AEPA 036 P2

Froggy Jumps

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AEPA 036

Créé par

Nicole Lovette

United States

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AEPA 036 P2


Froggy Jumps AEPA 036 P2Version en ligne AEPA 036 par Nicole Lovette 1 Combining subjects into one lesson or activity. (math & art) a Integrated Curriculum b Thematic Units c Emergent Curriculum 2 Planning lessons based on children's interests and experiences. a Thematic Units b Emergent Curriculum c Integrated Curriculum 3 Lessons centered around a common theme. (seasons, animals) a Integrated Curriculum b Emergent Curriculum c Thematic Units 4 The range of tasks a child can accomplish with guidance but not yet independently. a Zone Proximal Development b Developmental Domains c Cognitive Development 5 Areas of child growth. (cognitive, physical, social, emotional) a Zone Proximal Development b Developmental Domains c Cognitive Development 6 Growth in thinking, problem-solving, and decision-making skills. a Developmental Domains b Zone Proximal Development c Cognitive Development 7 Knowing how books and print work. (read left to right) a Phonics b Phonemic Awareness c Print Awareness 8 Teaching reading by linking sounds to letters. a Phonemic Awareness b Phonics c Print Awareness 9 Understanding sounds in spoken words.(importance for reading) a Phonemic Awareness b Phonics c Print Awareness 10 Supporting a child's learning by gradually reducing help as they gain skills. a Developmentally Appropriate Practice b Scaffolding c Differentiation 11 Adapting lessons to meet diverse learning needs. a Differentiation b Scaffolding c Developmentally Appropriate Practice 12 Teaching methods that match a child's age, abilities, and needs. a Differentiation b Scaffolding c Developmentally Appropriate Practice 13 Encouraging desired behavior through rewards and praise. a Positive Reinforcement b Self-Regulation c Peer Interaction 14 Socializing and working with classmates or friends. a b Peer Interaction c Self-Regulation 15 A child's ability to manage emotions and behavior. a Self-Regulation b Peer Interaction c Positive Reinforcement 16 A child's mental framework for organizing knowledge. a Schema b Metacognition c Executive Function 17 Thinking about one's own thinking processes. a Schema b Metacognition c Differentiated Instruction 18 Skills like planning, focusing, and remembering instructions. a Differentiated Instruction b Metacognition c Executive Function 19 Tailoring teaching methods to meet individual student needs a Differentiated Instruction b Schema c Metacognition 20 Understanding speaking or written language. a Receptive Language b Emergent Literacy c Expressive Language 21 Using words or gestures to communicate thoughts. a Receptive Language b Expressive Language c Emergent Literacy 22 Early skills that lead to reading and writing. (recognize letters) a Expressive Language b Receptive Language c Emergent Literacy 23 Strategies to guide positive behavior in the classroom. a Behavior Management b Behavioral Objectives c Positive Reinforcement 24 Clear goals describing what a student should achieve by the end of a lesson. a Behavior Management b Behavioral Objectives c Positive Reinforcement

AEPA 036 P2

Froggy Jumps

À propos de cette activité

Créé par

Téléchargez la version pour jouer sur papier

Top Jeux

Froggy Jumps

Bill of Rights Game - The Constitutionalist

Froggy Jumps

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Froggy Jumps

The Integumentary System

Froggy Jumps

AEPA 036 P2Version en ligne

par Nicole Lovette

Combining subjects into one lesson or activity. (math & art)

Planning lessons based on children's interests and experiences.

Lessons centered around a common theme. (seasons, animals)

The range of tasks a child can accomplish with guidance but not yet independently.

Areas of child growth. (cognitive, physical, social, emotional)

Growth in thinking, problem-solving, and decision-making skills.

Knowing how books and print work. (read left to right)

Teaching reading by linking sounds to letters.

Understanding sounds in spoken words.(importance for reading)

Supporting a child's learning by gradually reducing help as they gain skills.

Adapting lessons to meet diverse learning needs.

Teaching methods that match a child's age, abilities, and needs.

Encouraging desired behavior through rewards and praise.

Socializing and working with classmates or friends.

A child's ability to manage emotions and behavior.

A child's mental framework for organizing knowledge.

Thinking about one's own thinking processes.

Skills like planning, focusing, and remembering instructions.

Tailoring teaching methods to meet individual student needs

Understanding speaking or written language.

Using words or gestures to communicate thoughts.

Early skills that lead to reading and writing. (recognize letters)

Strategies to guide positive behavior in the classroom.

Clear goals describing what a student should achieve by the end of a lesson.