PPR-Terms, Technology Questions, ELL Questions, Practice Exam-Pearson

The four stages of cognitive development, beginning with the sensorimotor, then preoperational, concrete operational, and formal operational are directly related to which psychologist?

Jean Piaget

An English Learner who understands most of the main points and supporting details of a read-aloud of a grade-level text, and relies on illustrations and some language support to help create meaning, is most likely at which level of listening proficiency?

A. Beginner

B. Intermediate

C. Advanced

D. Advanced High

C. Advanced

According to Piaget, cognitive characteristics of the ___________________ stage include:

- Age birth to two

- Reality-based schemes

- Centrism

- Object Permanence

Sensorimotor

According to Piaget, cognitive characteristics of the ___________________ stage include:

- Language development

- Symbolic functions

- Symbolic play

- Egocentrism

- Age: preschool years

Preoperational

According to Piaget, cognitive characteristics of the ___________________ stage include:

- Age: elementary grade years

- Conservationism

- Seriation

- Decentering

Concrete Operational

According to Piaget, cognitive characteristics of the ___________________ stage include:

- Age: early adolescence forward

- Abstract thinking

- Logic

- Thinking on hypothesis

Formal operational

According to Piaget, cognitive characteristics of the ___________________ stage include:

Experience processed by reaching, grasping, and moving about

Experience centered on the child's own body

The child gradually learning that objects exist even if out of sight

Sensorimotor

According to Piaget, cognitive characteristics of the ___________________ stage include:Intentional use of language; acquisition of language structures

Representational thoughts: child can represent objects and events removed in time and space

Play demonstrates increasing imaginative capacity

Inability to understand another's perspective

Preoperational

According to Piaget, cognitive characteristics of the ___________________ stage include:

Understanding that format or shape do not affect mass

Recognizing of subset relationships

Ordering ability

Integration of self into physical and social environment

Concrete Operational

According to Piaget, cognitive characteristics of the ___________________ stage include:

Ability to think in and of possibilities

Ability to think deductively

Ability to plan

Formal Operational

-Asks the question, "What have you learned?"

-This form of assessment is a classroom-based assessment and is final, usually comes at the end of a learning period.

-Ex: state assessment, exams/tests, projects

Summative Assessment

-Asks the question, "What are you learning?"

-Usually mid instruction assessment with the purpose of assessing student progress and informing the teacher so instruction can be altered as needed.

-Can be used if concepts need to be retaught

-Ex: doing problems on the board, classwork, homework, daily work, questions, observations, graphic organizers, games, EXIT TICKETS

Formative Assessment

The _________________ view of learning places a great deal of responsibility on the learner: learning happens when the learner assimilates new knowledge into existing organizational schemes.

In this view, teachers draw on natural propensities that promote learning in the real world.

Constructivist

Adjusting the support offered during a teaching session to fit the child's current level of performance

Scaffolding

Little or no ability to understand spoken English.

Remains silent or watches others for clues.

ELPS Beginning Listening

Understands simple and regularly spoken English.

Requires speaker to repeat, slow down, or rephrase speech.

ELPS Intermediate Listening

Able to understand grade-level English with support.

Sometimes depends on visuals and verbal cues.

ELPS Advanced Listening

Understands English with minimal support.

ELPS Advanced High Listening

-A test takers performance reported in comparison to other test takers in the same age or grade sample.

-Results are reported in standard scores, percentile ranks, t scores, or z scores.

-Ex: IQ test, state assessment

Norm-referenced Test

-A test takers performance reported as mastery of learning CRITERIA or standards. Passing requires answering a certain percentage correctly.

-Ex: STAAR, TAKS

-Ex: A multiple choice or short answer test on the content of a unit study in which a 70% is needed to pass.

Criterion-referenced Test

-Usually a post instruction assessment with the purpose of assessing student knowledge, retention and application. Often involve the use of a standardized rubric or scoring guide.

-traditional test (can be criterion referenced or norm referenced.

-Ex: chapter test, semester test

Formal Assessments

-More flexible than formal assessments and can be adjusted to fit the situation and particular needs of the student being tested.

-Ex: observations during a lesson, journals

Informal assessment

A scoring guide based on several criteria rather than a single number score.

Rubric

-teachers create situations in which the students will question their own and each other's assumptions.

-teacher also creates situations in which he or she is able to challenge the assumptions upon which traditional teaching and learning are based.

