16:24
< Back Assessment 2
Not yet answered
Question 1
Marked out of 1.00
What is a benefit of empathy-building
stories?
a.
They teach children to focus on their
own needs.
b.
They promote understanding of (
diverse experiences.
c.
t
They discourage moral reasoning.
d.
( J
They avoid universal themes.
, KN
< Back Assessment 2
Not yet answered
Question 2
Marked out of 1.00
Why are culturally relevant books important
in culturally diverse classrooms?
a.
They focus exclusively on a single (
culture.
b.
They help students connect with their
own identities and understand those
of others.
C.
t
They eliminate global perspectives.
d.
, 16:24
< Back Assessment 2
Not yet answered
Question 3
Marked out of 1.00
Why must texts used during guided reading
be slightly below a student's level of
fluency?
a.
to make reading challenging and
frustrating
b.
to give students a sense of )
achievement and boost their
confidence
c.
to prevent students from t
understanding the text
d.
, 16:25
5- rum"
categories
Not yet answered
Question 4
Marked out of 1.00
Which story structure is common in African
oral storytelling?
a.
linear narratives with one-dimensional
characters
b.
cyclical narratives emphasising (J
communal values
C.
abstract themes without character (
development
d. I
strictly chronological timelines
< Back Assessment 2
Not yet answered
Question 1
Marked out of 1.00
What is a benefit of empathy-building
stories?
a.
They teach children to focus on their
own needs.
b.
They promote understanding of (
diverse experiences.
c.
t
They discourage moral reasoning.
d.
( J
They avoid universal themes.
, KN
< Back Assessment 2
Not yet answered
Question 2
Marked out of 1.00
Why are culturally relevant books important
in culturally diverse classrooms?
a.
They focus exclusively on a single (
culture.
b.
They help students connect with their
own identities and understand those
of others.
C.
t
They eliminate global perspectives.
d.
, 16:24
< Back Assessment 2
Not yet answered
Question 3
Marked out of 1.00
Why must texts used during guided reading
be slightly below a student's level of
fluency?
a.
to make reading challenging and
frustrating
b.
to give students a sense of )
achievement and boost their
confidence
c.
to prevent students from t
understanding the text
d.
, 16:25
5- rum"
categories
Not yet answered
Question 4
Marked out of 1.00
Which story structure is common in African
oral storytelling?
a.
linear narratives with one-dimensional
characters
b.
cyclical narratives emphasising (J
communal values
C.
abstract themes without character (
development
d. I
strictly chronological timelines
