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Vignette for Developmental Theory (EPS 324)Mrs. Jennings is a first grade teacher, and her students are five- and six-year-olds. As she teaches her students to read and write, she typically encounters some of the same issues year after year. For example, when she teaches her students about making singular nouns plural by adding an “s”, she finds that many students begin adding “s” to all words they intend to be plural, such as changing footto foots, and busto buss. Mrs. Jennings has found that a variety of strategies are effective in teaching the correct form of irregular plural nouns, including correcting students’ mistakes with these nouns in speech, introducing irregular plural nouns as a special topic during her literacy instruction, and having studentsengage in dedicated practice with irregular plural nouns in both reading and writing centers. When teaching mathematics, Mrs. Jennings feels that having students learn to represent quantity in a variety of ways allows them to develop their number sense. She likes to use a combination of symbolic representations and physical math manipulatives to help her students represent quantities. For example, sometimes she has students draw individual squares to represent quantities, sometimes she uses quick tens, which are solid lines used to represent ten units, and sometimes she has them use objects such as counting bears or blocks to represent numbers. Mrs. Jennings has noticed that the first graders are fond of telling on each other for even thesmallest rules infractions. She realizes that this is normal for this age, but still tries to