-Activities encouraged in this type of classroom are: experimentation and research projects.

Constructivist

awareness and understanding of one's own thought processes.

Metacognition

-results are numerical and can be analyzed and statistically reported.

-Ex: standardized tests

Quantitative Assessment

-way of gathering info that yield results that can't be easily measured by or translated into numbers.

-based on performance level description/criteria

-Ex: essay, case study, projects.

Qualitative Assessments

teacher works with other teachers in the grade level BELOW and ABOVE them to ensure curriculum is sequenced in a logical manner.

Vertical Teaming

teacher works with teachers from THEIR OWN GRADE LEVEL and CONTENT AREA.

Horizontal Teaming

-Type of English Language Proficiency Standard

-Student lacks necessary English to form a sentence.

-List

-Copy

Beginning

-Type of English Language Proficiency Standard

-Simple sentences

-most writing is only easily understood by ELLs

-Sentence read very choppy

-uses present tense

Intermediate

-Type of English Language Proficiency Standard

-support still needed

-some detail

Advance

-Type of English Language Proficiency Standard

-comparable to native speakers

-gives detail

Advanced High

knowledge builds from GRADE to GRADE

vertical alignment

knowledge travels from SUBJECT to SUBJECT

horizontal alignment

when a child is in preschool their moral behavior is based solely on

what their parents and teachers tell them. It has nothing to do with peers.

acknowledges while all students may not be verbally or mathematically gifted, students may have an expertise in other areas.

multiple intelligence survey

Students in a 6th grade science class are completing a project about an invention for which they must print a 3-D prototype on the 3-D printer. After giving them instruction about the 3-D printer software, some of the students are still struggling with how to use the software to create the prototype they envision. What is the best way to help the students complete the assignment?

Providing them with a template and simple instructions for how to design and print their prototype.

Mr. Samuels' middle school students are using websites to research open-ended questions about global political movements. Before turning students loose on the web searching for information, which of the following skills need to be addressed?

They need to become effective at evaluating the accuracy of the information that they find online.

Ms. Carpenter frequently assigns tasks that require her students to use the internet at school, but some of her students do not have parent permission to access the internet. What is the best way for her to accommodate this situation so that her students have the same learning opportunities as their peers?

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

A technology teacher has observed that several students are very comfortable around technology while others are not. One student recently said this to the teacher: " I used the controller to move the blinker on the screen to correct a misspelled word." Which of the following instructional areas will be most beneficial to the student?

Using correct technology terminology

The key to the efficient completion of a task is having the right tool available and knowing how to use it. What is your role as a teacher when it comes to the different technology tools?

You should know the different categories of digital tools and which one is appropriate for a task.

The ninth grade social studies class is studying Russia's last 20 years and will be researching population growth, economic growth, changes in agricultural and commercial production and income growth. Which type of software should the students be encouraged to use to collect the data?

Spreadsheet software

Why is it important for students to be able to evaluate their internet sources when doing online research?

To determine the validity of the information.

An ESOL( English as a Second Language) teacher has read a writing sample from a new ELL. The student can present his thoughts in an organized manner that is easily understood. He can use the most common grammar structures, but some errors are present. The ESOL teacher may deduce that the student is at what stage of writing?

A. Emergent

B. Beginning

C. Intermediate

D. Advanced

C. is the correct answer. This describes a student in the intermediate stage.

A sixth grade teacher is planning to introduce physical and chemical changes to a class that includes some English Language Learner (ELL) students at various levels of language usage. Which of the following lessons is most responsive to their needs?

A. providing hands-on experiments that reinforce the concepts as they are taught

B. using demonstrations as a lecture is given

C. showing short videos with examples of physical and chemical changes

D. assigning homework in which students identify changes as physical or chemical

A. is the correct answer. This method allows for concrete reinforcement of the new vocabulary words.

Mr. Samson, a sixth-grade science teacher, is trying to determine the speaking proficiency level of Roberto, an English-language learner from Mexico. Last week in a small group discussion, Roberto was able to express himself using academic vocabulary in short phrases to explain the food chain and then to talk about animals in Mexico. He had some long pauses and some pronunciation errors, which made it hard for his classmates to understand him. When asked to elaborate, he made some errors as he tried to use less familiar vocabulary. Later in the class, Roberto participated in some small talk with his group about his weekend plans using simple, original statements.

What speaking proficiency level is Roberto demonstrating characteristics of?

