Practice Test: Early Childhood (72)

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Question Number	Your Response	Correct Response (show answershide answers)	Related Objectives and Rationale (show objectives & rationaleshide objectives & rationales)
1	Answer to question 1	B	Objective 001 Response B is correct because establishing reading routines at home has many evidenced-based benefits that promote young children's development of foundational literacy skills, such as vocabulary knowledge, oral language expression, and interest and motivation in reading. Reading aloud also models fluent, expressive reading and supports children's engagement with texts, which collectively fosters reading comprehension. Response A is incorrect because even though reading aloud indirectly supports the development of auditory processing, which can contribute to the development of phonological awareness skills, this is not a primary benefit of reading aloud to young children. Response C is incorrect because the primary purpose of establishing reading routines at home is to encourage children's engagement with texts and indirectly facilitate oral listening and speaking skills, not to provide direct, explicit vocabulary instruction. Response D is incorrect because the primary benefit of establishing home reading routines is building children's interests in texts, vocabulary skills, and background knowledge, not expanding working memory to support recall of syntactically complex sentences.
2	Answer to question 2	D	Objective 001 Response D is correct because teachers who establish relationships that are responsive and sensitive to children's needs provide the necessary and appropriate supports to promote children's positive social-emotional development. Supportive relationships also minimize sources of stress in the classroom environment, thus promoting learning and development, especially among children who have experienced adverse circumstances. Response A is incorrect because providing children with practice opportunities would promote the acquisition of concepts but would not directly support the social-emotional development of children who have experienced adverse circumstances. Response B is incorrect because even though organized classroom environments with clear expectations help children to anticipate activity expectations and transitions, it does not directly promote social-emotional development. Response C is incorrect because children's engagement in learning is facilitated when activities are highly motivating and based on their interests, but activities that are highly motivating may not promote children's social-emotional development.
3	Answer to question 3	C	Objective 001 Response C is correct because when children are offered repeated practice opportunities, they are more likely to progress from lower-order thinking, such as recalling facts, to higher-order thinking, such as generalizing newly acquired information to novel situations. Response A is incorrect because collaborating to co-plan lessons with grade-level educators would promote planning efficiency and the implementation of standards-based instruction, but it would not contribute to children's generalization of skills. Response B is incorrect because recognizing the role of families in children's development allows teachers to better understand factors that influence early learning, but recognition without communication would not support children's generalization of newly acquired skills. Response D is incorrect because designing learning activities that promote choice making would foster children's ownership of their learning but would not directly promote generalization of newly acquired skills.
4	Answer to question 4	C	Objective 001 Response C is correct because children demonstrate increased engagement in learning activities, exhibit fewer behavioral disruptions, and report feeling more connected to their school community when classroom environments are inviting and encourage children to participate in choice making, such as deciding how class time is spent and helping to establish behavioral norms. Response A is incorrect because, even though promoting the development of children's fine motor skills would be an early childhood learning objective, fine-motor gains would not contribute to children's motivation to learn. Response B is incorrect because children explore actively and make sense of what they are learning when they are offered meaningful materials and thoughtfully designed play centers. Children's daily schedule should be consistently structured and offer a balance of robust play opportunities and academic instruction. Response D is incorrect because highly structured, teacher-directed lessons do not encourage children's exploration of personally meaningful learning activities; therefore, this action would not promote children's intrinsic motivation to learn.
5	Answer to question 5	D	Objective 001 Response D is correct because incorporating the materials listed into purposeful play opportunities would encourage children to conduct investigations, design and build structures, measure ingredients and materials, and analyze observations to arrive at conclusions while engaging socially with peers. Response A is incorrect because the materials listed are unlikely to encourage children's development and learning in the areas of behavior, history and social science concepts, and self-awareness. Response B is incorrect because the materials listed would not directly promote children's listening, reading, writing, or adaptive behavior skills. These skills would be promoted with materials such as markers, notepads, books, zippers, and personal hygiene objects. Response C is incorrect because emotional regulation and working memory are best addressed during daily classroom activities, and it is unlikely that these skills would be targeted directly at center-based activities using the materials listed. Additionally, the materials listed would encourage fine- and gross-motor skills, but development of these skills would be indirectly targeted.
6	Answer to question 6	C	Objective 001 Response C is correct because integrating dramatic play with art making and story retelling promotes children's comprehension of narratives, negotiation of play scripts, and use of materials, such as props and costumes, in creative and innovative ways. Response A is incorrect because the teacher's "Storytelling Theater" activity does not require children to engage in abstract reasoning to solve problems; therefore, it is unlikely that the activity would develop these skills. Response B is incorrect because spatial and body awareness would best be addressed through gross-motor play activities, not activities that integrate dramatic play with art making and oral narratives. Response D is incorrect because the teacher's activity is unlikely to encourage students' application or analysis of new information, especially since participation in the "Storytelling Theater" does not require the use of these skills.
7	Answer to question 7	D	Objective 001 Response D is correct because children are more likely to develop the diverse skills they need to be successful in school when schedules and routines are designed intentionally and thoughtfully. Home cultures, such as daily naps or rest times, should be integrated into the school routine whenever possible, to encourage children's successful transition to new activities, expectations, and settings. Response A is incorrect because rest time is critical for children's neurologic development, allowing them to integrate and process what they have learned throughout the school day. Response B is incorrect because engaging children in fun and exciting activities throughout the school day without quiet times or breaks is likely to result in overstimulation and reduced learning. Response C is incorrect because children require naps or breaks to learn, and schedules and routines should be designed to support the learning and development needs of children.
8	Answer to question 8	B	Objective 001 Response B is correct because removing clutter and barriers from hallways and classroom pathways would support the independence and mobility of a child who ambulates using a power wheelchair. A child can access their school environment when barriers are removed, supporting independent transfers between classes and participation in daily routines, such as meal retrieval in the cafeteria. Response A is incorrect because even though seating near the classroom door would promote access in and out of the classroom, this accommodation would not adequately promote the child's independence and mobility throughout the school environment. Response C is incorrect because additional adult support would have the opposite effect, reducing the child's opportunities to navigate their environment independently to develop necessary mobility skills to access the classroom and school. Response D is incorrect because designing a schedule to minimize the child's fatigue would only indirectly promote mobility and would not address independence.
9	Answer to question 9	C	Objective 001 Response C is correct because teachers should first identify the skills and concepts that students must develop to successfully access targeted learning standards to effectively differentiate learning experiences that meet the individual learning needs of students. Response A is incorrect because selecting a curriculum would support teachers in organizing the scope and sequence of learning activities, but this action would not be the first step in planning for differentiated learning experiences. Response B is incorrect because learning targets, which include skills and concepts, must be identified before students' progress toward these can be monitored. Response D is incorrect because determining students' unique learning styles would not be the first step in planning for differentiated learning experiences. Learning styles would certainly be a consideration when planning for differentiated instruction, but the skills and concepts that students need to acquire must be identified first before learning activities can be effectively differentiated.
10	Answer to question 10	D	Objective 001 Response D is correct because systematic and strategic observation is a structured assessment approach that offers teachers the opportunity to collect data regarding children's skill growth across developmental domains within authentic contexts. Response A is incorrect because multiple sources of data, such as screenings and parent/guardian interviews, are used to determine if a child requires intervention. Response B is incorrect because the purpose of systematic and strategic observation is to gather data about individual child progress, not to compare children's progress to that of grade-level peers. Response C is incorrect because developmental milestones are used to compare a child's development qualitatively to the average performance of a large sample of children, not to quantify children's development. In addition, developmental milestones should be regarded cautiously because they may not account for developmental differences due to linguistic or cultural diversity.
11	Answer to question 11	C	Objective 001 Response C is correct because child development is highly variable, and many children develop unevenly across domains and inconsistently demonstrate newly acquired skills in different contexts. For this reason, preschool teachers need to implement dynamic assessment approaches to accurately capture the unique developmental strengths and needs of children. Response A is incorrect because there is no evidence to suggest that children are more likely to demonstrate their developmental skills in the home environment before the classroom setting. Response B is incorrect because data obtained from norm-referenced measures would only provide information about a child's knowledge or skills in comparison to same-age peers, and these tests are not designed to measure progress or developmental growth. Response D is incorrect because collecting authentic work samples would not be the most important factor to consider when assessing children's development. Depending on the purpose of the assessment, collecting authentic work samples may not be the most effective method for measuring children's development in nonacademic areas.
12	Answer to question 12	B	Objective 002 Response B is correct because identifying similarities and differences between two different cultural versions of a popular folktale would promote children's higher-order comprehension skills, such as analyzing texts, synthesizing information, and using text structures to draw comparisons. Response A is incorrect because a whole-group discussion about the similarities and differences between two versions of a folktale would not support children's retelling of the folktales. Response C is incorrect because making inferences about character actions based on their personality traits would support children's understanding of character development and how this is intertwined with plot development. The objective of the discussion is to draw comparisons between two different cultural versions of the same folktale, not to analyze the connection between character actions and personality traits. Response D is incorrect because the objective of the whole-group discussion is to compare two different cultural versions of a folktale, which would most likely have the same theme or life lesson.
13	Answer to question 13	C	Objective 002 Response C is correct because the child understands and uses spatial concepts as demonstrated by their expressive production of the prepositions in, on, by, and under and the receptive comprehension of the preposition under. Response A is incorrect because the child does not produce compound and complex sentences in the child-teacher conversation. Response B is incorrect because there is not an instance in which the child is following two-step and multistep directions. Response D is incorrect because the child does not respond to abstract or forced-choice questions (e.g., "Do you want the strawberries or the cucumbers?").
14	Answer to question 14	A	Objective 002 Response A is correct because when teachers ask open-ended questions while reading texts aloud, they encourage children to think about and talk about texts. Posing open-ended questions supports children's engagement in text-based conversations, which in turn supports their ability to derive meaning from or comprehend texts. Response B is incorrect because asking open-ended questions while reading texts aloud would not be the most effective strategy for promoting children's vocabulary knowledge. Response C is incorrect because the purpose of asking children open-ended questions while reading texts aloud is to encourage text-based discussions, not to model words and phrases used in texts. Response D is incorrect because children would benefit from a more structured approach than asking open-ended questions when identifying characters and major events in stories.
15	Answer to question 15	B	Objective 002 Response B is correct because engaging students in a learning activity in which they illustrate an observed plant while engaging in a partner discussion to label the plant's roots, stem, leaves, flowers, and fruits would encourage children to use content-specific vocabulary words within a meaningful context. Meaningful contexts, such as an interactive activity paired with a structured discussion, provide students with an opportunity to attach meaning to and interact with content-specific vocabulary words. Response A is incorrect because giving students a list of words would discourage partner discussion about content-specific vocabulary and minimize opportunities to use language in meaningful contexts. Response C is incorrect because the activity promotes vocabulary learning through structured discourse in which partners discuss the roots, stem, leaves, flowers, and fruits of the plant while observing, illustrating, and labeling an observed plant. Students are not engaging in a contextualized conversation using content-specific vocabulary with peers. Response D is incorrect because the teacher is not providing meaningful feedback to students about their use of content-specific vocabulary words in this activity.
16	Answer to question 16	D	Objective 002 Response D is correct because there are many factors that influence young children's vocabulary knowledge and use, but experiences with oral and written language have the greatest positive influence on linguistic development across languages. Response A is incorrect because young children learn most of their vocabulary knowledge from incidental learning opportunities, such as listening to stories read aloud and engaging in play with parents or guardians, not through explicit instruction. Response B is incorrect because access to books alone does not influence young children's vocabulary knowledge and use. Response C is incorrect because word-learning strategies are typically used by older children who have developed metacognitive skills, allowing them to monitor and analyze words to determine word meaning. It is unlikely that young children are applying metacognitive skills, such as word-learning strategies, to expand their vocabulary knowledge and use.
17	Answer to question 17	C	Objective 002 Response C is correct because reading and listening are receptive language skills that are interconnected. Listening supports the development of phonological, morphological, syntactic, semantic, and pragmatic language skills necessary for decoding and comprehending texts. Response A is incorrect because reciprocal activities build on receptive language skills but do not explain the relationship between reading and listening. Response B is incorrect because spoken and written information is processed in many of the same neurological regions, such as the visual cortex, Broca's area, and the temporoparietal cortex. Response D is incorrect because reading and listening skills do not need to be fully developed before introducing writing concepts. Development of literacy skills is a cyclical process, and as children acquire skills in one literacy domain, these skills are likely to reinforce the development of other literacy concepts.
18	Answer to question 18	B	Objective 002 Response B is correct because the Mystery Word activity encourages English learners to demonstrate their linguistic knowledge to classmates and the teacher by serving as a word expert, describing their experiences with a new word. This activity is likely to foster a classroom culture that embraces linguistic and cultural diversity while promoting English learners' confidence and language learning. Response A is incorrect because the Mystery Word activity does not build on English learners' background knowledge but fosters English learners' awareness and interest in words in English or their home language. Response C is incorrect because the Mystery Word activity offers students, including English learners, a daily opportunity to share a newly acquired word in English or a home language but does not provide repeated practice opportunities to learn these words. In addition, the Mystery Word activity targets vocabulary words, not novel language structures. Response D is incorrect because English learners are asked to share a vocabulary word acquired while engaging in a daily activity. Given that this activity is open-ended, English learners could potentially select vocabulary words that are basic and familiar, high-frequency and descriptive, or low-frequency and content specific.
19	Answer to question 19	B	Objective 002 Response B is correct because the purpose of the reading survey is to learn about students' experiences as readers and their reading preferences, such as literary genres they enjoy reading. The information obtained from this survey would be used to support students' interest and motivation to read by ensuring they have access to high-interest texts. Response A is incorrect because some of the preferred reading spaces identified by students, such as a bed in a bedroom, would not be possible to replicate in a classroom environment. Response C is incorrect because the purpose of the reading survey is to identify literary genres that interest students and reading contexts that encourage or discourage reading. Response D is incorrect because the purpose of the reading survey is to identify activities and topics that foster students' motivation to read, not to increase students' motivation to participate in reading activities that were identified as uncomfortable.
20	Answer to question 20	C	Objective 002 Response C is correct because showcasing students' work alongside learning objectives makes classroom displays purposeful while establishing an environment that values and respects students' talents, creativity, and achievements. Student-centered displays offer students the opportunity to learn from and appreciate the work of others. Response A is incorrect because the purpose of displaying students' work samples alongside learning objectives would be to demonstrate students' progress in specific aspects of a curriculum. Response B is incorrect because displaying work samples reflecting effort and growth, rather than just mastery, are more likely to create an environment that values students regardless of their knowledge and skills. Response D is incorrect because the primary benefit of creating student-centered displays is to create a classroom culture that recognizes and values student effort and growth, not to create exhibits that are more interesting. Students are more likely to reference exhibits that are personally relevant and expand their knowledge about the topics being studied.
21	Answer to question 21	B	Objective 002 Response B is correct because when selecting literary and informational texts, a teacher should consider students' background knowledge of and interest in text topics to foster reading motivation and promote reading comprehension. Response A is incorrect because a teacher should not avoid literary or informational texts that have vocabulary words that are unfamiliar to students. Response C is incorrect because considering how a text supports students' development of problem-solving skills would not be an initial consideration when selecting texts for students. In addition, given this narrow consideration, it is likely that students would have a more limited selection of texts to choose from. Response D is incorrect because a teacher would not want to avoid books that students have enjoyed at home or in another class, especially if these books are only familiar to some students.
22	Answer to question 22	D	Objective 002 Response D is correct because data obtained from this rubric would be used to identify a child's progress toward specific learning criteria given that the rubric identifies specific skills and describes performance characteristics associated with each level of skill acquisition. Response A is incorrect because the purpose of the rubric is to identify children's oral narrative progress, not to communicate learning expectations to children. Rubrics can be used to communicate learning expectations, but these are typically written using language that is accessible to children. Response B is incorrect because the rubric would not yield data that would allow the teacher to make comparisons among the children in the class. Response C is incorrect because the most appropriate use of the rubric is to measure a child's progress toward specific learning criteria. The teacher could indirectly use data to determine the effectiveness of instructional approaches, but this would be a secondary purpose of the rubric.
