A) Limit student potential B) Avoid adapting teaching strategies C) Provide timely feedback to students D) Discourage student engagement
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) Both bottom up and top down B) None of these C) Bottom up processing D) Top down processing
A) Prediction B) Listening for specific information C) Listening for gist, main ideas, topic, and setting of the text 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 words to represent sound B) Writes random letters with no relationship to sounds C) Copies words from books D) Writes sentences fluently
A) Memorizing symbols from oral language B) Creating symbols from written text C) Figuring out the pronunciation of printed words D) Constructing meaning from written text
A) None of these B) Teaching for meaning C) Teaching for accuracy D) Inquiry method
A) Top down processing B) None of these C) Bottom up processing D) Both top down and 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) 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) React to the text immediately B) Understand the text before viewing it C) Ignore the text completely D) Critique the text's font size
A) Phonetic writing B) Drawing and imitative writing C) Copying words D) Early Phonetic Writing
A) Listening for specific information B) Listening for gist, main ideas, topic, and setting of the text C) Sequencing the information D) Prediction
A) Recognize linking words B) Identify grammatical forms and functions C) Identify thought groups D) • Listen for intonation patterns in utterances
A) Ignore the text B) Understand the text before viewing it C) Critique the text font size D) React to the text immediately
A) Both top down and bottom up processing B) Bottom up processing C) Top down processing D) None pf these
A) Copying words B) Early Phonetic writing C) Drawing and imitative writing D) Conventional 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) Passively consume the text C) Ignore the content of the text D) Critique the font style used
A) Analytic rubrics provide a single overall score, while holistic rubrics assess criteria separately. B) There is no difference between them. C) Analytic rubrics are only used for written assignments, while holistic rubrics are used for all assignments D) Analytic rubrics assess criteria separately, while holistic rubrics provide a single overall score.
A) Part-to-all method B) Teaching for meaning C) None of these D) Teaching for accuracy
A) Analytic and holistic B) Red and blue C) Long and short D) Numeric and alphabetical
A) Identify grammatical forms and functions B) Listen for intonation patterns in utterances C) Identify thought groups D) Recognize linking words
A) Early phonetic writings B) Drawing and imitative writing C) Phonetic writing D) Copying words
A) Numeric B) Alphabetical C) Holistic D) Analytic
A) The reader, text and the writer B) Audience C) Reader D) Writer
A) Sequencing the information B) Listening for specific information C) Inferencing D) Listening for gist, main ideas, topic, and setting of the text
A) Understanding how to speak B) Only the attribution of meaning to marks C) Both the production of physical marks and the attribution of meaning D) Only the production of physical marks
A) None of these B) Whole to part C) All to part D) Part to whole
A) Alphabetical B) Numeric C) Anlytic D) Holistic
A) Conventional writing B) Drawing and strings of letters C) Copying words D) Drawing and imitative writing
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) 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) Conventional writing B) Copying words C) Early Phonetic Writing D) Drawing and strings of letters
A) Copying words B) Phonetic writing C) Early phonetic writing D) Drawing and imitative 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) Both bottom-up nor top-down processing B) Bottom up processing C) Top down 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 grammatical forms and functions B) Recognize contractions and connected speech C) Listen for intonation patterns in utterances D) Identify thought groups
A) Recognize contractions and connected speech B) Identify thought groups C) Distinguish individual sounds, word boundaries, and stressed syllables D) Listen for intonation patterns in utterances
A) Teaching for accuracy B) Part to whole C) All to part D) Teaching for meaning
A) Relating symbols to oral language and constructing meaning from written text B) Memorizing symbols from oral language C) Creating symbols from written text D) Ignoring symbols and focusing solely on oral language
A) Creating symbols from written text B) Ignoring the text C) Interacting with the text to construct meaning D) Memorizing symbols from oral language
A) The font size of the text B) The author's favorite audience C) The author's age D) The intended recipients or audience of the text
A) To measure student understanding and mastery B) To discourage student learning C) To avoid providing feedback D) To ignore student progress
A) Copying words B) Drawing and strings of letters C) Early Phonetic Writing D) Drawing and imitative writing
A) By color B) By size C) By level of importance or complexity D) By font
A) Analyzing and criticizing B) Decoding and comprehension C) Guessing and imagining D) Memorization and recitation
A) To eliminate learning opportunities B) To rank students based on their performance C) To make students feel stressed D) To measure student learning and progress |