EAS practice 1 exam questions and answers rated A

EAS practice 1 exam questions and answers rated A 1. What appropriate support during the Accommodation is most likely to help English Language Learners use English words for 1 and for 10? C Help ELL students master the number words in their native language and English. C) We can tell from the description that these students have difficulty in their native language and in English. This is not an uncommon problem, and the best approach among those given is to help students learn the words from both languages. 2. According to the Individualized Assessment results, which of the following skills requires the most attention before Ms. Jacson teaches the lesson? B Name numerals in the tens place. B) The question asks what Ms. Jackson should review before the lesson. The pretest indicates that naming numerals in the tens place requires the most pre-lesson help. That is choice (B). Students demonstrate a higher level of mastery of choice (A) than choice (B). Eliminate choice (C) because that is the lesson objective, and eliminate (D) because that choice is more difficult than the objective. 3. What is the best way for Ms. Jacson to incorporate a high level of motivation among parents to further students' acquisition of English skills? D Work with parents to encourage their children to bring completed homework to school each day. 4. Ms. Jacson wants to develop some real world activities to help students understand the different meaning of a numeral in the ones place and that same numeral in the tens place. Which of the following would likely be the most appropriate activity? B Ask students to write amounts with the same number of dimes and cents and discuss different meanings of the digits in each amount. 5. The "do the experiment first and observe" approach is best described as A inquiry learning. A) This approach to learning science is called inquiry learning because students learn as the result of the inquiry and their own explorations, and not through an explanation by the teacher. 6. The test results give most support for Ms. Del Corso to use the Experiment First approaches because the approach is C most likely to result in students earning between 60% and 80% correct. 7. Which explanation could students give that would best explain why the egg ended up in the bottle? D The air pressure in the bottle is lowered causing the egg to be pushed into the bottle. D) The air pressure inside the bottle is lowered to the point where the outside pressure is more than the lowered inside pressure. The outside air pressure actually pushes the egg into the bottle. 8. The most beneficial outcome of the Extension activity in the lesson plan is that it encourages students to B identify other events related to a single scientific concept. 9. The description of the students in the class and the reading grade level assessments indicate which of the following is the most important step for Mr. Whitby to take in this class? A Partition the class during instruction to account for the range of reading levels. A) The class description and the assessment data reveal a class with an exceptionally wide range of reading levels. Mr. Whitby should work with the special education teacher, partition the class, and assign a group of the poorest readers to that teacher. 10. Which of the following would most likely help the students benefit from reading The Iroquois Trail? B Activate prior knowledge about Native Americans before reading. Among all the choices given, unlocking what students already know about Native Americans, and even the Iroquois, is the best help to give students. It prepares them for the reading experience and involves them in the process. 11. Which of the following is the primary way of creating a character trait diagram after reading the book? D A Venn diagram that compares the traits of two main characters. 12. Mr. Whitby included a collaborative learning activity in his lesson plan. Which of the following is the most appropriate cultural responsive outcome to that activity? B A collaborative group relates the cultural aspects of the Iroquois culture to cultural aspects of their own culture. Cultural responsiveness refers to giving students an opportunity to discuss their own culture in the context of another culture. 14. In conjunction with the vocabulary portion of the Teach section of the lesson, Ms. Kelly could most help Janice by C presenting her with a list of vocabulary words before the lesson and helping her learn the meaning of each word on the list. 15. The lag in reading comprehension in the three ELL students when compared to verbal communication is most likely because C learning to read a language takes longer than learning to speak a language. ELL students first want to learn to speak a language to carry on daily affairs in the second-language country. That means learning to speak typically comes before learning to read. Learning the new sounds for letters is much more difficult when students are beyond the primary grades and is one reason why many people who are illiterate cannot read nor write a language, but can speak it. 16. Ms. Kelly's plan to use images to support vocabulary development is effective primarily because the images C provide a visual reference for the word and further comprehension. 17. Planning this lesson built around an "experiment" helps address the ELL students' learning needs by D helping the teacher prepare for the language needs required to understand directions and complete the experiment. The question asks about planning, and the only benefit among the four choices related to planning the lesson is that it will help the teacher prepare for the language needs of the ELL students. 18. In reviewing how to respond to Roberto's youthful exposure to excessive tobacco use and his unawareness of when tobacco use is unacceptable, Mr. Zoll should be aware that B because of his language problems and his health problems, Roberto is likely to be limited to very low-paying jobs, where tobacco use may be an unimportant factor. 19. Based on what we know about Roberto's and Darlene's ELL categories, Mr. Zoll can best help develop their English language skills by B planning completely different programs for each student. The ESL results show that Roberto and Darlene are at two different levels, and that there are significant differences between those levels. Based on this information, Mr. Zoll should plan different programs because each student needs a different type of help. 20. Compared to Roberto, Darlene's proficiency with English indicates that Mr. Zoll could do which of the following to enhance her learning during the lesson? B Rely more on Darlene's English language skills during the lesson. 21. How can Mr. Zoll most effectively enhance the learning of the ELL students in the class during the Discussion section of the lesson? B Arrange for students to review their partners reports before making the presentation. This question asks about enhancing learning during the discussion. This type of interaction is well recognized as an effective technique to enhance his or her English vocabulary and to practice English language skills in a nonthreatening atmosphere. Choice (A) and choice (D) are incorrect because these are already part of the discussion. Choice (C) is incorrect because a critique during discussion does not enhance learning. 