23	Answer to question 23	D	Objective 003 Response D is correct because engaging in classroom discourse provides students with authentic opportunities to process new content and expand their knowledge and skills. In the scenario, the students are connecting writing and speaking with science content by discussing a duck's observable body parts and describing the function of these body parts. Response A is incorrect because in this scenario, the students are not engaging in play and the instruction is student-led, not explicit. Response B is incorrect because the students are discussing their drawings, not producing oral narratives, and there is no evidence from the conversation that their vocabulary knowledge is being leveraged to extend oral narrative skills. Response C is incorrect because the description of the classroom activity does not suggest that this activity is part of a routine.
24	Answer to question 24	A	Objective 003 Response A is correct because the teacher's mentoring approach would simultaneously promote students' development of self-determination skills and writing skills. When students are encouraged to identify their learning strengths and needs and establish learning objectives, they are more likely to take initiative and responsibility to achieve these goals. In addition, empowering students to identify their learning goals and to determine which writing strategies are effective would promote their positive attitude toward writing and ownership of the writing process. Response B is incorrect because the teacher's approach would encourage students to reflect on their writing to self-identify strengths, needs, and strategies that were effective, not to identify specific strategies to address grammatical rules and writing mechanics. Response C is incorrect because there is no evidence from the teacher's approach that the focus on the conferences is to promote students' writing stamina through the development of an editing and revising process. Response D is incorrect because the teacher is encouraging students' self-reflection, not offering direct feedback. There is no evidence from the teacher's conference approach that there is a focus on lengthening students' writing by expanding their thoughts and ideas.
25	Answer to question 25	B	Objective 003 Response B is correct because English learners who have developed literacy skills in their home language are likely to transfer this language knowledge to support the development of reading and writing in an additional language. Literacy skills and concepts, such as alphabetic knowledge, orthographic awareness, and vocabulary knowledge, are likely to carryover from language to language. Response A is incorrect because English learners are not necessarily primed to acquire reading and writing skills in an additional language more easily or at a faster rate than children who are monolingual. Response C is incorrect because there is no evidence that English learners have stronger grammatical skills than children who are monolingual. English learners draw upon their grammatical knowledge in their home language to acquire grammatical skills in an additional language, but this knowledge alone would not account for their successful acquisition of literacy concepts. Response D is incorrect because literacy knowledge in a home language is not correlated with accelerated literacy gains in English due to expanded cognitive functioning.
26	Answer to question 26	A	Objective 003 Response A is correct because when English learners apply linguistic features from their home language to English, they are more likely to make connections across languages, which in turn accelerates language learning and literacy development. Response B is incorrect because recommending literacy activities to families would not accelerate English learners' literacy development in English, especially since many families speak a language other than English. However, encouraging literacy activities in the home language would promote English learners' literacy development across languages. Response C is incorrect because the purpose of tiered intervention is to support the literacy needs of students who require more intensive interventions. Although many English learners may benefit from tiered interventions, depending on their learning needs, this would not be the most effective instructional strategy for accelerating English learners' literacy development. Response D is incorrect because administering benchmark assessments would not be considered an instructional strategy but an assessment approach to monitor students' reading and writing progress.
27	Answer to question 27	A	Objective 003 Response A is correct because the purpose of mentor texts is to model good writing to students. Mentor texts provide students with concrete examples of specific writing skills and can be used to guide their development of these skills. In the scenario, the teacher uses a mentor text and engages students in a discussion to highlight the author's technique and language use. Response B is incorrect because mentor texts do not explicitly teach writing skills but are used as an instructional tool to target specific writing skills. Response C is incorrect because the students are listening to the story read aloud, not analyzing writing mechanics and grammar. Students would benefit from reading texts to effectively analyze mechanics and grammar. Response D is incorrect because in this scenario, the students are listening to the story and discussing the author's technique and language use, not the process of writing.
28	Answer to question 28	A	Objective 003 Response A is correct because the purpose of the graphic organizer is to provide students with a framework to record information about a major capital or city they are researching. In addition, the subareas identified on the graphic organizer identify the information that students need to research and categorize the information topically to support students' writing. Response B is incorrect because this graphic organizer does not encourage students to make connections between their background knowledge and newly learned information. Response C is incorrect because the organizer is intended to categorize information, not necessarily promote comprehension of informational texts. Response D is incorrect because the students are learning information about one major capital or city; therefore, they won't be comparing any ideas.
29	Answer to question 29	A	Objective 003 Response A is correct because representational play is when children use concrete objects to symbolize other objects or when they carry out a sequence of activities while pretending to engage in a real-life task, such as pretending to chop vegetables to make soup. Adding writing materials, such as notepads or markers, to a cooking play center would encourage children to integrate writing into their representational play. Response B is incorrect because forming letters using sand-letter tracing would not encourage representational play. Response C is incorrect because replicating an illustration from a familiar story using paint and crayons is not an example of representational play. Response D is incorrect because producing oral narratives would not integrate representational play or writing.
30	Answer to question 30	B	Objective 003 Response B is correct because educational portfolios are work samples collected systematically that, when analyzed, can provide information about children's strengths, needs, and progress during a specific period. A teacher who strategically collects children's writing samples can demonstrate strengths, needs, and progress using authentic data with context. Response A is incorrect because educational portfolios are not used to generate comparisons among same-age peers but to identify individual learning strengths, needs, and the progress of children. Response C is incorrect because eligibility for special education services is determined by multiple sources of data, including formative, summative, and standardized assessment measures. Response D is incorrect because there is no evidence from the scenario that the writing samples are collected with the purpose of comparing performance to a predetermined set of criteria. In addition, educational portfolios yield qualitative information, making it difficult to compare children's performance to a predetermined set of criteria, such as a cut score.
31	Answer to question 31	B	Objective 003 Response B is correct because the purpose of formative assessment approaches is to monitor children's progress toward learning standards and to provide teachers with feedback regarding the effectiveness of instructional approaches. Formative assessments are embedded into structured and unstructured learning activities to provide authentic, real-time data about children's learning strengths, needs, and progress. Response A is incorrect because assessment measures that are designed to compare children's performance to same-age peers would not provide information about the writing progress of an individual child. Normed measures would only provide information about how a child is performing in reference to other children. Response C is incorrect because unless a student has an Individualized Education Plan ( I E P ) or a Section 504 plan, assessments should not be modified. Response D is incorrect because considering if an assessment aligns with the scope and sequence of the curricula would not be an initial consideration when selecting an assessment approach to monitor children's writing progress. In addition, assessments should align with instruction and children's learning needs, but they do not have to align with the scope and sequence of curricula.
32	Answer to question 32	A	Objective 003 Response A is correct because encouraging students to make personal connections with the topic of influential scientists will foster their interest and engagement in writing about how discoveries have affected their lives. When topics are personally meaningful to students, they are more likely to link writing to their critical thinking. Response B is incorrect because while reviewing and revising the written products of classmates may deepen their knowledge of the writing process, it is unlikely to promote engagement in the topic. Response C is incorrect because referencing informational texts to answer questions is an instructional strategy that would promote reading comprehension but not students' engagement or interest in the topic. Response D is incorrect because providing model texts would not facilitate personal connections with the content and is therefore unlikely to promote student engagement in the writing task.
33	Answer to question 33	B	Objective 003 Response B is correct because the purpose of an editing checklist is to remind students of the steps they need to take to revise their writing. The process of using the editing checklist promotes students' self-awareness because they are monitoring their correct and incorrect use of writing mechanics. Response A is incorrect because a framework alone would not facilitate students' sustained attention during the revision process. Response C is incorrect because there is no evidence from the scenario that students are working collaboratively to revise and provide feedback on each other's writing. Response D is incorrect because the purpose of the editing checklist is not to deepen students' understanding of writing conventions but to guide students in self-correcting their own errors. Explicit instruction would be the most effective approach for supporting students' understanding of writing conventions and how these improve the clarity of writing.
34	Answer to question 34	B	Objective 004 Response B is correct because conservation of number is when a child understands that the number of objects remains the same even when the objects in an array are rearranged. In this scenario, the child believes that Group 2 has more objects because the arrangement is "bigger," even though it has the same number of objects as Group 1. Response A is incorrect because number representation is the understanding that values are represented by numerals. Response C is incorrect because counting on is a mental math strategy in which children count up from a predetermined number to add two values. For example, a child will count up from three to add two when two objects are added to a group of three objects. Response D is incorrect because one-to-one correspondence is a math skill that involves counting objects in ascending order while touching or moving each object one-by-one.
35	Answer to question 35	A	Objective 004 Response A is correct because in the conversation, the child names the shapes but is unable to describe attributes of the shapes to identify differences between the two rectangles. For this reason, the teacher should support the child's development of content-specific vocabulary to describe size attributes of objects. Response B is incorrect because there is no evidence from the conversation that the child is unable to categorize shapes by attributes. The student does recognize that the shapes are the same, stating, "There are two rectangles." Response C is incorrect because measuring shapes using standard units of measure would be a developmentally inappropriate learning objective for a preschool child. In addition, the child demonstrates a strength in visually comparing differences in size between the two shapes. Response D is incorrect because a preschool child would not have the conceptual understanding or expressive language skills to communicate equally partitioned shapes as unit fractions. Furthermore, the child does not demonstrate these advanced skills in the conversation.
36	Answer to question 36	C	Objective 004 Response C is correct because partitioning or decomposing numbers is a way of splitting numbers into smaller parts, and targeting this skill supports children's development of place value understanding. In this scenario, the student is decomposing the number 53 by tens and ones. Response A is incorrect because an array is a group of objects or numbers organized in rows and columns. The model shown does not represent an array. Response B is incorrect because the student is not adding or subtracting values. The model demonstrates a developing understanding of place value, which is foundational to addition and subtraction. Response D is incorrect because the model does not show the reciprocal relationship between addition and subtraction.
37	Answer to question 37	A	Objective 004 Response A is correct because when a child can look at objects and immediately recognize the number of objects without counting each one, they are demonstrating the skill referred to as subitizing. In this scenario, the student demonstrates subitizing, as evidenced by the statement "I don't have to count them because I can just see how many dots there are." Response B is incorrect because the student counts each dot in both arrays to determine how many and does not demonstrate the development of subitizing. Response C is incorrect because the student is counting the dots in each array one-by-one and is then comparing the total number value between the arrays. Response D is incorrect because the student is using the count-all strategy to add all the dots in both arrays.
38	Answer to question 38	C	Objective 004 Response C is correct because prior to developing fluency with standard algorithms, students must develop a deep understanding of place value, which includes concepts such as position and value of digits, decomposition of numbers, and a number's relationship to other numbers. Students who understand place value and properties of operations have acquired the foundational skills necessary for subtracting using the standard algorithm. Response A is incorrect because in this scenario, targeting place value and properties of operations would not directly support students' understanding of how to represent fractions with area models. Response B is incorrect because it is unlikely that place value and properties of operations would support students' understanding of using estimation of time to round to the nearest minute. Response D is incorrect because the sequence of mathematical concepts would move students from place value to addition and subtraction, not multiplying one-digit whole numbers.
39	Answer to question 39	D	Objective 004 Response D is correct because encouraging students to use concrete and representational models is an effective instructional strategy for building understanding of abstract concepts, such as addition and subtraction. Modeling is a hands-on instructional approach that promotes students' conceptual and procedural knowledge of mathematical concepts. Response A is incorrect because the primary purpose of concrete and representational models is to develop students' abstract reasoning, not to increase the accuracy of solutions to problems. Response B is incorrect because in this scenario, students are using concrete and representational models when adding and subtracting, which would not necessarily promote their readiness to learn multiplication and division. Response C is incorrect because in the scenario, the primary rationale for using concrete and representational models is to support students' abstract understanding of addition and subtraction, not to explore mathematical operations.
40	Answer to question 40	A	Objective 004 Response A is correct because composing shapes using same or different geometric shapes supports children's understanding of how attributes, such as lines and angles, can be used together to create new shapes and how properties of shapes change with the addition of other shapes. The question posed would encourage the child to consider what shapes they have composed using the triangles. Response B is incorrect because asking "How many triangles are in each shape?" would not encourage the child to consider what new composite shapes have been created with the triangles. Response C is incorrect because the purpose of the activity is to encourage children to compose shapes, not to consider how to add shapes arbitrarily. Response D is incorrect because the instructional focus is not on recognizing patterns.
41	Answer to question 41	B	Objective 004 Response B is correct because examining groups of shapes to identify sorting rules would provide children with the opportunity to use critical thinking skills to determine how to sort shapes by attribute. For example, after examining triangles and squares, children may determine that shapes will be sorted by the number of sides. Response A is incorrect because labeling shapes by figure name would not expand children's understanding of shape attributes, such as size and number of sides. Response C is incorrect because using shapes to create composite shapes would not directly support children's understanding of definable attributes. Response D is incorrect because partitioning shapes equally into halves and fourths would support children's understanding of unit fractions but not definable attributes.
42	Answer to question 42	C	Objective 004 Response C is correct because the commutative property states that the order of numbers can be rearranged without changing the result or sum when adding or multiplying numbers. In the scenario, the student looks at the ten frames and states, "Six groups of five make thirty," thus demonstrating an emerging understanding of how patterns relate to the commutative property. Responses A, B, and D are incorrect because in the scenario, the student does not identify the relationship between addition and subtraction, recognize number values without counting, or use strategies to add based on place value.
43	Answer to question 43	D	Objective 004 Response D is correct because students are asked to circle stars in the array in groups of two and to count the total number of groups in the scenario. The primary purpose of this activity is to promote students' visualization of division given that they are asked to partition the total number of stars and divide them by two. Response A is incorrect because the students are partitioning the stars into equal groups, not adding the equal groups of stars to recognize patterns. Response B is incorrect because the students are not organizing stars into pairs to effectively use addition strategies. Response C is incorrect because the students are partitioning stars into equal groups, not manipulating stars to demonstrate that addition can occur irrespective of how the stars are grouped.
44	Answer to question 44	C	Objective 004 Response C is correct because in the statement, the child uses the comparative word and phrase "equal" and "same number" when describing the number of strawberries in each cup of fruit salad. Response A is incorrect because there is no evidence from the scenario that the child is counting concrete objects. Response B is incorrect because the child is not describing abstract objects but is describing concrete objects while engaging in representational play. Response D is incorrect because the child does not identify groups of objects, just the number of strawberries that should be in each fruit cup.
45	Answer to question 45	D	Objective 004 Response D is correct because in the journal entry, the student used a model to solve the subtraction problem and then used the inverse operation to check the soundness of the solution. The student constructed a viable argument by providing the solution to the problem, evidence of how they arrived at the solution, and additional information to support the accuracy of the solution. Response A is incorrect because there is no evidence from the scenario to suggest that the child persevered with this problem. Response B is incorrect because the student did not record any observation about patterns in the journal entry. Response C is incorrect because even though the student used tens blocks to solve the subtraction problem, the strength that is most evident is the student's ability to justify a solution using a viable argument.
46	Answer to question 46	A	Objective 004 Response A is correct because connecting time-related phrases, such as "half past" and "quarter after," to analog clocks with time-elapsed shaded overlays would promote students' understanding of how fractions relate to expressions of time. Visualizing the meaning of these phrases would promote language comprehension and conceptual understanding of fractions. Response B is incorrect because there are no minute or hour hands on the chart showing the analog clocks. Response C is incorrect because analog clocks with shaded overlays alone would not support students in solving addition and subtraction problems involving time. Response D is incorrect because the teacher is not discussing or introducing temporal concepts in this scenario.
47	Answer to question 47	C	Objective 005 Response C is correct because the student in the scenario has decomposed the number 36 and used a representational model to visually represent 23 and 13 as parts of 36. The student's representational model and response demonstrate an understanding that 23 plus 13 makes 36 and 36 minus 23 makes 13; therefore, the student recognizes the relationship between addition and subtraction. Response A is incorrect because the student did not communicate which problem-solving strategies were used to solve the word problem. Response B is incorrect because automaticity refers to math fact fluency, or the ability to solve problems without models or other supports. The student used decomposition and a representational model to solve the problem. Response D is incorrect because the word problem does not require the student to use two operations to solve the problem; therefore, it is not a two-step word problem.
