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Compentency1 > Questions, Answers And Statements > Flashcards

Questions, Answers And Statements Flashcards

0
Q

Competency 1 ORAL LANGUAGE

A

Teacher understands the importance of Oral Language, and the developmental processes and provide opportunities for students to develop listening and speaking skills.

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1
Q

Ways to Approach Test Questions

A

1) Remember the Exam is about Best Teaching Practice.
2) Read the Questions carefully to identify what is being asked.
3) Imagine the Situation.
4) Use Scratch Paper to Visualize concepts and Problems.
5) Consider Answers Choices that beneficial to students.
6) Avoid answers that describe ways to entertain or Pass Time.
7) Eliminate incorrect answer to Narrow your Option.
8) Look at the best answer that reflect the question begin asked.

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2
Q

Imitation

A

Children often imitate someones behaviors

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3
Q

After Age 2

A

Exhibit telegraphic speech.

Mommy ball, For Mommy get the ball.

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4
Q

Children at the One Word Stag

A

Pays more attention to end of sentences or words

Examplle: Do you want to go Out. You might get a reply of “OUT”

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5
Q

Language is Learned in Social Setting

A

When Children participate in conversation it provide them with vocabulary and format of conversation

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6
Q

CHILDREN Are Concerned with Meaning

A

They understand the main purpose of language is communication. They understand that language is used to meet their needs.

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7
Q

Young learners are not concerned with Grammar

A

Therefore It is best to MODEL for them not CORRECT them in order to support language development.

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8
Q

The 6 Basic Components of Language

A

1) Phonology- The study of sound System
2) Morphology- Structure of Words and Words Formation.
3) Morphemes- Smallest representation of Meaning Car & Car(s)
4) Syntax- The way words are organized in a language.
5) Semantic- The way meaning is conveyed in a language.
6) Lexicon- The Vocabulary of a language. The meaning of words can change the context of a sentence.

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9
Q

Diversity in the Classroom

A

Everyone should celebrate the diversity and uniqueness of individual.
Teacher and Students should view race, ethnicity,religion learnings style and gender as strength that foster learning with And from each other.

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10
Q

Assessing English Language Learners

A

Federal Legislation require all ELL student to be assessed yearly in Listening, Speaking, Reading and Writing, through a test called TELPAS (Teks and English Language Proficiency Standards) grade 2-12

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11
Q

Ongoing Assessment

A

Helps provides updated information about the progress and challenges that the child may be facing in writing.

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12
Q

Holistic scoring

A

is used to evaluate the composition and writing performance of students. Students need to score at level three or four to pass the test

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13
Q

Using Rubrics for Assessment

A

A Rubric is a checklist with assigned values. Rubric is used as a guideline to prepare for a writing assignment. Teacher should model what they expect and state clear objectives and goals for each assignment , this help students to perform better.

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14
Q

Classroom Tests

A

Helps determine students progress and provide feedback to teachers regarding their own effectiveness.

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15
Q

EssayTest

A

Their are some advantages and disadvantages to essay test.
Advantages-it allows students to be creative with their answer.
It helps test for Higher Level Thinking
Disadvantage- The time teacher need to evaluate the essay. The time students need to formulate meaningful responses.

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16
Q

Authentic Assessment

A

Test, Projects, Observation, Checklist, Anecdotal Records, Portfolios, Self Assessment, and Peer Assessment

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17
Q

Performance Based Test Assessment

A

Assess students on how well they perform certain task. Students must use higher level thinking skills to apply, analyze, synthesize, and evaluate ideas and data.

Example: A content base performance test requires students to read a problem, carry out a laboratory experiment and then write summaries of their findings.

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18
Q

Raw Scores

A

Indicates how many questions the students answer correctly and are useful in computing a percentage score.

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19
Q

Norm Referenced Test

A

Compares the performance of a group of students, This type of test IS competitive because only a limited number of students can score well.
A Percentile score (not o be confused with a percentage) is a way of reporting students NRT score

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20
Q

Criterion Referenced Test (CRT)

A

Measures each students against uniform objectives or criteria, It allow the possibility that all students can score 100 percent on the test because they understand the concepts being tested. Students are not in competition with each other for a high score.

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21
Q

FORMAL ASSESSMENT

A

Occurs durning the process of learning, when the teacher or the students monitor progress while it is still possible to modify instructions.

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22
Q

Summative Evaluation

A

(End of Unit) Occurs at the end of a specific time while it is still possible to modify instruction.

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23
Q

Running Record

A

An ongoing assessment designed to identify early reading difficulties in children. Teachers should be able to determine the learning styles of their students. Students Learning styles play an important role in determining classroom structure.

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24
Q

Anecdotal Recordd

A

Are helpful in capturing the process of a group of students uses to solve a problem

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25
Q

Portfolios

A

A collection of students best Work. The advantage of portfolios is that they provide a clear picture of students progress.

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26
Q

Miscue Analysis

A

Is an assessment procedure to assess Oral reading.

Miscues refer to any deviation from text made during Oral reading.

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27
Q

Informal Reading Inventories

A

Comprehension Questions
Retelling a Story
Observations
Checklist

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28
Q

Comprehension Question

A

Comprehension Questions- Teacher read a passage at the reading level of the student than ask question until the cchld is not able to respond to the question.

