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