Provide an overview of strategies that can create supportive literacy environments for children who are preschool, kindergarten, and primary age
What will be an ideal response?
Creating supportive literacy environments requires providing a wide opportunity of experiences to practice listening, oral comprehension, expressive language, and phonological awareness. Environments need to create links between prior experiences and stories, and teachers need to listen to and comment on stories. Questions should be used liberally in the classroom environment, and extensive opportunities to explore print and language need to be provided. Children need to tell and write stories about their ideas, and children's first languages should be shared with other children. Children should be encouraged to experiment with their second language, and books and materials need to be provided which reflect both children's first and second languages. Opportunities need to be provided for shared reading, and daily writing opportunities are also important. Selected writings should be posted on the walls and in portfolios.
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Describe a lesson plan that encourages your kindergarten children to use creative dance to tell a story. Tell which parts of the activity the teacher will decide, and which parts will be decided by the children.
What will be an ideal response?
The elements of art are:
a. line, shape/form, and texture. b. line, axis, and center. c. color, space, and pattern. d. line, shape/form, color, space, pattern, and texture.
What is the consequence of violating the assumption of Sphericity?
A. It increases statistical power, effects the distribution of the F-statistic and raises the rate of Type I errors in post hocs. B. It reduces statistical power, effects the distribution of the F-statistic and reduces the rate of Type I errors in post hocs. C. It reduces statistical power, effects the distribution of the F-statistic and raises the rate of Type I errors in post hocs. D. It reduces statistical power, improves the distribution of the F-statistic and raises the rate of Type I errors in post hocs.
If a child does not qualify for IDEA under one of the 13 categories of disability then they may
A. need more modification of instruction. B. qualify under section 504. C. not be a special needs child. D. experience frustration in the classroom.