Howard -Gardner's -theory -Of -Multiple -Intelligences -focuses -primarily -on -which -of -the -following -
aspects -of -education? -- -CORRECT -ANSWER-the -various -ways -in -which -children -think -and -learn
A -PreK-4 -teacher -can -best -create -a -culturally -inclusive -classroom -environment -for -all -students -
by -regularly: -- -CORRECT -ANSWER-encouraging -students -to -share -information -about -their -
cultures -with -the -class
A -Kindergarten -teacher -observes -two -children -playing -together. -The -children -are -attempting -to -
use -blocks -and -other -play -materials -to -build -a -bridge -for -their -toy -cars. -The -first -bridge -that -
they -build -collapses -when -they -begin -to -roll -the -toy -cars -across -it. -Which -of -the -following -
teacher -questions -would -best -promote -the -development -of -the -students -reasoning -and -
problem-solving -skills? -- -CORRECT -ANSWER-Why -do -you -think -the -bridge -fell -over? -How -can -
you -build -the -bridge -differently?
Children -who -demonstrate -typical -language -development -most -often -begin -using -two -word -
utterances -between -the -ages -of: -- -CORRECT -ANSWER-18 -to -24 -months
As -second-grade -students -are -learning -a -new -science -concept, -the -teacher -helps -them -acquire -
knowledge -and -skills -that -they -could -not -acquire -on -their -own -by -using -prompts, -giving -
suggestions, -providing -feedback, -and -modeling -activities. -In -this -situation, -which -of -the -
following -strategies -is -the -teacher -primarily -using -to -foster -students -cognitive -development? -- -
CORRECT -ANSWER-scaffolding
A -PreK -teacher -wants -to -establish -a -classroom -environment -in -which -spontaneous -play -is -
encouraged -and -play -is -recognized -and -valued -as -meaningful -learning. -Which -of -the -following -
strategies -would -likely -be -most -effective -for -the -teacher -to -use -to -achieve -this -goal? -- -
CORRECT -ANSWER-ensuring -that -a -variety -of -materials -are -available -in -the -classroom -for -
students -to -try -out -and -explore -during -playtime
,Prek-4 -teachers -have -the -goal -of -being -culturally -competent -educators -who -use -an -
understanding -of -diversity -among -young -children -to -plan -developmentally, -culturally, -and -
linguistically -appropriate -instruction -that -meets -the -needs -of -all -their -students. -The -most -
important -FIRST -step -for -the -teachers -to -take -in -achieving -this -goal -is -to: -- -CORRECT -
ANSWER-examine -their -own -cultures -and -beliefs -and -their -impact -on -interactions -with -students
According -the -convergent -research, -which -of -the -following -factors -has -been -shown -to -have -the
-greatest -effect -on -a -child's -language -development? -- -CORRECT -ANSWER-the -amount -of -verbal -
input -the -child -receives -from -caregivers -and -others
Which -of -the -following -is -an -essential -component -of -a -formative -assessment? -- -CORRECT -
ANSWER-monitoring -and -adjusting -a -teaching -strategy -during -the -learning -process -based -on -
individual -students -needs
A -third-grade -teacher -develops -an -assessment -for -a -particular -unit -prior -to -writing -up -the -
daily -lesson -plans -for -the -unit. -The -most -important -advantage -of -this -approach -is -that -it -helps
-the -teacher: -- -CORRECT -ANSWER-align -daily -lessons -and -activities -with -the -targeted -learning -
outcomes
Which -of -the -following -assessment -practices -would -be -considered -ethical? -- -CORRECT -ANSWER-
using -ongoing -informal -assessments -of -students -learning -to -guide -the -instructional -process
A -fourth-grade -teacher -uses -a -variety -of -techniques, -including -questioning -and -journal -prompts,
-to -check -for -students -understanding -of -content -area -instruction. -Which -of -the -following -
outcomes -is -likely -to -be -the -most -important -benefit -of -this -strategy? -- -CORRECT -ANSWER-
helping -the -teacher -identify -areas -where -students -may -need -additional -reinforcement
A -kindergarten -teacher -frequently -uses -home-school -notebooks -to -communicate -with -families -
about -their -children's -progress. -For -example, -the -teacher -and -family -of -one -student -recently -
used -such -a -notebook -to -keep -one -another -informed -about -the -students -progress -in -mastering
-specific -self-help -skills. -This -approach -is -likely -to -be -most -effective -in -promoting -which -of -the
-following -outcomes? -- -CORRECT -ANSWER-establishing -partnerships -with -families -in -the -
assessment -of -their -children's -learning -and -development
Using -spreadsheet -software -to -maintain -students -performance -data -is -likely -to -provide -a -
teacher -with -the -most -support -in -which -of -the -following -areas? -- -CORRECT -ANSWER-identifying
-specific -gaps -in -students -learning
, Which -of -the -following -statements -best -describes -the -major -role -of -assessment -anchors -in -the
-Pennsylvania -System -of -School -Assessment -(PSSA)? -- -CORRECT -ANSWER-clarifying -the -standards
-assessed -on -the -PSSA -to -support -students -learning -of -essential -skills -and -knowledge
