After obtaining information about pupils and the community and clarifying one?s philosophy of teaching literacy, the building of an effective reading program starts with
A) constructing broad goals and clear objectives or standards.
B) setting up the classroom.
C) selecting materials.
D) selecting instructional methods and activities.
A / Explanation:
A) After gathering information and defining a philosophy of teaching literacy, an effective program needs broad goals and clear objectives or standards. These goals will determine all other aspects of the program.
B) Setting up the classroom is important. But after gathering information and defining a philosophy of teaching literacy, an effective program first needs broad goals and clear objectives or standards. These goals will determine all other aspects of the program.
C) Selecting materials is important. But after gathering information and defining a philosophy of teaching literacy, an effective program first needs broad goals and clear objectives or standards. These goals will determine all other aspects of the program.
D) Deciding on instructional methods and activities is important. But after gathering information and defining a philosophy of teaching literacy, an effective program first needs broad goals and clear objectives or standards. These goals will determine all other aspects of the program.
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First, biggest, and last are words used when describing the process of
a. ?contrasting. b. ?comparing. c. ?measuring. d. ?ordering.
Which one of the following reflects class inclusion?
A) Getting cows and horses confused B) Identifying a shape as a square one day but as a triangle the next C) Realizing that things that are cars can also be vehicles D) Understanding that some behaviors that are perfectly acceptable at home are unacceptable at school
Which of the following is the best approach for struggling readers?
A. a bottom-up approach B. a top-down approach C. a part-whole approach D. an interactive approach
Elesha Cox is very concerned about her students' self-esteem. To prevent her students from experiencing failure, she will sometimes accept low-quality work from her students. "Sometimes they don't put in as much effort as I would like," she notes, "but they'll get better." Of the following, which is the best assessment of Elesha's practice for increasing learner motivation?
a. It is effective, because experiencing success is important for motivation. b. It is ineffective, because accepting work that reflects lack of effort indicates lack of caring. c. It is effective, because students will eventually improve their learning strategies. d. It is ineffective, because student self-esteem isn't related to motivation.