Juliana

Question 1

A three-year-old is playing independently building a house of blocks. While working on the house, the child says, “No, not the yellow one. The black one would look better for the roof.” According to the theory of Lev Vygotsky, the child’s behavior can best be described as?

Answer 1

Thinking out loud in order to self-direct learning.
Vygotsky developed a number of theories in child development, including the three stages of language development. These include social speech (typical of age 2), private speech (typical of age 3) which is directed to self and serves as intellectual function. & finally, “silent inner speech” (typical age 7).
Private speech becomes internalized and takes on self-regulating function. Private speech serves many benefits and such as self-guidance and self-regulating behavior.

Question 2

Kindergartens playing in large sandbox. What activity is the most developmentally advanced type of play?

Answer 2

Building a sandcastle cooperatively with two other children.
There are 6 stages of play in child development. The most advanced is cooperative play. Cooperative is when a child is interested in playing with others and objects. it requires social maturity and advanced organizational skills.

Question 3

A tornado caused damage in the community in which an early childhood teacher works. The mother of a 15-month-old reports that since the tornado has displaced her family, her son has become clingy, wants to be carried most of the time, and has trouble falling asleep at night. The mother asks the ECE teacher for suggestions for supporting her child in healing from trauma. Which of the following suggestions should the teacher make to address the mothers concerns?

Answer 3

Encouraging the mother to follow a predictable routine with her child and allow him to stay close to her when he expresses the need.

Traumatic events can greatly impact infants and young children. During these times, parents/guardians and caretaker may notice changes in the behavior of young children.
For example, their child may have more frequent temper tantrums, problems sleeping, and increased desire to be with a parent/ guardian, or the loss of previously mastered developmental skills.

Strategies such as keeping to a routine, talking about the events, naming emotions, and providing verbal and physical reassurance to the child when needed are ways to help children feel safe when dealing with trauma.

Question 4

A nine-month-old child has just learned to crawl. The ECE teacher creates safe floor space for the child to explore and provides enticing and accessible toys and activities. Through these actions, the teacher is directly promoting the childs?

Answer 4

Cognitive development.

Learning to crawl stimulates and promotes children’s cognitive development in a number of ways.

Along with strengthening many muscles, the mechanics of crawling stimulate different areas of the brain that are important for future learning.

When a child begins crawling, the repetitious movement help stimulate and organize neurons allowing for the brain to control cognitive processes such as comprehension, concentration, and memory.

Motor skills such as crawling help support children cognitive development through exposure to new experience.

Question 5

What educational practice is likely to be most effective in supporting home language preservation of English language learners in general education kindergarten classroom?

Answer 5

Engaging children in storytelling activities that include vocabulary from their languages and reflect their home cultures.

Research shows that children’s home language development is crucial to their academic achievement.

By routinely engaging children in activities that reflect and include their home language, teachers demonstrate that they value and support home language preservation.

Storytelling is an important and engaging practice that can be used to integrate authentic cultural stories, oral expression, and home language vocabulary.

Question 6

Kindergarten teacher allots a portion of each day for children to use classroom learning centers. The teacher monitors the children’s engagement and extends the duration of the centers if the children are focused on the activities involved. What is the primary benefit for this approach?

Answer 6

Enhancing the children’s depth of learning through exploration of self-selected material.

Learning center are distinct areas in a classroom that offer various materials and opportunities for hands-on learning at individually appropriate levels.

Research has shown that children age eight and under construct knowledge through active exploration of materials and interactions with others.

Extending the amount of focused and self-directed time children spend in learning center exploring and interacting can promote children’s motivation and foster deeper thinking and learning.

Question 7

A teacher of two- and three-year-old children often engages them in conversation. For example when a child is playing with teddy bears, she will ask, “What are the bear doing today?” When a child is painting she will say, “Please tell me about this interesting picture you are making!” What are the benefits to most closely attributed to this practice?

Answer 7

Encouraging children’s linguistic creativity and self-expression.

Open-ended questions and statement are designed to encourage full, meaningful answer using children’s own knowledge, feelings, or both. Open-ended questions and statements encourage student-generated ideas and solutions.

Asking open-ended questions and making open-ended statements toward children about their work or play stimulates additional language use, acknowledges that there can be many solutions to one problem, affirms children’s ideas, and encourages creative thinking.

Question 8

A preschool teacher is designing curriculum for children in her classroom. Which of the following steps is associated with developmentally appropriate practice (DAP) for preschoolers?

Answer 8

Knowing what is individually appropriate for each child’s interests and abilities.

DAP is an approach to teaching that is grounded in the research on how young children develop and learn in effective early education.

Its framework is designed to promote young children’s optimal learning and development.

Knowing what is typical at each age and stage of early development is necessary in creating a developmentally appropriate early childhood curriculum.

This knowledge, based on research, helps early childhood educators decided which experiences are best for children’s learning development.

Question 9

A preschool teacher plans to use instructional strategies that integrate social-emotional learning with curiosity and problem solving. Which of the following activities would best promote this goal?

Answer 9

Encouraging empathic thinking with the children with questions such as, “Why is he crying?”

Positive relationships with peers and adults are key to children’s social-emotional development.

These relationships make school a comfortable and safe place where children can focus on learning.

Mutual, caring relationships provide opportunities for children to make friends and to develop and practice important social skills.

By asking children to interpret a situation where another child is upset, the child is using their own curiosity to care and develop empathy for the other child.

By problem solving possible reasons why the other child is upset, children can become aware of events and actions that upset others, try to reduce or avoid these situation in the future, and develop a set of skills to help others who are upset.

Question 10

An ECE observes a ten-week-old infant gazing at a hanging mobile while laying on her back. Occasionally, the infants swats at the mobile and smiles or coos. Several minutes later the teacher notices that the infant turns her head to avoid looking at the mobile and starts crying. What is the most appropriate action for the teacher to take to meet the infants needs related to emotional regulation?

Answer 10

Picking up the infant and noting if the crying subsides.

Emotional regulation is a complex process that involves initiating, inhibiting, or modulating one’s state or behavior in a given situation.

At ten weeks of age, infants are still developing the ability to emotionally self-regulate.

In this scenario, the teacher recognizes that the infant may be overstimulated by the hanging mobile and is no longer maintaining a meaningful connection to it.

The teacher notices the infants’s subtle cue (head turning) and allows the child time to self-soothe.

When the infant’s crying intensifies and she is unable to self-soothe, the teacher can build trust with the infant by picking her up and removing her from the stimulation.

It is important for the teacher to note if being help helps the infant self-regulate, and if not to try another action.

Question 11

A second-grade teacher notes that an ELL struggles with vocabulary when reading independently. The teacher would like to provide the student with a technological resource to clarify the meaning of unknown words while reading independently. The teacher takes into consideration that the student has strong reading skills in his home language. What resource would be most beneficial for the student to use for independent reading?

Answer 11

An online language translator to translate unknown English words into the student’s home language.

There are many technological resources that can help students develop vocabulary. An online translator is most effective for student who have vocabulary and reading experience in their home language and can translate the unknown English word into their home language.

This resource is particularly helpful when independently reading, because students can have “on-demand” vocabulary help which can immediately help their comprehension and support vocabulary development.

Question 12

A first-grade teacher plans to use a performance assessment to measure her students’ reading comprehension abilities. Which of the following describes the greatest benefit of this type of assessment?

Answer 12

Building on students’ daily authentic work and projects to determine progress.

Performance assessments require students to demonstrate that they have mastered specific skills and competencies by performing a process or producing a product.

They systematically document what students know and can do based on activities they engage in on a daily basis in their classrooms.

