ENGL 3630

How long should it take kindergarteners to place all 26 plastic letters over an outline of the letter on an Alphabetic Arc?

2 minutes or less

In a Response to Intervention (RTI) model, what approximate percentage of students will need the additional strategic and supplemental intervention of Tier 2?

20%

How long did it take the Internet to reach a user base of 50 million people?

4 Years

In a Response to Intervention (RTI) model, what approximate percentage of students will need the much more intensive intervention of Tier 3?

5-10%

What percentage of the variance in children's reading ability proficiency at the end of first grade can be accounted for by phonemic awareness?

50%

What percentage of vocabulary encountered in academic texts does Dolch's "A Basic Sight Vocabulary of 220 Words" account for?

50%

How many words do researchers estimate a child will have learned by the time they enter school?

5000

How many words do researchers estimate a child acquires each day?

7 to 10

What percentage of writing time does Murray (1982) believe should be spent on prewriting?

70%

Books read with what percentage of accuracy while conducting a running record are considered to be at the frustration level and generally are not appropriate for either guided or independent reading?

89% or less

At what age does the ability to hear distinct words and make meaningful associations emerge?

9 to 18 months of age

What was the name given to the first modern theory of the composing process?

Stage-Model Theory

What is the name given to the type of language that is, for the most part, the language of school?

Standard English

During a Parent-Teacher Conference, when areas of concern are discussed, it is important to provide examples of the child's work or review the observational data to illustrate the point

True

During the drafting stage, students should be taught not to spend time worrying about spelling or grammar

True

During the planning stage, you should have younger low-achieving students use drawing to encapsulate their ideas, because drawing provides them with a stable prompt for suggesting what details they might develop and that taps into another dimension, helping them retrieve details they might not have thought of

True

During the revising stage, you should demonstrate to low-achieving students the shortcuts they can take

True

During writing conferences, low-achieving students may reveal the process they are using in their writing, the struggles they are having, and the personal perceptions that may hinder their progress

True

English Language Learners (ELLs) need ample opportunities to use language in context

True

English can be described as a language divided into parallel vocabularies

True

English has 26 letters

True

English has roughly 44 sounds

True

Even younger children can be drawn into a discussion of such powerful issues as racism, discrimination, and civil rights by reading books

True

For English Language Learners (ELLs) who come from cultures where students conform to the group, sharing personal opinions poses difficulties

True

For English Language Learners, it is important to measure content knowledge without the interference of language, especially when assessing ELLs who are at lower levels of English proficiency

True

For older learners, literature-based reading instruction can exemplify how written language is used and can thus contribute to grammatical and pragmatic knowledge

True

Hart and Risley's (1995) research showed that the spoken vocabularies of children from professional families were larger than those of the parents in financially disadvantaged families

True

If the handwriting of low-achieving students is a serious problem, you can have students dictate their pieces or use a word processor if they have adequate keyboarding skills

True

In English, word order is extremely important in creating an intended meaning

True

Inflectional endings serve grammatical functions, but do not change the fundamental meaning of a word

True

It is important to let low-achieving students know that the piece they are writing is ultimately the writer's responsibility

True

Low-achieving students find writing even more difficult than reading

True

Modeled writing is an effective tool for teaching new vocabulary to students within a meaningful and authentic context

True

Most students master word recognition skills by the end of the second grade, though teachers must be prepared to teach older students who have not learned phonics

True

On-demand assessments are administered, scored, and interpreted the same way for all test takers

True

Once in a while in the Editing Stage, students change a correct spelling and make it incorrect, but they correct far more errors than they create

True

Once students fall behind their classmates in reading ability, there is no easy fix

True

Over time, through comprehension strategy instruction, the expectation is that students will master a collection of strategies that can be used together in combination

True

Personal word books are great places for students to record words for things they want to write about but are likely not in a dictionary

True

Reading and writing are reciprocal processes

True

Reading contributes to students' writing development and writing contributes to students' reading development

True

Research has demonstrated the effectiveness of teaching spelling every day as part of a student-centered approach to teaching language skills

True

Research suggests that letter formation and spelling skills may most easily transfer for those literate students whose native language, such as Spanish, French, German, or Tagolog, uses the same alphabet as English

True

Second language learners, like first language learners, may overgeneralize plural formation or regularize irregular verbs

True

Sentence level errors by English Language Learners (ELLs) may be influenced by their primary [native] language(s)

True

Since low-achieving students may have limited experience selecting topics, teachers should model the process for them

True

Some students will enter your class knowing some or all of the letters and sounds; others will know none

True

Students between the ages of five and twelve may have a cognitive advantage over younger children because they are more mature and they already know a first language

True

Students overwhelmingly prefer to look up the definition of words using online dictionaries rather than print resources

True

Students should be given options from which to select when compiling their Portfolio collection

True

Students should include the date on each entry when writing in their Journals

True

Students who enter school with limited phonological awareness and weak initial alphabetic knowledge have a more difficult time acquiring reading skills

True

Teachers can demonstrate how expert writers write by talking through what they are doing as they write

True

Teachers may need to restrict the time spent on assessing each piece of writing to a fixed period, for example, 15 to 20 minutes per sample

True

Teachers should introduce Writing Center materials gradually so as not to overwhelm their students

True

Teachers should limit the number of revision suggestions they make and should make all suggestions specific

True

Teaching students how to use the Internet is a priority so that they can become fully involved in today's digital world

True

The products of on-going assessment can serve the dual purpose of instruction and assessment

True

The two primary ways to control vocabulary are "to select only high-frequency common words" and "to introduce only a few words at a time."

True

The words that you choose to teach should be selected, at least partially, based on student knowledge

True

The writing development process for English Language Learners (ELLs) is similar to the process for native English speakers

True

The writing process is recursive, not linear

True

Typically, only two words are used to form a new compound word in English

True

We spell today pretty much the same way that they spelled words during the reign of King James I (1603-25).

