How do the oral origins of folklore influence the stories themselves?
What will be an ideal response?
ANSWER:
Different variants of the same stories exist across cultures; the written down versions should keep the oral storytelling qualities.
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An example of differentiating the curriculum would include
A. focusing on the evolution of mammals, a subject not usually covered in the mammal unit. B. working through an electricity unit at a faster pace than usual. C. giving additional practice worksheets for homework. D. giving children comprehension-level practice questions on a book they are reading to reinforce comprehension.
The SEDS-2, BES-2, and the SAED all have in common that they:
A. Provide protocols for observing and coding classroom behavior. B. Provide rating scales based on federal criteria for EBD. C. Provide a semistructured interview format. D. Provide parent, teacher, and student self reports. E. Provide definitive standard scores for EBD eligibility.
Ms. Trinh is about to begin a unit on sharks in her fifth-grade class. Some of her students have a strong interest in sharks and know a lot about them. Others know very little about sharks. When Ms. Trinh gives a reading assignment about sharks, she should expect that:
a. Students who know a lot about sharks will understand the reading material more readily than their classmates. b. Students' reading comprehension will depend almost entirely on their word recognition skills; their prior knowledge won't make much of a difference. c. Students who know a lot about sharks are less likely to monitor their comprehension and so may misunderstand parts of the assigned reading material. d. Students with little knowledge about sharks may be reluctant to read about an unfamiliar topic, so motivating them to learn during the unit will be a challenge.
Alyssa tells her statistics teacher, "I will try my best, but I just don't understand math. I think a B is the best grade I can possibly get." This statement suggests to the teacher that Alyssa:
a. has a fixed mindset. b. does not value mathematics. c. has a low need for achievement. d. is unmotivated.