Ms. Pearson assigned her students a section to read on ecosystems in their science book. When finished, she tries to lead an exercise where the children must apply what they have learned. However, no one is participating. This makes no sense to Ms. Pearson because no one gave any indication there was an issue with the text. When asked if they understood the passage, most students confess that they did not. What should Ms. Pearson have done differently?
A) She should have pre-taught vocabulary.
B) She should have taught interesting words.
C) She should have read the passage to the children.
D) She should have had students take turns reading the passage out loud.
Question 2
Ryan wants his students to classify and categorize words so they can group words that label ideas, events, or objects. He likes to use words sorts because it has a visual component, but he feels as if he's been overusing that strategy in his classroom. What other classifying and categorizing strategy would you suggest that also offers the opportunity to study words conceptually and has a visual aspect?
A) Word knowledge rating B) Self-selection strategy
C) Concept circles D) Paired word sentence generation
Transverse Thorax Section
The Land Ordinance of 1785 called for surveying and dividing the Western Territories into square mil
Weather Forecasting—Both Art and Science
Marine and coastal ecosystems
CSF Flow - Sagittal section of brain and spinal cord
Transverse section of midbrain