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CTRD 3100
FINAL
| Question | Answer |
|---|---|
| Theorists such as Piaget explained that students' knowledge is organized into cognitive structures or files in mental filing cabinets known as: | schemata |
| educators who believe that learning is the result of stimulus and response actions subscribe to a theory known as: | behaviorism |
| Carmen is learning to speak english and often makes statements such as "I have a pen blue" instead of I have a blue pen." that type of error shoes that carmen is having difficulty with the: | syntactic system |
| shared writing differs from modeling because in shared writing: | students contribute to the writing activity |
| texts used for guided reading instruction should be written at the students': | instructional level |
| during guided reading instruction, students usually work in: | homogeneous ability groups |
| commercially produced reading programs which typically include a student's textbook, accompanying workbook, supplemental instructional materials, and teacher's guide are known as: | basal reading programs |
| teachers can serve as a model of fluent reading by: | reading aloud to students |
| as a new sixth grade teacher was selecting books for his classroom library, an experienced teacher correctly advised him that students within a typical classroom: | read at a wide range of levels |
| theorists explain that students don't try to figure out the author's meaning as they read but they negotiate a meaning that makes sense to them based on the words they are reading and their existing knowledge. the work of these theorists reflects: | critical literacy |
| a class read a book about birthday party games. juan, who just moved to the us, was confused. the teacher realized that juan would have difficulty reading the text because he lacked necessary: | background knowledge |
| during guided reading, students should read books at their: | instructional level |
| every day, a 1st gr teacher works with a small group of students reading at the same level. she selects a book at their instructional level and helps them apply strategies. teacher is using instructional technique called: | guided reading |
| 6th gr teacher finds the struggling readers don't understand the ways in which more capable readers apply reading strategies. the principal advises that the best way to help them become more strategic readers is to: | use a think-aloud to demonstrate the thought processes that more capable readers use |
| the most authentic type of reading is | independent reading |
| during shared reading, children should: | be invited to join in the reading of predictable refrins and rhyming words |
| of the following, the best way to help students understands a comprehension strategy would be to: | teach a minilesson on strategy use |
| when students are engaged in the prewriting stage, encourage them to draw, because drawing often: | helps students organize their ideas |
| problem-solving tactics that students apply as they read | strategies |
| research suggests that students' reading and writing ability shows the most improvement when: | reading and writing instruction are integrated |
| madison was able to read most of the words in a story but needed her teacher's help to fully comprehend the story. this book fit madison's: | instructional level |
| scoring guides used to evaluate student performance in reading and writing according to specific criteria and levels of achievement | rubrics |
| systematic and meaningful collections of artifacts documenting students' literacy development over a period of time | portfolios |
| george lives on a farm and enjoys reading farm books. he can read these books independently because: | they include familiar objects and experiences making them easier to read |
| a reading test composed of graded word lists, graded passages from stories and informational books, and comprehension questions | informal reading inventory |
| mary read a paragraph, stumbling over most of the words and required a great deal of assistance. she did not know the main idea. this book was at mary's: | frustration level |
| high-stakes testing and classroom assessment differ in that classroom assessment usually: | provides more information for making daily instructional decisions |
| high stakes tests are designed to objectively measure students' ability to meet: | grade level standards |
| an informal reading inventory can be used to measure: | word recognition and comprehension |
| print such as logos on cereal boxes and signs for a favorite toy store or restaurant is known as: | environmental print |
| effective teachers have learned that it is best to teach letters of the alphabet using: | children's own names and environmental print |
| if children cannot yet read a book independently, but you want them to enjoy it and use it effectively, use the practice of: | shared reading |
| during a read aloud, to enable all students to see the text and illustrations, the teacher should use: | a big book |
| if a child doesn't understand word boundaries or concepts of words, teachers should use the instructional practice of: | Language Experience Approach |
| by adding books, pencils, pens, and paper to kindergarten play centers, teachers could enhance their instructional value and transform them into: | literacy play centers |
| naming the letters of the alphabet is a good predictor of beginning reading achievement because: | children who have been actively involved in early and rich literacy activities generally know the letters |
| young children's introduction and exposure to written language usually begins: | before they come to school |
| phonics instruction is most appropriate for students in the: | beginning reading and writing stage |
| stage where you transition from pretending to read to reading predictable books | emergent reading and writing stage |
