E03v curriculum development lesson 2 exam score 90 percent

      

Question 1

5 / 5 points

When children play games that require them to experience the concepts of inside, under, and next to, before having to apply those concepts on paper, the teacher is demonstrating awareness of what aspect of developmental direction?

Question options:

  

   

a) 

Known to unknown

 

   

b) 

Simple to complex

 

   

c) 

Exploratory to goal directed

 

   

d) 

Accurate to inaccurate

 

Question 2

0 / 5 points

       

Carrie, age 4, is visually impaired. She wears glasses that help but are not sufficient for her to see quite well. In her IEP, her intelligence and her hearing are within normal ranges. There is a note that her social skills are underdeveloped and she has been very indulged at home. She leaves group activities or whines or disturbs others during group experiences. Which strategies are NOT likely to be helpful?

Question options:

  

   

a) 

Ask her to sit with another     adult or near the leader close enough for her to see.

 

   

b) 

Give her something to hold or something     to do physically during most of group time.

 

   

c) 

Exclude her from group time and     ask her parent to pick her up early.

 

   

d) 

Use a lot of participation where     her physical and aural/oral abilities are used.

 

Question 3

5 / 5 points

       

Before going outside to plant seeds in the garden on the playground, Mr. Menendez models poking a hole in dirt with his finger, placing a seed in the hole, sprinkling dirt on top of the seed, and pouring a small amount of water over the newly-planted seed. He says things like, “What did I do first?” and “Are you ready to plant our seeds?” This is likely what kind of activity?

Question options:

  

   

a) 

Planned demonstration

 

   

b) 

Spontaneous demonstration

 

   

c) 

Exploration

 

   

d) 

Direct instruction

 

Question 4

5 / 5 points

       

What is the best closing to complete a 20-minute group time? 

Question options:

  

   

a) 

“That is all for     today.”

 

   

b) 

“You will have to hurry in     getting your coats on. You don’t want to miss the bus.” 

 

   

c) 

“Children wearing red may     go first. Now those wearing green ….”

 

   

d) 

Stop speaking, stand up, and     walk to the food cart.

 

Question 5

5 / 5 points

       

Mr. Frank has observed that some children are playing chase and wrestling on the playground. Other children seem to be distressed by the big body play. What type of special group experience would best be used in this situation?

Question options:

  

   

a) 

Greeting

 

   

b) 

Story Telling

 

   

c) 

Class meeting

 

   

d) 

Reporting

 

Question 6

5 / 5 points

       

What is a “teachable moment”?

Question options:

  

   

a) 

A spontaneous learning     opportunity for the child

 

   

b) 

A short time interval between     two scheduled activities

 

   

c) 

A planned activity in which the     teacher highlights what the children learned that day in a fun and     meaningful way

 

   

d) 

A brief teaching time when     children and teachers plan what they will do next

 

Question 7

5 / 5 points

       

At group time, Mrs. Rausch is talking to 20 three-year-olds about how to care for a pet. Which of the following strategies would best enhance the activity?

Question options:

  

   

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) 

Observe a dog being groomed     while its owner explains what is happening.

 

Question 8

5 / 5 points

       

What activity would happen in a group time that incorporates the Author’s Chair? 

Question options:

  

   

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.

 

Question 9

5 / 5 points

       

Which of the following statements describes a common goal for every whole group time?

Question options:

  

   

a) 

Children listen to a story.

 

   

b) 

Children develop a sense of     community.

 

   

c) 

Children learn to follow     directions and listen for details.

 

   

d) 

Children learn about the new     activities for the day.

 

Question 10

5 / 5 points

       

What strategy of structuring the setting ahead of time is NOT a part of preparation for group time?

Question options:

  

   

a) 

Placement so that every child     can see and hear

 

   

b) 

Ensure enough space between     children for all planned activities

 

   

c) 

Organizing materials so that     they are immediately at hand and in the order needed

 

   

d) 

Keeping the group size to 10     children or fewer

 

Question 11

5 / 5 points

       

Mr. Jarvis wants to incorporate a show and tell routine into his Tuesday kindergarten schedule. Which of the following things should he consider FIRST as he develops this routine?

