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