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CEOE OSAT Study Guide
Which of the following behavioral milestones typically appears earliest in the sequence of typical infant development? A. rolling over back to front B. making cooing sound C. using a pincer grasp D. babbling consonants - B. making cooing sound In the coming school year, a general education kindergarten class will include a child with autism spectrum disorder (ASD). The kindergarten teachers want to ensure that the classroom environment will effectively support the child's learning and development. Which of the following teacher strategies would likely be most effective for promoting the achievement of this objective? A. pairing the child to work with a classmate who is helpful and easygoing B. creating labels to clearly identify each activity center in the classroom C. arranging for the child to have a fun-time aide to provide individualized guidance D. creating a visual schedule to help the child anticipate upcoming activities - D. creating a visual schedule to help the child anticipate upcoming activities Before school begins, the teachers of an early childhood class meet to discuss strategies for the upcoming year. The teachers realize that the children have had varied amounts of previous classroom experience and have a range of backgrounds, strengths, and needs. Which of the following factors would be most important for the teachers to focus on as they strive to promote the development and learning of all children in the class? A. providing each child with culturally responsive learning experiences B. determining families' attitudes about the nature and frequency of contact with the school C. understanding the extent of an agreement among families regarding preferred teaching practices D. defining effective methods for informing all families about school activities - A. providing each child with culturally responsive learning experiences
The teachers of a culturally diverse preschool classroom meet regularly to discuss various topics and issues (e.g., how smoothly the class is running, whether a new activity center should be added, whether the schedule needs adjustment). Which of the following would be the best way to involve families in such activities? A. inviting families to participate in a classroom work day to help rearrange existing learning centers or neaten up materials in various areas of the room B. suggesting that families feel free to drop in to observe the children's activities in the classroom and note down any helpful improvements that occur to them C. encouraging families to suggest ways to incorporate materials or activities that reflect their traditions D. sending each family a questionnaire that asks them to suggest ideas for wats to make the classroom a more effective learning environment - C. encouraging families to suggest ways to incorporate materials or activities that reflect their traditions As they prepare for the start of a new school year, the teachers of a preschool class meet to discuss topics such as room arrangement, the daily schedule, and classroom routines and procedures. On the first day of school, the teachers plan to spend time familiarizing the children with the classroom (e.g., showing the children where their cubbies are and how to use them, introducing the children to various activity centers, explaining daily routines). Which of the following benefits would result from this approach? A. minimizing the teachers' need to provide such information repeatedly B. teaching the children benefits of an orderly classroom C. allowing the teachers to focus primarily on instructional activities D. promoting the children's sense of security and independence - D. promoting the children's sense of security and independence A first grade teacher routinely invites students' families to visit the classroom to share their family's and/or culture's traditions (e.g., favorite games, foods, songs, stories, and crafts) with the class. This practice would be especially effective for which of the following purposes? A. promoting students' acquisition of a personal aesthetic B. fostering students' appreciation of human diversity C. building students' understanding of the universality of art
A. setting a timer to ensure that children's transitions occur at the same time every day B. announcing the day's sequence of planned transitions to children daily at morning meeting C. using consistent audio and visual cues to prepare children for transitions D. reminding children regularly that clean-up is a required part of each transition - C. using consistent audio and visual cues to prepare children for transitions The teachers of a preschool class identify a child whose motor skills they wish to evaluate. Which of the following assessment tools would be most useful for this purpose? A. adaptive behavior scale B. developmental checklist C. portfolio assessment D. progress monitoring - B. developmental checklist A preschool teaching is planning to conduct an observational assessment to obtain data on how often a child engages in a specific behavior. Such a procedure is an example of which of the following types of assessment? A. event sampling B. running record C. time sampling D. rating scale - A. event sampling One of the teachers in a kindergarten class is writing an anecdotal record for a new student who has just arrived with a parent/guardian for the student's first day at school. Which of the following statements would be most appropriate for the teacher to include in this type of assessment? A. "The student immediately walked to the art table upon entering the classroom." B. "The student did not appear to be upset when the parent/guardian left the classroom." C. "The student likely felt comforted by having familiar art materials in the classroom."
