Practice Test Questions

Question 1

A ninth-grade social studies teacher is planning an instructional unit on the separation of powers in the United States government. With the different levels of cognitive development in a ninth-grade class, what is the teacher’s best strategy to convey the instruction?

A. Use hands-on activities with examples from the students’ lives to convey the abstract concept.

B. Have the higher-achieving students in the class explain the concepts to lower-achieving students.

C. Divide students by cognitive development and provide small-group instruction.

D. Target instructional activities to the median of the students’ achievement capability.

Answer 1

Option a is the correct answer.
Explanation:
In a ninth-grade class, there is a wide variety of cognitive development and some students may not be able to grasp abstract concepts as easily as other students. To accommodate the varying levels of development, the teacher should use hands-on activities to help the students in the concrete developmental stage. In high school classes, it is important to incorporate instruction that caters to a wide variety of developmental levels.

incorrect
Option c is the wrong answer.
Explanation:
Providing only small-group instruction is an unreasonable option due to time constraints and classroom management. It is not the best option for a teacher to isolate student groups in teaching a concept that the whole class must understand.

Question 2

Mr. Oden wants to establish and successfully implement classroom behavioral standards to create a positive classroom environment. Which of the following guidelines would be the best way for Mr. Oden to accomplish this goal?

A. Use many standards to clearly define which behaviors are acceptable and which behaviors are not acceptable.

B. Limit the number of standards to no more than five that focus on creating a positive classroom environment.

C. Provide up to five behaviors that students are not to exhibit and clearly outline consequences for exhibiting these negative behaviors.

D. Create ten classroom guidelines for all teachers to implement in their classrooms.

Answer 2

Option b is the correct answer.
Explanation:
There should not be more than three to five classroom rules and standards. Any more than this number overwhelms the students. The standards should be clear, concise, and general enough to guide students in how they should act. Behaviors should be positive. For example, “Every student should treat their classmate with respect” is a positive, general standard. “Students should not insult other students” is a negative standard.

incorrect
Option a is the wrong answer.
Explanation:
Using many standards can overwhelm and confuse the students. Classroom standards should be clear and concise.

Question 3

Use the details below to answer the questions that follow:

A 5th-grade science class is learning about inherited and learned traits. The teacher prepares an experiment in which students will observe mealworms and earthworms to determine what traits are inherited and what traits are learned.

As part of the experiment, students will be divided into groups, given mealworms and earthworms and asked to make observations about their behaviors in response to different variables such as light, moisture, foods, change in temperature, etc. The students will use their observations to compare mealworms and earthworms and discuss which behaviors are instinctual.

What type of learner would the described lesson most appeal to?

A. kinesthetic

B. auditory

C. visual

D. social

Answer 3

Option a is the correct answer.
Explanation:
A kinesthetic or tactile learner learns best from hands-on learning experiences involving manipulating or touching things. This science experiment is ideal for kinesthetic learners, as they are manipulating the environment of the mealworms and earthworms and making direct observations.

incorrect
Option c is the wrong answer.
Explanation:
A visual learner learns best by seeing the material that they are being taught, whether in the form of an image, picture, chart, or graph. Part of this experiment would appeal to a visual learner, but not as much as it would appeal to a kinesthetic learner.

Question 4

Which of the following capabilities best describes a child’s cognitive development at the beginning of the concrete operational stage?

A. can observe phenomena in the environment and develop their own conclusions

B. can create multiple solutions to a single problem

C. can self-reflect on their own thought processes

D. can logically think through a series of actions

Answer 4

correct
Option d is the correct answer.
Explanation:
A child at the beginning of the concrete operational stage would be able to think logically through a series of actions.

Question 5

Effective teachers constantly strive for quality communication with both students and their parent(s) or guardian(s). An eighth-grade science teacher, Mrs. Davis, would like to have a positive educational partnership with the families of each of her students. Which of the following would best encourage the parents to enter into such a partnership at the beginning of the school year?

A. The teacher sends home her expectations, discipline and homework policies, and project requirements for the first six weeks.

B. The teacher sends home an internet link to the state agency wherein parents may look to see released tests that demonstrate the format used for the required state test.

C. The teacher sends home a notice to parents providing the name of the textbook and any additional resources she plans to use for instruction.

D. The teacher outlines the accepted developmental attributes and social expectations typical of eighth-grade students.

Answer 5

correct
Option a is the correct answer.
Explanation:
This is the best answer choice because it outlines exactly what will be expected in class activities and homework. Parents know the plan and are even offered ways to help.

Question 6

Use the information below to answer the following questions. The pieces of information build to create a classroom scenario, and the questions ask you to decide on the most appropriate course of action based on the situation.

PART 1

Ms. Linder is a 6th-grade social studies teacher and teaches 5 classes each day. While preparing for the school year, she organizes her room to facilitate cooperative learning. She organizes the desks to create tables of four and spaces them out around the room. Sometimes the students will work collaboratively as a group of 4, sometimes in two pairs within the group, and sometimes individually. Ms. Linder plans to change the seating chart, reassigning collaborative groups, at the beginning of each grading period. She also creates a space in the room where she will be able to administer small group instruction with new combinations of students, separate from the collaborative groupings that students sit in each day.

PART 2

Halfway through the first grading period, Ms. Linder reflects on the success of collaborative grouping so far this year. Her classes have mostly been successful with the arrangement, but one class has particularly struggled. Some of the hurdles this class faces include groups that rarely discuss ideas at all, instead completing all work independently, and groups that have developed a dynamic where one or two students participate more, while the rest of the group follows their lead.

In the struggling class, the teacher facilitates a class discussion of their progress. She has listed some positive elements that she sees in class and some concerns she has noticed. She then invites her students to add to each list. After eliciting student input, the list is as follows:

Positives
- Students are kind to each other
- Work is generally completed on time
- Class is more enjoyable with interaction between students
- Students have made some new friends

Areas for Improvement
- Unequal contributions within the group
- Giving other members answers instead of discussing ideas together
- Some students are nervous to speak up
- Some students are afraid to suggest an answer or idea because it might be wrong

The teacher and students work together to make a plan regarding the areas for improvement, agreeing to hold another class discussion in two weeks to determine if they have made any progress.

In order to support the students who are not participating or interacting with their other group members, the teacher plans a variety of icebreaker activities, games that facilitate teamwork, and low-pressure sharing opportunities. Based on these plans, which level of Maslow’s Hierarchy of Needs does the teacher believe is not being met for some students in her class?

A. esteem

B. physiological needs

C. safety

D. love/belonging

Answer 6

Option d is the correct answer.
Explanation:
The love/belonging level of Maslow’s Hierarchy of Needs can be related to the sense of belonging within the classroom. The teacher is attempting to facilitate a greater connection between her students in hopes that an increased sense of belonging will improve their participation in their groups.

incorrect
Option a is the wrong answer.
Explanation:
The esteem level of Maslow’s Hierarchy of Needs relates to a person’s confidence and feelings of achievement. It is reasonable to think that students’ lack of participation could be related to low esteem, but the activities the teacher has planned relate to the students’ relationships and sense of belonging in the class, not their esteem.

Question 7

Use the information below to answer the following questions. The pieces of information build to create a classroom scenario, and the questions ask you to decide on the most appropriate course of action based on the situation.

PART 1

Ms. Linder is a 6th-grade social studies teacher and teaches 5 classes each day. While preparing for the school year, she organizes her room to facilitate cooperative learning. She organizes the desks to create tables of four and spaces them out around the room. Sometimes the students will work collaboratively as a group of 4, sometimes in two pairs within the group, and sometimes individually. Ms. Linder plans to change the seating chart, reassigning collaborative groups, at the beginning of each grading period. She also creates a space in the room where she will be able to administer small group instruction with new combinations of students, separate from the collaborative groupings that students sit in each day.

PART 2

Halfway through the first grading period, Ms. Linder reflects on the success of collaborative grouping so far this year. Her classes have mostly been successful with the arrangement, but one class has particularly struggled. Some of the hurdles this class faces include groups that rarely discuss ideas at all, instead completing all work independently, and groups that have developed a dynamic where one or two students participate more, while the rest of the group follows their lead.

In the struggling class, the teacher facilitates a class discussion of their progress. She has listed some positive elements that she sees in class and some concerns she has noticed. She then invites her students to add to each list. After eliciting student input, the list is as follows:

Positives
- Students are kind to each other
- Work is generally completed on time
- Class is more enjoyable with interaction between students
- Students have made some new friends

Areas for Improvement
- Unequal contributions within the group
- Giving other members answers instead of discussing ideas together
- Some students are nervous to speak up
- Some students are afraid to suggest an answer or idea because it might be wrong

The teacher and students work together to make a plan regarding the areas for improvement, agreeing to hold another class discussion in two weeks to determine if they have made any progress.

Ms. Linder’s response to the problems in her class best aligns with which behavior management theory?

A. observationalist

B. interventionist

C. interactionists

D. non-interventionist

Answer 7

Option c is the correct answer.
Explanation:
The interactionist theory assumes that actions can be explained by analyzing the factors around the child and that growth occurs by altering the various factors. Within this theory, teachers and students work together to monitor behavior.

incorrect
Option b is the wrong answer.
Explanation:
The interventionist theory assumes people need external stimulation to guide behavior and is specifically focused on the teacher making adjustments to change student behavior. This does not best describe the example because the students are playing a significant role in the planning.

Question 8

Which of the following is the best strategy for a teacher to develop positive relationships with the students’ parents/guardians?

A. Clearly outline the expectations and requirements for the teacher, the student, and the parent/guardian at the beginning of the year.

B. Send home a handwritten letter with each student conveying the excitement and high hopes of the teacher for the upcoming school year.

C. Create a website that has weekly updates of the lesson plans and assignments.

D. Provide each family with a list of all the school supplies and resources available to the student and how the parent/guardian can best encourage their child to use the school’s resources in instructional activities.

Answer 8

correct
Option a is the correct answer.
Explanation:
By clearly outlining all expectations and goals, the teacher is able to communicate the end goals to the parent/guardian and how they can work together for the benefit of the child.

Question 9

Utilize the information to respond to the following questions. The information builds to create a hypothetical classroom scenario. The subsequent questions will require you to make decisions based on the situation.

PART 1

Ms. Frank is a middle school English teacher who designs her own writing units based on the district curriculum. Throughout the school year, each genre of writing receives its own unit. She follows writing workshop guidelines and models each type of writing extensively before students begin their own pieces. For each unit, Ms. Frank requires students to take a piece of writing through the entire writing process: prewriting, drafting, editing/revising, and publishing. Each step of the process has a different rubric. After each step in the writing process, Ms. Frank collects the writings and reviews them according to the rubric. Students then revise their writing according to the comments and questions Ms. Frank writes on their papers. Halfway through the year, Ms. Frank feels proud of the progress students have made in their writing. However, she feels burdened by the amount of time she spends reviewing student writing and making these notes. Ms. Frank talks about this with her mentor teacher who assists her with writing down the specific issues she is having, such as:

A large amount of time is spent reviewing and leaving comments on student writing.

