A) Avoid adapting teaching strategies B) Limit student potential C) Provide timely feedback to students D) Discourage student engagement
A) Bottom up processing B) Neither bottom-up nor top-down processing C) Top down processing D) Both bottom up and top down processing
A) None of these B) Both bottom up and top down C) Top down processing D) Bottom up processing
A) Sequencing the information B) Listening for gist, main ideas, topic, and setting of the text C) Prediction D) Listening for specific information
A) Figure out the pronunciation of printed words and determine their meaning B) Construct meaning from written text C) Memorize symbols from oral language D) Ignore thẻ written text
A) Writes random letters with no relationship to sounds B) Writes sentences fluently C) Writes words to represent sound D) Copies words from books
A) Figuring out the pronunciation of printed words B) Constructing meaning from written text C) Memorizing symbols from oral language D) Creating symbols from written text
A) Teaching for accuracy B) Inquiry method C) Teaching for meaning D) None of these
A) Both top down and bottom up processing B) Top down processing C) Bottom up processing D) None of these
A) Critiquing the text's font style B) Reacting to the text without understanding it C) Engaging with the text and processing its content D) Ignoring text
A) Ignoring the text completely B) Critiquing the text's font color C) Reflecting on and responding to the text after engaging with it D) Reacting to the text without understanding it
A) Ignore the text completely B) Understand the text before viewing it C) React to the text immediately D) Critique the text's font size
A) Drawing and imitative writing B) Phonetic writing C) Early Phonetic Writing D) Copying words
A) Listening for specific information B) Prediction C) Listening for gist, main ideas, topic, and setting of the text D) Sequencing the information
A) • Listen for intonation patterns in utterances B) Recognize linking words C) Identify grammatical forms and functions D) Identify thought groups
A) React to the text immediately B) Critique the text font size C) Ignore the text D) Understand the text before viewing it
A) Both top down and bottom up processing B) Top down processing C) None pf these D) Bottom up processing
A) Early Phonetic writing B) Conventional writing C) Drawing and imitative writing D) Copying words
A) The child's inability to write B) The child's ability to memorize words C) An emerging voice of the writer D) The child's complete mastery of writing
A) Critique the font style used B) Ignore the content of the text C) Passively consume the text D) Determine why the text was created or presented
A) Analytic rubrics assess criteria separately, while holistic rubrics provide a single overall score. B) Analytic rubrics are only used for written assignments, while holistic rubrics are used for all assignments C) Analytic rubrics provide a single overall score, while holistic rubrics assess criteria separately. D) There is no difference between them.
A) Teaching for meaning B) Part-to-all method C) Teaching for accuracy D) None of these
A) Numeric and alphabetical B) Red and blue C) Analytic and holistic D) Long and short
A) Listen for intonation patterns in utterances B) Identify grammatical forms and functions C) Identify thought groups D) Recognize linking words
A) Copying words B) Phonetic writing C) Drawing and imitative writing D) Early phonetic writings
A) Numeric B) Alphabetical C) Analytic D) Holistic
A) Reader B) The reader, text and the writer C) Writer D) Audience
A) Listening for gist, main ideas, topic, and setting of the text B) Inferencing C) Sequencing the information D) Listening for specific information
A) Both the production of physical marks and the attribution of meaning B) Understanding how to speak C) Only the attribution of meaning to marks D) Only the production of physical marks
A) None of these B) Whole to part C) All to part D) Part to whole
A) Alphabetical B) Holistic C) Anlytic D) Numeric
A) Drawing and strings of letters B) Copying words C) Conventional writing D) Drawing and imitative writing
A) Identify thought groups B) Recognize contractions and connected speech C) Distinguish individual sounds, word boundaries, and stressed syllables D) Listen for intonation patterns in utterances
A) Ignoring the text completely B) Reflecting on and responding to the text after engaging with it C) Critiquing the text's font color D) Reacting to the text without understanding it
A) Conventional writing B) Early Phonetic Writing C) Drawing and strings of letters D) Copying words
A) Drawing and imitative writing B) Early phonetic writing C) Phonetic writing D) Copying words
A) The ability to ignore the text completely B) The ability to construct meaning by interacting with a text C) The process of decoding written text D) The ability to memorize symbols
A) Top down processing B) Neither bottom-up nor top-down processing C) Bottom up processing D) Both bottom-up nor top-down processing
A) Part to whole instructions B) Teaching for accuracy C) None of these D) Teaching for meaning
A) Recognize contractions and connected speech B) Listen for intonation patterns in utterances C) Identify grammatical forms and functions D) Identify thought groups
A) Listen for intonation patterns in utterances B) Recognize contractions and connected speech C) Identify thought groups D) Distinguish individual sounds, word boundaries, and stressed syllables
A) Teaching for accuracy B) Teaching for meaning C) Part to whole D) All to part
A) Ignoring symbols and focusing solely on oral language B) Memorizing symbols from oral language C) Creating symbols from written text D) Relating symbols to oral language and constructing meaning from written text
A) Interacting with the text to construct meaning B) Memorizing symbols from oral language C) Ignoring the text D) Creating symbols from written text
A) The intended recipients or audience of the text B) The author's favorite audience C) The author's age D) The font size of the text
A) To measure student understanding and mastery B) To ignore student progress C) To avoid providing feedback D) To discourage student learning
A) Drawing and imitative writing B) Drawing and strings of letters C) Early Phonetic Writing D) Copying words
A) By size B) By color C) By font D) By level of importance or complexity
A) Decoding and comprehension B) Analyzing and criticizing C) Memorization and recitation D) Guessing and imagining
A) To rank students based on their performance B) To make students feel stressed C) To measure student learning and progress D) To eliminate learning opportunities |