A) What is my favorite movie? B) What assumptions, interests, beliefs, biases, and values are portrayed by the text? C) What is the author's favorite book? D) How many characters are in the text?
A) Avoid providing feedback B) Ignore student progress C) Make informed decisions about instruction D) Disregard student needs
A) Neither bottom-up nor top-down processing B) Bottom-up processing C) Both bottom-up and top-down processing D) Top-down processing
A) Part-to-Whole instruction B) None of these C) Teaching for meaning D) Teaching for accuracy
A) Top-down processing B) Neither bottom-up nor top-down processing C) Both bottom-up and top-down processing D) Bottom-up processing
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) Copying words C) Drawing and strings of letters D) Early Phonetic Writing
A) Bottom-up processing B) Neither bottom-up nor top-down processing C) Top-down processing D) Both bottom-up and top-down processing
A) Memorize letters B) Write full sentences C) Copy words from books D) Communicate through scribbles imitating adult writing
A) Teaching for meaning B) Teaching for accuracy C) None of these D) Part-to-Part
A) Whole-to-Part B) Balanced method C) None of these D) Part-to-Whole
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) Engaging with the text and processing its content B) Critiquing the text's font style C) Ignoring the text D) Reacting to the text without understanding it
A) Teaching for meaning B) Macro skills C) Teaching for accuracy D) All of these
A) Guessing and imagining B) Analyzing and criticizing C) Decoding and comprehension D) Memorization and recitation
A) An emerging voice of the writer B) The child's ability to memorize words C) The child's complete mastery of writing D) The child's inability to write
A) Reacting to the text without understanding it B) Critiquing the text's font style C) Ignoring the text D) Engaging with the text and processing its content
A) Listening for specific information B) Prediction C) Sequencing the information D) Listening for gist, main ideas, topic, and setting of the text
A) Ignoring the text B) Creating symbols from written text C) Interacting with the text to construct meaning D) Memorizing symbols from oral language
A) Reacting to the text without understanding it B) Reflecting on and responding to the text after engaging with it C) Ignoring the text completely D) Critiquing the text's font color
A) Ignoring the text completely B) Critiquing the text's font color C) Reflecting on and responding to the text after engaging with it D) Reacting to the text without understanding it
A) Avoid providing feedback B) Disregard student needs C) Make informed decisions about instruction D) Ignore student progress
A) Whole-to-Part B) Part-to-Whole C) Balance method D) None of these
A) Relating symbols to oral language and constructing meaning from written text B) Creating symbols from written text C) Memorizing symbols from oral language D) Ignoring symbols and focusing solely on oral language
A) ignore the written text B) Construct meaning from written text C) Figure out the pronunciation of printed words and determine their meaning D) Memorize symbols from oral language
A) Engaging with the text and processing its content B) Reacting to the text without understanding it C) Critiquing the text's font style D) Ignoring the text
A) Reacting to the text without understanding it B) .Reflecting on and responding to the text after engaging with it C) Ignoring the text completely D) Critiquing the text's font color
A) Passively consume the content B) Ignore the purpose of the text C) Critique the font size used in the text D) Better understand and engage with the material
A) React to the text immediately B) Understand the text before viewing it C) Critique the text's font size D) Ignore the text
A) Analytic B) Alphabetical C) Numeral D) Holistic
A) Listen for intonation patterns in utterances B) Identify thought groups C) Recognize contractions and connected speech D) Distinguish individual sounds, word boundaries, and stressed syllables
A) Analytic and holistic B) Red and blue C) Long and short D) Numeric and alphabetical
A) To measure student understanding and mastery B) To ignore student progress C) To avoid providing feedback D) To discourage student learning
A) The ability to ignore the text completely B) The ability to construct meaning by interacting with a text C) The process of decoding written text D) The ability to memorize symbols
A) Understand the text before viewing it B) React to the text immediately C) Ignore the text completely
A) Encouraging competition among students B) Identifying student strengths and weaknesses C) Evaluating student progress D) Informing instructional decisions
A) Writes random letters with no relationship to sounds B) Copies words from books C) Writes words to represent sounds D) Writes sentences fluently
A) Bottom-up processing B) Top-down processing C) Neither bottom-up nor top-down processing D) Both bottom-up and top-down processing
A) Listen for intonation patterns in utterances B) Identify thought groups C) Recognize contractions and connected speech
A) To rank students based on their performance B) To make students feel stressed C) To eliminate learning opportunities D) To measure student learning and progress
A) Listen for intonation patterns in utterances B) Recognize linking words C) Identify grammatical forms and functions D) Identify thought groups
A) Listen for intonation patterns in utterances B) Identify grammatical forms and functions C) Recognize linking words D) Identify thought groups
A) Whole to Part B) None of these C) All to part D) Part-to-Whole
A) There is no distinction between them. B) Early Phonetic Writing uses only symbols, while Phonetic Writing uses letters. C) Early Phonetic Writing copies words, while Phonetic Writing represents sounds. D) Early Phonetic Writing represents sounds, while Phonetic Writing uses letters to represent sounds.
