What is the most widely spoken language in the world?

Your assessment tool contains rich data about child progress in language and literacy but no details to explain the differences

alexgriva [62]

As part of the ongoing recording and monitoring system within early years settings, the usefulness and power of observation and assessment are sometimes overlooked as they may be deemed time-consuming when there is already a shortage of time to complete the other tasks required by agencies such as the government, parents, governors or committee and local educational authorities. However, observation can enable: • informed planning • informed understanding of a child’s current competence levels • reflection on the appropriateness of provision • sharing of information with other parties • assessment of specific children, groups, interactions, the learning environment and staff. The Foundation Stage guidance (QCA, 2000) and Code of Practice (DfES, 2001d) acknowledge the value of observation and assessment, and place requirements on all early years practitioners to ensure these are part of the ongoing teaching and learning process. Thus practitioners need to have a clear understanding of the purposes and benefits, combined with practical examples, both of which are offered in this chapter. In order to identify a child’s current competence levels, we rely on observation of skills mastered which then informs our future planning. For children experiencing difficulties we should strive towards early identification, diagnosis of specific difficulties and the introduction of appropriate intervention strategies. None of these can take place without prior observation and assessment of the current situation. Observation and assessment processes can also be used to identify the effectiveness of the setting, specific areas of the setting, specific activities and the practitioner. Arguably, to see the children progress and be happy is every practitioner’s ultimate aim and one that gives us tremendous satisfaction and reward. We therefore need to be prepared to examine our own practices closely to ensure

3 0

3 years ago

Read the summary of the section of "The Beginnings of the Maasai,” where the volcanic eruption and its results are described. As

Nadusha1986 [10]

Read the summary of the section of "The Beginnings of the Maasai,” where the volcanic eruption and its results are described.

As a result of a volcanic eruption, Enkai and the cattle were thrown into the sky. Enkai wanted to save his cattle. He grew a tree that bridged the sky and the earth. The cattle walked down the tree to Neiterkob. Neiterkob and the Maasai tribe took over caring for the cattle.

Why does the summary need to be revised?

The summary incorrectly restates the central idea.

The summary includes too many minor details.

The summary lacks transitions that connect ideas.

The summary is missing important words and phrases.

Answer:

The summary lacks transitions that connect ideas.

Explanation:

From the excerpt of "The Beginnings of the Masai", the narrator first begins to talk about a volcanic eruption and how Enkai and the cattle were thrown into the sky and how Enkai tried to save his cattle by growing a tree that bridged the sky and the earth.

However, the narrator failed to make use of transitions that would connect his ideas which made his summary seem amateurish.

Transitions are words that are used to link ideas in a sentence. An example of transition words are <em>However, But, Therefore, As a result of, </em>etc.

5 0

3 years ago

Read 2 more answers

According to the lecture, the primary difference between men's and women's communication is how much each

notka56 [123]

The answer to your question is False

6 0

3 years ago

Zoe: Mum, can I have a dog?<br>Mum: No you can't! We..<br>(get / new carpets/put in) next week

LenKa [72]

Answer:

We are getting new carpets put in next week?

6 0

3 years ago

Read 2 more answers

Appearances

sattari [20]

Answer:

Appearances

A lady in a faded gingham dress and her husband, dressed in a homespun threadbare suit, stepped off the train in Boston, and walked timidly without an appointment into the president's outer office. The secretary could tell in a moment that such backwoods, country hicks had no business at Harvard and probably didn't even deserve to be in Cambridge. She frowned. "We want to see the president," the man said softly. "He'll be busy all day," the secretary snapped. "We'll wait," the lady replied.

For hours, the secretary ignored them, hoping that the couple would finally become discouraged and go away. They didn't. And the secretary grew frustrated and finally decided to disturb the president, even though it was a chore she always regretted to do. "Maybe if they just see you for a few minutes, they'll leave," she told him. And he sighed in exasperation and nodded. Someone of his importance obviously didn't have the time to spend with them, but he detested gingham dresses and homespun suits cluttering up his outer office. The president, stern-faced with dignity, strutted toward the couple.

The lady told him, "We had a son that attended Harvard for one year. He loved Harvard. He was happy here. But about a year ago, he was accidentally killed. And my husband and I would like to erect a memorial to him, somewhere on campus." The president wasn't touched—he was shocked. "Madam," he said gruffly, "We can't put up a statue for every person who attended Harvard and died. If we did, this place would look like a cemetery."

"Oh, no," the lady explained quickly, "We don't want to erect a statue. We thought we would like to give a building to Harvard."

The president rolled his eyes. He glanced at the gingham dress and homespun suit, then exclaimed, "A building! Do you have any earthly idea how much a building costs? We have over seven and a half million dollars in the physical plant at Harvard."

For a moment the lady was silent. The president was pleased. He could get rid of them now.

And the lady turned to her husband and said quietly, "Is that all it costs to start a University? Why don't we just start our own?" Her husband nodded. The President's face wilted in confusion and bewilderment. And Mr. and Mrs. Leland Stanford walked away, traveling to Palo Alto, California where they established the University that bears their name, a memorial to a son that Harvard no longer cared about.

adapted from "Appearances" by Kasha Linkage

4

Why did the president of the university look down upon the couple?

A.

He had punished their son and felt they were to blame for the trouble he caused.

B.

He didn't think they were important enough to talk to because they looked poor.

C.

He knew them from where he grew up and was trying to avoid them.

D.

He thought they were going to cause problems because they looked dangerous

6 0

2 years ago