Question 1

What makes the components of the group time flow together?

Accepted Answer

A)  Good music 
B)  Interesting transitions 
C)  Developmentally appropriate stories 
D)  Several adults available to help 
A)  Good music 
B)  Interesting transitions 
C)  Developmentally appropriate stories 
D)  Several adults available to help B

Question 2

Name and briefly describe 3 variations on standard group times as listed in your textbook.

Accepted Answer

Greeting times - begin sessions, welcome children
Planning times - children plan how they will spend their time during the day
Storytelling Groups - storytelling with a book, flannel board stories, stories with puppets or props, enacting stories through dramatic movement
Music groups - singing, experimenting with rhythm and beat, moving to music
Read-Aloud Times - adults model reading using Big Books, chapter books, etc.
Class meeting - deal with life in the classroom and are a form of children's self-government
Brainstorming Groups - Uses the KWHLH formula to increase children's involvement in their own learning
Mini-lessons - Adult uses this time to present specific information in brief lessons that often include demonstrations and direct instruction
Author's Chair - Child author reads work to classmates
Reporting times - provide organized opportunities for children to describe something they have done or to show their work to peers.

Question 3

In general, what is the LEAST effective strategy to having the body of group time proceed effectively?

Accepted Answer

A)  Choose a familiar book off the shelf and begin to read it aloud. 
B)  Use props to stimulate interest and involvement. 
C)  Prepare the children with a statement of what to expect, in sequence. 
D)  Use humor, nonverbal expressiveness, pictures and mime. 
A)  Choose a familiar book off the shelf and begin to read it aloud. 
B)  Use props to stimulate interest and involvement. 
C)  Prepare the children with a statement of what to expect, in sequence. 
D)  Use humor, nonverbal expressiveness, pictures and mime. A

Question 4

Name 2 things to consider in selecting a physical location for group time.

Accepted Answer

Large enough space for children to sit c

Question 5

Mrs. Rausch plans to introduce the day's activities to children during the first group time of the day. She might consider using which of the following strategies?

Accepted Answer

A)  Telling children what activities are available, then reading a book, then offering a music and movement activity before telling children "OK-go play!" to dismiss them from group. 
B)  Beginning to tell children about the activities available for the day, getting up from group to retrieve an example of an activity only if children appear confused. 
C)  Demonstrating activities that are new to the classroom. 
D)  She might do any of the above, as they all would be equally effective. 
A)  Telling children what activities are available, then reading a book, then offering a music and movement activity before telling children "OK-go play!" to dismiss them from group. 
B)  Beginning to tell children about the activities available for the day, getting up from group to retrieve an example of an activity only if children appear confused. 
C)  Demonstrating activities that are new to the classroom. 
D)  She might do any of the above, as they all would be equally effective.

Question 6

What is the best closing to complete a 20-minute group time?

Accepted Answer

A)  "That is all for today." 
B)  "You will have to hurry in getting your coats on to not miss the bus." 
C)  "Children wearing red may go first. Now those wearing green…" 
D)  Stop speaking, stand up, and walk to the food cart. 
A)  "That is all for today." 
B)  "You will have to hurry in getting your coats on to not miss the bus." 
C)  "Children wearing red may go first. Now those wearing green…" 
D)  Stop speaking, stand up, and walk to the food cart.

Question 7

At group time, Mrs. Rausch is talking to 20 3-year-olds about how to care for a pet. Which of the following strategies would best enhance the activity?

Accepted Answer

A)  Pass around a dog brush, waiting for each child to touch it and ask a question or make an observation about it. 
B)  Read a story about a child who takes care of his pet dog. 
C)  Have several dog brushes for the children to look at in smaller groups around the circle. 
D)  Observe a do being groomed while its owner explains what is happening. 
A)  Pass around a dog brush, waiting for each child to touch it and ask a question or make an observation about it. 
B)  Read a story about a child who takes care of his pet dog. 
C)  Have several dog brushes for the children to look at in smaller groups around the circle. 
D)  Observe a do being groomed while its owner explains what is happening.

Question 8

Imagine that you are the head teacher for a group of 6 and 7-year-old children. The children in your class have become interested in mailing things and getting things in the mail. How could a group time serve as a way to explore this topic further? Outline the things you would have to consider and in what ways a group time would be appropriate or less appropriate for this purpose.

Accepted Answer

As the head teacher for a group of 6 and

Question 9

Which of the following strategies is NOT essential for keeping the group time focused?

