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