8. A teacher of two- and three-year-old children often engages them in conversation. For example, when a child is playing with teddy bears, she will ask, "What are the bears doing today?" When a child is painting, she will say, "Please tell me about this interesting picture you are making!" Which of the following benefits is most closely attributed to this practice?

A. encouraging children's linguistic creativity and self-expression

B. determining children's aptitude levels and readiness for other activities

C. obtaining feedback from children with a variety of verbal and vocabulary abilities

D. fostering children's focus and self-confidence in their abilities

9. A preschool teacher is designing curriculum for the children in her classroom. Which of the following steps is associated with developmentally appropriate practice (DAP) for preschoolers?

B. knowing what is individually appropriate for each child's interests and abilities

A. introducing children to preliminary phonological and phonemic awareness activities

C. including a positive behavior system to promote children's socialization

D. helping each child learn foundational counting and number sense

10. A preschool teacher plans to use instructional strategies that integrate social-emotional learning with curiosity and problem solving. Which of the following activities would best promote this goal?

C. encouraging empathic thinking with the children with questions such as, "Why do you think he is crying?"

A. reviewing rules for kind behavior with the children and asking them, "How do we treat others in our classroom?"

B. modeling the polite use of language and encouraging the children to imitate the behavior

D. reading stories about socially challenging situations other children have encountered and how those children solved them

11. An early childhood educator observes a ten-week-old infant gazing at a hanging mobile while lying on her back. Occasionally, the infant swats at the mobile and smiles or coos. Several minutes later, the teacher notices that the infant turns her head to avoid looking at the mobile and starts to cry. The infant's crying escalates and intensifies during the next minute. Which of the following actions would be most appropriate for the teacher to take to meet the infant's needs related to emotional regulation?

A. picking up the infant and noting if the crying subsides

B. providing the infant with a comfort object

C. distracting the infant with a different interactive toy

D. giving the infant more time to engage in self-soothing behaviors

12. A second-grade teacher notes that an English language learner struggles with vocabulary when reading independently. The teacher would like to provide the student with a technological resource to clarify the meaning of unknown words while reading independently. The teacher takes into consideration that the student has strong reading skills in his home language. Which of the following resources would be most beneficial for the student to use when independently reading?

B. an online language translator to translate unknown English words into the student's home language

A. a digital text written in both the student's home language and English

C. an audio recording of an English version of a book at the student's reading level

D. an online thesaurus to help the student identify synonyms of unknown words

13. A kindergarten teacher gathers information throughout the year about each child's ongoing progress across developmental domains. The teacher maintains a folder for each child that includes checklists of skills (e.g., fine and gross motor, communication, social), a portfolio of work samples, and notes of teacher observations. In which of the following ways could the teacher most effectively use this information?

C. differentiating instruction for each child based on their strengths, needs, and interests

A. presenting a summary of the abilities of children in the class to the administration

B. identifying children who are exhibiting potential developmental delays and learning disabilities

D. choosing topics and areas of study for the children to learn about in thematic units

14. A preschool special education teacher regularly uses progress monitoring assessments to evaluate the language development of a child in her class with a language delay. The primary purpose of this assessment is to:

A. track the child's growth and tailor instruction to meet his or her needs.

B. provide diagnostic data related to the child's language development.

C. determine language learning benchmarks for the child.

D. measure the child's potential for language outcomes compared to peers.

15. A first grade teacher plans to use a performance based assessments to measure measure her students' reading comprehension abilities. Which of the following describes the greatest benefit of this type of assessment?

A. building on students' daily authentic work and projects to determine progress

B. highlighting students' strengths and reducing students' test anxiety

C. allowing for quick administration and results to students and teachers

D. providing standardized measures to facilitate comparison between students

16. After the first month of school, a preschool teacher plans to informally assess children's language development by recording brief conversations with individual children during play. The teacher records the following conversation with a child who is an English language learner.Teacher: I see you're playing with the red car. Do you like playing with cars? Child: [Nods head yes.] Teacher: Do you like playing with trucks too? Child [Makes eye contact. No response.] Teacher: Here are some trucks if you'd like to play with them. Child: [Reaches for a truck to use.] Which of the following considerations should the teacher make when continuing to monitor the child's language development?