Accepted Answer

A)  Choose one or two learning goals 
B)  Select activities that relate to one another in some way 
C)  Keep all activities a common length and intensity 
D)  Vary the curricular focus from day to day 
A)  Choose one or two learning goals 
B)  Select activities that relate to one another in some way 
C)  Keep all activities a common length and intensity 
D)  Vary the curricular focus from day to day

Question 10

The teacher is planning a group time around the concept of leaves. The best approach would be to do which of the following things?

Accepted Answer

A)  Have real leaves for the children to look at and handle. 
B)  Use a large picture book that shows leaves on trees. 
C)  Sing a song about leaves. 
D)  Remind children about the leaves that they have seen outside. 
A)  Have real leaves for the children to look at and handle. 
B)  Use a large picture book that shows leaves on trees. 
C)  Sing a song about leaves. 
D)  Remind children about the leaves that they have seen outside.

Question 11

Which strategy is NOT required as part of a brainstorming group time about insects?

Accepted Answer

A)  Read a factual book about insects to the children. 
B)  Invite children to talk about what they know about insects. 
C)  Discuss how children want to find out new things about insects. 
D)  Record what children want to learn about insects. 
A)  Read a factual book about insects to the children. 
B)  Invite children to talk about what they know about insects. 
C)  Discuss how children want to find out new things about insects. 
D)  Record what children want to learn about insects.

Question 12

When a classroom has more than one adult, what should the adult who is NOT leading the group time be doing?

Accepted Answer

A)  Answering messages on his/her phone 
B)  Preparing the next activity 
C)  Supporting the children who are easily distracted or who have difficulty attending 
D)  Wiping tables, sweep floors, general room maintenance 
A)  Answering messages on his/her phone 
B)  Preparing the next activity 
C)  Supporting the children who are easily distracted or who have difficulty attending 
D)  Wiping tables, sweep floors, general room maintenance

Question 13

What strategy of structuring the setting ahead of time is NOT a part of preparation for group time?

Accepted Answer

A)  Placement so that every child can see and hear. 
B)  Ensure enough space between children for all planned activities. 
C)  Organizing materials so that they are immediately at hand and in the order needed. 
D)  Keeping the group size to 10 children or fewer. 
A)  Placement so that every child can see and hear. 
B)  Ensure enough space between children for all planned activities. 
C)  Organizing materials so that they are immediately at hand and in the order needed. 
D)  Keeping the group size to 10 children or fewer.

Question 14

Compare the accommodations or adjustments that might be necessary for younger less experienced children to enjoy group time to those of older or more experienced children.

Accepted Answer

All children enjoy a lot of participatio

Question 15

At what point does the opening of group time begin?

Accepted Answer

A)  As soon as the teacher gathers the materials. 
B)  As soon as a few children arrive and are ready. 
C)  When the materials are gathered and all the children are ready. 
D)  After the announcements of the day when all children are ready. 
A)  As soon as the teacher gathers the materials. 
B)  As soon as a few children arrive and are ready. 
C)  When the materials are gathered and all the children are ready. 
D)  After the announcements of the day when all children are ready.

Question 16

List three strategies that the leader can do when a child becomes angry or very unhappy during the group learning experience.

Accepted Answer

Ensure that enough materials are availab

Question 17

Describe at least 6 things you would do to prepare for a circle time with a group of 4-year-old children. Explain the importance of each of the strategies you identify.

Accepted Answer

1. Plan engaging activities: Before circ

Question 18

Which of the following statements describes a common goal for every whole group time?

Accepted Answer

A)  Children listen to a story. 
B)  Children develop a sense of community. 
C)  Children learn to follow directions and listen for details. 
D)  Children learn about the new activities for the day. 
A)  Children listen to a story. 
B)  Children develop a sense of community. 
C)  Children learn to follow directions and listen for details. 
D)  Children learn about the new activities for the day.

Question 19

Describe 3 pitfalls to avoid in planning effective group times.

Accepted Answer

Lack of adequate preparation
Relying on

Question 20

During Miss Gross's carefully planned whole group teaching activity, some children began to wiggle and poke each other. What should she do immediately?

Accepted Answer

A)  Scan the group to determine children's interest level and to see if the problem appears to center on any particular child. 
B)  Stop what she is doing and scold the children for inattentive behavior. 
C)  Increase the volume of her voice and continue as though nothing is amiss. 
D)  Stop the group time and involve the children in a discussion about the group time rules. 
A)  Scan the group to determine children's interest level and to see if the problem appears to center on any particular child. 
B)  Stop what she is doing and scold the children for inattentive behavior. 
C)  Increase the volume of her voice and continue as though nothing is amiss. 
D)  Stop the group time and involve the children in a discussion about the group time rules.