A. Beginning

B. Intermediate

C. Advanced

D. Advanced High

B is the correct answer. Roberto speaks most consistently at the intermediate level. He knows enough English to use basic, familiar vocabulary to express simple, original messages. Because of his English limitations, he isn't yet able to speak in detail. His pronunciation errors sometimes hinder communication, but he is usually able to be understood by those accustomed to speaking with ELLs.

Mr. Johnson has prepared a presentation for his 10th grade social studies class about World War II. He is concerned some of the presentation might be difficult for his English language learner students. Which of the following would be the best strategy to promote understanding among English language learners during the presentation?

A. Pause after complete thoughts while using visual images to represent the content of the presentation.

B. Provide a transcript of the presentation in the ELL students' native languages.

C. Use a translator during the presentation.

D. Pause after every sentence while using gestures to indicate word meanings.

A. is the correct answer. Once a thought is complete, a pause allows the listeners to process the information in its entirety to promote the ability to use context clues and the main ideas to define the words. Visual images are also helpful to use as a guide for the listeners.

Ms. Driscoll has just finished reading a story aloud to her Grade 1 students. The story was about a young boy who builds a birdhouse with his dad. The storyline is not highly familiar, but is somewhat predictable and has some illustrations to support understanding. After reading the story, the teacher asks, "What does the boy build with his dad? What color is it? What shape is it? Where do they put it when they are finished?"

What reading proficiency level are her English-language learners (ELLs) most likely at?

A. Beginning

B. Intermediate

C. Advanced

D. Advanced High

B. is the correct answer. ELLs in kindergarten to grade 1 with an intermediate level of reading proficiency understand simple sentences in short, connected texts, but occasionally depend on linguistic support, such as visuals. When a story is read aloud slowly and clearly, they should be able to comprehend the general meaning and answer basic "who, what, where, and when" comprehension questions.

All students in Ms. Hopping's fifth-grade class are having trouble distinguishing between atomic number and atomic mass on the periodic table. The ELLs are particularly confused. She is not sure how to reteach the difference. What should she first find out before she tries to reteach?

A. Does the problem lie in the vocabulary or in understanding the concept?

B. Which materials can she use to present the content to the students in a new way?

C. Does she have enough time to reteach the content?

D. How many students did the required reading homework?

A is the correct answer.

Mrs. Randall is planning to introduce a unit on weather to her science class. She has several English-language learners in her classroom, and she wants to use inclusive strategies that will best help them learn the new vocabulary terms. Which of the following strategies would be beneficial for her students?

A. Create a word wall with pictures of weather tools and cloud types next to their names.

B. Give students an illustrated list of key terms.

C. Break terms down into their roots and indicate the meaning of the roots.

D. All of the above are effective strategies for teaching English-language learners.

D. is the correct answer. These strategies are all recommended to help English-language learners. All of these strategies are effective.

A ninth-grade social studies teacher is reading about Ancient Egypt with her students. In a writing assignment about the Nile River, Marta, an English-language learner (ELL) from Brazil, writes the following:

"Flowing 4000 miles north from the heart of Africa to the Mediterranean Sea, the Nile River was very important to the ancient Egyptians. Because Egypt gets a little rainfall, Egyptians relied on the Nile River for water. During the summer, the Nile River overflowed and left a layer of mud that was perfect to farming."

This passage suggests that she is at which of the following ELPS writing proficiency levels?

A. Beginning

B. Intermediate

C. Advanced

D. Advanced High

D is the correct answer. The language used in the passage is nearly comparable to native English-speaking peers in clarity and precision. The passage contains some very advanced grammatical structures and even a participle phrase in the first sentence.

Ricardo is an English-language learner (ELL) from Brazil. On his progress report, his teacher, Mr. Carlson, writes the following:

"Ricardo has made much improvement in listening. He can usually understand simple, short discussions on familiar topics. He still needs a lot of help with unfamiliar topics, which is typical of students at his level. We will work on this more in the coming months."

uBased on this description, what listening proficiency level is Ricardo most likely at?

A. Beginning

B. Intermediate

C. Advanced

D. Advanced High

B is correct. This description describes a student with an Intermediate level of listening proficiency.

Ms. Klein has several advanced level English-language learners (ELLs) in her science class. Every day when the students enter the classroom, she has them take out their journals and respond to a writing prompt. Today's prompt is, "What is gravity?" Ms. Klein circulates around the room to view the responses. Juan, an intermediate ELL from Mexico, writes, "Gravity is the force that attracts a body toward the center of the earth."