Students frequently misplace parts of their paper, making it difficult for them to move to the next stage of the writing process smoothly.

A large amount of time is spent passing out the rubrics and the student essays after Ms. Frank has reviewed them.

PART 2

Utilize the information to respond to the following questions. The information builds to create a hypothetical classroom scenario. The subsequent questions will require you to make decisions based on the situation.

Ms. Frank goes back to her classroom after meeting with her mentor teacher and creates a hanging file folder system for student work. Each class period has its own portable file box, and each student has a folder within the box. Students get their folders from the box at the beginning of the period and return them at the end filled with the writing they have completed. Each folder has a self-reflection sheet for students to complete after each stage of the writing process. Here is an example of one student’s self-reflection sheet.

Reference Part 1 In order for Ms. Frank to resolve some of the problems she is experiencing in her classroom, the mentor recommends that Ms. Frank should:

A. watch a series of online videos on classroom management techniques and potential pitfalls.

B. join the online teacher support group for the district and search for “grading techniques”.

C. read research-based educational books on managing materials in the classroom.

D. observe other teachers in the building and take notes on how they manage materials.

Answer 9

correct
Option c is the correct answer.
Explanation:
This action step has the highest likelihood of success for Ms. Frank because it provides her with research-based tools to implement in her classroom. As a teacher searching for advice, she needs to be sure to get help from reputable sources.

Question 10

Utilize the information to respond to the following questions. The information builds to create a hypothetical classroom scenario. The subsequent questions will require you to make decisions based on the situation.

PART 1

Ms. Frank is a middle school English teacher who designs her own writing units based on the district curriculum. Throughout the school year, each genre of writing receives its own unit. She follows writing workshop guidelines and models each type of writing extensively before students begin their own pieces. For each unit, Ms. Frank requires students to take a piece of writing through the entire writing process: prewriting, drafting, editing/revising, and publishing. Each step of the process has a different rubric. After each step in the writing process, Ms. Frank collects the writings and reviews them according to the rubric. Students then revise their writing according to the comments and questions Ms. Frank writes on their papers. Halfway through the year, Ms. Frank feels proud of the progress students have made in their writing. However, she feels burdened by the amount of time she spends reviewing student writing and making these notes. Ms. Frank talks about this with her mentor teacher who assists her with writing down the specific issues she is having, such as:

A large amount of time is spent reviewing and leaving comments on student writing.

Students frequently misplace parts of their paper, making it difficult for them to move to the next stage of the writing process smoothly.

A large amount of time is spent passing out the rubrics and the student essays after Ms. Frank has reviewed them.

PART 2

Utilize the information to respond to the following questions. The information builds to create a hypothetical classroom scenario. The subsequent questions will require you to make decisions based on the situation.

Ms. Frank goes back to her classroom after meeting with her mentor teacher and creates a hanging file folder system for student work. Each class period has its own portable file box, and each student has a folder within the box. Students get their folders from the box at the beginning of the period and return them at the end filled with the writing they have completed. Each folder has a self-reflection sheet for students to complete after each stage of the writing process. Here is an example of one student’s self-reflection sheet.

Reference Part 2 One of the best aspects of using the portable file folder boxes is that they:

A. make it easy for student aides to file classroom work.

B. decrease the likelihood of students receiving a low score.

C. increase the amount of instructional time available.

D. allow students to feel like they are all on the same team.

Answer 10

Option c is the correct answer.
Explanation:
The new filing system will help students organize their papers quickly in the classroom, eliminating the time spent passing out separate stacks of papers and searching for misplaced ones.

incorrect
Option a is the wrong answer.
Explanation:
Student aides should not be allowed to file classroom work completed by other students due to privacy concerns.

Question 11

Utilize the information to respond to the following questions. The information builds to create a hypothetical classroom scenario. The subsequent questions will require you to make decisions based on the situation.

PART 1

Ms. Frank is a middle school English teacher who designs her own writing units based on the district curriculum. Throughout the school year, each genre of writing receives its own unit. She follows writing workshop guidelines and models each type of writing extensively before students begin their own pieces. For each unit, Ms. Frank requires students to take a piece of writing through the entire writing process: prewriting, drafting, editing/revising, and publishing. Each step of the process has a different rubric. After each step in the writing process, Ms. Frank collects the writings and reviews them according to the rubric. Students then revise their writing according to the comments and questions Ms. Frank writes on their papers. Halfway through the year, Ms. Frank feels proud of the progress students have made in their writing. However, she feels burdened by the amount of time she spends reviewing student writing and making these notes. Ms. Frank talks about this with her mentor teacher who assists her with writing down the specific issues she is having, such as:

A large amount of time is spent reviewing and leaving comments on student writing.

Students frequently misplace parts of their paper, making it difficult for them to move to the next stage of the writing process smoothly.

A large amount of time is spent passing out the rubrics and the student essays after Ms. Frank has reviewed them.

PART 2

Utilize the information to respond to the following questions. The information builds to create a hypothetical classroom scenario. The subsequent questions will require you to make decisions based on the situation.

Ms. Frank goes back to her classroom after meeting with her mentor teacher and creates a hanging file folder system for student work. Each class period has its own portable file box, and each student has a folder within the box. Students get their folders from the box at the beginning of the period and return them at the end filled with the writing they have completed. Each folder has a self-reflection sheet for students to complete after each stage of the writing process. Here is an example of one student’s self-reflection sheet.

Teacher Comments: I agree with your statement about organization. I will plan a mini lesson on this topic. Great reflection!

Reference Part 1 Ms. Frank’s procedure of providing comments on essays after each stage in the writing process benefits students in which of the following ways?

a. empowering students to take ownership of their own papers

b. helping students differentiate between different types of writing

c. encouraging students to think metacognitively about their writing
requiring students to make teacher-guided changes to their writing

d. requiring students to make teacher-guided changes to their writing

Answer 11

Option a is the correct answer.
Explanation:
Ms. Frank leaves comments on student papers and gives them time to make improvements. This gives students more ownership over their own work throughout the writing workshop process.

incorrect
Option c is the wrong answer.
Explanation:
In the scenario, students are making revisions based on teacher comments. If students were thinking metacognitively, they would be asked to think about their own thinking. There is no evidence in this scenario that students are thinking in this way.

Question 12

A science teacher wants to recognize student performance and participation in the science fair. One way she wishes to accomplish this is by posting pictures of the students next to their projects on the school website. Which of the following would be the most appropriate way for the teacher to proceed?

a. Post the pictures on the website without the identifying information.

b. Review the school district’s acceptable use policy.

c. Make sure the use of the photographs is in compliance with fair use copyright rules.

d. Obtain the students’ written permission to post their images and names on the website.

Answer 12

Option b is the correct answer.
Explanation:
This is the best option as the school district should have guidelines for acceptable use and publishing of school media.

incorrect
Option a is the wrong answer.
Explanation:
Because the students are minors, the teacher would need the parents’ written permission, even without the students being identified.

Question 13

Which of the following would be the most appropriate adjustment for a test given to an English language learner?

a. use only multiple-choice questions

b. provide a glossary of terms found on the test

c. use multiple-choice and short-answer questions

d. use vocabulary that is easier for the ELL students to understand

Answer 13

correct
Option b is the correct answer.
Explanation:
This is an adequate adjustment as it allows ELL students to understand all of the questions on the test.

Question 14

A mentor advised a beginning teacher to plan an entire unit before the beginning of instruction. The unit plan includes objectives, activities, modifications, and assessments. What is the best instructional reason for this advice?

a. It ensures that the content and learning activities are sequenced in a logical and coherent manner.

b. It assures that all curriculum objectives and topics can be addressed within the time limitations.

c. It reduces stress on the teacher by organizing the instruction prior to teaching.

d. It causes the teacher to evaluate whether the topic of the unit is appropriate for students’ interests and skills.

Answer 14

Option a is the correct answer.
Explanation:
Planning an entire unit before the beginning of instruction is a sound and professional choice. Although all of the answer choices have merit, this is the best answer choice. The primary concern in a classroom is student learning. This answer option addresses student learning in the context of teacher preparation.

incorrect
Option b is the wrong answer.
Explanation:
This is important, but the delivery of the content in a logical, understandable manner is the number one concern for any classroom teacher.

Question 15

Which of the following factors is likely to have the most positive effect on student learning in a middle school classroom?

a. The number of students in the class who are identified as gifted and talented.

b. The frequency at which the teacher moves through activities aligned with state standards.

c. The teacher’s organization of the classroom, including comfortable seating and flexible grouping arrangements.

d. The methods in which the teacher demonstrates investment in students’ learning and growth.

Answer 15

correct
Option d is the correct answer.
Explanation:
Students are most likely to show growth if they recognize that their teachers genuinely care about them and support their learning.

Question 16

A teacher plays an excerpt from an audiobook for her English Language Arts class. The excerpt begins with the following:

The trees were swinging uncontrollably outside Ben’s window as he lay in bed. He was just about to close his eyes when a bolt of light lit up the sky.

In order to implicitly understand that a thunderstorm is keeping Ben awake, an English-language learner should have at least which of the following listening proficiency levels?

a. Beginning

b. Intermediate

c. Advanced

d. Advanced High

Answer 16

correct
Option c is the correct answer.
Explanation:
An advanced student can understand most main points and important details, and some implicit information.

Question 17

Ms. Nicholson is a new middle school language arts teacher who has received an email from a parent after the parent received their child’s report card for the second grading period. Her son, a student with dyslexia and 504 accommodations, failed language arts. The student’s grades have been consistently updated in the online gradebook, but the parents were surprised by their student’s failing average and were unaware that he had been struggling. They have concerns about the implementation of his 504 accommodations and have requested a conference that includes both of the parents, the son, and the teacher. Noting the parent’s frustration, Ms. Nichoslon meets with her mentor teacher to discuss the situation and ask for guidance on how to prepare for this upcoming meeting.

Based on the description of the email from the parent, what preemptive action should the teacher have taken to avoid this issue?

a. contacting the parent directly by phone or email prior to the end of the grading period to provide information on the student’s progress

b. initiating a parent conference as soon as she finished calculating averages for the grading period

c. consistently referring to the student’s 504 plan when planning lessons and implementing his accommodations throughout instruction

d. ensuring the student understood why they were failing prior to the end of the grading period

Answer 17

Option a is the correct answer.
Explanation:
Teachers are expected to maintain communication with parents. If a student is struggling and in danger of failing the class, it is generally expected that the teacher will make an attempt to contact the parents in advance.

incorrect
Option d is the wrong answer.
Explanation:
The teacher should have communicated with the parents, not only the student, about the failing grades.