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29
Q

Retell a story

A

Asking a child to retell a story is an informal assessment. This type of assessment is useful to the teacher, parent, and eventually the Child.

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30
Q

Observations

A

Teacher can make observations durning individual or group work. Teacher may observer a discussion.

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31
Q

CheckLists

A

Teachers may make a checklist of competencies, skills or requirements and than use the list to check off the ones the student or group displays.

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32
Q

Reading Levels

A

Independent Level- 95%

Instructional Level perform with help 90 to 94 % child perform satisfactorily with help from the teacher.

Frustration Level perform 89% or fewer words.

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33
Q

Running Record

A

A way to assess students word identification skills and fluency in oral reading. Teacher use a copy of the page to mark words the child mispronounce as the student read a page.

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34
Q

Assessments

A

There are 2 types
Both Formal and InForma Assessment is measures to understand students learning.
Both have a place in the classroom. The effective teacher understands the importance of ongoing assessment

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35
Q

Competency 1

Readers Theatre

A

Student reread a script multiple times, lines (not memorized) helps with ideal fluency

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36
Q

Choral reading

A

All children read together, helps less fluent students.

Predictable books are appropriate because of the repetition of words.

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37
Q

Shared a Reading

A

Student and Teacher read aloud together.

This activity helps build confidence and increase level in speaking and reading.

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38
Q

Predictable Books

A

Contains repeated dialogue or events.

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39
Q

Wordless Picture books

A

Portrays a story through illustrations, children create their own stories through Pictures.

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40
Q

Dramatic Play

A

Children role play, through housekeeping or black area.

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41
Q

Puppets

A

Beneficial for shy children, since it allows the child to speak through the puppet.

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42
Q

Read Aloud

A

Teacher read aloud and discuss meaning of words, and deeper awareness of story structure.

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43
Q

Debate

A

Is a H.O.T activity

Children examine issues from other perspectives.

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44
Q

Story Re-Telling

A

Children read than retell what they read.

Through story telling profs, flannel board or puppets.

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45
Q

Rhymes, Poems, Jingles, and Finger Plays

A

All builds Listening and speaking skills

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46
Q

Dramatic Improvisation

A

Teacher read text aloud, student dramatize a scene that not actually in the story, but could happen based on events.

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47
Q

Language Experience Approach (LEA)

A

An activity that connects Oral Language to Written Language

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48
Q

L.E.A Purpose

A
  • Illustrates left to right
  • Demonstrates that letters combine makes Words.
  • Help build sight words
  • Teaches sound-letter correspondence
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49
Q

L.E.A. Procedures

A
  • Write exactly what the child says, accept run on sentences.
  • Make sure children can see what is being written.
  • Teacher ask open end questions.
  • Write legibly, form letters correctly, spell correctly.
  • When story is complete read dictation back to student and along with students, point it each word as spoken.
  • Encourage children to re-read story to others.
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50
Q

L.E.A. Philosophy

A
  • What I think I can say
  • What I think is important
  • What I say can be written down by me and others.
  • What is written down can be read by me and by others.
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51
Q

Big Books

A

Poster size books that illustrates children favorite stories.

Teacher read aloud what book says and point to words as it is bring read.

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52
Q

Ways to assist ELL to acquire Oral Language

A

Often ELL learners have an understanding of the concept but don’t have the ability to Verbalize it.
Teachers should provide multiple opportunities for students to bridge the gap between what they know and what they are able to verbalize.

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53
Q

Oral Language Activities

A
  • Concrete Objects
  • Manipulatives
  • Cooking
  • Center activities-especially books
  • Pictures
  • Puppetry
  • Drama
  • Art
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54
Q

Oral Language Assessments

A
  • Observe if children predict the outcome of story.
  • If they maintain or focus on a topic.
  • Speaks with other to explore and problem solve.
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55
Q

Oral responses in oral language activities.

The Teacher should note if students can

A
  • Participate in dramatic play.
  • Identify rhyming words.
  • Use correct verb tense.
  • Use nouns, verbs, pronouns.
  • Differentiate between singular and plural nouns.
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56
Q

Students Oral Presentation before a small group

A
  • Retell a sequence of events
  • Tell story from a picture.
  • Tell story using a felt board.
  • Recall details from a story.
  • Present a book report.
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57
Q

Non Verbal Communication

A 
Eye Contact
Gestures 
Facial Expression
Proximity- distance fro audience
Posture-body position
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58
Q

Listening

A

A form of non-verbal communication

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59
Q

Passive Listener

A

View listening as something just happen.

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60
Q

Active Listener

A

Focus on what the speaker is trying to communicate.

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61
Q

Ways to improve listening

Use Direct listening/thinking activities

A

DLTA- sets a purpose before durning and after reading, children will be more attentive.

1st. Teacher ask students to make predictions.
2nd. Teacher and students read several ages together.
3rd. Teacher summarizes and elicits additional procedures

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62
Q

Read aloud to students daily regardless of age.

A

Read a variety of texts including newspaper, magazines.

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63
Q

Engage students in oral discussions.

Speaking and listening can not be separated students need experience in both.

A

Students should be ask to Describe, Persuade, Summarize and Evaluate

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64
Q

Have Student read Orally to each other.