48	Answer to question 48	A	Objective 005 Response A is correct because asking children open-ended questions about how and why they used certain shapes in their structures would be an effective strategy for promoting their conceptual understanding of composite shapes. Engaging in discussion during authentic activities would encourage children to consider why a mathematic concept, such as composite shapes, is significant and how to apply their knowledge in different contexts. Response B is incorrect because while coloring each individual shape used in the structure would support children's recognition of isolated shapes, this approach wouldn't be the most effective way to connect children's conceptual understanding of shapes to the composite shapes in the structures. Response C is incorrect because using a model in this context would not encourage children to connect what they know with new concepts to deepen their conceptual understanding of composite shapes. Response D is incorrect because the objective of the learning activity is to promote children's conceptual understanding of composite shapes, so simply naming shapes from different angles would not address this objective.
49	Answer to question 49	C	Objective 005 Response C is correct because encouraging children to create three-dimensional shapes using a variety of materials is a play-based learning activity that would promote interest and motivation to engage with geometry concepts. In addition, this activity requires children to represent three-dimensional shapes using a variety of materials. Responses A and B are incorrect because classifying real-life objects into shape categories and searching for three-dimensional shapes around the room do not offer children the opportunity to represent three-dimensional shapes. Response D is incorrect because organizing three-dimensional shapes based on their attributes does not give children the opportunity to represent three-dimensional shapes, and this is not a learning experience that would encourage motivation and interest in the content.
50	Answer to question 50	A	Objective 005 Response A is correct because encouraging students to engage in self-reflection is an effective strategy for promoting recognition of their intellectual growth and personal accomplishments. Activities such as this one support students' confidence and overall belief that they are capable learners. Response B is incorrect because the activity does not support students in making conclusions or conjectures based on their observations. The activity encourages students to acknowledge their successes and identify strategies to support their learning. Response C is incorrect because the reflection activity does not encourage students to understand different approaches for solving problems. Response D is incorrect because the students are not evaluating a learning experience; rather, they are evaluating their learning strengths and needs.
51	Answer to question 51	A	Objective 005 Response A is correct because using base ten blocks to model addition supports students in visualizing the abstract concept of regrouping. In the scenario, using base ten blocks in combination with a graphic organizer supports the student's understanding of the connection between place value and regrouping. Response B is incorrect because the activity is only focusing on addition, not on how an operation can undo what was done by a previous operation. Response C is incorrect because to engage in the activity, the student must already have an understanding that addition is the act of increasing one amount by another. Response D is incorrect because the activity does not highlight the connection between adding using partial products and regrouping. The use of base ten blocks and the graphic organizer suggest that the student has an emerging understanding of regrouping.
52	Answer to question 52	B	Objective 005 Response B is correct because designing activities with multiple entry points engages students with various learning strengths and needs with the content and promotes their progress toward learning standards. When students are appropriately challenged, they are more likely to persevere in solving problems. Response A is incorrect because allowing students to redo their work after receiving feedback would promote self-awareness but would not foster persevering in solving problems. Response C is incorrect because grouping students homogenously would not promote their perseverance in solving problems, especially if the problems are not differentiated appropriately. Response D is incorrect because modeling problem-solving strategies would promote the accuracy of students' responses but would not support their perseverance in solving problems.
53	Answer to question 53	C	Objective 005 Response C is correct because the student is demonstrating difficulty using a ruler to measure a line and would, therefore, benefit from explicit instruction and modeling. Providing explicit instruction and modeling how to measure lengths would be the most effective instructional strategies to support the student's learning about measuring objects using standard units. Response A is incorrect because in the scenario, the student did not measure a line that is 10 inches long, so asking them to explain their work could contribute to additional misconceptions. Response B is incorrect because allowing the student to repeatedly use the ruler incorrectly will reinforce misconceptions. Response D is incorrect because the teacher should provide explicit instruction and use modeling before asking the student to re-draw based on written feedback.
54	Answer to question 54	B	Objective 005 Response B is correct because to effectively use the "make-a-ten" strategy for subtraction, students must understand that any subtraction problem can be represented as a missing addend problem (e.g., 9 + blank line = 15 and then considering 9 + blank line = 10) given the inverse relationship between addition and subtraction. In this scenario, the student adds 1 to the subtrahend (i.e., 9) to simplify the equation, thus making it easier to solve. Response A is incorrect because the student effectively uses a concrete model to demonstrate how to apply the "make-a-ten" strategy; therefore, the student is progressing toward solving problems using abstract reasoning. Response C is incorrect because automatic recall of mathematics facts does not require problem solving and would not promote the understanding of application of problem-solving strategies, such as "make-a-ten." Response D is incorrect because applying the "make-a-ten" strategy would not support the student in applying step-by-step procedures for using the standard algorithm.
55	Answer to question 55	B	Objective 005 Response B is correct because children must understand the relationship between numbers and quantities before they can mathematically compare groups of objects. For example, children must count objects to indicate how many before they can generate comparisons. Responses A and C are incorrect because composing and decomposing numbers and using objects to solve subtraction problems are later developing skills that are not a developmental prerequisite for comparing groups of objects. Response D is incorrect because children must know number names before they can develop an understanding of the relationship between numbers and quantities.
56	Answer to question 56	D	Objective 005 Response D is correct because singing songs about concepts is an effective instructional strategy for promoting children's recall of information. Singing interactive counting songs would support a child's engagement with the content and offer repeated practice opportunities to learn number names and the counting sequence. Response A is incorrect because copying letters on a whiteboard would promote children's letter formation, not learning the names of numbers. Response B is incorrect because children would need to know the names of numbers before matching numerals to corresponding arrays. Response C is incorrect because counting objects would best support children in developing one-to-one correspondence.
57	Answer to question 57	C	Objective 005 Response C is correct because shading hundreds blocks to represent the value of coins and a dollar is a concrete instructional strategy for promoting students' understanding of how fractions and decimals relate to money values. For example, a student's understanding that the value of a penny is one cent could be extended to understand that a penny is 1 one hundredth , one percent, or .01 of a dollar. Response A is incorrect because the student is representing the value of coins and a dollar, not estimating or approximating the value of money. Response B is incorrect because the student is visually representing the values of coins and dollars relative to 100, not solving real-world problems involving money. Response D is incorrect because there is no evidence in the scenario that students are comparing two different amounts of money.
58	Answer to question 58	B	Objective 005 Response B is correct because students who have positive mathematical dispositions are more likely to persevere in more-challenging problems, take responsibility for their own learning, and develop good work habits in mathematics. The purpose of the survey is to assess the student's mathematical dispositions. A teacher would use the information obtained from the questionnaire to support the student in developing a more positive mathematics disposition. Response A is incorrect because the questionnaire identifies mathematics attitudes and beliefs, not academic strengths. Responses C and D are incorrect because the questionnaire is not designed to elicit information about specific learning needs or to identify student misconceptions.
59	Answer to question 59	C	Objective 006 Response C is correct because inviting workers that represent all genders to discuss their roles within the community would be an effective instructional strategy for minimizing students' gender biases and overgeneralization of characteristics, differences, and attributes to a specific gender. Creating learning experiences that expose children to community workers that are diverse would promote students' belief in gender equality. Response A is incorrect because simply asserting a belief about gender roles would not change the beliefs or gender biases of students. Response B is incorrect because it is important to address students' misconceptions and misunderstandings, especially if they have the potential to hurt others. Response D is incorrect because ensuring that each gender is represented at least once while providing instruction would not be as effective in reducing students' gender stereotypes as providing authentic learning experiences, such as inviting workers into the classroom to discuss their roles in the community.
60	Answer to question 60	C	Objective 006 Response C is correct because students are more likely to consider the perspectives of children who experienced racism and prejudice when they are encouraged to consider how these children were affected by teachers and parents who protested their attendance at schools. This question would prompt students to consider the children's thoughts and feelings in response to the overt racism and prejudice they encountered. Response A is incorrect because identifying the steps involved in preparing children for integration would not encourage students to consider the perspectives of the children who faced racism and prejudice. Response B is incorrect because the question would only elicit a yes or no response from students. Response D is incorrect because the question would encourage students to consider reasons that children would attend unwelcoming schools, not the perspectives of children attending these unwelcoming schools.
61	Answer to question 61	C	Objective 006 Response C is correct because children's books may reinforce gender stereotypes, especially since books frequently reflect the attitudes, beliefs, and values of the historical period in which they were written. For this reason, traditional texts, such as nursery rhymes and fables, may feature stereotypical gender roles that can inadvertently perpetuate bigotry. Traditional texts can be used to engage students in discussions to critically analyze historical attitudes and expectations about gender, and how these attitudes and expectations have shifted over time. Response A is incorrect because traditional texts can offer readers valuable information about the social, economic, and political events of a historical period and, for this reason, would not be considered irrelevant. Response B is incorrect because traditional texts offer rich language contexts that can be used to promote students' vocabulary knowledge and sentence grammar understanding. Response D is incorrect because most nursery rhymes and fables have characters and topics that are relatable to children.
62	Answer to question 62	B	Objective 006 Response B is correct because early European settlers and Native Peoples in southeastern Massachusetts had a complex relationship that was frequently inharmonious. Initial tensions between the two groups resulted from Europeans settling on land that was already inhabited by Native Peoples, affecting access to hunting grounds, fresh water, and fishing. Response A is incorrect because the European settlers engaged in unfair trade agreements that deprived Native Peoples of their land and culture. Response C is incorrect because the European settlers did not always live harmoniously with the Native Peoples; rather, they were frequently involved in land and trade disputes. Response D is incorrect because appreciating one aspect of the European settlers' and Native Peoples' relationship would not support students' understanding of the complex relationship, including the conflict, between these two groups.
63	Answer to question 63	A	Objective 006 Response A is correct because a good classroom citizen demonstrates many positive characteristics, such as respecting others and treating others fairly. The student's response to the classmate demonstrates that they understand the characteristics of a good citizen. Response B is incorrect because the student does not reference classroom rules but reminds their classmates of the characteristics of a good classroom citizen. Response C is incorrect because in the scenario, the student does not reference qualities that make for caring or unselfish leaders. Response D is incorrect because the students are not working together in a group; rather, they are engaging in play together.
64	Answer to question 64	A	Objective 006 Response A is correct because posing essential questions, which guide the lesson plan, is likely to promote student curiosity in the content, higher-order thinking, and connections between prior learning and novel concepts. Asking open-ended questions, such as "How do the oceans make the world habitable?," is likely to activate students' curiosity and interest in learning new information to answer their own questions. Responses B and D are incorrect because these questions would only elicit "yes" or "no" responses from students. Response C is incorrect because the unit is about geographic landforms, not characteristics of a country.
65	Answer to question 65	D	Objective 006 Response D is correct because creating personal timelines promotes children's understanding of the chronology of past events. It is most important for children to include the sequence of events that took place in their own lives to better understand chronology as it relates to them. Response A is incorrect because the location of an event would not promote children's understanding of chronology. Response B is incorrect because the purpose of the activity is not to promote understanding about the cause-and-effect relationship between events but to introduce children to the concept of chronology. Response C is incorrect because including which individuals participated in events would not promote children's understanding of the order of events that have occurred in their lives.
66	Answer to question 66	C	Objective 006 Response C is correct because push and pull factors are the conditions or circumstances that cause groups of people to move from one location to another. In this scenario, students are interviewing family members, neighbors, or friends to identify factors or circumstances that influenced their decision to move from a location and move to Massachusetts. Response A is incorrect because students are conducting interviews to obtain firsthand accounts about migration, not to research how migration enriches communities. Responses B and D are incorrect because students are interviewing individuals on the factors or circumstances that contributed to their decisions about moving, not on their cultural traditions or customs.
67	Answer to question 67	D	Objective 006 Response D is correct because engaging students in an activity in which they create timelines after conducting research promotes their understanding of the chronology of historical events and the cause-and-effect relationships between these events. Creating opportunities for students to engage with reading materials, such as maps and newspaper articles, would promote their awareness of broader historical themes that go beyond straightforward biographical information. In addition, creating timelines supports students in recognizing how historical events overlap in time and contribute to larger historical movements and themes. Response A is incorrect because this activity would support students' understanding of historical events in context, not how to add visual displays to the timeline to enhance the meaning of informative writing. Timelines are considered a visual aid, but the activity itself is not promoting students' effective use of visual displays or aids. Responses B and C are incorrect because the students are conducting research to create timelines about prominent historical figures, not citing evidence from texts to describe general historical events or understanding the qualities of effective leaders.
68	Answer to question 68	A	Objective 006 Response A is correct because the class bulletin board encourages students to reflect on and recognize kind acts of their classmates. By specifically identifying who performed the kind action and describing the action itself, students are directly identifying authentic examples of caring, justice, and fairness. This activity encourages students to celebrate each other to create a positive and supportive classroom environment. Response B is incorrect because the bulletin board is focusing on characteristics of good citizenship, not on democratic principles (e.g., respect for human rights, free and fair elections). Response C is incorrect because there is no evidence from the students' contributions to the bulletin board that they are working collectively toward classroom community goals, such as reducing lunch waste. Response D is incorrect because the bulletin board recognizes individuals who demonstrate good citizenship; it does not focus on unity and diversity within the context of the classroom.
69	Answer to question 69	B	Objective 006 Response B is correct because basic needs are the goods that humans need to survive. The list of goods are objects that individuals would need to survive a journey to a tropical rain forest. Response A is incorrect because the objects identified by the students are not services. Response C is incorrect because considering which goods to bring on an imaginary journey to a tropical rain forest would not encourage students to consider how scarcity affects choices. Response D is incorrect because the activity in the scenario does not require students to identify different ways that wants can be met.
70	Answer to question 70	A	Objective 007 Response A is correct because reading texts featuring leaders who have effected significant historical change would be the most effective instructional approach for promoting students' recognition of good leadership qualities. Engaging students in texts about effective leaders would provide them with the opportunity to link leadership qualities, such as courage and selflessness, to the betterment of a community, state, or nation. Students are likely to develop a foundational understanding of the importance of voting for individuals who demonstrate good leadership qualities when they connect these qualities to positive social outcomes. Response B is incorrect because generating a list of leadership qualities would not engage students in evidence-based thinking to the same extent as reading texts in which students identify leadership qualities through the actions and behaviors of characters or individuals would. Response C is incorrect because students would not connect the importance of voting for community leaders who demonstrate good leadership qualities if they vote for class leaders based on their friendship qualities. Response D is incorrect because identifying the leadership qualities of students' classmates would not support their understanding that voting for individuals who demonstrate good leadership qualities results in positive community outcomes.
71	Answer to question 71	C	Objective 007 Response C is correct because when children engage in dramatic play, they act out real-world situations and take on the roles of different characters or individuals. Designing concept-specific dramatic play centers, such as jobs performed inside and outside of the home, would provide children with opportunities to construct knowledge while engaging with their peers. Response A is incorrect because the teacher's design of the dramatic play centers does not promote children's understanding of work by targeting the development of physical, cognitive, and linguistic domains. Response B is incorrect because dramatic play is unstructured and child-centered and may not develop children's planning and organization skills. Response D is incorrect because the teacher's approach does not use explicit teaching to introduce specific academic concepts.
72	Answer to question 72	D	Objective 007 Response D is correct because discussing the actions and motivations of characters while reading texts aloud is an instructional approach that uses contextualized conversation to support children in exploring topics or ideas. In addition, this approach allows the teacher to weave together children's observations with purposeful questions to deepen their understanding of character traits and how these relate to good citizenship. Response A is incorrect because simply labeling positive attributes in characters would not support children in connecting character traits with good citizenship. Response B is incorrect because acknowledging kind comments would only promote children's recognition of a single character trait. Response C is incorrect because leading children in a discussion to gain information from the text would be the most effective strategy to develop children's recognition of character traits consistent with good citizenship. Although creating an anchor chart would support children in recognizing productive character behaviors, this activity alone would not necessarily support them in connecting these behaviors to good citizenship.
73	Answer to question 73	D	Objective 007 Response D is correct because the child's illustrations of picking apples, preparing a pie, and baking a pie are in sequential order. This activity encourages children to sequence events in order, and this skill is foundational to understanding chronology. Response A is incorrect because the graphic organizer does not support children's understanding of cause-and-effect relationships between events. The only relationship between the events is the order in which they occurred. Response B is incorrect because there is no evidence from the scenario that the children are gathering information from texts. Response C is incorrect because the students are not using phrases to describe personal experiences, although encouraging the child to describe their illustrations would be a meaningful extension activity to connect language with social science concepts.