| the smallest units of speech | phonemes |
| word families would be in the minilesson of: | phonics |
| the most powerful predictor of later reading achievement is the child's: | phonemic awareness |
| phonemic awareness instruction should be: | integrated with other components of a balanced literacy program |
| how many phonemes are there in the english language? | 44 |
| the best way for a teacher to help students gain independence in their spelling and writing would be to: | post high frequency words on a classroom word wall |
| the best way to help children become better spellers is to: | engage them in daily reading and writing activities |
| phonics instruction should be completed by the end of: | 3rd grade |
| phonics instruction should be viewed as: | part of a balanced approach that includes authentic reading and writing |
| when a teacher asks a student to "say the word star without the st" that teacher is primarily monitoring the student's: | phonemic awareness |
| to become a fluent reader, a student must: | automatically recognize high frequency words |
| Bill said he could read the word "will" because it looked like his name. this is the strategy of: | analogies |
| the ability to orally read sentences expressively, with appropriate phrasing and intonation, is known as: | prosody |
| to read fluently: students need to read at least: | 100 words per minute |
| students must develop a large stock of recognizable words because they can't analyze every word while reading. these words are called: | sight words |
| the best way to assess students' reading fluency is to: | listen to them read aloud |
| the best way to help students develop reading fluency is to use: | readers theatre |
| the best way to improve students' reading speed is to use: | repeated readings |
| reading fluency involves 3 components: | reading speed, word recognition, and prosody |
| books that children use for fluency practice should be: | just below their instructional level |
| in grades 3+, the activity which leads to the greatest growth in vocabulary is: | reading |
| the poorest readers read very few books while the most capable readers read many books and enlarged their vocabularies. this is an example of: | the matthew effect |
| words that have nearly the same meaning as the tired words | synonyms |
| sets of words such as deer/dear and blue/blew | homonyms |
| the surrounding words and sentences around an unknown word used to determine its meaning | context clues |
| expressions that much be translated figuratively such as "raining cats and dogs" or "chip off the old block" | idioms |
| list of related word that are classified by distinguishing characteristics | semantic feature analysis |
| quiet as a mouse is an example of: | simile |
| effective teachers use minilessons to teach students about specific words. these minilessons: | can be provided before or after students read the text |
| a student was reading a story and did not know a word. the teacher told her if the word was not essential to the story, she should: | skip the word and continue reading |
| a lack of background knowledge that affects comprehension can be categorized as a: | reader factor |
| comprehension depends on the 2 factors of: | the reader and the text |
| while reading charlottes web, helen thought about her farm. what kind of connection is this? | text to self |
| before students read a new text, help them focus their attention and remember important details by: | helping them set a purpose for reading |
| leisure books should be written at the: | independent level |
| research suggests that a student's motivation to read increases when: | the classroom has a collaborative atmosphere |
| when students aren't forming inferences as they read, teachers should: | model to help students form inferences |
| capable readers usually: | create mental images as they read |
| effective literacy teachers encourage students to make predictions: | when reading any type of text |
| type of assessment involving supplying missing words in a page | cloze procedure |
| stories often categorized by this | genre |
| brief narrative designed to teach a moral | fable |
| in a story, the character is embarrassed to ride in her father's used car. this story can be classified as: | realistic fiction |
| stories created by ancient people to explain natural phenomena | myths |
| genre of a story about a boy with a singing dog | fantasy |
| stories which have been passed down from generation to generation | folklore |
| genre of the books that accurately describe the clothing, recreation, and culture of a particular period | historical fiction |
| the underlying meaning of a story | theme |
| poem that tells a story | narrative poem |
| poems have what kind of text factors | unique |
| throughout the year, students in literature circles should: | occasionally form new groups that meet their needs and interests |
| basal readers usually contain: | a strong skills component |
| reading and writing workshop could be used: | as the primary instructional approach in a classroom or as a complement to other instructional approaches |
| in literature focus units, the books are selected by: | the teacher |
| the most individualized instructional approach is: | reading workshop |
| the instructional method that relies most heavily upon teacher direction is: | the basal reading program |
| when a class all read the same story, has a grand conversation, does reading logs, and adds words to the word wall, this is a: | literature focus unit |
| A unique advantage of basal reading programs is that they have: | workbooks with authentic activities |
| students have assigned roles in a literature activity called: | literature circles |
| when students do not focus in literature circles, the teacher should: | join the circle to model appropriate conversation |
Created by:
ses0035