In addition, performance assessment evaluates thinking skills and interpretation of facts and ideas.

Performance assessments are a means for improving instruction and allow teachers to plan a comprehensive, developmentally oriented curriculum based on their knowledge of each student.

Question 13

A kindergarten teacher gathers information throughout the year about each child’s ongoing progress across developmental domains. The teacher maintains a folder for each child that includes a checklist of skills (e.g. fine and gross motor, communication, social), a portfolio of work samples, and notes of teacher observations. In which of the following was could the teacher most effectively use this information?

Answer 13

Differentiating instruction for each child based on their strengths, needs, and interest.

A portfolio is a collection of a child’s projects and classwork that provides a comprehensive illustration of his or her academic abilities. Portfolios allow teachers to see an overall picture of a child’s capabilities and can highlight strengths and areas for improvement.

Child-teacher collaboration increases through the ongoing process of timely monitoring and review used in creating portfolios.

Children often develop a sense of pride int heir work as they share it with their teachers, and through this ongoing review, teachers learn more authentic information about children’s strengths, needs, and interests.

Question 14

A preschool special education teacher regular uses progress monitoring assessments to evaluate the language development of a child in her class with a language delay. The primary purpose of this assessment is to:

Answer 14

Teach the child’s growth and tailor instruction to meet his or her needs.

Progress monitoring involves ongoing assessment of a child’s progress or performance in the area(S) in which he or she has been identified as having or being at risk for having a delay.

By regularly engaging in progress monitoring, teachers can track children’s progress and individualize instruction to meet their need in a variety of areas, such as literacy and language development.

Progress monitoring can provide teachers with information about what level of intervention is necessary to support a child’s success.

Question 15

After the first month of school, a preschool teacher plans to informally assess children’s language development by recording brief conversations with individual children during play. The teacher records the following convo with a child who is an ELL.

Teacher: I see you’re playing with red car. Do you like playing with cars?

Child: (nods head yes.)

Teacher: Do you like playing with trucks too?

Child: (makes eye contact. No response)

Teacher: Here are some trucks if you’d like to play with them.

Child: (Reachers for a truck to use)

Which of the following consideration should the teacher make when continuing to monitor the child’s language development?

Answer 15

The child’s nonverbal stage of English language development is likely developmentally appropriate.

When assessing an ELL’s development, it is important for teachers to consider the developmental sequence of second language acquisition.

Typically, children who have no EL skills first use their home language to communicate with others.

As they learn that others are using a different language, they enter a nonverbal stage, where they listen to the language spoken but use nonverbal language to communicate, such as nodding their head, pointing, and miming.

Question 16

An interdisciplinary team meets to discuss a two-year-old who has a developmental delay. The team includes the child’s occupational therapist, eve teacher, and her mother. The discussion

The child’s mother:
Im concerned that my daughter will get wet at the water table in class. I know she’ll struggle holding objects that hold water or pour water out.

ECE:
I understand your concern. We do have a water table. Im happy to work with your daughter when she chooses to use the water table. Would that alleviate your concern?

The child’s mother:
I’m still worried that she will get wet. She will get very frustrated.

OT: I can show her teacher how to help her hold the objects at the water table. They can practice until your daughter feels comfortable using them. Do you think that plan would work?

Child’s mother:
Yes, thats a good idea.

This conversation demonstrates which of the following techniques for involving families in the planning of young children with exceptionalities?

Answer 16

Viewing parents/guardians as partners who know and can advocate for their children best.

Parents/guardians are their children’s first teachers and are experts about their own children.

ECE teachers, SE teachers, and other stand are experts in various aspects of education.

Through combining parents’/guardians’ input about their children with professional knowledge, educators can develop the best and most appropriate plan for each child.

Question 17

A first-year preschool teacher shares concern with a colleague about some behaviors of children in her class. The preschool teacher explains that many of the children act silly, have trouble staying seated, and use loud voices even with strong classroom routines in place. Her colleague agrees to observe the class and records the following information.

1. During circle time, children sat quietly and listened to the teacher read a big book with bright illustrations about a cricket. The story included simple language and rhyming words. Afterward, the teacher read a longer picture book with smaller illustrations and lengthier sentences. Several children became restless and chatty, disrupting those listening to the story.
2. During independent table top activities, children at one table grew frustrated with puzzles that contained many small pieces and were hard to manipulate to fit in the right space. These children started acting silly and loud. However, they remained at the table until it was time to transition to a new activity.
3. All children waiting in line to wash their hands prior to snack. The children at the end of line has trouble being quiet and keeping their body calm while waiting their turn.

Based on the notes, the teacher should initially focus on:

Answer 17

Ensuring that classroom activities are developmentally appropriate with realistic expectations of young children.

A range of behavior characteristics are considered normal for children at a specific age or developmental level.

For example, young children who are asked to sit and listen to a story that does not interest them will have trouble staying seated and quiet.

Activities that are beyond children’s developmental level can be frustrating for young children to complete independently(e.g. puzzles with small, flat puzzle pieces) and can result in unwanted behavior. By ensuring that activities are developmentally appropriate. teachers can prevent over-identifying students for SE services.

Question 18

A preschool teacher has set up an open-ended sand and water center in her classroom. The teacher includes a variety of materials in the center, including small shovels, buckets, sifters, measuring cups and spoons, shells, twigs, and plastic animals. The teachers’s approach reflects the principle that materials in the should:

Answer 18

Offer a range of experience to meet the varied development levels of children in the class.

Open-ended learning center provide differentiated experiences by including assorted learning materials that can be used in a variety of ways by children within a classroom, regardless of differences in ability.

By including many different manipulative in the sand and water center, the teacher is providing flexibility for the children’s learning experience within the center.

These manipulative can be used for pretend play, exploring scientific concepts for floating and sinking, mathematical concepts of measuring and building, or a combination of all these.

Question 19

A first-grade teachers learns that his class for the upcoming school year will include students various cultural background with a number of home languages. The teacher wants to create an inclusive and respectful environment for the class. Which of the following teacher steps is likely to be most effective in promoting this goal?

Answer 19

Including books, music, and photographs in the classroom environment that originate from the students’ cultures.

The EC environment should look and feel welcoming for all children. It should include diverse and age-appropriate toys, dolls, books, magazines, pictures, and musical instruments.

Teachers can help all children in the class feel important and included by including representation of many cultures and languages with which the children identify in the classroom.

Creating a learning environment that respects diversity fosters children’s positive self-concept and attitudes.

Such an environment assists children in developing positive ideas about and respect for themselves and others, as well as facilitating the introduction of activities about differences and creating fair and inclusive communities.

Question 20

At the beginning of the school year, a preschool teacher plans the daily routines of the class. The teacher decides that every day when the children arrive at school, they will first hang up their backpack in their assigned cubbies and then choose a table top activity. After table tip activities, the children clean up and join the teacher at the carpet for teacher-led stories and songs. Which of the following rationales describes the primary benefit of establishing daily routines for children?

Answer 20

Helping children gain a sense of security.

Children feel most secure when their lives are predictable. Young children do not fully understand the concept of time, but they are aware of events that happen. When events happen in the same order every day, children have a better understanding of their world, and therefore feel more secure.

A regular schedule gives children a way to order and organize their lives. When young children know what to expect, they become more confident in both themselves and the world around them.

Question 21

An ECE teacher is planning the classroom environment for three- and four- year-old children. She creates centers in the room for art, dramatic play, sensory activities, and building with blocks. Within each of these centers, she has shelves and containers of materials labeled with pictures and words, such as crayons, blocks, and cars. This practice is likely to promote the children’’s skills in literacy and:

Answer 21

Social development.

