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