Texas TExES PPR exam

Domains and Competencies

*1: Designing instruction and assessment to promote student learning 2: Creating a positive, productive classroom environment *3: implementing effective, responsive instruction and assessment 4: fulfilling professional roles and responsibilities

Just know for 75 and 76, Mr. Tige makes a whole fancy chart with each station. Reading has 5 spots open, writing has 4, computers has 3, art had 2, science has 3, math has 5, and drama has 4. Q75. By incorporating the chart, Mr. Tige demonstrates his ability to provide students with A. routines that are age appropriate for them B. schedules that balance their desk work with hands-on activities C. activities that promote their conflict-resolution skills D. strategies to promote student ownership Domain 2; Comp. 6

A. routines that are age appropriate for them

FAPE (Free Appropriate Public Education)

The Section 504 regulation requires a school district to provide educ to each qualified person with a disability who is in the school district's jurisdiction, regardless of severity of disability. must be in least restrictive environment

Instruction Strategies:

-choice -Voice: can give freedom -flexibility -collaboration -high expectations at any grade level

Instructional Moves:

-different small group types: 1. guided: any subject (small group setting) 2. flexible: pulling kids that need help with a specific skill (missed a step in their learning) 3. intervention: kids that are below a grade level (end up 504s and SPED)

SPED:

-goals, progress, and BIP (behavior intervention plan) -general ed does not need a BIP -discussed with parents, teachers, and administration and agreed upon during a meeting -any change is always agreed upon with everyone

Q40. A high school mathematic class completes a unit on graphing. The most effective way for the teacher to integrate technology into a culminating activity on the unit is to have students A. use a word-processing program to compare different types of graphs studied in the unit B. create captions for a selection of graphs downloaded from the Internet C. use a spreadsheet program to graph the data obtained from the unit D. create an online blog that discusses the result of the unit data Domain 3; Comp. 9

C. use a spreadsheet program to graph the data obtained from the unit

Q68. A high school English teacher has several ELLs in the class who are at the beginning level of language proficiency. To most appropriately accommodate instruction for the ELLs when teaching a lesson about verb tense, the teacher should A. provide examples of complex sentence B. find grammatical errors and provide appropriate corrections C. write example of present activity-based sentences D. provide practices with subject-verb agreement both in writing and verbally Domain 3; Comp. 8

C. write example of present activity-based sentences

Domain 1: Designing instruction and assessment to promote student learning PPR EC-12: 1 34% of exam

Competencies: 1. The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivate students and are responsive to their developmental characteristics and needs.

Learning theories:

-Operant conditioning: rewards and punishments for behavior (Pavlov's Dogs) -Interdisciplinary learning: combines the curriculum objective and methods from more than one disciples focusing -constructivist: people construct own knowledge by experiencing things -gestalt: look at whole picture; law of simplicity

Types of tests/exams

-Norm-referenced: compared yearly (kids same age) -performance-based : skills and knowledge (STAAR, these are raw scores) -Criterion-referenced: Advanced Placement (AP exams/ ACT/ SAT) -Baseline: used to describe where kids are throughout a year (benchmark)

Bloom's Taxonomy of Cognitive Development (2): *remember the vocabulary*

1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

5 components of reading:

1. Phonemic awareness: sound of letters 2. Phonic: knowing the letters (sounds and visuals) 3. Vocabulary 4. Fluency: rate at which you read (3 pieces: 1. expression; 2. rate; 3. accuracy) 5. comprehension: understand what I'm reading

Domain 3: implementing effective, responsive instruction and assessment PPR EC-12: 1 and 3 Tech. Applications: 1-6 33% of exam

10. The teacher monitors student performance and achievement; provides students with timely, high-quality feedback; and responds flexibly to promote learning for all students.

Domain 4: fulfilling professional roles and responsibilities PPR EC-12: 4 20% of exam

11. The teacher understands the importance of family involvement in children's education and knows how to interact and communicate effectively with families.

Domain 4: fulfilling professional roles and responsibilities PPR EC-12: 4 20% of exam

12. The teacher enhances professional knowledge and skills by effectively interacting with other members of the educational community and participating in various types of professional activities.

Domain 4: fulfilling professional roles and responsibilities PPR EC-12: 4 20% of exam

13. The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of education in Texas.

Family Education Rights and Privacy Act (FERPA)

1974, gives students and parents access to school records and limits others access to those records.

Domain 1: Designing instruction and assessment to promote student learning PPR EC-12: 1 34% of exam

2. The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students' learning.

Domain 1: Designing instruction and assessment to promote student learning PPR EC-12: 1 34% of exam

3. The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives.

TELPAS (Texas English Language Proficiency Assessment System):

4 parts: 1. listening 2. speaking 3. reading 4. writing Beginning: basic/choppy Intermediate: informal Advanced: informal and formal with help Advanced-high: informal and formal at mastery level -Informal: conversation -formal: academically

Domain 1: Designing instruction and assessment to promote student learning PPR EC-12: 1 34% of exam

4. The teacher understands learning processes and factors that impact student learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments.

Domain 2: Creating a positive, productive classroom environment PPR EC-12: 2 13% of exam

5. The teacher knows how to establish a classroom climate that fosters learning, equity and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive.

Domain 2: Creating a positive, productive classroom environment PPR EC-12: 2 13% of exam

6. The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior.

Domain 3: implementing effective, responsive instruction and assessment PPR EC-12: 1 and 3 Tech. Applications: 1-6 33% of exam

7. The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts.

Domain 3: implementing effective, responsive instruction and assessment PPR EC-12: 1 and 3 Tech. Applications: 1-6 33% of exam

8. The teacher provides appropriate instruction that actively engages students in the learning process.

Domain 3: implementing effective, responsive instruction and assessment PPR EC-12: 1 and 3 Tech. Applications: 1-6 33% of exam

9. The teacher incorporates the effective use of technology to plan, organize, deliver and evaluate instruction for all students.

