A) What assumptions, interests, beliefs, biases, and values are portrayed by the text? B) How many characters are in the text? C) What is the author's favorite book? D) What is my favorite movie?
A) Ignore student progress B) Disregard student needs C) Avoid providing feedback D) Make informed decisions about instruction
A) Neither bottom-up nor top-down processing B) Both bottom-up and top-down processing C) Top-down processing D) Bottom-up processing
A) Teaching for meaning B) None of these C) Teaching for accuracy D) Part-to-Whole instruction
A) Neither bottom-up nor top-down processing B) Bottom-up processing C) Top-down processing D) Both bottom-up and top-down processing
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) Conventional writing B) Early Phonetic Writing C) Copying words D) Drawing and strings of letters
A) Neither bottom-up nor top-down processing B) Bottom-up processing C) Top-down processing D) Both bottom-up and top-down processing
A) Write full sentences B) Memorize letters C) Communicate through scribbles imitating adult writing D) Copy words from books
A) None of these B) Teaching for meaning C) Teaching for accuracy D) Part-to-Part
A) Part-to-Whole B) None of these C) Whole-to-Part D) Balanced method
A) Recognize contractions and connected speech B) Distinguish individual sounds, word boundaries, and stressed syllables C) Identify thought groups D) Listen for intonation patterns in utterances
A) Ignoring the text B) Critiquing the text's font style C) Engaging with the text and processing its content D) Reacting to the text without understanding it
A) Teaching for meaning B) Teaching for accuracy C) All of these D) Macro skills
A) Analyzing and criticizing B) Guessing and imagining C) Decoding and comprehension D) Memorization and recitation
A) The child's ability to memorize words B) The child's complete mastery of writing C) An emerging voice of the writer D) The child's inability to write
A) Engaging with the text and processing its content B) Ignoring the text C) Reacting to the text without understanding it D) Critiquing the text's font style
A) Sequencing the information B) Listening for gist, main ideas, topic, and setting of the text C) Listening for specific information D) Prediction
A) Creating symbols from written text B) Memorizing symbols from oral language C) Interacting with the text to construct meaning D) Ignoring the text
A) Ignoring the text completely B) Reacting to the text without understanding it C) Reflecting on and responding to the text after engaging with it D) Critiquing the text's font color
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) Disregard student needs B) Ignore student progress C) Make informed decisions about instruction D) Avoid providing feedback
A) Balance method B) None of these C) Part-to-Whole D) Whole-to-Part
A) Ignoring symbols and focusing solely on oral language B) Memorizing symbols from oral language C) Relating symbols to oral language and constructing meaning from written text D) Creating symbols from written text
A) ignore the written text B) Figure out the pronunciation of printed words and determine their meaning C) Memorize symbols from oral language D) Construct meaning from written text
A) Critiquing the text's font style B) Engaging with the text and processing its content C) Ignoring the text D) Reacting to the text without understanding it
A) Reacting to the text without understanding it B) Ignoring the text completely C) .Reflecting on and responding to the text after engaging with it D) Critiquing the text's font color
A) Ignore the purpose of the text B) Critique the font size used in the text C) Better understand and engage with the material D) Passively consume the content
A) Ignore the text B) Critique the text's font size C) Understand the text before viewing it D) React to the text immediately
A) Analytic B) Alphabetical C) Holistic D) Numeral
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) Red and blue B) Long and short C) Numeric and alphabetical D) Analytic and holistic
A) To discourage student learning B) To avoid providing feedback C) To measure student understanding and mastery D) To ignore student progress
A) The ability to memorize symbols B) The process of decoding written text C) The ability to ignore the text completely D) The ability to construct meaning by interacting with a text
A) Understand the text before viewing it B) React to the text immediately C) Ignore the text completely
A) Evaluating student progress B) Informing instructional decisions C) Identifying student strengths and weaknesses D) Encouraging competition among students
A) Writes random letters with no relationship to sounds B) Writes words to represent sounds C) Writes sentences fluently D) Copies words from books
A) Both bottom-up and top-down processing B) Top-down processing C) Bottom-up processing D) Neither bottom-up nor top-down processing
A) Identify thought groups B) Listen for intonation patterns in utterances C) Recognize contractions and connected speech
A) To rank students based on their performance B) To measure student learning and progress C) To eliminate learning opportunities D) To make students feel stressed
A) Listen for intonation patterns in utterances B) Identify thought groups C) Recognize linking words D) Identify grammatical forms and functions
A) Recognize linking words B) Listen for intonation patterns in utterances C) Identify grammatical forms and functions D) Identify thought groups
A) All to part B) Part-to-Whole C) None of these D) Whole to Part
A) Early Phonetic Writing represents sounds, while Phonetic Writing uses letters to represent sounds. B) Early Phonetic Writing uses only symbols, while Phonetic Writing uses letters. C) Early Phonetic Writing copies words, while Phonetic Writing represents sounds. D) There is no distinction between them.
