Concentration quiet and high test scores movement

concentration, quiet, and high test scores.
movement, concentration, and cooperation.
concentration, cooperation, and quality work.
movement, creative expression, and arts-based learning.
physical disability.
visual impairment.
hearing impairment.
cognitive disability.
physical disability.
visual impairment.
hearing impairment.
cognitive disability.

9/17/2019 : Quiz Submissions - \[06\] Lessons 6 & 7 Exam - Creative Expression and Play - Parent Organization
6/12
Question 18 2.5 / 2.5 points
Supplying a classroom art-center with small and large crayons, adaptive scissors, and pencil grips
would be an appropriate modification for a child with a:
Question 19 2.5 / 2.5 points
Teachers who adjust the physical environment for children with disabilities need to:
Question 20 2.5 / 2.5 points
What kind of center is used to encourage children's understanding of classification, ordering,
and comparing?
Question 21 2.5 / 2.5 points
One main reason teachers are unsure about how to respond to a child with remarkable talent is
they:
physical disability.
visual impairment.
hearing impairment.
cognitive disability.
be knowledgeable about the disability.
emphasize a child's disability.
adapt only indoor equipment and materials.
purchase expensive pre-made materials and equipment.
Media and music center
Manipulative and math center
Block and construction center
Technology center

9/17/2019 : Quiz Submissions - \[06\] Lessons 6 & 7 Exam - Creative Expression and Play - Parent Organization
7/12
Question 22 2.5 / 2.5 points
After attending a professional development session on using activities related to the multiple
intelligences, a first-grade teacher wants to plan a theme on letter recognition that considers
children's "different ways of being smart." What is the most effective way to do this?
Question 23 2.5 / 2.5 points
Which is NOT an appropriate assessment outcome?
Question 24 2.5 / 2.5 points
Appropriate observation of children:
feel their own abilities are inferior to the child's.
fear the child will be uninterested in what they have to offer.
worry that they won't have the time needed to nurture them.
are concerned how other children will treat the child.
Have students focus on a different letter of the alphabet each day during handwriting and
provide practice in matching upper and lower case letters.
Set up learning centers where children write letters in sand with their fingertip, use a word
processing program to make a collage of one letter in different fonts, build letters out of
various materials (e.g., toothpicks, string dipped in white glue, fabric cut with pinking
shears, etc.), and sing alphabet songs at the listening center.
Read children a variety of alphabet books and point out each letter and sound to them
during "letter of the week" activities.