Q85. An 8th grade history teacher wants students to use technology effectively to present a project on an important historical figure from the Revolutionary War. Which of the following is the best use of current technology for the purpose? A. Creating a visual presentation with multimedia software including an internet lint to create a video on the person's contribution to the war B. Developing an outline of the person's contribution to the war using spreadsheet software and related pictures C. Making a audio recording of text highlighting the person's contribution to the war D. incorporating into an oral presentation a twenty-minute recording from a recent television documentary on the person's contribution to the war Domain 3; Comp. 9

A. Creating a visual presentation with multimedia software including an internet lint to create a video on the person's contribution to the war

Q82. A science class with several intermediate-level ELLs is participating in a vocabulary activity prior to a science experiment. The teacher names, labels, and models the use of each piece of equipment needed to complete the experiment. The teacher is primarily including which of the following linguistic accommodations in the instruction? A. Incorporating visuals B. Using concepts mapping C. Clarifying abstract terms D. Accessing prior knowledge Domain 1; Comp. 4

A. Incorporating visuals

Q84. Which of the following attendance-taking methods most effectively maximizes instructional time? A. Posting a short warm-up assignment while silently recording attendance B. Having students raise their hands and say "present" as their names are called C. Assigning a trust worthy student to take attendance while the teacher begins instruction D. completing direct instruction for the day before taking attendance Domain 2; Comp. 6

A. Posting a short warm-up assignment while silently recording attendance

Q39. A middle school class is working in groups to complete a science project. The teacher is approaching by members of one group who complain that a group member is not participating. To help this group, the teacher facilitates a structured discussion whereby the group member are asked to express their concerns and offer solutions for the concerns raised. In the scenario, which of the following teacher strategies does the teacher apply to help students work through the conflict? A. Providing an opportunity for self-expression by each group member B. Identifying the antagonistic person within the group C. Reframing the situation to provide a more positive viewpoint D. Encouraging leadership from more socially developed students Domain 2; Comp. 6

A. Providing an opportunity for self-expression by each group member

Q14. A kindergarten teacher is beginning a new unit on rocks. As an introduction to the unit, which of the following instructional strategies best facilitates students' learning through active play? A. Providing students with a variety of rocks for sensory discovery and then discussing their findings B. Reading a book to students about rocks and discussing students' prior knowledge about rocks C. Presenting a short puppet show to the students in which the puppets talk about the different between sedimentary and metamorphic rocks D. Showing student a poster of various types of rocks and then discussing the poster with the class Domain 3; Comp. 8

A. Providing students with a variety of rocks for sensory discovery and then discussing their findings

Q7. Ms. Stein and Mr. Regan team teach. Ms. Stein has been out on extended medical leave, an a substitute has been filling in for her. Parents have become concerned about the length of time the students have been taught by the substitute. To best respond to the parents' concerns, Mr. Regan should A. Reassure parents that the students are continuing to revive high-quality instruction. B. Explain to parents that the staff as a whole is healthy and that they can provide support to the substitute together. C. Convey to parents and students the nature of Ms. Stein's medical condition D. Ask the principal to write a letter to parents clarifying Ms. Stein's condition and specific leave details Domain 4; Comp. 13

A. Reassure parents that the students are continuing to revive high-quality instruction.

Below is an assignment timeline given to high school students for completing a research project. Day 1: assignment explanation; topic exploration Day 2-6: topic selection; topic research; bibliography development Day 7-12: Bibliography completion; rough-draft development Day 13: peer editing of rough draft Day 14-15: Final-draft development Day 16: Submission of research paper post-project report Post report: Write and submit by the end of the period a 1 page follow-up report answering the following questions. 1. What about the project challenged you most? 2. What was the most interesting part of the project? 3. If you had to do another similar project, what would you do differently? Q59. The primary purpose of the postroject report is for students to develop which of the following skills? A. Reflections B. Elaboration C. Composing D. Applying Domain 1; Comp. 1

A. Reflections

Q29. Mr. Larson is an 11th grade English teacher who class includes students at various levels of English-language proficiency. Before teaching new vocabulary, Mr. Larson gives students as survey in which they evaluate their current level of understanding of a list of content-based vocabulary. For each word, they must decide if they lack familiarity with it, understand it, or are able to explain it to others. The primary benefit of this method of instruction is that it encourages the stunted to A. assess their own knowledge B. create mental analogies C. use decision-making skills D. employ nonverbal cues Domain 1; Comp. 4

A. assess their own knowledge

Ms. Knight has her fourth-grade students research a Texas revolutionary hero and create a multimedia presentation about the hero's life. Before the students begin their research, Ms. Knight shows the students a grading rubric detailing the criteria she will us to assess the project. Q12. Using a rubric to assess the multimedia presentation is most beneficial to students because it A. describes the quality of student work that is expected B. organizes the materials needed to prepare for the presentation C. encourages a subjective evaluation of the students' work D. gives the students a choice of the grade they want to earn Domain 3; Comp. 10

A. describes the quality of student work that is expected

put in the conversation 23-25 Q23. in the conversation, Mr. Canales best demonstrates an understanding of the importance of developing rapport with parents by doing which of the following? A. discussing Collin's personal activities and individual contributions to the class B. answering Ms. Williams' questions with language formally used in the educational field C. Refraining from discussing specific educational weaknesses in Collin's reading D. Suggesting outside tutoring for Collin to be more successful in reading Domain 4; Comp. 11

A. discussing Collin's personal activities and individual contributions to the class

Ms. James develops a chart for students to complete as they use spreadsheet software to track the success of their stocks. The following is an excerpt from a chart made by one of the students in the class: *1.Am I able to locate my stocks by their ticker symbol to update my spreadsheet daily?* I can locate and read the ticker information using newspapers and web sites. *2.Can I use the spreadsheet to create graphs that clearly indicate the condition of my stocks?* I can tell when the stocks are going up and down, but I don't understand how to put the formulas in the spreadsheet so that I can create the graphs. *3.Can I find research to determine what is causing the price of my stocks to change?* Yes, I can. One of my stocks in a film company is going up a lot, and it's because they have a new movie coming out this week. Q50. Ms. James can best address Pierre's difficulty by A. dividing the graphing tasks into a set of smaller steps that Pierre can use a guide B. giving Pierre an exemplar graph that he can use as a guide when creating his own graph C. providing Pierre with a complete template that includes the data for the graph D. having Pierre create his graphs by hand rather than use the spreadsheet program Domain 3; Comp. 7

A. dividing the graphing tasks into a set of smaller steps that Pierre can use a guide

Q35. An elementary teacher has a student, Patty, with a behavioral intervention plan (BIP). After reviewing Patty's BIP the teacher wants to communicate effectively with Patty's parents about her classroom behavior. To best foster effective communication with Patty's parents, the teacher should A. inform them daily of Patty's behavior and include positive remarks about her behavior B. establish a behavior calendar that Patty takes home daily to inform her parents when she has not followed a classroom procedure C. met with them to discuss Patty's BIP and recommend changes to the BIP after getting her parent's input D. send home a copy of classroom behavioral expectations and procedures Domain 4; Comp. 11

A. inform them daily of Patty's behavior and include positive remarks about her behavior

Q9. At the beginning of the school year, an elementary school teacher wants to establish clear school procedures. To best achieve the goal, the teacher should have students A. practice the school procedures B. create a personal copy of the school procedures C. memorize the school procedures D. write about the importance of school procedures Domain 2; Comp. 6

