MTTC TEST (LOWER ELEMENTARY
TEST #117) EXAM QUESTIONS WITH
CORRECT ANSWERS
A second-grade teacher gives each student three cards with colored squares on them:
one with a red square, one with a yellow square, and one with a green square. When
students are engaged in individual or paired work, the teacher asks students to place
their red card on their desk if they do not understand or are confused. They place the
yellow card on their desk if they want to check in or need a little help, and green if they
feel they understand the task they are working on. In which of the following ways does
this approach help students become more engaged learners?
A. increasing their ability to generalize their learning
B. providing structure to the learning environment
C. supporting self-reflection on their own learning
D. maintaining a rapid pace of learning - Answers-A. The focus of this strategy is more
about reflecting on learning, not on applying learning to new contexts.
B. The cards themselves do not provide structure, although they are used within a
structured environment.
C. CORRECT. Students will need to reflect on their level of understanding to identify
when they need help and how much help they need.
D. Using these cards does not directly address pace of learning, although students may
be able to get help quickly if they indicate the need for it.
At the end of a learning activity, a first-grade teacher asks students to get together in
small groups of two to three students for a discussion activity. Each group presents the
teacher with two thoughts and a question about the content they learned during the
lesson. The primary benefit of this extension activity is that it achieves which of the
following goals?
A. providing additional data to monitor and assess progress on learning standards
B. building on student thinking and informing the direction of subsequent learning
C. supporting development of prerequisite skills needed for independent work
,D. allowing the teacher to observe how successfully students collaborate - Answers-A.
This activity is not about collecting data and students may not comment or ask
questions about specific standards.
B. CORRECT. The discussion requires collaborative interactions that develop students'
reflection and thinking about what they have learned, and the teacher can integrate their
questions into instruction to address what students still want to learn.
C. Since the focus is on group interaction, the skills developed are more likely to be
collaborative skills, but this is still not the primary benefit of this activity.
D. While this activity can give relevant information to the teacher about how well
different students are able to collaborate, the focus is more on the results of the activity.
A third-grade teacher learns that a student is missing school due to some difficult family
issues. Which of the following teacher actions best supports the student during this
time?
A. offering to tutor the student after school hours
B. planning assignments for independent completion
C. giving the family time before reaching out with academic support
D. waiting to provide supplemental instruction until after the student returns - Answers-
A. In this situation, the student may not be able to access tutoring services.
B. CORRECT. Ensuring continuity in the student's learning will help prevent too many
gaps from occurring.
C. It would be better to be proactive in helping the student keep up than to wait until
after the student has already fallen behind before addressing the gap.
D. It would not be fair to increase the workload expected from this student significantly
compared to the workload expected from other students.
A second-grade teacher works with students to create the following list of rules before
beginning a small-group assignment.
Ground Rules for Group Work
Everyone should do their fair share of the work.
Stay with the group; don't go off alone.
Give everyone a chance to speak and contribute.
, The teacher reminds students of their rules when concerns arise. The teacher's actions
most directly support students in which of the following areas of social-emotional
development?
A. having a positive self-image
B. maintaining a growth mindset
C. recognizing personal responsibility
D. taking the perspective of other people - Answers-A. The rules focus more on what
the role of group members is rather than a sense of accomplishment or positive image.
B. Rules that focus on growth mindset would focus more directly on pursuing through
struggle and focusing on the learning, which are valuable but not the focus of this
specific list of rules.
C. CORRECT. The rules focus on the members all contributing to the work, which
develops students' understanding of their responsibility to their learning community.
D. This skill may develop as part of developing collaboration skills in general, but not
specifically from these ground rules.
Which of the following disabilities is likely to have the most significant effect on a child's
rate and scope of development and learning across physical, motor, cognitive, and
communicative domains?
A. depression
B. hearing loss
C. Down syndrome
D. attention-deficit/hyperactivity disorder (ADHDA D H D) - Answers-A. Childhood
depression would not typically have the same broad scope of overall impact on physical
and motor development as Down syndrome.
B. Hearing loss is likely to have more significant effects on a child's development of
communication rather than overall developmental delays.
C. CORRECT. Down syndrome is part of the child's genetic makeup and broadly
influences many areas of development and learning.
D. ADHDA D H D is typically identified later in childhood and tends to affect certain
areas of development such as executive functioning and social skills.