True

What is appropriate for a fifth grade student born in the United States may not be appropriate for a 10- or 11-year-old refugee English Language Learner student

True

When students can segment a three-phoneme word, such as mop into /m/ /o/ /p/, they are ready to match the sounds to letters and to begin decoding simple, regular words

True

In general, low-achieving students tend to have compositions that are long and wordy

False

In the drafting stage, students should be sure to write slowly, being careful not to make any spelling errors

False

1) Simple Sentence 2) Compound Sentence 3) Complex Sentence 4) Compound-Complex Sentence

1) A sentence that contains only one independent clause 2) A sentence that has two or more independent clauses 3) A sentence that contains one independent clause and one or more dependent clauses 4) A sentence that has two or more independent clauses and one or more dependent clauses

1) Noun 2) Pronoun 3) Adjective 4) Verb 5) Preposition 6) Conjunction 7) Interjection

1) A word used to name something - a person, a place, or a thing 2) A word used in place of a noun 3) A word used to describe a noun or pronoun 4) A word used to show action or state of being 5) A word or group of words used to show position, direction, or how two words or ideas are related to each other 6) A word used to connect words and groups of words 7) A word or phrase used to express strong emotion and set off by commas or an exclamation point

1) Differentiating Instruction 2) Choosing Appropriate Instructional Materials 3) Expanding Teachers' Expertise 4) Collaborating with Literacy Coaches

1) Adapting instruction using flexible groupings, tiered activities, and respectful tasks; vary instructional content, process, and assignments according to students' developmental levels, interests, and learning styles 2) Providing interesting books that are written at their reading levels, not at their grade level placement; finding appropriate books for struggling readers 3) Continuing to grow professionally during their careers by joining organizations, reading journals and books, participating in workshops, seminars, and conferences 4) Working with experienced teachers with special expertise in working with struggling students and their teachers

1) Screening Assessment 2) Diagnostic Assessment 3) Progress-Monitoring Assessment 4) Outcomes Assessment

1) Are administered to all students to provide a portrait of where students are in their reading development, as well as any preexisting deficits that may put them at risk for making inadequate progress 2) Purpose is to help teachers identify specific reading problems so they can plan appropriate instructional interventions 3) Teachers assess student progress at least three times during the school year at predetermined intervals 4) Used to determine the overall effectiveness of the literacy program for all students

1) Informational Writing 2) Narrative Writing 3) Persuasive Writing 4) Poetry Writing

1) Autobiographies; biographies; directions; interviews; reports 2) Original short stories; personal narratives; retellings of stories; sequels to stories; scripts of stories 3) Advertisements; book and movie reviews; commercials; opinion pieces; persuasive letters 4) Acrostic poems; five senses poems; found poems; free verse

1) Face Validity 2) Construct Validity 3) Criterion Validity 4) Content Validity 5) Consequential Validity

1) Is achieved by ensuring that teachers and students perceive that the instrument measures what it purports to measure 2) Refers to theoretical claims that factors such as development, organization, and issues of grammar and mechanics are major components of proficiency in writing; requires us to measure composing skills by setting writing tasks and assessing the features that we have decided to measure 3) Indicates how strongly an instrument's results correlate with some external (and more concrete) measure, other than another test 4) Implies that a test measures what it is supposed to measure; elicits writing that allows the reader to see a sufficient and accurate sample of what the writer can do with the key ideas and skills to be mastered 5) Entails the ethical, ideological, social, and economic impact that assessment results may have on students' motivation, attitudes, aspirations, educational progress, and career prospects

1) Precommunicative Stage 2) Semiphonetic Stage 3) Phonetic Stage 4) Transitional Stage 5) Conventional Stage 6) Morphemic and Syntactic Stage

1) Children are aware of the purposes of writing but lack the concept of "word" and that words can be divided into phonemes; use scribbles, letter-like forms, and alphabet symbols to represent words 2) Children understand that letters represent sounds in words; they begin to use letter spellings to make the association between letters and sounds, making closer approximations to true spelling but omitting major sounds 3) Children are able to represent all the surface sound features of words and spell words they way they sound to them; they have invented a system of phonetic spelling, based on their awareness that letters and words represent sounds 4) Children begin to spell conventionally at this stage; in addition to being able to spell based on their awareness of how words sound, they can now spell based on their awareness of how words look; their invented spelling is interspersed with correct spelling 5) Children are beginning to spell correctly; their knowledge of word meanings is growing; they are better able to use complicated vowel patterns; however, they are probably still struggling with consonant doubling and word affixes, but have mastered root words, past tense, and short vowels 6) Children increasingly understand how meaning and grammatical structure controls spelling in English; they are better at doubling consonants and spelling alternate forms of the same word and at using word endings; are able to use knowledge of the importance of meaning and syntax in spelling

1) Planning 2) Translating 3) Reviewing

1) Consists of generating information, organizing ideas, and setting various goals 2) Expresses the planned material in the visible language of acceptably written language 3) Involves evaluating and revising the written text to improve its quality

1) Non-linearity 2) Multiple modalities 3) Intertextuality 4) Interactivity

1) Hypertext lacks the familiar organization of books; its dynamic and can be used in a variety of ways; readers impose a structure that fits their own needs. 2) Online texts integrate words, images, and sounds to create meaning 3) Many related texts are available on the Internet, and they influence and shape each other 4) Web pages often include features that engage readers and allow them to customize their searches, link to other websites, play games, listen to video clips, and send emails

1) Concepts about Books 2) Conventions of Print 3) Comprehension of Stories 4) Attitude Toward Books

1) Identify the front, back, top, and bottom of a book; turn the pages of a book correctly, holding the book upright; point to where a reader begins reading on a page 2) Show that a reader reads left to right with return sweeps; find a requested letter or provide the letter's name; ask questions or make comments about letters 3) Answer and ask literal questions about story; say new words and dialogue from story; connect information in stories to events in his/her life 4) Participate in book-sharing routine with caregiver; listen attentively to a variety of genres; ask adults to read to him/her

1) Student-related Reliability 2) Inter--rater Reliability 3) Test Reliability

1) Involves students' psychological and physical state and general readiness to face the cognitive demands of academic tasks such as writing 2) Entails how closely the scores assigned by two or more raters agree 3) Involves features of the writing task, such as content, format, length, and the comprehensibility of task directions