A. practice the school procedures

Q67. Ms. Ishikawa assigns students to work in groups to complete discussion questions from a chapter that they have read for homework. She provides each group with a timer and gives the following ground rules. 1. all group members must contribute at least two time 2. limit the number of times that you participate to no more than four times 3. limit the length of each contribution by setting the timer and stopping when it rings. Ms. Ishikawa's primary purpose for establishing these ground rules is to A. promote appropriate and active engagement from all students B. encourage exploration and risk taking among all students C. prompt students to explore ideas from different perspectives D. develop peer evaluation techniques for students Domain 2; Comp. 6

A. promote appropriate and active engagement from all students

Q90. A teacher plans for students to work in small groups. To best foster collaborative skills during group decision making, the teacher should A. provide each student with a checklist of questions to ask that will promote collaboration B. assign a group leader to delegate a different collaborative role to each member C. determine the amount of times each student must participate in the collaboration D. select a group leader to ensure that each group member collaborates effectively Domain 2; Comp. 6

A. provide each student with a checklist of questions to ask that will promote collaboration

Mr. Tige is required to use learning centers as part of the curriculum in his prekindergarten class. Many of his students have had limited experience in a literacy-rich academic setting. In order to best meet the developmental needs of all his students, Mr. Tige makes the following list of important components to incorporate in the learning centers. 1. including a variety of appropriate materials 2. creating visuals that indicate where materials should be placed 3. allowing students free choice of centers 4. making explicit connections to current thematic units 5. ensuring that the centers are all separate, distinct spaces 6. making the centers warm, inviting places for students Q73. The primary purpose of component 4 is to A. provide students with meaningful interaction with the content B. respond to the preferences and interests students show during direct instruction C. ensure that students have a variety of sensory and authentic learning experiences D. integrate appropriate learning experiences for students to explore Domain 1; Comp. 3

A. provide students with meaningful interaction with the content

Below is an assignment timeline given to high school students for completing a research project. Day 1: assignment explanation; topic exploration Day 2-6: topic selection; topic research; bibliography development Day 7-12: Bibliography completion; rough-draft development Day 13: peer editing of rough draft Day 14-15: Final-draft development Day 16: Submission of research paper post-project report Post report: Write and submit by the end of the period a 1 page follow-up report answering the following questions. 1. What about the project challenged you most? 2. What was the most interesting part of the project? 3. If you had to do another similar project, what would you do differently? Q58. The assignment timeline is designed to best help students understand the A. steps in the research process B. reasons for citing sources C. importance of a rough draft D. methods of selecting a topic Domain 1; Comp.4

A. steps in the research process

Q64. Ms. Reyes needs to discuss concerns about a student's behavior with the student's parents. It will be the teacher's first interaction with the parents. The most appropriate and effective mode of communication with the parents would be for the teacher to A.discuss the behavior with the parents via a phone call B. invite administrators and the parents to conference C. send a detailed letter of concerns to the parents D. request that the counselor and the parents discuss issues Domain 4; Comp. 11

A.discuss the behavior with the parents via a phone call

Standard 5 (Technology Applications)

All teacher practice and promote safe, responsible, legal, and ethical behavior while using technology tools and resources.

Standard 3 (Technology Applications)

All teachers acquire, analyze, and manage content from digital resources.

Standard 2 (Technology Applications)

All teachers collaborate and communicate both locally and globally using digital tools and resources to reinforce and promote learning.

Standard 6 (Technology Applications)

All teachers demonstrate a through understand of technology concepts, systems, and operations.

Standard 4 (Technology Applications)

All teachers make informed decisions by applying critical-thinking and problem solving skills.

Standard 1 (Technology Applications)

All teachers use and promote creative thinking and innovative processes to constrict knowledge, generate new ideas, and create products.

Q25. The most appropriate response from Mr. Canales to Ms. William's final question about tutoring is for him to make which of the following statements? A. "Collin can tell you who else needs assistance during reading, and the office staff can give you their contact information." B. "If you give me the tutor's information, I can share it with parents who express interest in tutoring as I conference with them" C. "The child of the next parents I am meeting with may be interested, so you can stay to share the tutor's information with them." D. "Collin is receiving all the help he needs to advance his reading skills in my class, so you will not require the tutor's information." Domain 4; Comp. 13

B. "If you give me the tutor's information, I can share it with parents who express interest in tutoring as I conference with them"

Q27. A high school teacher's goal is to scaffold reading of nonfiction texts for ELL who are at the beginning level of English-language proficiency in reading. To best achieve the goal, the teacher should provide which of the following scaffolds for the students? A. Blank graphic organizers to categorize ideas when reading B. Adapted texts that will reduce the amount of reading C. Sentence stems for note-taking and summarizing after reading D. Glossaries that list key items found in the reading text Domain 1; Comp. 4

B. Adapted texts that will reduce the amount of reading

Q81. A high school literature class is doing a group research project. Each group will read a folktale, based on the Cinderella theme, and research the customs and culture of the country from which the folktale was taken. The primary benefit of the lesson is to develop the students' ability to A. participate in self-reflections B. Consider multiple viewpoints C. Practice multiple learning styles D. Understand the importance of self-motivation Domain 1; Comp. 3

B. Consider multiple viewpoints

Q53. Which of the following is allowed according to the national guidelines established for fair use? A. Copying an entire book, but only if the copies are shredded immediately after the reading unit has been completed B. Copying only a small portion of the book needed for teaching a concept C. Reproducing an entire book, but only after obtaining permission from the school principal D. Reproducing an individual chapter from a book and keeping the copies for students to use in future years. Domain 4; Comp. 13

B. Copying only a small portion of the book needed for teaching a concept

Ms. James, a high school economics teacher, registers her students in an online stock market game for an upcoming class project. Students are given a hypothetical $100,000 to invest and track over time using an online portfolio. During the project, students will work independently and address both content and technology objectives. One of the challenges Ms. James anticipates during the unit is that many of her students have a limited understanding of the stock market and how it works. In preparation, Ms. James creates the following lesson sequence for the project. Days 1-3: Provide project details and background information about the stock market and the online game. Days 4-5: Facilitate the selection of stocks for investment through Internet research Day 6-18: Support students as they use a spreadsheet program to track investments Day 19-20: Present an evaluation of the success of the students' investment strategies, using graphs created in a spreadsheet program. Q48. According to the lesson sequence, instruction on a decision-making strategy is most likely to benefit students when it is provided on which of the following days? A. Day 1-3 B. Days 4-5 C. Days 6-18 D. Days 19-20 Domain 1; Comp. 1