TEST #117) EXAM QUESTIONS WITH
CORRECT ANSWERS
A second-grade teacher gives each student three cards with colored squares on them:
one with a red square, one with a yellow square, and one with a green square. When
students are engaged in individual or paired work, the teacher asks students to place
their red card on their desk if they do not understand or are confused. They place the
yellow card on their desk if they want to check in or need a little help, and green if they
feel they understand the task they are working on. In which of the following ways does
this approach help students become more engaged learners?
A. increasing their ability to generalize their learning
B. providing structure to the learning environment
C. supporting self-reflection on their own learning
D. maintaining a rapid pace of learning - Answers-A. The focus of this strategy is more
about reflecting on learning, not on applying learning to new contexts.
B. The cards themselves do not provide structure, although they are used within a
structured environment.
C. CORRECT. Students will need to reflect on their level of understanding to identify
when they need help and how much help they need.
D. Using these cards does not directly address pace of learning, although students may
be able to get help quickly if they indicate the need for it.
At the end of a learning activity, a first-grade teacher asks students to get together in
small groups of two to three students for a discussion activity. Each group presents the
teacher with two thoughts and a question about the content they learned during the
lesson. The primary benefit of this extension activity is that it achieves which of the
following goals?
A. providing additional data to monitor and assess progress on learning standards
B. building on student thinking and informing the direction of subsequent learning
C. supporting development of prerequisite skills needed for independent work
,D. allowing the teacher to observe how successfully students collaborate - Answers-A.
This activity is not about collecting data and students may not comment or ask
questions about specific standards.
B. CORRECT. The discussion requires collaborative interactions that develop students'
reflection and thinking about what they have learned, and the teacher can integrate their
questions into instruction to address what students still want to learn.
C. Since the focus is on group interaction, the skills developed are more likely to be
collaborative skills, but this is still not the primary benefit of this activity.
D. While this activity can give relevant information to the teacher about how well
different students are able to collaborate, the focus is more on the results of the activity.
A third-grade teacher learns that a student is missing school due to some difficult family
issues. Which of the following teacher actions best supports the student during this
time?
A. offering to tutor the student after school hours
B. planning assignments for independent completion
C. giving the family time before reaching out with academic support
D. waiting to provide supplemental instruction until after the student returns - Answers-
A. In this situation, the student may not be able to access tutoring services.
B. CORRECT. Ensuring continuity in the student's learning will help prevent too many
gaps from occurring.
C. It would be better to be proactive in helping the student keep up than to wait until
after the student has already fallen behind before addressing the gap.
D. It would not be fair to increase the workload expected from this student significantly
compared to the workload expected from other students.
A second-grade teacher works with students to create the following list of rules before
beginning a small-group assignment.
Ground Rules for Group Work
Everyone should do their fair share of the work.
Stay with the group; don't go off alone.
Give everyone a chance to speak and contribute.
, The teacher reminds students of their rules when concerns arise. The teacher's actions
most directly support students in which of the following areas of social-emotional
development?
A. having a positive self-image
B. maintaining a growth mindset
C. recognizing personal responsibility
D. taking the perspective of other people - Answers-A. The rules focus more on what
the role of group members is rather than a sense of accomplishment or positive image.
B. Rules that focus on growth mindset would focus more directly on pursuing through
struggle and focusing on the learning, which are valuable but not the focus of this
specific list of rules.
C. CORRECT. The rules focus on the members all contributing to the work, which
develops students' understanding of their responsibility to their learning community.
D. This skill may develop as part of developing collaboration skills in general, but not
specifically from these ground rules.
Which of the following disabilities is likely to have the most significant effect on a child's
rate and scope of development and learning across physical, motor, cognitive, and
communicative domains?
A. depression
B. hearing loss
C. Down syndrome
D. attention-deficit/hyperactivity disorder (ADHDA D H D) - Answers-A. Childhood
depression would not typically have the same broad scope of overall impact on physical
and motor development as Down syndrome.
B. Hearing loss is likely to have more significant effects on a child's development of
communication rather than overall developmental delays.
C. CORRECT. Down syndrome is part of the child's genetic makeup and broadly
influences many areas of development and learning.
D. ADHDA D H D is typically identified later in childhood and tends to affect certain
areas of development such as executive functioning and social skills.
