Ask Sample Clauses

Ask. How does the student’s disability affect participation and progress in the general curriculum? • What supports does the student need to learn the knowledge and attain the skills progress in the general curriculum? • Is the student on track to achieve grade-level proficiency within the year? 5 These steps are adapted from the Alabama Department of Education website where information on standards-based IEPs can be found at xxxx://xxx.xxxxx.xxx/html/sections/section_detail.asp?section=65&footer=sections.

Ask. “Why might the illustrator have chosen to show the girl cutting out a picture of a mouth?” (Elicit: The brain controls the muscles in our hands that allow her to use the scissors. Note to teacher: Do not add blood to the chart: “Body Parts We Are Learning.” Technically it is a fluid not a part.)  Show the illustrations on pages 12 and 13 while you read the text on page 13. STOP “There is lots of new information on this page. Let’s start a new chart called “What We Learned About Blood” and some details about blood we just learned.” “Who can remember one detail from this page?” Chart the response. “Can someone else add to what’s on our chart?” Elicit:  Our body needs lots of energy.  We get energy from our blood.  Blood contains something called oxygen from the air and from the food we eat.  Blood travels through veins and arteries.  Our body always makes more blood.” “Why did the illustrator decide to show a picture of the girl falling?” (Elicit: I wonder if it is because she wanted to show some blood.) “What did the text tell us about bleeding?” (Elicit: We don’t’ have to worry when we bleed. Our bodies always make more blood. Add this to the chart.)  Read the text on page 15 to the end of “My blood can’t move through my body all by itself. It needs my heart—a group of strong muscles in my chest—to move it.” STOP “Hmmm. So my heart is a group of strong muscles in my chest. We learned on another page that muscles help us move. What does the heart move?” (Elicit: Blood. Add the word heart to the chart: “Body Parts We Are Learning.”) “On this page the author compared our heart to an engine.” “What do we know about engines that might help us to understand the job the heart muscle plays in our body?” (Elicit: Engines help things move. Our heart is like an engine. It helps move the blood in our body.) Note: Follow up if students cannot answer this question. “Car engines make the car go. Train engines pull the passenger or freight cars. A plane engine helps the plane fly in the air. So the author is telling us that our heart is like an engine because it helps move blood throughout our body.” PAGES 16, 17  Read the text on pages 16 and 17. STOP Have the students inhale and exhale.

Ask. “What’s an x-ray? How did the x-ray help the doctor?” (Elicit: X-rays are photos of our bones. An x-ray can show the doctor exactly where the bone is broken.) PAGES 16 AND 17  Read the text on page 16. “What does it mean that your bones grow longer as you grow taller?” (Elicit: When we were babies our bones were shorter than they are now. And our bones are shorter now than they will be when we are grown up.) “Yes! You are right! The illustrator has drawn us four pictures to communicate/show us this very idea.” PAGE 18  Read the entire page. “So, some foods have something called calcium in them and those foods are very important to eat because they help our bones get strong.” Do not show the picture on page 19.  Read the sentence “The butcher cut up a big soup bone for my mother.” “A butcher is someone who cuts up meat and works behind a meat counter at the grocery store.” Finish reading page 20 and to read page 21. STOP Optional: Show the children a bone that you collected from a butcher. You can have the butcher slice the bone so children can see the spongy core and marrow.  Read the text on page 21. STOP “So this illustration shows the inside of a bone. Does anyone remember what the inside of a bone is called? (Elicit: Core—the inside of the bone is called its core. Teacher note: If the students cannot recall, reread the sentence and ask again.) “This is called the apple’s core. The core is the inside of the apple. It contains seeds. In the same way, the core is what we call the inside of our bones. The core has something called marrow.” PAGES 22 TO 24

Ask. If you have questions or concerns about this Code or any Company policy, contact your supervisor or a member of the Legal Group.

Ask. “What happens to your chest when you take breath in and when you let it out?”

Ask to be admitted to the selection of candidates for international mobility at Lucerne University of Applied Sciences (HSLU) -Switzerland -, agreement aimed at the recognition of the double degree, in the academic year 2025-2026 for:

Ask. Please never hesitate to ask if you are not sure about something – or to ask for advice if you feel something you are doing is not working well. We will do whatever we can to ensure your time with us is rewarding.

Ask. “What is the author telling us here at the end of the book?” (Elicit: That people are both the same and different. No one is exactly like you.) Note to teacher: You will revisit this idea in Task 1.3.

Ask. “On this page we learned all about the brain. “What connection can you make between your brain and your muscles?”

Ask. “How do the labels in the book compare with the diagram we created yesterday? Do we want to add anything to our diagram?” (Do this very quickly.)  Read the text on page 5. STOP “What did the author tell us about one way people are different?”