1) Kindergarten through Grade 2 2) Grades 3 through 5 3) Grades 6 through 8

1) Language Experience Stories; Interactive Group Stories; Alphabet Books; Community Journals; "All about Me" books; "All about Us" books; Content-Area Topic Books; Riddle Projects 2) Autobiographies; Biographies; Mini-Research Reports; Timelines; Stories; Newspapers; Scripts; Poetry Forms 3) Reports in the Content Areas; Expressive Writing; Newsletters; Editorials; Posters and Advertisements; Storyboards

1) Before 2) During 3) After

1) Leading a brief discussion to review what has happened in the book so far; making predictions about what might come next; pre-teaching any key vocabulary; building background knowledge for any difficult concepts that may be covered in the chapter 2) Using gestures; pointing to parts of the illustrations that provide hints for the meaning; rephrasing or explaining difficult words or phrases; thinking aloud 3) Asking students whether their predictions were correct; talking with the students about the parts they like best; relating the text to others they have read in class, to other content areas, or to out-of-school experiences

1) Holistic Rubric 2) Analytic Rubric 3) Primary-Trait Rubric 4) Multiple-Trait Rubric

1) Rates or ranks writing proficiency as reflected in a given sample; may be comprised of four to ten levels or bands; each band corresponds to a score, a set of descriptors, and benchmark writing samples 2) Relies on a rating scale that separates textual features and predetermines their weight; components such as content, organization, cohesion, style, vocabulary, grammar, spelling, and mechanics are pre-assigned a maximum numerical value, with decreasing step scales or bands described within each component 3) Focuses on only one salient facet at a time, such as the development of an argument, but not any other facets 4) Focuses on several facets at a time, usually three or four, such as content, structure, and language, but not any other facets

1) Navigate 2) Co-author 3) Evaluate 4) Synthesize

1) Search for and locate information 2) Impose an organization on the information they are reading 3) Check the accuracy, relevance, and quality of information on webpages 4) Combine information from multiple texts

1) Oral language 2) Visual learning tools 3) Teaching vocabulary 4) Reading stories

1) Skype; podcasts; presentation software 2) Virtual field trips; online art resources; visual language software; digital learning games 3) Word Clouds; crossword puzzles; comic strips; video clips; scavenger hunts 4) WebQuests; Digital Storytelling; Literature Focus Units Websites

1) Expressive Writing 2) Poetic Writing 3) Transactional Writing

1) The most natural type of writing, meant to express ideas to a known audience 2) A complex discourse between the self and a subject and deals with audience only peripherally 3) It communicates information, but it places the writer in a passive role and engages her in a complex relationship with the audience

Invented spelling is something that must be explicitly taught

False

1) Explaining 2) Language 3) Analyzing 4) Content

1) Students identify cause and effect, generalize about a story, or draw conclusions 2) Students observe letters, words, sentences, and rhyming patterns 3) Students contrast fact and fiction and critique writing, illustrations, or book design 4) Students retell, list, sequence events, or summarize a story

1) Questioning 2) Selecting 3) Associating 4) Hypothesizing 5) Performing

1) Students wonder or want to know about something 2) Students focus their attention on a part of the story 3) Students relate their personal experience, background knowledge, or another story to the story 4) Students make predictions or extend the story 5) Students act out a part of the book, role-play a character using their voices, or make sound effects

1) Type 1: Capture ideas 2) Type 2: Respond correctly 3) Type 3: Edit for focus correction areas (FCAs) 4) Type 4: Peer edit for FCAs 5) Type 5: Publish

1) Students write one draft to get a minimum number of ideas down on paper in a set amount of time. Writing is evaluated as complete or incomplete 2) Students write one draft to demonstrate understanding. Writing is evaluated for correctness of ideas 3) Students write a draft with attention to up to three targeted writing skills (e.g., topic sentence, conclusion, supporting details, content-specific vocabulary, varied sentence structure, punctuation). Writing is evaluated for content and relative to FCAs 4) Like Type 3 writing but critiqued by a peer 5) Students produce a publishable piece. Writing is evaluated for content and form

1) Explicit Instruction 2) Effective Instruction 3) Evidence-based Instruction

1) Teacher explains, models, practices with, lets students practice with each, and then monitors independent practice 2) Teachers use student assessment data to group students for teacher-led small group instruction, putting students with similar needs together so teachers can differentiate instruction, provide opportunities to practice, and give students immediate corrective feedback 3) Scientific research findings inform the instruction; teachers know research-based approaches and that can be applied across the content areas to enhance learning

1) Modeled Writing 2) Shared Writing 3) Guided Writing 4) Interactive Writing

1) Teacher produces a text in enlarged print on a writing easel, white board, chalk board, overhead projector, or on a computer projected on a screen; the teacher controls the pen and writes the text on her own The teacher controls the pen and acts as a scribe, allowing students to dictate the text and make decisions about the content, vocabulary, conventions, grammar, and style 3) Teacher guides students through a particular writing activity designed to address an area of need within students' writing development; typically starts with a mini-lesson on some aspect of writing. Students then practice the writing principle or strategy they were just taught, under the teacher's supervision, and then share their final written projects 4) The students and teacher compose the text together; the students share the pen; the teacher begins by guiding the class to form a sentence; then, one word at a time, the teacher helps the students write each word of the sentence slowly

1) Sentence Unscrambling 2) Sentence Imitating 3) Sentence Combining 4) Sentence Expanding

1) Teachers choose a sentence from a book students are reading and divide it into phrases. They present the phrases in random order, and students try to duplicate the author's original order by rearranging the phrases and unscrambling the sentence. Then students compare their rearrangement with the author's 2) Students choose a sentence with an interesting structure to imitate from a book students are reading. Then students create a new sentence on a new topic that imitates the structure and style of the original sentence 3) Students combine and rearrange words in sentences to make the sentences longer and more conceptually dense 4) Teachers choose a rich sentence from a book students are reading and present an abridged version. Then students expand it, taking care that the words and phrases they add blend in with the author's style

