OSAT PRACTICE TEST QUESTIONS
AND ANSWERS
A.-Event-sampling---ans-✔✔A-preschool-teacher-is-planning-to-conduct-an-observational-
assessment-to-obtain-data-on-how-often-a-child-engages-in-a-specific-behavior.-Such-a-
procedure-is-an-example-of-which-of-the-following-types-of-assessment?-
A.-Event-sampling-
B.-Running-record-
C.-Time-sampling-
D.-Rating-scale
A.-"The-student-immediately-walked-to-the-art-table-upon-entering-the-classroom."---ans-
✔✔One-of-the-teachers-in-a-kindergarten-class-is-writing-an-anecdotal-record-for-a-new-
student-who-has-just-arrived-with-a-parent/guardian-for-the-student's-first-day-at-school.-
Which-of-the-following-statements-would-be-most-appropriate-for-the-teacher-to-include-in-
this-type-of-assessment?-
A.-"The-student-immediately-walked-to-the-art-table-upon-entering-the-classroom."-
B.-"The-student-did-not-appear-to-be-upset-when-the-parent/guardian-left-the-classroom."-
C.-"The-student-likely-felt-comforted-by-having-familiar-art-materials-in-the-classroom."-
D.-"The-student-seemed-relaxed-despite-not-knowing-any-other-students-in-the-
classroom."
B.-Implicit-instruction---ans-✔✔A-preschool-teacher-is-preparing-to-read-aloud-a-Big-Book-
to-introduce-a-new-unit-in-science.-After-showing-the-book-cover,-the-teacher-reads-the-
title-and-pauses-to-reflectively-think-aloud,-saying,-"I'm-wondering-why-the-author-has-
chose-to-call-this-book-Tomatoes-Taste-Like-Sunshine!-I'm-thinking-that-maybe-the-author-
knows-that-tomatoes-need-the-sun-to-grow."-The-teacher-then-asks-children-to-share-their-
ideas.-This-teacher-practice-primarily-demonstrates-
A.-Book-handling-techniques-
B.-Implicit-instruction-
C.-Summative-assessment-of-children's-learning-
D.-Interactive-awareness-of-print-concepts
A.-Providing-the-students-with-useful-sentence-stems.---ans-✔✔A-third-grade-classroom-
follows-a-daily-independent-reading-routine-that-includes-20-minutes-of-silent-reading-
, followed-by-a-written-journal-reflection.-The-teacher-notices-that-a-few-students-appear-to-
be-easily-frustrated-by-the-writing-component-of-this-assignment-and-struggle-to-organize-
and-express-meaningful-ideas-through-writing.-Which-of-the-following-strategies-would-
best-facilitate-these-students'-ongoing-development-of-literacy-skills?-
A.-Providing-the-students-with-useful-sentence-stems.-
B.-Allowing-the-students-to-use-keyboards-for-written-work.-
C.-Conferencing-with-the-students-while-scribing-their-ideas.-
D.-Creating-brainstorming-webs-with-the-students.
C.-Instructing-students-in-matching-the-letters-without-the-pictures.---ans-✔✔A-
kindergarten-teacher-has-set-up-a-game-in-which-students-match-upper-and-lowercase-
letters-given-picture-cues-(e.g.,-an-uppercase-B-with-a-picture-of-a-ball-and-a-lowercase-b-
with-a-picture-of-the-same-ball).-As-the-students-develop-automaticity-in-matching-
corresponding-letters,-which-of-the-following-steps-would-best-promote-their-ongoing-
development-with-letter-recognition?-
A.-Teaching-students-to-produce-the-initial-sounds.-
B.-Asking-students-to-write-the-name-of-each-object-pictured.-
C.-Instructing-students-in-matching-the-letters-without-the-pictures.-
D.-Assigning-students-to-write-various-letters-from-the-picture-cards.
B.-Setting---ans-✔✔A-first-grade-teacher-is-planning-to-read-aloud-a-historical-fiction-book-
and-wants-to-show-students-some-illustrations-to-prepare-them-for-its-content.-For-this-
purpose,-the-teacher-should-most-likely-choose-illustrations-that-reflect-which-of-the-
following-story-elements?-
A.-Characters-
B.-Setting-
C.-Conflict-
D.-Plot
B.-Showing-the-student-how-letters-and-sounds-can-be-blended-in-words.---ans-✔✔A-first-
grade-teacher-is-working-with-a-student-who-demonstrates-inconsistencies-with-letter-
sound-correspondence.-The-teacher-shows-the-student-a-series-of-flash-cards-with-
lowercase-letters-printed-on-them.-When-asking-the-student-to-name-each-letter,-the-
teacher-provides-a-keyword-the-student-has-already-learned-that-is-associated-with-the-
initial-sound-and-says-the-expected-sound.-As-the-student-demonstrates-increasing-
proficiency-with-single-phonemes,-which-of-the-following-steps-would-best-promote-the-
student's-ongoing-development-of-letter-sound-correspondence?-
A.-Asking-the-student-to-name-additional-words-containing-the-letters-and-sounds.-
B.-Showing-the-student-how-letters-and-sounds-can-be-blended-in-words.
C.-Encouraging-the-student-to-find-other-words-containing-letters-and-sounds-the-student-
already-learned.-
D.-Instructing-the-student-in-practicing-writing-letters-that-represent-the-sounds-the-
student-has-learned.