What makes the components of the group time flow together?

Name and briefly describe 3 variations on standard group times as listed in your textbook.

In general, what is the LEAST effective strategy to having the body of group time proceed effectively?

Name 2 things to consider in selecting a physical location for group time.

Mrs. Rausch plans to introduce the day's activities to children during the first group time of the day. She might consider using which of the following strategies?

What is the best closing to complete a 20-minute group time?

At group time, Mrs. Rausch is talking to 20 3-year-olds about how to care for a pet. Which of the following strategies would best enhance the activity?

Which of the following strategies is NOT essential for keeping the group time focused?

The teacher is planning a group time around the concept of leaves. The best approach would be to do which of the following things?

Which strategy is NOT required as part of a brainstorming group time about insects?

When a classroom has more than one adult, what should the adult who is NOT leading the group time be doing?

What strategy of structuring the setting ahead of time is NOT a part of preparation for group time?

Compare the accommodations or adjustments that might be necessary for younger less experienced children to enjoy group time to those of older or more experienced children.

At what point does the opening of group time begin?

List three strategies that the leader can do when a child becomes angry or very unhappy during the group learning experience.

Describe at least 6 things you would do to prepare for a circle time with a group of 4-year-old children. Explain the importance of each of the strategies you identify.

Which of the following statements describes a common goal for every whole group time?

Describe 3 pitfalls to avoid in planning effective group times.

During Miss Gross's carefully planned whole group teaching activity, some children began to wiggle and poke each other. What should she do immediately?

Introduction

Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children

Teaching and Learning in Developmentally Appropriate Programs

Planning and Implementing Effective Small-Group Activities

Organizing Space and Materials

Child Guidance in Early Childhood Classrooms

Assessing and Evaluating Childrens Learning

Strengthening Developmentally Appropriate Programs Through Family Engagement

The Aesthetic Domain

The Affective Domain

The Cognitive Domain

The Language Domain

The Physical Domain

The Social Domain

Integrating Curriculum Through Pretend and Construction Play

Organizing Childrens Learning Over Time

Filters

Exam 5: Planning and Implementing Effective Group-Time Activities

What makes the components of the group time flow together?

Name and briefly describe 3 variations on standard group times as listed in your textbook.

In general, what is the LEAST effective strategy to having the body of group time proceed effectively?

Name 2 things to consider in selecting a physical location for group time.

Mrs. Rausch plans to introduce the day's activities to children during the first group time of the day. She might consider using which of the following strategies?

What is the best closing to complete a 20-minute group time?

At group time, Mrs. Rausch is talking to 20 3-year-olds about how to care for a pet. Which of the following strategies would best enhance the activity?

Which of the following strategies is NOT essential for keeping the group time focused?

The teacher is planning a group time around the concept of leaves. The best approach would be to do which of the following things?

Which strategy is NOT required as part of a brainstorming group time about insects?

When a classroom has more than one adult, what should the adult who is NOT leading the group time be doing?

What strategy of structuring the setting ahead of time is NOT a part of preparation for group time?

Compare the accommodations or adjustments that might be necessary for younger less experienced children to enjoy group time to those of older or more experienced children.

At what point does the opening of group time begin?

List three strategies that the leader can do when a child becomes angry or very unhappy during the group learning experience.

Describe at least 6 things you would do to prepare for a circle time with a group of 4-year-old children. Explain the importance of each of the strategies you identify.

Which of the following statements describes a common goal for every whole group time?

Describe 3 pitfalls to avoid in planning effective group times.

During Miss Gross's carefully planned whole group teaching activity, some children began to wiggle and poke each other. What should she do immediately?

Introduction

Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children

Teaching and Learning in Developmentally Appropriate Programs

Planning and Implementing Effective Small-Group Activities

Organizing Space and Materials

Child Guidance in Early Childhood Classrooms

Assessing and Evaluating Childrens Learning

Strengthening Developmentally Appropriate Programs Through Family Engagement

The Aesthetic Domain

The Affective Domain

The Cognitive Domain

The Language Domain

The Physical Domain

The Social Domain

Integrating Curriculum Through Pretend and Construction Play

Organizing Childrens Learning Over Time

Filters