B. Days 4-5

Mr. Tige is required to use learning centers as part of the curriculum in his prekindergarten class. Many of his students have had limited experience in a literacy-rich academic setting. In order to best meet the developmental needs of all his students, Mr. Tige makes the following list of important components to incorporate in the learning centers. 1. including a variety of appropriate materials 2. creating visuals that indicate where materials should be placed 3. allowing students free choice of centers 4. making explicit connections to current thematic units 5. ensuring that the centers are all separate, distinct spaces 6. making the centers warm, inviting places for students Q72. In addition to component 3, which of the following components of the list will also best help students develop decision-making skills? A. including a variety of appropriate materials B. Ensuring that the centers are all separate, distinct spaces C. Creating visuals that indicate where materials should be place D. Making the centers warm, inviting places for students Domain 1; Comp. 1

B. Ensuring that the centers are all separate, distinct spaces

Q3. At the end of each grading period, Ms. Wu, an elementary school teacher, has students review their academic portfolio, which include a variety of assignments from all content areas. For each content area, she asked students to identify in their work on specific strength and one area that needs improvement. In using the strategy, Ms. Wu is primarily helping students develop which of the following? A. Interpersonal skills B. Goal-setting skills C. Organizational skills D. Problem-solving skills Domain 1; Comp. 1

B. Goal-setting skills

Q10. A first-grade class will be using independent workstation. The primary purpose of the stations is to create an environment in which students select project to work on, compete their projects, and share what they have learned. Even though the teacher has planned what the students will do at the stations, some students are still unsure of what to do. Which of the following actions would best help the students understand how to use the workstations to become independent learners? A. Posting student-performance criteria for the station projects B. Having student volunteers role-play how to work in the stations C. Listing expected student behavior for working in the stations D. Developing a rubric for students to use in assessing the quality of the projects Domain 1; Comp. 1

B. Having student volunteers role-play how to work in the stations

Ms. James, a high school economics teacher, registers her students in an online stock market game for an upcoming class project. Students are given a hypothetical $100,000 to invest and track over time using an online portfolio. During the project, students will work independently and address both content and technology objectives. One of the challenges Ms. James anticipates during the unit is that many of her students have a limited understanding of the stock market and how it works. In preparation, Ms. James creates the following lesson sequence for the project. Days 1-3: Provide project details and background information about the stock market and the online game. Days 4-5: Facilitate the selection of stocks for investment through Internet research Day 6-18: Support students as they use a spreadsheet program to track investments Day 19-20: Present an evaluation of the success of the students' investment strategies, using graphs created in a spreadsheet program. Q47. In terms of motivation, which of the following will be Ms. James' biggest challenge on days I-3? A. Providing appropriate feedback B. Making the lesson content meaningful C. Allowing for stunted choice in the lesson D. Conveying high expectation Domain 3; Comp. 8

B. Making the lesson content meaningful

Q2. In Texas, annual teacher appraisals are performed primarily to determine: A. A teacher's salary for the next school year. B. Potential areas for a teacher's professional development C. The type of contract a teacher will be offered. D. Whether a teacher exhibits leadership potential Domain 4; Comp. 12

B. Potential areas for teacher's professional development

Q63. Students in a 7th grade history class have researched various cities in another country that they are studying and are asked to present their research by creating a travel brochure using a new publication software programs available to them. After the teacher provides them with instruction about the software, a few of the students still struggle to use the software. Which of the following would be the most appropriate way to help the students complete the assignment? A. Supplying them with a brochure grading checklist B. Providing a software template for them to apply their ideas. C. Having students create a brochure by hand D. Explaining the purpose for using the software Domain 3; Comp. 9

B. Providing a software template for them to apply their ideas.

Q60. Which of the following instructional strategies is most effective for motivating middle school students? A. Holding students to the same expectations B. Providing students with choices within daily assignments C. Creating homogeneous groups for collaborative learning D. Designing tasks that students can accomplish easily Domain 3; Comp. 8

B. Providing students with choices within daily assignments

Q16. Many of Mr. Reiner's seventh-grade math students did not complete a homework assignment. Students complain to Mr. Reiner that once they were home they did not understand the problems they were assigned. To best address the students' needs, which of the following should be Mr. Reiner's first step? A. Applying consequences to those who did not turn in homework B. Reteaching concepts that challenge students, by reviewing examples C. Purposeful family involvement in a student's education helps to promote positive behaviors D. Active student participation regarding behavioral goals increases attainment of the goals Domain 1; Comp. 3

B. Reteaching concepts that challenge students, by reviewing examples

Q65. Mr. Henderson's 3rd period high school science class is composed of students with a wide range of ability levels. To best meet the students' needs, Mr. Henderson has various tools he provides to the students based on their levels of understanding. Mr. Henderson is primarily demonstrating the use of the which of the following strategies? A. Flexible grouping B. Scaffolding C. Heterogeneous grouping D. Direct instruction Domain 1; Comp. 1

B. Scaffolding

Q43. At the end of each unit, a high school teacher record multiple types of information in a notebook. These include a description of the unit, the time of year that she taught it, things that went well, and things she wants to change the next time she teaches the unit. A notebook like this is most useful to support which of the following? A. Administrative accountability B. Self-assessment and reflection C. Decision making and communication D. Curriculum alignment and sequencing Domain 4; Comp. 12

B. Self-assessment and reflection

Q83. During a class discussion on Romeo and Juliet, a high school English teacher acts out sciences from the play using different voices for each character. Which of the following principles of effective teaching does the teacher best demonstrate? A. expressing viewpoints that encourage student discourse B. using enthusiasm to promote student engagement C. providing authentic artifacts to improve students' ability to construct meaning D. modeling introspection to develop students' self-awareness Domain 2; Comp. 5

B. using enthusiasm to promote student engagement

Q89. While working in a computer class, a student says to the teacher. "I used the controller to move the blinker on the screen to correct a misspelled word." Which of the following instructional ares will be most beneficial to the student? A. Understanding computer lab procedures B. Using correct technology terminology C. Learning to use shortcuts for writing D. Inputting data with a variety of devices Domain 3; Comp. 9

B. Using correct technology terminology

Mr. Canales examines the following student data noting the number of correct items from a diagnostic reading benchmark. After reading the data, Mr. Canales plans to meet with each student to help create their individual reading goals. Alyssa: Comp.: 13/13; Lit. Elements: 8/8; Word study: 7/8; High-order thinking: 12/13; total: 40/42 Andre: 12/13; 7/8; 6/8; 11/13; 36/42 Bryce: 10/13, 7/8, 7/8, 10/13; 34/42 Collin: 9/13, 6/8, 6/8, 7/13; 28/42 Darcy: 11/13, 8/8, 6/8, 10/13; 35/42 Q22. After analyzing the data, Mr. Canales' most appropriate next step is to A. choose practice material for future benchmarks B. create flexible-learning groups based on benchmark scores C. increase higher-order thinking activities D. integrate other academic areas with reading activities Domain 3; Comp. 8

