Madison, a first grade student, is reluctant to write sentences independently. She has difficulty spelling high-frequency words and needs guidance to put her thoughts in writing. Of the following, the best way to encourage Madison as a writer would be to use
a) Readers Theatre.
b) Word Sorts.
c) Interactive Writing.
d) Expository Writing.
c
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__________ can be helpful for students with writing difficulties
Fill in the blank(s) with correct word
In his study of effectiveness of driver's education programs, Cameron administers a practice items from a drivers' test. Participants are randomly assigned to one of two treatments, either a tutorial that narrates content, or an equivalent amount of time to practice items with feedback. After the treatment, Cameron again assesses students' knowledge with a drivers' test. He set his alpha at p =
.05, and reported that significant differences indicated that those in the practice with feedback condition outperformed those in the tutorial condition. Which of the following were appropriate for Cameron to use to analyze his data? a. t test b. ANCOVA c. Chi Square d. Pearson r
A strategy for creating a gender-fair classroom is _______
A. encourage more competition between boys and girls B. encourage boys' achievement in mathematics and science and girls' achievement in reading and writing C. for teachers to express their disapproval of alternative lifestyles D. the same as B, but reverse boys' and girls' achievement
Answer the following statement(s) true (T) or false (F)
1. When students function at Level C in Marshall’s model, they cooperate and obey because of the authority of the teacher or others. 2. Marshall admits that sometimes responsible behavior is better taught through “control” than through “influence.” 3. One good way to help students develop responsibility, argues Marshall, is to challenge their ideas when they have not given enough thought to them. 4. Teachers in Marshall’s model are advised to write diagnostic referrals to point students to outside sources for help as needed. 5. Marshall asserts that if you ask students to reflect on their behavior and identify the level of the behavior in question, they will almost always want to function at Level D.