Included in the guide are detail explanations to each of the practice exam questions. Our original research reveals specific weaknesses that you can exploit to increase your exam score more than you've ever imagined.
This guide, aligned specifically to standards prescribed by the New York Department of Education, covers the sub-areas of Reading; Writing; Mathematics; and Instructional Support. Once you've mastered the material, test your skills and knowledge with multiple-choice questions and an essay response. All questions include question rigor level and detailed answer rationales to further your comprehension and preparation.
Finnegan administers a student interest survey and each day she makes notes in her journal about classroom activities, student interactions, and students' responses to various instructional approaches. She also frequently reviews assessment data. Her review of data from students' most recent standardized reading assessment indicates that, of her 34 students, only ten have achieved the level of proficient in English language arts.
Finnegan is planning a lesson on distinguishing fact from opinion in informational texts. She plans to have students work in small groups for some lesson activities. As part of the planning process, Ms. Finnegan is reflecting on the notes in her journal and considering various strategies for ensuring that instruction is culturally responsive and helps her students understand and apply their learning in future lessons.
Exhibit 2 Excerpts from Ms. Finnegan's Journal Tuesday, September 6 Many students in the class want to associate primarily with peers from the same cultural background.
I've engaged students in activities to help them get acquainted, but some of them are reluctant to interact with peers from a different background. It also appears that a few students hold negative views about individuals from different cultural groups. There are times when I sense underlying tension in the classroom. Wednesday, September 7 Today I introduced a large-group lesson on identifying main ideas and supporting details.
For the lesson, I chose two relatively brief informational passages. One passage was about the U. When we read the passages together, students had questions about the content.
In the course of addressing these questions, I could sense students' attention to the lesson slipping away. Monday, September 12 Today we were discussing a magazine article about a popular musician. Many students had comments or questions, but I noticed differences in how students communicated. Some students were quiet and waited to be called on before speaking, while other students were quite animated, offering many comments and even interrupting to make a point. It is going to be challenging to manage discussions so that all students have an opportunity to contribute.
Friday, September 16 Near the end of class yesterday, two students became engaged in a loud and disruptive verbal altercation. I learned that one of the students had made a culturally insensitive remark to the other. I took the students aside immediately and spoke with both of them about their behavior, but the incident created an atmosphere of unease that lasted all day today. The other students appeared distracted and anxious.
Hopefully, this tension will ease over the weekend. I am also meeting to discuss this with the principal so that she is aware of the situation. I would also like to ask her to suggest strategies for creating a more positive classroom climate. Exhibit 3 Excerpt from Ms. Students will write original statements of fact and original statements of opinion.
Grouping: Students will work in groups of five or six. Groups will be assigned by the teacher. Materials: large T-chart, fact and opinion statements written on sentence strips, copies of a newspaper article about a professional basketball player Lesson Component Activity Introduction Define fact and opinion for students. Ask students to make statements about a popular and familiar book, movie, or television show.
Write the statements on the board. Guide students in classifying their statements as fact or opinion.
Have students discuss statements and decide whether they are fact or opinion. Post the large T-chart. Artikel kesehatan mata tentu engineering berisi tentang informasi-informasi mengenai penyakit mata, cara pencegahannya, cara-cara untuk selalu memiliki argumentative yang sehat, dan sebagainya.
The BEAs consist of multiple-choice questions and constructed-response. Elementary essay questions - uk The teacher got upset and seated Giles in between the two of us. If it was for what is written about beer in the topics media, people would believe that "Lager is a kind of pale beer very popular in America" I swear to all the gods that I've seen that written in a Colombian newspaper.
Have students work in small groups to reexamine classroom rules and suggest revisions as needed. Once she comprehends his explanation, she is usually able to understand the concept and accurately complete the appropriate calculations. Finnegan is reflecting on the notes in her journal and considering various strategies for ensuring that instruction is culturally responsive and helps her students understand and apply their learning in future lessons. This study guide contains chapters on the following. You can also purchase flashcards at www.
She could then form groups according to the texts students choose.
Recently, the community has become home to a growing immigrant population.
Small-group Activity 2 Distribute the newspaper article about the professional basketball player. Site map Ats-w essay topics Argumentative essay topics civil engineering. She sometimes struggles to understand Mr. There are times when I sense underlying tension in the classroom. During the first few weeks of school, Ms. Finnegan is reflecting on the notes in her journal and considering various strategies for ensuring that instruction is culturally responsive and helps her students understand and apply their learning in future lessons.
The other students appeared distracted and anxious. Small-group Activity 2 Distribute the newspaper article about the professional basketball player.