B. create flexible-learning groups based on benchmark scores

Q55. For an upcoming science unit, a teacher creates a list of various types of assignments from which students can choose two activities to complete. The primary value of this approach is that it allows the teacher to A. save time within the unit of study B. meet the need of more students C. introduce several concepts at one time D. sequence lesson within the curriculum Domain 1; Comp. 2

B. meet the need of more students

Q76. When Mr. Tige first introduced the chart to his students, it will be most effective for him to A. use the chart for assigning students to variety of centers B. move a picture of himself to different boxes as he explains how to participate in the centers C. uncover new activities for each center to create motivation for participating in the centers D. display a computer slide show that explains specific directions for using the chart Domain 3; Comp. 7

B. move a picture of himself to different boxes as he explains how to participate in the centers

Q88. According to the Family Educational Rights and Privacy Act (FERPA), explicit parental consent is required before schools A. allow teachers to write reminders for themselves about students B. post a video on the Internet of students presenting projects C. assess students using handheld computers D. publish students' directory information Domain 4; Comp. 13

B. post a video on the Internet of students presenting projects

Q79. An interactive computer program allows students to advance to different levels of a game as they show mastery of mathematic skills. The primary advantage of using the computer program is that it A. develops higher-;ever critical thinking skills in students better than traditional methods do B. provides students with individualized practices C. contributes to the establishment of a productive and nurturing classroom climate for students D. develops students' confidence in technology skills Domain 1; Comp. 3

B. provides students with individualized practices

Ms. Solano, 5th grade science teacher, reviews laboratory safety with students. When introducing the assignment, Ms. S shows exemplar posters created by students from pervious school years and has them discussing what make the poster effective. She then asks students to create posters to demonstrate their understanding of safe laboratory practices. After the posters are completed, Ms. S displays them on the classroom wall. Q32. For the posters, Ms. S can best promote students' ability to use self-assessment by including which of the following? A. requiring students to revise their posters based on teacher feedback B. providing students with a rubric to refer to while creating their posters C. allowing students to assign themselves a grade for their poster based on their own criteria D. Encouraging students to critique others' posters and offer suggestions for improvement Domain 3; Comp. 10

B. providing students with a rubric to refer to while creating their posters

Mr. Tige is required to use learning centers as part of the curriculum in his prekindergarten class. Many of his students have had limited experience in a literacy-rich academic setting. In order to best meet the developmental needs of all his students, Mr. Tige makes the following list of important components to incorporate in the learning centers. 1. including a variety of appropriate materials 2. creating visuals that indicate where materials should be placed 3. allowing students free choice of centers 4. making explicit connections to current thematic units 5. ensuring that the centers are all separate, distinct spaces 6. making the centers warm, inviting places for students Q71. The main benefit of incorporating component 2 is that it A. ensures adequate supervision B. teaches organizational skills C. conveys high expectations D. promotes differentiated instructions Domain 1; Comp. 4

B. teaches organizational skills

Q62. The following is part of a conversation between a parent and a teacher during a parent-teacher conference. Mr. Real (teacher): So, Ms. Wilh, do you have any other questions about your son Tim? Ms. Wilh (parent): Actually, I do. I was wondering if you could tell me why Nessa was suspended. She and Tim are friends, and she had come over to our house to study with him. Should I discourage their friendship? According to the Code of Ethics and Standard Practices for Texas Educators, which of the following is Mr. Real's most appropriate response? A. "I think you have nothing to worry about; Nessa was having some behavior problems, but we're anticipating improvement when she returns." B. "I recommend that you speak to Nessa's Parents directly; they can explain her behavior problems." C. "I make it my policy never to discuss matters involving students with anyone other than their parents and the counselor." D. "I can't give you specifics, but you might be able to get the information from other students or the counselor." Domain 4; Comp. 13

C. "I make it my policy never to discuss matters involving students with anyone other than their parents and the counselor."

Q6. Elementary school students use Web sites to research open-ended questions about the environment. The most beneficial reason for students to use technology rather than printed resources for this type of research is that technology allows students to A. Assist each other in reading scientific terms about the environment B. Employ more reliable resources than printed texts can offer C. Access the most current environmental information available D. Learn about the environment in age-appropriate language Domain 3; Comp. 9

C. Access the most current environmental information available

Q54. Rafael is a 3rd grade ELL. During the read-aloud of grade level text, he understands most of the main points and supporting details. He still relies on illustrations and some language support to help create meaning. Rafael is most likely at which of the following levels of listening proficiency? A. Beginning B. Intermediate C. Advanced D. Advanced-high Domain 1; Comp. 2

C. Advanced

Q28. An 8th grade science teacher is currently planning a research project where students will be working in groups over a span of three weeks. When the teacher is organizing the groups, which of the following actions will best foster a successful collaboration among group member? A. allowing students autonomy in forming the groups and in choosing the number of group members B. Reminding each group that all members will receive the same project grade C. Asking each group to draft a work plan that includes responsibilities to review with the teacher D. Limiting teacher involvement until the project is complete or unless the group asks for help Domain 2; Comp. 5

C. Asking each group to draft a work plan that includes responsibilities to review with the teacher

Q26. A middle school math teacher begins a lesson by asking students to find the area of a certain shape. The teacher then directs the students to draw the same shape twice as large as the first and find the area of the larger on. In closing the lesson, the teacher asks the students what happens to the area when the size is doubled. The students of the lesson best demonstrates the teacher's understanding of which of the following learning theories? A. Operant conditioning B. Interdisciplinary learning C. Constructivist D. Gestalt Domain 1; Comp. 4

C. Constructivist

Q24. The reading benchmark described in the dialogue is most accurately portraying which of the following types of assessment? A. Norm-referenced B. Performance-based C. Criterion-referenced D. Baseline Domain 3; Comp. 10

C. Criterion-referenced

Q70. Ms. Torres' class is going on a field trip to a museum, and several of the parents have volunteered to save as chaperones. Which of the following describes how Ms. Torres can best communicate her expectations to the chaperones? A. assigning a small group of students who are grouped by behavior to each chaperone B. Providing each chaperone an informative packet about the field trip destination C. Explaining the rules for the field trip to each chaperone D. Reviewing with the chaperones things that went wrong on the last field trip Domain 4; Comp. 11

C. Explaining the rules for the field trip to each chaperone

Q5. During a teacher-directed lesson, a student is unconsciously tapping a pencil, distracting several nearby students. To most effectively address the situation with minimal disruption to the lesson, the teacher should A. Speak loudly to be heard above the sound of the tapping B. Pause the lesson and ask the student to stop tapping. C. Make eye contact and signal the student to stop D. Walk over and take the student's pencil Domain 3; Comp. 7