A.-Monitoring-phoneme-reading-rates.---ans-✔✔While-assessing-a-second-grade-
student's-knowledge-of-letter-sound-correspondence,-the-student's-teacher-notices-that-
AND ANSWERS
A.-Event-sampling---ans-✔✔A-preschool-teacher-is-planning-to-conduct-an-observational-
assessment-to-obtain-data-on-how-often-a-child-engages-in-a-specific-behavior.-Such-a-
procedure-is-an-example-of-which-of-the-following-types-of-assessment?-
A.-Event-sampling-
B.-Running-record-
C.-Time-sampling-
D.-Rating-scale
A.-"The-student-immediately-walked-to-the-art-table-upon-entering-the-classroom."---ans-
✔✔One-of-the-teachers-in-a-kindergarten-class-is-writing-an-anecdotal-record-for-a-new-
student-who-has-just-arrived-with-a-parent/guardian-for-the-student's-first-day-at-school.-
Which-of-the-following-statements-would-be-most-appropriate-for-the-teacher-to-include-in-
this-type-of-assessment?-
A.-"The-student-immediately-walked-to-the-art-table-upon-entering-the-classroom."-
B.-"The-student-did-not-appear-to-be-upset-when-the-parent/guardian-left-the-classroom."-
C.-"The-student-likely-felt-comforted-by-having-familiar-art-materials-in-the-classroom."-
D.-"The-student-seemed-relaxed-despite-not-knowing-any-other-students-in-the-
classroom."
B.-Implicit-instruction---ans-✔✔A-preschool-teacher-is-preparing-to-read-aloud-a-Big-Book-
to-introduce-a-new-unit-in-science.-After-showing-the-book-cover,-the-teacher-reads-the-
title-and-pauses-to-reflectively-think-aloud,-saying,-"I'm-wondering-why-the-author-has-
chose-to-call-this-book-Tomatoes-Taste-Like-Sunshine!-I'm-thinking-that-maybe-the-author-
knows-that-tomatoes-need-the-sun-to-grow."-The-teacher-then-asks-children-to-share-their-
ideas.-This-teacher-practice-primarily-demonstrates-
A.-Book-handling-techniques-
B.-Implicit-instruction-
C.-Summative-assessment-of-children's-learning-
D.-Interactive-awareness-of-print-concepts
A.-Providing-the-students-with-useful-sentence-stems.---ans-✔✔A-third-grade-classroom-
follows-a-daily-independent-reading-routine-that-includes-20-minutes-of-silent-reading-
, followed-by-a-written-journal-reflection.-The-teacher-notices-that-a-few-students-appear-to-
be-easily-frustrated-by-the-writing-component-of-this-assignment-and-struggle-to-organize-
and-express-meaningful-ideas-through-writing.-Which-of-the-following-strategies-would-
best-facilitate-these-students'-ongoing-development-of-literacy-skills?-
A.-Providing-the-students-with-useful-sentence-stems.-
B.-Allowing-the-students-to-use-keyboards-for-written-work.-
C.-Conferencing-with-the-students-while-scribing-their-ideas.-
D.-Creating-brainstorming-webs-with-the-students.
C.-Instructing-students-in-matching-the-letters-without-the-pictures.---ans-✔✔A-
kindergarten-teacher-has-set-up-a-game-in-which-students-match-upper-and-lowercase-
letters-given-picture-cues-(e.g.,-an-uppercase-B-with-a-picture-of-a-ball-and-a-lowercase-b-
with-a-picture-of-the-same-ball).-As-the-students-develop-automaticity-in-matching-
corresponding-letters,-which-of-the-following-steps-would-best-promote-their-ongoing-
development-with-letter-recognition?-
A.-Teaching-students-to-produce-the-initial-sounds.-
B.-Asking-students-to-write-the-name-of-each-object-pictured.-
C.-Instructing-students-in-matching-the-letters-without-the-pictures.-
D.-Assigning-students-to-write-various-letters-from-the-picture-cards.
B.-Setting---ans-✔✔A-first-grade-teacher-is-planning-to-read-aloud-a-historical-fiction-book-
and-wants-to-show-students-some-illustrations-to-prepare-them-for-its-content.-For-this-
purpose,-the-teacher-should-most-likely-choose-illustrations-that-reflect-which-of-the-
following-story-elements?-
A.-Characters-
B.-Setting-
C.-Conflict-
D.-Plot
B.-Showing-the-student-how-letters-and-sounds-can-be-blended-in-words.---ans-✔✔A-first-
grade-teacher-is-working-with-a-student-who-demonstrates-inconsistencies-with-letter-
sound-correspondence.-The-teacher-shows-the-student-a-series-of-flash-cards-with-
lowercase-letters-printed-on-them.-When-asking-the-student-to-name-each-letter,-the-
teacher-provides-a-keyword-the-student-has-already-learned-that-is-associated-with-the-
initial-sound-and-says-the-expected-sound.-As-the-student-demonstrates-increasing-
proficiency-with-single-phonemes,-which-of-the-following-steps-would-best-promote-the-
student's-ongoing-development-of-letter-sound-correspondence?-
A.-Asking-the-student-to-name-additional-words-containing-the-letters-and-sounds.-
B.-Showing-the-student-how-letters-and-sounds-can-be-blended-in-words.
C.-Encouraging-the-student-to-find-other-words-containing-letters-and-sounds-the-student-
already-learned.-
D.-Instructing-the-student-in-practicing-writing-letters-that-represent-the-sounds-the-
student-has-learned.
A.-Monitoring-phoneme-reading-rates.---ans-✔✔While-assessing-a-second-grade-
student's-knowledge-of-letter-sound-correspondence,-the-student's-teacher-notices-that-