A

Oral reading by students to other students is benefits if the reading is rehearsed and prepared in advance.

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65
Q

Self Assessment and Peer Assessment Strategies

A

Students questions each other and themselves about a speech they themselves made or their classmate made.

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66
Q

Listening for information

A

Means listening to ideas other people communicate. (Take notes)
The goal is to understand the key information being presented.

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67
Q

Listening for Appreciation

A

Means listening for enjoyment or entertainment.

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68
Q

Listening critically

A

Means to listen to a message to comprehend and evaluate.

69
Q

Audience

A

Is the person to whom a message or speech is directed

70
Q

Voice

A

Is the way the writer or speaker uses language to reflect his or her personality and attitude towards a topic or audience.

71
Q

Media presentation

A

Media presentation of stories should only be used after presenting the story in the book format.
It Expands children listening vocabulary and enhances story comprehension.

72
Q

Audio tapes

A

Enhances listening vocabulary and allow Children to visualize the story characters and Events

73
Q

Listening center

A

Student use a tape player and headphones to listen to stories, copies of stories are available so children can follow along as they listen.

74
Q

Computer assistance programs

A

Often designed to help students with disabilities it translate spoken words into written text. It helps promote literacy development of a child who has strong oral language skills but have difficulty with writing and spelling.

75
Q

Competency 2: Phonological and Phonemic Awareness

A

The teacher understands phonological and phonemic awareness and employs a variety of approaches to help students develop phonological and phonemic awareness.

76
Q

Competency 2: Phonological and Phonemic Awareness

A

Understand the significance of phonological and phonemic awareness for reading is familiar with typical patterns in the development of phonological and phonemic awareness and recognize individual variations of occur.

77
Q

Competency 2: Phonological and Phonemic Awareness

A

Understand the difference is student development, of phonological and phonemic awareness and adjust instruction to meet the needs of individual students including English language learners.

78
Q

Competency 2: Phonological and Phonemic Awareness

A

Plans, implement, and adjust instruction based on the continuous use of formal and informal assessment of individual students on the phonological development.

79
Q

Competency 2: Phonological and Phonemic Awareness

A

Use a variety of instructional approaches and material (language, games, formal and informal interactions, direct instruction to promote student phonological and phonemic awareness

80
Q

Competency 2: Phonological and Phonemic Awareness

A

Understand how to foster collaboration with families and with other professionals to promote all students phonological and phonemic awareness both at school and at home.

81
Q

Phonological and Phonemic Awareness

A

Phonological and Phonemic Awareness are not synonyms. The two terms are not interchangeable, phonological awareness is a broader and less sophisticated concept phonemic awareness both phonemic and phonological awareness are oral language skills. Letters of the alphabet have not yet been introduced.

82
Q

Phonological Awareness

A

Includes manipulating and identifying larger parts of oral language such as words and syllables. The best activity to develop phonological awareness is clapping syllables of familiar words.

83
Q

Phonemic Awareness

A

Is a subset of my logical awareness with a much more narrow focus, that of identifying and manipulating the individual sound and spoken words. The best activity to develop awareness is Oral rhyming games

84
Q

Onset

A

Is the part of a syllable that proceeds the vowel of the syllables.

Example: t- is the onset in tap tw-the onset in twin pl- onset in please

85
Q

Rime

A

Is that is the part of a syllable that contains the voweland all that follows it.

Example: The rime of tap is-ap, Rime of Twin-in, Rime of Please- ease

86
Q

Word families

A

Are words that have a common rime for example fat, fat, mat, hat is a word family with the common rime- at. Word families teach patterns in words.

87
Q

Identifying and working with syllables in spoken words

A

Clapping syllables in Names- Ber.nice.; Jo.se (2 syllables)
Clapping syllables in familiar Words- ta.ble (2 syllables)
Clapping syllables in Months - De.cem.ber (3 syllables)

88
Q

Identifying and working with individual phonemes in spoken words

A

What is the first sound you hear in map?
/m/ is the first sound.
/p/ is the last sound.

89
Q

Observing student development
How can a teacher tell when a child is having difficulty developing, phonological and phonemic awareness. The child will be unable to…

A

The tech or produce rhyming words.
Understand or enjoy our rhymes found in books.
Break words into syllables using clapping and or tapping.
Between sounds to make a word.
Identify sounds an oral language.
Detect our produce patterns of alliteration (recognizing words that begins with the same sound: for example : Annie ate an apple

90
Q

Phonemic Awareness

A

The first: best predictor of early success in reading is a pre-readers knowledge of upper and lower case letters.

The second: Best predictor of early success in reading is a pre-readers ability to discriminate phonemes auditorally.

91
Q

Why teach phonemic awareness

A

Before children learn to read print, they need to understand how sounds in words work. They need to know that words are made up of phonemes. If children are unable to hear and manipulate phonemes, they will have a hard time relating to graphemes (letters) in written material.

92
Q

Graphemes

A

(LETTERS)

Is a letter of a written language that represent a single sound in the spelling of a word.

93
Q

Rhyming words

A

Are words that have the same rime but different onsets.