74	Answer to question 74	B	Objective 007 Response B is correct because historical fiction is an engaging genre that is likely to pique children's curiosity about events, eras, or figures while offering an engaging format to learn new information, create mental timelines, and identify with other voices, perspectives, cultures, and times. Response A is incorrect because historical fiction is loosely based on historical facts, so it may not expand students' accurate and detailed recall of historical events. Response C is incorrect because reading historical fiction without text-based discussions would not directly support students' understanding of factors that influenced historical events. Response D is incorrect because students would need to engage in deep discussions, not just listen to a read aloud, to analyze the credibility and relevance of historical fiction stories.
75	Answer to question 75	C	Objective 007 Response C is correct because cooperative learning is an instructional approach in which children work collaboratively during structured learning activities to accomplish shared learning goals. Small groups of children working together to accomplish the shared goal of locating a treasure is an example of a cooperative learning experience. Response A is incorrect because a whole-group discussion would not give children the opportunity to work collaboratively with each other to accomplish a learning goal. Responses B and D are incorrect because listening to a guest speaker or a story read aloud are not activities that encourage children to cooperate while engaging in a learning activity.
76	Answer to question 76	C	Objective 007 Response C is correct because in the scenario, the teacher engages the children in a conversation to support them in resolving a conflict. The teacher asks questions, such as "…can you tell Jayla how that makes you feel?," to encourage the children to communicate their feelings. In addition, the teacher models social scripts, such as "please stop screaming," to encourage the children's development of functional communication skills. Response A is incorrect because there is no evidence from the conversation that the teacher is encouraging children to confront other children who are engaging in inappropriate behavior. Response B is incorrect because the teacher uses a guided approach and does not explicitly target kind and respectful behavior. Response D is incorrect because the teacher encourages the children to identify their feelings because of the conflict, not to consider their own perspectives when judging the actions of others.
77	Answer to question 77	B	Objective 007 Response B is correct because cooperative learning is an instructional approach that offers children opportunities to work together to construct knowledge while accomplishing a common goal. In the scenario, children work collaboratively to determine each group member's role and responsibility in planting the class garden. This activity would support children's development of social skills, such as how to work with others and how to negotiate conflicts. Response A is incorrect because the activity requires children to work together to plant a class garden, not to elect leaders. Children are likely to learn the importance of working hard, but this activity more directly supports working together to achieve a common goal. Response C is incorrect because there is no evidence from the scenario that children are evaluating the contributions of others. Response D is incorrect because the activity does not directly encourage the development of democratic dispositions, such as understanding the perspectives of others, disagreeing appropriately, and being respectful.
78	Answer to question 78	C	Objective 007 Response C is correct because the Classroom Bill of Rights demonstrates that students have developed an understanding that rights are a fundamental set of freedoms that all members of the classroom community have. All students are entitled to freedoms, such as the right to learn and feel safe. Response A is incorrect because the students' Classroom Bill of Rights does not include shared classroom values, and this activity would not directly support students in understanding that values bind citizens together as a nation. Response B is incorrect because the students have agreed upon the classroom rights of all students, not the qualities of good citizens. Response D is incorrect because laws and rights are different concepts, with laws being a set of rules that protect the rights of all citizens. Agreeing upon a Classroom Bill of Rights would not directly support students in understanding the connection between rights and laws.
79	Answer to question 79	D	Objective 007 Response D is correct because asking students to respond to the news in their informational journals following the news report integrates civics content with writing a summary that includes facts. This learning activity encourages students to summarize information about the weather or events happening in the classroom, school, or community. Response A is incorrect because students are not responding to questions in their informational journals. Response B is incorrect because the students are writing in their informational journals, not participating in a shared writing project with classmates. Response C is incorrect because students are asked to respond to the news, not to write a personal narrative about an experience.
80	Answer to question 80	A	Objective 008 Response A is correct because the vocabulary words are all related to the concept of different water sources and how water is used. Response B is incorrect because the words are not specific to bodies of water in defined areas, such as oceans, seas, lakes, rivers, or glaciers in the northern hemisphere. Response C is incorrect because most of the words are not related to the phases of water (i.e., liquid, solid, and gas). Response D is incorrect because defining the vocabulary words using illustrations and sentences would not promote students' understanding of why water is important to the Earth.
81	Answer to question 81	C	Objective 008 Response C is correct because the primary purpose of roots is to absorb water and minerals from the soil to help plants survive, so they are most like a drinking straw in a glass of water. Using a comparison, such as this one, would promote students' ability to visualize the function of roots. Response A is incorrect because plant roots do not have a similar function to a rope or pulley system in a well of water. Also, the concept of a rope or pulley system in a well would be unfamiliar to most students and would, therefore, not be a useful comparison. Response B is incorrect because roots absorb water from the soil through a process called osmosis, whereas a hose attached to a water tap conveys water. Comparing plant roots to a hose would not be an effective approach for promoting students' visualization of the function of plant roots. Response D is incorrect because water does not flow through a root like a river but is absorbed through a process called osmosis.
82	Answer to question 82	C	Objective 008 Response C is correct because inherited traits are physical characteristics that are passed down from parents to their offspring. Children recognized similarities and differences in the photographed cats, so the next activity that would build on their understanding would be to observe similarities in traits between an animal parent and its offspring. Response A is incorrect because children must first understand how traits are inherited to develop the foundational knowledge necessary to understand dominant and recessive traits. Response B is incorrect because the graphic organizer does not include acquired traits; therefore, distinguishing between traits that are inherited versus those that are acquired would not build off children's current understandings. Response D is incorrect because before a student learns about chromosomes, they should first understand how traits are inherited.
83	Answer to question 83	B	Objective 008 Response B is correct because having children chronologically organize photographs of themselves alongside a plant would support their recognition that plants and animals grow and change over time. Children can observe how they and the plant have grown and changed each month from the beginning to the end of the school year. Response A is incorrect because the students are not observing the full life cycle of a plant or animal given that the activity concludes at the end of the school year. Responses C and D are incorrect because monthly photographs of a child alongside a plant would not provide information about how animals depend on plants to meet their survival needs or how plants and animals adapt to their environment. The photographs would allow each child to see how they and the plant have grown and changed over time.
84	Answer to question 84	B	Objective 008 Response B is correct because the materials at the discovery tables would encourage children to gather information about the objects using their five senses. For example, children are likely to smell, touch, and taste the maple syrup. Response A is incorrect because all the materials at the discovery tables are nonliving objects, so the students wouldn't be distinguishing between living and nonliving objects. Response C is incorrect because exploring objects, such as cinnamon sticks and bells, would encourage children to explore objects using their five senses, not categorize objects as either solid or liquid. In addition, it is unlikely that exploring objects alone would provide children with the prerequisite knowledge needed to categorize objects as either solid or liquid. Response D is incorrect because the teacher is encouraging children to explore the materials, not to identify similarities and differences among them.
85	Answer to question 85	C	Objective 008 Response C is correct because as students conduct their investigations, the teacher would best support students in reaching the conclusion that some materials allow light to pass through them while other materials block light. The teacher would use strategic questions and comments to scaffold children's learning as they explore flashlights and the materials. Response A is incorrect because the students are only using flashlights and materials that are either transparent or opaque, so they would be unable to investigate transparency and light brightness. Response B is incorrect because students are using flashlights and opaque and transparent materials that would allow them to see how light travels through items, not how light can be used to communicate. Response D is incorrect because in this investigation, students are not measuring temperature changes.
86	Answer to question 86	B	Objective 008 Response B is correct because the student response that demonstrates an understanding of the effects of friction on the temperature of objects is "The block got warmest when we rubbed it with sandpaper." In this response, the student is demonstrating an understanding that force on the surface of materials causes friction, which can be felt as thermal energy or heat. Response A is incorrect because in this response, the student does not demonstrate an emerging understanding that friction causes a transfer of energy. Response C is incorrect because the materials the student investigated did not cause friction or a transfer of energy; therefore, the student has yet to develop an understanding of the effects of friction on the temperature of objects. Response D is incorrect because the student did not notice a change in temperature of the materials and needs to engage in more guided investigations to feel the effects of friction on objects.
87	Answer to question 87	D	Objective 008 Response D is correct because observation would provide students with the opportunity to identify the design flaw in the cage door and, after solving the design problem, determine the effectiveness of the design solution. Collecting data through observation would support students in identifying the design problem and evaluating the effectiveness of the design solution. Response A is incorrect because before students gather qualitative data about cage door prototypes, they need to recognize the design flaw and develop a solution that would address the problem. Response B is incorrect because students must identify the design flaw before they can develop a prototype to address the problem. Constructing models of cage doors based on illustrations would not address the design flaw and may inadvertently introduce new design problems. Response C is incorrect because students must identify the design flaw to develop an effective solution. Fastening the cage door securely may not address the actual design flaw.
88	Answer to question 88	C	Objective 008 Response C is correct because designing an activity in which students draw comparisons among designs and use their observations to collect qualitative data would best support them in recognizing the successes and limitations of materials. For example, the journal entry demonstrates that the student recognized that the fat was most effective in keeping their hands warm, whereas having no insulation was the least effective in insulating their hands from the cold. Response A is incorrect because there is no evidence from the scenario that the students are developing a prototype to keep their hands insulated. Students are using qualitative data to draw a conclusion about how each design performed. Response B is incorrect because the objective of the investigation is to determine which materials most effectively insulated their hands, not to gather information to build effective models. Response D is incorrect because students are comparing the performance of each design, not developing solutions to a design problem.
89	Answer to question 89	B	Objective 008 Response B is correct because the child uses language to describe the physical properties of an object in the scenario. Adjectives produced by the child, such as "small" and "smooth," describe the measurable properties of the object. Responses A, C, and D are incorrect because there is no evidence from the child's utterance that they are using observations to explain how objects are alike, distinguishing between natural and human-made objects, or investigating the differences between living and nonliving objects. The child is using their sense of touch to describe the physical properties of an object.
90	Answer to question 90	B	Objective 009 Response B is correct because children are more likely to reach a collective classroom goal when they are encouraged to collaborate to create solutions to solve a problem. Encouraging children to establish a learning goal and to identify steps in achieving this goal would promote their self-determination or ownership of their learning. Response A is incorrect because there is no evidence from the scenario that children are engaging in critical thinking through observation. Response C is incorrect because children are identifying steps to reduce classroom waste, not engaging in a hands-on experience to support concept development. In this scenario, children are directing their own learning by establishing a goal and the steps needed to achieve this goal. Response D is incorrect because in this stage of the activity, there is no evidence that children are engaging in reflection to expand their content knowledge.
91	Answer to question 91	B	Objective 009 Response B is correct because having children illustrate their observations while on a nature walk is an inquiry-based learning approach that would promote children's curiosity, engagement, and real-world connections with scientific phenomena. Response A is incorrect because outdoor learning experiences may not promote children's understanding of scientific phenomena if these experiences aren't designed purposefully. Response C is incorrect because in this scenario, students are observing animals in their environment, not using their other senses to promote understanding of scientific concepts. Response D is incorrect because even though movement facilitates children's attention and encoding and recall of information, movement alone does not directly promote children's scientific concept development.
92	Answer to question 92	D	Objective 009 Response D is correct because engaging students in partner discussions is an instructional approach that promotes communication skills and vocabulary knowledge, interest and engagement in a topic, equitable participation, and critical thinking skills. In addition, partner discussions encourage students to learn from one another and to articulate their understandings in their own words. Given the benefits of this instructional approach, children would deepen their understanding of how a chicken grows and changes over time through partner discussion. Response A is incorrect because the students have already sequenced the picture cards, so asking students to illustrate how a chicken grows and changes over time would be a redundant activity that would not deepen their understating. Response B is incorrect because engaging students in a one-to-one conversation to informally assess their understanding of how a chicken grows and changes over time would not deepen their current understandings. Response C is incorrect because the initial picture cards depict the basic developmental sequence of a chicken, so adding additional cards is less likely to deepen children's understanding of how a chicken grows and changes over time.
93	Answer to question 93	C	Objective 009 Response C is correct because students are identifying similarities and differences between a dog and its puppy. Therefore, this activity would most directly support students' progress toward observing the shared traits between an offspring and a parent. Response A is incorrect because the traits that students are identifying are inherited traits, not acquired traits. Response B is incorrect because the activity only requires students to recognize similarities and differences in traits of a parent and its offspring, not that traits are passed down genetically. Response D is incorrect because this chart does not distinguish between dominant or recessive traits. Before introducing concepts such as these, students would need to have foundational knowledge of inherited traits.
94	Answer to question 94	D	Objective 009 Response D is correct because having children trace each other's shadows while standing outside at different times on a sunny day would promote their understanding that the size and shape of shadows changes depending on the position of the light source. In addition, this investigation would encourage children's natural curiosity about light and shadows while supporting their awareness of the position of the Sun throughout the day. Response A is incorrect because conducting an investigation using flashlights and transparent and opaque materials would support children's understanding that some materials allow light to pass through them, whereas other materials do not. Response B is incorrect because illustrating pictures is not an inquiry-based learning experience that would allow children to investigate light sources and the size and shape of shadows. Response C is incorrect because using a light source to communicate signals or messages would not support children's understanding of the relationship between the size and shape of shadows and a light source.
95	Answer to question 95	C	Objective 009 Response C is correct because providing students with opportunities to explore and learn about a variety of existing rainwater collection systems will develop the background knowledge and understanding necessary for successfully exploring novel approaches of their own. Response A is incorrect because students must have first created prototypes of rainwater collection systems prior to testing them; therefore, this is not plausible as an initial step. Response B is incorrect because students would be unable to collect data if they have not first developed and tested rainwater collection systems. Response D is incorrect because before being asked to sketch blueprints of possible designs, students would first require a basic understanding of existing rainwater collection systems.
96	Answer to question 96	B	Objective 009 Response B is correct because giving students the responsibility of self-selecting items for their portfolios encourages students to identify examples of their best work and growth over time while promoting students' sense of ownership regarding their own learning. Additionally, self-evaluation encourages students to reflect on their experiences and to become more cognizant of their learning process. Response A is incorrect because supporting students' understanding of task expectations, such as with checklists or rubrics, is most appropriate prior to having students begin an assignment, not when they are evaluating their completed work. Response C is incorrect because having students select items for their portfolios does not offer an opportunity for providing the students with feedback. Response D is incorrect because while student portfolios may be used as one component of assessment, they would have little meaningful impact on the accuracy or consistency of student scores.
97	Answer to question 97	C	Objective 009 Response C is correct because self-directed play promotes children's readiness to learn science concepts by encouraging children to freely explore and investigate the world around them. These experiences support the development of creativity, inquiry, and problem-solving skills, which are key components of scientific inquiry. Response A is incorrect because explicit instruction is entirely teacher-led, which is the opposite of self-directed play. Responses B and D are incorrect because highly organized activities and intentionally grouping materials and setting a purpose for learning do not provide children with opportunities to freely explore materials and environments while engaging in self-directed play.
98	Answer to question 98	A	Objective 009 Response A is correct because reversible changes are chemical changes that are not permanent or can be undone. These changes involve the properties of the object, so having a basic understanding of this principle would best support children's readiness to learn about reversible changes to materials. Responses B, C, and D are incorrect because while valuable in other ways, visiting museums, engaging in outdoor play, and listening to read-alouds about unrelated science topics are unlikely to directly support the conceptual understanding necessary to prepare children for learning about reversible changes to materials specifically.
99	Answer to question 99	A	Objective 009 Response A is correct because the children described in the scenario are thinking creatively, planning various approaches, and attempting to solve a problem while engaging in self-directed, constructive play using a variety of available classroom materials, all of which are the foundation on which an understanding of engineering concepts is built. Responses B and C are incorrect because the scenario does not describe any type of formal or informal data collection or research. Response D is incorrect because the students in the scenario are engaging in constructive play while experimenting with trial and error, rather than drawing designs, testing prototypes, and then revising designs.
100	Answer to question 100	C	Objective 009 Response C is correct because discovery-based learning experiences provide students with opportunities to authentically construct their background knowledge, which promotes the development of schema and deeper understanding of related science concepts when they are formally introduced. Response A is incorrect because simply providing students with science materials in a learning center is unlikely to directly contribute to the development of practical skills, work habits, or adaptive behavior skills. Response B is incorrect because the purpose of strategically designed learning centers is to provide students with focused exploration opportunities that go beyond using materials with purpose and creativity. Response D is incorrect because planning and testing models is a multistep structured process that is not supported by discovery-based learning centers.
Total Correct:	Total Correct	Review your results against the test objectives.