Question options:

  

   

a) 

How many children will bring in     items to show each Tuesday

 

   

b) 

What his goals are for show and     tell

 

   

c) 

What to do about children who     forget to bring something to show

 

   

d) 

What rules should govern the     show and tell activity and how will he enforce them in a positive way

 

Question 12

5 / 5 points

       

The teacher has developed a counting activity in which children are counting shells. Which of the following statements of content best fit this activity?

Question options:

  

   

a) 

Shells come in many colors.

 

   

b) 

Shells are sometimes large and     sometimes small.

 

   

c) 

Shells were once the home of     tiny animals that live in the ocean.

 

   

d) 

When counting, each object is     counted only once.

 

Question 13

5 / 5 points

       

The short form of the lesson plan is suited for teachers who:

Question options:

  

   

a) 

are more experienced, and     therefore need to record fewer details.

 

   

b) 

are not provided paid time for     lesson planning, and may be too busy to have time for the long form.

 

   

c) 

work alone and do not need to     communicate activity plans in detail to coworkers.

 

   

d) 

have less experience writing     plans and are writing simpler activities.

 

Question 14

5 / 5 points

       

Ms. Demchik filled the water table and placed a set of eight-ounce plastic bottles on a nearby shelf. She put measuring cups and some plastic tubing in the water. As the children arrived, she invited them to play. She observed the children’s explorations, then asked questions such as, “Which of these containers holds the most? How do you know?” She was prepared to accept any answer the children might give and to build on their answers with further questions and challenges. What activity type does the water table represent? 

Question options:

  

   

a) 

The water table was a direct     instruction activity.

 

   

b) 

The water table was a     problem-solving activity.

 

   

c) 

The water table was an     exploratory activity.

 

   

d) 

The water table was a guided     discovery activity.

 

Question 15

5 / 5 points

       

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?

Question options:

  

   

a) 

Planning times

 

   

b) 

Class meetings

 

   

c) 

Brainstorming Groups

 

   

d) 

Plan-do-review

 

Question 16

5 / 5 points

       

Which of the following parts of the activity plan should reflect the concept of developmental direction?

Question options:

  

   

a) 

The materials

 

   

b) 

The content

 

   

c) 

The objectives

 

   

d) 

The title

 

Question 17

5 / 5 points

       

Of the following activity types, which one gives children the least control over what happens in the activity?

Question options:

  

   

a) 

Demonstrations

 

   

b) 

Direct Instruction

 

   

c) 

Discussions

 

   

d) 

Guided Discovery

 

Question 18

5 / 5 points

       

Which strategy is NOT required as part of a brainstorming group time about insects?

Question options:

  

   

a) 

Read a factual book about     insects to the children.

 

   

b) 

Invite children to talk about     what they know about insects.

 

   

c) 

Discuss how children want to     find out new things about insects.

 

   

d) 

Record what children want to     learn about insects.

 

Question 19

5 / 5 points

       

Your textbook described the concept of developmental direction. Which of the following is an example of whole to part?

Question options:

  

   

a) 

Arnold learns the concepts of     tall and short by building towers of blocks and then applies this knowledge     to identifying tall and short objects pictured side by side in photographs.

 

   

b) 

Hannah practices fine motor     skills by cutting out paper shapes and then recites the names of the     shapes.

 

   

c) 

Carl learns the meaning of a     word by memorizing a song and then using the same word in another song     later.

 

   

d) 

Sarah sees and hears the teacher     read the same story many times and then begins to pick out certain words in     the text herself.

 

Question 20

0 / 5 points

       

During Miss Gross’s carefully planned whole group teaching activity, some children began to wiggle and poke each other. What should she do immediately? 

Question options:

  

   

a) 

Scan the group to determine     children’s interest level and to see if the problem appears to center on     any particular child.

 

   

b) 

Stop what she is doing and scold     the children for inattentive behavior.

 

   

c) 

Increase the volume of her voice     and continue as though nothing is amiss.

 

   

d) 

Stop the group time and involve     the children in a discussion about the group time rules.

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