Ms. Klein thinks that Juan has memorized the definition. To ensure that he understands the concept, what can she ask him to do?

Select all answers that apply.

A. to elaborate on his response

B. to translate into his native language

C. to provide an example

D. to read his answer aloud for the class

A. is correct. Asking Juan to elaborate will require him to add extra information that is not directly copied from his notes. This extra information will help Ms. Klein to determine whether Juan understands the concept.

C is correct. Providing an example is a simple way for a student to demonstrate understanding of a concept.

Claire is a 10 year old student who is unable to focus on academic task for more than a couple minutes at a time. She spends much of her work time tapping her pencil, bothering others, rummaging through her desk, or crawling on the floor. She is currently receiving special education services and has a behavioral intervention plan (BIP).

Which of the following is the most appropriate way for the teacher to seek support in teaching Claire how to better manage her behaviors?

A. Encouraging Claire's parents to initiate a system at home that'll reward Claire for appropriate behaviors.

B. Requesting that Claire's behaviors be reevaluated by an Admissions Review Dismissal (ARD) committee.

C. Meeting with colleagues to study case histories related to behavior management.

D. Consulting with the school nurse to learn about ADHD.

B. Requesting that Claire's behaviors be reevaluated by an Admissions Review Dismissal (ARD) committee.

B is correct because requesting that the ARD committee study Claire's current behaviors will determine if the BIP needs to be modified.

A high school student expresses political and religious views during class and often asks career oriented questions. The student is most likely in which of the following stages of Erikson's stages of psychosocial development?

A. Identity versus role confusion

B. Industry versus inferiority

C. Trust versus mistrust

D. Ego integrity versus ego dispair

A. Identity versus role confusion

A is correct because at the identity versus role confusion stage development primarily depends on what a person does. Adolescents begin to develop a strong affiliation and devotion to ideals, causes, and friends.

Use the conversation between Minh, a high school English-language learner (ELL), and his teacher to answer the questions that follow.

Ms. Stevenson:

Minh, I saw you at the football game last Friday. Did you have a good time?

Minh:

Yes, I am liking American football. I am liking every sports.

Ms. Stevenson:

You should join a team here at school.

Minh:

I am studying.

Ms. Stevenson:

Oh, I see. Well, I hope you'll get some free time soon.

Minh:

I hoping.

Minh's speech can best be classified as being at which of the following English-language proficiency levels?

A. Beginning

B. Intermediate

C. Advanced

D. Advanced-high

B. Intermediate

B is correct because Minh is able to communicate simple messages with basic vocab. He speaks using limited grammatical structures, with several errors that may inhibit understanding.

Use the conversation between Minh, a high school English-language learner (ELL), and his teacher to answer the questions that follow.

Ms. Stevenson:

Minh, I saw you at the football game last Friday. Did you have a good time?

Minh:

Yes, I am liking American football. I am liking every sports.

Ms. Stevenson:

You should join a team here at school.

Minh:

I am studying.

Ms. Stevenson:

Oh, I see. Well, I hope you'll get some free time soon.

Minh:

I hoping.

Based on the grammatical errors Minh makes in the conversation, he would benefit most from focused english language instruction on which of the following skills?

A. Applying the proper ending to plural noons.

B. Ensuring proper subject pronoun agreement

C. Placing parts of speech correctly in the sentence

D. Using the correct form of present tense verbs.

D. Using the correct form of present tense verbs.

D is correct because Minh uses two verbs incorrectly, "liking" and "hoping". These verbs are nonaction verbs; therefore, they must be used in the simple, not progressive, tense.

Elementary students are presenting to their classmates descriptive paragraphs that they wrote. The teacher asks students to name each new descriptive word they hear and post the new words on a word wall. The primary purpose of the activity is to

A. use various discussion methods

B. Incorporate authentic learning

C. Stimulate higher order thinking

D. promote active engagement

D. promote active engagement

D is correct by having students record new descriptive words as classmates present their paragraphs, the teacher is promoting active listening and encouraging students to write and name the vocab words.

involves the learning of complex judgmental skills such as critical thinking, problem solving, synthesizing, evaluating, and debating.

higher order thinking skills

At the beginning of the school year, a middle school science teacher presents a lesson demonstrating safe practices in the science lab. Which of the following activities is the most effective informal assessment of the lesson?