Labeling shelves and containers with pictures and words in an ece setting allow children to know where supplies are stores. Over time, children become familiar with the environment and can use the pictures and words on the boxes and find items for themselves. Instead of asking an adult where a toy or item belongs, the systems gives the children the necessary tools to be independent and become self-reliant learners.

Question 22

An early childhood teacher works in a classroom with three- and four-years-olds. Every morning she places materials on each table such as puzzles, art supplies, and playgoing. The children choose an activity to play with and sit at a table as other children arrive. Which of the following factors would be most important to consider when setting up the materials?

Answer 22

Providing materials that consider the interest of all children in the class.

In this scenario, the teacher’s goal is to engage children in productive activities while they wait for their classmates to arrive at school. When the teachers provides a variety of activities and materials that appeal to all the children in the class, it is more likely they will feel included and remain interested in the activities.

Consistent daily routines foster each child’s sense of security and choice-making and risk-taking skills, which in turn facilitate greater learning oppurtunities.

Question 23

At the beginning of the school year, a kindergarten teacher sets up her classroom to include learning centers. She arranges her room with a reading area, an art center, a block area, and an area for dramatic play.

Which of the following classroom management strategies would be most effective to encourage positive social interaction among the children and each learning center?

Answer 23

Limiting the capacity of children in each center.

Learning centers in a kindergarten classroom can be more successfully and easily managed when the number of children at each canter is limited.

Most children’s behavior will start to deteriorate if their personal space is violated.

This often happens if there are too many children in one area or center. Limiting the number of children at each center helps to reduce stress for children and allows each child more access to materials.

Question 24

At the beginning of the school year, a kindergarten teacher sets up her classroom to include learning center. She arrangers her room with a reading area, an art center, a block area, and an area for dramatic play.

For children to play with other independently at a learning center, they must first have learned how to:

Answer 24

(Objective 5)
Share materials.

Learning to share material that belong to the classroom is an important skill for children to develop.

Classrooms and centers are often provided with limited material and supplies, which makes sharing necessary for successful learning.

Once children are able to take turns and share objects found in center activities found in center, they are usually able to interact successfully and play independently with others.

Question 25

An eight-year-old student is an ELL has recently joined a second-grade class. She can communicate in English with simples phrases and sentences and has an English vocabulary of approximately 3000 words. She often makes grammar and pronunciation errors and misunderstands jokes. Which of the following stages of second language acquisition best describes this student's present level?

Answer 25

(OB5) Speech Emergence. The student described above is at the speech emergence level of second language acquisition. Students learning a second language move through 5 predictable stages: preproduction, early production, speech emergence, intermediate fluency, and advanced fluency. The speech at which student progress through the stages depends on many factors, including level of formal education and length of time spent exposed to the language.

Question 26

According to research, the factor that has been shown to have the greatest influence on an infants language development is the:

Answer 26

(ob5) Number and quality of interactions the infant has with primary caregivers. Caregivers who interact thoughtfully, frequently, and promptly with infants provide positive model for shared communication. Early reciprocal interaction provide a model for back-and-forth patterns that are important for social communication. In infancy, children may respond to a caregiver's voice by making eye contact, smiling, and cooing. These experience provide the foundation for understanding the rules of turn-talking in conversation that children will eventually use when communication with others.

Question 27

A first-grade teacher ensures students have ample opportunities to write during the day. For example, students frequently write lists and stories and engage in cooperative writing tasks with peers. Students are also provided many occasions to share their writing with class. In addition to promoting students' writing development, the teacher's regular use of these activities most likely directly builds students':

Answer 27

(Ob 5) Reading skills by reinforcing their understanding of the relationship between sounds and letters. Research shows that there are relationships between listening, speaking, reading, and writing. Writing helps students develop reading skills, and reading helps them develop writing skills. First-grade students learn to sound out words, identify words, and use their understanding of phonemic awareness to sound out words as they write. Frequent writing activities help students expand their understanding of sound/letter relationships, which promotes their reading development.

Question 28

An ECE would like to promote the speech development of a nine-month-old by motivating her to produce words. Which of the following strategies is most developmentally appropriate to address the teacher's goal?

Answer 28

(ob 5) Engaging the child in games that require her to make a request using a vocalization (e.g. blowing more bubbles from a wand) Infants of this age are not typically able to speak many words, although they often understand words and can say beginning words such as "dada" and "mama". A vocalization is an infant's attempt to speak, and positively reinforcing the child's attempt to speak to speak will promote the child's production of words. When a teacher waits to blow bubbles until the child makes a vocalization that is intended to request the bubbles, it reinforces the child's understanding that language is important and can help achieve their wants and need.

Question 29

A new student whose home language is not English recently joined a first-grade class. The teacher communicates to the students' parents through a translator and suggest they read to their child every night and continue to speak to each other in their home language as much as possible. This practice benefits ELL'S primarily in which of the following ways?

Answer 29

(ob 5) Enriching their oral language development. Encouraging parents to read and speak to their children in their home language develops their children's expressive and receptive language skills. Developing solid literacy skills in a home language is beneficial before learning to speak and read a new language. Children who have learned concepts at home in their first language can readily transfer this knowledge to a second language. Maintaining a home language maintains a connections to their home culture and contributes to successful acquisition of other language.

Question 30

An ECE teacher works in a day-care center. She sits on the floor to play with a nine-month-old infant who is interest in a bucket of plastic blocks that can be easily stacked together. Which of the following teacher actions would best engage the infant and encourage communication?

Answer 30

(ob5) Talking about the blocks as the infant plays with them. At this age, infants may be able to speak a few words and most infants practice speaking by babbling nonsense words. Teacher and families play a critical role in developing language-rich learning environments. Adding words or question to what an infant is doing such as "you have the pink block" encourage communication and models language for the infant.

Question 31

At the beginning of the school year, a preschool teacher sends home a letter requisitions that parents' guardians participate in various oral language enrichment activities with their children. The teacher's request include the following: Play simple rhyming games with you children. Sing familiar songs with your child and add silly and fun words and verses. Which of the following statements best explains the research-based rationale for the teacher's request?

Answer 31

(ob 6) Young children's oral language development plays a key role in their development of literacy skills. Through interactive play and conversation with caregivers, children learn to interact in their environment and acquire cognitive, speech, and language skills. Research has demonstrated four different types of play with language, including playing with sounds and noises to form words, playing with the linguistic system to recognize the structure and order of words in sentence, spontaneous rhyming and word play, and playing with the conventions of speech. Exploring these various elements of language orally generates a foundation for use of these elements in literacy.

Question 32

A K teacher read the following set of four words: bet, bat, bug, cap to a small group of children. The teacher asks the children to identify which word doesn't belong in the group. Which of the following areas of phomenic awareness does this activity promote?

Answer 32

(ob 6) Phoneme categorization. Phonemic awareness of the ability to notice, think about, and work with individual sounds in spoken words. Before children learn to read, they must become aware of sounds in words and how they work together. In phonemic categorization activités, children demonstatre that they can determine which sounds are the same and which are different in words. Participating in numerous types of phonemic awareness activities contributes to children's reading progress.

Question 33

During an informal assessment, a kindergarten teacher asks a child to demonstrate what he knows about books. The child points at words on the front cover and says."This is the name of the book." The child then opens the book and says," I can read it like this." Holding the book correctly, the child opens the cover and begins telling a story while pointing to words on the pages. On the last page the child say, "the end." The child's action suggest that he is beginning to understand:

Answer 33

(ob 6) Concepts about print. Concepts of print are basic understandings of reading and can be viewed as basic knowledge about how books and print in general are used. Concepts of print include reading from left to right, reading from top to bottom, understanding that letters and words on very a message, the "return sweep" to move from one line to the next, the illustrations in a book correspond to the print, and that every book has a front, aback, and an author. Understanding of concepts of print is an important step in children's development of literacy.