23. Which of the following would negatively impact Lung See's and Wee Hong's learning during the Report phase of the lesson plan? A Reduce the length of the report for Lung See and Wee Hong to 50 words. It may seem like a good idea to just make things easier for these students. However, this approach sends the wrong message to these two students: that we think less of them as learners and have lower expectations. It also makes the work easier than it is for their fellow classmates. It is better to use some or all of the remaining three choices to support students as they work on the report. 24. When it comes to these ELL students' performance in reading and writing English, Ms. Almon might also expect B somewhat higher levels in conversational English. 25. Which of the following approaches would best promote success for the two ELL students as newspaper articles and Internet resources are shared with the class? B Provide the ELL students with graphic organizers that lists important words from the articles and online resources. 26. Which of the following is the first step Ms. Almon should take while designing and implementing the instructional plan for ELL students in the class? B Actively work with the ESOL teacher to plan appropriate support steps and instructional strategies for the ELL students. 27. Which of the following could Ms. Alberto do to best help Lena succeed in this lesson? A Teach the words in a direct explicit fashion. 28. Which of the following is the most appropriate step to help Rory maintain his interest in the lesson? A Establish a reward system, such as token reinforcement, that rewards continued attention. 29. As the weeks progress, Lena has been having more and more difficulty with lessons and often appears to be under stress. Ms. Alberto is unsure about how to facilitate Lena's participation in the lesson, but the best steps would be to A consult with Lena's special education teacher to devise a plan to help reestablish participation. 30. In order to address the social isolation, partly because of Rory's tendency to display inappropriate behavior, which of the following is the best approach for Ms. Alberto and the special education teacher to employ? A Role-play appropriate behavioral strategies in the resource room to model those appropriate strategies in the classroom. 31. As a high school mathematics teacher, Ms. Levine has little exposure to Morgan's emotional problems and the symptoms of those problems. Which of the following issues is the special education teacher most likely to alert Ms. Levine to expect from Morgan? A Morgan may have difficulty with the elementary concept of place value. 32. A student in Ms. Levine's class acted out to the extent that it was a violation of a school rule and that student is subject to discipline. The student is not classified as a disabled student. Under these circumstances, the student shall be presumed to have a disability for discipline purposes under New York State regulations when D any school personnel specifically expressed concerns about the student to supervisory personnel. This choice is the correct interpretation of the New York State regulation regarding the classification of a student as disabled for disciplinary purposes. Choice (B) is incorrect because a literate nondisabled parent must have made a prior request in writing; however, an illiterate disabled parent may just make prior verbal statements. Student requests are not a factor. 33. Ms. Levine believes that Gulaka may have dyscalculia as well as being learning disabled. Which of the following would NOT indicate that Gulaka has dyscalculia? D Consistent calculation results in addition, subtraction, multiplication, and division A student with consistent calculation results, as described, does NOT have dyscalculia. The other choices describe traits of students with dyscalculia, including having inconsistent results in addition, subtraction, multiplication, and division. 34. Ms. Levine has a plan to use raised expectations with the classified students in her class. The most likely reason that Ms. Levine devised this plan was to B increase student participation. 36. When it comes to the language of instruction, it is the responsibility of a teacher to provide instruction C in English unless waived by the commissioner because an ELL student has a foreign ancestry. This choice best summarizes the New York State Education law that requires instruction in English unless waived by the commissioner if an ELL student is of foreign birth or ancestry. The regulation limits this extension period to six years. 37. Economically disadvantaged students as a whole tend to have lower achievement scores than other students. The teacher's most important responsibility in this situation is to realize that D economically disadvantaged students typically have fewer enriched learning opportunities at home. 38. A principal distributes guidelines that describes appropriate classroom questioning techniques. Which of the following most likely describes the teacher's responsibility in this situation? B Ask questions of the entire class, and then call on a student. 39. A teacher wants to use effective modeling techniques. The teacher's most important responsibility in this situation is to B respond courteously to students' questions. 40. A teacher has a class that is culturally and linguistically diverse. Which of the following best describes the teacher's responsibility in this situation? D Modify the plans to focus on the cultural heritage of students in the class. It is appropriate to alter the objectives or plans to focus on the cultural heritage of those in the class. Choices (A), (B), and (C) are not appropriate practices to adopt in a culturally and linguistically diverse class. 41. A parent's child will be the subject of a Committee on Special Education meeting. When it comes to the parent's attendance at the meeting C a second parent can be required to attend the meeting only by written request. 42. Mr. Bataswani meets with the principal to discuss ways of communicating effectively with parents. Which of the following is LEAST likely to promote good communication with parents or guardians? D Meet with groups of parents to discuss individual student achievement. 43. Teachers who support the public school budget vote but do not live in the town are at a school board meeting along with a large group of parents. Which of the following is the most appropriate communication a teacher can make to the parents or guardians? A Tell parents that the school needs their support and ask them to get out and vote. 44. The appropriate way for a teacher to effectively communicate with parents or guardians about the problems with a tracking system is by saying: B "Tracking programs have been shown to consistently discriminate against minority students." 45. Ms. Lenoir, a teacher in a public school, inadvertently views the health records of Student "X" and correctly concludes that this student has AIDS. The parents or guardians of Student X should know that the teacher B must keep this information to herself even though it may be a concern to other school personnel.