Describe and define at least three ways you can learn to read faster and how each can be used to create or keep comprehension.
What will be an ideal response?
There are many ways to learn how to read faster with good comprehension. One way is to read key words. Key words are the bigger, more important words in text. If you learn to read the key words, you expand your peripheral vision to incorporate more words at a glance while focusing on the most important words in a sentence. This helps maintain comprehension while increasing speed.
Another way is to read in phrases. Phrases are groups of words that form a thought. By learning to read in phrases, you avoid reading one word at a time, and the brain likes when you send back more meaningful information at a time. This too helps maintain or increase comprehension.
Yet another way to read faster is to use your hands or a white card, or pacers. Pacers move down the page either on the left side, right side, both sides, or from the top down (white card or pen push). Pacers help you read faster by keeping your place and forcing you to concentrate. Good concentration is essential for good comprehension.
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The idea that in literate cultures children actively work to make their own sense of print is known as __________________________
Fill in the blank(s) with correct word
Which of the following best describes the supervising teachers' duty of care during the recess period that Lindsay was injured?
Mr. Stephan is the new principal of Edgewood elementary school. During the first week of school 4th grader Lindsay Smith was injured at recess. Lindsay's injuries included a sprained wrist and a large gash on her face requiring several stitches. Lindsay will need plastic surgery to hide the scar left by the cut. Two teachers were assigned recess duty at the time of the injury. The accident report indicates that Lindsay was playing a tag football game with several 6th grade boys. Neither supervising teacher saw the accident, but the boys testified that Lindsay collided with one of the boys and was knocked to the ground. Lindsay's insurance company is considering suing the district, the two teachers individually and Mr. Stephan to recover the cost of the emergency room visit, the plastic surgery, Lindsay's pain and suffering, and her parents lost wages. Mr. Stephan has been asked to investigate the incident. A. Duty to take reasonable steps to protect students from injury during recess B. Duty to take normal steps to protect students from injury during recess C. Duty to take all possible steps to protect students from injury during recess D. Duty to take steps to protect students from foresseable injury during recess
Which of the following statements about test anxiety are true? Click all that apply.
A. It is more of a problem for some people than for others. B. It is characterized by fears and concerns about test-taking. C. It usually requires taking calming drugs before the test. D. It is a debilitating condition. E. It is a condition that almost everyone experiences to some degree.
In which of the following ways does Section 504 differ from the IDEA? (May be more than one answer)
a. Section 504 protects all people with disabilities (regardless of age); the IDEA only benefits eligible students with disabilities. b. Section 504 is enforced by the Office of Civil Rights of the U.S. Department of Education. The IDEA is enforced by the Office of Special Education Programs of the U.S. Department of Education. c. Section 504 protects persons with disabilities from discrimination but provides no federal money; the IDEA affords educational programming to students with disabilities as well as providing federal money. d. Section does not require that students be evaluated prior to receiving services; the IDEA does require an evaluation. e. Section 504 does not allow school personnel to take the needs of a student's classroom peers into account when moving a disruptive student with disabilities into a regular classroom; the IDEA does allow the IEP team to take the needs of a student's classroom peers into account when moving a student with disabilities into a regular classroom. f. Section 504 does not require that schools develop an IEP for a student with a disability; the IDEA does require that a team of persons develop an IEP for a student with a disability.