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