Open Responses, Sample Responses, and Analyses

Question Number	Your Response Read about how your responses are scored and how to evaluate your practice responses
101	Answer to 101 Open Response Item Assignment #1 For each assignment, you may type your written response on the assigned topic in the box provided. Essay Response Field
First Sample Weak Response (show sample responsehide sample response)	First Sample Weak Response to Open-Response Item Assignment #1 The teacher is teaching the kindergarten class about buying, selling, and trading goods. The child shows strength in understanding the concepts of buying and selling. In the work sample, when asked about what they needed, they said they had to get wood, corn, a shirt, socks, and cheese. During the teacher-child conversation, the child said that they used coins to buy things such as wood. The child told the teacher that they sold apples and oats. The child has trouble with knowing what trading is about. They do not understand that you can trade things for other things. For example, two people can trade objects, food, clothing and other things. In the teacher-child conversation, the teacher asked why the child didn't trade anything. The child said they didn't know what they needed to trade. They didn't know that they could have traded their water and bread. The child needs more instruction regarding how to buy, sell, and trade with their classmates. Their classmates will teach the child how to buy, sell, and trade objects, food, clothing and other things. This will help the child to progress because, in kindergarten, children learn from moving around and socializing with their classmates. This activity will help them get to know their classmates and be more comfortable and cooperative when doing other activities with their classmates.
First Weak Response Analysis (show response analysishide response analysis)	Analysis of First Weak Response to Open-Response Item Assignment #1 This is an example of a weak response because it is characterized by the following: Purpose: The candidate attempts to fulfill the purpose of the assignment; however, they only partially accomplish this due to errors in two parts of their response. The candidate accurately identifies the child's strength in understanding buying and selling. They appropriately identify the child's need, which is understanding trading. The candidate does not provide an appropriate teacher-directed, evidence-based learning activity to address the child's need. Instead, the candidate states that the child's classmates will teach them how to trade. This is evident in the following statement, "…Their classmates will teach the child how to buy, sell, and trade objects, food, clothing and other things." This will not develop the child's academic need in understanding how to trade. The essential first step is to teach the skill of trading by working directly with the child. Direct teaching would include using multi-step evidence-based activities, such as discussing, showing examples of trading through reading books about trading, watching videos of others trading, modeling trading, and practicing trading. Once the child exhibits understanding of the skill, the next step would be for the teacher to observe the child's success in using this skill working with another child, then small and larger group/class situations until the child is able to use this skill independently. The candidate's effectiveness statement is also inaccurate because the learning activity will not develop the child's academic need in understanding how to trade but will develop their social skills. This is revealed in the following: "This activity will help them get to know their classmates and be more comfortable and cooperative when doing other activities with their classmates." Subject Matter Knowledge: The candidate accurately identifies the child's strength in understanding buying and selling. This is supported by these correct examples: "…the child said that they used coins to buy things such as wood. … they sold apples and oats." The candidate appropriately identifies the child's need, which is understanding trading: "They do not understand that you can trade things for other things." This is an accurate need that the candidate supports from evidence in the passage: "The child said they didn't know what they needed to trade. They didn't know that they could have traded their water and bread." The candidate does not provide an appropriate teacher-directed, evidence-based learning activity to address the child's need. Instead, the candidate states that the child's classmates will teach them how to trade. This intervention would not be effective in addressing the child's need to understand how to trade. To teach the child the skill of trading, the teacher should work directly with the child. Direct teaching should include multi-step evidence-based activities (described in the Purpose section above) and opportunities to use the skill of trading first with teacher support, then independently. The candidate's effectiveness statement is also inaccurate because the learning activity will not develop the child's academic need in understanding trading but will develop the child's social skills. This is revealed in the following: "This activity will help them get to know their classmates and be more comfortable and cooperative when doing other activities with their classmates." Support: The candidate accurately identifies the child's strength in understanding buying and selling. The candidate supplies this support: "During the teacher-child conversation, the child said that they used coins to buy things such as wood. The child told the teacher that they sold apples and oats." The candidate provides an accurate need and supportive evidence. The evidence is as follows: " … [the child] does not understand that you can trade things for other things. For example, two people can trade objects, food, clothing and other things. In the teacher-child conversation, the teacher asked why the child didn't trade anything. The child said they didn't know what they needed to trade. They didn't know that they could have traded their water and bread." The intervention is not accurate or appropriate. The candidate did not provide an appropriate teacher-directed evidence-based learning activity to address the child's academic need. Instead, the candidate states that the child's classmates will teach them the concept of trading. The intervention described would not be effective in addressing the child's need to understand how to trade but will instead develop the child's social skills. The support for this is, "This activity will help them get to know their classmates and be more comfortable and cooperative when doing other activities with their classmates." Rationale: The candidate is able to identify the child's strength in understanding buying and selling. They appropriately identify the child's need regarding how to trade. The candidate does not describe an appropriate teacher-directed evidence-based learning activity to address the child's lack of understanding about trading, or why this would be effective. This response reflects a limited, partial understanding of the topic of consumer skills of buying, selling and trading and yields a weak rationale.
Second Sample Weak Response (show sample responsehide sample response)	Second Sample Weak Response to Open-Response Item Assignment #1 In this kindergarten class, the children are learning about how to buy, sell and trade items. One of the children in the kindergarten class has strengths and a particular need that requires specific teaching. This child shows strength in their drawing and writing skills. Their drawings were of themself, and each of the items that they bought and kept. The child wrote a sentence as follows: "I bt wud krn srt watr brd" (I bought wood, corn, a shirt, water, bread). They correctly wrote the beginning and ending letter sounds of each word they wrote under every picture. The child demonstrated that they do not understand the idea of trading. One knows this because looking at the teacher-child conversation, when the child was asked what they purchased, they responded by saying "wood, corn, and shirt." In their drawing the child also drew water and bread. When asked what they traded, they said "But I didn't have any more coins." The child needs more instruction about trading. They didn't know what they had that they could trade. They kept their water and bread. They need to see and talk about trading. To understand the idea of trading they will trade items with the teacher. The teacher and child will each have four items that they physically trade with each other. The child will make good progress in understanding trading.
Second Weak Response Analysis (show response analysishide response analysis)	Analysis of Second Weak Response to Open-Response Item Assignment #1 This is an example of a weak response because it is characterized by the following: Purpose: The candidate attempts to fulfill the purpose of the assignment; however, they only partially accomplish this due to an error in the identification of the child's strength and in a limited way in another part of their response. It is true that the child evidences a strength in the standard area of early literacy skills by being able to identify beginning and ending sounds; however, this is not related to the history/social science learning standard being addressed here. The candidate inaccurately identifies that the child has strength "in their drawing and writing skills." The correct strength should be the child's understanding of buying and selling. The candidate accurately identifies an academic need "that requires specific teaching." The candidate appropriately identifies the child's need, which is understanding trading. The candidate supports this by referencing the work sample when the child talks about trading and says, "But I didn't have any more coins." The candidate provides a teacher-directed, evidence-based activity to address the child's need. This is revealed in the following: "To understand the idea of trading they will trade items with the teacher." Their effectiveness statement about the activity is limited because it does not discuss why it will be effective. It only states "The child will make good progress in understanding trading." Subject Matter Knowledge: The candidate inaccurately identifies that the child has strength "in their drawing and writing skills. Their drawings were of themself, and each of the items that they bought and kept. The child wrote a sentence as follows: 'I bt wud krn srt watr brd' (I bought wood, corn, a shirt, water, bread). They correctly wrote the beginning and ending letter sounds of each word they wrote under every picture." The accurate strength is the child's understanding of buying and selling. The candidate appropriately identifies the child's need, which is understanding trading: "They do not understand that you can trade things for other things." This is an accurate need that the candidate supports from evidence in the passage: "The child said they didn't know what they needed to trade. They didn't know that they could have traded their water and bread. … 'But I didn't have any more coins.'" The candidate does provide an appropriate teacher-directed evidence-based learning activity to address the child's need: "To understand the idea of trading they will trade items with the teacher. The teacher and child will each have four items that they physically trade with each other." The candidate states the effectiveness in a limited manner: "The child will make good progress in understanding trading." This does not say why the activity is effective. Support: The candidate inaccurately identifies the child's strength as their drawing and writing skills. The candidate accurately states that the child understands trading. The evidence for this is as follows: "When asked what they traded, they said 'But I didn't have any more coins.'" The candidate provides a teacher-directed, evidence-based activity to address the child's need. This is revealed in the following: "They need to see and talk about trading. To understand the idea of trading they will trade items with the teacher. The teacher and child will each have four items that they physically trade with each other." Their effectiveness statement that "The child will make good progress in understanding trading" lacks support in saying why the activity would be effective. Rationale: The candidate is unable to identify the child's strength in understanding buying and selling. Instead, the candidate says that the child's strength is in drawing and writing. They appropriately identify the child's need regarding trading. The candidate does describe an appropriate teacher-directed, evidence-based learning activity to address the child's lack of understanding about trading. They are only able to partially state why the activity would be effective. This response reflects a limited, partial rationale and understanding of the topic of consumer skills of buying, selling, and trading at the kindergarten level.
First Sample Strong Response (show sample responsehide sample response)	First Sample Strong Response to Open-Response Item Assignment #1 The objective of this lesson is "Children will identify how human needs can be met through selling, buying, and trading." The child's strength is understanding the concepts of buying and selling. In the work sample, when asked what they needed to buy or trade they said, "I had to get wood, corn, a shirt, socks, and cheese." They drew the three items they bought. During the teacher-child conversation the child said, "I used my coins to buy wood, corn, and shirt." They were able to tell the teacher that they sold "Apples and oats, which I really like to eat!" The child does not understand the concept of trading. In their drawing the child drew not only wood, corn, and a shirt but also water and bread. When the teacher asked, "What goods did you trade?" The child responded, "Well, I didn't know what I needed to trade so I kept the water and the bread." When it was suggested that they trade water and bread for socks and cheese, the child responded that they needed more coins, indicating they do not understand trading does not involve the use of coins. The child needs instruction regarding the concept of trading. The teacher will explicitly teach the child using age-appropriate videos showing people trading items and by reading picture books about trading. The teacher will review and discuss the previously used image of two farmers trading milk and apples. This will be followed by the child and teacher trading items. This approach is effective because children in kindergarten are at the concrete operational stage of development and learn best by having multi-sensory experiences. The videos, books, review of the image, discussion, and trading with the teacher provide the child concrete, realistic, visual examples of people trading food and goods.
First Strong Response Analysis (show response analysishide response analysis)	Analysis of First Strong Response to Open-Response Item Assignment #1 This is an example of a strong response because it is characterized by the following: Purpose: The candidate fully achieves the purpose of this assignment. They accurately identify the child's academic strengths and needs; provide appropriate teacher-instructed, evidence-based activities; and accurately state why the activities are effective to address the child's need. The child's strength is understanding buying and selling. The candidate accurately identifies the child's need as understanding trading. The candidate describes multiple teacher-directed, evidence-based activities to address the child's need in understanding trading. The candidate appropriately states that the activities will be effective because they directly address the child's academic need. Subject Matter Knowledge: The candidate displays a thorough understanding of the child's strengths and needs; addresses the child's need in a multi-layered approach with teacher-instructed, evidence-based activities; and thoroughly states the effectiveness of these activities. In identifying the child's strength, the candidate accurately gives these examples: "In the work sample, when asked what they needed to buy or trade they said, 'I had to get wood, corn, a shirt, socks, and cheese.’ …the child said, 'I used my coins to buy wood, corn, and shirt.' They were able to tell the teacher that they sold 'Apples and oats.'" The candidate correctly identifies the child's need to understand trading. The candidate uses from the work sample the following: "…The child responded, 'Well, I didn't know what I needed to trade so I kept the water and the bread.'" To address the need, the candidate provides multiple teacher-instructed, evidenced-based activities as evidenced by the following: "The teacher will explicitly teach them using age-appropriate videos showing people trading items. …The teacher will review and discuss the previously used image of two farmers trading. …This will be followed by the child and teacher trading items." The candidate appropriately states that the activities will be effective because "…children in kindergarten are at the concrete operational stage of development and learn best by having multi-sensory experiences." Support: Throughout the response the candidate uses sound, high-quality support for all of their statements. To support that the child's strengths are buying and selling the candidate uses from the work sample the following: "…when asked what they needed to buy or trade they said, 'I had to get wood, corn, a shirt, socks, and cheese.' They drew the three items they bought. …the child said, 'I used my coins to buy wood, corn, and shirt.' They were able to tell the teacher that they sold 'Apples and oats…'." When describing the child's need to understand trading the candidate uses from the work sample the following: "…The child responded, 'Well, I didn't know what I needed to trade so I kept the water and the bread.'" The candidate then provides this sound analysis: "When it was suggested that they trade water and bread for socks and cheese, the child responded that they needed more coins, indicating they do not understand trading does not involve the use of coins." The candidate provides a layered approach to addressing the child's need. It is explicit, instructed by the teacher, and evidence based. This is revealed by "The teacher will explicitly teach them using age-appropriate videos showing people trading items and by reading picture books about trading. The teacher will review and discuss the previously used image of two farmers trading milk and apples. This will be followed by the child and teacher trading items." The candidate provides a sound, high-quality analysis of the effectiveness of the activities, as exhibited here: "This approach is effective because children in kindergarten are at the concrete operational stage of development and learn best by having multi-sensory experiences. The videos, books, review of the image, discussion, and trading with the teacher provide the child concrete, realistic, visual examples of people trading food and goods." Rationale: The candidate is able to identify the child's strength in understanding buying and selling and need regarding trading. The candidate describes appropriate teacher-directed, evidence-based learning activities to address the child's lack of understanding about trading. They are able to state why the activity would be effective. This response reflects a thorough, sound understanding of the topic of consumer skills of buying, selling and trading at the kindergarten level and yields an ably reasoned, comprehensive rationale.