Question 18

Ms. Nicholson is a new middle school language arts teacher who has received an email from a parent after the parent received their child’s report card for the second grading period. Her son, a student with dyslexia and 504 accommodations, failed language arts. The student’s grades have been consistently updated in the online gradebook, but the parents were surprised by their student’s failing average and were unaware that he had been struggling. They have concerns about the implementation of his 504 accommodations and have requested a conference that includes both of the parents, the son, and the teacher. Noting the parent’s frustration, Ms. Nichoslon meets with her mentor teacher to discuss the situation and ask for guidance on how to prepare for this upcoming meeting.

The parents have requested a meeting to include the parents, the student, and the teacher. Which of the following would be a reasonable adjustment for the people attending this meeting, based on the student’s dyslexia diagnosis and use of a 504 plan?

a. include the mentor teacher

b. request that the student does not attend the meeting

c. include the student’s special education teacher

d. include the 504 coordinator

Answer 18

correct
Option d is the correct answer.
Explanation:
The 504 coordinator would be a logical addition to this type of meeting. The parents have expressed concerns directly related to the student’s 504 plan, so it would be reasonable to include them in this meeting.

Question 19

The physical development of a child can be affected by many factors. Which of the descriptions below can best be explained by poor nutrition?

a. The child may have an increased risk of cardiovascular problems.

b. The child falls asleep in class regularly.

c. The child is small for her age and is picked on regularly.

d. The child is fearful of authority figures and shows resentment.

Answer 19

Option c is the correct answer.
Explanation:
Children who experience poor nutrition can have delayed development because the cells in their bodies do not have adequate energy to grow.

incorrect
Option a is the wrong answer.
Explanation:
Lack of exercise can lead to an increased risk of cardiovascular problems.

Question 20

Mrs. Brooks notices that many of her students are not applying a recently-taught process during their homework assignments. To ensure the students understand the process, Mrs. Brooks decides to reteach the process first thing in the morning. Which of the following instructional strategies should Mrs. Brooks implement in the reteaching of the concept?

a. Use abstract terminology and examples to describe more complicated aspects of the process.

b. In front of the class, work through complicated problems to demonstrate how the process is necessary at higher levels.

c. Discuss and demonstrate how the process applies to the principles of the concept.

d. Ask each student if they understand the process and reteach it to them if they do not.

Answer 20

Option c is the correct answer.
Explanation:
This is the best answer option as the students are most likely to understand the process if they can understand how it applies to the concept as a whole.

incorrect
Option b is the wrong answer.
Explanation:
Working through complicated problems is not a good instructional strategy, as providing more complicated problems will most likely increase confusion among the students.

Question 21

A virus is most likely to enter the school’s network through a(n)

a. personal computer accessory, such as a mouse.

b. piece of installed software.

c. email attachment.

d. non-academic website.

Answer 21

Option c is the correct answer.
Explanation:
Computer viruses most often travel on email attachments.

incorrect
Option d is the wrong answer.
Explanation:
Most websites do not transfer viruses to networks.

Question 22

Ms. Drew is a math teacher in Houston. She is made aware that during the recent STAAR math testing examinations that another teacher allowed bulletin board material about types of shapes to remain visible during the examination. What is the most appropriate course of action for Ms. Drew to take?

a. Disregard the incident as she did not witness the action firsthand.

b. Inform the teacher that their actions were in violation of policy.

c. Contact the STAAR coordinator at the state level and inform them of the incident.

d. Notify the campus administrator and the campus testing coordinator regarding the situation.

Answer 22

correct
Option d is the correct answer.
Explanation:
The teacher is required by Texas state law to report the incident to the campus testing coordinator and campus administrator.

Question 23

Ms. Peterson is a middle school English teacher who uses an online interactive reading log with her students. In each log entry, students record how many pages they have read as well as their thoughts on the novel they are reading. At the end of the week, each student posts an entry on the class website to share with other students and receive feedback in the comment section. Ms. Peterson hopes the class website serves as a way to connect her students to each other digitally even when they are not at school.

Ms. Peterson is introducing the online interactive reading log assignment to her students for the first time. She wants to make sure students have a thorough understanding of how to complete the log entries. After giving a general introduction to the assignment, Ms. Peterson should take which of the following steps?

a. Model how to comment on student log entries using a smartphone or tablet.

b. Use her computer projector to show the website and model how to complete an entry.

c. Seat students in pairs and have them complete an entry together as guided practice.

d. Give students step-by-step verbal instructions on how to complete each entry.

Answer 23

Option b is the correct answer.
Explanation:
The students will be more successful on the assignment if the teacher models how to complete one of the entries. Clear, step-by-step modeling allows students to see exactly what the teacher’s expectations are for the assignment. During the modeling, Ms. Peterson should pause periodically and ask students if they have questions.

incorrect
Option d is the wrong answer.
Explanation:
Verbal step-by-step instructions are not as effective as modeling how to complete an entry in front of the classroom.

Question 24

Which of the following would most help students maintain organization through a long research project?

a. Allow students to create and have access to a computer folder to store and maintain their research notes and outlines.

b. Allow students to use search engines.

c. Require students to journal their progress and write helpful website addresses in their journal.

d. Ask the librarian to demonstrate to students how best to maintain research notes throughout a research project.

Answer 24

correct
Option a is the correct answer.
Explanation:
This is the best answer option, as students will have a digital copy and storage of their research notes. This will prevent confusion and allow students to organize their thoughts and notes quickly.

Question 25

Which of the following developmental milestones is achieved during the late elementary years? a. the ability to follow 3-to-5-step directions b. using simple sentences with 5 to 7 words c. mastering pencil grip d. focusing on a task for up to 15 minutes

Answer 25

correct Option a is the correct answer. Explanation: Students should be able to complete multi-step instructions without reminders by the end of elementary school.

Question 26

If a teacher notices symptoms of drug abuse by a student, what is the best approach to the situation? a. Notify the school administrator about the teacher's suspicions. b. Talk with the student after school about the symptoms of drug abuse and ask if the student would like to talk to someone. c. Schedule a conference with the parents of the student to discuss the situation. d. Work with the school counselor and other appropriate school staff to help the student identify the problem and help create solutions to address the issue.

Answer 26

correct Option d is the correct answer. Explanation: This is the best option. The teacher should include experienced, trained personnel from the beginning. Such a situation is why schools have counselors.

Question 27

A 7th-grade mathematics teacher is in the middle of a unit on geometry. She designs the following lesson plan: Learning Objective: Students will be able to use the formulas for the area of squares, rectangles, and triangles for real-world applications. Direct Instruction: Review the formulas for the area of a square, rectangle, and triangle. Write the formulas on the board. Modeling: Measure the walls of the classroom and demonstrate the procedure of subtracting windows and doorways from the total area of the walls. Discuss how to determine the cost of painting and carpeting the room. Provide students with a price of carpet and price of paint to use in their calculations. Guided practice: Distribute a different size box to each student. Explain to them that the box represents a room. Provide them with a scale of 1cm = 1 ft Instruct students to: cut two windows and one door in each box measure the "rooms" (boxes) to find the surface area of the "walls," "floor," and "ceiling" determine the amount of "paint" and "carpet" needed for the room estimate the cost of painting and carpeting the room Independent practice: Distribute a handout with diagrams to practice measuring more odd-shaped rooms To best meet the students' needs and drive instruction, what should the teacher do to start the lesson? a. provide students with a rubric outlining how they will be evaluated b. have students discuss the concept of area in small groups c. use an anticipation guide to activate prior knowledge d. show students photos of rooms that have been remodeled

Answer 27

correct Option c is the correct answer. Explanation: An anticipation guide can be used at the start of a lesson to stimulate student interest, set a purpose and connect student background knowledge to the new topic.

Question 28

Through a district's data management system, a high school math department has received aggregated and disaggregated state, local, group, and individual data from the previous year's statewide assessment in eighth-grade mathematics. An algebra teacher is concerned that his assigned upcoming students did not perform well as a whole. What is the best strategy for this teacher? a. Plan to use additional assessments to determine which students and groups of students need additional instruction in specific skills. b. Plan to implement the curriculum and provide individual assistance to students if they do not perform well on the assessments. c. Plan to implement the curriculum according to recommended timelines in order to address necessary course objectives. d. Plan to use the first six weeks of instruction to review eighth-grade objectives that are important for skill development in algebra.

Answer 28

correct Option a is the correct answer. Explanation: The best choice is to use additional assessments to determine which students and groups of students need additional instruction in specific skills, prior to instruction.

Question 29

Mrs. White asks three students to stay after class to discuss their academic performance. The teacher begins by letting each student know they are not performing as well as in previous years and asks them to explain their current lack of effort in the class. However, when she asks the students why their work has suffered, each student only shrugs and mumbles a response. To end the meeting, she expresses her disappointment before dismissing the group. The teacher's handling of the situation is most likely to promote: a. an increased motivation by the students to avoid a repeat of the situation. b. a generalization that all teachers view them as a disappointment and will result in a reduction in academic motivation. c. feelings of bitterness and resentment toward the teacher by the students. d. the acceptance of responsibility by the students for their academic performance.

Answer 29

Option c is the correct answer. Explanation: By confronting the students as a group and demanding an explanation, the teacher places the students in a defensive position. This will encourage students to disengage from the conversation because they feel they are being attacked or judged by the teacher unfairly. These emotions will likely result in bitterness toward the teacher. incorrect Option b is the wrong answer. Explanation: While this certainly could be the response of the students, one hopes that other teachers do not respond to this student in the same manner, and that they might find encouragement from others. However, it is possible that a student does not have a single positive interaction from authority figures all day and educators must make an effort to find something positive that can help them connect with all students.

Question 30

Which of the following is not a useful method for motivating students? a. providing frequent positive feedback b. assigning valuable tasks c. including students in instructional decisions d. offering intrinsic rewards for completing work

Answer 30

Option d is the correct answer. Explanation: Intrinsic rewards are those that the student feels from taking part in an activity and cannot be given to a student by a teacher or another party. Students who are intrinsically motivated enjoy the process of learning and do not require any extrinsic rewards (rewards given by an outside source). incorrect Option a is the wrong answer. Explanation: Providing frequent positive feedback is a useful method of motivating students. When students have clear objectives and are able to correct and improve their performance, they are more likely to participate.

Question 31

Mrs. Fields wants her kindergarten class to engage independently in educational activities. Mrs. Fields can best achieve this goal by which of the following approaches? a. Ask parents to volunteer to help students work independently. b. Discuss different styles of learning with the students, making them aware of their individual strengths and weaknesses. Let them know how this may affect their learning in multiple contexts. c. Ask the students what she can do to create a more independent learning environment. d. Designate a time each day for students to work independently in free-choice activities, while she ensures that the most common materials are available to all students.

