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