D. "The student seemed relaxed despite not knowing any other students in the classroom." - A. "The student immediately walked to the art table upon entering the classroom." The teachers in an early childhood classroom have been discussing how best to promote parents'/guardians' involvement in the assessment of their children. Which of the following strategies would likely be most effective for this purpose? A. encouraging parents/guardians to contact the school if they have any questions or concerns about evaluation of their child B. providing parents/guardians a monthly progress report that summarizes their child's progress and needs related to various areas of the curriculum C. establishing ongoing communication with parents/guardians regarding their child's progress and goals for their child D. sending parents/guardians informational materials regarding the latest research on effective student testing - C. establishing ongoing communication with parents/guardians regarding their child's progress and goals for their child An assessment team that includes teachers, parents/guardians, and an educational diagnostician is preparing to conduct a series of assessments for a student enrolled in a first-grade program. Which of the following actions best characterizes the role of parents/guardians in the contest of such assessments? A. participating in the administration of all assessment procedures planned for their child B. supporting the decisions of the educators who have worked most closely and intensively with their child C. informing specialists of the interventions that would best support their child's development D. serving throughout the assessment process as partners, advocates for, and experts on their children - D. serving throughout the assessment process as partners, advocates for, and experts on their children Which of the following questions would be most important for early childhood teachers to ask when deciding whether to integrate a new type of interactive media into classroom activities? A. Will it encourage the children to appreciate and spend more time using technology tools? B. Will it support the children's efficient completion of assignments?
B. How can such technologies be used to build students' learning, creativity, and relationships? C. How often should the teachers introduce students to a new type of media or technology in the classroom? D, What percentage of the school day should teachers devote to building students' knowledge of digital media and technology? - B. How can such technologies be used to build students' learning, creativity, and relationships? A third-grade English language learner with a home language belonging to the same family from which modern English is derived can best transfer literacy skills by: A. studying new words from categories such as foods, clothing, and toys. B. leaning English words through cognates. C. using a translation dictionary to practice words and meanings. D. asking for clarification of unfamiliar words. - B. leaning English words through cognates. A preschool teacher is preparing to read aloud a Big Book to introduce a new unit in science. After showing the book cover, the teacher reads the title and pauses to reflectively think aloud, saying, "I'm wondering why the author has chose to call this book Tomatoes Tased Like Sunshine! I'm thinking that maybe the author knows that tomatoes need the sun to grow." The teacher then asks children to share their ideas. This teacher practice primarily demonstrates: A. book-handling techniques. B. implicit instruction. C. summative assessment children's learning. D. interactive awareness of print concepts. - B. implicit instruction. A second-grade teacher sends home an interest inventory to gather information about students. The interest inventory is completed and returned with the support of parents/guardians. The teacher uses the inventories to develop individualized writing reference pages for each student that include lists of keywords and visual supports. The students are encouraged to use their reference pages as a resource during writing time. Which of the following language skills does this strategy most substantially promote for students?
A. encouraging literacy engagement through authentic and meaningful supports B. developing a home-to-school connection through communication C. following teacher directions in order to share common interests D. learning to respect and value differences through the sharing of ideas - A. encouraging literacy engagement through authentic and meaningful supports A third-grade classroom follows a daily independent reading routine that includes 20 minutes of silent reading followed by a written journal reflection. The teacher notices that a few students appear to be easily frustrated by the writing component of this assignment and struggle to organize and express meaningful ideas through writing. Which of the following strategies would best facilitate these students' ongoing development of literacy skills? A. providing the students with useful sentence stems B. allowing the students to use keyboards for written work