As a teacher reads a short story to her first grade class, she should help to build student engagement in the book and develop higher-order thinking skills by:
a. Asking, What is the purpose of this story today? in the middle of the story.
b. Giving children a pretest of their knowledge about the book.
c. Having the students make predictions based on the title and cover and revising their predictions along the way.
d. Giving children a phonics worksheet to fill out while the picture book is being read.
Question 2...A parent questioned the school board about wasting money on new books for the elementary school's library. He suggested that they invest in tablet computers and e-books instead. An appropriate response to this parent would be:
a. Yes, e-books are a great resource but there is still a place for print books as well. We do have some e-book titles available for student use.
b. You should present your ideas to the school board; they make all the financial decisions.
c. The children would just lose or break tablets; besides, we'd never have the funding to get one for every child.
d. While I appreciate your concern, I don't think that you should question my professional judgment.
Question 3...A third grade teacher wants to encourage her students to write observations in their daily science journals. What is one innovative way to expand writing skills?
a. Have the students use computer software or apps to generate labeled diagrams of science concepts.
b. Assign handwriting homework to improve their cursive writing.
c. Require them to publish their work online.
d. Ask the technology teacher for ideas.
Question 4...A parent argues that her four-year-old does not need to be read to because her child watches television every night for hours and is exposed to many words, characters, and story lines. Which of the following responses would be respectful yet accurate?
a. Yes, there are some excellent programs on television; however, the research suggests that it is important to give preschoolers experiences in sharing and discussing books as well. Interestingly, I've read that even educational television programs are much more effective when they are watched by and discussed with an adult.
b. The research suggests that television should not be used as a babysitter' and that is what this sounds like to me.
c. Are you talking about programming specifically for young children? I certainly hope so because most of what is on television is not appropriate for them.
d. The American Academy of Pediatrics would disagree with your point of view; what you just described is excessive television viewing for a child at age four.
Question 5...After reading several books on healthy teeth and discussing the preschool class's personal stories of going to the dentist, the teacher realizes that some of her students have never been to the dentist or that some are nervous about the experience. To help her students have a better understanding of the dentist, the teacher could use technology to:
a. Take a virtual fieldtrip to a dentist office.
b. Create a healthy food plan and chart how many times a day each student brushes his/her teeth.
c. Watch a video clip of a dentist cleaning a child's teeth.
d. All of the above
Question 6...As the children in a preschool classroom are working in centers, the teacher notices a group of students at the writing center working together on a card for the secretary's birthday. This would be an example of what language function?
a. Regulatory
b. Interactional
c. Imaginative
d. Heuristic
Question 7...The second graders were invited to participate in the science fair with their sixth grade buddies. Each second grader was able to choose their own topic for which their buddy would help them research and conduct their projects. This type of activity would be a:
a. Demonstration
b. Collection
c. Project approach and emergent curriculum
d. Adventure
Question 8...A first grade teacher notices that when students complete a timed oral reading assessment, some of them become very nervous and their performance on the test does not match their performance during daily reading activities. What is the best way the teacher can help the students with this type of test-related anxiety:
a. Offer students timers to practice timed reading during free reading time.
b. Don't do change instruction or learning opportunities.
c. Contact their parents and ask them to practice timed readings at home.
d. Make an appointment with the principal to discuss changing the test.
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