C. Make eye contact and signal the student to stop

Q36. Ms. Lashley's 4th graders have completed a class novel. As a culminating activity, students will work in groups to design an advertisement for the novel. Which of the following will best promote equal contributions among the group members? A. Ensuring activity takes are randomly assigned to group members B. Assigning more-challenging activity tasks to the students who are more capable C. Providing specific tasks related to the activity to each group member D. Allowing students to select their group assignments to complete the activity tasks Domain 2; Comp. 5

C. Providing specific tasks related to the activity to each group member

Q45. A 1st grade teacher would like her students to work in collaborative groups for a project. Which of the following strategies would best foster positive and productive group interactions among group members? A. Allowing students autonomy in forming groups B. Setting high exception for the project's content C. Role-playing effective group interactions with students D. Asking students to evaluate their peers using a survey Domain 2; Comp. 6

C. Role-playing effective group interactions with students

Q37. Ms. McConnell recognizes that her 5th grade math students seen uninterested in a unit on percentages even though it contains new content information of most of them. To most effectively target intrinsic student motivation for the unit, she should include A. activities that incorporate challenging examples and ideas B. extra time at the end of each class for math games if all students participate C. activities that incorporate authentic examples and idea D. extra credit for the top-scoring student on each test or quiz Domain 3; Comp. 8

C. activities that incorporate authentic examples and idea

Q52. The most authentic way to informally assess 6th grade students' understanding of angles is by having students A. review the various kinds of angles presented in a chart B. draw angles of different measures while working together in small groups C. assemble a portfolio of pictures that reveal how angles are used in the real world D. play an angle-review game with a partner, allowing each student to answer Domain 3; Comp. 10

C. assemble a portfolio of pictures that reveal how angles are used in the real world

Q77. Mr. Mendez, a 10th grade history teacher, struggles to get his students to pay attention to lectures and remain on task during independent assignments. Which of the following actions will most effectively help him overcome these difficulties? A. Discussing ways to address the classroom difficulties with his administrator during his annual teacher appraisal B. Joining an online learning community to gain new idea for classroom-management and time-management skills C. attending professional-development classes for lesson ideas and discussing teaching practices D. Recording his won observations of the classroom difficulties and researching ways to resolve them Domain 4; Comp. 12

C. attending professional-development classes for lesson ideas and discussing teaching practices

Q38. Mr. Welsh wants to create interactive multimedia projects to present literature units to high school students. He would like to include copyright-protected digital literature in the presentations. To best endure compliance with fair-use guidelines, Mr. Welsh must A. copy and reuse the same words repeatedly B. incorporate only recently published works C. copy and use only a portion of each work D. use the works of only one author Domain 3; Comp. 9

C. copy and use only a portion of each work

Q61. Letia is an intermediate level ELL. Her teacher notices that she semis confused and does not know what to do after oral instructions are provided. To best develop Letia's comprehension of oral instructions, the teacher should A. provide her with written instructions to which she can refer B. allow greater wait time for her to process the instructions and assignments C. rephrase key steps and instructions for her D. grade her completed work on a modified scale Domain 1; Comp. 2

C. rephrase key steps and instructions for her

Ms. James, a high school economics teacher, registers her students in an online stock market game for an upcoming class project. Students are given a hypothetical $100,000 to invest and track over time using an online portfolio. During the project, students will work independently and address both content and technology objectives. One of the challenges Ms. James anticipates during the unit is that many of her students have a limited understanding of the stock market and how it works. In preparation, Ms. James creates the following lesson sequence for the project. Days 1-3: Provide project details and background information about the stock market and the online game. Days 4-5: Facilitate the selection of stocks for investment through Internet research Day 6-18: Support students as they use a spreadsheet program to track investments Day 19-20: Present an evaluation of the success of the students' investment strategies, using graphs created in a spreadsheet program. Q46. Using online programs to promote self-directed learning will primarily benefit Ms. James' students by A. encouraging them to approach tasks in a manner consistent with that of their peers B diminishing their need to take risks as their learning progresses C. developing their awareness of responsibility for their own learning D. reducing their dependence on learning strategies for completing tasks Domain 1; Comp. 4

C. developing their awareness of responsibility for their own learning

Ms. Knight has her fourth-grade students research a Texas revolutionary hero and create a multimedia presentation about the hero's life. Before the students begin their research, Ms. Knight shows the students a grading rubric detailing the criteria she will us to assess the project. Q13. Presenting the rubric before students begin their research is most helpful to students because it A. enables the students to express creatively what they learn in preparing their presentation B. helps the students decide in what order daily tasks should be done to complete their project C. encourages the students to ask questions and think about their own work D. supports the students as they compare their work to that of their peers Domain 3; Comp. 10

C. encourages the students to ask questions and think about their own work

Mr. Canales examines the following student data noting the number of correct items from a diagnostic reading benchmark. After reading the data, Mr. Canales plans to meet with each student to help create their individual reading goals. Alyssa: Comp.: 13/13; Lit. Elements: 8/8; Word study: 7/8; High-order thinking: 12/13; total: 40/42 Andre: 12/13; 7/8; 6/8; 11/13; 36/42 Bryce: 10/13, 7/8, 7/8, 10/13; 34/42 Collin: 9/13, 6/8, 6/8, 7/13; 28/42 Darcy: 11/13, 8/8, 6/8, 10/13; 35/42 Q21. The statistical measurement that will best help Mr. Canales identify the needs of his entire class is the A. mode of the total number of items answered correctly B. median of the percent of total items answered correctly C. mean of the percent correct for each objective D. range of the objective totals for the class Domain 1; Comp. 3

C. mean of the percent correct for each objective

Q15. A middle school reading teacher wants to help English-language learners who are at the intermediate level of language proficiency in speaking to accelerate their ability to correctly use English syntax. To best achieve the goal, the teacher should have students A. use the spelling and grammar tool in a word-processing program when preparing notes for an oral presentation B. listen to recorded versions of class lectures that specifically model complex sentence structures C. practice using retaught sentence stems with simple sentence structures and tense during collaborative activities D. practice identifying sentences from familiar texts that exemplify complex grammar structures Domain 3; Comp. 8

C. practice using retaught sentence stems with simple sentence structures and tense during collaborative activities

Q18. A teacher gives the class an assignment and describes the proper procedures for gathering the necessary supplies and for returning the supplies to their proper place after using them. A primary purpose of describing the procedures is to A. establish high expectations for the students B. develop students' higher-order thinking skills C. promote students' organizational skills D. provide opportunities for student socialization Domain 2; Comp. 5

