Choose a content area that you may eventually teach to one or more children or adolescents. Also choose a particular age-group with whom you might work. Then:
a. Identify at least two different abilities or inabilities that your students are likely to have relative to the subject matter.
b. Describe at least two different teaching strategies you would use that takes these abilities and/or inabilities into account.
What will be an ideal response?
Responses will vary considerably depending on the content domain and age-group selected. At a minimum, a response should:
• Identify a particular content domain (e.g., reading, music).
• Identify a particular age-group (e.g., preschoolers, high school students).
• Describe at least two abilities and/or inabilities consistent with discussions in Chapters 6, 7, 9, and/or 10.
• Identify at least two different teaching strategies consistent with principles presented in Chapters 6, 7, 9, and/or 10.
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Tell three ways picturebooks for older readers differ from picture storybooks.
What will be an ideal response?
In which one of the following examples is metacognition most clearly illustrated?
a. Mary knows all the letters of the alphabet before she begins kindergarten. b. Fran knows how much of a book she is likely to remember a month later. c. Billy can read fourth-grade-level books when he's only 6 years old. d. Ewan has a photographic memory that enables him to remember everything he sees.
All are characteristics of effective early reading approaches except:
A. tracing letter activities B. well-defined scope and sequence C. differentiated instruction D. a lesson framework
Which response is likely to be transferred from parent to child during a transition?
A. excitement B. anxiety C. fear D. anger