Second Sample Strong Response (show sample responsehide sample response)	Second Sample Strong Response to Open-Response Item Assignment #1 The teacher is teaching basic economic concepts at the kindergarten level. The two essential questions are "How do we get things that we need?" and "How would we get what we need without money?". The teacher shows the class images with verbal explanations. The children discuss and role-play buying, selling, and trading. The child's strength is their understanding of buying as demonstrated by their response in the teacher-child conversation exhibit. The child says, "I used my coins to buy the wood, corn, and shirt." When asked by the teacher what they sold, the child's understanding of selling is exemplified by their response, that they sold "Apples and oats…." They know how to get what they need when using coins (money). In terms of need, the child exhibited difficulty with the question of "How would we get what we need without money?", i.e., trading. This can be seen in the child's exchanges with the teacher--when asked about what they had traded, they said, "Well, I didn't know what I needed to trade so I kept the water and the bread." Given the suggestion that they could have traded the water and bread for the socks and cheese on their need list, the child said, "But I didn't have any more coins." This shows that they do not know that trading doesn't involve coins. The teacher will explicitly teach activities regarding trading. The role-playing of trading will be broken into steps. First, the teacher will work one-to-one with the child to practice trading items. With teacher guidance, the child will next role-play trading with a classmate. Lastly, the child will join in trading activities with the whole class. These activities are effective by giving the child real-life practice trading items as an alternative to buying by using coins.
Second Strong Response Analysis (show response analysishide response analysis)	Analysis of Second Strong Response to Open-Response Item Assignment #1 This is an example of a strong response because it is characterized by the following: Purpose: The purpose of this assignment is fully achieved by the candidate. The candidate accurately identifies the child's academic strengths and needs; provides appropriate teacher-directed, evidence-based activities; and correctly states why the activities are effective to address the child's academic need. The child's academic strengths are understanding buying and selling, and their academic need is understanding trading. The candidate describes teacher-directed, evidence-based activities to address the child's academic need. The candidate appropriately states that the activities will be effective because the activities directly target the child's academic need to understand trading. Subject Matter Knowledge: The candidate applies subject matter knowledge about the history and social science standard of understanding basic economic concepts at the kindergarten level in a substantial, accurate manner. The candidate displays a thorough understanding of the child's academic strengths. First, the candidate identifies one of the child's academic strengths as buying, as exemplified by the child's statement, "I used my coins to buy the wood, corn, and shirt." Next, the candidate identifies the child's other academic strength as selling. The candidate references from the work sample the following, "When asked by the teacher what they sold, the child's understanding of selling is demonstrated by their response that they sold 'Apples and oats …'." The candidate correctly identifies the child's need in understanding trading as exemplified by the child's statement, "Well, I didn't know what I needed to trade so I kept the water and the bread." The candidate addresses the child's academic need in a multi-step approach with teacher-directed, evidence-based activities. The candidate fully states the effectiveness of these activities. The candidate provides a multi-step activity of role-playing instructed by the teacher. The candidate demonstrates strong subject matter knowledge by using task analysis to break down the steps involved in trading. This enables the child to develop their understanding of trading as evidenced by the following, "The role-playing of trading will be broken into steps … ." The candidate appropriately states that the activities will be effective in the following statement, "These activities are effective by giving the child real-life practice trading items as an alternative to buying by using coins." Support: Throughout the response the candidate uses sound, high-quality support for all of their statements. To support that the child's academic strengths are buying and selling the candidate uses from the work sample the following: "The child says, 'I used my coins to buy the wood, corn, and shirt.' When asked by the teacher what they sold, the child's understanding of selling is exemplified by their response, that they sold 'Apples and oats…'." The candidate provides further support by this analysis: "They know how to get what they need when using coins (money)." The candidate supports the child's academic need in understanding trading in the following statements: "The child's exchanges with the teacher—when asked about what they had traded, they said, 'Well, I didn't know what I needed to trade so I kept the water and the bread.' Given the suggestion that they could have traded the water and bread for the socks and cheese on their need list, the child said, 'But I didn't have any more coins.'" The candidate strengthens their support for the academic need by this analysis: "This shows that they do not know that trading does not involve coins." The candidate provides a multi-step, evidence-based activity taught by the teacher as exhibited by the following: "The teacher will explicitly teach activities regarding trading. The role-playing of trading will be broken into steps. First, the teacher will work one-to-one with the child…." The effectiveness is strongly supported by the following statement in the response: "These activities are effective by giving the child real-life practice trading items as an alternative to buying by using coins." Rationale: The candidate's response demonstrates a comprehensive understanding of the history and social standard of understanding basic economic concepts at the kindergarten level. The candidate accurately identifies the child's academic strength in understanding buying and selling and academic need regarding trading. The candidate describes appropriate teacher-directed evidence-based learning activities to address the child's lack of understanding about trading. They state why the activity is effective in addressing the child's academic need. This response reflects a thorough, sound understanding of buying, selling, and trading at the kindergarten level and yields an ably reasoned, comprehensive rationale.
102	Answer to 102 Open-Response Item Assignment #2 For each assignment, you may type your written response on the assigned topic in the box provided. Essay Response Field
First Sample Weak Response (show sample responsehide sample response)	First Sample Weak Response to Open-Response Item Assignment #2 A teacher gives a lesson about how to measure using a ruler. The teacher directs the class to measure with a ruler to find the length in inches of a pencil and a crayon and compare the lengths. In determining which is longer, the pencil or the crayon, this second-grade child showed a strength by only using their vision and measuring with their finger. This strength is supported by the child saying "I can compare them with my eyes and hand. My eyes can see that the pencil is the longest. The crayon is as long as my finger. The pencil is longer than my finger." However, the child demonstrates that they do not know how to use a ruler correctly to measure objects. They placed the pencil and the crayon on a ruler at the 1-inch mark instead of at the beginning of the ruler. This resulted in the child using the measurements of 9 and 6 instead of the correct measurements of 8 and 5 inches. It is notable that the child still came up with the correct difference of 3 inches. The teacher will work with the child and a few other children with the same need. The teacher's lesson will include direct instruction in how to measure by placing an object to be measured at the beginning of the ruler. The children along with the teacher will practice measuring different objects from the beginning of the ruler. They will compare two objects and using the length of each, will subtract to find the difference in length between the two. This activity is effective because the child will now be able to measure an object using a ruler correctly and they will have the correct numbers to use when subtracting to find the difference in length.
First Weak Response Analysis (show response analysishide response analysis)	Analysis of First Weak Response to Open-Response Item Assignment #2 This is an example of a weak response because it is characterized by the following: Purpose: The candidate attempts to fulfill the purpose of the assignment; however, they are only able to partially accomplish this due to an error in one part of their response. The candidate inaccurately identifies the child's strength as "using their vision and measuring with their finger." The candidate accurately identifies the child's need, which is how to correctly measure using a ruler. The candidate provides an appropriate teacher-directed activity. The candidate's effectiveness statement is accurate in stating why the activity will address the child's academic need. Subject Matter Knowledge: The second-grade class is tasked with measuring a pencil and a crayon and then comparing their lengths using subtraction. The candidate incorrectly identifies the child's strength as using their vison and finger to measure the pencil and crayon. Using the information from the exhibit the candidate notes the child's statement, "I can compare them with my eyes and hand. My eyes can see that the pencil is the longest. The crayon is as long as my finger. The pencil is longer than my finger." Instead, the correct strength is the child's skill in subtraction. The candidate is able to identify the child's academic need as incorrectly measuring using a ruler. The candidate demonstrates their subject matter knowledge when they cite the following: "They place the pencil and crayon at the 1-inch mark instead of at the beginning of the ruler. This resulted in the child using the measurements of 9 and 6 instead of the correct measurements of 8 and 5 inches. It is notable the child still came up with the correct difference of 3 inches." The candidate provides a teacher-directed activity to address the child's academic need: "The teacher's lesson will include direct instruction in how to measure by placing an object to be measured at the beginning of the ruler." The candidate offers a correct effectiveness statement that the child will be able to use a ruler accurately to measure objects. Support: The candidate inaccurately identifies the child's strength as "using their vision and measuring with their finger." The candidate erroneously supports this using the child's statement, "I can compare them with my eyes and hand. My eyes can see that the pencil is the longest. The crayon is as long as my finger. The pencil is longer than my finger." The candidate accurately identifies the child's need in how to correctly measure with a ruler. The candidate provides this support: "However, the child demonstrates that they do not know how to use a ruler correctly to measure objects. They placed the pencil and the crayon on a ruler at the 1-inch mark instead of at the beginning of the ruler. This resulted in the child using the measurements of 9 and 6 instead of the correct measurements of 8 and 5 inches. It is notable that the child still came up with the correct difference of 3 inches." The candidate provides a teacher-directed activity to address the child's academic need. This is revealed in the following sentences: "The teacher will work with the child and a few other children with the same need. The teacher's lesson will include direct instruction in how to measure by placing an object to be measured at the beginning of the ruler. The children along with the teacher will practice measuring different objects from the beginning of the ruler." The candidate concludes their response with a correct effectiveness statement about why the activity will teach the child to correctly use a ruler to measure objects. Rationale: The candidate inaccurately identifies the child's strength as "using their vision and measuring with their finger." They appropriately identify the child's need in as how to correctly measure with a ruler. The candidate describes an appropriate teacher-directed activity that addresses the child's specific academic skill need. The candidate's effectiveness statement states why the activity addresses the child's academic need. This response reflects a limited, partial rationale and understanding of the math standard of measurement at the second-grade level.
Second Sample Weak Response (show sample responsehide sample response)	Second Sample Weak Response to Open-Response Item Assignment #2 The teacher asks the students to measure the lengths of a pencil and a crayon in inches using a ruler. The questions the class is asked to answer include, "Is the pencil or the crayon longer? How do you know? What is the difference in length between the pencil and the crayon?." The student used a ruler to get the numbers needed in order to subtract to find the difference in length between the pencil and crayon. The student demonstrates strength in being able to subtract two numbers which enabled them to find the correct difference of 3 inches. The student reported, "I know this because 9 inches minus 6 inches equals 3 inches." Although the student appropriately found the correct difference, they used the incorrect measurement numbers in their subtraction problem. The student does not know how to use a ruler correctly in order to get the correct length in inches for each object. Instead of starting at the beginning edge of the ruler, they placed the pencil and the crayon on the ruler at the 1-inch mark. The result was the student subtracted 6 from 9 instead of 5 from 8 inches. The correct measurements are 8 (pencil) and 5 (crayon) inches. The activity is that the student will measure and compare more objects making sure to start at the beginning edge of the ruler. The student will show their work in their Math Quick-Write Journal. This will happen daily for a week. Once the student is ready, they will use this skill in future math measurement lessons. This activity is effective because developmentally it is appropriate for second grade students to practice and use hands-on materials in their lessons.
Second Weak Response Analysis (show response analysishide response analysis)	Analysis of Second Weak Response to Open-Response Item Assignment #2 This is an example of a weak response because it is characterized by the following: Purpose: The candidate fulfills two of the four prompt questions. The candidate is able to accurately identify the student's strength in the area of subtraction. The candidate is right when they explain that the student's academic need is how to correctly measure using a ruler. The candidate provides an inaccurate activity to address the student's academic need. This is because it is not an evidenced-based, teacher-directed activity. The candidate's effectiveness statement is accurate when it discusses development of a second grader; however, it does not answer why the activity is effective in addressing the student's academic need. Subject Matter Knowledge: The candidate correctly identifies the student's strength in the area of subtraction. The candidate notes the following in their response: "The student demonstrates strength in being able to subtract two numbers which enabled them to find the correct difference of 3 inches." The candidate is able to identify the student's academic need in the area of measuring using a ruler. The candidate demonstrates their subject matter knowledge when they cite the following: "The student does not know how to use a ruler correctly in order to get the correct length in inches for each object. Instead of starting at the beginning edge of the ruler, they placed the pencil and the crayon on the ruler at the 1-inch mark." The candidate demonstrates a lack of subject matter knowledge when describing an activity to address the student's academic need. The candidate does not provide an evidenced-based, teacher-directed activity to address the student's academic need. "The activity is that the student will measure and compare more objects making sure to start at the beginning edge of the ruler." The candidate's expectation is that the student will teach themself in order to address their academic need of not being able to accurately measure using a ruler. The candidate's effectiveness statement is accurate when it discusses development of a second grader; however, it does not answer why the activity is effective in addressing the student's academic need. Support: The candidate accurately identifies the student's strength in the area of subtraction. The candidate notes the following in their response, "The student demonstrates strength in being able to subtract two numbers which enabled them to find the correct difference of 3 inches." The candidate supports this by quoting the student's statement, "The child reported, "I know this because 9 inches minus 6 inches equals 3 inches." The candidate accurately identifies the student's need in the area of how to correctly measure with a ruler. The candidate provides analysis and support of the need as seen in the following statements, "Although the student appropriately found the correct difference, they used the incorrect measurement numbers in their subtraction problem…. Instead of starting at the beginning edge of the ruler, they placed the pencil and the crayon on the ruler at the 1-inch mark. The result was the student subtracted 6 from 9 instead of 5 from 8 inches. The correct measurements are 8 (pencil) and 5 (crayon) inches." The candidate neglected to provide an evidenced-based, teacher-directed activity to address the student's academic need. The candidate's expectation is that the student will teach themself in order to address their academic need of not being able to accurately measure using a ruler. This is evidenced by, "The activity is that the student will measure and compare more objects making sure to start at the beginning edge of the ruler. The student will show their work in their Math Quick-Write Journal. This will happen daily for a week. Once the student is ready, they will use this skill in future math measurement lessons." The candidate's effectiveness statement is accurate when it discusses development of a second grader. "This activity is effective because developmentally it is appropriate for second grade students to practice and use hands-on materials in their lessons." However, it does not answer the last question in the prompt. This question asks the candidate to discuss the effectiveness of their recommended activity to addresses the student's academic need. Since the candidate provided an inappropriate activity they are unable to answer the question correctly. Rationale: The candidate accurately identifies the child's strength as subtraction. They accurately identify the student's need in the area of how to correctly measure with a ruler. The candidate describes an inappropriate student-directed activity that does not address the student's academic skill need. The candidate's effectiveness statement correctly identifies second graders' developmental skills. It cannot address this activity's effectiveness regarding the student's academic need, as the activity is inappropriate. This response reflects a limited, partial rationale and understanding of the math standard of measurement at the second-grade level.
