Which one of the following pairs of terms is part of the definition of science, as presented in this chapter?
A. stimulation for pruning and acquisition of outcomes
B. exploring the known and pure observation
C. natural curiosity and curriculum delivery
D. body of knowledge and quest for explanations
D
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If a leader wants their vision to be embraced and their goals achieved, a leader needs to ______.
a. adapt the vision to the audience b. focus on the intrinsic value of the vision c. only use uplifting words and symbols d. all of these
What can teachers do to promote acceptance of a child with a delay or disability prior to the child's transition to a general early childhood classroom?
A. avoid talking about the child or their delay or disability B. teach a lesson on children with delays or disabilities C. talk with current students about the child with the delay or disability D. create specialized and separate spaces for the child with the delay or disability
When introducing comprehension strategies, it is best to review all of them before focusing on one in particular
Indicate whether this statement is true or false.
Of the following, which paragraph, or set of paragraphs, best illustrates the review and introduction phase of the lesson?
1. Carol Lopez, a fifth-grade teacher, wants her students to understand the concept adjective. She begins by displaying the following vignette on her document camera: John and Karen, with her brown hair blowing in the wind, drove together in his old car to the football game. They soon met their very best friends, Latoya and Michael, at the large gate near the entrance. The game was incredibly exciting, and because the team's running game was sparkling, the home team won by a bare margin. 2. Carol has the students read the vignette and then says, "What do you notice about the passage . . . . Bharat?" 3. "John and Karen are nouns," Bharat responds. 4. The students continue to make observations, in the process, identifying each of the nouns in the passage. 5. Carol then asks, "What do we know about Karen's hair?. . . Jesse?" 6. "It's brown." 7. "And what kind of game did they attend?" 8. "A football game," several students say together. 9. Carol continues having the students describe the nouns, and she asks what the words have in common? 10. "They all describe nouns," Conchita notices. 11. Then she says, "Now let's take a closer look. . . . What's different about exciting and sparkling compared to others like brown and old?. . . Duk?" 12. "They . . . don't come in front of the noun . . . like the others do?" 13. "Very good, Duk. Yes, but they still describe the nouns. . . . Now, what is important about running and football?. . . Sharon?" 14. "Running looks like a verb . . . and football looks like a noun." 15. "Yes they do . . . . but how do we know they're not verbs or nouns?. . . Lakesha?" 16. "They describe nouns . . . like football describes game, and . . . running does too." 17. Carol then says, "We call all of these words ‘adjectives, and they are parts of speech, just as nouns and verbs are . . . So, describe adjectives for us, . . . Leroy." 18. ". . . Adjectives are parts of speech that describe nouns," Leroy responds. 19. Carol then has her students look at the words soon, very, and incredibly and explain why they aren't adjectives, and finally, she has them write a paragraph that includes three or more adjectives, with at least one coming after the noun. 20. Carol collects the paragraphs and displays three of them on the document camera (with the names covered to avoid having the class know whose paragraphs are being analyzed), and discusses them the next day. a. 1 b. 1-2 c. 1-4 d. 2-4