A -fourth-grade -class -includes -a -number -of -students -who -are -ELLS. -The -teacher -is -designing -
formative -assessment -to -measure -students -understanding -of -a -specific -science -concept. -When -
developing -this -assessment, -the -teacher -can -use -Pennsylvania'a -Language -Proficiency -Standards -
for -English -Language -Learners -PreK-12 -(ELPS) -most -effectively -to: -- -CORRECT -ANSWER-help -
ensure -that -the -language -function -of -the -assessment -is -appropriate -for -the -students -level -of -
English -Language -Proficiency
A -student -who -is -an -English -Language -Learner -who -qualifies -for -migrant -education -services -
joins -a -second-grade -class -partly -into -the -school -year. -The -teacher -is -preparing -to -administer -a
-variety -of -informal -assessments -to -the -student. -Which -of -the -following -teacher -goals -should -
be -the -main -focus -on -these -assessments? -- -CORRECT -ANSWER-identifying -any -specific -
weaknesses -in -the -student's -academic -knowledge -and -skills
A -first-grade -teacher -uses -a -language -experience -approach -with -beginning -level -students -who -
are -ELLS. -A -student -dictates -a -story -based -on -personal -experience -to -the -teacher -who -writes -
the -story -verbatim. -The -teacher -then -leads -the -student -in -various -reading -and -language -
activities -using -dictated -text. -A -primary -benefit -of -this -approach -is -that -it -helps -the -student: --
-CORRECT -ANSWER-make -connections -between -oral -and -written -language
Which -of -the -following -accommodations -to -a -content -area -reading -assignment -best -provides -
universal -access -for -all -learners? -- -CORRECT -ANSWER-providing -digital -textbooks -with -features -
such -as -images, -text -to -speech, -videos, -and -modifiable -text
A -second -grade -teacher -is -reading -a -story -aloud -to -the -class -that -includes -several -students -
who -are -ELLS. -Throughout -the -reading, -the -teacher -pauses -to -verify -students -comprehension. -
The -teacher -encourages -all -students -to -speak -and -participate -in -discussions -during -and -after -
the -reading. -Which -of -the -following -types -of -feedback -from -the -teacher -would -provide -
meaningful -English -Language -input -to -the -students -who -are -ELLS -during -the -discussion? -- -
CORRECT -ANSWER-responding -to -the -intent -and -content -of -the -students -utterances
A -kindergarten -teacher -works -with -two -students -who -are -ELLS -who -have -no -prior -exposure -to
-English. -She -exposes -them -to -natural -English -in -meaningful -contexts -but -does -not -push -them -
aspects -of -education? -- -CORRECT -ANSWER-the -various -ways -in -which -children -think -and -learn
A -PreK-4 -teacher -can -best -create -a -culturally -inclusive -classroom -environment -for -all -students -
by -regularly: -- -CORRECT -ANSWER-encouraging -students -to -share -information -about -their -
cultures -with -the -class
A -Kindergarten -teacher -observes -two -children -playing -together. -The -children -are -attempting -to -
use -blocks -and -other -play -materials -to -build -a -bridge -for -their -toy -cars. -The -first -bridge -that -
they -build -collapses -when -they -begin -to -roll -the -toy -cars -across -it. -Which -of -the -following -
teacher -questions -would -best -promote -the -development -of -the -students -reasoning -and -
problem-solving -skills? -- -CORRECT -ANSWER-Why -do -you -think -the -bridge -fell -over? -How -can -
you -build -the -bridge -differently?
Children -who -demonstrate -typical -language -development -most -often -begin -using -two -word -
utterances -between -the -ages -of: -- -CORRECT -ANSWER-18 -to -24 -months
As -second-grade -students -are -learning -a -new -science -concept, -the -teacher -helps -them -acquire -
knowledge -and -skills -that -they -could -not -acquire -on -their -own -by -using -prompts, -giving -
suggestions, -providing -feedback, -and -modeling -activities. -In -this -situation, -which -of -the -
following -strategies -is -the -teacher -primarily -using -to -foster -students -cognitive -development? -- -
CORRECT -ANSWER-scaffolding
A -PreK -teacher -wants -to -establish -a -classroom -environment -in -which -spontaneous -play -is -
encouraged -and -play -is -recognized -and -valued -as -meaningful -learning. -Which -of -the -following -
strategies -would -likely -be -most -effective -for -the -teacher -to -use -to -achieve -this -goal? -- -
CORRECT -ANSWER-ensuring -that -a -variety -of -materials -are -available -in -the -classroom -for -
students -to -try -out -and -explore -during -playtime
,Prek-4 -teachers -have -the -goal -of -being -culturally -competent -educators -who -use -an -
understanding -of -diversity -among -young -children -to -plan -developmentally, -culturally, -and -
linguistically -appropriate -instruction -that -meets -the -needs -of -all -their -students. -The -most -
important -FIRST -step -for -the -teachers -to -take -in -achieving -this -goal -is -to: -- -CORRECT -
ANSWER-examine -their -own -cultures -and -beliefs -and -their -impact -on -interactions -with -students
