Mrs. Jones reads a story to her class, stopping before the last section of text and asking students what they think will happen in the end. She asks students to draw pictures showing what they think will happen. Then she reads the author's actual ending to the story and compares it with the students' endings. What strategy is Mrs. Jones using?
a. Story Structure
b. Shared Book Experience
c. Directed Listening-Thinking Activity (DL-TA)
d. Language Experience Approach (LEA)
e. Memory Game
c
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Describe classroom practices that enhance or deter children's abilities to become independent thinkers and lifelong learners. Be specific.
What will be an ideal response?
According to Piaget, all but which of the following are characteristic of children in preschool and the primary grades (i.e., between the ages of two and seven)?
a. They are unable to mentally translate volume from a tall thin container to a short fat container. b. There is a focus on the mastery of symbols, such as words. c. Logical thought begins to emerge at this stage. d. They begin to understand that words represent actions and ideas.
Metacognition is
A. the ability to stay on task and ignore distractions. B. an understanding of memory, how it works, and how to make it more efficient. C. an ability to think about and monitor one's own thoughts. D. the ability to switch focus as needed in order to complete a task.
The MAIN reason culturally relevant teaching was difficult to implement with immigrant youth in the Katz study is
A. Latino students bused into a suburban high school lacked bilingual education in elementary school. B. Peer pressure encouraged dropping out. C. The students felt their teachers were racist. D. Re-segregation due to structural barriersthat tracked immigrant youth into dilapidated classrooms. E. The teachers had low expectations for these students.