Example: -Op is the rime in Mop, Hop, Top

94
Q

Phoneme Blending

A

Is a skill in which children put individual phonemes together into a pronounceable word. For Example /K/U/P =CUP, /g/i/f/t= gift,
b/a/k=bake

95
Q

Phoneme Segmentation

A

It’s a skill in which children break a word into individual sounds.
A teacher may ask the child to tap out that number of sounds they hear in a word.
Four example: /h/i/t = 3sounds, 3 taps

96
Q

Phoneme Deletion

A

Is a skill in which children identify the sound that remains when a phoneme is removed.
For example, what is the Mate without the /m/? -Ate

97
Q

Phoneme Addition

A

Is a skill in which children make a new word by adding a phoneme to an existing word.
For example, what is the new word when we add /S/ to the beginning of Pin.? Spin

98
Q

Phoneme substitution

A

Is a skilled in which children substitute one phoneme for another to make a new word.
For example, the word is Pin. Change /P/ to /T/ what is the new word? Tin

99
Q

Tips for teaching Phonemic Awareness

A

Phonemic Awareness activities needs to be Oral.

Objects and pictures can be used but children generally don’t read or write doing these activities.

100
Q

Tips for teaching Phonemic Awareness

A

The Oral activity should be fun.
Teacher should avoid drill activities.
Activities in which children are singing songs, playing word games, creating new words, and noticing in rhyming words are activities that allow children to learn while having fun.

101
Q

Tips for teaching Phonemic Awareness

A

Activity should be taught in groups Although reading wordplay books and singing can be done in a large group, small-group activities are usually preferable since language is a social interaction skill.

102
Q

Tips for teaching Phonemic Awareness

A

Phonemic Awareness it’s most effective when only one are two types of phonies manipulation are being taught otherwise, students are confused as to how to respond.

103
Q

Tips for teaching Phonemic Awareness

A

Teachers should read and re-read poetry, rhyming books, and pattern books, thus providing multiple opportunities for children to experiment with rhyming words, alliteration, and all other wordplay.

104
Q

Tips for teaching Phonemic Awareness

A

Phonemic Awareness activities must be taught within context of authentic reading and writing activities. Connecting phonemes with Big a Books are invented spelling activities helps children make connection between Sounds and Letters.

105
Q

Tips for teaching Phonemic Awareness

A

Teachers need to recognize the children develop phonemic awareness at different rates. it is to teach her responsibility to adjust these differences.

106
Q

Phonemic Segmentation Test

A

The purpose of this type of test is to find out whether children can break a one syllable word into component phonemes. In this type of children are asked to listen to a spoken syllable and tap out the number of phonemes it contains.
Example: Sat/ children would tap three times once for each phoneme s/a/t
Research study suggest by the age of six 70% of children are able to complete this task successfully.

107
Q

Phonemic Manipulation Test

A

This test ask children to manipulate phonemes, such as saying a word without the initial sound.
Example: Map without the /m/ or switching the /p/ and /t/ in pat to make Tap.
This task is more difficult to complete until the end of first grade.

108
Q

Phoneme Splitting Test or Isolation Test

A

Requires a child to break off the first phoneme.
The Child is ask to pronounce or say what is left.
Example: the child says t- for the /t/ in Tap or ing- when the teacher says King.

109
Q

Blending test

A

Teacher provides the child with the segments of a word and asked the child to put the segments together.
For example: /k/, /a/, and /k/ blended together is Cake.

110
Q

Oddity Test

A

In this test child is Presented with a set of 3 or 4 spoken words and his asked which of the words is different. Sometimes the initial sound is the odd, sometime it is the middle our final sound.
Example: Map, Mom, Dad, Me (Dad) or Car, Bird, Far, Bar (Bird)

111
Q

Informal Assessment

A

Most assessment strategies for phonemic awareness should be informal in nature.

112
Q

Invented spelling

A

It’s one indication of he/her level up phonemic awareness. If a child is using invented spelling with at least one letter that has a relationship with the sound in the spoken word, he/she has a beginning understanding phonemic awareness.
Four example: word being spilled-car, child writes K

113
Q

Informal Assessment

A

Ability to hear rhyming words.
Ability hear words with the same initial and final sound.
Ability to segment a word into individual phonemes.
Knowledge of nursery rhymes.

114
Q

How parents can foster phonemic Awareness

A

By Reading aloud every day with your child.
Allow child to choose the book to be read.
Recite familiar rhymes with child like jack & Jill or Mary had a little lamb. Have child finish part of the rhyme, Jack and Jill went up the –to pitch a panel –
Talk about words that rhyme in stories are read.
Have child think of a word that rhymes with his/ her name and familiar objects.
Praise any attempts to read or write.
Write or draw pictures about stories.

115
Q

A third grade teacher has access to a computer that translate Spoken Words into Written Text. In the context of language arts instruction, this Voice recognition technology would be especially useful for which of the following purpose?

A

Promoting the aliteracy Development of a student who has strong oral Language a Skills but severe Writing and Spelling difficulty.

116
Q

A teacher is developing instructions activity to promote the literacy development of a small group of young children who are English language learners. The teacher plan an activity in which the student tells story in English while the teacher writes what the student say. Which of the following guideline will be most important for the teacher to follow when writing the stories told by the English language learner?