Question 34

The parents of an ELL ask for way they can help build their child's home language skills. Which of the following strategies would best support the parents' involvement with developing their child's home language?

Answer 34

(ob 6) Engaging their child in regular meaningful conversations using their home language. Home language skills positively impact the learning fo EL and literacy skills. By regular engaging their child in meaningful conversations using the home language, the family helps the child preserve and further develop home language skills. Regular conversation are a natural and way to promote home language development.

Question 35

A kindergarten teacher plans an activity to promote a child's understanding of the alphabetic principle. Which of the following activities would be most effective in achieving this goal?

Answer 35

(ob 6) Organizing magnetic letters into ABC order The alphabetic principle is the awareness that letter and letter patterns embody the sounds of spoken language. There are a multitude of activities that can p promotes a child's understanding of this notion. Activities that help children name letters, recognize a letter's shape, and identify the sound(S) that a letter represent help students build their knowledge of the alphabetic principle. in this scenario, the teacher engages the child in an activity that helps the child identify the name of a letter and recognize the letter's shape.

Question 36

A preschool teacher regularly has children in the class transition from snack to a table-top activity where children can choose to play with letter puzzles, magnetic letters, and ABC books, or utilize a variety of writing materials. After table-top activities, children transition to the carpet, where the teacher sing songs that include rhymes and alliteration and reads aloud big books. This scenario best reflect the teacher's understanding of:

Answer 36

(ob 6) The importance of incorporating literacy-based routines into the classroom to promote literacy. Daily routines can help promote literacy. Research shows that regular, meaningful interaction with literacy-based activities promote literacy development. By regular engaging with literacy material, children learn how to use the material and consequently gain a deeper understanding of the literacy concept related to the materials. Since predictable routines help children feel secure enough to explore, literacy-based routines help children develop their literacy skills.

Question 37

Which of the following skills is a child able to demonstrate if they have developed the most complex level of phonological awareness?

Answer 37

(ob 7) Segmenting individual sounds in words. Children's phonological awareness skills follow a continuum of complexity. The most advanced level of phonological awareness is a phonemic awareness. Phonemic awareness is the understanding that words are made up of individual sounds, or phones, and the ability to manipulate these phonemes either by segmenting, blending, or changing individual phonemes within words to create new words.

Question 38

Which of the following words has three morphemes?

Answer 38

(ob 7) Undesirable. A morpheme is the smallest meaningful unit in the grammar of a language. A morpheme can be a word on its own. Or morphemes which are never words by themselves but have meaning on their own. (un, wish, ly, dis, ment)

Question 39

A first-grade teacher is introducing a new set of sight words to her students, (my, a to, like, see, go you, she, he). In additions to systematic instruction, which of the following student activities is likely to be most effective in reinforcing the students' automatic recognition of the words?

Answer 39

(ob 7) Using sight word flashcards in frequently played word games. Sight words are typically words that students recognize almost immediately and can read without having to use decoding skills. Students learn sight words through systematic, explicit instruction and practice and through repeated exposure to words during reading or wiring activities. Students' automatic recognition of words is increased through activities that successfully reinforce explicit instruction in sight words, including use of flashcards and playing games using sight words such as bingo, word-search puzzles, and matching and memory games.

Question 40

A kindergarten teacher plans a unit on transportation and considers strategies to facilitate the acquisition of English vocabulary for children in the class whose first language is not English. For example, the teacher plans to introduce new words with the use of concrete objects (e.g., luggage) and define the words using child-friendly language. Which of the following additional strategies would best support children acquisition of English vocabulary.

Answer 40

(ob 7) Providing example of each word in a variety of contexts (e.g., having children pack luggage in the play area) English language learners need words to express themselves and to learn new concepts, both in their home language and in English. There are best practices for teaching young children to learn English vocabulary that include: introducing the new words using concrete objects, explaining the word in child-friendly language, giving examples of the word in many contexts, using the word every opportunity, and acknowledging the child's attempts at using the new word.

Question 41

A teacher uses the following graphic organizer with her second-grade class during a vocabulary lesson. This strategy best promotes vocabulary development by:

Answer 41

(ob 7) Requiring students to generate various uses of a word. A graphic

Question 42

A four-year-old child created the drawing shown below and shares it with his preschool teacher. The child says," Look what I wrote! It says, 'My brother loves his new hat." (its scribbles) Which of the following conclusion would be most appropriate for the teacher to make regarding this child's understanding of written language?

Answer 42

(ob 9) Writing can represent spoken language. In writing development, young children can begin to understanding that writing is made up of lines, curves, and repeated patterns. In the prephonemic stage of writing, young children typically develop from scribbling to drawing and then to mock letters, as seen above. Children of this age may not yet write actual letters, but may include components of letters in their drawing and writing of letter in their drawings and writing. During this phases, children may "write" words or sentences and then tell you what word it says. it is helpful for children to become accustomed to sharing their writing in this way, and is an important step toward formal reading and writing.

Question 43

A kindergarten teacher uses informational texts to build students' knowledge about weather as part of a science unit on Earth's systems. The teacher read aloud three short picture books related to weather, and the students are provided opportunities to view each book independently and also participate in a class discussion about each book. The teacher would like to integrate writing in to the science activity. which student wiring activity would be most appropriate for the lesson?

Answer 43

(Ob 9) Composing an opinion piece in which students express their preference for one of the books (e.g., My favorite book is...) using drawing and writing. Providing children with early writing opportunities is a meaningful way to facilitate their abilities to convey their thoughts and opinions and to develop language and literacy learning. Young children have an innant curiosity about the natural world around them that motivates their learning; therefore, science is a logical area in which to incorporate early writing opportunities. Encouraging kindergartens to write opinion pieces as part of science lessons is developmentally appropriate. It is also supportive on their language and literacy skills and science content knowledge.

Question 44

The following writing sample is from a second-grade student's journal. "My favrit color is Pink becuz I Love the color Pink pink goes with everything And I love to wer it everyday" The student would likely benefit most from instruction in which of the following areas?

Answer 44

(ob 9) Sentence structure. Sentence structure refers to the arrangement of a sentence in a grammatically correct way, including the understand of where to place capital letters and punctuation marks. This writing sample displays run-on sentences and errors in capitalization and punctuation. Through instruction in sentence structure, this student can learn how to organize and convert thoughts more clearly and concisely.

Question 45

Which of the following literacy-related strategies would best promote the relationship between written language and reading skill development for kindergarten children?

Answer 45

(ob 9) Reading and writing new words to build phonemic awareness. Research has shown that when children read extensively, they become better writers. Practice in writing words and reading them builds the connection between the word name and its appearance in print. This practice helps children to recognize similarities and differences between words' names and sounds, and contributes to the development of vocabulary and fluency.

Question 46

A first-grade teacher regular asks students to plan and write down what they will do before engaging in an activity. The teacher is working with an ELL in the class who had strong home language skills and whole home language has a similar alphabetic system to English. The student shares that he plans to use blocks and writes the following sentence in English. I mk a T. (I make a tower.) Based on the scenario above, which of the following strategies would be most appropriate for the teacher to use to promote the student's writing competence?