A. Asking students to record lab safety notes in their science journals

B. Allowing students to explore safety equipment at various lab stations

C. Having students match lab safety rules to the explanations of the rules

D. Observing students use of lab tools as they complete a simple experiment.

B. Allowing students to explore safety equipment at various lab stations

B is correct because allowing students to explore safety equipment is an effective way to actively engage them while informally assessing their mastery of safe practices.

A group of teachers work together to create a common assessment for an upcoming unit. Which of the following features of word processing software is best to use for facilitating collaboration among the teachers on the assessment?

A. Capturing screen shots

B. Inserting a table

C. Tracking changes

D. Converting ti Web format

C. Tracking changes

C is correct because the track changes tool provides an efficient way for multiple users to share and see inout as a document is reviewed and revised.

Mr. Wylie, a seventh-grade Texas history teacher, is planning a unit to help his students understand the structure and functions of government as created by the Texas Constitution. To address the objective, he plans to have pairs of students work together to interview a city official. He gives students the following handout that provides a timeline of activities for student pairs to perform during the project.

Straight From the Source: Learning About Our City Government

Day 1

Brainstorm a list of ten to fifteen possible questions to ask a city official to help you learn how the Texas Constitution affects decisions that city officials make every day. The questions should elicit a variety of answers.

Day 2

Share your list of potential questions in small groups to get feedback. Revise your questions.

Day 3

Practice your interview using role-playing with at least two different members of the class (other than your partner). Take turns as the interviewer, asking your questions and taking notes.

Day 4

Use your experiences from Day 3 to reflect on the quality and scope of your questions.

Refine your list of questions based on your reflection.

Day 5

Conduct yourself appropriately during the interview and take good notes.

Write a summary of the information you learned from your interview.

Day 6

Make a brief oral presentation to the class to share what you learned.

PART 2

In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews.

To best help officials understand the expectations for the interviews, it is most important for Mr. Wylie to explain the

A. question and answer format the students will use during the students interview

B. students learning objectives to be achieved for the unit

C. lesson format that will be followed after the students interviews

D. students varied learning preferences for the unit.

B. students learning objectives to be achieved for the unit

B is correct because knowing the student learning objectives will explain the purpose of the interview, which helps the officials focus on relevant information.

Mr. Wylie, a seventh-grade Texas history teacher, is planning a unit to help his students understand the structure and functions of government as created by the Texas Constitution. To address the objective, he plans to have pairs of students work together to interview a city official. He gives students the following handout that provides a timeline of activities for student pairs to perform during the project.

Straight From the Source: Learning About Our City Government

Day 1

Brainstorm a list of ten to fifteen possible questions to ask a city official to help you learn how the Texas Constitution affects decisions that city officials make every day. The questions should elicit a variety of answers.

Day 2

Share your list of potential questions in small groups to get feedback. Revise your questions.

Day 3

Practice your interview using role-playing with at least two different members of the class (other than your partner). Take turns as the interviewer, asking your questions and taking notes.

Day 4

Use your experiences from Day 3 to reflect on the quality and scope of your questions.

Refine your list of questions based on your reflection.

Day 5

Conduct yourself appropriately during the interview and take good notes.

Write a summary of the information you learned from your interview.

Day 6

Make a brief oral presentation to the class to share what you learned.

PART 2

In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews.

Which of the following best demonstrates Mr. Wylie's role during the interview day?

A. Content specialist

B. Facilitator

C. Interview director

D. Evaluator

B. Facilitator

B is correct because Mr. Wylie prepares everything for the interviews in order to facilitate students independent learning.

In order to provide the most beneficial feedback to students on their research papers, a teach should

A. provide students with corrective marks on their graded papers.

B. schedule individual conferences to address comments and questions

C. return the graded papers and display a graph of the overall class performance

D. return the graded papers and offer students the option to set up a teacher conference

B. schedule individual conferences to address comments and question

B is correct because effective feedback is specific , timely, and focuses on improvements that each individual student can control or correct.

After the groups have compiled their research, students are to choose and present relevant facts. Ms. Soto brings them to the school computer lab to give them time to create their group slide shows. Before having the students begin their assignment, Ms. Soto reviews how to create a slide show with the students.

After their group presentations, students are given an assignment that will count as their final assessment for the unit. They are to choose one endangered animal from their group and compose song lyrics to the tune of a nursery rhyme or popular song. The song lyrics should describe the animal.

