HED4806 ASSIGNMENT 3 COMPLETE STUDY
GUIDE AND INTERNATIONAL AND
COMPARATIVE EDUCATION REVIEW 2026
◉ Which of the following steps would be appropriate for a general
education teacher to take if they suspect that a student may have
dyslexia?
Answer: Refer the student for participation in a research-based
intervention program at the school.
◉ Mr. Long has checked out microphones from the library to be used
with the classroom computers. The students will use these
microphones to record their voice, and the recording will be played
along with portions of a presentation. The microphones are an
example of which type of technology?
Answer: an input device
◉ On the first day of school, Mrs. Richards, a beginning ninth-grade
English teacher, wants to establish effective communication with the
parents/guardians of her students. Which of the following practices
would best accomplish this goal?
Answer: The teacher provides a form to each student requesting
with whom she should communicate and how to get in touch with
them. The form should also include information about Mrs. Richards
,including subject taught, conference period time, school email
address, and the date of the first report card.
◉ Which of the following describes a preschool student who needs
additional support in their social development?
Answer: The student avoids others and you have seen him rocking
back and forth during free times.
◉ PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit
about the 6 flags that have flown over Texas. She knows that the
state standard requires the students to be able to explain the
meanings of the six flags that flew over Texas. With that in mind, she
has planned the following progression of activities related to this
skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented
based on the duration of each nation's control of Texas. The timeline
will serve as an outline for student notes, and they will add the years
and name of each nation. They will also cut out and glue on pictures
of each flag.
Day 2
Lesson briefly explaining the transition of power from the first
nation to the second. Students will draw and label the first two flags.
Focus on Spain and France
,Day 3
Lesson briefly explaining the transitions of power from the second
nation to
Answer: Provide context for the changes in flags that connect the
broader picture in North America in each time period.
◉ PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit
about the 6 flags that have flown over Texas. She knows that the
state standard requires the students to be able to explain the
meanings of the six flags that flew over Texas. With that in mind, she
has planned the following progression of activities related to this
skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented
based on the duration of each nation's control of Texas. The timeline
will serve as an outline for student notes, and they will add the years
and name of each nation. They will also cut out and glue on pictures
of each flag.
Day 2
Lesson briefly explaining the transition of power from the first
nation to the second. Students will draw and label the first two flags.
Focus on Spain and France
Day 3
, Lesson briefly explaining the transitions of power from the second
nation to
Answer: walk around the room and observe students during the
matching game on day 5
◉ PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit
about the 6 flags that have flown over Texas. She knows that the
state standard requires the students to be able to explain the
meanings of the six flags that flew over Texas. With that in mind, she
has planned the following progression of activities related to this
skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented
based on the duration of each nation's control of Texas. The timeline
will serve as an outline for student notes, and they will add the years
and name of each nation. They will also cut out and glue on pictures
of each flag.
Day 2
Lesson briefly explaining the transition of power from the first
nation to the second. Students will draw and label the first two flags.
Focus on Spain and France
Day 3
Lesson briefly explaining the transitions of power from the second
nation to
GUIDE AND INTERNATIONAL AND
COMPARATIVE EDUCATION REVIEW 2026
◉ Which of the following steps would be appropriate for a general
education teacher to take if they suspect that a student may have
dyslexia?
Answer: Refer the student for participation in a research-based
intervention program at the school.
◉ Mr. Long has checked out microphones from the library to be used
with the classroom computers. The students will use these
microphones to record their voice, and the recording will be played
along with portions of a presentation. The microphones are an
example of which type of technology?
Answer: an input device
◉ On the first day of school, Mrs. Richards, a beginning ninth-grade
English teacher, wants to establish effective communication with the
parents/guardians of her students. Which of the following practices
would best accomplish this goal?
Answer: The teacher provides a form to each student requesting
with whom she should communicate and how to get in touch with
them. The form should also include information about Mrs. Richards
,including subject taught, conference period time, school email
address, and the date of the first report card.
◉ Which of the following describes a preschool student who needs
additional support in their social development?
Answer: The student avoids others and you have seen him rocking
back and forth during free times.
◉ PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit
about the 6 flags that have flown over Texas. She knows that the
state standard requires the students to be able to explain the
meanings of the six flags that flew over Texas. With that in mind, she
has planned the following progression of activities related to this
skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented
based on the duration of each nation's control of Texas. The timeline
will serve as an outline for student notes, and they will add the years
and name of each nation. They will also cut out and glue on pictures
of each flag.
Day 2
Lesson briefly explaining the transition of power from the first
nation to the second. Students will draw and label the first two flags.
Focus on Spain and France
,Day 3
Lesson briefly explaining the transitions of power from the second
nation to
Answer: Provide context for the changes in flags that connect the
broader picture in North America in each time period.
◉ PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit
about the 6 flags that have flown over Texas. She knows that the
state standard requires the students to be able to explain the
meanings of the six flags that flew over Texas. With that in mind, she
has planned the following progression of activities related to this
skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented
based on the duration of each nation's control of Texas. The timeline
will serve as an outline for student notes, and they will add the years
and name of each nation. They will also cut out and glue on pictures
of each flag.
Day 2
Lesson briefly explaining the transition of power from the first
nation to the second. Students will draw and label the first two flags.
Focus on Spain and France
Day 3
, Lesson briefly explaining the transitions of power from the second
nation to
Answer: walk around the room and observe students during the
matching game on day 5
◉ PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit
about the 6 flags that have flown over Texas. She knows that the
state standard requires the students to be able to explain the
meanings of the six flags that flew over Texas. With that in mind, she
has planned the following progression of activities related to this
skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented
based on the duration of each nation's control of Texas. The timeline
will serve as an outline for student notes, and they will add the years
and name of each nation. They will also cut out and glue on pictures
of each flag.
Day 2
Lesson briefly explaining the transition of power from the first
nation to the second. Students will draw and label the first two flags.
Focus on Spain and France
Day 3
Lesson briefly explaining the transitions of power from the second
nation to
