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Curriculum & Instruction
Q:
Which of the perceptual motor skills are most closely associated with deciphering letters from words?
a. Balance
b. Directional awareness
c. Temporal awareness
d. Figure ground awareness
Q:
When assessing the overall layout of a classroom, what two factors should be so clear that children's movement behavior will be directly influenced?
a. Boundaries and pathways
b. Location of large group area and the teacher's area
c. Size of the furnishings and the numbers and locations of books
d. The amount of child accessible storage and the presence of children's art materials
Q:
Which of the perceptual motor skills are most closely associated with understanding how "left" and "right" directions are to be carried out?
a. Balance
b. Directional awareness
c. Temporal awareness
d. Figure ground awareness
Q:
How do you structure a self-sustaining activity?
a. Just place new materials and equipment in a space large enough for it.
b. Introduce the activity to a small group who can then show other children how to do it.
c. Set limits so that children behave properly when using materials new to them.
d. Go ahead with the activity that had been planned as a guided learning activity and help the children out if they have difficulty.
Q:
Kathleen, age seven, holds the small ball in both hands in front of her before swinging forward, then backward with one hand and balancing on well-separated feet. As her arm swings forward and across her body, she rotates and leans into the throw. She moves the foot from the back to a forward position as she follows through the body movement and maintains her balance. What word best describes this movement?
a. Bilateral
b. Ipsilateral
c. Unilateral
d. Contralateral
Q:
Mrs. Gregory is receiving a new child into her kindergarten program. Mary is a dwarf and is the size of a two year old. Which of the following is the best approach for her to follow?a. Ask Mary to move a large block from place to place when she moves in the classroom.b. Eliminate all walking field trips in the neighborhood.c. Provide stools as appropriate so Mary can reach shelves; ensure that she has independent access to toilets, lavatories, and drinking fountains; adapt a chair for comfortable seating. d. Inform Mary's parents that the district does not have the money to alter the physical environment just for one child.
Q:
Which motor skill would you expect children to be able to perform earliest?
a. Throwing
b. Catching
c. Kicking
d. Galloping
Q:
Ms. Apfelguard decided to do learning centers in the kindergarten. The leaf collection was gathered in September, placed on the science table where it remained for three weeks with no one looking at it or discussing it. What principle did Ms. Apfelguard NOT understand?a. Children understand how to use learning centers properly.b. The arrays of learning centers presented to children in a day and over time are diversified, representing a cross section of domains.c. Centers are organized and implemented based upon the teacher's knowledge of development and interest.d. Teachers use learning centers as a period to interact spontaneously with children and take advantage of opportunities to enhance, extend, and process information.
Q:
All children between three and eight readily and accurately understand spoken directions in a classroom in which they are engaged in center activities with normal conversation going on.
Q:
Why use centers in early childhood settings?
a. The instructional difficulties related to individual and experiential differences are minimized.
b. Teacher planning and preparation time is minimized, especially in the beginning.
c. It assures that all children participate in the same things.
d. Once set up, there is little for the teacher to do the rest of the year
Q:
Children from three to five year olds have considerable difficulty in judging the speed of a moving object.
Q:
How should the level of sound be reduced in the classroom where children engage appropriately in center learning?
a. Set rules so children must remain quiet.
b. Add carpet, cushions, corkboard or other soft materials.
c. Limit movement of the children to a few at a time.
d. Use more whole group instruction.
Q:
Since academic learning is so important in the primary grades, teachers should strictly limit time spent in primarily physical activity.
Q:
Mrs. Schmidt noticed that Jacob had cut his leg on some outdoor play equipment that had a rough edge. What is her responsibility in this matter?
a. She should send him to the office.
b. She should put on gloves and apply first aid.
c. She should use gloves, apply first aid, and comfort the child.
d. She should use gloves, apply first aid, comfort the child, and report the need for equipment repair.
Q:
Children enter programs knowing how to wash their hands properly and how to use toilet tissue appropriately.
Q:
The accommodations made for the special needs of one child might pose a safety threat to another child with quite different needs.
Q:
Discussion of alcohol should be left to the upper grades to introduce unless a child brings the topic up.
Q:
The physical environment provides cues for appropriate behavior for the children as well as stimulating learning.
Q:
Fundamental motor skills are basic movements on which games or other more complex movements are formed.
Q:
The same large group space may be used for music, stories, blocks, and a climber within the schedule of a full day.
Q:
American children are very fit as a result of play before and after school.
Q:
Structural features of the outdoor play space have little influence on the behavior of the children.
Q:
Routine health practices that are taught during early childhood tend to remain as practices.
Q:
Most of the storage should be arranged primarily for the teacher's comfort and convenience.
Q:
By age 7, most children can perform a mature tripod grip on a pencil and write with the fingers moving quickly and easily.
Q:
Children tend to be more socially interactive and quieter in less than full-intensity light.
Q:
The quality of basic movements in a creative dance experience can be altered by changes in stops, pathways, and effort.
Q:
Outdoor metal slides may pose a risk to children when they are too hot or too cold.