1) Stage One - Prewriting 2) Stage Two - Drafting 3) Stage Three - Revising 4) Stage Four - Editing 5) Stage Five - Publishing

1) The getting-ready-to-write stage, where writers start the writing process before they've completely thought out their topic 2) The stage where students get their ideas down on paper and write on every other line to leave space for revisions 3) The stage where students clarify and refine the ideas in their compositions 4) The stage where students polish their compositions, where the focus changes from content to mechanics 5) The stage where students bring their compositions to life by sharing them with classmates, parents, or community members

1) Anecdotal Notes 2) Vignettes or Teacher Reflections 3) Checklists 4) Running Records

1) These are teacher notes describing a child's behavior. In addition to the child's name, the date, and the classroom area, the specific event or product should be described exactly as it was seen and heard 2) Recordings of recollections of significant events make after the fact, when the teacher is free from distractions; are prepared some time after a behavior has occurred and are based on a teacher's memory of the event 3) Observational aids that specify which behaviors to look for and provide a convenient system for keeping records; can make observations more systematic and easier to conduct 4) Essentially a visual recording of the student's reading word by word, enabling a teacher to identify the reading strategies the student may or may not be using and the types of errors the student makes while reading

1) Declarative Sentences 2) Interrogative Sentences 3) Imperative Sentences 4) Exclamatory Sentences

1) They make statements 2) They ask questions 3) They issue commands 4) They communicate strong emotion or surprise

1) Hypertext 2) Hyperlinks 3) Uniform Resource Locator 4) Hit

1) What Internet users use to navigate from page to page 2) The elements that enable users to move on the web and find the information they seek 3) The more formal name for a website address 4) What each source that is identified through a keyword search is called

Practicing using keyboarding software for how many minutes at a time can help children develop the skills they need?

10 to 15 minutes

A text at a student's particular instructional level is defined as a text that can be read with what percentage of accuracy?

90-94%

Books read at what percentage of accuracy while conducting a running record are considered to be at the student's instructional level?

90-94% accuracy

What are the two parts that a sentence must have?

A Subject and a Predicate

What type of reading is occurring if the reader's focus is on his or her own "lived-through" experience of the reading event - the more private, experiential, affective, and associational aspects?

Aesthetic

Which of the following is a predominantly efferent stance?

Analysis

English Language Learners (ELLs) with literacy skills in their native language can never transfer those skills to English writing

False

Which of the following stances is a predominantly aesthetic stance?

Associating

What do Britton, Burgess, Martin, McLeod, and Rosen (1975) define as "the manner in which the writer expresses a relationship with the reader in respect to the writer's understanding"?

Audience

What is the name that Graves and Hansen (1983) give to a specially-designated place that students can use to read their stories to their classmates?

Author's Chair

Which of Cummings (1994) two complementary systems are those aspects of language proficiency that are cognitively undemanding and include known ideas, vocabulary, and syntax, and are used in daily routine communicative exchanges?

BICS

Neurolinguistics findings indicate that children who acquire a second before what age will behave like native speakers?

Before the age of five

During which stage of the Writer's Workshop should students proofread, rephrase and refine, check spelling, punctuation, capitalization, usage, form and legibility, and correct the draft to create a final copy?

Editing stage

Which of Cummings (1994) two complementary systems are those aspects of language proficiency are necessary for literacy obtainment and academic success and enable students to have academic, analytical conversation and to independently acquire factual information?

CALP

What type of approach did Emig (1971) use to research her subject's approach to the composing process?

Case-Study

What type of reading is occurring if the reader's focus is on the information he or she will take away from the text - the more public, lexical, analytical, and abstracting aspects?

Efferent

English is a purely phonetic system

False

What is the name, given by Steven Krashen, to modified language that is just a little bit beyond a child's current capabilities?

Comprehensible Input

What does the National Writing Project (2010) define as "a compilation of a writer's products, displayed in the form of a Web site, slideshow, or other form of multimedia"?

Electronic Portfolio

Definitions must be included with the word in a Personal Word Book

False

During Shared Writing, the teacher should be sure to just write whatever the students say and how they say it, errors and all

False

Under which type of validity are the constructs concurrent and predictive validity included

Criterion Validity

The purpose of these assessments is to compare student scores against specific criteria such as reading curriculum goals, lesson objectives, or benchmark standards

Criterion-referenced Assessments

The goal of these tests is for all students to demonstrate mastery of the information and skills they have been taught

Criterion-referenced Tests

Which of the 12 principles of Portfolio development "promotes revision, encouraging students to assume responsibility for their learning by giving them control over how they manage their time"?

Delayed Evaluation

What were the names of the two primary characters in the series of books produced by Scott, Foresman, & Co., and developed by professor William S. Gray?

Dick and Jane

What type of usage error is a student making when they say "I don't got none" or "Joe didn't see nobody"?

Double negative

During which stage of the Writer's Workshop should students put their ideas down on paper, focus on meaning rather than conventions, try out possibilities, and talk over drafts with others?

Drafting stage

What term is defined as "the study of the nature of knowledge"?

Epistemology

Which of the 12 principles of Portfolio development allows writers to "present a series of drafts leading to an exemplary final product, enabling them to represent their processes as writers and readers as reflected in sequential iterations of their products"?

Evolution Over Time

What is the name that Emig gives to the formal writing sponsored by the teacher?

Extensive writing

Collection is the source of a Portfolio's greater type of which validity?