C. promote students' organizational skills

Q17. At the conclusion of a parent-teacher conference about Bobbie, the teacher and parents agree on a way to monitor how well she is doing on her behavior contract, which was written to reinforce appropriate behaviors at school. By agreeing to and following the procedure, the teacher and the parents demonstrate an understanding that A. behavior contracts are the most effective means of building family support for a student B. communication on a daily basis is a critical part of a successful behavior contract C. purposeful family involvement in a student's education helps to promote positive behaviors D. active student participation regarding behavioral goals increase attainment of the goals Domain 4; Comp. 11

C. purposeful family involvement in a student's education helps to promote positive behaviors

Q8. To ensure that an end-of-unit assessment accurately measures what first-grade students have learned, a teacher should include which of the following in the assessment process? A. Opportunities for students to compare their score to the scores of other students in the class B. Guides for students to implement goal-setting strategies C. A preview of concepts and materials for the upcoming unit D. A variety of ways for students to show their understanding Domain 1; Comp. 3

D. A variety of ways for students to show their understanding

Q41. Yolanda, an English-language learner, demonstrates writing skills comparable to those of her grade-level peers. She writes both formally and informally based on the audience for whom she is writing. Which of the following best identifies Yolanda's level of English-language proficiency in writing? A. Beginning B. Intermediate C. Advanced D. Advanced-high Domain 1; Comp. 2

D. Advanced-high

Q86. Which of the following elements of an effective parent-teacher conference best promotes family involvement in a student's academic success? A. Presenting work samples that demonstrate the student's achievements B. Highlighting the student's talents and academic interests C. Encouraging families to volunteer with various school functions D. Asking families to provide insight into the student's strengths and areas of need Domain 4; Comp. 11

D. Asking families to provide insight into the student's strengths and areas of need

Q1. A middle school science teacher notices that a student's grades are a little lower than usual since the class began a chemistry unit. To best facilitate communication with the student's parents, the teacher should? A. Encourage the stunted to discuss the issue with the parents B. Wait for the parent to initiate contact about a concern C. Include a note to the parts in the next progress report D. Call the parents as soon as possible regarding the matter Domain 4; Comp. 11

D. Call the parents as soon as possible regarding the matter

Q34. 3rd grade students work in small groups to gather information about the physical properties of various objects. Students are also required to complete activities in groups using the gathered information. According to Bloom's taxonomy, which of the following activities is at the synthesis level? A. Listing the objects that are magnetic B. Describing the physical properties of a science textbook C. Comparing the physical properties of a science textbook and of a magnet D. Constructing an object with a man similar to a science textbook's mass Domain 3; Comp. 8

D. Constructing an object with a man similar to a science textbook's mass

Ms. James develops a chart for students to complete as they use spreadsheet software to track the success of their stocks. The following is an excerpt from a chart made by one of the students in the class: *1.Am I able to locate my stocks by their ticker symbol to update my spreadsheet daily?* I can locate and read the ticker information using newspapers and web sites. *2.Can I use the spreadsheet to create graphs that clearly indicate the condition of my stocks?* I can tell when the stocks are going up and down, but I don't understand how to put the formulas in the spreadsheet so that I can create the graphs. *3.Can I find research to determine what is causing the price of my stocks to change?* Yes, I can. One of my stocks in a film company is going up a lot, and it's because they have a new movie coming out this week. Q51. The primary reason for providing a chart with self-assessment questions is to help develop the students' ability to A. organize their thoughts in preparation for completing the final product B. practice their skills in solving the problems they identify C. encourage their use of creative thinking as they answer questions D. Discover new personal knowledge as they reflect on their learning Domain 3; Comp. 10

D. Discover new personal knowledge as they reflect on their learning

Q78. Ms. Schulz administered an informal reading inventory of a new 4th grade student. Which of the following best describes the main purpose for this type of evaluation? A. Establishing good rapport though individualized attention B. Assessing vocabulary development and summarization skills C. Monitoring progress and planning motivational strategies D. Establish appropriate learning goals and instruction Domain 1; Comp. 3

D. Establish appropriate learning goals and instruction

Q19. Mr. Richard's seventh-grade class will be assigned a long-term research project. Students are required to complete and submit the project in stages. Which of the following strategies would best support the students in completing each stage of the project in a timely manner? A. detailing instructions on separate pieces of paper for each stage B. conducting unannounced checks of students' progress periodically C. providing examples for how each stage should appear on completion D. Establish guidelines for each stage with completion dates Domain 1; Comp. 4

D. Establish guidelines for each stage with completion dates

Q66. Which of the following characteristics would a student at the intermediate level of English-language proficiency in speaking most likely demonstrate? A. Relying heavily on recently practiced or memorized material when communicating in English with peers B. Using content-based English terms appropriately during discussions on academic topics C. Pronouncing English words accurately in both academic and social setting D. Exhibiting errors that may hinder communication when using less familiar or complex English Domain 1; Comp. 2

D. Exhibiting errors that may hinder communication when using less familiar or complex English

Mr. Debolt: What is the area of the three rectangles on the graph paper, Joan? Joan: They all have the same area. It is 16. Mr. D: What do you notice about the perimeter of the three rectangles? J: They are all different. Mr. D: Why do you think that is, Joan? Q31. The primary purpose of Mr. D's questioning strategy is to promote Joan's ability to A. Work independently B. Interact with her peers C. Express a challenge D. Extend her knowledge Domain 3; Comp. 7

D. Extend her knowledge

Q11. A teacher is planning a lesson that integrates the use of the Internet at school, but some students do not have parental permission to access the Internet. Which of the following should the teacher do to best accommodate the student? A. Open the Internet page for the students so they can read along with the rest of the class B. Allow the students to practice computer skills by using other computer programs without accessing the Internet C. Persuade parents to change their decision and give permission for their children to use the Internet at school D. Provide an alternative activity for the students that covers the same material the class is learning Domain 3; Comp. 9

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

Q69. When a teacher leads a large group discussion, which of the following actions will best help students cognitively process the questions? A. Planning questions that will elicit a specific student response B. Providing immediate feedback after a stunted response C. Seeking multiple stunted response for each question asked D. Soliciting stunted responses after a short pause Domain 3; Comp. 7

D. Soliciting stunted responses after a short pause

Q4. A teacher is interested in learning more about meeting the needs of listed students. The district that teacher works in is not currently offering an new classes on the topic. Which of the following will best address the teacher's professional-development needs? A. The state department of education B. The superintendent's office C. The school district's board of trustees D. The nearest regional education service center Domain 4; Comp. 12

D. The nearest regional education service center

Q44. According to the national guidelines established for fair use, which of the following may be legally photocopied for educational purposes? A. a chapter from a student textbook B. a section from a state standardized test C. a collection of works from an author D. a cartoon from a newspaper Domain 4; Comp. 13