Answer 31

correct Option d is the correct answer. Explanation: By having a routine and allowing students to work on their own choice of an activity, the teacher is likely to ensure students stay interested in their work and learn how to work independently.

Question 32

Computer skills instruction for preschool students should focus primarily on promoting and encouraging which of the following? a. increased performance in the use of word processing and typing skills b. exploring computer applications and their various purposes and uses c. increasing computer skills in the context of the current instructional units, ideas, and concepts d. understanding of how their favorite computer applications function

Answer 32

correct Option b is the correct answer. Explanation: Students at this age need to familiarize themselves with what the computer is and how it functions. Students at this age may not be familiar with the computer, and should be encouraged to explore the applications and how they can be used.

Question 33

Use the conversation between Paulo, a high school English-language learner (ELL), and his teacher to answer the question that follows. Ms. Jones: Paulo, I like your soccer jersey! Do you play soccer? Paulo: Yes, I played soccer since four years old. Ms. Jones: Oh, wow, you have been playing for a long time! Who is your favorite player? Paulo: Messi. He is the better player in the world. Ms. Jones: I agree! Are you planning to play soccer this weekend? Paulo: Yes, I will play with some friends. I cannot to wait! Based on the conversation, Paulo's speech can be best classified as: a. Beginning b. Intermediate c. Advanced d. Advanced High

Answer 33

Option b is the correct answer. Explanation: Paulo demonstrates an intermediate level of speaking proficiency. He is able to communicate simple sentences with basic vocabulary. He speaks using limited grammar structures and makes mistakes with some structures like the present perfect, superlatives, and modal verbs. incorrect Option c is the wrong answer. Explanation: Paulo's speaking proficiency level is not yet advanced. He is still making mistakes with the present perfect tense, superlatives, and modal verbs.

Question 34

Mr. Sandberg's students are frustrated because they all performed well on the homework assignments, but the large majority of them failed the most recent exam. In reviewing the test questions, the students noticed they were much more complex than the homework questions. The students approach Mr. Sandberg with their concern that the test has questions they were not prepared to answer. Which of the following best describes the students' concern about the assessment? a. The assessment is not a performance-based assessment. b. The assessment does not have objective measures. c. The assessment does not have content validity. d. The assessment is not reliable.

Answer 34

correct Option c is the correct answer. Explanation: Content validity refers to an assessment tool that measures what you want it to measure, i.e., the materials taught. Mr. Sandberg's exam is not measuring what is being taught and reinforced by the homework questions. It is best practice to assess students at the level at which they are being taught and the level of their homework. It is not appropriate to have assessment questions that exceed the level of the concepts taught.

Question 35

A teacher has introduced a research project. One resource the teacher will require the students to use is a website. Which of the following activities would best help students differentiate between relevant and irrelevant information? a. discussing how best to use a search engine to find relevant articles b. teaching the students how to read and assess titles of articles to see if they contain relevant information c. reading, identifying, and highlighting information in articles that contain pertinent information to the subject being researched d. highlighting the first and last paragraph of each section and assessing the highlighted sentences to see if they contain information related to the research topic

Answer 35

correct Option c is the correct answer. Explanation: This is the best answer option as it allows students to differentiate relevant and irrelevant information in an entire article, not just a section.

Question 36

Use the conversation between Thao, a middle school English-language learner (ELL), and his teacher for the following questions. Ms. Martin: Hi Thao, how was your Winter break? Thao: It was perfect like I wanted. Ms. Martin: What was your favorite part? Thao: Everything, I even had time to play soccer and hang out with my old friends. Ms. Martin: Maybe you'll have time to play more soon. Thao: Yes, I hope so. I really do think that I could like the US like Vietnam someday. It could be that I get older. Thao's responses during this conversation place his language development in which of the following proficiency levels? A Beginning B Intermediate C Advanced D Advanced-high

Answer 36

Option c is the correct answer. Explanation: Thao's speech places him in the advanced category. His language is understandable and he uses verb tenses correctly. His speech lacks the more advanced vocabulary and natural fluidity possessed by an advanced-high level student. incorrect Option b is the wrong answer. Explanation: Thao uses verb tenses correctly, which moves him beyond the intermediate category. It is also often difficult to decipher exactly what an intermediate student is trying to say, and in this conversation, Thao is very understandable.

Question 37

Use the conversation between Thao, a middle school English-language learner (ELL), and his teacher for the following questions. Ms. Martin: Hi Thao, how was your Winter break? Thao: It was perfect like I wanted. Ms. Martin: What was your favorite part? Thao: Everything, I even had time to play soccer and hang out with my old friends. Ms. Martin: Maybe you'll have time to play more soon. Thao: Yes, I hope so. I really do think that I could like the US like Vietnam someday. It could be that I get older. After reviewing the conversation between Ms. Martin and Thao, which of the following English- language topics should she focus on to further his language development? A using grade-level vocabulary fluently B using the correct verb tenses throughout C using articles correctly when speaking D resolving unclear pronoun antecedents

Answer 37

Option a is the correct answer. Explanation: Thao uses simplistic vocabulary and does not speak in well-structured phrases. Having structured conversations, introducing a word wall, and practicing talking with native-speaking grade-level peers would all be beneficial. incorrect Option d is the wrong answer. Explanation: Thao does not use unclear antecedents.

Question 38

Use the information below to answer the following questions. The pieces of information build to create a classroom scenario, and the questions ask you to decide on the most appropriate course of action based on the situation. PART 1 Ms. Johnson, an eighth-grade United States English teacher, has written a unit plan for each student to write a persuasive letter on a topic of concern facing society today (global warming, food insecurity, endangered species, high obesity levels, teen smoking, etc.). The main objective is for students to research and write a persuasive letter to convince a particular organization or business (oil company, zoo, car company) to take action on a problem. She gives each student a copy of the timeline for upcoming learning activities associated with the unit. What's the Solution?: Using our Voices to Inspire Change Day 1 Discuss persuasive texts: What is their function? What persuasive texts have you read? What would a persuasive letter look like? Why should you write one? Show students examples of persuasive letters throughout history. Brainstorm a list of at least five pressing issues in our society that you would be interested in researching and writing about. Day 2 Share your list and initial thoughts in a classroom roundtable discussion to gather feedback for your research plan. Day 3 Research the issues you have chosen along with possible solutions. Prewrite using an outline provided by the teacher. Consider what business or organization would best benefit from receiving the letter. Day 4 Write a draft of the letter using the outline presented in class. Day 5 Edit and revise the letter with a partner to prepare it for publication. Day 6 Type the letter and print it out in preparation for mailing. PART 2 To prepare for students to mail out their persuasive letters, Ms. Johnson creates a protocol for reviewing the content of each letter. She then contacts the community relations managers for the organizations and businesses students have identified in order to determine who within the organization could most benefit from receiving the letter. This unit plan shows Ms. Johnson has an understanding of: A the importance of helping students plan for future careers. B how student learning standards should be written. C how student learning can extend beyond the classroom. D the importance of teaching understanding and tolerance.

Answer 38

Option c is the correct answer. Explanation: Since the letters are being sent to businesses and organizations, the teacher understands the importance of extending the learning environment beyond the classroom. incorrect Option b is the wrong answer. Explanation: This unit plan addresses one main learning standard and how the teacher wrote the learning standard is not addressed in this learning activity timeline.

Question 39

A middle school science teacher has assigned students a project in which they will create a molecular model out of foam balls and long toothpicks. Which of the following steps should the teacher take in order to ensure student success on the project? A create a model as a class on a different molecule than the one covered in the project B read an article on molecules and have students draw molecules in small groups C have students rank a list of molecules from most to least important in pairs D read the sheet of instructions aloud to students and ask them if they have questions

Answer 39

Option a is the correct answer. Explanation: Creating a foam model as a class ensures students will know what to do as they create their own models for the project. incorrect Option b is the wrong answer. Explanation: Drawing molecules is not as effective as the hands-on activity of making an example foam model as a class.

Question 40

A first-year teacher would like to improve her use of student-centered learning experiences. Which of the following activities would be most beneficial to address this? A inviting the grade-level administrator to conduct an unscheduled observation B allowing students to share their interests and preferences C observing her mentor teacher during a class period that focuses on student-centered learning D asking her mentor teacher to design a student-centered lesson plan that can be used in the class

Answer 40

Option c is the correct answer. Explanation: Since the first year teacher knows that student-centered learning is an area in which she would like to further develop, observing her mentor in this specific activity would be the best way to develop or enhance her own practices. incorrect Option b is the wrong answer. Explanation: This information is helpful but is not the best way to improve the teacher's instructional practices.

Question 41

A two-year-old child plays alone with a set of cars while another child stands a few feet away watching how he plays, but they do not interact with each other. The child playing with cars is demonstrating which stage of play? A parallel B onlooker C associative D solitary

Answer 41

Option d is the correct answer. Explanation: The child that is playing with cars, seemingly unaware of the other child nearby, is demonstrating solitary play. The child who is observing him is demonstrating traits associated with the onlooker stage of play. incorrect Option a is the wrong answer. Explanation: During the parallel play stage, children play alongside each other, but without any cooperation between them. In this example, no one is playing alongside the boy with the cars, there is only the child watching him. Since the other child is not also playing, the scenario only demonstrates solitary play.

Question 42

Marcia experienced a seizure during a fifth-grade science class, and an ambulance had to be called. The parent of another student, Bennett, contacted the teacher to ask what happened in class today. What is the appropriate way for the teacher to respond? A Provide Bennett's parent with Marcia's parents' contact information so they can follow up directly with her family. B Share that a safety issue occurred but has since been resolved. C Let the parent know that a medical incident occurred with another student, but the student was safely transported to the hospital. D Explain that Marcia has a history of seizures, but she is now resting at home.

Answer 42

Option c is the correct answer. Explanation: This would be the most appropriate explanation since it allows the teacher to maintain Marcia's confidentiality while reassuring the parent that the health incident has been addressed. incorrect Option b is the wrong answer. Explanation: This comment is very vague and may actually be more alarming to the parent if their child hasn't provided any context about the event. It would be more appropriate to share that a health incident occurred but has been resolved safely.

Question 43

In an elementary school classroom, which of the following routines for asking questions during individual work time is the most effective classroom management method that also promotes students' independence? A providing each student with a card on their desk that they can flip over to "red" to indicate that they need help but reminding them to keep working until the teacher checks in B allowing students to begin work independently but ask their seatmates as questions arise C encouraging students to come up to the teacher's desk when they have questions and wait in line until it is their turn D walking around the room as students work and stopping to check in with any students who appear to be struggling

Answer 43

Option a is the correct answer. Explanation: Providing students with a visual cue to ask for help prompts them to indicate when they have questions but does not stop them from continuing to work until the teacher is available. The cards on all students' desks allows the teacher to easily identify who needs help without disrupting a quiet work environment. incorrect Option d is the wrong answer. Explanation: While the teacher should actively monitor the class during independent work time, looking for cues that a student is struggling does not promote independence and self-advocacy since the student is waiting for the teacher to reach out to them.