C. conferencing with the students while scribing their ideas D. creating brainstorming webs with the students - A. providing the students with useful sentence stems A preschool teacher wants to engage student involvement more effectively during story time. Which of the following strategies would best facilitate children's overall enthusiasm and participation during the activity? A. encouraging children to retell the text and the teacher has read after each page B. assigning special jobs such as page-turner, mat-collector, or librarian C. providing a chair or couch for children to sit together with friends D. incorporating activities such as finger plays. poems, and songs - D. incorporating activities such as finger plays. poems, and songs A kindergarten teacher has set up a game in which students match upper- and lowercase letters given picture cues (e.g., an uppercase B with a picture of a ball and a lowercase b with a picture of the same ball). As the students develop automaticity in matching corresponding letters, which of the following steps would best promote their ongoing development with letter recognition? A. teaching students to produce the initial sounds
C. conflict D. plot - B. setting A kindergarten teacher states the five-word sentence, "Some animals have bright colors." Each student in the class is able to repeat the sentence and to clap once for each word in the sentence. Which of the following tasks presented by the teacher would represent the next developmental level in the instructional continuum of building the students' literacy skills? A. counting syllables with individual words B. segmenting words that have up to four phonemes C. distinguishing individual phonemes in CVC words D. blending sounds to produce unfamiliar words - A. counting syllables with individual words A first-grade teacher is working with a student who demonstrates inconsistencies with letter-sound correspondence. The teacher shows the student a series of flash cards with lowercase letters printed on them. When asking the student to name each letter, the teacher provides a keyword the student has already learned that is associated with the initial sound and says the expected sound. As the student demonstrate increasing proficiency with single phonemes, which of the following steps would best promote the student's ongoing development of letter-sound correspondence? A. asking the student to name additional words containing the letters and sounds B. showing the student how letters and sounds can be blended in words C. encouraging the student to find other words containing letters and sounds the student has already learned D. instructing the student in practicing writing letters that represent the sounds the student has learned
- B. showing the student how letters and sounds can be blended in words At circle time, a preschool teacher spreads out pictures of various familiar objects. The children take turns choosing a picture, naming it, and producing the initial sound in isolation. The letter of the initial sound is then matched to the picture and the children are supported in naming the letter and again producing its sound. This activity would be most effective in promoting which of the following instructional goals? A. developing rich vocabulary
B. encouraging expressive language C. promoting the concept of taking turns D. practicing phonemic awareness - D. practicing phonemic awareness A second-grade teacher is aware that a student is struggling with basic decoding and encoding of regular words. Which of the following teacher activities would likely be most effective in assessing the areas in which the student needs the greatest assistance? A. reading a list of Dolch words with the student B. conducting a phonological awareness inventory with the student C. completing a running record with the student D. using flash cards to practice individual phonemes with the student - B. conducting a phonological awareness inventory with the student While assessing a second-grade student's knowledge of letter-sound correspondence, the student's teacher notices that the student demonstrates a low rate of fluency while reading phonemes. Which of the following instructional activities would be most effective in promoting the student's increased development in the area of reading fluency? A. monitoring phoneme reading rates B. reviewing letter-sound correspondences in picture books C. practicing reading CVC word lists D, playing letter-sound correspondence games - A. monitoring phoneme reading rates A second-grade teacher is working with a small group of student who have demonstrated inconsistencies with phonics skills. The students are using colored blocks to represent different sounds. The teacher has asked the student to show the word slid, which has four different sounds, so students are showing four different colored blocks. After the student have organized their blocks horizontally in front of themselves, which of the following directions should the teacher give next? A. "If that says slid, show me slip." B. "Say the word slid." (Students respond/) "Now touch each block and say its sound."