Answer 46

(Ob 9) Engaging the student in activities that build phonemic awareness, such as listening to the sounds of words songs. Phonemic awareness activities help students understand the variety of sound that can found in individual words. Activities that involve singing songs and reciting nursery rhymes are particularly helpful and fun way to help students hear the sound in words. Once students can differentiate the sounds in the words, they are able to convey that awareness in writing. In this example, helping the student hear the sound in words can help them transfer that knowledge to writing.

Question 47

A first-grade teacher regular asks students to plan and write down what they will do before engaging in an activity. The teacher is working with an ELL in the class who had strong home language skills and whole home language has a similar alphabetic system to English. The student shares that he plans to use blocks and writes the following sentence in English. I mk a T. (I make a tower.) According to research, which of the following statements best describes how a student's home language skills affects a student's English writing development?

Answer 47

(ob 9) A student's home language skills positively contribute to a students writing skills in English. Research shows that home language skills contribute positively to second language skills. Early writing skills, such as letter formation, spacing between words, and the fact that letters represent sounds, are transferable from one language to another, specifically when they share the same alphabetic system. Students' home language skills can be applies to the acquisition of English writing skills.

Question 48

During sharing time, first-grader Danielle excitedly tells her teacher, Mr. Fisher, "I got a new red sneakers yesterday!" Another students raises her hand and says, "I have red sneakers, too!" Other students are excited to share the color of their shoes as well. One students ask, "Which color has the most shoes?" Mr fisher suggests that they try and answer that question by creating a chart like the one shown below. (Graphing chart) Mr. Fisher's suggestion will most effectively support the students' mathematical skills by fostering their ability to:

Answer 48

(ob 10) Collect and organize data. Collecting and organizing data is an important skills that students can learn after they can recognize attributes of and sort objects. By relating sorting skills to the creation charts and graphs, students move from the use of concrete representations of data to more symbolic ones. Tally charts are a clear, more formal way to collect and organize data that can be easily applied to organization of data in everyday situations.

Question 49

A second-grade teacher gives students the following math problem. Carries has a trading card collection. She started with 67 trading cards, then she bought 28 more card. How many cards does Carrie have now? The students have learned to use a hundred chart and ones and tens blocks in solving problems. Which of the following strategies would be most effective for the teacher to suggest the students use to solve this problem?

Answer 49

(ob 10) using an open number line. This open number line is a useful strategy for multi-digit computation, and is also useful in solving problems that involve regrouping. The open number line also help students understand how addition and subtraction are related, and enables them to estimate the results of multi-digit subtraction more effectively than they might be able to otherwise. It is important for students to develop a strong understanding of concepts behind various problems and operations before memorizing algorithms.

Question 50

A second-grade teacher plans to make play dough with her students. She illustrates the play dough recipe on a large poster board as shown below. The students work in small groups to measure the necessary ingredients and mix them together. They write down what happens to the ingredients at each stage of the activity. this activity best promote students':

Answer 50

(ob 10) Integration of math and science skills. This lessons integrates math and science learning in one hands-on activity. By combining more than one subject in one activity, the teacher shows students the academic subjects are not separate from each other and the information they learn can be applied the multiple situations. Through lessons such as this one, students realize the real-world relevance of lessons, which reinforces and deepens students' leaning.

Question 51

A first-grade teacher wants to plan instruction for her students based on their individual strengths and needs. Which of the following evaluations would be most effective for this purpose?

Answer 51

(ob 10) Diagnostic assessments. Diagnostic assessments prove teachers with information about students' prior knowledge and misconceptions before beginning a learning activity. They also provide a baseline for understanding how much learning has learning has taken place after the learning activity is completed. Teacher usually build math concepts sequentially for students, and diagnostic assessments can inform the teacher about about what necessary math concepts students have mastered or may need to review.

Question 52

A kindergarten teacher uses the concrete-representational-abstract (CRA) method of teaching children number sense. Which of the following rationales describes the primary purpose of this approach?

Answer 52

(ob 10) Promoting children's tangible understanding of the math concepts and skills they learn. The c-r-a approach is a three-part instructional strategy. In the concrete stage, the teacher instructs children by modeling each math concept with concrete material. In the representational stage, the teacher uses circles, dots, tallies and other counters to show how concrete objects can be represented in other ways. In the abstract stage. the teacher uses only numbers, notation, or mathematical symbols to represent the original concrete materials. In the CRA model, the child begins with visual and/or tangible understanding of a concept and eventually can extend their understanding to an abstract level of thinking.

Question 53

A second-grade teacher writer the following problem on the board: Suzanna has $10.00 to buy lunch. She order a sandwich that cost $4.12. How much change will Suzanne receive after buying the sandwich? The teacher provides each student with a piece of paper and ask them to each read the question to themselves and try to come up with three different ways to answer the questions in five minutes. After the five minutes is up, the teacher ask the students to share and compare their ways with a peer. She then calls on the student present different approaches to answering the question. Which of the following skills is most effectively promotes by this instructional strategy?

Answer 53

(ob 10) Problem-solving skills. Asking students to find three solutions to a math problem encourages problem solving. Problem solving involves thinking more deeply about a situation and flexibility and creativity in finding a solution. Discussing solutions with peers foster the sharing of idea and encourages students to think through math problems in way they may not have on their own.

Question 54

Which of the following materials are most appropriate to use when conducting a math lesson on counting with preschool children?

Answer 54

(ob 10) Counters. Young children benefit from math instruction that involves manipulative. Manipulatives are physical objects that can be used to represent numbers and to make abstract concepts more concrete and easier to understand. Counter are any small objects (such as toy plastic dinos) that children can touch, move, and count. These are well-known materials that are developmentally appropriate to preschool-aged children to use.

Question 55

Second-grade students are participating in a science lesson that involves stretching rubber bands over pegs. Which of the following safety procedures should the teacher ensure students follow related to this lesson?

Answer 55

(Ob 11) Wearing safety goggle. There are many learning activities that have the potential to be unsafe without proper precaution and instructions. Within the area of science, there are numerous fascinating experiments that student can participate in with specific safety guidelines provided by teachers. When a science activity involves working in potential flying, students should wear safety goggle to protect their eyes.

Question 56

A kindergarten teacher is beginning a new science unit with her class. As part of the unit, the teacher uses a ramp, a toy car, and a ping pong ball to demonstrate a concept. First, the teacher places the ping pong ball at the bottom of the ramp. She places the toy car at the top of the ramp and ask the children to observe what happens when she lets the toy car roll down the ramp and hit the ping pong ball. These material help the teacher demonstrate which of the following science concepts?

Answer 56

(ob 11) motion and stability In kindergarten, children begin to learn about various physical science concepts, including motion and stability. In this lesson, children learn that force changed the stability or motion of an object. By using a toy car to hit and push the ping pong ball, the teacher demonstrates this concept with material that are familiar to the children in a way that children can replicate themselves.

Question 57

A first-grade teacher considers science activities to support students' understand of concepts related to life sciences. Which of the following student activities would best support the teacher's goal?

Answer 57

(ob 11) labeling different parts of plants that help them survive and grow. life science included the study of living things, such as plants and animals. Students' exploration of areas of life science becomes the building block of scientific inquiry and factual knowledge for subsequent science learning. By having students label different parts of the plant that are essential to their survival, students are building a foundation of science concept related to the life sciences.

Question 58

A preschool class is playing outside and group of children discover some carpenter ants in the dirt. The children are excited about the ants and ask the teacher if they can keep them in the classroom. The teacher decides to build on the children's natural curiosity and begins a discussion about how to make a habitat for the ants to live in. Which of the following question is most important for the children to consider when observing the ants and deciding how to make a habitat?