Question 44

Read the information below and answer the questions that follow. Ms. Jay is a 6th-grade science teacher. She is teaching her students about animal habitats. They are observing images of different habitats and discussing the different components of a habitat when she notices that a few students in the back of the classroom are distracted by something outside the window. Ms. Jay looks out the window and finds that they are watching three squirrels chase one another around the schoolyard. Veering from her planned lesson, Ms. Jay instructs the class to close their notebooks and follow her outside. She proceeds to the schoolyard, where she leads students in a hunt to find the squirrel's habitat, a leaf nest that she had seen weeks ago up in the tree. This prompts many questions related to squirrels and their characteristics. After the students finish observing and learning about the squirrels, Ms. Jay asks them to line up by the school door and states, "OK, now we are going to go back to the classroom. When you arrive back at your desks, I want you to take out your habitat handout and circle the type of habitat that a squirrel lives in." Her principal observes this behavior and compliments Ms. Jay on which of the following? A her conflict resolution skills B her time management skills C her critical thinking skills D her material management skills

Answer 44

Option b is the correct answer. Explanation: Ms. Jay is aware that transitions can be chaotic and thus, provides an activity for her students to engage in immediately upon returning to the classroom. The ability to do this shows that she has good time management skills. incorrect Option a is the wrong answer. Explanation: There is no evidence that suggests whether Ms. Jay has good conflict resolution skills.

Question 45

Which of the following would most likely enhance a student's emotional and academic well-being during the middle school years? A reducing the amount of homework assigned each night B requiring all students to join a club or activity within the school C providing each student with an adult advocate to monitor their academic and social development D encouraging parent participation in school activities

Answer 45

Option c is the correct answer. Explanation: Research has shown that an adult mentor other than a parent most enhances a student's well-being during the pre-teen and early teen years. incorrect Option d is the wrong answer. Explanation: Parent participation is helpful, but an outside adult has a greater impact at this point in a child's life.

Question 46

According to Piaget, which of the following behaviors may a teacher first notice during a student's concrete operational stage of development? A The student can make hypotheses and determine whether or not their hypotheses are correct. B The student is more aware of the world around them and engages in logical thinking. C The student primarily relies on trial and error to learn new skills. D The student applies correct grammatical skills when speaking and has increased communication skills.

Answer 46

Option b is the correct answer. Explanation: This accurately describes the concrete operational stage when students are less egocentric and are able to manipulate objects and information to learn new things. incorrect Option a is the wrong answer. Explanation: The abstract thinking described in this example occurs during the formal operational stage which begins during adolescence and continues until adulthood.

Question 47

Which of the following best describes appropriate social development for a seven-year-old student? A Sarah shows respect toward authority and recognizes how to respond in different social situations. B Mathias has formed a group of friends and is able to recognize and regulate his emotions. C Vanessa has a best friend and is often preoccupied by whether or not she fits in with her peers. D Warren prefers to seek support and advice from friends rather than relatives.

Answer 47

Option b is the correct answer. Explanation: This accurately describes appropriate social development for children between five and seven years of age. At this stage, children are able to form and maintain friendships, identify and manage their emotions, and demonstrate a sense of identity and increase in resilience. incorrect Option a is the wrong answer. Explanation: These social development skills are not typically present until age 10 or 11.

Question 48

In which of the following situations is a teacher using proximity as a preventative measure for classroom management? A sending a student on a positive errand when they are fidgeting in their seat B placing a hand on the shoulder of a student doodling rather than taking notes C preferential seating assignments for students easily distracted or off-task D standing near two students talking

Answer 48

Option c is the correct answer. Explanation: This is a preventative measure allowing the students to be placed near the source of instruction. incorrect Option d is the wrong answer. Explanation: This is reactive rather than preventative, but the teacher is using proximity to convey a message.

Question 49

Second-grade students, Bryan and Alexander, are working together to count money raised by the school's student council. They know the value of the penny, quarter, and dollar, but they consistently confuse the value of the nickel and dime. How can the teacher address this? A Provide word problems that involve money in various denominations. B Provide a handout with true-to-size pictures so they can compare before determining value. C Provide hands-on examples where they act out different scenarios using nickels and dimes. D Provide the mnemonic "smaller is more" to help them remember the relationship between size and value.

Answer 49

Option c is the correct answer. Explanation: Concrete examples where they handle and practice using the value of the money will help them master identifying the value of coins. incorrect Option d is the wrong answer. Explanation: This is not a practical phrase for coins as their value does not directly correlate with size, so this mnemonic may be confusing when applying to other coins (ex: penny vs. nickel).

Question 50

Ms. Ramirez, a high school history teacher, is struggling with a student's behavior in one of her classes. She has spoken with the student and contacted parents, but the student's behavior has not improved. Which of the following next steps would be most appropriate for Ms. Ramirez to take? A Speak with the student's other teachers to inquire about behavior in their classes. B Speak with the student's administrator to request a suspension from school. C Speak with the student's parents to ask them to come into school to observe their child. D Speak with the student's school counselor to request a transfer to another class.

Answer 50

Option a is the correct answer. Explanation: Since the behavior is specific to one student, it would be most appropriate for Ms. Ramirez to speak with the student's other teachers. This would provide information about whether the student's behavior is similar in other classes. If so, the teachers can determine what the cause of the behavior is and how to address it. If the student is not demonstrating behaviors in other classes, Ms. Ramirez can learn what strategies have worked well for others to support this student in appropriate behavior. incorrect Option b is the wrong answer. Explanation: The scenario does not indicate that the student's behavior warrants a suspension, so this would not be an appropriate response.

Question 51

Use the information provided to answer the following questions. The information builds to create a hypothetical scenario, and the questions ask you to make the best decision based on the given situation. A third-grade history teacher is teaching her students about European exploration in North America. The lesson focuses on the reasons for and obstacles to the exploration of North America and the examples of cooperation and conflict between European explorers and American Indians. At different points in the lesson, the teacher poses the following questions to students: Pre-lesson (1) Why do explorers want to discover new land? During lesson (2) How did the explorers cooperate with the American Indians? (3) How did the explorers clash with the American Indians? (4) Do you think that it is fair for the European settlers to take land from the American Indians? Post-lesson (5) Who were some of the first European explorers to arrive in North America? (6) Where did the first European explorers settle? (7) What if the first European explorers had settled in California instead of on the east coast of the US? Which of the questions posed by the teacher would not be developmentally appropriate for the 3rd graders who are likely in the concrete operational stage of their learning? A Question 1 B Question 2 C Question 4 D Question 7

Answer 51

Option d is the correct answer. Explanation: At this age, students are in the concrete operational stage of learning and not yet capable of hypothetical reasoning. incorrect Option c is the wrong answer. Explanation: At this age, students should be capable of answering this question.

Question 52

A second-grade math teacher is designing a lesson that will address the standard for numbers and operations. This lesson will focus on the use of standard, word, and expanded forms of numbers up to 1,200. Which of the following activities would allow the teacher to determine the lesson's effectiveness and plan for the next day's instruction? A Design an exit slip that requires students to write a number of their choice in three forms. B Provide students with a drill in which they complete as many addition problems as they can in one minute. C Conduct individual conferences with students to ask them to use skip counting up to 1,200. D Place students in pairs to practice writing numbers in standard, word, and expanded forms while the teachers grades warm-up assignments.

Answer 52

Option a is the correct answer. Explanation: An exit slip allows the teacher to determine students' levels of understanding and assess whether they are ready to move on to a new skill or need additional practice during the next class. incorrect Option d is the wrong answer. Explanation: While students are practicing the correct skill in this activity, it would be difficult for the teacher to assess the lesson's effectiveness if he were grading assignments rather than monitoring the students.

Question 53

A group of administrators is developing a database of local and state assessment data for the teachers in their building. Which of the following tools would be most beneficial when teachers are using this database to analyze class performance? A a graph that compares the school's performance to state averages B a tool that allows teachers to compare their class averages year over year C a pie chart that represents student demographics D a filter that allows teachers to see trends for their individual students and classes

Answer 53

Option d is the correct answer. Explanation: Allowing teachers to analyze data specific to their students would be most beneficial, particularly if they are able to drill down to individual student data and then compare students' performance across classes or grade bands. incorrect Option b is the wrong answer. Explanation: If the teachers do not always teach the same courses or levels of courses, trend data across school years may not be particularly beneficial. This would also not be helpful for teachers who are new to the building. Being able to look at student performance across multiple years would be more beneficial.

Question 54

A first-year middle school history teacher has the opportunity to attend one professional development event of his choice during the school year. Which of the following events may be most beneficial for the teacher? A a state conference on Advanced Placement courses B a district event on instructional strategies for supporting students with disabilities across content areas C a webinar on National Board Certification hosted by a local college D a parent information session on transitioning students to high school

Answer 54

Option b is the correct answer. Explanation: This event is likely to be the most beneficial for a first year teacher since it is hosted by the district and focuses on strategies that support a group of students across content areas, so while it is not specific to the history teacher's content area, he is likely to still gain resources from attending this event. incorrect Option d is the wrong answer. Explanation: This session could be helpful, particularly if the teacher has eighth-grade students, but it is a very specific topic and likely would not be the most valuable session for a first year teacher.

Question 55

A high-school English teacher has selected a daily objective which states, "Students will demonstrate an understanding of tone and theme in poetry." Which of the following assessments would be appropriate to use with this objective? A reading a poem as a class and discussing how the tone and theme are reflected in the word choice B reading a short story and identifying the tone and theme independently C reading a short story independently and drawing a picture to represent the text D reading a poem independently and making annotation marks to explain the tone and theme

Answer 55

Option d is the correct answer. Explanation: Annotations allow students to highlight, underline, and make notes while they are reading. The teacher can review their annotations to determine whether students appropriately identified words and phrases that contribute to the tone and theme. incorrect Option a is the wrong answer. Explanation: A class discussion would prepare students for assessment of this skill, but it would be difficult to assess students' individual levels of understanding during a discussion.

Question 56

An elementary school teacher is preparing for an end of school year ceremony for his classroom. As part of the ceremony, each student will receive an award with a handwritten note from the teacher that describes one of the student's greatest achievements (academically, extra curricular, or socially) this school year. What is the main purpose for including this in the ceremony? A respecting others' differences B engaging all students in learning and development C improving collaborative activities D increasing extrinsic motivation

Answer 56

Option b is the correct answer. Explanation: By celebrating a variety of achievements that are unique to each student, the teacher is helping students to continue to remain engaged in learning and recognize that all of their skills and interests have value. incorrect Option d is the wrong answer. Explanation: This example would appeal more to intrinsic motivation than extrinsic motivation since it shows students that their efforts and accomplishments are valued and celebrated.