A

Reinforce the students understanding of the relationship between written and oral language by making sure that students the teacher writing down their exact words.

117
Q

The parents of a kindergarten student tells the teacher that their child can recognize the name all the letters of the Alphabetic and can recognize some common words in their environment. The parent wonder whether the child should now be encouraged to read simple words at home. Which of the following recommendation would be most appropriate for the teacher to make?

A

Take advantage of opportunities to begin pointing out letter-sound Association in familiar words.
(e.g., “M makes a/m/ sound. M is for Mommy”)

118
Q

The parents of a kindergarten student say that their child is learning to recognize names and letters of the alphabet but has not yet learned to write any of the letters. The parents wonder whether they should encourage their child to try writing letters.
The teacher could best respond by?

A

Explaining that letter writing can benefit students by reinforcing their letter-recognition skills.

119
Q

A kindergarten teacher wants to Assess a student skill in visual this discriminating the shapes of letters. Which of the following assessment strategy would be most affected for this purpose?

A

The Teacher give the student a set of letter cards, lay down down a chart, lay down a chart with the same letters on it, and then have the student match each letter card, to the letter on the chart.

120
Q

Which of the following activities would best help students in the emergent literacy stage of reading development to understand the directionality of print?

A

The teacher display a poster size illustrated story on an easel and uses a pointer to track the words in the text while reading the story aloud.

121
Q

A preschool teacher wants to assess a child’s concepts of print. The teacher began by allowing the child to examine a children’s book and then ask the child some simple questions. Which of the following teacher questions will be most appropriate in this context?

A

Can you show me where to start reading?

122
Q 
Each student in the fourth grade class select a favorite character from the story the student have a read. The student then pretends to be that character and write a letter to another character in the story. 
This instructional activity reinforces student reading development primarily by helping students:
A

Draw on knowledge from the story and personal experience to analyze the characters point of view.

123
Q

A teacher is creating a list of high frequency irregular site words. Which of the following sets of words would be appropriate to include in the list?

A

A) jump,sale, moon
B) thank, mine,seen
C) have, mother, been
D) back,store,down

C) have, mother, been

124
Q

Which of the following types of assessment would provide the most information about a student decoding ability and other word analysis skills?

A

A Cloze assessment

125
Q

A second grade teacher want to promote student reading Fluency by having them engage in silent reading for increasingly long periods. To help addressed this goal, the teacher plan to incorporate SSR (sub stained silent reading) into their daily schedule and to gradually increase the allotted time. Which of the Guideline listed below will be most important for the teacher to follow when implementing this plan?

A

Ensure that a wide variety of reading materials are available and encourage student to choose text at an appropriate level of difficulty.

126
Q

The parent of a second-grader tell the teacher that their child enjoys reading aloud at home. The parent expressed some concerns however that the Child often choose to reread two or three favorite story despite the availability of a variety of reading material. Which of the following are observations would be most appropriate for the teacher to make in addressing the parents concert?

A

Assuring the parents that oral reading of high interest materials will help promote their child’s reading fluency.

127
Q

A third-grade teacher is planning instructional activities to promote students reading fluency. Which of the following activities will be most effective in helping third-grade students read about in a natural, fluid, and expressive manner?

A

Having student participate in readers theater and choral reading activities.

128
Q

Which of the following instructional activity would best prepare students to understand the concept of literacy theme?

A

Student read familiar Fables, and Fairy Tales, and the teacher guides the student to discuss moral or meaning of each story.

129
Q

A third-grade teacher want to broaden students understanding of their own culture and the cultures of others through the reading of literacy text. Which of the following strategy with most effectively address this goal?

A

The teacher includes a variety of text by diverse authors in the classroom library and provide frequent opportunities for the student to read independently.

130
Q

A fourth grader who has been conducting research on the Internet complaints to the teacher that he finds great location of the World Wide Web but often can’t remember how to find them later. The teacher could best respond by:

A

Shaun the student how to sit bookmarks to in able him to return easily to useful location.

131
Q

A third-grade teacher has arranged for students to interview several popular children’s Authors through online Authors chat. Student will type in their questions and the Author will answer as many as possible during their interview period. This activity is most likely to promote student research skills by helping the students:

A

Understand the value of using electronic resource to contact expert who can supply relevant information.

132
Q

Students in a fourth-grade class have been reading informational text about space travel. The teacher wants to strength students understanding of the information presented in the text by helping students focus on main ideas and significant ideas details. Which of the following instructional activity with most effectively address this goal?

A

The teacher leads a class discussion of one of the texts and uses student input to create a map of the information on the board.

133
Q

The third-grade teacher is planning mini-lessons to help students locate information by navigating the Internet. For each mini lesson, the teacher will introduce a particular navigation strategy (e.g., using the “GO” menu item) show students why it is useful, and then give students an opportunity to practice. The teacher could best promote student learning doing this activity by?

A

Have a student practice with the picture so they can share information about navigation strategies.

134
Q

Which of the following writing samples produced by students in a first grade classroom relies mostly on the use of Alphabetic letters names and spelling strategy?

