A second grade teacher notes that an English language learner struggles with vocabulary when reading independently. The teacher would like to provide the student with a technological resource to clarify the meaning of unknown words while reading independently. The teacher takes into consideration that the student has strong reading skills in his home language. Which of the following resources would be most beneficial for the students to use when independently reading?

A kindergarten teacher gathers information throughout the year about each child’s ongoing progress across developmental domains. The teacher maintains a folder for each child that includes checklist of skills (e.g.,  fine and gross motor, communication, social: a portfolio of work samples and notes of teacher observations. In which of the following ways could the teacher most effectively use this information?

A preschool special education teacher regularly uses progress monitoring assessments to evaluate the language development of a child in her class with a language delay. The primary purpose of this assessment is to: 

A first- grade teacher plans to use a performance assessment to measure her students' reading comprehension abilities. Which of the following describes the greatest benefit of this type of assessment?

After the first month of school, a preschool teacher plans to informally assess children’s language development by recording brief conversations with individual children during play. The teacher records the following conversation with a child who is an English language learner.

Teacher: I see you’re playing with the red car. Do you like playing with cars?

Child:  [nods head yes]

Teacher: do you like playing with trucks too?

Child:  [makes eye contact. No response.]

Teacher: here are some trucks if you’d like to play with them.

Child:  [reaches for a truck to use]

Which of the following considerations should the teacher make when continuing to monitor the child’s language development?

An interdisciplinary team meets to  discuss a two-year-old who has developmental delay.. The team includes the child’s occupational therapist, early childhood teacher, and her mother. The following Discussion takes place.

The child’s mother:  I’m concerned that my daughter will get wet at the water table in class. I know she’ll struggle holding objects that whole water or pour water out

Early childhood teacher: I understand your concern. We do have a water table. I’m happy to work with your daughter when she chooses to use the water table. Would that alleviate your concern? 

The child’s mother : I’m still worried that she’ll get wet. She will get frustrated

Occupational therapist: I can show her teacher how to help her hold objects at the water table.They can practice until your daughter feels comfortable using them. Do you think that plan could work?

The child’s mother : yes. I think that’s a very good idea.

This conversation demonstrates which of the following techniques for involving families in the planning of young children with This conversation demonstrates which of the following techniques for involving families in the planning of young children with exceptionality‘s exceptionalities. 

A first year preschool teacher shares concerns with a colleague about the behaviors of the children in her class. The preschool teacher explains that many of the children act silly, have trouble staying seated, and use loud voices even with strong classroom routines in place. Her colleague agrees to observe the class and record the following information.

1. During circle time, children sat quietly and listened to the teacher read a big book with bright illustrations about a cricket. The story included simple language and rhyming words. Afterward, the teacher read a longer picture book with smaller illustrations and lengthier sentences. Several children became restless and chatty, disrupting those listening to the story. 

2. During independent tabletop activities, children at one table grew frustrated with puzzles that contained many small pieces and were hard to manipulate a fit in the right space. These children started acting silly and loud. However, they remained at the table until it was time to transition to a new activity.

3. All children waiting in line to wash their hands prior to snack.The children at the end of the line had trouble being quiet and keeping their body calm while waiting for their turn

Based on the colleagues notes, the preschool teacher should initially focus on:

A preschool teacher has set up an open-ended sand and water center in her classroom. The teacher includes a variety of materials in the center, including small shovels, buckets, sifters, measuring cups, and spoons, shells, twigs, and plastic animals. The teacher’s approach reflects the principle that material in the center should:

A first grade teacher learns that his class for the upcoming school year will include students from various cultural backgrounds with a number of home languages. The teacher wants to create an inclusive and respectful learning environment for the class. Which of the following teacher steps is likely to be most effective in promoting this goal?

At the beginning of the school year, a preschool teacher plans the daily routines of the class. The teacher decides that every day when the children arrive at school, they will first hang up their backpacks in their assigned cubbies and then choose a table top activity. After tabletop activities, the children clean up and join the teacher at the carpet for teacher lead stories and songs. Which of the following rationales describes a primary benefit of establishing daily routines for children?