Answer 58

(ob 11) Can we find food for the ants? Young children learn scientific concepts by naturally exploring nature and through hands-on investigating experiences. In this scenario, the teacher is building upon the children's interest in the ants to teach them about habitats. When creating a habitat for living things, it is important for children to first learn their basic needs in order for them to survive.

Question 59

An early childhood education teacher fills an empty water table up with recently fallen snow. Next to the table she put shovels, buckets, and pairs of mittens for the children to wear. As two children begin to play at the snow table, one says, "Oh, it's getting watery!" Which of the following questions would be best for the teacher to ask the child to foster scientific thinking?

Answer 59

(ob 11) Why do you think it's watery? Hands-on experiences promote young children's acquisition of science learning. Encouraging children to play with snow directly and with intention promotes their engagement and inquiry. The teacher's question to the child foster reflection and reasoning directly related the children's observation and extended thinking about the observation.

Question 60

A second-grade teacher is beginning a science unit with her students on Earth's system. Which of the following activities would be most developmentally appropriate for the teacher to conduct with the class for this unit?

Answer 60

(ob 11) visiting and developing a model to represent the types of lands and bodies of water in the local city or town. the experiment described is the most developmentally appropriate for building the students' understanding of the scientific concept of Earth's systems. It is important when learning about Earth's stems and other scientific concepts to begin with topics to which students can relate. By beginning the student of Earth's systems with a study of local geographic features, students can see the location they are learning about and then can recreate them from their own firsthand experiences.

Question 61

A second-grade teacher is beginning a science unit on plants. The objective for the first lesson of the unit will be for students to identify what plants need to grow. Which of the following activities would be most effective for integrating English language arts into this science lesson?

Answer 61

(ob 11) creating an acrostic poem using plant vocabulary. Integrating science content across curriculum areas helps reinforce students' understanding of science concepts in various capacities. An acrostic poem is a tool that helps students brainstorm and organize words. Creating an acrostic poem with recently learned science vocabulary helps increase a student's understanding of the science curriculum and combines the two content areas.

Question 62

Throughout the school year, a kindergarten teacher is planning to take students to various locations within the community such as the post office, a grocery store, and a bus station. As a follow-up to each each trip, the teacher will ask the students to discuss how their families use these locations as the teacher creates a list of their ideas. Which of the following social science concepts is the teacher promoting by using activity?

Answer 62

(ob 12) human interdependence Interdependence is the social science concept of being dependent on each other for some needs. Taking children on field trips to location within the community allows them to be active learner in understanding this concept. The children begin to understand how people in the community reply on each other to provide certain services and goods.

Question 63

A first-grade teacher and her class have taken on the responsibility of regularly picking up debris such as snack wrappers and forgotten sweatshirts and jacket from the school's yard and playground. This activity could be used to teach which of the following social science concepts?

Answer 63

(ob 12) civics Civics can be defined as "the study of the rights and duties of citizenship." Research shows students at this age are most likely to learn abstract concepts, such as civics, through daily life applications. Students are provided concrete example of civic responsibility (e.g. how to be a positive citizen and work for the common good) through engaging in regular cleanup days of their school yard.

Question 64

A kindergarten teacher plans a social science lesson designed to support children in beginning to explore the role and responsibilities of people in authority. Which of the following whole-class instruction strategies would best initially support their development of this concept?

Answer 64

(ob 12) using a web to brainstorm people in the school community with authority (e.g., crossing guard) Social science concepts can be abstract for children, and can be difficult to understand beyond their own experiences. Using a web to brainstorm about people in authority helps children to activate prior knowledge and visually connect people to the term "authority." This strategy help build background knowledge about the new concept and allows for cute lessons to expand upon it.

Question 65

As an introductory lesson on mapping, a second-grade teacher read aloud a book to her class. The book is about a girl who makes a map of her bedroom for a school assignment and enjoys it so much, she then also maps out all the places her dog likes to go. The book provides explanation of specific map vocabulary and the teacher writes these words on the board as she read. Which of the following activities would be most effective for the teacher to use as a follow up to reading the book?

Answer 65

(ob 12) having students create a map of the classroom. In this scenario, the students learn how maps are applicable to one's everyday life. An introductory activity of mapping out the classroom give the students the opportunity to understand the layout of a familiar place as a basis for map reading. By becoming familiar with the components of a map, students will become able to apply mapping skills to places with which they are less familiar.

Question 66

A second-grade teacher plans a social science unit in which students will identify some cultural and environmental characteristics of their community and compare the characteristics to other places. Which of the following instructional resources will best support the goal of this lesson?

Answer 66

(ob 12) A short documentary titled "different neighborhoods" a short documentary titled "different neighborhoods" is a resource that support this lesson intents. The teacher would like students to be able to compare the traits of their community to those of another community, and a video would help students visualize other neighborhoods. Video resources provide a useful alternative when students are not able to physically visit places about which they are learning.

Question 67

A second-grade teacher would like to integrate the student of geography with language arts. Which activity would be most appropriate for the teacher to assign students the would promote vocabulary development during a geography lesson?

Answer 67

(ob 12) Creating a simple map that shows important feature of a story's setting The integration of more than one academic area into one lesson help students make connection between various discipline. In this lesson, language arts and geography are integrated by having students read a story and then recall the setting to create a simple map. This activity reinforces students' comprehension of the story and foster their geography skill through the application of creating a map.

Question 68

A second-grade teacher is introducing a unit on human body systems to her class. The lesson that would be most developmentally appropriate for this grade level would include teaching the student to identify:

Answer 68

(ob 13) behaviors that influence the healthy functioning of the body (cleanliness, exercise) As part of the Illinois Learning Standards for Physical Development and Health, student learn about human anatomy and physiology, nutrition, stages of growth and development, avoidance of formal actions, and the characteristic of good health habits to achieve healthful individual development. Early learners stater with basic recognition of body system and growth stages. In the Illinois Learning Standards, students in the early elementary grade learn about the effects of health-related actions on body systems by learning to identify healthy actions that influence the functions of the human body.

Question 69

An ece notes that a four-month-old infant can roll over front to back and back to front. According to typical stages of motor-skill development, which of the following gross-motor skills should the teacher expect the child to learn next?

Answer 69

(ob 13) sitting with support and then independently. Gross-motor skills are those which require large muscle groups and whole-body movement. Although there are variations, there are typical and predictable stages involved in gross-motors development. In typical development, after learning to roll over an infant typically learns to sit up assistance, and then to sit independently.

Question 70

A first-grade teacher is working on a fire safety and prevention unit with her class. She has taught the students that fires need oxygen, fuel, and heat. She has also taught students to identify exits in each room and how to call the fire department. Which of the following activities would reinforce the students' understanding of these practices?

Answer 70

(Ob 13) Having students make posters illustrating what they think is mort important about fire safety Asking student to make a poster illustrating their ideas and learning about fire safety and prevention reinforces their understanding of the concept. When students are activity engaged in their learning, they are processing and retaining information. Activities that promote active engagement in which students are expressing their own ideas about a topic reinforce student learning and keep student interested and on task.

Question 71

A kindergarten teacher observes a group of children playing tag during recess. During the game, some children become upset after being tagged and a few begin to cry. She also observes some of the faster children gloating and teasing others. The teacher plans to discuss the concept of good sportsmanship and positive behavior on the playground with the class. Which of the following activities would be most effective for the children to participate in after the discussion?