Question 57

Ms. Roland, a fourth-grade teacher, has begun her first year at a new school. On her previous campus, the fourth grade was departmentalized and Ms. Roland taught language arts and social studies. At her new campus, fourth-grade classes are self-contained. She has enjoyed the new format overall but has faced some challenges while teaching math. Ms. Roland loves math and it was her favorite subject in school, but she is struggling to get her students engaged in the lessons. The students seem to be more easily distracted by each other, and she struggles to get through her lessons in the time dedicated to the subject. On the latest district assessment, her students' overall performance in math was noticeably below the campus average. Following some reflection on her teaching practices, she has begun incorporating more collaborative elements into the lessons and connecting math skills to the real world. She has also made arrangements to observe some of the other fourth-grade teachers during their math lessons. Which of the following people on Ms. Roland's campus would be a logical resource for support with this issue? a. assistant principal b. counselor c. department chairperson d. principal

Answer 57

Option c is the correct answer. Explanation: The department chairperson for math oversees the math curriculum at a campus level. This person would be a good resource for specific guidance regarding math instruction. incorrect Option d is the wrong answer. Explanation: The principal may become involved if there is a significant issue with the students' progression with math skills, but he or she would not be the most logical support for a specific subject.

Question 58

What is the primary reason for administering a diagnostic test? a. to assess a student's strengths and needs b. to find areas of interest c. to determine a student's IQ score d. to assess a student's primary learning style

Answer 58

correct Option a is the correct answer. Explanation: A diagnostic test can determine if a student needs enrichment or remediation in a subject area.

Question 59

In January, Eddie enrolled in a first-grade classroom. After a week, his teacher noticed that he got out of his desk and wandered around the classroom; he did not participate in classroom routines or sit with the group for morning reading or with his table group. She observed that his play activities were similar to a kindergartener or a younger child. She then reviewed the records just sent from his previous school, which noted that he had highly developed social skills and behaviors. In determining how best to work with Eddie and this situation, what is most important for the teacher to consider? a. The information about Eddie from his previous school may not have been accurate. b. The children in her classroom may be more socially advanced than the children in Eddie's previous school. c. Children like Eddie often revert to less advanced play levels in response to stress, such as moving or family upheaval. d. Eddie's reversion to age-inappropriate play needs to be stopped before he becomes a classroom distraction.

Answer 59

Option c is the correct answer. Explanation: Any student who changes schools during the school year faces challenges. In the case of a first-grade student who does not perform or socialize in the manner his previous school reported that he should, a teacher might be tempted to think that the previous school's report was inaccurate or that her children are more socially advanced than the students in the previous school. It may be tempting to deal with the student's reversion to age-inappropriate play as a disciplinary issue that needs to be stopped. incorrect Option a is the wrong answer. Explanation: This option ignores a basic overriding principle: children often revert to-less advanced play levels in response to stress, such as moving or to family upheaval. Accepting this principle would likely result in more productive and positive results for the child.

Question 60

Which of the following is not necessary when creating a positive classroom environment? a. Teachers should be nice to students and always show a positive demeanor. b. Teachers should create lessons that allow for students with different abilities to show their skills, and vary activities and assessment for all learning styles. c. Teachers should use open-ended questions to promote collaboration and supportive, risk-free communication. d. Teachers should model respectful actions and communication to all students.

Answer 60

Option a is the correct answer. Explanation: Being nice is a good policy, but it is not required all the time in order to create a positive learning environment. Teachers can be firm and respectful and instill a positive environment. Students tend to recognize when a person is acting in a manner that is not authentic and they will typically not respond to that. incorrect Option b is the wrong answer. Explanation: Allowing students to share their varied abilities will promote a positive class environment.

Question 61

Which of the following pieces of technology is classified as an input device? a file b headphones c webcam d speaker

Answer 61

correct Option c is the correct answer. Explanation: Webcams send data to another device, making them input devices.

Question 62

PART 1 On a Friday afternoon, a 5th-grade class completed their assignment early, leaving approximately 20 minutes left of the school day with no relevant activity planned for the remaining time. Ms. Donovan, a new teacher, decided to allow the students some free time to visit amongst themselves for the remainder of the day. The class is generally well behaved, but without a specific task the students quickly became loud and active; one group of students was tossing a paper ball around the room, over the heads of other students. The principal stopped in after hearing the commotion from down the hall. Ms. Donovan quickly instructed the students who were throwing the paper ball to return to their seats and explained to the principal why the students were having free time. PART 2 Soon after this incident, Ms. Donovan attends a teacher development training focused on self-reflection. The teachers are asked to reflect on their strengths and weaknesses, consider opportunities for growth, and develop goals related to their teaching performance. Ms. Donovan writes the following reflective questions to monitor her progress over the coming weeks. Have I changed the pace of a lesson or progression of lessons based on student learning? Have I responded to teachable moments? Have I taken the opportunity to extend learning when students demonstrate mastery more quickly than expected? Based on the reflective questions that Ms. Donovan has written, which of the following is the overarching focus of her professional development? a backward design b instructional flexibility c classroom management d maximizing instructional time

Answer 62

Option b is the correct answer. Explanation: Instructional flexibility relates to adjusting teacher plans based on student needs. All of the reflective questions relate to the teacher adjusting her plans based on the needs of her students. incorrect Option d is the wrong answer. Explanation: Instructional flexibility can help a teacher maximize instructional time, but the reflective questions are more directly related to instructional flexibility than maximizing instructional time.

Question 63

PART 1 On a Friday afternoon, a 5th-grade class completed their assignment early, leaving approximately 20 minutes left of the school day with no relevant activity planned for the remaining time. Ms. Donovan, a new teacher, decided to allow the students some free time to visit amongst themselves for the remainder of the day. The class is generally well behaved, but without a specific task the students quickly became loud and active; one group of students was tossing a paper ball around the room, over the heads of other students. The principal stopped in after hearing the commotion from down the hall. Ms. Donovan quickly instructed the students who were throwing the paper ball to return to their seats and explained to the principal why the students were having free time. PART 2 Soon after this incident, Ms. Donovan attends a teacher development training focused on self-reflection. The teachers are asked to reflect on their strengths and weaknesses, consider opportunities for growth, and develop goals related to their teaching performance. Ms. Donovan writes the following reflective questions to monitor her progress over the coming weeks. Have I changed the pace of a lesson or progression of lessons based on student learning? Have I responded to teachable moments? Have I taken the opportunity to extend learning when students demonstrate mastery more quickly than expected? Ms. Donovan is uncomfortable with the principal seeing her class in disarray. Which of the following best describes how she should respond to this unexpected classroom visit and plan for the future? a Make a plan for more structure in similar situations while still including student choice and fun options. b Wait to see if her principal expresses any concern, assuming he understands that students are often rowdy in the afternoon. c Meet with her principal and ask for support in developing her classroom management skills. d She should not be concerned because the visit was not a formal observation.

Answer 63

Option a is the correct answer. Explanation: This is the best option because regardless of whether it was a formal observation, this was not an example of strong classroom management. She should be more deliberate in planning for extra class time in the future. incorrect Option c is the wrong answer. Explanation: This is not the best option because there is no evidence that she struggles with classroom management in general. The chaotic and disruptive environment that her principal walked into was not due to a lack of classroom management skills, but a lack of planning on the teacher's part.

Question 64

PART 1 Ms. Grimes is a fourth-grade teacher planning a social studies unit about the 6 flags that have flown over Texas. She knows that the state standard requires the students to be able to explain the meanings of the six flags that flew over Texas. With that in mind, she has planned the following progression of activities related to this skill for their social studies class time: Day 1 Provide each student with a timeline that is already segmented based on the duration of each nation's control of Texas. The timeline will serve as an outline for student notes, and they will add the years and name of each nation. They will also cut out and glue on pictures of each flag. Day 2 Lesson briefly explaining the transition of power from the first nation to the second. Students will draw and label the first two flags. Focus on Spain and France Day 3 Lesson briefly explaining the transitions of power from the second nation to the third, and the third to the fourth. Students will draw and label the second two flags. Focus on Mexico and Republic of Texas Day 4 Lesson briefly explaining the transitions of power from the fourth nation to the fifth, and the fifth to the sixth. Students will draw and label the final two flags. Focus on the United States of America and Confederate States of America. Day 5 Students review using a matching game with the classmates at their table. Day 6 Assessment PART 2 On the second day of the flag lessons, Ms. Grimes realizes one student isn't participating in the lesson and refuses to draw the flags. On the third day, the student refuses to stand up to recite the Texas pledge during the morning announcements, despite being asked to stand and being told that his parents would be contacted if he didn't follow directions. Before lunch, Ms. Grimes asked the student to stay in the class to discuss the issue. Here is a transcript of their conversation: Ms. Grimes: Why didn't you stand for the pledge today? And why aren't you participating in our flag activities? Student: Because I don't want to. Ms. Grimes: But you have always stood for the pledge in the past. Why aren't you standing anymore? Student: Because my mom said we are moving to New Mexico this summer for my dad's new job. I won't live here so none of this Texas stuff matters anymore. Ms. Grimes: I'm sorry to hear you will be leaving us. I know that is a big, difficult change. I won't require you to stand for the pledge tomorrow if you choose not to, but I am going to ask that you continue to complete your classwork while you are here. The teacher initially responds to the student's refusal to participate by saying she will call his parents. Which of the following is the teacher using in an attempt to shape the student's behavior? a negative punishment b negative reinforcement c positive reinforcement d positive punishment

Answer 64

correct Option d is the correct answer. Explanation: Positive punishment means to present a stimulus in reaction to a behavior to decrease the likelihood of the behavior. In this case, the stimulus being presented is a phone call home about his behavior.

Question 65

The most important question for a teacher to consider when assessing the classroom climate is: a Are the assessments and assignments sensitive to the students' culture and represent an objective measurement of the instructional units? b Are the students happy and satisfied with the assignments and assessments? c How coherent is the instruction? Does it adhere to a consistent educational philosophy? d Are all students being intellectually involved and active during the lessons?

Answer 65

Option d is the correct answer. Explanation: The primary concern of the teacher should be the intellectual involvement and active participation of the students in the instructional activities. incorrect Option a is the wrong answer. Explanation: Assessments need to be sensitive and objective, but if students are not involved in the instruction, then the assessments will not be important.