First Sample Strong Response (show sample responsehide sample response)	First Sample Strong Response to Open-Response Item Assignment #2 A second-grade teacher conducts a lesson in which students measure using a ruler to compare lengths. The students practiced using a ruler in a previous lesson. They are asked to determine which is longer, a pencil or crayon. The teacher taught the class the operation of subtraction to compare the lengths of two objects. This second-grade child exhibits a strength in correctly using subtraction to determine how much longer the pencil is than the crayon. In the Math Journal, the child writes "The pencil is 3 inches longer than the crayon. I know this because 9 inches minus 6 inches equals 3 inches." The child demonstrates that they do not know how to use a ruler correctly to measure objects. The child is able to determine that the pencil is longer than the crayon and that there is a 3-inch difference. However, as seen in the work sample, they placed the pencil and crayon on the 1-inch mark rather than on the left edge of the ruler. This demonstrates that the child needs to learn how to use a ruler accurately. The child will always be 1 inch off in their measurements; in this case, the pencil is 8 inches long, not 9, and the crayon is 5 inches long, not 6. The teacher works with the child by providing explicit, scaffolded instruction in how to measure accurately using a ruler by placing objects on the left edge of the ruler. The teacher will model this skill using objects found in the classroom. Next the child will measure objects accurately while the teacher observes, and then progressively in partner, small-group, and whole class activities. This learning activity is effective in addressing the child's academic need by providing the child opportunities to learn this skill and be released gradually to practice this skill independently.
First Strong Response Analysis (show response analysishide response analysis)	Analysis of First Strong Response to Open-Response Item Assignment #2 This is an example of a strong response because it is characterized by the following: Purpose: The purpose of this assignment is fully achieved by the candidate. The candidate accurately identifies the child's academic strengths and needs; provides appropriate teacher-directed, evidence-based activities; and correctly states why the activities are effective to address the child's academic need. The child's academic strength is understanding and correctly using subtraction to compare the lengths of two objects. The child's academic need is that they do not know how to use a ruler correctly to measure objects. The candidate describes teacher-directed, evidence-based, scaffolded activities to address the child's academic need. The candidate appropriately states that the activities will be effective because the activities directly focus on the child's academic need and result in the child being able to use a ruler correctly to measure objects. Subject Matter Knowledge: The candidate applies subject matter knowledge about the math standard of measurement in a substantial, accurate manner. The candidate displays a thorough understanding of the child's academic strengths. The candidate accurately identifies the child's academic strength is understanding and correctly using subtraction to compare the lengths of two objects. The candidate references from the work sample the following: "This second-grade child exhibits a strength in correctly using subtraction to determine how much longer the pencil is than the crayon." The candidate correctly identifies the child's academic need, which is that they do not know how to use a ruler correctly to measure objects. The candidate again references the work sample when they cite the following: "However, as seen in the work sample, they placed the pencil and crayon on the 1-inch mark rather than on the left edge of the ruler." The candidate addresses the child's academic need in a scaffolded approach with teacher-directed, evidence-based activities. The candidate indicates subject matter knowledge in these described teaching methods: "The teacher will model this skill using objects found in the classroom. Next the child will measure objects accurately while the teacher observes, and then progressively in partner, small-group, and whole class activities." The candidate fully states the effectiveness of these activities. This is evidenced by the following statement: "This learning activity is effective in addressing the child's academic need by providing the child opportunities to learn this skill and be released gradually to practice this skill independently." Support: Throughout the response the candidate uses sound, high-quality support for all of their statements. To support that the child's academic strength is subtraction, the candidate says the following: "This second-grade child exhibits a strength in correctly using subtraction to determine how much longer the pencil is than the crayon. In their Math Journal, the child writes 'The pencil is 3 inches longer than the crayon. I know this because 9 inches minus 6 inches equals 3 inches.'" The candidate provides analysis in this statement: "The child is able to determine that the pencil is longer than the crayon and that there is a 3-inch difference." The candidate correctly identifies the child's academic need, which is that they do not know how to use a ruler to correctly measure the length of objects. The candidate references the work sample when they cite the following: "However, as seen in the work sample, they placed the pencil and crayon on the 1-inch mark rather than on the left edge of the ruler." The candidate strengthens their support for the academic need as stated in this analysis found in their response, "…they placed the pencil and crayon on the 1-inch mark rather than on the left edge of the ruler. This demonstrates that the child needs to learn how to use a ruler accurately. The child will always be 1 inch off in their measurements; in this case, the pencil is 8 inches long, not 9, and the crayon is 5 inches long, not 6." The candidate addresses the child's academic need in a scaffolded approach with teacher-directed, evidence-based activities. The candidate describes teaching methods to address the student's academic needs as: "The teacher will model this skill using objects found in the classroom. Next the child will measure objects accurately while the teacher observes, and then progressively in partner, small-group, and whole class activities." The candidate supports this when they explain why the activities are effective: "This learning activity is effective in addressing the child's academic need by providing the child opportunities to learn this skill and be released gradually to practice this skill independently." Rationale: The candidate's response demonstrates a comprehensive understanding of the math standard of measurement for second graders. The candidate accurately identifies the child's academic strength in the math skill area of subtraction and academic need in the math skill area of measurement, specifically, how to measure the length of objects using a ruler. The candidate describes appropriate, scaffolded, teacher-directed, evidence-based learning activities to address the child's need in measurement. They state why the activity is effective in addressing the child's academic need. The candidate's response reflects a thorough, sound understanding of the math standard of measurement at the second-grade level. The response yields an ably reasoned, comprehensive rationale.
Second Sample Strong Response (show sample responsehide sample response)	Second Sample Strong Response to Open-Response Item Assignment #2 Students are asked to measure the pencil and crayon using inches and record their findings in their Math Journals. The student writes that " … the pencil is longest because I used my ruler." The student says, "I can compare them with my eyes… My eyes can see that the pencil is the longest. The pencil is 3 inches longer than the crayon. I know this because 9 inches minus 6 inches equals 3 inches." The student presents with strengths using their vision (visualization) and subtraction skills to compare lengths. It should be noted that the student was able to correctly subtract despite having incorrect measurements. The student demonstrates a need in correctly using the ruler to determine the difference in the lengths of the two objects. Although they came up with the correct 3-inch difference, they start the measurement at the 1-inch mark. This results in a mismeasurement of the lengths of the pencil and crayon. Based on the student's mistaken measurements, their subtraction sentence is incorrect; for example, "I know this because 9 inches minus 6 inches equals 3 inches." The subtraction sentence should be 8 inches (pencil) minus 5 inches (crayon) equals 3 inches. The teacher will provide individualized, direct instruction regarding how to use a ruler by placing objects starting at the left edge of the ruler. The teacher will demonstrate how to correctly use a ruler to measure objects of various lengths up to 12 inches. The teacher will observe the student independently completing the same task. The student will be taught to generalize this skill to small and large group/class math measurement lessons. This intervention is effective because the teacher is reteaching the student how to correctly use a ruler and then gives the student more practice to generalize and master this necessary math life skill.
Second Strong Response Analysis (show response analysishide response analysis)	Analysis of Second Strong Response to Open-Response Item Assignment #2 This is an example of a strong response because it is characterized by the following: Purpose: The candidate's response fully achieves the purpose of this assignment. The candidate accurately identifies the student's academic strengths and need. The student's academic strengths are using their vision to compare lengths of two objects, and subtraction. The student's academic need is using the ruler correctly to determine the difference in the lengths of two objects. The candidate fully describes a teacher-directed, evidence-based activity to focus on the student's academic need. The candidate provides a sound conclusion as to why the activity effectively addresses the student's academic need. Subject Matter Knowledge: The candidate applies subject matter knowledge about the math standard of measurement in a substantial, accurate manner. The candidate displays an understanding of the student's academic strengths. The candidate identifies the student's first academic strength in the area of visualization to compare lengths of two objects. Then, they indicate that the student's additional strength is in applying subtraction to compare the lengths of two objects. The following statements by the candidate demonstrate their subject matter knowledge: "…The student says, 'I can compare [the pencil and the crayon] with my eyes… My eyes can see that the pencil is the longest. The pencil is 3 inches longer than the crayon. I know this because 9 inches minus 6 inches equals 3 inches." "The student presents with strengths using their vision and subtraction to compare lengths. It should be noted that the student was able to correctly subtract despite having incorrect measurements." The candidate correctly identifies the student's academic need when they say, "The student demonstrates a need in using the ruler correctly to determine the difference in the lengths of the two objects." The candidate demonstrates appropriate and accurate subject matter knowledge by providing the following illustration in their response, "Although they came up with the correct 3-inch difference, they start the measurement of the two objects at the 1-inch mark. This results in a mismeasurement of the lengths of the pencil and crayon." The candidate addresses the student's academic need with a teacher-directed, evidence-based activity. The candidate indicates subject matter knowledge when they explain this teaching strategy: "The teacher will provide individualized, direct instruction regarding how to use a ruler by placing objects starting at the left edge of the ruler. The teacher will demonstrate how to correctly use a ruler to measure objects of various lengths up to 12 inches. The teacher will observe the student independently completing the same task. The student will be asked to generalize this skill to small and large group/class math measurement lessons." The candidate fully states the effectiveness of this activity, as evidenced by the following statement: "This intervention is effective because the teacher is reteaching the student how to correctly use a ruler and then giving the student more practice to generalize and master this necessary math life skill." Support: Throughout their response, the candidate uses high-quality support. The candidate identifies the student's two strengths in the areas of using visualization and subtraction to compare lengths of two objects. The candidate supports this by writing the following: "The student says, 'I can compare [the pencil and the crayon] with my eyes… My eyes can see that the pencil is the longest. The pencil is 3 inches longer than the crayon. I know this because 9 inches minus 6 inches equals 3 inches." The candidate provides an analysis as indicated in this statement: "It should be noted that the student was able to correctly subtract despite having incorrect measurements." The candidate correctly identifies the student's academic need when they say, "The student demonstrates a need in correctly using the ruler to determine the difference in the lengths of the two objects." In their response, the candidate offers support for the student's academic need. This is exemplified in the statement, "Although they came up with the correct 3-inch difference, they start the measurement of the two objects at the 1-inch mark." The candidate provides an analysis with these statements: "This results in a mismeasurement of the lengths of the pencil and crayon. Based on the student's mistaken measurements, their subtraction sentence is incorrect." The support for this is "'I know this because 9 inches minus 6 inches equals 3 inches.' The subtraction sentence should be 8 inches (pencil) minus 5 inches (crayon) equals 3 inches." The candidate addresses the student's academic need with a teacher-directed, evidence-based activity. The candidate describes this teaching strategy in the following statements: "The teacher will provide individualized, direct instruction regarding how to use a ruler by placing objects starting at the left edge of the ruler. The teacher will demonstrate how to correctly use a ruler to measure objects of various lengths up to 12 inches. The teacher will observe the student independently completing the same task. The student will be taught to generalize this skill to small and large group/class math measurement lessons." The candidate supports this when they explain why the activity is effective: "This intervention is effective because the teacher is reteaching the student how to correctly use a ruler and then giving the student more practice to generalize and master this necessary math life skill." Rationale: The candidate's response demonstrates a comprehensive understanding of the math standard of measurement for second graders. The candidate accurately identifies the student's academic strengths in the areas of visualization and subtraction. They also accurately identify the student's academic need regarding how to correctly measure the length of objects using a ruler. The candidate describes an appropriate teacher-directed, evidence-based learning activity to address the student's academic need in measurement. The candidate fully states why the activity is effective in addressing the student's academic math/measurement need: "This intervention is effective because the teacher is reteaching the student how to correctly use a ruler and then giving the student more practice to generalize and master this necessary math life skill." The candidate's response reflects a thorough, sound understanding of the math standard of measurement at the second-grade level. The response yields an ably reasoned, comprehensive rationale.
Review the Performance Characteristics and Score Scale for Written Performance Assignments.