Q:
It is important to emphasize learning goals rather than performance goals and drill with all children; however, this is particularly true when working with second-language learners. Why?
Q:
Mr. Barkey used good judgment when he put the fertilizer and water mixture on top of the refrigerator when interrupted by an early arriving child.
Q:
How is the quality of language development affected by children's early experiences?
Q:
Ms. Fountain used good judgment when she attached two household extension cords to plug in an electric fry pan on a table in the corner.
Q:
Language can be used for a variety of purposes. Name at least 4 of those purposes.
Q:
Six to eight year olds are at more risk for environmental safety hazards than are three to five year olds.
Q:
Explain the difference between receptive and expressive vocabulary.
Q:
Crowded indoor space can be a cause of disruptive behavior in the classroom.
Q:
When a child yells out, "McDonald's!" at the sign of the golden arches but cannot yet decode, he is in what word knowledge stage?
a. Orthographic
b. Alphabetic
c. Analytic
d. Logographic
e. Semiphonetic
Q:
Describe 3 pitfalls to avoid in planning effective group times
Q:
What is the relationship between sounds and letters in the written language known as?
a. Phonological awareness
b. Graphemes
c. Phonics
d. Phonemes
e. Phonemic awareness
Q:
Name 2 things to consider in selecting a physical location for group time.
Q:
Which of the following describes the brain process required for a child to "read" a particular word?
a. In one millisecond, the child recognizes the word by sight and transforms this in the superior temporal gyrus to create a correct symbol-sound association.
b. In 400 milliseconds, three sections of the brain sequentially identify separate letters, link
them phonologically, and assign meaning depending upon context.
c. The primary visual cortex is used to determine spatial relationships and the directional meaning of individual letters, which are then encoded in the angural gyrus where phoneme-grapheme discrimination is determined.
d. b and c
e. None of the above
Q:
Name and briefly describe 3 variations on standard group times as listed in your textbook.
Q:
When should we begin teaching children how to edit their written work?
a. When they are writing a number of power words and can construct a sentence.
b. In third grade, when they can use a dictionary.
c. As soon as they are writing words so they do not develop inappropriate spelling strategies
d. When they are doing process writing.
e. When they are fairly good spellers.
Q:
Which of the following locations would make the best place to have a whole group time?
a. In the carpeted block area, with open shelves facing out toward the carpet.
b. In the carpeted block area, with the shelves closed.
c. In the carpeted block area, with individual chairs for each child to sit on in three rows.
d. None of the above
Q:
In learning to write, which stage appears first?
a. Alphabetic
b. Semantic
c. Consonant
d. Grammatical
e. Phonological
Q:
The teacher notices that over the past several days, children have been leaving toys out on the playground. He decides to address the problem during group time. Which of the following group times would offer the best vehicle for addressing the problem?
a. Planning times
b. Class meetings
c. Brainstorming Groups
d. Plan-do-review
Q:
Which is the best definition of emergent literacy?
a. It is the entire process of becoming a fluent user of literacy.
b. It is the earliest phase in becoming literate.
c. It is the period in which a child begins to decode words.
d. It is the final and fluent stage of literacy.
e. It is the process of moving from English as Second Language (ESL) to being able to speak the language fluently.
Q:
Mrs. Hansen, the Head Start teacher, has an aide in her classroom. During group time what would be the best use for the aide?1) Prepare the materials for the next activity.2) Assist with group time by sitting in the circle with the children.3) Assist with group time by sitting away from the group, but keeping an eye on the children who often have the most difficulty participating.4) Lead the group time, while Mrs. Hansen sits in the circle participating with the children.a. 1b. 2c. 1 or 3d. 2 and 4
Q:
Which of the following would be considered a red flag in speech and language development?a. The child does not respond to "no" or changes in tone of voice between 0-3 months.b. The child does not answer simple "who," "what," and "where questions or be understood by people outside the family between 1 and 2 years of age.c. The child cannot understand differences in meaning or string together two or three words between 2-3 years.d. All of the abovee. None of the above
Q:
4-year-old Samantha is having a hard time paying attention to the story at group time. According to your book, which of the following strategies should the adult leading the group time use to help Samantha?
a. Talk to Samantha's mom about her problems at group time.
b. Have Samantha sit away from the group for a while.
c. Stop the story, asking everyone to wait for Samantha to settle down.
d. None of the above
Q:
Which of the following does the "Word Wall" strategy involve?
a. The selection and posting of 5-10 high frequency words per week.
b. The teaching of spelling patterns in unfamiliar words.
c. The alphabetic listing of difficult spelling words.
d. Having children go around the room to read environmental print.
e. Having children post words they want to spell in the writing area.
Q:
At group time Mrs. Rausch is talking to 20 3-year-olds about how to care for a pet. Which of the following strategies would best enhance the activity?
a. Pass around a dog brush, waiting for each child to touch it and ask a question or make an observation about it.
b. Read a story about a child who takes care of his pet dog.
c. Have several dog brushes for the children to look at in smaller groups around the circle.
d. None of the above
Q:
Which of the following is the best definition of phonological awareness?
a. Awareness that the speech stream consists of a sequence of sounds or phonemes.
b. Sensitivity to any size unit of sound in English.
c. Awareness of the smallest unit of sound.
d. Listening skills.
e. Ability to follow verbal instructions.
