PECT PreK 4 Practice Questions Modules 1 2 & 3 Graded A+

PECT PreK 4 Practice Questions Modules 1 2 & 3 Graded A+ A second-grade teacher uses evidence-based flexible grouping and selects different types of texts (e.g., decodable texts, leveled texts, chapter books) for different reading groups. These practices best demonstrate the teacher's awareness of the importance of which of the following principles of effective beginning reading instruction? A) exposing students to a variety of text genres B) accommodating students' diverse linguistic backgrounds and approaches to learning C) aligning students' reading goals with state standards C) transitioning students to more challenging texts as they progress in their reading skills D A first-grade student who demonstrates mastery of phonemic blending is having difficulty sounding out and blending VC and CVC words in printed word lists and connected text. Based on this information, the student would probably benefit most from an intervention designed to improve the student's: A) development of oral reading fluency. B) awareness of key concepts of print. C) letter-sound correspondence skills. D) knowledge of high-frequency sight words. C In a fourth-grade class, providing explicit instruction focused on which of the following reading skills would most directly promote students' evaluative reading comprehension skills? A) summarizing the main idea of an extended text B) retrieving information from a text to answer comprehension questions C) applying background knowledge to visualize processes described in a text D) distinguishing between fact and opinion in a text D 4. A kindergarten student writes "tdirdmibk" in her journal and tells the teacher she wrote "Today I rode my bike." The student's writing sample most clearly demonstrates which of the following milestones essential to spelling development in English? A) awareness of the alphabetic principle B) knowledge of print conventions for representing words C) awareness of morphological structure within words D) knowledge of syllable juncture A After an extended classroom discussion of the pros and cons of adopting a civic initiative, students are divided into two relatively equal groups, one of which supports the initiative while the other has reservations about it. The teacher could best use this situation to demonstrate the value of which of the following practices? A) assessing the costs and benefits in group decision making B) using compromise to resolve conflicts C) dividing problems into more manageable parts in group decision making D) using majority rule to resolve conflicts B Fourth-grade students are working in small groups to create dances to a song they have chosen. As they work, their teacher makes anecdotal notes on the students' discussions, work styles, and use of concepts related to movement and choreography that the class has previously studied. The teacher can best use these notes to accomplish which of the following goals? A) establishing the connection between the lesson and state arts standards B) determining students' final grades for the project C) planning tasks and questions for an upcoming arts exam D) documenting individual students' understanding and growth D During a learning activity about the oceans, a teacher has students solve problems involving starfish (five legs) and crabs (ten legs). Which of the following problems could the teacher use to demonstrate that some problems have more than one answer? A)Three crabs and two starfish were on the beach. How many legs were there altogether? B) I saw 15 legs. How many crabs and starfish did I see? C) Two crabs have how many more legs than three starfish? D) One crab was walking in the sand. How many starfish have the same total number of legs? B A first-grade class is learning about light using mirrors and flashlights. After showing the class how mirrors and a variety of shiny objects reflect light, the teacher asks students if nonshiny objects can reflect light. The teacher hands out small flashlights to the students and asks them to explore this question. Which of the following strategies would be most effective for the teacher to use to help the students develop the ability to clearly explain what they learn from their exploration of reflected light? A) discussing with each student what he or she is finding out about the reflection of light as the explorations are being conducted C) structuring the students' explorations by having them describe supporting evidence for the hypothesis that light is reflected by nonshiny objects C) asking the class as a whole to vote on whether nonshiny objects can reflect light and then calling on students to defend their A A first-grade teacher is planning a game that involves tossing beanbags of different colors into targets marked on the floor with masking tape. The targets are in the shape of a square, a triangle, and a rectangle. The students must listen for which shape to aim for and which color beanbag to use. Which of the following strategies would make this activity inclusive of students with varying levels of motor development? A) giving students the option of either throwing beanbags or watching and recording the results B) reducing the distance the beanbags must be thrown and increasing the target size C) providing frequent rest breaks and allowing students to stop at any time they wish B D) asking students to work in pairs and allowing pairs to determine the stronger thrower to