Inability to climb stairs with alternating feet
Making involuntary hand movements
Difficulty coordinating hands and eyes
Frequently falling while running
A high fever
An increased level of thirst
Muscle and joint pain
Trembling and irritability
with no reference to the TEKS.
The IEP objectives should be developed independently and then correlated with the TEKS.
The IEP objectives should be developed to meet student needs
with modifications in grade level only.
The IEP objectives should reflect the TEKS as closely as possible.
The IEP objectives should be identical to those of the TEKS
Making a list of job tasks for the student to refer to as necessary throughout his or her work shift
Pairing the student with an employee who can work beside the student and model the required tasks
Simulating the work environment and practicing the job sequence in the classroom
Carefully explaining the steps of the job to the student and checking on the student at regular intervals
his or her response should be aimed primarily at bolstering the resilience and self-assertiveness of the children with the lowest social status.
it is generally best to let the students work out the issues among themselves rather than to intervene in their social relationships.
in such situations
the most effective response would be to ask the parents of the students in the cliques to apply disciplinary measures if their children continue the exclusionary behavior.
it is imperative to institute a program specifically designed to build a learning community in which all students feel safe and accepte
Initiating the lift by bending from the waist
Maintaining a straight back and lifting with the legs
Performing the lift as quickly as possible in a way that is consistent with the child’s safety and comfort
Prompting the child to hold on to the adult during the lift to the greatest extent possible
enables the students to synthesize new information quickly.
gives the students tools for taking control of their own learning.
encourages the students to relate new information to prior knowledge.
promotes the students’ use of critical-thinking skills.
suggest a variety of new and interesting activities that can be done at home and that his friends are likely to enjoy.
help Andrew develop proficiency with electronic media that will both entertain him and allow interactions with others from home.
ask Andrew what social activities he would like to participate in outside the home and help him develop the skills for doing so.
arrange for Andrew to begin socializing with peers who are blind or visually impaired.
General education teachers are often unclear about the special educator’s role and make unfounded demands for assistance
Self-confidence with regard to schoolwork depends primarily on a student’s belief in his or her ability to succeed through effort.
Teachers can misperceive and misunderstand students’ behaviors by interpreting them from a single perspective.
and it is a teacher’s responsibility to report all instances of suspected child abuse.
Low self-esteem can be a sign of abuse or neglect
an environment in both preschool and kindergarten that engages children in collaborative planning and problem solving.
a preschool program that stresses the development of independent work habits and the ability to follow directions.
a preschool environment that strongly emphasizes the development of literacy skills.
a developmentally appropriate program in both preschool and kindergarten that is responsive to individual differences.
reading is an interactive process between the reader and the text.
printed text corresponds to oral language.
letters correspond to individual speech sounds.
different conventions are associated with different genres of literature.
encourage the students to use metacognitive strategies.
integrate oral and written vocabulary skills.
connect new information to the students’ background knowledge.
prompt students to learn more about the topic.
help students select books for independent reading.
determine gaps in students’ vocabulary and concept development.
determine students’ instructional reading levels.
suggest themes for units to the students’ English language arts teachers.
Raising their hands when they hear the main character’s name
Tapping their feet to the rhythm of the words
Miming the action of the story
Making a clay sculpture of their favorite character
너는 정확하게 대답했다.
당신이 잘못 대답했습니다.
너는 시간이 없어.
점수 또는 평점을 저장하려면 로그인하거나 등록해야합니다.
텍스트에 적합한 오디오 언어를 설정하십시오.
단어를 강조 표시하여 학습을 향상시킵니다.
로그인 할 필요없이 퀴즈, 코스 및 플래시 카드를 재생할 수 있습니다. 그러나 점수를 저장하고 퀴즈, 코스 및 플래시 카드를 만들려면 로그인해야합니다. 오디오를 재생하려면 전문 계정에 로그인해야합니다.
학습을 한 차원 높여보십시오. 프로페셔널 계정으로 업그레이드하면 질문을 큰소리로 듣고 다른 많은 혜택을 누릴 수 있습니다.
귀하가 작성한 질문이나 답변에 대한 오디오가 생성됩니다.
많은 사람들이 그들이 배운 것을 듣고 더 잘 배웁니다. 외국어 학습을 위해 우리는 18 개 이상의 언어를 지원했습니다.
지원 언어로는 덴마크어, 네덜란드어, 영어, 프랑스어, 독일어, 아이슬란드 어, 이탈리아어, 일본어, 한국어, 노르웨이어, 폴란드어, 포르투갈어, 루마니아어, 러시아어, 스페인어, 스웨덴어, 터키어, 웨일스 어 등이 있습니다.
또한 단어를 소리내어 읽음으로써 자동 단어 단위 강조 기능을 지원합니다.
Apple App Store에서 볼 Topgrade 응용 프로그램을 선택하십시오.
Google Play에서 볼 수있는 Topgrade 앱을 선택합니다.