Face Validity

According to Martinez and Teale (1987), teachers should always use lined paper when teaching young children how to write

False

All English Language Learners (ELLs) are familiar with the Roman alphabet

False

All language transfer from an English Language Learner's first language is "positive" transfer

False

All writing experts are in agreement that teachers should always assign a topic for students to write about in their Journals

False

Allington (2012) recommends using a single "teaching text" with the whole class at least 75% of the time

False

BICS is more challenging than CALP because it takes more time to develop

False

Children dislike sharing their writing with their peers

False

Choral reading is perfectly acceptable during Guided Reading

False

It is highly recommended that teachers avoid using digital readers (e-readers) with students who have disabilities and special needs, such as visual impairments, and with English learners and struggling students

False

It is important that a text be 100% free of errors before it gets to the publishing stage

False

It is important to correct all surface grammatical errors of English Language Learner's (ELLs) writing, since it will lead to significant improvement in subsequent writing tasks

False

It is impossible to engage students in literacy activities like learning how to take notes through a digital reader

False

Like in English, the composition conventions in all languages dictate that a written composition must begin with a thesis in the first paragraph

False

Mechanical skills are best taught during the drafting stage

False

Normally in the editing stage, all errors are corrected. You should do the same for low-achieving students

False

Online materials are always linear and sequential

False

Overall, teachers can expect English Language Learners (ELLs) to write perfect papers every time

False

Parent-Teacher Conferences should feature a one-way exchange of information - from teacher to parent

False

Portfolios require very particular scoring procedures

False

Students should never be involved in assessing their own writing and that of their peers

False

Teachers should avoid talking about the similarities between the reading and writing processes because it just confuses students

False

Teachers should avoid using a biliterate approach if at all possible, since it only confuses the student

False

Teachers should avoid using nonverbal communication, such as gestures or mimes, in the classroom

False

Teachers should wait until foundation or basic reading skills are fully mastered before providing instruction in reading comprehension

False

The "standardization" of on-demand assessments causes a decrease in the reliability of the assessment

False

The English oral language skills of English Language Learners (ELLs) have the most impact on word-level writing skills

False

The current preferred term for students who are acquiring English as a Second Language is "limited English proficient."

False

The more students are read to, the less they will read on their own

False

The most common Response to Intervention (RTI) models have five tiers

False

The results of on-going assessment are not immediately available, so they have no immediate effect on instruction for each child

False

There is no proven relationship between English Language Learners' (ELLs) ability to express themselves orally and their ability to express themselves in written English

False

When working with low-achieving students in the drafting stage, you should emphasize correct spelling, capitalization, handwriting, and the appearance of the paper

False

When you read aloud, you should be sure that lower-level students sit in the peripheral positions in the classroom - either to the side or in the back

False

Writers should be sure to revise their rough drafts immediately after finishing them

False

You should specify that all writing tasks will be formally assessed

False

Which reading comprehension strategy includes procedures for "predictions," "question generation," "summarizing," and "clarifying"?

Reciprocal Teaching

The goal of these ongoing assessments is to help teachers identify what students have learned during and after instruction and to decide who may need assistance and with which strategies and skills

Formative Assessments

According to Graves (2004), how much time should children be given to write daily?

Forty-five to sixty minutes per day

What does Weaver (1996) define as the description of the syntax or structure of a language and prescriptions for its use, involving the principles of word and sentence formation?

Grammar

Which reading comprehension strategy includes such things as "cognitive maps," "semantic maps," "Venn diagrams," and "advanced organizers"?

Graphic Organizers

During the Renaissance, what language was drawn upon as the source to name new inventions, such as telescope or microscope?

Greek

What is the term that Holdaway uses to describe children's first attempts at reading, which are usually quite inaccurate?

Gross Approximations

In writing, children using word processors do which of the following:

Have fewer fine motor control problems

What is the name of the paddle-shaped device that contained the letters of the alphabet, some selected syllables, and the Lord's Prayer?

Hornbook

What were the "Pre-writing" theories of Rohman and Wlecke primarily concerned with?

Invention

Research has shown that by sixth grade, what percentage of the unknown words that students encounter in school texts can be resolved - to some extent - by merging contextual and morphemic information?

Just more than half

What type of usage error is a student making when they say "we was" or "he don't"?

Lack of subject-verb agreement

What do experts call learning a second language after the age of five?

Sequential Bilingualism

What is the name that Rousseau gave to the objects or toys that a student could move around to help in the learning process?

Manipulatives

What is another term that is often used interchangeably with Response to Intervention (RTI)?

Multi-Tiered Systems of Support (MTSS)

What is the name of the movement from the 1960s that helped to create the breakthrough for understanding the importance of teaching the composing process?

New Education Movement

What is the term used to describe the requirement that today's students need to become proficient in new ways of accessing, understanding, and communicating information?

New literacies

How many new words did Dolch recommend that teachers introduce to students at a time?

No more than 10

What type of usage error is a student making when they say "hisself" or "them books"?

Nonstandard Pronoun Form

The purpose of these assessments is to compare an individual student's test scores to another group of students who took the same test

Norm-referenced Assessments

These standardized tests can be used to determine whether a school's curriculum reflects national expectations of what children should know at a specific grade level and to compare students to one another

Norm-referenced Tests

Which of the following letters is considered one of the easiest letters for children between the ages of 3 and 7 to recognize?

O

What is the recommended size for Tier 3 groups in a Response to Intervention model in elementary grades?

One to three students

What type of methodology did Emig (1971) use to research her subject's approach to the composing process?

Think-Aloud

If students hear one book read aloud every day from kindergarten through eighth grade, how many books will they experience?

Over 1600

Which reading comprehension strategy includes procedures for "grouping," "reading and telling," and "summary"?

Peer Assisted Learning Strategies

Which of the following terms refers to awareness that spoken words are composed of individual sounds?

Phonemic Awareness

What is the word used to describe when common words in a language have multiple meanings?

Polysemy

During which stage of the Writer's Workshop should students share and draw on their own experiences, read or listen to stories read aloud, generate ideas and organize thinking, talk over ideas with others, and brainstorm ideas?

Prewriting stage

Which Principle of Classroom Reading Development states that it is your job as a teacher to locate where each child is in his or her development so you can offer appropriate instruction to continue growth and fill in any learning gaps?

Principle 1: The Teacher's Goal is to Find Out What Children Can Do

Which Principle of Classroom Reading Development states that if you know the highest level reading skills that your students can do alone (X), then you can accurately predict which reading skill they should learn next (Y) with your assistance?

Principle 4: Analyze Students' Assessment Results Using If-Then Thinking

What is the name of the process where students read their rough drafts to locate and mark possible errors?