Q:
The teacher is planning a group time around the concept of leaves. The best approach would be to do which of the following things?
a. Have real leaves for the children to look at and handle.
b. Use a large picture book that shows leaves on trees.
c. Sing a song about leaves.
d. Remind children about the leaves that they have seen outside.
Q:
Which of the following would constitute an example of alliteration?
a. The beautiful moon rose over the sleepy town.
b. Humpty Dumpty sat on a wall.
c. Tall, fall, ball, small, call
d. Teensy, Weensy Spider went up the waterspout.
e. Suzy sells seashells down by the seashore.
Q:
What activity would happen in a group time that incorporates the Author's Chair?a. Mrs. Jones selects an author of the week and reads the children a story by that author while sitting in her rocking chair at group time.b. A child selects a favorite author from books in the book basket, then goes up and shows the others the book selected.c. Five-year-old Melissa reads a story she wrote herself to the others in her class.d. Five-year-old Melissa shares a favorite picture book from home and then the teacher and the children talk about the author and the illustrator.
Q:
According to research, what is one of the single best predictors of an entering kindergarten child's eventual reading achievement?
a. Ability to sing the ABC song
b. Liking to be read to
c. Knowledge of the alphabet
d. Receptive vocabulary
e. Having an educated parent
Q:
Which of the following activities would make the best opening at group time?a. Start a conversation with the children about what they had for breakfast.b. Sing the "Eensy-weensy spider" two or three times, varying the volume and speed.c. Tell a story using a flannel board.d. Explain to the children that a field trip is coming up that afternoon.
Q:
Which of the following would be an example of anexpository text for young children?
a. A book of poems
b. An information book about squirrels
c. The book, The Very Hungry Caterpillar
d. A book of sing-along songs
e. None of the above
Q:
Which of the following are pitfalls that teachers experience in presenting large group experiences?
1) Teachers pull a book randomly off the shelf to read just as the children arrive at group time
2) Teachers including too many routine activities into group time.
3) Teachers select inappropriate materials for whole group instruction.
4) Teachers varying the types of group time conducted from day to day.
a. All the above
b. 1 and 2
c. 1, 2 and 3
d. 3 and 4
Q:
Which of the following (note underlined parts) is indicative of arime?
a. Fat hat
b. Two too
c. Flat frat
d. Too through
Q:
Which strategy is NOT likely to be successful in presenting a large group experience?
a. Hand out rhythm sticks as the first step in a group music experience.
b. Use changes in voice tone and rhythm to create suspense or drama.
c. Continually scan the group to determine the level of interest.
d. Use dramatic hand gestures and animated facial expressions.
Q:
What does it take for a child to automatically read a word in a sentence without sounding it out?
a. The task must become associative, rather than cognitive in nature.
b. The task must become cognitive, rather than associative in nature.
c. The task involves first an associative process and then becomes cognitive.
d. The task is one where a child has memorized the word.
e. None of the above.
Q:
Groups times involve which of the following components?
a. Opening, transitions, body, closing
b. Introduction, focal point, ending
c. Finger play, song, story, and dismissal
d. The components vary from one age group to another
e. Opening, body, dismissal
Q:
What does "Morning Message" involve?
a. Children producing messages for one another during a free play period.
b. Putting up a message center where children display messages for one another.
c. A child writing a message dictated by the large group of children.
d. The teacher writing a message for the group as one child dictates.
e. A daily message placed on a white board by the teacher for children to decipher.
Q:
It is a poor tactic to sing the same song several times over at the beginning of group time.
Q:
Rimes and rhymes are essentially the same thing.
Q:
Group times are mostly teacher talking times, when the main focus is on children listening and taking turns talking one at a time.
Q:
Research indicates that invented spelling, which was popular for a time, actually deters learning how to spell correctly.
Q:
The closing of each group time is actually a transition to the next event in the daily schedule.
Q:
The concept of literacy rotations means using leveled texts with homogeneous groups of children.
Q:
Children with special needs should not be included in whole group instruction as their needs vary greatly from the rest of the class.
Q:
Human language is a built-in genetic predisposition that is hard-wired into the brain.
Q:
Showing the children fruit in a fruit basket prior to playing the game "Upset the Fruit Basket" could be used as a group time transition.
Q:
By the time children are 6 or 7, they have an adult like grasp of grammar, syntax, vocabulary, noun phrases, meaning and pronunciation that make up their primary language.
Q:
Activities within the body of the group time should vary from one day to the next.
Q:
The printed material that surrounds us every day on labels, signs, advertisements, and packaging is referred to as environmental print.
Q:
In a brainstorming group time, the children identify what they know, what they want to know, and how they would like to find out.
Q:
A balanced literacy approach means making sure that effective components of reading and writing experiences are included daily in the classroom.
Q:
Generally, when children disrupt group time, they should be asked to leave the circle until they are ready to behave.