A

A) I PLD W MI DOG TD (I played with my dog today)
B) U R MI BST FN (you are my best friend)
C) TM LIKS TO RN FAS ( Tim likes to run fast)
D) MY STR WEN TO THE PK( my sister went to the park)

Answer: (C) TM LIKS TO RN FAS ( Tim likes to run fast)

135
Q

A first grade teacher plans instructional activities to help students learn to write the letters of the alphabet. For one activity, students will use chalk to write letters on the board. This activity would best be most helpful in supporting the writing development of students who:

A

Can recognize and name all the letters but have a week fine motor skills.

136
Q

The parent of a kindergarten student tells the teacher that the child is able to recognize and name all letters of the alphabetic and seems interested in writing the letters at home. Often, however, the child expresses dissatisfaction with her own efforts and spend most of the time erasing. The parent ask the child’s teacher what to do to support the child effort in this area. The teacher couldn’t respond most appropriately by recommending that the child parent take which of the following steps?

A

Encourage the child to write more freely by providing her with a dry erase board or another easily erasable material such as green, rice, or Clay.

137
Q

A pre-kindergarten teacher wants to encourage parent to help support their children’s writing development. When communicating with families about this issue the teachers should emphasize the value of:

A

Affirming all early efforts by child to approximate written language at home.

138
Q

A fourth-grade teacher prepares a checklist to have students evaluate their own writing during various stages of the writing process. Which of the following questions would be most appropriate for a student to consider doing the revision stage of writing an essay ?

A

Is any part of my essay unclear are confusing?

139
Q

Students in third grade class routinely staple the final edited version of their written work to all previous draft versions of it. The student then review the draft and final version. This practice is most likely to promote the student written language development in which of the following ways?

A

Illustrating students writing progress and reinforcing their understanding of the writing process.

140
Q

A third-grade teacher want to reinforce students understanding of writing as a purposeful medium of communication. Which of the following activity using computer technology would best address this goal?

A

The teacher pairs each student with an e-mail buddy, and they exchange e-mail messages comparing their daily lives.

141
Q

A first grade teacher often excesses student comprehension of a story she has read aloud by asking them to retell the story. Michael, a child in the teachers class can usually answer specific questions about stories he has heard, but he often becomes confused when he tries to retell the story. Which of the following strategies would be most effective in helping Michael retell a story the teacher has read about?

A

Have Michael use figures on a flannel board to help him describe what happened to the characters in the story.

142
Q

A second grade teacher is arranging to mid-year conference with parents/guardians to discuss their children reading development. Which of the guidelines described below will be most important for the teacher to follow when planning these meetings?

A

Assemble samples of each child’s reading-related work at different points in time to help illustrate the child’s reading progress.

143
Q

A second grade teacher was to assess student ability to apply knowledge of phonics to spelling words correctly. Which of the following assessment strategies would be most effective for this purpose?

A

The teacher dictate a set of words for the students to write, and than the teacher analyze how the students encode (writes) different sounds.

144
Q

Students in a first grade class are learning how individuals in their community serve different functions that helps ensure everyone’s well-being. For example, the students learn how some people provide community members with food or clothing, while others deliver mail to resident or help keep the community safe. The teacher could best reinforce instruction on this topic by relating it to which of the following economic concepts?

A

A) productivity
B) scarcity
C) competition
D) interdependence

Correct Answer is : (D) interdependence

145
Q

A first grade teacher is planning a geography lesson to help students understand the concept of Natural resources and recognize example of such resources. After completing the lesson, the teacher can best assess student learning of lesson content by using which of the following approaches?

A

The teacher names various items, including some that are natural resources and others that or not, and has the class identify which of the items name are natural resources.

146
Q

A fourth-grade teacher who is planning a unit on Texas history has access to a video on exportation and early settlement Texas by Europeans. In deciding whether to spend class time showing the video, the teachers should place the greatest emphasis on determining whether:

A

The video will provide an effective means for introducing and /or classifying instructional content.

147
Q

As a consequence of the discovery of Isaac Newton (1642-1727), scientists came to believe that it was possible to:

A

Identify and explain the laws that govern the universe.

148
Q

Use of Interdisciplinary approach to explore the environmental impact of human activity would probably be most relevant for a social studies unit in which of the following topics in Texas history?

A

A) The debate over where to set the boundaries between Mexico and Texas doing the 1840s
B) The events surrounding Texas decision to support the Confederacy in the Civil War.
C) The economic effects of railroad expansion in Texas doing the second half of the 19th century.
D) The development of the Texas aerospace industry in the late 20th century

Correct Answer is: (C) The economic effects of railroad expansion in Texas doing the second half of the 19th century.

149
Q

While collecting data for a research project, a social scientist realize that the information collected so far does not support the Hypothesis being investigated. In this situation the most appropriate next step for the social scientist to take would be to:

A

Finish collecting and analyzing the data and try to determine why the data do not confirm the hypothesis.

150
Q

Which of the following best match for a reference source with a geographic question that you can be used to answer?

A

A) Almanac: what are the main causes of soul erosion in the Sahel region of Africa?
B) Index of periodical literature: which journal publishes the most reliable research on global migration?
C) glossary of geographic terms: What factors determine the location of various types of natural resources?
D) Atlas: Which states were formed from the land west of the Mississippi River

Correct Answer is: (D) Atlas: Which states were formed from the land west of the Mississippi River

151
Q

Compare with preindustrial societies, industrial societies are more likely to:

A

A) make a religion a central feature on social life
B) provide individuals with opportunities for social mobility.
C) exhibit high birth rate in high death rates.
D) emphasize the productive functions of children.