A) Early Phonetic Writing B) Phonetic writing C) Drawing and imitative writing D) Copying words
A) The author's favorite audience B) The font size of the text C) The intended recipients or audience of the text D) The author's age
A) Part-To-Whole B) Teaching for meainng C) None of these D) Teaching for accuracy
A) Discourage student engagement B) Limit student potential C) Provide timely feedback to students
A) Reacting to the text without understanding it B) Critiquing the text's font color C) Reflecting on and responding to the text after engaging with it D) Ignoring the text completely
A) Discussion method B) None of these C) Peer instruction D) Problem-Based Learning
A) Ignore the text B) React to the text immediately C) Critique the text's font size D) Understand the text before viewing it
A) Teaching for accuracy B) None of these C) Teaching for meaning D) All of these
A) Drawing and imitative writing B) Phonetic writing C) Drawing and strings of letters D) Early Phonetic Writing
A) They both provide a single overall score for the task B) They both assess criteria separately C) They both provide detailed feedback to students D) They both eliminate the need for assessment
A) All to part B) Whole to Part C) Part-to-Whole D) None of these
A) Identify grammatical forms and functions B) Identify thought groups C) Listen for intonation patterns in utterances D) Recognize linking words
A) Ignore the content of the text B) Passively consume the text C) Critique the font style used D) Determine why the text was created or presented
A) Teaching for meaning B) None of these C) Teaching for accuracy D) All of these
A) Phonetic writing B) Drawingand string of letters C) Drawing and initiative writing D) Early photonic writing
A) Recognize linking words B) Listen for intonation patterns in utterances C) Identify grammatical forms and functions D) Identify thought groups
A) Alphabetical B) Numeric C) Holistic D) Analytic
A) Teaching for accuracy B) Inquiry method C) None of these D) Teaching for meaning
A) Balanced method B) Whole-to-Part C) Part-to-Whole D) None of these
A) Copying words B) Conventional writing C) Drawing and imitative writing D) Drawing and string of letters
A) It simplifies the grading process for teachers B) It confuses students C) It eliminates the need for assessment criteria D) It provides detailed feedback to students on different aspects of their performance
A) Drawing and imitative writing B) Memorizing words C) Early phonetic writing D) Copying words
A) Constructing meaning by interacting with a text B) Analyzing the content of the text C) Ignoring the text D) Making sense and deriving meaning from the printed word
A) Write random letters B) Copy words from familiar resources C) Write full sentence D) Draw picture
A) Guessing and imagining B) Decoding and comprehension C) Memorization and recitation
A) Early Phonetic Writing represents sounds, while Phonetic Writing uses letters to represent sounds B) Early Phonetic Writing uses only symbols, while Phonetic Writing uses letters. C) There is no distinction between them. D) Early Phonetic Writing copies words, while Phonetic Writing represents sounds.
A) adult writing B) Memorize letters C) Copy words from books D) Communicate through scribbles imitating
A) Critiquing the text's font color B) Reflecting on and responding to the text after engaging with it C) Ignoring the text completely D) Reacting to the text without understanding it
A) React to the text immediately B) Ignore the text completely C) Critique the text's font size D) Understand the text before viewing it
A) Copying words B) Phonetic writing C) Drawing and imitative writing D) Early Phonetic Writing
A) To measure student understanding and mastery B) To discourage student learning C) To ignore student progress
A) The reader, the text, and the writer B) Only the reader C) Only the text D) Only the reader and the text
A) Both bottom-up and top-down processing B) Bottom-up processing C) Top-down processing D) Neither bottom-up nor top-down processing
A) Numeric B) Holistic C) Alphabetical D) Analytic
A) Whole -to-part method B) Teaching for meaning C) Part-to-whole method D) Teaching for accuracy
A) The child's complete mastery of writing B) The child's inability to write C) The child's ability to memorize words D) An emerging voice of the writer
A) All of these B) Teaching for meaning C) None of these D) Teaching for accuracy
A) Early Phonetic Writing B) Conventional writing C) Drawing and strings of letters D) Copying words
A) Identify thought groups B) Recognize contractions and connected speech C) Listen for intonation patterns in utterances D) Recognize linking words
A) Listening for specific information B) Prediction C) Listening for gist, main ideas, topic, and setting of the text D) Sequencing the information
A) All of these B) Indirect method C) Teaching for accuracy D) Teaching for meaning
A) Recognize contractions and connected speech B) Identify thought groups C) Recognize linking words D) Listen for intonation patterns in utterances
A) Sequencing the information B) Inferencing C) Listening for specific information D) Listening for gist, main ideas, topic, and setting of the text
A) Writes sentences fluently B) Writes words to represent sounds C) Copies words from books D) Writes random letters with no relationship to sounds
A) Critiquing the text's font color B) Reacting to the text without understanding it C) Ignoring the text completely D) Reflecting on and responding to the text after engaging with it |