This following is an individually administered achievement battery
A. Woodcock-Johnson IV Tests of Achievement
B. Kaufman Test of Educational Achievement-III
C. Wechsler Individual Achievement Test-III
D. All of the above
D.
Explanation: The Woodcock-Johnson Tests of Achievement, Fourth Edition (WJ IV); Kaufman Test of Educational Achievement, Third Edition (K-TEA-3); and Wechsler Individual Achievement Test, Third Edition
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A positive behavioral support model is designed to address the complexity of problematic behaviors through which of the following? (Select all that apply)
a. excluding the family b. promoting academic achievement c. emphasizing positive, nurturing relationships between students and staff d. identifying problematic behaviors before they become chronic and/or severe
During the social studies unit about poverty in the United States, Mr. Lambert presents facts and asks students to read two non-fiction articles on the topic. After students read the articles, Mr. Lambert wants to hear what they have to say about the issues surrounding people in poverty and the plight of children growing up in poverty. What teaching approach is most appropriate for his purpose?
a. Group discussion b. Seatwork c. Homework d. Direct instruction
Pica is the consumption of inedible substances
Indicate whether the statement is true or false
After attending a professional development session on using activities related to the multiple intelligences, a first-grade teacher wants to plan a theme on letter recognition that considers children's "different ways of being smart." What is the most effective way to do this?
A) Have students focus on a different letter of the alphabet each day during handwriting and provide practice in matching upper and lower case letters. B) Set up learning centers where children write letters in sand with their fingertip, use a word processing program to make a collage of one letter in different fonts, build letters out of various materials (e.g., toothpicks, string dipped in white glue, fabric cut with pinking shears, etc.), and sing alphabet songs at the listening center. C) Read children a variety of alphabet books and point out each letter and sound to them during "letter of the week" activities. D) Have children collect examples of environmental print for each letter and share with the class.