B. The child's nonverbal stage of English language development is likely developmentally appropriate.

A. The child may need additional screenings to determine if he would benefit from special education services.

C. The child is mostly using telegraphic and formulaic language to communicate.

D. The child may need to understand that a different language is being used in a new setting before attempting to speak.

17. An interdisciplinary team meets to discuss a two-year-old who has a developmental delay. The team includes the child's occupational therapist, early childhood teacher, and her mother. The following discussion takes place. The child's mother: I'm concerned that my daughter will get wet at the water table in class. I know she'll struggle holding objects that hold water or pour water out. Early childhood teacher: I understand your concern. We do have a water table. I'm happy to work with your daughter when she chooses to use the water table. Would that alleviate your concern? The child's mother: I'm still worried that she will get wet. She will get very frustrated. Occupational therapist: I can show her teacher how to help her hold the objects at the water table. They can practice until your daughter feels comfortable using them. Do you think that plan could work? The child's mother: Yes. I think that's a very good idea. This conversation demonstrates which of the following techniques for involving families in the planning of young children with exceptionalities?

A. viewing parents/guardians as partners who know and can advocate for their children best

B. providing a multitude of resources for parents/guardians to use in supporting their children

C. brainstorming ways that parents/guardians can be involved in their children's development

D. informing parents/guardians about best practices for their children in special education

18. A first-year preschool teacher shares concerns with a colleague about some behaviors of children in her class. The preschool teacher explains that many of the children act silly, have trouble staying seated, and use loud voices even with strong classroom routines in place. Her colleague agrees to observe the class and records the following information. 1. During circle time, children sat quietly and-listened to the teacher read a big book with bright illustrations about a cricket. The story included simple language and rhyming words. Afterward, the teacher read a longer picture book with smaller illustrations and lengthier sentences. Several children became restless and chatty, disrupting those listening to the story. 2. During independent table top activities, children at one table grew frustrated with puzzles that contained many small pieces and were hard to manipulate to fit in the right space. These children started acting silly and loud. However, they remained at the table until it was time to transition to a new activity. 3. All children waited in line to wash their hands prior to snack. The children at the end of line had trouble being quiet and keeping their body calm while waiting for their turn. Based on the colleague's notes, the preschool teacher should initially focus on:

D. ensuring that classroom activities are developmentally appropriate with realistic expectations of young children.

A. contacting the parents/guardians of children in the class before administering formal assessments

B. establishing consequences for disruptive behavior from children in the class.

C. documenting children's behavior using multiple sources and methods.

19. A preschool teacher has set up an open-ended sand and water center in her classroom. The teacher includes a variety of materials in the center, including small shovels, buckets, sifters, measuring cups and spoons, shells, twigs, and plastic animals. The teacher's approach reflects the principle that materials in the center should:

B. offer a range of experiences to meet the varied developmental levels of children in the class.

A. teach children about the relationships among the sciences.

C. promote children's understanding of the necessary steps to keep the center organized.

D. be varied and changed daily to maintain children's interest.

20. A first-grade teacher learns that his class for the upcoming school year will include students from various cultural backgrounds with a number of home languages. The teacher wants to create an inclusive and respectful learning environment for the class. Which of the following teacher steps is likely to be most effective in promoting this goal?

B. including books, music, and photographs in the classroom environment that originate from the students' cultures

A. asking the student's families to send in objects from home that reflect their culture to include in classroom activities

C. incorporating words from the students various home languages into daily lessons throughout the year

D. planning a variety of activities for the first day of school centered around helping the students get to know each other

21. At the beginning of the school year, a preschool teacher plans the daily routines of the class. The teacher decides that every day when the children arrive at school, they will first hang up their backpacks in their assigned cubbies and then choose a table top activity. After table top activities, the children clean up and join the teacher at the carpet for teacher-led stories and songs. Which of the following rationales describes the primary benefit of establishing daily routines for children?

