Comprehensive Updated Exam Questions
& Answers With Detailed Rationales |
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How you determine your learning targetSfor a series of lessons - CORRECT ANSWER -
standards, curriculum, developmentally appropriate, have final objective/assessment and what you want
the students to pull out of it, scope & sequence (having an end goal in mind and breakingSit apart into ste
ps) **** End goal; Develop scope and sequence
How you determine daily learning goals leading towards the target - CORRECT ANSWER -
standards, curriculum, breaking up the final learning goal into more manageable parts (lookingSat amount
of time of a daily lesson, steps in the process, prerequisites, previous knowledge, etc.)
**Look at one part of the sequence and break it down towards goal
How you make certain you know whatSstudents bring to the lesson - CORRECT ANSWER -
relate your launch to the day before, access previous knowledge, entrance slips, relate to data (CBAs, etc.
)
How all students can enter into the lesson and make a contribution - CORRECT ANSWER -
knowing your students and knowing what types of questions they can answer, differentiated responses (
writing an answer, talk to a partner, small groups, whole groups, physical response, etc.), have a student p
review a passage (pre-teaching) so that they are familiar with the content (especially ELLs)
Assessments you might use each day to determine the extent of learning achieved - CORRECT ANSWER -
formative assessments = exit slips, checking their independent work, KWL chart, thumb up/thumb down,
white board check, clickers, using a colored card in front of the body so that no one else can see it
What you can do with assessment information - CORRECT ANSWER -
reteach the next day, differentiate groups, leveled homework, extend for those who have mastered
How do you plan your lesson? - CORRECT ANSWER -
Fit into sequence, relate it to what we did yesterday, relate it towards the final outcomes; be flexible
How do you plan for assessment in your lesson? - CORRECT ANSWER -
Assess the knowledge students bring to the lesson, then launch the lesson to make sure those who enter
on different levels can be on the same level
, How can you plan for end assessment of your lesson? - CORRECT ANSWER -
Assess to know what they learned at the end of the lesson to identify +/-
, assess to figure out what to reteach or skip, asses to know different understandings for differentiated ins
truction
Instructional Accommodations - CORRECT ANSWER -
which accommodations will help students learn new skills and knowledge; practices and procedures that
provide equitable access duringSinstruction and assessment for students with disabilities,
intended to reduce or even eliminate the effects of a student's disability,
do not reduce learning expectations, you need to know your students' strengths, weaknesses and SDI; wh
at types of teaching styles will best suite them; what types of individual/group work will they be able to d
o; do they need more time? Can the expectations be exactly the same as those in general education? the
goal is to find a balance that gives students equal access to learningSwithout "watering down" the content
.
Assessment Accommodations - CORRECT ANSWER -
which accommodations will help them demonstrate what they've learned; what type of environment doe
s the student perform best in (small group or whole group); is the assessmentSappropriate for their abiliti
es and is it measuring what its supposed to (validity); do they need constant support or can they do a mo
dified assessment independently; pssa accommodations
Response to Intervention - CORRECT ANSWER -Response to Intervention (RTI) is a multi-
tier approach to the early identification and support of students with learning and behavior needs. Strugg
ling learners are provided with interventions at increasing levels of intensity to accelerate their rate of lea
rning. Progress isSclosely monitored to assess both the learning rate and level of performance of individua
l students. Educational decisions about the intensity and duration of interventions are based on individua
l student response to instruction
Tier 1 - CORRECT ANSWER -80% High-
Quality Classroom Instruction, Screened on a periodic basisSto identify struggling learners who need addit
ional support, group intervention with research based practices; closely monitor their progress; students
who do show progress may indicate lackSof appropriate instruction; students not showing adequate progr
ess moved to Tier 2
Tier 2 - CORRECT ANSWER -Targeted interventions; intensive instruction to match their needs; small-
group settings in addition to instruction in the general curriculum; monitor progress for >6 weeks; making
& Answers With Detailed Rationales |
Instant Pdf Download
How you determine your learning targetSfor a series of lessons - CORRECT ANSWER -
standards, curriculum, developmentally appropriate, have final objective/assessment and what you want
the students to pull out of it, scope & sequence (having an end goal in mind and breakingSit apart into ste
ps) **** End goal; Develop scope and sequence
How you determine daily learning goals leading towards the target - CORRECT ANSWER -
standards, curriculum, breaking up the final learning goal into more manageable parts (lookingSat amount
of time of a daily lesson, steps in the process, prerequisites, previous knowledge, etc.)