According -the -convergent -research, -which -of -the -following -factors -has -been -shown -to -have -the
-greatest -effect -on -a -child's -language -development? -- -CORRECT -ANSWER-the -amount -of -verbal -
input -the -child -receives -from -caregivers -and -others
Which -of -the -following -is -an -essential -component -of -a -formative -assessment? -- -CORRECT -
ANSWER-monitoring -and -adjusting -a -teaching -strategy -during -the -learning -process -based -on -
individual -students -needs
A -third-grade -teacher -develops -an -assessment -for -a -particular -unit -prior -to -writing -up -the -
daily -lesson -plans -for -the -unit. -The -most -important -advantage -of -this -approach -is -that -it -helps
-the -teacher: -- -CORRECT -ANSWER-align -daily -lessons -and -activities -with -the -targeted -learning -
outcomes
Which -of -the -following -assessment -practices -would -be -considered -ethical? -- -CORRECT -ANSWER-
using -ongoing -informal -assessments -of -students -learning -to -guide -the -instructional -process
A -fourth-grade -teacher -uses -a -variety -of -techniques, -including -questioning -and -journal -prompts,
-to -check -for -students -understanding -of -content -area -instruction. -Which -of -the -following -
outcomes -is -likely -to -be -the -most -important -benefit -of -this -strategy? -- -CORRECT -ANSWER-
helping -the -teacher -identify -areas -where -students -may -need -additional -reinforcement
A -kindergarten -teacher -frequently -uses -home-school -notebooks -to -communicate -with -families -
about -their -children's -progress. -For -example, -the -teacher -and -family -of -one -student -recently -
used -such -a -notebook -to -keep -one -another -informed -about -the -students -progress -in -mastering
-specific -self-help -skills. -This -approach -is -likely -to -be -most -effective -in -promoting -which -of -the
-following -outcomes? -- -CORRECT -ANSWER-establishing -partnerships -with -families -in -the -
assessment -of -their -children's -learning -and -development
Using -spreadsheet -software -to -maintain -students -performance -data -is -likely -to -provide -a -
teacher -with -the -most -support -in -which -of -the -following -areas? -- -CORRECT -ANSWER-identifying
-specific -gaps -in -students -learning
, Which -of -the -following -statements -best -describes -the -major -role -of -assessment -anchors -in -the
-Pennsylvania -System -of -School -Assessment -(PSSA)? -- -CORRECT -ANSWER-clarifying -the -standards
-assessed -on -the -PSSA -to -support -students -learning -of -essential -skills -and -knowledge
A -fourth-grade -class -includes -a -number -of -students -who -are -ELLS. -The -teacher -is -designing -
formative -assessment -to -measure -students -understanding -of -a -specific -science -concept. -When -
developing -this -assessment, -the -teacher -can -use -Pennsylvania'a -Language -Proficiency -Standards -
for -English -Language -Learners -PreK-12 -(ELPS) -most -effectively -to: -- -CORRECT -ANSWER-help -
ensure -that -the -language -function -of -the -assessment -is -appropriate -for -the -students -level -of -
English -Language -Proficiency
A -student -who -is -an -English -Language -Learner -who -qualifies -for -migrant -education -services -
joins -a -second-grade -class -partly -into -the -school -year. -The -teacher -is -preparing -to -administer -a
-variety -of -informal -assessments -to -the -student. -Which -of -the -following -teacher -goals -should -
be -the -main -focus -on -these -assessments? -- -CORRECT -ANSWER-identifying -any -specific -
weaknesses -in -the -student's -academic -knowledge -and -skills
A -first-grade -teacher -uses -a -language -experience -approach -with -beginning -level -students -who -
are -ELLS. -A -student -dictates -a -story -based -on -personal -experience -to -the -teacher -who -writes -
the -story -verbatim. -The -teacher -then -leads -the -student -in -various -reading -and -language -
activities -using -dictated -text. -A -primary -benefit -of -this -approach -is -that -it -helps -the -student: --
-CORRECT -ANSWER-make -connections -between -oral -and -written -language
Which -of -the -following -accommodations -to -a -content -area -reading -assignment -best -provides -
universal -access -for -all -learners? -- -CORRECT -ANSWER-providing -digital -textbooks -with -features -
such -as -images, -text -to -speech, -videos, -and -modifiable -text
A -second -grade -teacher -is -reading -a -story -aloud -to -the -class -that -includes -several -students -
who -are -ELLS. -Throughout -the -reading, -the -teacher -pauses -to -verify -students -comprehension. -
The -teacher -encourages -all -students -to -speak -and -participate -in -discussions -during -and -after -
the -reading. -Which -of -the -following -types -of -feedback -from -the -teacher -would -provide -
meaningful -English -Language -input -to -the -students -who -are -ELLS -during -the -discussion? -- -
CORRECT -ANSWER-responding -to -the -intent -and -content -of -the -students -utterances
A -kindergarten -teacher -works -with -two -students -who -are -ELLS -who -have -no -prior -exposure -to
-English. -She -exposes -them -to -natural -English -in -meaningful -contexts -but -does -not -push -them -