C. helping children gain a sense of security

A. promoting children's friendships

B. fostering children's early academic skills

D. ensuring development of children's independent self-care skills

23. An early childhood teacher works in a classroom with three- and four-year-olds. Every morning she places materials on each table such as puzzles, art supplies, and playdough. The children choose an activity to play with and sit at a table as other children arrive. Which of the following factors would be most important to consider when setting up the materials?

C. providing materials that consider the interests of all children in the class

A. putting limited materials on each table so the children are encouraged to share

B. using materials relevant to academics such as flashcards and letter cubes

D. ensuring the same materials are used every day to ensure a predictable routine

At the beginning of the school year, a kindergarten teacher sets up her classroom to include learning centers. She arranges her room with a reading area, an art center, a block area, and an area for dramatic play. 24. Which of the following classroom management strategies would be most effective to encourage positive social interactions among the children at each learning center?

C. limiting the capacity of children in each center

A. allowing different children to play in each center each day

B. reducing the number of materials in each center

D. grouping children at each center with similar personalities and interests

At the beginning of the school year, a kindergarten teacher sets up her classroom to include learning centers. She arranges her room with a reading area, an art center, a block area, and an area for dramatic play. 25. For children to play with others independently at a learning center, they must first have learned how to:

B. address other children by their first names.

C. request help from the teacher.

27. According to research, the factor that has been shown to have the greatest influence on an infant's language development is the:

D. number and quality of interactions the infant has with primary caregivers.

A. quantity and ages of an infant's siblings that live in the same household.

B. age at which the infant first attends day care.

C. amount of time the infant spends with others outside the home.

28. A first-grade teacher ensures students have ample opportunities to write during the day. For example, students frequently write lists and stories and engage in cooperative writing tasks with peers. Students are also provided many occasions to share their writing with the class. In addition to promoting students' writing development, the teacher's regular use of these activities most likely directly builds students:

A. reading skills by reinforcing their understanding of the relationship between sounds and letters.

B. vocabulary development by helping them expand their understanding of printed words.

C. listening skills by developing their ability to hear peers retell stories of events from their day.

D. word knowledge by promoting their understanding of sophisticated and interesting words.

29. An early childhood educator would like to promote the speech development of a nine-month-old by motivating her to produce words. Which of the following strategies is most developmentally appropriate to address the teacher's goal?

D. engaging the child in games that require her to make a request using a vocalization (e.g.. blowing more bubbles from a wand)

A. requesting that the child answer questions when reading a book together (e.g., Where does the cow live?)

B. giving the child a sticker when she makes babbling sounds

C. singing nursery rhymes to the child and asking the child to fill in the rhyming words

30. A new student whose home language is not English recently joined a first-grade class. The teacher communicates to the students parents through a translator and suggests they read to their child every night and continue to speak to each other in their home language as much as possible. This practice benefits English language learners primarily in which of the following ways?

B. enriching their oral language development

A. encouraging communication between home and school

C. ensuring they remain fluent in their home language

D. involving the families in their child's language development

31. An early childhood teacher works in a day-care center. She sits on the floor to play with a nine-month-old infant who is interested in a bucket of plastic blocks that can be easily stacked together. Which of the following teacher actions would best engage the infant and encourage communication?

C. talking about the blocks as the infant plays with them

A. imitating the sounds the infant makes

B. telling the infant about the different colors of the blocks

D. asking the infant questions with nonverbal cues

32. At the beginning of the school year, a preschool teacher sends home a letter requesting that parents/guardians participate in various oral language enrichment activities with their children. The teacher's requests include the following: Play simple rhyming games with your children (e.g., cat/bat/hat, wig/big/pig). Sing familiar songs with your child and add silly and fun words and verses (e.g., "Baa, Baa, Black Cow, " "Twinkle, Twinkle, Little Mouse"). Which of the following statements best explains the research-based rationale for the teacher's request?

C. Young children's oral language development plays a key role in their development of literacy skills

A. Young children's oral language skills must be fully developed before formal literacy instruction can begin.

B. Young children learn new concepts more easily through oral language activities than through reading.

D. Young children who lack oral language enrichment are at risk for developing specific learning disabilities

35. The parents of an English language learner ask for ways they can help build their child's home language skills. Which of the following strategies would best support the parents' involvement with developing their child's home language?