D. a cartoon from a newspaper

Below is an assignment timeline given to high school students for completing a research project. Day 1: assignment explanation; topic exploration Day 2-6: topic selection; topic research; bibliography development Day 7-12: Bibliography completion; rough-draft development Day 13: peer editing of rough draft Day 14-15: Final-draft development Day 16: Submission of research paper post-project report Post report: Write and submit by the end of the period a 1 page follow-up report answering the following questions. 1. What about the project challenged you most? 2. What was the most interesting part of the project? 3. If you had to do another similar project, what would you do differently? Q57. The primary purpose of providing students with the assignment timeline is to A. detail the structure of the final draft of the research paper B. include opportunities for decision making C. offer flexibility for special populations D. communicate project expectations Domain 3; Comp. 7

D. communicate project expectations

Mr. Tige is required to use learning centers as part of the curriculum in his prekindergarten class. Many of his students have had limited experience in a literacy-rich academic setting. In order to best meet the developmental needs of all his students, Mr. Tige makes the following list of important components to incorporate in the learning centers. 1. including a variety of appropriate materials 2. creating visuals that indicate where materials should be placed 3. allowing students free choice of centers 4. making explicit connections to current thematic units 5. ensuring that the centers are all separate, distinct spaces 6. making the centers warm, inviting places for students Q74. To best help the students use the materials in the center successful, Mr. Tige should A. organize and group materials on low, open shelves B. rotate and adapt materials regularly to extend play C. include in each center materials that require peer interactions D. demonstrate ways to use materials when introducing them Domain 1; Comp. 2

D. demonstrate ways to use materials when introducing them

Q30. When conducting research using Web sites, students should first evaluate the source to A. ensure that the information is frequently updated B. determine that it provides an in-depth overview of information C. ensure that the information is age appropriate D. determine the validity of the information Domain 3; Comp. 9

D. determine the validity of the information

Q42. A teacher notices that one of his middle school students has been acting differently. He describes her as quiet and shy, but usually engaged and interactive in class. Lately, she is not turning in assignments, seems apathetic about his class, and is associating with a group of rebellious students. The teacher's most appropriate initial response should be A. send the student a warning informing her that disciplinary action will be taken unless her behavior improves B. discuss his concerns with the student's parents, give them the opportunity to handle the situation at home C. send the student to the principal's office, acknowledging that this situation should be handled at an administrative level D. discuss his concerns with the student in a firm but caring manner, while gathering information so he can better assist her. Domain 1; Comp. 1

D. discuss his concerns with the student in a firm but caring manner, while gathering information so he can better assist her.

Q56. Mr. Rulon provides his middle school science class with remote-controlled cars, tape measures, and stopwatches in order for the students to discover the relationships between time and distance. Students then use computers to create date tables and graphs for recording their measurements and representing their findings. By planning this type of activity Mr. Rulon shows an understanding of how to A. use appropriate reference materials to conduct scientific research B. use time-management skills to complete the science activity C. engage students in gathering materials for research D. engage students in active learning Domain 1; Comp. 3

D. engage students in active learning

Ms. James develops a chart for students to complete as they use spreadsheet software to track the success of their stocks. The following is an excerpt from a chart made by one of the students in the class: *1.Am I able to locate my stocks by their ticker symbol to update my spreadsheet daily?* I can locate and read the ticker information using newspapers and web sites. *2.Can I use the spreadsheet to create graphs that clearly indicate the condition of my stocks?* I can tell when the stocks are going up and down, but I don't understand how to put the formulas in the spreadsheet so that I can create the graphs. *3.Can I find research to determine what is causing the price of my stocks to change?* Yes, I can. One of my stocks in a film company is going up a lot, and it's because they have a new movie coming out this week. Q49. Ms. James can best use the information gathered from the charts to A. ensure that students are following acceptable-use guidelines B. encourage students' questions about the topic of study C. determine the sequence of technology skill to be taught D. guide the formation of instructional groups throughout the project Domain 3; Comp. 8

D. guide the formation of instructional groups throughout the project

Q33. to most appropriately comply with national and state ethical and legal guidelines, before hanging the students' posters, Ms. S should A. receive students' consent to hang the posters B. replace students' names with identification numbers on the posters C. obtain parents' permission to hang the posters D. omit students' grades from the posters Domain 4; Comp. 13

D. omit students' grades from the posters

Q87. Which of the following teacher strategies best supports student self-assessment during the writing process? A. modeling each state of the writing processes B. supplying students with appropriate graphic organizers to develop their writing C. providing open-ended topics for writing assignments D. providing students with relevant questions to review during the writing process Domain 3; Comp. 10

D. providing students with relevant questions to review during the writing process

Q80. A high school class is working in groups of four. A member from each group has been assigned the role of mediator whose main responsibility is to facilitate discussion among group members if a conflict occurs. To best assist the mediator through the process, the teacher should provide them with instruction on how to A. articulate the responsibilities of the individual group members B. ensure group members stay on task within the allotted times C. keep the discussion focused on any conflict that may occur D. respect diverse perspectives when identifying solutions. Domains 2; Comp. 6

D. respect diverse perspectives when identifying solutions.

Mr. Canales examines the following student data noting the number of correct items from a diagnostic reading benchmark. After reading the data, Mr. Canales plans to meet with each student to help create their individual reading goals. Alyssa: Comp.: 13/13; Lit. Elements: 8/8; Word study: 7/8; High-order thinking: 12/13; total: 40/42 Andre: 12/13; 7/8; 6/8; 11/13; 36/42 Bryce: 10/13, 7/8, 7/8, 10/13; 34/42 Collin: 9/13, 6/8, 6/8, 7/13; 28/42 Darcy: 11/13, 8/8, 6/8, 10/13; 35/42 Q20. To best help students use the data to set personal reading goals, Mr. Canales should have them base their goals on: A. their performance on the benchmark in reading and other content areas B. how they performed on the reading benchmark the previous year C. how other students in the class are performing on the benchmark D. their strengths and weakness shown in the benchmark Domain 1; Comp. 1

D. their strengths and weakness shown in the benchmark

Standard 2 (PPR EC-12)

The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence.

Standard 1 (PPR EC-12)

The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment.

Standard 4 (PPR EC-12)

The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession.

Standard 3 (PPR EC-12)

The teacher promotes student learning that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process and timely, high-quality feedback.

2. Comprehension

defined as the ability to grasp the meaning of material Verbs: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate

1. Knowledge

defined as remembering of previously learned material Verbs: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state

66% rule

if a class scores 66% or less, the item has to be retaught as a class

6. Evaluation

is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose Verbs: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate

4. Analysis

refers to the ability to break down material into its component parts so that its organizational structure may be understood Verbs: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

5. Synthesis

refers to the ability to put parts together to form a new whole Verbs: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write

3. Application

refers to the ability to use learned material in new and concrete situations Verbs: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.