A) Phonetic writing B) Copying words C) Early Phonetic Writing D) Drawing and imitative writing
A) The author's favorite audience B) The font size of the text C) The intended recipients or audience of the text D) The author's age
A) Teaching for accuracy B) None of these C) Part-To-Whole D) Teaching for meainng
A) Discourage student engagement B) Provide timely feedback to students C) Limit student potential
A) Critiquing the text's font color B) Reflecting on and responding to the text after engaging with it C) Ignoring the text completely D) Reacting to the text without understanding it
A) Discussion method B) None of these C) Problem-Based Learning D) Peer instruction
A) Critique the text's font size B) Ignore the text C) React to the text immediately D) Understand the text before viewing it
A) All of these B) Teaching for accuracy C) None of these D) Teaching for meaning
A) Drawing and imitative writing B) Phonetic writing C) Early Phonetic Writing D) Drawing and strings of letters
A) They both assess criteria separately B) They both provide detailed feedback to students C) They both provide a single overall score for the task D) They both eliminate the need for assessment
A) Part-to-Whole B) Whole to Part C) None of these D) All to part
A) Identify thought groups B) Listen for intonation patterns in utterances C) Recognize linking words D) Identify grammatical forms and functions
A) Passively consume the text B) Critique the font style used C) Determine why the text was created or presented D) Ignore the content of the text
A) None of these B) Teaching for meaning C) Teaching for accuracy D) All of these
A) Phonetic writing B) Drawing and initiative writing C) Drawingand string of letters D) Early photonic writing
A) Identify thought groups B) Recognize linking words C) Identify grammatical forms and functions D) Listen for intonation patterns in utterances
A) Holistic B) Alphabetical C) Analytic D) Numeric
A) Inquiry method B) Teaching for meaning C) Teaching for accuracy D) None of these
A) Part-to-Whole B) Whole-to-Part C) Balanced method D) None of these
A) Copying words B) Conventional writing C) Drawing and string of letters D) Drawing and imitative writing
A) It provides detailed feedback to students on different aspects of their performance B) It confuses students C) It simplifies the grading process for teachers D) It eliminates the need for assessment criteria
A) Early phonetic writing B) Memorizing words C) Copying words D) Drawing and imitative writing
A) Constructing meaning by interacting with a text B) Ignoring the text C) Making sense and deriving meaning from the printed word D) Analyzing the content of the text
A) Copy words from familiar resources B) Write full sentence C) Draw picture D) Write random letters
A) Decoding and comprehension B) Memorization and recitation C) Guessing and imagining
A) There is no distinction between them. B) Early Phonetic Writing represents sounds, while Phonetic Writing uses letters to represent sounds C) Early Phonetic Writing copies words, while Phonetic Writing represents sounds. D) Early Phonetic Writing uses only symbols, while Phonetic Writing uses letters.
A) Memorize letters B) Copy words from books C) Communicate through scribbles imitating D) adult writing
A) Reacting to the text without understanding it B) Ignoring the text completely C) Reflecting on and responding to the text after engaging with it D) Critiquing the text's font color
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) Early Phonetic Writing B) Copying words C) Phonetic writing D) Drawing and imitative writing
A) To discourage student learning B) To ignore student progress C) To measure student understanding and mastery
A) Only the reader B) Only the text C) The reader, the text, and the writer D) Only the reader and the text
A) Bottom-up processing B) Top-down processing C) Neither bottom-up nor top-down processing D) Both bottom-up and top-down processing
A) Alphabetical B) Holistic C) Numeric D) Analytic
A) Whole -to-part method B) Teaching for meaning C) Teaching for accuracy D) Part-to-whole method
A) The child's ability to memorize words B) An emerging voice of the writer C) The child's complete mastery of writing D) The child's inability to write
A) Teaching for meaning B) None of these C) All of these D) Teaching for accuracy
A) Conventional writing B) Drawing and strings of letters C) Copying words D) Early Phonetic Writing
A) Identify thought groups B) Recognize linking words C) Recognize contractions and connected speech D) Listen for intonation patterns in utterances
A) Listening for specific information B) Listening for gist, main ideas, topic, and setting of the text C) Sequencing the information D) Prediction
A) Indirect method B) Teaching for meaning C) All of these D) Teaching for accuracy
A) Listen for intonation patterns in utterances B) Recognize linking words C) Identify thought groups D) Recognize contractions and connected speech
A) Sequencing the information B) Listening for specific information C) Inferencing D) Listening for gist, main ideas, topic, and setting of the text
A) Writes random letters with no relationship to sounds B) Copies words from books C) Writes sentences fluently D) Writes words to represent sounds
A) Reflecting on and responding to the text after engaging with it B) Reacting to the text without understanding it C) Ignoring the text completely D) Critiquing the text's font color |