review. Before the teacher puts a word into pile "B," which of the following practices will promote development of sight-word recognition? A. encouraging the student to sound out the word B. providing a word the rhymes as a clue and asking the student to try again, and then giving verbal directions (e.g., "Write the word in a journal. Use the word in a sentence.") C. naming the word and asking the student to repeat it, and then asking questions (e.g., "How many letters are in the word? What is its vowel sound?") D. telling the student the word, which the student then repeats three times - C. naming the word and asking the student to repeat it, and then asking questions (e.g., "How many letters are in the word? What is its vowel sound?") A third-grade teacher is incorporating the strategy of close reading to promote students' greater in- depth comprehension of text. The teacher gives the students a passage at their instructional level. Which of the following directions should the teacher give students for the initial reading? A. "Read the passage to determine the general meaning." B. "Notice the features of the text and predict the genre." C. "Skim through the text and locate an interesting detail." D. "Scan the passage and underline any unfamiliar words or phrases." - A. "Read the passage to determine the general meaning." A second-grade teacher is planning to implement guided reading as an instructional strategy to meet the needs of diverse learners. Which of the following groupings is appropriate to this methodology? A. heterogeneous B. interest-based C. randomly-assigned D. homogeneous - D. homogeneous A preschool teacher presents a multimedia version of Michael Rosen's Big Book We're Going on a Bear Hunt during story time. The teacher pauses at each new concept in the story sequence and suggests a purposeful movement to be integrated with the concept. Concept terms repeat themselves several
times throughout the story sequence and include words such as through, over, under, into, and up. Which of the following literacy skills does this activity best promote? A. print concept awareness B. vocabulary acquisition C. sight word recognition D. phonological awareness - B. vocabulary acquisition Third-grade students have finished reading a tall tale and have encountered several examples of figurative language within the story. Which of the following teacher actions would most effectively promote comprehension of unfamiliar words and phrases? A. suggesting that students look up meaning of confusing terms in a dictionary B. teaching students hot to apply context clues to determine figurative meaning C. instructing students in the use of semantic organizers to develop the meaning of unusual language D. showing students the illustrations in the story for visual clues to support meaning - C. instructing students in the use of semantic organizers to develop the meaning of unusual language A preschool child has just created the drawing above including the written letters (K, A, and T), one of which is the first letter in the child's name. The child eagerly shares the drawing with the teacher, saying, "Look I wrote my name! And I drew my friend and wrote the word friend!" When analyzing the child's work, it would be most important for the teacher to recognize that the child is: A. showing diminished fine-motor control. B. encoding based on the alphabetic principle. C. applying phonemic awareness to writing. D. recognizing that print carries meaning. - D. recognizing that print carries meaning. A first-grade teacher has been reading aloud engaging fiction and nonfiction picture books about dogs and cats. The teacher has guided students through discussion after each read-aloud to generate ideas about characteristics of each animal and listed their ideas on poster paper. The teacher would like the students to use the ideas to write about the similarities and differences of the two animals. Which of the
A three-year-old who is an English language learner will be joining a preschool class. The classroom teacher would like to support the child's acquisition of English through daily activities. Which of the following activities would be most effective for promoting this goal? A. introducing relevant English vocabulary in the context of the child's activities in his or her favorite learning centers B. encouraging the child's parents/guardians to provide him or her with frequent opportunities to play with English-speaking peers C. assigning an English-speaking classmate to act as the child's helper during the first few weeks of school D. conducting brief, individualized English lessons with the child at the beginning of each school day - A. introducing relevant English vocabulary in the context of the child's activities in his or her favorite learning centers While playing with dress-up clothes in the fantasy area of the classroom, two four-year-olds begin arguing over hats and which of them "owns" a particular area of the space. When a teacher comes over, the children's accuse each other of "using too much space" and "taking all the good clothes." Which of the following would be the teacher's best response in this situation? A. determining which child got to the fantasy area first, allowing the child to stay, and finding another activity for the other child B. dividing the dress-up clothes equally between the children so that each child has the same number of articles of clothing C. prompting the children to suggest possible solutions that they think would be fair to both of them D. reminding the children that center time will be over soon and that they won't have time to play dress- up if they continue arguing - C. prompting the children to suggest possible solutions that they think would be fair to both of them The children in a kindergarten class often talk about their favorite animals, paint and draw pictures of their pets, and discuss animals they have seen in zoos, wildlife parks, movies, and so forth. The teachers decide to take advantage of this interstate's to build the children's understanding of animal science. Which of the following class discussion topics would likely be most effective for the teachers to introduce for this purpose? A. "Name three types of animals that you see regularly near your home or on the school playground."