A. engaging their child in regular meaningful conversations using their home language

B. keeping a bilingual dictionary accessible for their child to use when completing homework assignments

C. reminding their child the importance of maintaining their home language while learning English

D. supplying their child with workbook activities to complete in their home language

36. A kindergarten teacher plans an activity to promote a child's understanding of the alphabetic principle. Which of the following activities would be most effective in achieving this goal?

B. organizing magnetic letters into ABC order

A. pointing to individual words while reading a book

C. tracking the direction of print while reading a book

D. counting the number of syllables in words using a clapping game

37. A preschool teacher regularly has children in the class transition from snack to a table-top activity where children can choose to play with letter puzzles, magnetic letters, and ABC books, or utilize a variety of writing materials (e.g., paper, whiteboard and erasable markers). After table-top activities, children transition to the carpet, where the teacher sings songs that include rhymes and alliteration and reads aloud big books. This scenario best reflects the teacher's understanding of

D. the importance of incorporating literacy-based routines into the classroom to promote literacy.

A. predictable stages of literacy development.

B. the interrelationship between oral language and literacy development.

C. evidence-based instructional strategies that promote children's literacy development.

38. Which of the following skills is a child able to demonstrate if they have developed the most complex level of phonological awareness?

D. segmenting individual sounds in words

A. onset-rime blending and segmentation

B. syllable segmentation and blending

40. A first-grade teacher is introducing a new set of sight words to her students, (e.g., my, a, to, like, see, go, you, she, he). In addition to systematic instruction, which of the following student activities is likely to be most effective in reinforcing the students' automatic recognition of the words?

B. using sight word flashcards in frequently played word games

A. creating a sight word dictionary for use during writing activities

C. generating a semantic map with synonyms of the sight words

D. writing the sight words in alphabetical order and sorting them by length

41. A kindergarten teacher plans a unit on transportation and considers strategies to facilitate the acquisition of English vocabulary for children in the class whose first language is not English. For example, the teacher plans to introduce new words with the use of concrete objects (e.g., luggage, and define the words using child-friendly language. Which of the following additional strategies would best support children's acquisition of English vocabulary?

A. providing examples of each word in a variety of contexts (e.g., having children pack luggage in the play area

B. reading picture books with children that contain the words in sentences along with pictures

C. segmenting a word (e.g., lugg-age) to ensure children properly pronounce it

D. building children's phonological awareness of the word (e.g., noting the different sounds in the word)

42. A teacher uses the following graphic organizer with her second-grade class during a vocabulary lesson. This strategy best promotes vocabulary development by:

B. requiring students to generate various uses of a word.

A. providing students with an organizational tool.

C. allowing students to associate words with pictures.

D. ensuring students understand key concepts.

45. A second-grade teacher is planning a lesson to teach students how to use nonfiction text features to help them locate and use information to answer questions. The teacher considers selecting various nonfiction texts that can specifically promote students' abilities to identify main topics while skimming through the text. To best serve the lesson's purpose, the teacher should choose a nonfiction text that has:

B. bold-faced vocabulary terms.

C. definitions of terms in a glossary.

D. illustrations with captions.

47. A second-grade teacher is planning a lesson on nonfiction books to gain information about how to use a table of contents. She displays the following example on the board for the students and asks them to identify the page number for finding information about each type of animal described. Which of the following skills is the teacher promoting during this lesson?

C. the role of text features in a book

A. comprehension of second-grade-level nonfiction books

D. identification of words and numbers

48. Students in a second-grade class are filling in a story map graphic organizer after listening to a folktale read aloud by the teacher. This activity promotes students' comprehension skills primarily by developing their ability to

D. recall specific elements within the story.

A. group related ideas and concepts from a story.

B. apply information from the story to real-world situations.

C. integrate information in a story with existing knowledge.

50. A first-grade teacher will read aloud a story about types of transportation. The students will then answer comprehension questions about the story. Which of the following should the teacher do first before reading the story to the class?