The best reason for incorporating the slide show portion into the unit is to have students

A. use productivity tools to communicate information.

B. gain experience using new computer software.

C. work collaboratively to ensure understanding.

D. access information from electronic sources.

A. use productivity tools to communicate information.

A is correct because the teacher wants the students to share what they have learned about endangered animals with the class. B y using slide show software to display their info, the teacher uses an appropriate electronic software tool to achieve her goal.

Which of the following classroom management approaches for high school students is based on Skinner's theory of operant conditioning?

A. providing breakfast for students to help them pay attention better in class

B. praising students who are on task while correcting students who are off task

C. creating collaborative groups for students to assist one another in learning

D. developing hands on activities to promote the highest level of engagement

B. praising students who are on task while correcting students who are off task

B is correct because both positive and negative reinforcement can elicit desired effects.

According to Piaget which of the following is the last stage of cognitive development?

A. preoperational stage

B. formal operational stage

C. sensorimotor stage

D. concrete operational stage

B. formal operational stage

B is correct because according to Piaget's stages of cognitive development the expected order is sensorimoter, preoperational, concrete operations, and formal operational

Su-Mei, a high school English-language learner, is at an intermediate level of English-language proficiency. She can communicate and understand a wide range of everyday topics but has difficulty understanding complex content material in class lectures. Which of the following strategies is the most appropriate for her teachers to use to help her comprehend academic content?

A. assigning supplemental home work based on content material

B. discussing learning objectives at the beginning and end of class

C. modeling the use of inferential skills to develop prediction skills

D. monitoring progress through observation during group work

B. discussing learning objectives at the beginning and end of class

B is correct because discussing learning objectives before the lesson focuses the ELL on what she needs to learn, and restating them after the lesson helps recap for the student what she should've learned from the lesson.

While grading students' research projects, a teacher observes that many of the students document unreliable Internet sources. To best ensure students use the most reliable sources, the teacher should provide students with

A. internet sites that list basic technology and concepts

B. a list of several school subscribed web sites

C. web sites that provide examples of correct references

D. name of widely used internet search engines

B. a list of several school subscribed web sites

B is correct because by providing the students with a list of school subscribed internet sources the teacher is giving students examples of reliable, reputable sources to use for their research.

While teaching a new science unit on weather, a teacher wants to measure the instructional effectiveness of lessons that have been presented against specific science TEKS. The best way to determine the lessons' effectiveness is to

A. incorporate cooperative learning activities into the unit and have students reflect on their contribution to the group

B. record how much time students are actively engaged and on task during the unit

C. ask students ti develop learning goals for the unit and to reflect on their progress

D. monitor students learning by asking specific questions and measuring students performance on assignments.

D. monitor students learning by asking specific questions and measuring students performance on assignments.

D is correct because monitoring students learning informally through asking questions will allow the teacher to adjust instruction quickly. Monitoring student performance on assignments will allow the teacher to objectively measure student mastery toward specific TEKS objectives.

A class reads a novel about a man who returns to his homeland. The teacher extends the reading by having the students each create a family tree, research their family's homeland, model that country's traditional clothing, and share food of that country. A primary benefit of including the project in the curriculum is that it

A. promotes acceptance of and respect for student's diverse backgrounds

B. Adapts material and instruction to address students varied learning styles

C. communicates the teacher's enthusiasm and high academic expectations

D. provides instruction that is responsive to cultural and socioeconomic differences.

A. promotes acceptance of and respect for student's diverse backgrounds

A is correct because according to research this activity helps students become more accepting of the foods, clothing, and history of different cultures.

the physical components of computers

-hard-drive

-keyboard

-mouse

-mother board

-monitor

hardware

any program or application run within the computer system

-Windows

-Microsoft

-Video games

software

devices that transfer information from user to computer

-mouse

-keyboard

-screen

-scanner

input devices

transfer info from computer to user

-monitor

-printer

-headphones

-projector

output devices

a connection between multiple computers. Can be direct from one computer to another, a connection of dozens of computers, or the linking of millions of computers to form the internet.

networks

used to write an essay/report, edit a text, polish essays

Word Processing (MS Word)

chart, graphics, formulas

-good for grades like finding average

Spreadsheet (MS Excel)

collection of data, store data, keep track of data, attendance, student records

Database (MS Access)

make flyers, brochures, webpages, invitations

Desktop Publishing (MS Publisher)

meant to protect creative property. Piracy is unauthorized use of material covered by copyright law in a manner that violates the original copyright owner's exclusive rights, prevents the unauthorized copying of a work of authorship.

copy right laws

exception to general copyright restrictions that allows for use of some materials for educational purposes

fair use

-the purpose and character of your use

-the nature of the copyrighted work

-the amount and substantiality of the portion taken

-the effect of the use upon the potential market

4 fair use factors

Which of the following features of word-processing software primarily supports effective application of the writing process?