Correct Answer is: B) provide individuals with opportunities for social mobility.

152
Q

Which of the following unit please best illustrates an approach to social study instructions that relates geography information to information and ideas in one or more other social sciences disciplines?

A

A unit entitled “our town”, in which lessons about the physical setting of the town or followed by a lesson in which student investigate the town’s is past and present economic activities and settlement patterns.

153
Q

Which of the following best describes a major differences between life in the United States today and life in the preindustrial agricultural communities of the nations early colony period?

A

A) how hard one worked in earlier period was determined mainly by market considerations.
B) children began performing productive tasks around the home at a later age.
C) most household goods in the earlier period were produced by family members.
D) children in the earlier period were less likely to pursue the same occupation as their parents.

Correct Answer: C) most household goods in the earlier period were produced by family members.

154
Q

Which of the following best describes a basic purpose of the law in the United States

A

A) to establish socially acceptable ways for resolving disputes among citizens.
B) to create uniform procedures for organizing local government in all region of the country.
C) to promote an equal distribution of economic resources amoung regions and individuals.
D) to ensure public participation in civil affairs at all levels of government.

Correct Answer is : A) to establish socially acceptable ways for resolving disputes among citizens.

155
Q

Which of the following statements best describes how factors and events in other parts of the world will be expected to affect the Texas economic?

A

A) since Cotton production is an important element in the Texas economy, a decrease in global purchasing power would force many cotton boys to play.
B) Since oil production key component of the Texas economy, a sharp decrease in world oil prices would cause a slowdown in state economic activity.
C) Since U. S. military bases play a major role in Texas economy, a military crisis arising in another world area would force many small businesses into bankruptcy.
D) since the Texas economy is highly reliant on international imports, any interference with world trade would cause a major increase in state unemployment rates.

Correct Answer is: (B) Since oil production key component of the Texas economy, a sharp decrease in world oil prices would cause a slowdown in state economic activity.

156
Q

A spider has built a large web just outside a window of a kindergarten classroom where the children are able to view it easily. As part of a science activity the teacher, ask the children to take turns observing the spider and drawing a picture of it. When the class gathers to discuss and compare their drawings, the children realize that some of them have drawn different numbers of legs on the spider. An animated discussion follows, with several children insisting they drew the correct number of legs. Which of the following would be the teacher’s best response at this point?

A

A) Tell Children how many legs their drawing of the spider should show.
B) Have the children look carefully at the spider again to determine whether they need to change the number of the legs on their drawings.
C) Encourage the children to ask the school librarian to help them find a reference book on spiders the next time they visit the school library.
D) Point out one drawing with the correct number of legs and encourage other children to revise their drawing if necessary.

Correct Answer is: (B) Have the children look carefully at the spider again to determine whether they need to change the number of the legs on their drawings.

157
Q

A kindergarten teacher shows a group of children a music triangle and tap it with a metal striker to make it ring. The teachers begins to tap the triangle repeatedly, using a simple pattern. The teacher presentation would be in especially effective way to introduce which of the following music concepts?

A

A) Melody
B) Timbre
C) Pitch
D) Rhythm

Correct Answer is: )D) Rhythm

158
Q

A pre-kindergarten teacher is teaching children to clap the rhythm of their names the music activity would most directly promote the children’s development or prerequisite skills for understanding which of the following concepts related to literacy?

A

A) function of print.
B) alphabetization
C) letter- sound correspondence
D) syllabication

Correct Answer is (D) syllabication

159
Q
  1. A fourth-grade teacher has been talking with students about ways in which music can influence people emotions and behaviors. For a related topic activity the teacher videotapes a television commercial that features music as a significant element. The teacher first has watched a commercial with the sound needed. Then he we wise it to replay with Sam. Which of the following instruction to the students before we playing the tape with biz promote student reflection on the target topic?
A

A) as you listen, try to decide whether or not this music would be easy to memorize.
B) at the you’ve watched the tape, think about whether you can identify the style of the music.
C) as you listen, try to remember rather you have heard this music before, if so, where.
D) after you watch the tape, think about the mood that you associate with this commercial.

Correct Answer is: D) After you watch the tape, think about the mood that you associate with this commercial.

160
Q
  1. Which of the following reading strengths does the student demonstrated in her response to the teachers questions about the passage?
A

A) recognize and describing a sequence of events in a text.
B) analyzing cause in a bit relationship in a text.
C) identifying and recalling the main idea insignificant details of the text.
D) using evidence from a text to draw conclusions and make generalization.

Correct Answer is : C) identifying and recalling the main idea insignificant details of the text.

161
Q
  1. Which of the following teacher probably will be most effective in helping the teacher asked if the student inferential reading comprehension?
A

A) what question get Rosa ask her grandpa question
B) why do you think Rosa spray water on the plants in the garden?
C) what did Rosa do after she pulled up the weeds?
D) Why do you think Rosa giggled when she asked grandpa a question?

Correct Answer is: (D) Why do you think Rosa giggled when she asked grandpa a question?

