COMPREHENSIVE TEACHER CERTIFICATION
STUDY GUIDE: DOMAINS I-IV
1. Social development of older teens
*Answer√√ Older teens tend to be quicker to make judgments about one another's appearance and
behavior.
2. Cognitive tasks of older adolescents
*Answer√√ Older adolescents are more likely to evaluate which hypothesis among many accurately
explains an observed event.
3. Fine motor development
*Answer√√ The inability to write a name, cut with scissors, or color within a specific area demonstrates
potential in fine motor development.
4. Developmental needs of high school students
*Answer√√ The activity of reading with elementary school students best addresses the
,developmental need for peer collaboration.
5. Highest level of cognitive skills in nutrition
*Answer√√ Assess the role of societal and peer pressure in influencing students' selection of foods
represents the highest level of cognitive skills.
6. Discovery learning activity
*Answer√√ A classroom emphasizing discovery learning would likely have students determine properties
of a right triangle from examples and nonexamples.
7. Reading proficiency level of ELL
*Answer√√ An English-language learner who can read familiar texts but struggles with speed is at
the Intermediate proficiency level.
8. Spoken English proficiency level of ELL
*Answer√√ Cynthia's frequent errors and diflculty being under-stood indicate she is at the Beginning
proficiency level in spoken English.
,9. Speaking ability of ELL
*Answer√√ Kim's use of single words and short phrases suggests she is at the Beginner level of English-
language proficiency.
10. Reading proficiency of ELL
*Answer√√ The student who recognizes some high-frequency words but reads few others is at the
Beginning proficiency level in reading.
11. Writing at intermediate level
*Answer√√ An intermediate-level English-language learner is likely to demon-strate writing that
includes lists of memorized phrases.
12. Equitable cooperative group approach
*Answer√√ Teacher-planned heterogeneous groups are likely to result in equitable cooperative group
work among diverse students.
13. Support for advanced-high ELL in writing
, *Answer√√ To support an advanced-high ELL, the teacher should provide instruction in applying
complex verb tenses.
14. Expanding vocabulary for intermediate ELLs
*Answer√√ Working with students to create pictorial flashcards is most beneficial for helping
intermediate-level ELLs expand their content-area vocabulary.
15. Engaging beginning-level ELLs in writing
*Answer√√ To engage beginning-level ELLs, the teacher should provide a set of sentence stems
containing commonly used phrases.
16. Accommodation for ELLs in math
*Answer√√ Visuals for common content-based terms would be the most appropriate accommodation for
beginning and intermediate-level ELLs in math.
STUDY GUIDE: DOMAINS I-IV
1. Social development of older teens
*Answer√√ Older teens tend to be quicker to make judgments about one another's appearance and
behavior.
2. Cognitive tasks of older adolescents
*Answer√√ Older adolescents are more likely to evaluate which hypothesis among many accurately
explains an observed event.
3. Fine motor development
*Answer√√ The inability to write a name, cut with scissors, or color within a specific area demonstrates
potential in fine motor development.
4. Developmental needs of high school students
*Answer√√ The activity of reading with elementary school students best addresses the
,developmental need for peer collaboration.
5. Highest level of cognitive skills in nutrition
*Answer√√ Assess the role of societal and peer pressure in influencing students' selection of foods
represents the highest level of cognitive skills.
6. Discovery learning activity
*Answer√√ A classroom emphasizing discovery learning would likely have students determine properties
of a right triangle from examples and nonexamples.
7. Reading proficiency level of ELL
*Answer√√ An English-language learner who can read familiar texts but struggles with speed is at
the Intermediate proficiency level.
8. Spoken English proficiency level of ELL
*Answer√√ Cynthia's frequent errors and diflculty being under-stood indicate she is at the Beginning
proficiency level in spoken English.
,9. Speaking ability of ELL
*Answer√√ Kim's use of single words and short phrases suggests she is at the Beginner level of English-
language proficiency.
10. Reading proficiency of ELL
*Answer√√ The student who recognizes some high-frequency words but reads few others is at the
Beginning proficiency level in reading.
11. Writing at intermediate level
*Answer√√ An intermediate-level English-language learner is likely to demon-strate writing that
includes lists of memorized phrases.
12. Equitable cooperative group approach
*Answer√√ Teacher-planned heterogeneous groups are likely to result in equitable cooperative group
work among diverse students.
13. Support for advanced-high ELL in writing
, *Answer√√ To support an advanced-high ELL, the teacher should provide instruction in applying
complex verb tenses.
14. Expanding vocabulary for intermediate ELLs
*Answer√√ Working with students to create pictorial flashcards is most beneficial for helping
intermediate-level ELLs expand their content-area vocabulary.
15. Engaging beginning-level ELLs in writing
*Answer√√ To engage beginning-level ELLs, the teacher should provide a set of sentence stems
containing commonly used phrases.
16. Accommodation for ELLs in math
*Answer√√ Visuals for common content-based terms would be the most appropriate accommodation for
beginning and intermediate-level ELLs in math.