(A) The spelling and grammar check function

(B) The cut-and-paste function

(C) The thesaurus function

D) The style set options

(B) The cut-and-paste function

The cut-and-paste function allows student writers to effectively revise throughout the writing process.

The English and social studies teachers at Calhoun Middle School developed an interdisciplinary instructional unit where students will create a multimedia presentation on literary works by wartime soldiers. The teachers are concerned that many students will focus on the aesthetics of the presentation and not the quality of its content. The most effective strategy to address the concern would be to:

A. collaborate with the students to design a rubric of expectations upon which the students will be graded that defines the weight of the design in the grading process.

B. allow the students to submit a rough draft of their presentation and then provide feedback on the quality of the content within the submitted presentation.

C. allow students to use a limited number of pictures and graphics in their presentation.

D. create a list of websites for students to use as resources for their research.

A. collaborate with the students to design a rubric of expectations upon which the students will be graded that defines the weight of the design in the grading process.

A. is the correct answer. If students can help with creating the rubric, they will better understand the expectations of the assignment and the need to provide quality content rather than just aesthetics.

A middle-school social studies teacher is presenting a unit on civil rights issues in the 1960s. After she presents several lectures and demonstrations on key civil rights events in that period, she wants to integrate technology to encourage students to explore their understanding and perceptions of the issues in a collaborate format. Which of the following applications would most effectively address the teacher's goal?

(A) Setting up a class discussion board where students are allowed to create threads

(B) Having students do online research to find 1960s-era responses to the civil rights events of the period

(C) Posting electronic copies of newspaper and magazine articles on civil rights issues

(D) Using a spreadsheet to create a timeline of key civil right events over the past 50 years

(A) Setting up a class discussion board where students are allowed to create threads

(A). This option best incorporates all of the teacher's objectives.

Through her membership in the National Council for the Social Studies, Ms. Vidal is able to connect with several teachers throughout the country who are doing similar projects. She arranges a video conference with one of these teachers. The teachers will give students a chance to exchange ideas and set up online communication opportunities. This activity primarily enhances student learning in which of the following ways?

(A) Ensuring that students incorporate opinions and personal observations from a wide variety of learners into the class project

(B) Reducing the amount of time that students need to spend in traditional, library research

(C) Using technology to synthesize knowledge, share information, and participate electronically in a learning community

(D) Expanding the class community by using resources outside the school environment

(C) Using technology to synthesize knowledge, share information, and participate electronically in a learning community

(C). This activity allows students to use technology to collaborate and synthesize information within a wide-ranging community of learners.

Use the following information to answer questions 22 and 23. Mr. Drake has 10 computer stations in the classroom, each set up with several phonics software programs that allow students to create flash cards, practice initial sound recognition, and spell simple words through interactive prompting. Mr. Drake groups the children, making sure the ELL students are with native speakers.

Mr. Drake has the students work together on phonics using a program that focuses on the animal kingdom. This assignment primarily addresses which of the following means of implementing effective instruction?

(A) Using developmentally appropriate technology applications to support instructional goals

(B) Integrating time for play into school activities

(C) Integrating rest time to balance active movement time

(D) Using heterogeneous grouping to help students appreciate each other's differences

(A) Using developmentally appropriate technology applications to support instructional goals

(A). The phonics programs offer a good technological application to support the instructor's goals for this age level.

A school district has implemented a bring-your-own-device (BYOD) policy, which allows students to use their Internet-capable personal devices in class with teacher permission. Teachers are planning to have students use the devices for end-of-chapter quizzes. Which of the following is the most appropriate way for the teachers to ensure that students who do not own personal devices can participate?

