Teachers can do a great deal to assist students' vocabulary development. Identify and discuss at least three factors that should be incorporated into sound vocabulary instruction
What will be an ideal response?
Answer: Conducting classroom discussions or participating in activities such as think-pair-share, think-pair-share-square, vocab-o-grams, books on tape, concept-of-definition maps, vocabulary notebooks, and vocabulary field trips can be effective methods. Direct instruction of academic or content area vocabulary is vital. Modeling vocabulary in an authentic setting and stimulating student interest are also necessary.
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The teacher of the 3-year-old class arrives at the sandbox just in time to see Tommy deliberately trample on Mike's sand tower. The teacher feels really angry about what Tommy has done so he catches him. If the teacher wanted to use the strategy of making a self-report, he would say next:
a. "I feel really upset when I see you hurt Mike's tower that way." b. "What'd you do that for? Were you angry with Mike?" c. "I can see you really felt like smashing Mike's tower." d. "It's okay to feel mad, but I won't let you destroy other people's things."
In conducting assessments of children by early intervention personnel, certain federal guidelines must be followed. Which of the following is NOT a requirement of assessment?
a. Must be administered in a child's native language or other mode of communication b. Must not be racially or culturally biased c. No single procedure can be used as the sole determiner of eligibility d. No person other than the parents or teachers may administer assessment procedures
What group is the most affected by the English Only movement?
a. African Americans b. Asian immigrants c. Latino immigrants d. European Americans
Explain the interaction between long term working memory (LT-WM) and short term working memory (ST-WM) as proposed by Ericsson and Kintsch
What will be an ideal response?