Answer 71

(ob 13) engaging in a role-playing activity in which they act out and discuss different reactions to winning and losing a game. Development of sportsmanship (which can be defined as respects for one's opponent and graciousness in winning or losing) is an important concept for children to learn when developing social skills. Children often enjoy playing games together, and learning how to win and lose graciously makes the experience more positive for everyone involved. By discussing the concept of sportsmanship and then acting out possible reactions to winning and losing, children can experience how different reactions feel for the person who wins and the persons who loses. Acting out these feelings and reactions has a lasting effect that can be applied for real-life situations.

Question 72

A kindergarten teacher wants to combine physical movement with an introductory music lesson on rhythm. Which of the following teacher activities would be the most developmentally appropriate for this purpose?

Answer 72

(ob 13) Playing a tambourine and encouraging the children to move their bodies to the music. At this developmental level, it is important for children to have opportunities to explore music actively before being assigned more structured musical activities. Playing a tambourine in a steady beat and allowing children to move their bodies gives them an opportunity to be physically active while reinforcing the concept of rhythm. Each child has the opportunity to choose an individual movement or a series of movement to be physically active and to express individuality.

Question 73

A home day-care provider takes care of four children ranging in age from two to four years old. She reads the children a book with various illustrations of animals and shows them the pictures in the book as she reads. Which of the following art activities would be most developmentally appropriate for the teacher to engage the children in after reading the book?

Answer 73

(ob 14) Providing the children with paper, finger paint, watercolors, and paintbrushes to paint the animals in the book. A developmentally appropriate art experience for children between the ages of two and four often focuses on a process-focused experience. Through process-focused art, children approach art in an open-ended manner and make their own decisions about what their art will look like. Providing children with different-colored paints and an option of finger or brush painting gives them the opportunity to create their interpretation of an animal.

Question 74

A first-grade teacher plays a recording of a story in which the character's voice are represented by playing a specific musical instrument. For example, a duo is depicted by a trumpet and wolf is portrayed by an electro guitar. While the story is being played, the students are asked to raise their hand when they hear the duck talking. This activity would be most effective for promoting students' understanding of which of the following musical elements?

Answer 74

(ob 14) timbre In music, timbre is the sound quality of a musical note, or tone that distinguishes different types of sound productions. In the scenario above, the students are motivated to listen carefully to each instrument so they are able to follow the story in which each character voice is a different instrument.

Question 75

An early childhood teacher for three-years-olds would like to set up a dramatic play area with realistic toys and clothes for the children to dress up in. This activity best promotes the development of children by

Answer 75

(ob 14) encouraging social interactions. Research shows dramatic play is beneficial for the developing mind of a young child. Dramatic play allows children to try on various roles in the safety of the classroom with teacher guidance. These experience encourage the development of social skills such as sharing, taking turns, and cooperation, as well as providing opportunities to explore the dimensions of frame.

Question 76

An early childhood teacher plans art activities for children in the class. Which of the following art materials is mort appropriate for an 18-month-old toddler to use for these activity.

Answer 76

(ob 14) wide crayons There are four recognized stages of children's artistic development: scribbling, pre-symbolism, symbolism and realism. All children being drawing by scribbling. In selecting appropriate art materials, it is important to provide children with a medium that enable them to begin to gain control of their scribble, such as wide crayons that are easy to hold.

Question 77

A first-grade teacher has talked with her student about dance and practices different dance movement with them. The teacher plans to explore the relationship between dance in past and present societies with students. Which of the following activities should the teacher engage students in next?

Answer 77

(ob 14) studying example of how dance has been used in various celebrations and other types of events with students. For students to begin to understand the many purposes of dance, it is important for them to learn about the different ways dance has been used throughout history. Dance has always been used to express emotion and to tell stories in celebrations and other events. By learning about the many reason people have danced, students will learn how associated dance moves have evolved and how they are still relevant today.

Question 78

A second-grade teacher plans to provide a learning experience that combines music and language arts. Which of the following activities would best integrate these two content areas for second-grade students?

Answer 78

(ob 14) describing the theme, idea, feeling, or story within a song or musical composition. Integrating students' learning in the fine arts with learning experiences in other content areas reinforces learning in each content are involved. By listening to a selection of music and then describing the theme, idea, feeling, or story within it, students are learning to interpret and understand the music more fully. This practice also help students realize that the concepts of theme, idea, and story are not limited to language arts but can be applied to other academic areas as well.

Question 79

A first-grade teacher would like to increase parent/guardian participation in classroom and school events. A number of parents/guardians have expressed that they feel school participation can be intimidating for adults. Some parents have also mentioned to the teacher that they feel school should be the teachers' responsibility and home is the families' responsibility. In which of the following way can the teacher most effectively overcome these barriers with families?

Answer 79

(ob 15) extending a personal welcome to each parent/guardian and establishing regular communication with them through the most convenient method for their family. To successfully engage parents/guardians , teacher must recognize and work to reduce the barriers that interfere with positive relationships. By welcoming parents/guardians individually to their classroom, teacher are communicating to them that their presence and participation in their child's learning experience is desired and encourages. Through frequent communication that is convenient for the family, teachers can establish an ongoing relationship, and parents/guardians' trust in the teacher and the school in general will grow.

Question 80

A preschool teacher provides an appropriate environment by ensuring that materials, toys, and areas of the classroom are childproofed and safe for children to explore. Material and toys available to children are safe and age appropriate. The classroom is structured so that if children ask to engage with a material or resource, the answer is usually yes, rather than no. The teacher most likely establishes the classroom in such a way in order to:

Answer 80

(ob 15) build positive and supportive relationships with children. The teacher in this scenario created a positive learning environment through the structure of the classroom. Having a classroom that is designed for preschool children helps the general atmosphere be positive. For example, instead of hearing, "no, you can't go there," or "you can't use that." children mostly hears "yes, you can.." this directly helps the teacher build a positive rapport with children.

Question 81

According the family systems theory, teacher can better serve children and families by considering which of the following characteristics of a family?

Answer 81

(ob 15) communication and interaction patterns family systems theory suggest that individuals cannot be understood in isolation from one another, but rather as a apart of their family, as the family is an emotional unit. Family systems theory focuses on family behavior rather than individual behavior. The theory considers communication and interaction patter in the context of a whole and can explain why members of a family behave the way they do in a given situation.

Question 82

A kindergarten teacher plans to meet with the special education teacher who will work with children in her class. The teachers want a build a positive, collaborative relationship for the upcoming school year. Which of the following question should the kindergarten teacher ask the special education

Answer 82

(ob 15) how can we regularly share feedback with each other? research shows that regular opportunities to constructively share experiences and feedback build positive and collaborative relationships between colleagues. Through regular communication, teachers can inform each other of important development with individual children and the group as a whole. They can also share ideas about best practice and lesson ideas. Regular opportunities to share information improve the learning environment for both teachers and children.

Question 83

A nine-month-old infant with a physical delay is referred to early intervention services. The primary purpose of early intervention services is to:

Answer 83

(ob 15) promote access to supportive resources for families of babies and young children who are at risk for or who have disabilities or delays. The mission of the early intervention program is to assure that families who have infants and toddlers with diagnosed disabilities, development delays, or substantial risk for significant delays receive resources that assist them in maximizing their child's development, while respecting the diversity of families and communities. Early intervention is a system of services that provides information to families/guardian, evaluations of children, and access to necessary services.

Question 84

A parent mentions to her son's early childhood teacher that a family member is in need of affordable childcare and ask the teacher for direction. The teacher should suggest that the family member first:

Answer 84

(ob 15) seek free referrals and information about childcare from a local or online child-care resource agency. Free referrals and information about childcare can be found at a local early childhood agency or online. These resources include information about child-care providers who have the necessary and required child-care accreditation and credentials. By having information about all child-care option available, families can make sound decision that work best for them and their child.