162
Q

Use the information below to answer questions 97 and 98.
An elementary school teacher asked the students to read about the passage below.

Rosa love to help grandpa with his Garden in the summer. Grandpa showed Rosa how to pull out the bad weeds. The sun was hot, but Rosa did not mine. Grandpa let Rosa use the hose to water the plants in the garden. Give them a nice cool shower, said grandpa. Rosa sprayed water on the plants. Then she sipped some water from the hose. The water was cold as ice. “My, it is hot today”, said grandpa. Rosa giggle and said, “Would you like a nice cool shower, grandpa”?

A

After the student oral reading, the teacher asked the student question about the passage. Printed below is an excerpt from this conversation.

Teacher: what was the story about?
Student: there’s this girl, Rosa. She helps her grandpa do stuff in the garden.
Teacher: what kind of stuff?
Student: oh, you know, like pull out the weeds.
Teacher: what does Rosa do?
Students: she drinks out of the hose. I did that once. I’ve got water up my nose!
Teacher: that sounds uncomfortable!
Students: not really. My brother got water up his nose, too. We just laughed. We always laugh.
Teacher: those roads are like to laugh, too?
Students: i’m sure, maybe…. Oh, yeah! It’s said she giggled.

163
Q
  1. Which of the following teacher prompts would most likely be effective in eliciting helpful information about the students use of word identification strategies?
A

A). “Tell me their orders that you know”.
B). “How hard was it for you to figure out that the word was swing.”
C) “ Tell me how you figured out that word was swinging”.
D) “ Can you tell me some of the words you know that rhyme with swing?”

Correct Answer is: (C) “ Tell me how you figured out that word was swinging”.

164
Q

Use the information below to answer question 86 and 87

A second grade teacher plans the following activity to promote student development of map skills

A

Activity 1 : The class creates a large, three dimensional model of the classroom using common materials (e.g., milk cartons, spoons of thread) to represent desk and other objects in the room the teacher uses three-dimensional model to promote student’s ability to apply various map-reading skills (e.g., locating places, and the fan in the concept relative size and scale).

Activity 2: The class creates a flat map of the classroom it which hand-drawn symbols (e.g., squares of different types sizes, drawings of objects) represent objects in the room. The teacher uses the flat map to reinforce the skills address in Activity 1

165
Q
  1. Based on the descriptions above, these activities are likely to be effective in teaching math skills to second-grade is mainly because they:
A

A) enable students to progress from specific knowledge about maps to more general skills and understanding related to Map use.
B) have student distinguish from nonessential knowledge about maps and focus on the most important knowledge of skills.
C) prompt students to use previously acquired skill and knowledge from other disciplines to facilitate their acquisition of new skills.
D) have students learn abstract map concepts through involvement in concrete experience related to a familiar location.

Correct Answer is : (D) have students learn abstract map concepts through involvement in concrete experience related to a familiar location

166
Q
  1. As the class creates the model in Activity 1 the teacher asked questions designed to help students develop particular map skills and understanding. Which of the following question with best promote student’s ability to apply the concept of relative location?
A

A) Where in our model should we place the file cabinet?
B) Can anyone trace a path on the sink to the door?
C) Is The bookshelf on the piano closer to the aquarium?
D) Which is larger, the math center on the reading corner?

Correct Answer is: (C) Is The bookshelf on the piano closer to the aquarium?

167
Q

Use the information below to answer the questions follow Question 94, 95,and 96

A

A first-grade student is reading a story aloud. The student attempts to read the sentence, “ Jill likes to play on the swing”. Printed below is an excerpt from the student comments as he attempts to read the sentence.

Student: Jill like to play on a [makes a/s/ sound] ….I don’t know that word. Sing? Swim? No, that’s not it, Swing? Maybe that word is swing.

168
Q
  1. In the comments above, the student most clearly demonstrate which of the following reading skills?
A

A) applying knowledge of the word roots to analyze and identify an unfamiliar word.
B) Using graphophonic cues to help analyze and decode unfamiliar words.
C) applying knowledge of affixes to analyze and identify an unfamiliar word.

Correct Answer is: (B) Using graphophonic cues to help analyze and decode unfamiliar words.

169
Q
  1. After identifying the word swing the student turns to the teacher and ask, is that right? is it swing? The teacher wants to encourage the student to semantic and syntactic cues to verify the word. Which of the following teacher responses to the student’s question would best address this goal?
A

A) “Now try reading to sentence again and see whether swing makes sense”.
B) “Look at the word that comes right before the Mistry word, and see if that gives you a clue”.
C) “Now reread the sentence and see whether you can sound out the word to make sense”.
D) “Look at the sentence again and ask yourself whether the Mystery world will be a person, place, or thing.

Correct Answer is: (A) “Now try reading to sentence again and see whether swing makes sense”.

170
Q
  1. Which of the following teachers prompts would most likely be effected in eliciting helpful information about the student’s use of Word -identification strategies?
A

A) Tell me other ING words that you know?
B) “ How hard was it for you to figure out that the word was swimming?
C) Tell me how you figured out that the Word was swing.
D) “ Can you tell me some other words you know that rhyme with swing?
Correct Answer is: (C) Tell me how you figured out that the Word was swing.

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