students' preferred and learning styles? A. having students fill out interest inventory and incorporating their areas of interest into instruction B. trying out different instructional approaches and formally evaluating students' learning after using each approach C. giving students meaningful choices in earning tasks and observing the selections they make D. engaging students in a variety of small group activities and changing the composition of the groups frequently
C.
A second-grade teacher often discusses upcoming unit topic and planned lesson activities with the school's art and music teachers and considers ways to integrate fine arts and content area instruction. Which of the following is likely to be the most important positive outcome of this approach: A. helping endure consistency in the instructional approaches used across subject areas B. enhancing the overall quality of the school work environment C. minimizing the potential for redundancy in curriculum goals and objectives D. promoting a climate of professional collaboration and mutual support
D
A second-grade teacher will be planning a lesson to introduce students to a science concept included in the state curriculum for second graders. The teacher can best help ensure an effective lesson by considering which of the following questions during the planning process? A. is the targeted science concept more or less complex than other science content the class has studied? B. To what extent do the science texts available to the class match to the state science curriculum? C. What has been the students' overall level of interest in science instruction during previous lessons? D. What is the extent of the students' prior knowledge related to the targeted science concept
D
A significant benefit of discovering learning is that it: A. enables students to receive immediate feedback regarding their own efforts and performance B. minimized the significance of student differences in cognitive development and level of academic achievement C. allows students to simultaneously pursue social-emotional and academic competencies D. prompts students to construct their own knowledge through direct interaction with objects and environments
D
In an open house meeting with parents/guardians early in the school year, it would be most helpful and appropriate for an elementary teacher to include information about the: A. students' current reading and math levels B. teacher's previous professional experience C. demographics of students in the class D. email or phone number for contacting the teacher
D
A kindergarten class includes a number of students who have little or no prior experience with books. the teacher uses various strategies to promote the students' understanding and appreciation of reading, including reading them stories aloud on a regular basis. In selecting stories to read aloud to these students, the teacher should place the greatest emphasis on identifying stories that: A. teach the students about letters, numbers, and other elements of the kindergarten curriculum B. will expose the students to new ideas and points of view C. include characters and plots likely to be familiar to the students from their experiences outside of school D. will be engaging and enjoyable for the students
D.
A kindergarten teacher can best apply the concept of developmentally appropriate practice by making which of the following a priority? A. minimizing the amount of structure and routine in students learning environment B. providing students with frequent opportunities to participate in cooperative learning activities C. focusing instruction on students social skills rather than on their academic skills D. designing a learning environment that supports the essential role of play in students learning
D.
A new elementary teacher wants to be sure that the instructional units presented to the class will be organized in a logical, coherent way. Which of the following practices would best help the teacher achieve this goal? A. defining a single primary learning goal for each unit B. using student feedback to modify each unit on an ongoing basis C. linking content taught during each unit to state or national standards D. planning each unit in its entirety before starting instruction on it
D.
A preschool teacher is beginning a new unit on insects and would like to plan an activity that will promote students' higher order thinking skills. Which of the following activities would be most effective for this purpose? A. placing a variety of stuffed insect toys and puppets in the dramatic play area B. writing a class play about insects and having the students act in out for family and friends C. cutting out geometric shapes and having students create their own insects D. providing a variety of realistic toy insects and having students sort them by similarities and differences
D.
A second grade teacher is ending a note to the parents/guardians of a usually well-behaved student who has cried and refused to comply with the teacher's requests three times in the last week. In composing this note, the teacher would be best advised: A. provide a detailed description of each incident that has occurred and the teacher's actions in response B. Request information about any family issues that may be causing the observed problems in class C. Ask the parents/guardians to discuss the incidents with the student and then inform the teacher of the outcome D. explain the situation briefly and incite the parents/guardians to meet to explore the problem and plan a solution
D.
An elementary teacher plans to give students a test that includes both multiple choice questions and essay questions. The class included a student with a learning disability that makes written expression very difficult for the student. The teacher can most appropriately adapt the unit test to meet the student's needs by using which of the following approaches? A. applying more lenient criteria to evaluate the student's performance on the essay portion of the test B. having the student answer additional multiple choice questions as an alternative to the essay questions C. giving the student as much time as required to complete the essay portion of the test D. allowing the student to provide oral responses to the essay questions that appear on the test
D.
An elementary teacher who wishes to create an inclusive learning environment shoaled pace the highest priority on addressing which of the following patterns observed in the classroom? A. male and female students often choose to participate in different kinds of activities and games B. students often show impatience with a classmate who fails to comply with established class rules C. some students consistently learn more quickly and perform better on assignments than others in the class D. Students tend to interact mainly with classmates from their own cultural or language background
D.
An upper elementary teacher regularly incorporates self-directed learning projects into instruction. Which of the following is likely to be the most important benefit of this approach? A. prompting students to develop strategies for monitoring their own learning process B. prompting students' acquisition of behaviors that are required in the world of work C. extending the amount of time students are able to focus their attention on a learning task D. enhancing students's ability to construct their own understanding of content
D.
