PPR Review

Mr. Drake is a first-grade teacher who is using the whole language approach when teaching about animals. 
Before reading a story to the students, Mr. Drake tells the students their purpose for reading the story and what they are expected to learn. What is his reason for doing this?

• The students should know why the instructor chose the story over any other. 
• It is important for teachers to share personal ideas with their students in order to foster an environment of confidence and understanding. 
• Mr. Drake wants to verify that all students are on task before he begins the story.
• Mr. Drake is modeling a pre-reading skill in order to teach it to the young readers. 

Mr. Drake's class has an extensive discussion on the needs of house pets. In response to a student who says that her family abandoned their cat in a field because it ate too much, Mr. Drake asks: "What is one way to save pets that are no longer wanted?"
This exercise involves what level of questioning?

• Evaluation 
• Analysis 
• Comprehension 
• Synthesis 

Mr. Drake has students who read at different levels. He has the students in groups of two---one skilled reader and one remedial reader---reading selected stories to one another. The students read the story and question each other until they feel that they both understand the story. 
By planning the lesson this way, Mr. Drake has: 

• set a goal for his students.
• condensed the number of observations necessary, thereby creating more time for class instruction.
• made it possible for another teacher to utilize the limited materials. 
• utilized the students' strengths and weaknesses to maximize time, materials, and the overall quality of the learning environment. 

Mr. Drake is continuing his lesson on the animal kingdom. He wants to ensure that the students learn as much as they can about animals, so he incorporates information they are familiar with into the new information. 
Knowing that these are first-grade learners, what should Mr. Drake consider when planning their learning experience?

• Students will know how much information they can retrieve from memory experiences. 
• Students will overestimate how much information they can retrieve from memory. 
• Students will be able to pick out the information they need to study and the information that they do not need to study as a result of prior mastery. 
• Students will estimate how much they can learn in one time period. 

Before reading a story about a veterinary hospital, Mr. Drake constructs a semantic map of related words and terms using the students' input. 
What is his main intention for doing this?

• To demonstrate a meaningful relationship between the concepts of the story and the prior knowledge of the students
• To serve as a visual means of learning 
• To determine the level of understanding the students will have at the conclusion of the topic being covered
• To model proper writing using whole words. 

Vocabulary development is a key predictor of success in reading. 
Identify strategies that parents can use to promote vocabulary development in a fun and relaxed environment. 

• Use flash cards, pictures, and concrete objects to introduce vocabulary words
• Play hide-and-seek and watch television with the child
• Ask the child to write a summary of the events of the day in school and provide corrective feedback emphasizing appropriate grammar and vocabulary
• Ask the child to memorize a list of vocabulary words with their definitions 

The _LEAST effective technique to promote literacy at home is to

• read aloud to the child. 
• ask the child to read to you. 
• ask the child to invite friends home and encourage them to read together. 
• create a "quiet reading time" for the whole family. 

Miss Sharp's fourth grade class is studying a unit entitled "Discoveries" in social studies and science. Miss Sharp has prepared four learning centers for the class. In Learning Center #1, students use information from their science and social studies textbooks to prepare a time line of discoveries that occurred between 1800 and 1990. In Learning Center #2, students use a variety of resource materials to research one particular discovery or discoverer they have selected from a prepared list. Each student then records what they learned about this discovery or discoverer on an individual chart that will later be shared with the whole class. In Learning Center #3, students add small amounts of five different substances to jars of water and record the results over a period of five minutes. In Learning Center #4, students write a description of the need for a new discovery to solve a problem or answer a question. Then students suggest several possible areas of research that may contribute to this new discovery. Miss Sharp introduces the learning centers by explaining the purpose of each center and giving directions for each activity. Next, she divides the class of 22 into four groups and assigns each group to a different center. After 20 minutes, some students are completely finished with one center and want to move on, but other students have only just begun working. 
What would be the best solution to this situation?

• Every five minutes students will rotate to work on a new activity. 
• Students who finish one center early should be given additional work to complete before moving to the next center. 
• Students should be permitted to move from center to center as they complete each activity so long as no more than six students are working at each center. 
• Students should be permitted to work through the activities in each center as quickly as possible so that the class can move on to the next unit. 

As the students work in the learning centers, Miss Sharp moves from group to group asking questions and commenting on each student's progress. 
This procedure indicates that Miss Sharp most likely views her role as a/an

• facilitator. 
• supervisor. 
• disciplinarian. 
• evaluator. 

Which of the following would be the most appropriate concluding activity for the "Discoveries" unit?

• Students should have a class party celebrating the birthday of Marie Curie, Jonas Salk, and Thomas Edison. 
• Each student should be required to prepare a verbal report detailing what they learned about an important medical discovery. 
• Each student should take a multiple-choice test containing questions related to each learning center. 
• Each student should design a concluding activity, or select one from a prepared list, that reflects what he or she learned about one discovery from those studied.