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