D. ensuring the students have an understanding of types of transportation

A. ensuring the students know the meaning of challenging words from the story

B. asking students to remember characteristics of each type of transportation in the story

C. previewing with the students the main parts of the story such as beginning, middie, and ending

51. A four-year-old child creates the drawing shown below and shares it with his preschool teacher. The child says, "Look what I wrote! It says, My brother loves his new hat.™ Which of the following conclusions would be most appropriate for the teacher to make regarding this child's understanding of written language?

C. Writing can represent spoken language.

B. Print is written from left to right.

D. Words are made of symbols of various lengths and shapes.

Content exam study guide

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Lina Samra

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100 questions

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MULTIPLE CHOICE QUESTION

10 mins • 1 pt

1. A three year old preschooler is playing independently on the rug building a house out of rocks. While working on the house, the child says “No not the yellow one. The black one would look better for the roof.” According to the theories of vygotsky, the child’s behavior could be best described as:

a. Demonstrating an understanding of only one’s own perspective

b. Asserting control over the environment

c. Thinking out loud in order to self direct learning

d. Initiating communication with others in order to seek assistance

MULTIPLE CHOICE QUESTION

10 mins • 1 pt

2. Several kindergartners are playing in a large sandox on the school playground. Which of the following activities demonstrates the most developmentally advanced types of play?

a. Pouring water on the sand to form shapes from the resulting mixture

b. Building a sand castle cooperatively with two other children

c. Filling a large bucket with sand using various sizes to scoop

d. Imitating another child who is tiptoeing through the sand pretending its very hot

MULTIPLE CHOICE QUESTION

10 mins • 1 pt

3. Which of the following factors is likely to have the most beneficial effect on a second-grade student's academic performance?

A. riding or walking to school with parents/guardians

B. researching and reading about curricular topics on the Internet

C. completing thirty minutes of homework each night

D. eating a nutritious breakfast each morning

MULTIPLE CHOICE QUESTION

10 mins • 1 pt

4. A recent tornado caused damage in the community in which and ece teacher works. The mother of a 15 month old reports that since the tornado has displaced her family, her son has become clingy, wants to be carried most of the time, and has trouble falling asleep and night. The mom asks the the ece teacher for suggestions for supporting her child in healing from the trauma of the tornado. Which of the following suggestions should the teacher make to address the mother’s concern?

A. Encourage the mother to follow a predictable routine with her child and allow him to stay close to her when he expresses the need

B. Reminding the mother that children are resilient and that her child will cope with the events of the tornado as time passes

C. Showing the mother ways to rebuild her child’s independence by establishing regular times for him to play independently

D. Recommending that the mother discuss the events of the tornado with im daily because he has strong language skills

MULTIPLE CHOICE QUESTION

10 mins • 1 pt

5. A nine month old child has just learned to crawl. The ECE teacher creates safe floor space for the child to explore and provides enticing and accessible toys and activities (ex: toys in low toy bins, play tunnels, and slides.) Through these actions, the teacher is directly promoting the child’s:

A. Receptive language skills

B. Social skill development

C. Expressive language skills

D. Cognitive development

MULTIPLE CHOICE QUESTION

10 mins • 1 pt

6. Which of the following educational practices is likely to be most effective in supporting home language preservation of English language learners in a general education kindergarten classroom?

A. ensuring that a translator is available for parents and children with a home language other than English during parent-teacher conferences

B. engaging children in storytelling activities that include vocabulary from their home languages and reflect their home cultures

C. providing children with ample opportunities to socialize with other people who speak their home language during each week

D. displaying family portraits and drawings of the children and their families with captions underneath both in English and in children's home languages

MULTIPLE CHOICE QUESTION

10 mins • 1 pt

7. A kindergarten teacher allots a portion of each day for children to use classroom learning centers. The teacher monitors the children's engagement and extends the duration of the centers if the children are focused on the activities involved. Which of the following statements describes the primary benefit of this approach?

A. increasing the children's conflict resolution skills through social interaction with peers

B. meeting the children's needs for solitary and unstructured play

C. supporting the children's development of time management skills

D. enhancing the children's depth of learning through exploration of self-selected materials

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