Question 66

PART 1 A 10th grade World History teacher is planning an assessment related to the following learning goal: Learning Objective: The student demonstrates understanding of the Columbian Exchange and explains its impact. All of the concepts being assessed were covered either through a lecture or assigned reading. The assessment will be due at the end of the week and will require the students to demonstrate their understanding through one of the following ways: Write an informative essay Work with a partner to record a podcast on the topic Write a short story the depicts the experience of a person participating in the Columbian Exchange Film a news broadcast as if you were living during this time period and reporting on impacts of the Columbian Exchange PART 2 Once the projects are submitted, each one will be presented to the class and the teacher will use a rubric to grade the students' work. The teacher will evaluate the projects based on their factual accuracy, the clarity of their ideas, and whether they have thoroughly explained the Columbian Exchange and its impact. After further reflection, the teacher determines the podcast option will impact the fairness of the assessment because it involves two students working together, as opposed to the other options that will all be completed independently. In what way will the partner option impact the quality of the assessment? a clarity of language b reliability c congruence d freedom from bias

Answer 66

correct Option b is the correct answer. Explanation: The podcast is the only assignment that is completed in pairs, making it difficult for the teacher to determine which student has mastered the content. This option makes the assessment less reliable because it will be unclear whether the students would score the same if they were assessed individually.

Question 67

A 3rd-grade teacher is planning a field trip to a plant nursery in conjunction with their unit on life cycles. The owners of the nursery have prepared presentations and a hands-on opportunity for each student to repot their own seedling to take home with them. The teacher has outlined the following objectives for this educational experience: Learning Objective 1: Students will analyze the food web that supports the growth of plants in order to draw a representative diagram in their science journals. Learning Objective 2: Students will understand the relationship between the seasons and a plant's access to the resources required to grow. Learning Objective 3: Students will diagram the life cycle of a plant found in the nursery by sketching images in their science journals. One of the plants the students analyze in the nursery is a young palm tree. The teacher asks the class what region they think would best support the growth of palm trees. Which of the following best describes the primary purpose of this question? a facilitating self-directed learning b evaluating students' ability to recall information c establishing an interdisciplinary connection d assessing student mastery of learning objective 2

Answer 67

Option c is the correct answer. Explanation: The question requires the students to connect their knowledge about palm trees to a geography concept. The teacher is facilitating an interdisciplinary connection between science and geography. incorrect Option d is the wrong answer. Explanation: This is not the best answer because the question requires students to apply their knowledge in a new way by connecting to their understanding of geographic regions. The question requires components from objective 2, but the primary purpose is not to assess that knowledge.

Question 68

A 3rd-grade teacher is planning a field trip to a plant nursery in conjunction with their unit on life cycles. The owners of the nursery have prepared presentations and a hands-on opportunity for each student to repot their own seedling to take home with them. The teacher has outlined the following objectives for this educational experience: Learning Objective 1: Students will analyze the food web that supports the growth of plants in order to draw a representative diagram in their science journals. Learning Objective 2: Students will understand the relationship between the seasons and a plant's access to the resources required to grow. Learning Objective 3: Students will diagram the life cycle of a plant found in the nursery by sketching images in their science journals. Which of the following is the most important revision that the teacher should make to improve the learning objective 2 in this scenario? a Clarify how the teacher will facilitate this learning. b Change "understand the relationship" to "explain the relationship." c Specify which season will be considered. d Change "plant's access to the resources required to grow" to "plant's access to the resources and the environment required to grow."

Answer 68

Option b is the correct answer. Explanation: Learning objectives should specify an outcome that can be measured. The teacher cannot measure their students' understanding unless they explain the relationship between the seasons and a plant's access to the resources required to grow. incorrect Option a is the wrong answer. Explanation: The learning objective will focus on the goal for the students' learning, not the process by which the teacher will help them learn.

Question 69

A beginning English-language learner (ELL) in middle school is struggling to understand basic vocabulary words, such as "pencil" or "book." When the teacher gives simple directions, the student looks around the room confused. In order to best support this student, the teacher can: a ask the ELL to repeat the directions back. b write the directions in the student's native language. c provide picture cards with common vocabulary words. d provide a word bank for the student to utilize.

Answer 69

correct Option c is the correct answer. Explanation: This strategy will assist the beginning ELL student the most because it provides visual clues for the student to utilize. The picture cards should contain the English word clearly written beside the picture and be easily accessible on the student's desk.

Question 70

A fifth-grade English teacher has several English-language learners (ELL) in her class. They all seem to be struggling with an essay assignment, even though they are at various levels of English-language proficiency. Which of the following strategies will help all the ELLs in the class complete the essay assignment? a hold individual student/teacher conferences and take detailed notes on student progress b providing differentiated graphic organizers based on the student's proficiency level c making a word wall in the classroom with vocabulary specific to this assignment d seat each ELL with a native English speaker to help them write and speak fluently

Answer 70

Option b is the correct answer. Explanation: Providing different graphic organizers will help all ELLs be successful. A beginner ELL could use a graphic organizer with more boxes/scaffolding/sentence stems while a more advanced student may only need a traditional outline. incorrect Option c is the wrong answer. Explanation: Providing a list of words will not help the ELLs with an essay assignment that requires students to write in sentences.

Question 71

A class is learning about the water cycle. Which of the following would be the most appropriate way to use technology to support their understanding of the movement of water through the water cycle? a During class, complete a science experiment in which the students observe evaporation, using digital cameras to document and submit the results of their experiment. b Use a website that requires students to drag images representing each stage of the water cycle into their correct place on a diagram. c Watch a video that describes the water cycle. d Use an app that allows students to digitally submit their answers to pre-assessment questions about the water cycle.

Answer 71

Option b is the correct answer. Explanation: This activity supports student understanding by requiring them to use their knowledge to complete a technology-based practice activity. incorrect Option a is the wrong answer. Explanation: This use of technology is a way for the teacher to assess their work, but it does not directly support the students' understanding.

Question 72

PART 1 Giovanni is an ELL student from Italy. His 6th-grade class is going to read a story set in Italy, centered around the Leaning Tower of Pisa, and containing a few sentences in Italian. The day before the class reads the story, the teacher, Ms. Davies, calls Giovanni over to her desk and has the following conversation: Ms. Davies: Giovanni, tomorrow in class we will read a story set in Italy. It is about a little boy visiting the Leaning Tower of Pisa for the first time. Have you ever been there? Giovanni: Yes! When I am very young. I remember. Ms. Davies: Wow! What a cool experience! This book also has a few sentences in Italian. I was wondering if you would like to tell the rest of the class what the sentences mean. You could also tell them about visiting Pisa! I can show you the sentences now so you can see what you think. [She shows him the applicable pages in the book] Giovanni: Yes. I can say the sentences in English. But just that. I won't like to talk about my trip for the whole class. Ms. Davies: Okay! Thank you, Giovanni. We are so lucky to have someone who speaks Italian in our class to share with us! PART 2 The following day, the teacher introduces the story and tells the class that Giovanni is going to help them all understand the parts of the story that are written in Italian. The class is excited to hear him speak Italian, and a few other students raise their hands to tell the class other languages they can speak. After reading the story, the teacher asks her class to analyze the plot using a graphic organizer. Students will identify the main conflict, climax, and resolution. The teacher has chosen a book about Italy and says to Giovanni, "We are so lucky to have someone that speaks Italian in our class to share with us!" This is best described as an example of: a instructional flexibility. b student ownership of learning. c culturally responsive teaching. d differentiation for ELL students.

Answer 72

Option c is the correct answer. Explanation: This demonstrates culturally responsive teaching because the teacher has chosen a book that relates to Giovanni's cultural experience, one that is different from the rest of the class. The teacher also uses the book as an opportunity to recognize the value of his cultural experience. incorrect Option b is the wrong answer. Explanation: Student ownership of learning generally involves some student-directed learning. The teacher is working to help the student become engaged, but this scenario is not best described as an example of student ownership of learning.

Question 73

Which of the following technological tools would a teacher use to filter and organize the results from her students' past standardized test scores in order to plan for future instruction? a a school or district database b a learning management system c collaboration software d digital record keeping software

Answer 73

Option a is the correct answer. Explanation: Many school districts have databases that contain all students' standardized test results. Teachers can log in to see their students' scores and filter and organize them in different ways. Generally speaking, the results can be broken down into individual learning objectives in addition to comparing total scores. incorrect Option d is the wrong answer. Explanation: Digital record-keeping software varies in capabilities. Even though they may contain scores from standardized tests, they don't generally have the same functionality that a database would to filter and sort scores.

Question 74

Ms. Adams obtained permission for the following activity. All students were cleared to participate. Ms. Adams begins math by holding up a fun-sized bag of colored candy and a blank bar graph and provides the following instructions: Ms. Adams: Each of you will have one bag of colored candy and a blank piece of graph paper. [The kids perk up and are noticeably excited about the candy. Some students shout things like, "YUM!" and "I love those!" before quieting down.] You are not allowed to eat any until we have completed the activity. First, you will open your candy and sort them by color. Next, you will count each pile and make a bar graph like the one we made yesterday. Do you see it here still drawn on the front board? After you make your graphs, compare them with the graphs made by the other students at your table. Observe who had the most of each color and who had the least. You can even add up the totals to see if everyone had the same number of each color in their bags. Okay, now you can come up to get your bag of candy and graph paper from the front of the classroom." Which of the following changes will be most beneficial to the students' successful participation in this activity? a use a different object for sorting that will be less of a disruption b sentence frames to guide discussion while comparing data sets c asking for volunteers to model the discussion portion of the activity d step-by-step written instructions for the students to reference throughout the activity

Answer 74

Option d is the correct answer. Explanation: While the instructions are not complex, there are several steps that students would benefit from having access to during the activity. This will help the students stay on task and minimize the number of times that the teacher will have to repeat instructions during the activity. incorrect Option b is the wrong answer. Explanation: Sentence frames are a helpful tool in both writing and oral language activities, but this is not the best answer because the discussion expectations do not require any complex sentence structures. If the teacher provides written instructions that include steps for the students to reference, the instructions would contain the guiding questions for their discussion.

Question 75

To ensure consistent personal communication among stakeholders, teachers should create: a a social media account. b digital portfolios. c monthly open-house events. d a classroom website.

Answer 75

Option b is the correct answer. Explanation: Digital portfolios are individual and unique for each student. They allow parents to see what the child is working on and the progress that has been made. incorrect Option d is the wrong answer. Explanation: A website can communicate important dates and provide extra copies of worksheets, but it will not ensure personal communication.

Question 76

In a social studies class, students are required to create a visual component for their research project. Which of the following guidelines should the teacher provide to help students avoid copyright issues? a only use images that are published under a creative commons license b properly cite the source of any images c only use images that are currently in the public domain d use only original images

Answer 76

Option b is the correct answer. Explanation: Based on fair use guidelines, students can generally use copyrighted images in their classroom projects as long as they are cited appropriately. incorrect Option a is the wrong answer. Explanation: Images published under the creative commons license are not their only option. Students can generally use copyrighted images in their classroom projects as long as they are cited appropriately. They are also able to use public domain images and their own original images.