Proofreading

During which stage of the Writer's Workshop should students choose the final form, make a final copy of the writing, and share pieces by reading them aloud?

Publishing stage

What type of model is Rosenblatt's Transactional Model of the Reading Process?

Reader-Response

Sommers (1979) argued that since we can see significant recurring patterns in composing, we can hypothesize that the composing process is both linear and ___________?

Recursive

Which of the 12 principles of Portfolio development allows writers to "explain their learning, how portfolio entries evolved, how entries compare to one another, and how writing has enhanced their literacy skills"?

Reflection

What is the name that Emig gives to the personal writing initiated by the student?

Reflexive writing

In writing assessment, this refers to the consistency with which a writing sample - traditionally called a test of writing - is assigned the same rank or score after multiple ratings by trained evaluators

Reliability

This refers to the trustworthiness or dependability of results obtained from assessment administrations given to the same set of students under different circumstances

Reliability

During which stage of the Writer's Workshop should students rethink what they've written, share with others in a reader's circle, conference with the teacher and other students, clarify meaning, and expand ideas?

Revising stage

What word means "seeing again"?

Revision

Spanish, French, Italian, and Portuguese are part of what language family

Romance

What is the name of the type of Semantic Map that uses plus signs, minus signs, and question marks to analyze a text?

Semantic Feature Analysis

What do experts call learning two languages from birth to roughly five years of age?

Simultaneous Bilingualism

According to theorists like Bruffee and Bizzell, even when a writer seems to be just trying to get down some ideas, seemingly heedless of the audience, she is functioning within a _____________ context?

Social

The goal of these assessments, which are used after the fact (post-teaching), is to make decisions about the effectiveness of the teaching strategies used

Summative Assessments

What is the name given to the phase that children go through where they may understand most of the discourse addressed to them in a second language, but are unable to (or choose not to) respond?

The Silent Period

Choral reading is low-risk because students can participate as they feel ready and will not be singled out, because their voices blend in with the other students

True

Comprehension is the purpose of reading

True

During Interactive Writing, the teacher should not worry about handwriting

True

What did education reformer Horace Mann suggest should be the focus of instruction, rather than the letter?

The word

What is the method called where the teacher models a strategy by speaking their thoughts to the class?

Think Aloud

What is the recommended size for Tier 2 groups in a Response to Intervention model in elementary grades?

Three to five students

A set routine, developed from a series of steps, will help you be consistent in your instruction and will help ensure your lessons are direct and explicit

True

A word wall should be built up throughout the year

True

According to Cox, if teachers begin with open-ended questions and aesthetic questions and prompts, not only will student responses be more aesthetic, they will also include more efferent responses as well

True

According to Leki (1992), a good way to view English Language Learner's (ELLs) grammatical errors is to view second language writing as a kind of foreign accent

True

As a general rule, journal writing should not be corrected

True

Because technology resources make word study fun, students are more likely to spend more time studying targeted words and to deepen their level of vocabulary knowledge

True

Children want, and need, to talk to their teachers about their writing

True

Children who learn a language after puberty (age 12 or 13) tend to speak a second language with an accent

True

What does Weaver (1996) define as correctness, or using the appropriate word or phrase in a sentence or the socially preferred way of using language within a dialect?

Usage

In writing assessment, this refers broadly to the extent to which an instrument truly measures what it is intended to measure

Validity

This refers to the degree to which an assessment actually measures what it is claiming to measure

Validity

What is the name of the activity that has students use the Internet to discover answers to questions and allows teachers to plan specific tasks that engage students in analyzing information and demonstrating their understanding of it?

Webquest

English is part of what language family?

West Germanic

What is another term that is used for on-going assessment?

Work Sampling

1) Phoneme Isolation 2) Phoneme Blending 3) Phoneme Segmenting 4) Phoneme Manipulation

1) Activities that focus children's attention on the individual phonemes that make up words 2) Activities that ask children to combine individual sounds to form words 3) Activities that ask children to break words up into individual sounds 4) Activities that ask children to add or substitute phonemes in words

Put the five steps of a typical Directed Reading Approach (DRA) lesson into the correct chronological order

1) Background development 2) Intro of new vocab 3) Guided reading 4) Following up the reading with a comprehension check 5) Skills-development exercise

1) Observation of Literacy Behaviors 2) Collaboration with an Individual 3) Practice 4) Performance

1) Being read to or seeing adults reading and writing themselves 2) Someone interacts with the child, providing encouragement, motivation, and help when necessary 3) The learner tries out alone what has been learned, such as reading and writing activities - and experiments without direction or adult observation, giving children opportunities to evaluate their performances, make corrections, and increase skills 4) The child shares what she or he has learned and seeks approval from adults who are supportive, interested, and encouraging

1) Activating Background Knowledge/Making Connections 2) Creating Mental Images 3) Making Inferences 4) Retelling/Summarizing 5) Monitoring, Clarifying, and Fixing Up

1) Briefly discussing what the text will be about; selecting texts with common themes or topics most students will be able to connect to 2) Making a mental movie as you read a text, including smells, tastes, sounds, sights, and how something feels to touch 3) Using background knowledge along with clues from the text to fill in information not directly stated by the author 4) Pulling together the key information in a text and explaining it in your own words 5) Knowing when your understanding breaks down, then doing something to repair the misunderstanding

1) Pre-Alphabet Phase 2) Partial Alphabetic Phase 3) The Full Alphabetic Phase 4) Consolidated Alphabetic Phase 5) Automatic Phase

1) During this phase, children can "read" environmental print, recognizing their favorite fast food restaurant, the grocery store, or a gas station. The attend to outstanding features, such as Golden Arches 2) During this phase, children know some of the letters, including the letter with which their name begins, and some sounds; they will guess at words, using only the first letter 3) During this phase, students know the letters of the alphabet and the sounds of the letters. Reading may be slow and laborious, but given time and words with regular phonemic patterns, they can decode words 4) During this phase, students are reading with more automaticity and increased comprehension; they are remembering word patterns, syllables, and other units so they can recognize words more quickly 5) During this phase, students are able to read automatically, rarely having to stop to decode individual words because they automatically recognize the words