Question 85

Part C of the Individuals with Disabilities Education Act (IDEA) primarily regulates that early intervention services should be provided:

Answer 85

(ob 16) in the child's most natural learning environment. Part C of the individual with Disabilities Education Act (IDEA) states the early intervention services should be provided in the child's most natural learning environment. Where infants and toddlers typically learn is where they naturally spend most the most time. To maximum extent possible, service should be provided in the settings most comfortable to the child and his/her family.

Question 86

The National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC) advocate the use of authentic assessment practices as the primary approach for assessing young children. Which of the following activities is an example of an authentic assessment an early childhood teacher may use to assess children in her class?

Answer 86

(ob 16) Observing and documenting a child's sharing and play skills during choice time. Authentic assessment is the documentation and analysis of a student's actual work collected over time in his or her real-world environment. A teacher tracks a student's accomplishments to show success and growth over time by by collecting sample portfolios and making observations in the natural environment. Assessing children in an environment that is familiar allows children to be more confident and increases the likelihood that the assessment results reflect an accurate measure of the children capabilities.

Question 87

A key benefit of the Preschool for All program in Illinois is that is provides support to young children who:

Answer 87

(ob 16) Are potentially at risk for school failure. The Preschool for All program in Illinois was designed to provide high-quality early childhood program, practices, and services for children birth through eight years of age. The program give particular attention to at-risk children who need additional educational experiences. Providing preschool opportunities to at-rish children gives them the tool to be successful in kindergarten and grade school.

Question 88

Which of the following descriptions best illustrates the primary purpose of the Illinois Early Learning and Development Standards (IELDS)

Answer 88

(ob 16) Guiding educators in typical child development and the associated skills children should learn. The IELDS provide reasonable expectations for children's growth, development, and learning in the preschool years. When used as part of the curriculum, the IELDS provide guidance to teachers in early childhood programs to create and sustain developmentally appropriate experience for young children that will support their continuing success as learners. The age-appropriate benchmarks in the EALDS enable educators to reflect upon and evaluate the experiences they provide for all preschool children.

Question 89

An early childhood teachers works with children that range in age from infants to preschoolers. When working with a six-week-old infant, it is imperative that the teacher:

Answer 89

(ob 16) balance periods of stimulation with quiet time. Children who range in age from infants to preschoolers will have needs that are very different from each other. Six-week-old infants need stimulation to learn about the world around them. They also need quiet time to rest and grow, and to avoid becoming overstimulated. By attuning to the infant's natural rhythms, the teacher can build the infants security that she is safe and her needs will be fulfilled.

Question 90

Which of the following statements is most accurate in the development of individualized Family Service Plans (IFSPs)

Answer 90

(ob 16) family is a child's greatest resource and consequently parents are major contributors in IFSP development. An Individual Family Service Plan (IFSP) is based on an in-depth assessment of the needs of the child, the child's family, and the services that a family needs to help them enhance the development of their child. It is used for children from infancy through age two and many include professionals from several discipline in planning for the child. It contains information of the childs present level of development in all areas, desired outcomes for the child and family, and services the child and family will receive to help them achieve the outcomes.

Question 91

As part of her professional development plan, an early childhood educator wants to expand her repertoire of strategies for building secure and attached relationships with infants in the childcare center in which she works, The teacher plans to read publication for this purpose. Which of the following article titles would best support the teacher's goal?

Answer 91

(ob 16) Responding to Infants' Cues Research demonstrates that infants give cues to communicate with caregivers, such as looking away, making eye contact, cooling, and crying. Responding promptly to the cues builds trust with the infant, and the infant learns that it can rely on caregivers. Choosing an article called "Responding to Infants' Cues" would likely provide the early childhood educator with the information she needs as part of her professional development plan.

Question 92

A second-grade teacher notes that a student takes longer than average to read various grade-level texts. The student sounds choppy when reading aloud and rarely reads in phrases or with proper intonation. These factors will most directly affect the student's :

Answer 92

(ob 8) reading comprehension. reading comprehension includes the ability to read text, process it, and understand its meaning. One factor that contributes to successful reading comprehension is fluency. fluency is the speed, accuracy, and expression that a person uses when reading a text. When a student must stop at each word and spend time trying to pronounce it or determine its meaning, the student does not develop an overall understanding of the text. By improving fluency, the student will be able to concentrate lesson each word and more on the content of what is being read.

Question 93

A second-grade teacher is planning a lesson to teach student how to use nonfiction text features to help them locate and use information to answer questions. The teacher consider selecting various nonfiction text that can specifically promote students' abilities to identify main topics while skimming through the text. To best serve the lesson's purpose, the teacher should choose a nonfiction text that has:

Answer 93

(ob 8) heading and subheadings. For successful development of reading comprehension, students must lean strategies for locating and using information within text. Heading and subheadings are nonfiction text features, often in bold print or other separated from the main text, that identify the topic of a passage of the text. These text features allow students to locate key information in a text while quickly scanning it.

Question 94

A kindergarten teacher would like to build children's phonological awareness by practice addition or substitution of phonemes in one-syllable words to make new words. Which of the following genres of children's literature will most likely be most appropriate for the teacher's intent?

Answer 94

(ob 8) nursery rhymes Phonemes are the smaller units of language. Phonological awareness is a broad skill that includes identifying and manipulating units of oral language, including words, syllable, onset, and rimes. Nursery rhymes are known to contain rhyming words (e.g., wall and fall), which can help student recognize that by changing just one sound in a word, a new word can be made.

Question 95

A second-grade teacher is planning a lesson on nonfiction books to gain information about how to use a table of contents. She displays the following example on the board for the students and ask them to identify the page number for finding information about each type of animal describe. Which of the following skills is the teacher promoting during this lesson?

Answer 95

(ob 8) The role of text features in a book Text features are elements included in books that exist indecently the book's main text. They are intended to enhance readers' experiences with the text. Some example of text features are the table of contents, the index, and the glossary. Students learn how to access various information in books more quickly and efficiently through the use of text features.

Question 96

Students in a second-grade class are filling in a story map graphic organizer after listening to folktale read aloud by the teacher. This activity promotes students' comprehension skills primarily by developing their ability to:

Answer 96

(ob 8) recall specific elements within the story. A story map is a graphic organizer strategy that is used to help students learn the elements of a book or story. When creating a story map, students identify important and specific elects from the text such as characters, plot ,setting, problem, and solution of the text. A visual guide of the structure of the story, such as a story map, allows students to recall specific events in an organized way and facilitates comprehension.

Question 97

A second-grade teacher writes the following sentence from the students' reading assignment on the board in the classroom. Dark clouds rolled in, and Manny strained to see. She then asks her student to answer this questions: "Why do you think Manny strained to see?" Which of the following level of comprehension is teacher assessing by having them complete this task?

Answer 97

(ob 8) inferential An inference is a literary device used commonly in literature and in daily life where logical deduction are made based on premised assumed to be true. To understand inferences, students must be able to generate information that is not specifically stated in the text.

Question 98

A first-grade teacher will read aloud a story about types of transportation. The students will then answer comprehension questions about the story. Which of the following should the teacher do first before reading the story to the class?

Answer 98

(ob 8) ensuring the students have an understanding of types of transportation A common reading comprehension strategy used with emergent readers is to provide background knowledge on the content of the story. This can mean introducing them to the information and experiences that the reader must possess in order to make the right inferences. This usually includes a discussion with the group about what they already know and would like to k now about the topic prior to hearing the story or reading the book.