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