1) Paraphrasing 2) Pre-Teaching 3) Extending 4) Dialogic Reading

1) Embedding a simple translation to ensure the students understand the book, occurring as you read aloud 2) Helping students understand one or two key words or concepts before reading so that they can understand the text 3) Reading the story once without stopping, then reading the story again the next day, the third day, each day teaching a few more words of the story 4) Having a conversation with a small group of very young children while reading aloud to them

1) Anchor Experience 2) Explicit Instruction 3) Touchstones 4) Teacher Modeling through Thing-Aloud 5) Whole Group Guided Practice 6) Small Group Instruction Guided Practice 7) Independent Use of the Strategy with Accountability

1) Introducing students to the strategy your lesson will be focusing on over the next few weeks. Helping students understand what it is you are talking about before asking them to apply the strategy to a text 2) Clearly explaining to students - in language they can understand - what it is you are going to do and why you are going to do it 3) Reminders of the strategy, such as a strategy poster or hand signal/gesture 4) Sharing what is happening inside your head as you make sense of the text you are reading 5) Providing multiple opportunities for students to apply the strategy to a text and looking for opportunities to stop and prompt students to apply the strategy 6) Replicating steps 2-6 in small group regular classroom instruction as well as in intervention instruction 7) Providing opportunities for students to use the strategy when reading on their own and including some sort of measure to ensure that students are using the strategy effectively

1) Phonetic System 2) Phonological System 3) Morphological System 4) Syntactic System 5) Sematic System 6) Pragmatic System

1) Knowledge of individual sounds of a language 2) Knowledge of how the sounds of a language pattern together 3) Knowledge of the structure of words 4) Knowledge of the rules of phrase and sentence formation 5) Knowledge of how to determine the meaning of phrases and sentences 6) Knowledge of how context and situation affect meaning

1) Integration 2) Repetition 3) Meaningful Use

1) Link the new learning with something already known, so it has a cognitive hook. Mix together and combine new concepts with old 2) Provide multiple and varied exposures to the word in differing contexts so the student does not have to think about it anymore. The word becomes an automatically-recognized concept, freeing the mind for higher-level thinking 3) Use the word in varied applications, or contexts. Draw associations, make connections, contrast and compare words and concepts

1) Kindergarten 2) First and Second Grade 3) Third Grade

1) Make logical predictions; retell stories; identify main characters and setting; retell main event 2) Make inferences; provide evidence from text to support thinking; retellings should be sequenced appropriately; should include the problem and solution of a story or topic of non-fiction text 3) Monitor and adjust use of strategies to increase comprehension of complex text; beginto summarize plot's main events; describe characters, their relationships, and changes they undergo; explain cause-and-effect relationships; identify details that support main idea in non-fiction texts

1) Sensorimotor Period 2) Preoperational Period 3) Concrete Operational Period 4) Formal Operational Period

1) Occurs from birth to two years old, in which the child's thinking is based on his or her sensory exploration of the world, and in which the child's cognition is a function of what she or he sees, hears, feels, and tastes 2) Lasts from ages two to seven, in which rapid language development occurs and the child begins to categorize and organize his or her world with words 3) Occurs between ages seven and eleven, in which the child is able to use concrete objects as vehicles for beginning to think about abstract concepts 4) Lasts from age eleven to adulthood, in which the child is able to move beyond the concrete to use language in an abstract way

1) Classical Conditioning Theory 2) Connectionism 3) Operant Conditioning Theory

1) Proposes that learning takes place when two stimuli become paired and that eventually both elicit the same behavior 2) Extends the study of behaviorism by showing that stimuli that occur after a behavior also have an influence on future behaviors 3) Looks at the relationships between behavior and its consequences by focusing on the use of reinforcement and punishment in changing behavior

1) Pre-Alphabetic Stage 2) Partial-Alphabetic Stage 3) Full Alphabetic Stage 4) Consolidated Alphabetic Stage

1) Readers use visual cues as their primary method of word recognition and memorize words by their shape 2) Readers in this stage use some letter-sound cues to help them identify words, maybe just a letter or two, or only the first letter of the word combined with the context 3) Readers strive to process all of the letters in words, though they may become too tied to letter-by-letter reading 4) Readers use automatic knowledge of sound-letter relationships to help them read using letter patterns within words

1) Rhyming Activities 2) Alliteration Activities 3) Segmenting Activities 4) Onset and Time Activities

1) Recognizing when words end with the same sound 2) Recognizing when words begin with the same sound 3) Recognizing how to break oral sentences into individual words 4) Segmenting initial sounds from ending syllables

1) Biological Maturation 2) Activity 3) Social Experiences 4) Equilibration

1) Refers to the individual's genetic heredity that is present at birth and that will ultimately affect her or his growth 2) Refers to physical experiences a child has had, through which he or she will construct much of her or his knowledge base 3) Refer to the child's interactions with others as she or he grows, and which will also affect her or his growth 4) Refers to the child's search for cognitive balance when cognitive imbalance, or dissonance, occurs

1) Summarizing 2) Questioning 3) Story Structure Instruction for Narrative Text 4) Graphic and Semantic Organizers 5) Comprehension Monitoring 6) Reciprocal Teaching 7) Transactional Strategies Instruction

1) Students describe, in writing or verbally, the main points of what they read 2) Students create their own questions about the important ideas in the text while reading and answer them using the text to confirm their responses 3) Students grasp how stories are organized in order to distinguish between major and minor events and details 4) Students use visual representations (e.g., maps, diagrams, tables, charts) to display and/or organize knowledge, concepts, thoughts, or ideas about a topic 5) Students self-assess their understanding and if they encounter a barrier to understanding, they clarify their understanding by using "fix-up" strategies to regain a sense of meaning 6) A dialogue between teachers and students regarding segments of text is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. The teacher and students take turns assuming the role of teacher in leading this dialogue 7) Students are taught a variety of strategies over time, which are meant for flexible use depending on the aim, including predicting, asking questions, activating background knowledge, visualizing, summarizing, using "fix-up" strategies, and/or using knowledge of text structure

