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