**Look at one part of the sequence and break it down towards goal
How you make certain you know whatSstudents bring to the lesson - CORRECT ANSWER -
relate your launch to the day before, access previous knowledge, entrance slips, relate to data (CBAs, etc.
)
How all students can enter into the lesson and make a contribution - CORRECT ANSWER -
knowing your students and knowing what types of questions they can answer, differentiated responses (
writing an answer, talk to a partner, small groups, whole groups, physical response, etc.), have a student p
review a passage (pre-teaching) so that they are familiar with the content (especially ELLs)
Assessments you might use each day to determine the extent of learning achieved - CORRECT ANSWER -
formative assessments = exit slips, checking their independent work, KWL chart, thumb up/thumb down,
white board check, clickers, using a colored card in front of the body so that no one else can see it
What you can do with assessment information - CORRECT ANSWER -
reteach the next day, differentiate groups, leveled homework, extend for those who have mastered
How do you plan your lesson? - CORRECT ANSWER -
Fit into sequence, relate it to what we did yesterday, relate it towards the final outcomes; be flexible
How do you plan for assessment in your lesson? - CORRECT ANSWER -
Assess the knowledge students bring to the lesson, then launch the lesson to make sure those who enter
on different levels can be on the same level
, How can you plan for end assessment of your lesson? - CORRECT ANSWER -
Assess to know what they learned at the end of the lesson to identify +/-
, assess to figure out what to reteach or skip, asses to know different understandings for differentiated ins
truction
Instructional Accommodations - CORRECT ANSWER -
which accommodations will help students learn new skills and knowledge; practices and procedures that
provide equitable access duringSinstruction and assessment for students with disabilities,
intended to reduce or even eliminate the effects of a student's disability,
do not reduce learning expectations, you need to know your students' strengths, weaknesses and SDI; wh
at types of teaching styles will best suite them; what types of individual/group work will they be able to d
o; do they need more time? Can the expectations be exactly the same as those in general education? the
goal is to find a balance that gives students equal access to learningSwithout "watering down" the content
.
Assessment Accommodations - CORRECT ANSWER -
which accommodations will help them demonstrate what they've learned; what type of environment doe
s the student perform best in (small group or whole group); is the assessmentSappropriate for their abiliti
es and is it measuring what its supposed to (validity); do they need constant support or can they do a mo
dified assessment independently; pssa accommodations
Response to Intervention - CORRECT ANSWER -Response to Intervention (RTI) is a multi-
tier approach to the early identification and support of students with learning and behavior needs. Strugg
ling learners are provided with interventions at increasing levels of intensity to accelerate their rate of lea
rning. Progress isSclosely monitored to assess both the learning rate and level of performance of individua
l students. Educational decisions about the intensity and duration of interventions are based on individua
l student response to instruction
Tier 1 - CORRECT ANSWER -80% High-
Quality Classroom Instruction, Screened on a periodic basisSto identify struggling learners who need addit
ional support, group intervention with research based practices; closely monitor their progress; students
who do show progress may indicate lackSof appropriate instruction; students not showing adequate progr
ess moved to Tier 2
Tier 2 - CORRECT ANSWER -Targeted interventions; intensive instruction to match their needs; small-
group settings in addition to instruction in the general curriculum; monitor progress for >6 weeks; making