1) Rhyme Identification 2) Rhyme Production 3) Alliteration Identification 4) Alliteration Production

1) The ability to indicate which words rhyme 2) The ability, when given examples of rhyming words, to come up with other words that fit the rhyme pattern 3) The ability to recognize that several words start with the same sound 4) The ability, after hearing several sounds that begin with the same sound, to produce other words that start with the same sound

1) Continuity 2) Similarity 3) Contrast

1) The idea that things which occur together in time or space tend to become associated in the mind 2) The idea that people tend to associate things that have similar features and properties 3) Association by opposition

1) Articulatory System 2) Phonemes 3) Graphemes 4) Morpheme 5) Free Morpheme 6) Bound Morpheme 7) Compound Word 8) Affix 9) Prefix 10) Suffix

1) The vocal tract including lips, mouth, tongue, and throat 2) Individual speech sounds 3) Letter combinations that are used to represent sounds 4) The smallest meaningful unit in a language 5) A morpheme that can stand alone 6) A morpheme that must be attached to a free morpheme 7) A combination of two or more free morphemes 8) A bound morphemes added to a root or a stem 9) A bound morpheme added to the beginning of a word 10) A bound morpheme added to the end of a word

1) Mental Discipline Theory 2) Associationism 3) Unfoldment Theory 4) Behaviorism 5) Constructivism 6) Schema Theory 7) Psycholinguistics Theory

1) This theory likens the mind to a muscle - it's various parts, or faculties, need to be exercised regularly - such as through the repetitive reading of a text - in order to become strong and function optimally 2) This theory is devoted to the study of how learning occurs and examines how events or ideas become associated with one another in the mind, which results in a form of learning 3) This theory suggests that learning is most facilitated through a natural unfolding of the mind based on individual curiosity and interest; cultivating feeling and passion through the development of a natural unfolding of personal interest 4) This theory proposes that human behaviors needed to be studied and explained through observable human actions and therefore focused on observable change in behavior 5)This theory emphasizes the active construction of knowledge by individuals and that learning occurs when individuals integrate new knowledge with existing knowledge 6) This theory states that people organize everything they know into knowledge structures and that they have these knowledge structures for everything in their lives 7) This theory is based on the assumption that reading is primarily a language process and that readers rely on language cueing systems to help them rapidly read a text

1) Tier One Words 2) Tier Two Words 3) Tier Three Words

1) Words that most children already know - baby, run, clock, happy 2) Words that students will see repeatedly and in nearly every subject area - final, demonstrate, analyze, distribute, emphasize, generate 3) pecific words related to a particular subject area or unit of study - integer, tundra, hieroglyphics, photosynthesis

Rousseau advocated postponing reading and writing instruction until what age?

10 to 15 years of age

Approximately how many French words have entered the English vocabulary

10,000

How many words make up the first group of English words - the Highly Frequent Words?

1000

Approximately how many languages are of Indo-European origin?

130

Adams reports that phonemic awareness eludes what percentage of middle-class first graders?

25%

How many words do researchers estimate a child will acquire each year?

3000

What percentage of the words that appear in written English do the 25 most frequent words account for?

33%

What percentage of vocabulary encountered in beginning reading texts does Dolch's "A Basic Sight Vocabulary of 220 Words" account for?

70%

What is another name for Old English?

Anglo-Saxon

What is the term used to describe the ability to recognize letters immediately?

Automaticity

Which reading comprehension strategy contain sections called "Click & Clunk" and "Get the Gist"?

Collaborative Strategic Reading

After the fifteenth century, as the sounds of English changed, the spelling of English words was consistently altered to reflect these sound changes

False

All students exactly follow Ehri's Five Phases of Word Recognition Development easily and thoroughly

False

An Anchor Lesson must always include a text

False

During the Full Alphabetic Phase, the use of pictures and context to decode words should be encouraged; students should not be encouraged to sound out words

False

During the upper elementary grades, students shift from "reading to learn" to "learning to read."

False

English idioms are less frequent in stories and more frequent in informational texts

False

From early infancy, babies are able to clearly hear the separation between words

False

Instruction of a single strategy typically occurs over just a single day

False

Linguistic competence can be directly observed

False

Phonemes are discrete units and never influence the sounds at surround them

False

Reading skills come very naturally for at-risk and struggling students

False

Research has clearly concluded that there is a prescribed order that is best to teach the letters and sounds

False

Research has shown that the only good place to bring in teacher questioning is after the lesson has been completed

False

Romance and Latin derived words outnumber Anglo-Saxon derived words in both sheer number and frequency of usage in the English language

False

Simple, everyday words in English tend to be of Latin origin

False

The most student-friendly definition of a word invariably comes from an academic dictionary

False

The strategy of giving students a list of words, especially ones not related to anything they are reading or studying at the time, where they copy the word and the definition, has been shown to be the most effective strategy for learning vocabulary

False

Which of the following terms refers to awareness of the sound structure of speech?

Phonological Awareness

At what age did Morphett and Washburne (1931) determine was the optimal age at which a child was developmentally old enough to be successful with the tasks of early reading?

Six and a half

What was the name of the school book published by Noah Webster in 1787?

The Blue-Back Speller

Most teacher's guides during the 1930s and 1940s were organized around what approach to teaching reading?

The Direct Reading Approach

What was the name of the alternative beginning reading system that proposed that since many important, high-frequency words are not spelled the way they are pronounced, the alphabet should be changed so that it adequately represents English phonemes?

The Initial Teaching Alphabet

What was the name of the first North American school book, which was pubished toward the end of the seventeenth century?

The New England Primer

What was the name, occurring since the 1980s, given to the conflict between proponents of whole-language philosophy of literacy instruction and those who argue for a skills-based approach?

The Reading Wars

According to Emergent Literacy Theory, children who are already proficient with listening and speaking tend to excel at early reading and writing tasks

True

Words such as "the," "have," "of," and "come" are very high frequency words, and most students have them in their speaking vocabulary when they enroll in first grade

True

You should begin teaching continuous sounds because they are easier for young students to discern

True