B. "Tell the class what your favorite animal is and give three reasons why it is your favorite." C. "Name three animals with different body coverings and tell how their coverings protect them." D. "Tell the class what kind of animal you think makes the best pet and explain why you think so." - C. "Name three animals with different body coverings and tell how their coverings protect them." Early in the school year, the teachers of a kindergarten class become aware that one five-year-old is showing significantly advanced mathematical ability. For example, the student independently recognizes quantitative patterns and demonstrates sound analytical reasoning. Which of the following strategies would likely be the best approach for the teachers to use to differentiate instruction for the student? A. arranging for the student to assist classmates with math-related tasks they find difficult B. recommending that the student's parents/guardians support their child in more demanding mathematical challenges and assignments C. preparing mathematical problems for the student that require more sophisticated problem solving D. asking the student to demonstrate for the class how to use blocks to create elaborate geometrical patterns - C. preparing mathematical problems for the student that require more sophisticated problem solving A kindergarten teacher has recently acquired a set of thin, brightly colored wooden blocks in various sizes and shapes (e.g., squares, triangles, circles, hexagons, octagons, parallelograms). The teacher plans to use these manipulatives for various activities (e.g., creating patterns, sorting, comparing shapes, developing geometry concepts). Which of the following actions would be the teacher's best initial step for introducing new materials into the classroom? A. teaching students the names of each of the different shapes B. posing simple problems for the students to solve using the blocks C. encouraging the students to search the room to find similar shapes D. creating an activity center for the students to explore and play with the blocks - D. creating an activity center for the students to explore and play with the blocks A three-year-old child in an early childhood class has recently become fascinated by a set of nesting cups in a variety of bright colors. After spending time every day inserting various cups into one another, dumping them out again, and then rearranging them in different orders, the child discovers how to nest them so that all the cups fit nearly together into a single stack, with no cups left over. This activity is
objects, the teacher asks them to tell whether they think each new object will float or sink, and to suggest a reason why. Which of the following would likely be the greatest benefit of this activity? A. building the students' understanding of logical deduction B. engaging the students in personally meaningful debate C. renewing the students' interest in a routine activity D. promoting the students to reflect on their prior knowledge - D. promoting the students to reflect on their prior knowledge After a heavy rainstorm during the night, the children in a preschool class are excited by all the puddles they see on the playground upon arriving at school. When the children go out to play that afternoon, however, they express surprise that almost all of the puddles have disappeared. Which of the following responses by the teacher would be most likely to prompt the children's use of scientific thinking in this situation? A. asking the children if they can guess where the puddles might have come from in the first place B. showing the children how to use brushes to paint with water on the sidewalk and then observing what happens to their paintings over time C. explaining to the children that the puddles evaporate because they were heated by the sun D. talking with the children about the different forms of precipitation that water vapor can taken when it falls from the sky - B. showing the children how to use brushes to paint with water on the sidewalk and then observing what happens to their paintings over time Each year, a third-grade teacher teaches a bit on monarch butterflies, which migrate through the local area early in the fall. This unit is always popular with students, who like butterflies and enjoy studying them. The teacher plans a variety of activities for the students, such as graphing daily butterfly counts and drawing pictures of the monarchs during their difficult metamorphic stages. The students also keep individual notebooks on what they have personally observed and questions they would like to pursue. Which of the following results would likely be the greatest benefit of involving students in such activities? A. supporting the students' understanding of how to conduct controlled experiments B. promoting the students' awareness of similarities between living things C. encouraging the students to reflect on the similarities between living things
D. fostering the students' ability to think and communicate scientifically - D. fostering the students' ability to think and communicate scientifically A group of teachers are focusing on the importance of children's safety during science activities. In the context of exploring magnets and magnetism, it would be most important for the teachers to understand the potential danger to children associated with which of the following activities? A. using a horseshoe magnet to find items the magnet can lift B. using a pair of handheld bar magnets to explore magnetic attraction and repulsion C. using a set of very small magnetic beads to create two- and three- dimensional shapes D. using jumbo alphabet-letter magnets to attach to a magnetic board - C. using a set of very small magnetic beads to create two- and three- dimensional shapes Every week, a third-grade class goes to the science lab for a lesson with the science teacher. At the start of each lesson, the science teacher reviews general safety rules and introduces safety rules relevant to the specific lab activity they will be doing that day. Which of the following guidelines should be required of the students during every science lab? A. Alway work with a partner during lab activities. B. Always clean up any broken glass immediately. C. Always wear a laboratory coat during lab sessions. D. Always tie back long hair and secure loose clothing. - D. Always tie back long hair and secure loose clothing. The teachers of a preschool class have been discussing how best to support the children in learning to take responsibility for their behavior. Which of the following teacher strategies would be most effective for this purpose? A. modeling and scaffolding self-management for children consistently during course of everyday activities B. conducting self-management instruction with small groups of children several times a week C. removing children from activities when they fail to demonstrate appropriate self-management