At the beginning of the school year, a third grade teacher tells students that they will be keeping literature logs in which they will write about the books they read. Which of the following directions by the teacher would best help ensure that the logs foster students' thoughtful response to literature? A. "Include a brief summary of the plot to convey a sense of the tone and genre of the work" B. "After you have made an entry about a book, ask a classmate to read what you have written" C. "Try to vary the form or style of your writing so that your log entires don't all start sounding alike" D. "Focus on what you think or feel about a book and give reasons for your reactions"
D.
At the beginning of the school year, an elementary teacher learns that the class includes two students who have been diagnosed with attention deficit/hyperactivity disorder (ADHD). Which of the following teacher actions would be most effective in addressing the academic needs of these students? A. providing the two students with regular opportunities to engage in learning tasks likely to present them with minimal challenge B. organizing instruction in ways that keep students in the class focused on only one or two subject areas during each school day C. encouraging the two students to work together and support each other during paired and group learning activities D. creating spaces in the classroom where individual students can go and work with minimal distraction as needed
D.
During a six week mathematics unit, a teacher gives the class a quiz each Friday to assess students' understanding of the content that was covered that week. The students perform well on the Friday quiz for weeks 1 and 2, but then they score very poorly on the quiz for week 3. The teacher can best respond to the students poor performance by using which of the following approaches? A. creating a unit test that places greater weight on week 3 content than on other unit content B. reviewing week 3 content at the end of the unit when students have a stronger knowledge base C. agreeing to ignore results for the week 3 quiz if student performance improves on later unit quizzes D. reteaching week 3 content before moving on to the content planned for week 4 of the unit
D.
In which of the following situations would it be most appropriate for an elementary teacher to accelerate content area instruction for a small group of students? A. the students exhibit similar levels of task commitment and independence in their learning B. Observations of class discussions and activities reveal that the students have extensive background knowledge in the content area C. the students consistently exhibit a high level of motivation for learning D. results of formal and informal assessments show that the students have achieved most of the grade-level standards in the content ares
D.
Mr. Adams, a third grade teacher, has organized his class into four groups of six students to begin researching four different children's book authors. Each member of a group will be responsible for researching certain periods of their author's life, such as childhood. When each student is finished with his or her individual research, the group reconvenes and each member teachers the group what he or she has learned. Which of the following is the primary advantage of this instructional strategy? A. it fosters and encourages respect among classmates B. It saves time because a lot of information can be researched in a relatively short period C. it takes advantage of limited school resources D. It requires the input and participation of each group member which enabled students to learn from each other
D.
The second grade teachers in a school are planning their first cross curricular unit. The teachers have reviewed relevant content standards and identifies cooperating and sharing as the unifying theme for the unit. Which of the following would be the most appropriate and effective step for the teachers to take NEXT in the planning process? A. preparing an annotated list of instructional resources related to the theme of the unit that individual teachers can use to plan lessons B. assigning each teacher a specific responsibility for planning activities and assignments that support the theme of the unit C. creating a standard format for written lesson plans that reflects the targeted standards as well as the theme of the unit D. developing a planning web on which to note connections among specific ideas in each content area and the theme of the unit
D.
Which of the following activities would best help new elementary teachers expand their knowledge of instructional strategies and how to implement them effectively A. creating a professional portfolio with evidence of their teaching successes B. reviewing relevant sections of high-quality pedagogy textbooks on an as-needed basis C. asking students for feedback in selected units, lessons, or instructional activities D. observing instruction in the classrooms of highly qualifies and experiences colleagues
D.
Which of the following behaviors by an elementary teacher would be considered unethical? A. talking to the principal about the poor quality of a colleague's teaching without first talking to the colleague B. forming homogeneous groups based on student achievement for some reading and math activities C. using lesson plans found on education web sites without acknowledging or requisition permission from the authors D. discussing a student's home life and academic problems with other teachers in faculty lounge
D.
Which of the following factors is likely to have the greatest influence on the academic performance of a third grade student? A. the degree to which the student's teacher allows him or her to have choices in regard to learning goals and objectives B. the age at which the student was first enrolled in a preschool program and the nature of the program() he or she attended C. the extent to which the students has access to computers and other technological tools in the home and school environments D. the attitude and expectations expressed by significant adults in the students life in regard to his or her school achievement
D.
Which of the following situations best illustrates the use of metacognitive skills to facilitate learning? A. a student uses teacher feedback on the first draft of book reports and other written work to improve the quality of the final version B. a student who has strong interpersonal skills and enjoys working with peers often chooses to engage in collaborative activities C. A student who has difficulty in math often seeks assistance from higher-achieving classmate to complete challenging math assignments D. a student considers which of several reading strategies is most appropriate to use for each assigned reading task
D.
With regard to children's education, parents/guardians are required by law to: A. monitor the accuracy of their child's educational records B. share relevant information about their child's health and development with appropriate school staff C. participate in decisions related to their child's educational program D. ensure that their child meets the state's minimum requirement for schools attendance
D.