Question 77

A fifth-grade teacher is planning a science unit in which the students will study the earth's surface and the impacts of erosion. He has begun by identifying the learning goal for the unit and the learning objectives for various lessons. Which of the following is the best example of a learning goal for this unit? a The students will differentiate between a river's source and its delta. b The students will understand that the earth's surface is constantly changing. c The students will identify various factors that cause erosion. d The students will apply their understanding of erosion to determine how various landforms are created.

Answer 77

Option b is the correct answer. Explanation: This is the best example of a learning goal because it provides a focus for the unit as a whole. The learning goal is the broad focus that the learning objectives will all support. incorrect Option d is the wrong answer. Explanation: This is an example of a learning objective for a specific lesson. Learning goals will be broader, focusing on a unit as a whole.

Question 78

Which of the following steps would be appropriate for a general education teacher to take if they suspect that a student may have dyslexia? a Provide the student with additional reading activities to complete at home. b Refer the student for participation in a research-based intervention program at the school. c Advise the parent to have a private evaluation completed. d Schedule an Admission Review and Dismissal (ARD) meeting.

Answer 78

Option b is the correct answer. Explanation: If the teacher suspects that a student has dyslexia and is not responding to Tier One level interventions within the general education classroom, the appropriate next step would be to refer the student to participate in an intervention program. The student will be provided with small group instruction by a qualified educator who can determine whether intervention is successful or if additional support is needed. incorrect Option c is the wrong answer. Explanation: It is inappropriate for a school staff member to request that a parent have a private evaluation completed. When a school recommends an evaluation, it is also the responsibility of the school to pay for the evaluation. Typically, evaluations are recommended as part of an ARD Committee meeting.

Question 79

Alex is a middle school student who recently moved here from another country. Use the conversation between Alex and Ms. Opal to answer the following questions. Ms. Opal: Hi Alex, I was entering grades this morning and noticed you have not turned in your summary of the short story we read together in class yesterday. Do you have it for me? Alex: No. I didn't do it. Ms. Opal: You had class time to complete the assignment. Why didn't you do the assignment? Alex: I couldn't finish it because I didn't understand the story. I don't even know what Mt. Rushmore is. Ms. Opal: That makes sense. But why didn't you ask for help? Alex: I don't know. Opal: Come to tutoring tomorrow and I will have something ready for you. Which of the following is an example of how Ms. Opal can adapt future instruction to be more culturally responsive to Alex and other students with diverse cultural backgrounds in her classroom? a Allow some students to discuss the readings with each other before completing assessments. b Incorporate texts that are culturally diverse so that all students will have opportunities to draw on their cultural background. c Increase pre-reading activities for all students that focus on relevant background knowledge in the assigned texts. d Allow students to select from a variety of readings for assessments in the future.

Answer 79

Option b is the correct answer. Explanation: This is an important way to maintain an inclusive classroom because reading culturally diverse texts will help all students understand that their experiences and cultures are valued. incorrect Option c is the wrong answer. Explanation: This is not the best option because it will not be necessary for all students and all assignments. Teachers should use differentiation to support diverse learners, instead of requiring all students to spend time participating in activities that are not necessary for their learning.

Question 80

Use the information below to answer the questions that follow: Ms. Hardy is a 6th-grade Humanities teacher. She provides a writing assignment to her students every Friday to assess their understanding of the topic covered during the week. Every Monday morning Ms. Hardy collects the written responses. She then corrects every mistake, often filling the page with notes and corrections. To help students keep their writing organized, she returns all the writing assignments to students at the end of the month and reviews the concepts covered in the writing. Which of the following two things could Ms. Hardy do to make her feedback more productive? Select all answers that apply. a ask students to edit and resubmit their writing assignments every week b focus feedback on the topic covered during the week c provide feedback in a more timely manner d meet with each student individually every week to discuss feedback

Answer 80

Option b is the correct answer. Explanation: Feedback should focus on specific topics. Correcting every single small mistake is less impactful than focusing on the mistakes that matter. correct Option c is the correct answer. Explanation: Students benefit the most from feedback that is timely, and teachers can use the issues found to adjust instruction. incorrect Option a is the wrong answer. Explanation: It is not necessary for Ms. Hardy to have students edit and resubmit their writing assignments each week, as this would be too much additional work. incorrect Option d is the wrong answer. Explanation: It is unrealistic for Ms. Hardy to meet with each student weekly to give personal feedback.

Question 81

Which two of the following options should teachers consider in order to ensure that email continues to be a successful form of communication with parents throughout the school year? Select all answers that apply. a use email primarily for whole class communication, but call when there is a student-specific issue b be cognizant of the timing and frequency of emails c ensure the BCC is used every time a group email is sent d carefully consider what information to contain in a subject line

Answer 81

correct Option b is the correct answer. Explanation: The timing and frequency of emails are important because it can increase the likelihood of them being opened and read. Some parents will be less likely to open emails from the school if they receive them very frequently and they are rarely of importance to their individual students. Option d is the correct answer. Explanation: A carefully chosen subject line can help parents understand the urgency and specificity of an email. Some parents might wait to open a class newsletter but would quickly read and respond to an email alerting them to a specific issue with their child. incorrect Option c is the wrong answer. Explanation: It is important to use BCC when sending group emails to protect the parent's privacy, but it does not impact the likelihood that emailing will be a successful way to communicate with the parents.

Question 82

A high school teacher's goal is to scaffold the reading of non-fiction texts for English-language learners 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 terms found in the reading text

Answer 82

Option B is correct because adapted texts will allow the information to be comprehensible for a beginning-level learner. Option A is incorrect because completing blank graphic organizers is more appropriate for an intermediate-level learner, since it requires the student to have a better English vocabulary. Option C and D are incorrect because sentence stems for note-taking and summarizing, and glossaries will be a verbal overload for a beginning-level ELL.

Question 83

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. Days 6-18: Support students as they use a spreadsheet program to track investments. Days 19-20: Present an evaluation of th success of the students' investment strategies, using graphs created in a spreadsheet program. Question: In terms of motivation, which of the following will be Ms. James' biggest challenge on days 1 through 3? (A) Providing appropriate feedback (B) Making the lesson content meaningful (C) Allowing for student choice in the lesson (D) Conveying high expectations

Answer 83

Option B is correct because the student has limited prior knowledge and experience with the material. Therefore, the biggest challenge is to make the content meaningful for the students. Option A is incorrect because students are provided with backgorund information during days 1 thorugh 3, so there is little need for feedback at this point. Option C is incorrect because student choice is not a concern when introducing the unit. Option D is incorrect because the design of this project clearly sets high expectations for the students.

Question 84

The most authentic way to assess sixth-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.

Answer 84

Option C is correct because students are asked to assemble pictures showing how angles are used in the real world. In authentic assessments, students demonstrate their understanding of lessons within a real-world context. Options A and D are incorrect because these activities do not challenge students to move beyond the chart or learning game and apply their understanding in real-world situations. Option B is incorrect because having students draw angles while working in groups is a performance assessment rather than an application of the concept to real-world situations.

Question 85

A high school English teacher has several English-language learners (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 tenses, the teacher should (A) provide examples of complex sentences. (B) find grammatical errors and provide appropriate corrections. (C) write examples of activity-based sentences. (D) provide practice with subject-verb agreement both in writing and verbally.

Answer 85

Option C is correct because providing sentences with examples of present verb tenses supports the English-language proficiency needs of beginning-level ELLs. Option A is incorrect because providing examples of complex sentences is beyond the proficiency-level needs of beginning-level ELLs and detracts from the lesson on verb tenses by introducing extraneous information. Options B and D are incorrect because finding grammatical errors and practicing subject-verb agreement do not address the target area of verb tenses.

Question 86

A science class with several intermediate-level English-language learners 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 concept mapping. (C) Clarifying abstract terms. (D) Accessing prior knowledge.

Answer 86

Option A is correct because labeling the equipment will allow students to make connections between the English term for the object and the actual object. Option B is incorrect because the labels are not making connections among concepts. Option C is incorrect because the terms are concrete nouns rather than abstract concepts or ideas. Option D is incorrect because the labels are not a method for accessing prior knowledge.

Question 87

To best help parents from culturally diverse backgrounds actively participate in school, a teacher should (A) complete training to learn to speak the parents’ language. (B) encourage parents to provide direct instruction at home. (C) explain to parents how to join a parent organization. (D) send messages home in the parents’ native language.

Answer 87

C is the correct answer because teachers can guide parents on the procedures for joining a parent organization. A and B are completely unrealistic and not important. D is incorrect because not all diverse families are non English speaking.

Question 88

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 insights into the student’s strengths and areas of need.

Answer 88

The correct answer is D. Asking families to provide insights into the student’s strengths and areas of need. This approach fosters collaboration and values the family's unique perspective on their child's abilities and challenges. By actively involving parents in discussing the student's development, it encourages partnership and shared responsibility in supporting the student's academic success. Why the other options are not the best: A. Presenting work samples that demonstrate student achievement​ While presenting work samples is valuable for showing progress and facilitating discussion, it is more focused on reporting rather than actively promoting family involvement. It is a one-way communication strategy and does not directly invite families to engage or contribute insights that support the student's success. B. Highlighting the student’s talents​ Highlighting talents is a positive way to build rapport and celebrate the student's strengths, but it does not actively involve the family in the student's academic journey. C. Encouraging families to volunteer with various school functions​ Encouraging volunteering is a way to involve families in school life but does not directly tie to promoting academic success. Volunteering typically supports broader school operations and community-building rather than addressing the individual student’s academic needs or strengths.

Question 89

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 use to assess the project. 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 presentations. (B) Helps the students decide in what order daily tasks should be done to complete the 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.

Answer 89

The correct answer is C. Encourages the students to ask questions and think about their own work. Presenting the rubric before students begin helps them reflect on the project requirements and their approach. It prompts them to ask clarifying questions about the criteria, ensuring they fully understand expectations and can think critically about how to meet them throughout their work. Why the other options are not the best: (A) Enables the students to express creatively what they learn in preparing their presentations​ While creativity may be part of the project, the rubric’s primary function is to clarify expectations and assessment criteria, not to directly foster creativity. (B) Helps the students decide in what order daily tasks should be done to complete the project​ A rubric outlines assessment criteria but does not serve as a step-by-step guide or project timeline. Additional tools, such as a project schedule or teacher guidance, would be needed for task management. (D) Supports the students as they compare their work to that of their peers​ A rubric is designed for self-assessment and alignment with the teacher’s expectations, not for comparing work to that of peers. Encouraging peer comparison is not the rubric’s primary purpose and could even detract from individual learning.