Multiple Choice Question
Practice Test Evaluation Chart

In the evaluation chart that follows, the multiple-choice questions are arranged in numerical order and by test objective. Check your responses against the correct responses provided to determine how many questions within each objective you answered correctly.

Subarea 1 : Child Development, Language Foundations, and the Writing Process

Objective 0001: Understand the science, including neuroscience, of child development and learning and its application to provide and differentiate experiences that holistically promote early childhood development across all domains for all children.

Question Number	Your Response	Correct Response
1		B
2		D
3		C
4		C
5		D
6		C
7		D
8		B
9		C
10		D
11		C

Total Correct for Objective 1 out of 11

Objective 0002: Understand the foundations of language development and developmentally appropriate, evidence-based methods for supporting children's emergent literacy development.

Question Number	Your Response	Correct Response
12		B
13		C
14		A
15		B
16		D
17		C
18		B
19		B
20		C
21		B
22		D

Total Correct for Objective 2 out of 11

Objective 0003: Understand the foundations of writing development and developmentally appropriate, evidence-based strategies for promoting children's emergent writing skills and writing competence.

Question Number	Your Response	Correct Response
23		D
24		A
25		B
26		A
27		A
28		A
29		A
30		B
31		B
32		A
33		B

Total Correct for Objective 3 out of 11

Subarea 1 (Objectives 0001–0003) Total Total Correct for Subarea 1 out of 33

Subarea 2 : Core Knowledge in Mathematics

Objective 0004: Understand concepts and processes of mathematics as they apply to early childhood education.

Question Number	Your Response	Correct Response
34		B
35		A
36		C
37		A
38		C
39		D
40		A
41		B
42		C
43		D
44		C
45		D
46		A

Total Correct for Objective 4 out of 13

Objective 0005: Demonstrate the ability to provide developmentally appropriate instruction to promote mathematics learning.

Question Number	Your Response	Correct Response
47		C
48		A
49		C
50		A
51		A
52		B
53		C
54		B
55		B
56		D
57		C
58		B

Total Correct for Objective 5 out of 12

Subarea 2 (Objectives 0004–0005) Total Total Correct for Subarea 2 out of 25

Subarea 3 : Core Knowledge in History and Social Science

Objective 0006: Understand principles and concepts of history and social science as they apply to early childhood education.

Question Number	Your Response	Correct Response
59		C
60		C
61		C
62		B
63		A
64		A
65		D
66		C
67		D
68		A
69		B

Total Correct for Objective 6 out of 11

Objective 0007: Demonstrate the ability to provide developmentally appropriate, content-specific instruction to promote history and social science learning.

Question Number	Your Response	Correct Response
70		A
71		C
72		D
73		D
74		B
75		C
76		C
77		B
78		C
79		D

Total Correct for Objective 7 out of 10

Subarea 3 (Objectives 0006–0007) Total Total Correct for Subarea 3 out of 21

Subarea 4 : Core Knowledge in Science and Technology/Engineering

Objective 0008: Understand principles and concepts of science and technology/engineering as they apply to early childhood education.

Question Number	Your Response	Correct Response
80		A
81		C
82		C
83		B
84		B
85		C
86		B
87		D
88		C
89		B

Total Correct for Objective 8 out of 10

Objective 0009: Demonstrate the ability to provide developmentally appropriate, content-specific instruction to promote science and technology/engineering learning.

Question Number	Your Response	Correct Response
90		B
91		B
92		D
93		C
94		D
95		C
96		B
97		C
98		A
99		A
100		C

Total Correct for Objective 9 out of 11

Subarea 4 (Objectives 0008–0009) Total Total Correct for Subarea 4 out of 21

Practice Test Score Calculation

The practice test score calculation is provided so that you may better gauge your performance and degree of readiness to take an MTEL test at an operational administration. Although the results of this practice test may be used as one indicator of potential strengths and weaknesses in your knowledge of the content on the official test, it is not possible to predict precisely how you might score on an official MTEL test.

The Sample Responses and Analyses for the open-response items may help you determine whether your responses are more similar to the strong or weak samples. The Scoring Rubric can also assist in estimating a score for your open responses. You may also wish to ask a mentor or teacher to help evaluate your responses to the open-response questions prior to calculating your total estimated score.

How to Calculate Your Practice Test Score

Review the directions in the sample below and then use the blank practice test score calculation worksheet to calculate your estimated score.

Multiple-Choice Section

Enter the total number of multiple-choice questions you answered correctly:

Use Table 1 below to convert that number to the score and write your score in Box A:

194

Open-Response Section

Enter the number of points (1 to 4) for your first open-response question:

Enter the number of points (1 to 4) for your second open-response question:

Add those two numbers (Number of open-response question points):

Use Table 2 below to convert that number to the score and write your score in Box B:

Total Practice Test Score (Estimated MTEL Score)

Add the numbers in Boxes A and B for an estimate of your MTEL score:

A + B =

240

Practice Test Score Calculation Worksheet: Early Childhood (72)

Table 1:

Number of Multiple-Choice Questions Correct	Estimated MTEL Score
0 to 25	108
26 to 30	117
31 to 35	125
36 to 40	134
41 to 45	142
46 to 50	151
51 to 55	159
56 to 60	168
61 to 65	177
66 to 70	185
71 to 75	194
76 to 80	202
81 to 85	211
86 to 90	219
91 to 95	228
96 to 100	237

Table 2:

Number of Open-Response Question Points	Estimated MTEL Score
2	31
3	36
4	41
5	46
6	50
7	55
8	60

Use the form below to calculate your estimated practice test score.

Multiple-Choice Section

Enter the total number of multiple-choice questions you answered correctly:

total correct

Use Table 1 above to convert that number to the score and write your score in Box A:

estimated multiple-choice score