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