PPR Practice Exam|| 90 Questions| Correct
Answers|| Verified
Providing specific feedback about individual student's improvements and progress in the writing
curriculum is likely to increase the student's: - answer-intrinsic motivation.
Which of the following steps would be appropriate for a general education teacher to take if
they suspect that a student may have dyslexia? - answer-Refer the student for participation in a
research-based intervention program at the school.
Mr. Long has checked out microphones from the library to be used with the classroom
computers. The students will use these microphones to record their voice, and the recording
will be played along with portions of a presentation. The microphones are an example of which
type of technology? - answer-an input device
On the first day of school, Mrs. Richards, a beginning ninth-grade English teacher, wants to
establish effective communication with the parents/guardians of her students. Which of the
following practices would best accomplish this goal? - answer-The teacher provides a form to
each student requesting with whom she should communicate and how to get in touch with
them. The form should also include information about Mrs. Richards including subject taught,
conference period time, school email address, and the date of the first report card.
Which of the following describes a preschool student who needs additional support in their
social development? - answer-The student avoids others and you have seen him rocking back
and forth during free times.
PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit about the 6 flags that have
flown over Texas. She knows that the state standard requires the students to be able to explain
the meanings of the six flags that flew over Texas. With that in mind, she has planned the
1
,following progression of activities related to this skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented based on the duration of each
nation's control of Texas. The timeline will serve as an outline for student notes, and they will
add the years and name of each nation. They will also cut out and glue on pictures of each flag.
Day 2
Lesson briefly explaining the transition of power from the first nation to the second. Students
will draw and label the first two flags. Focus on Spain and France
Day 3
Lesson briefly explaining the transitions of power from the second nation to - answer-Provide
context for the changes in flags that connect the broader picture in North America in each time
period.
PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit about the 6 flags that have
flown over Texas. She knows that the state standard requires the students to be able to explain
the meanings of the six flags that flew over Texas. With that in mind, she has planned the
following progression of activities related to this skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented based on the duration of each
nation's control of Texas. The timeline will serve as an outline for student notes, and they will
add the years and name of each nation. They will also cut out and glue on pictures of each flag.
Day 2
Lesson briefly explaining the transition of power from the first nation to the second. Students
will draw and label the first two flags. Focus on Spain and France
Day 3
Lesson briefly explaining the transitions of power from the second nation to - answer-walk
around the room and observe students during the matching game on day 5
2
, PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit about the 6 flags that have
flown over Texas. She knows that the state standard requires the students to be able to explain
the meanings of the six flags that flew over Texas. With that in mind, she has planned the
following progression of activities related to this skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented based on the duration of each
nation's control of Texas. The timeline will serve as an outline for student notes, and they will
add the years and name of each nation. They will also cut out and glue on pictures of each flag.
Day 2
Lesson briefly explaining the transition of power from the first nation to the second. Students
will draw and label the first two flags. Focus on Spain and France
Day 3
Lesson briefly explaining the transitions of power from the second nation to - answer-backward
design
PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit about the 6 flags that have
flown over Texas. She knows that the state standard requires the students to be able to explain
the meanings of the six flags that flew over Texas. With that in mind, she has planned the
following progression of activities related to this skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented based on the duration of each
nation's control of Texas. The timeline will serve as an outline for student notes, and they will
add the years and name of each nation. They will also cut out and glue on pictures of each flag.
Day 2
Lesson briefly explaining the transition of power from the first nation to the second. Students
will draw and label the first two flags. Focus on Spain and France
Day 3
Lesson briefly explaining the transitions of power from the second nation to - answer-positive
3
Answers|| Verified
Providing specific feedback about individual student's improvements and progress in the writing
curriculum is likely to increase the student's: - answer-intrinsic motivation.
Which of the following steps would be appropriate for a general education teacher to take if
they suspect that a student may have dyslexia? - answer-Refer the student for participation in a
research-based intervention program at the school.
Mr. Long has checked out microphones from the library to be used with the classroom
computers. The students will use these microphones to record their voice, and the recording
will be played along with portions of a presentation. The microphones are an example of which
type of technology? - answer-an input device
On the first day of school, Mrs. Richards, a beginning ninth-grade English teacher, wants to
establish effective communication with the parents/guardians of her students. Which of the
following practices would best accomplish this goal? - answer-The teacher provides a form to
each student requesting with whom she should communicate and how to get in touch with
them. The form should also include information about Mrs. Richards including subject taught,
conference period time, school email address, and the date of the first report card.
Which of the following describes a preschool student who needs additional support in their
social development? - answer-The student avoids others and you have seen him rocking back
and forth during free times.
PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit about the 6 flags that have
flown over Texas. She knows that the state standard requires the students to be able to explain
the meanings of the six flags that flew over Texas. With that in mind, she has planned the
1
,following progression of activities related to this skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented based on the duration of each
nation's control of Texas. The timeline will serve as an outline for student notes, and they will
add the years and name of each nation. They will also cut out and glue on pictures of each flag.
Day 2
Lesson briefly explaining the transition of power from the first nation to the second. Students
will draw and label the first two flags. Focus on Spain and France
Day 3
Lesson briefly explaining the transitions of power from the second nation to - answer-Provide
context for the changes in flags that connect the broader picture in North America in each time
period.
PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit about the 6 flags that have
flown over Texas. She knows that the state standard requires the students to be able to explain
the meanings of the six flags that flew over Texas. With that in mind, she has planned the
following progression of activities related to this skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented based on the duration of each
nation's control of Texas. The timeline will serve as an outline for student notes, and they will
add the years and name of each nation. They will also cut out and glue on pictures of each flag.
Day 2
Lesson briefly explaining the transition of power from the first nation to the second. Students
will draw and label the first two flags. Focus on Spain and France
Day 3
Lesson briefly explaining the transitions of power from the second nation to - answer-walk
around the room and observe students during the matching game on day 5
2
, PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit about the 6 flags that have
flown over Texas. She knows that the state standard requires the students to be able to explain
the meanings of the six flags that flew over Texas. With that in mind, she has planned the
following progression of activities related to this skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented based on the duration of each
nation's control of Texas. The timeline will serve as an outline for student notes, and they will
add the years and name of each nation. They will also cut out and glue on pictures of each flag.
Day 2
Lesson briefly explaining the transition of power from the first nation to the second. Students
will draw and label the first two flags. Focus on Spain and France
Day 3
Lesson briefly explaining the transitions of power from the second nation to - answer-backward
design
PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit about the 6 flags that have
flown over Texas. She knows that the state standard requires the students to be able to explain
the meanings of the six flags that flew over Texas. With that in mind, she has planned the
following progression of activities related to this skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented based on the duration of each
nation's control of Texas. The timeline will serve as an outline for student notes, and they will
add the years and name of each nation. They will also cut out and glue on pictures of each flag.
Day 2
Lesson briefly explaining the transition of power from the first nation to the second. Students
will draw and label the first two flags. Focus on Spain and France
Day 3
Lesson briefly explaining the transitions of power from the second nation to - answer-positive
3