A. Requiring all students to answer the quizzes on paper and to submit the paper

B. Providing loaner devices from school inventories that are capable of accessing the quizzes

C. Asking students to share their devices with students who do not own a device

D. Students bring devices in advance and requiring them to borrow or rent a device

B. Providing loaner devices from school inventories that are capable of accessing the quizzes

Option B is correct because it provides each student with the opportunity to participate in the activity using a basic device fulfilling the original purpose of the activity: informal assessment and student engagement.

A teacher plans to use an online discussion board on which students will respond to open-ended questions about the novel they are studying. Parents have already given permission for the students to post online. Which of the following is the next step the teacher should take?

A. Assigning a certain time of day for students to contribute to the discussion board

B. Modeling the types of communication the students should use

C. Securing permission for the board from the school technology coordinator

D. Assessing the computer literacy skills of the students

B. Modeling the types of communication the students should use

Option B is correct because students need to understand the expectations for online communication and what is acceptable to the teacher.

A teacher plans to integrate technology into a collaborative learning environment. Which of the following student activities will be most engaging to the students and achieve the teacher's goal?

A. Presenting a multimedia presentation on a key concept

B. Creating a blog discussing the attributes of a book they read recently

C. Reading an electronic version of a chapter in a textbook

D. Comparing accounts of historical events in film and print sources

B. Creating a blog discussing the attributes of a book they read recently

Option B is correct because a blog is a collaborative activity that requires student interaction

Which of the following appropriately identifies the teacher's role in understanding and using technology?

A. Effective teachers should understand basic terms and concepts related to current technology. Most classrooms have technology for teacher and student use and should be utilized appropriately.

B. Teachers should expect students to understand technology, and don't need to be able to use the tools in the classroom.

C. Teachers should rely on pencil and paper and in-person communication, because students are lacking in these abilities because of a reliance on technology.

D. Teachers should be experts on all new technology and need to be able to teach students how to use these tools.

A. Effective teachers should understand basic terms and concepts related to current technology. Most classrooms have technology for teacher and student use and should be utilized appropriately.

A is the correct answer because teachers should be able to use tools in the classroom and should have a competent knowledge of technology to help in student learning and communication.

Mr. Harris wants to create a writing assignment that allows students to write with an authentic and meaningful purpose. Which one of the following assignments would best accomplish Mr. Harris' goal?

A. Work with the social studies teacher to assign a historical fiction writing about the historical period currently being studied by the students.

B. Use Word to type a journal entry about summer vacation. Print the entry and have students draw a picture to go with it.

C. Allow students to create their own writing assignment.

D. Use Word to type a letter to an elected official about a student-chosen need in the community. Print and send the letters.

D. Use Word to type a letter to an elected official about a student-chosen need in the community. Print and send the letters.

D. is the correct answer. This is the best answer choice because it allows the student to write about a need in their community to an elected official. This activity is the best choice as it is the most meaningful and authentic of all the choices.

Ms. Tran teaches her 3rd grade math students about friction by giving them ramps, toy cars, tape measures, and different floor surfaces. Students will collect data about the different distances the cars travel on the different types of surfaces to better understand the concept of friction between the car's wheels and the floor. By providing this type of activity, Ms. Tran shows an understanding of how to

Engage students in active learning.

In Mr. Shorter's social studies class, groups of students work together on common assignments. Sometimes the assignments are short and other times they are long. Mr. Shorter occasionally assigns roles. What learning strategy is Mr. Shorter incorporating into his lessons?

Cooperative Learning

What is the best way for you to accelerate English language proficiency from intermediate proficiency in speaking to advanced proficiency in speaking to correctly use English syntax?

Have students practice using pre-taught sentence stems with simple sentence structures and tenses during collaborative activities.

As a teacher in Texas, most likely you will find students in your classroom who have limited English language skills. Your instruction for these students should be based on

TELPAS.

the TEKS.

Academic language as opposed to social language.

the ELPS.

the ELPS (English Language Proficiency Standards)

Ms. Grisdale has her tenth-grade world history students research a political leader in the 1940's and create a multimedia presentation about the person's life. Before the students begin their research, Ms. Grisdale shows the students a grading rubric detailing the criteria she will use to assess the project. Using a rubric to assess the multimedia presentation is most beneficial to students because it

describes the quality of student work that is expected.

It is Ms. Jones first time to assist in administering the STAAR test in her middle school. She attended training and is confident that she can follow the state-mandated procedures for administering the state assessment. Which of the following would be a violation of the state-mandated procedures for STAAR testing?

Review each answer document and erasing stray marks so that the intended answer can be scored.