AEPA 036 P2

Froggy Jumps

Jugadas 5

Crear copia

Sobre esta actividad

AEPA 036

Creada por

Nicole Lovette

Estados Unidos

Descarga la versión para jugar en papel

Top 10 resultados

#	Jugador	Acierto	tiempo
1	Nicole Lovette 2 de Enero de 2026	% 87	04:05

¿Quieres aparecer en el Top 10 de este juego? Inicia sesión para identificarte.

Crea tu propio juego gratis desde nuestro creador de juegos

Compite contra tus amigos para ver quien consigue la mejor puntuación en esta actividad

Crear reto

El valle de los lobos

Marcos Signes

España

(107)

20 preguntas de este maravilloso libro
Salva a la Ranita

Melanie Rodriguez

Estados Unidos

(336)

Contesta las siguientes multiplicaciones correctamente para salvar a la ranita y evitar que caiga al agua, mucha suerte!
Quiz de Culpa mía película

Yamila Chavez

Argentina

(170)

Demuestra cuánto sabes sobre la película Culpa mía con este divertido quiz.
OPEN UP 6 UNIT 1 VOCABULARY

karen blixen

España

(98)

Repasamos el vocabulario de la unidad
Sabiduría animal

Educaplay Educational Resources

España

(15385)

Conviértete en un genio del Reino Animal

		%
	Anónimo	%
		%
		%

Imprime tu juego

AEPA 036 P2


Froggy Jumps AEPA 036 P2Versión en línea AEPA 036 por Nicole Lovette 1 Combining subjects into one lesson or activity. (math & art) a Integrated Curriculum b Thematic Units c Emergent Curriculum 2 Planning lessons based on children's interests and experiences. a Thematic Units b Emergent Curriculum c Integrated Curriculum 3 Lessons centered around a common theme. (seasons, animals) a Integrated Curriculum b Emergent Curriculum c Thematic Units 4 The range of tasks a child can accomplish with guidance but not yet independently. a Zone Proximal Development b Developmental Domains c Cognitive Development 5 Areas of child growth. (cognitive, physical, social, emotional) a Zone Proximal Development b Developmental Domains c Cognitive Development 6 Growth in thinking, problem-solving, and decision-making skills. a Developmental Domains b Zone Proximal Development c Cognitive Development 7 Knowing how books and print work. (read left to right) a Phonics b Phonemic Awareness c Print Awareness 8 Teaching reading by linking sounds to letters. a Phonemic Awareness b Phonics c Print Awareness 9 Understanding sounds in spoken words.(importance for reading) a Phonemic Awareness b Phonics c Print Awareness 10 Supporting a child's learning by gradually reducing help as they gain skills. a Developmentally Appropriate Practice b Scaffolding c Differentiation 11 Adapting lessons to meet diverse learning needs. a Differentiation b Scaffolding c Developmentally Appropriate Practice 12 Teaching methods that match a child's age, abilities, and needs. a Differentiation b Scaffolding c Developmentally Appropriate Practice 13 Encouraging desired behavior through rewards and praise. a Positive Reinforcement b Self-Regulation c Peer Interaction 14 Socializing and working with classmates or friends. a b Peer Interaction c Self-Regulation 15 A child's ability to manage emotions and behavior. a Self-Regulation b Peer Interaction c Positive Reinforcement 16 A child's mental framework for organizing knowledge. a Schema b Metacognition c Executive Function 17 Thinking about one's own thinking processes. a Schema b Metacognition c Differentiated Instruction 18 Skills like planning, focusing, and remembering instructions. a Differentiated Instruction b Metacognition c Executive Function 19 Tailoring teaching methods to meet individual student needs a Differentiated Instruction b Schema c Metacognition 20 Understanding speaking or written language. a Receptive Language b Emergent Literacy c Expressive Language 21 Using words or gestures to communicate thoughts. a Receptive Language b Expressive Language c Emergent Literacy 22 Early skills that lead to reading and writing. (recognize letters) a Expressive Language b Receptive Language c Emergent Literacy 23 Strategies to guide positive behavior in the classroom. a Behavior Management b Behavioral Objectives c Positive Reinforcement 24 Clear goals describing what a student should achieve by the end of a lesson. a Behavior Management b Behavioral Objectives c Positive Reinforcement

AEPA 036 P2

Froggy Jumps

Sobre esta actividad

Creada por

Descarga la versión para jugar en papel

Top juegos

Froggy Jumps

El valle de los lobos

Froggy Jumps

Salva a la Ranita

Froggy Jumps

Quiz de Culpa mía película

Froggy Jumps

OPEN UP 6 UNIT 1 VOCABULARY

Froggy Jumps

Sabiduría animal

Froggy Jumps

AEPA 036 P2Versión en línea

por Nicole Lovette

Combining subjects into one lesson or activity. (math & art)

Planning lessons based on children's interests and experiences.

Lessons centered around a common theme. (seasons, animals)

The range of tasks a child can accomplish with guidance but not yet independently.

Areas of child growth. (cognitive, physical, social, emotional)

Growth in thinking, problem-solving, and decision-making skills.

Knowing how books and print work. (read left to right)

Teaching reading by linking sounds to letters.

Understanding sounds in spoken words.(importance for reading)

Supporting a child's learning by gradually reducing help as they gain skills.

Adapting lessons to meet diverse learning needs.

Teaching methods that match a child's age, abilities, and needs.

Encouraging desired behavior through rewards and praise.

Socializing and working with classmates or friends.

A child's ability to manage emotions and behavior.

A child's mental framework for organizing knowledge.

Thinking about one's own thinking processes.

Skills like planning, focusing, and remembering instructions.

Tailoring teaching methods to meet individual student needs

Understanding speaking or written language.

Using words or gestures to communicate thoughts.

Early skills that lead to reading and writing. (recognize letters)

Strategies to guide positive behavior in the classroom.

Clear goals describing what a student should achieve by the end of a lesson.