You want your students to understand the rules for punctuating singular and plural possessive nouns and how to differentiate them from contractions. You display a paragraph with sentences in it, such as:
All the boys' and girls' parents were invited to the school's open house. One boy's parents couldn't make it, so his grandparents came instead. A women's club provided refreshment, and one woman's comment, "I can't tell you how much I enjoy this kind of thing," was significant.
You have your students study the paragraph and use questioning to guide them to an understanding of the differences in the use of the apostrophes.
Your actions—displaying the paragraph and using your questioning to help your students understand the rules—best illustrate which of the following?
a. A standard
b. A learning objective
c. A learning activity
d. A task analysis
c
You might also like to view...
If you respond to someone's sharing with questioning, you communicate that you _________________, but not necessarily that you __________________
a. Know more than they do; have a specific question or point in mind b. Know what the problem is; want to be supportive c. Are interested in helping; you understand d. Are their friend; want to know more
Due to violence in society and schools, all student teachers and visitors to school will be:
a) Stripped searched b) Finger printed c) Examined by police dogs d) Accompanied by law enforcers
Propose a common theme found in multiple pieces of children's literature. Then, list several
books that you would use to help children develop and understand this theme. Defend your choices with evidence from the chapter's content. What will be an ideal response?
Order and carry over effect are biases that are controlled via:
A) partial correlation B) counterbalancing C) matching D) instrumentation