Page 1 of 102 WGU C909 OBJECTIVE ASSESSMENT EXAM ACTUAL EXAM 2024 QUESTIONS AND ALREADY VERIFIED SOLUTIONS A GRADE Explain the Constructivist Theory - ANSWER✔✔when people construct their own/different understanding of the world through their own personal experiences. Explain the Sociocultural Theory - ANSWER✔✔active, social and subjective and individual mental functioning is related to cultural, institutional and historical context What is schema? - ANSWER✔✔the way knowledge is represented, how we use it and how it expands in our minds. What is the cognitive -constructivist view of reading? - ANSWER✔✔emphasizes that reading is a process in which the reader actively searches for meaning in what she reads. What is Reader Response Theory? - ANSWER✔✔the meaning one gains from text and the result of a transaction between the reader and the text & that readers will have a range of responses to literary works. What is Oral Language Development - ANSWER✔✔the ability to understand spoken language and use it to convey a message. Page 2 of 102 Explain how oral language and support vocabulary development. - ANSWER✔✔The more you read to children the larger vocabulary they will develop. Hearing a word repeated, spoken by important people, and in a meaningful context will help them learn new words. Discuss the stages of writing development - ANSWER✔✔Scribbling/drawing, letter -like forms & shapes, letters, letters & spaces, conventional writing & spelling. Discuss the stages of reading development - ANSWER✔✔Emergent readers develop an understanding of the alphabet, phonological awareness, and early phonics. Early fluent readers are more automatic, with more energy devoted to comprehension than word attack. Fluent readers move from "learning to read" to "readi ng to learn." Reading is done with expression and proper pauses. Explain the Gradual Release of Responsibility. - ANSWER✔✔An entire instructional cycle during which students learn new skills and knowledge and gradually assume increased responsibility for this learning. Explain various strategies for vocabulary development. - ANSWER✔✔Integration —connecting new vocabulary to prior knowledge Repetition —encountering/using the word/concept many times Meaningful use —multiple opportunities to use new words in reading, writing and soon discussion Page 3 of 102 Explain the Balanced Literacy Framework - ANSWER✔✔read aloud, guided reading, shared reading, independent reading, and word study. What reading skills are taught within the Balanced Literacy Framework? - ANSWER✔✔Concepts of Print, Phonological/Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. Why is a morning message helpful for emergent readers? - ANSWER✔✔To read and address different teaching points through a daily message Why is it important to include a variety of levels and student -created print materials in a balanced literacy environment? - ANSWER✔✔To build the basic skills necessary for literacy development by demonstrating to students with disabilities the function and utility of language in an intentional, purposeful, and intensive way. What is the definition of phonemic awareness? - ANSWER✔✔an oral language ability that students demonstrate when they can play with the sounds in words. For example, they can change a sound in word to make a new word, blend sounds together to make a word, or break words into individual sounds. It helps students read by sounding out and blending letter sounds together, and to spell by breaking apart the sounds in a word. Explain the Alphabetic Phase - ANSWER✔✔Categories used to clarify the text -based elements of the complex, interactive relationships among the many influences on reading skills Page 4 of 102 Pre-alphabetic: - ANSWER✔✔identifies few letter names or distinguishes few phonemes in words or recognizes few written words, each primarily in a limited context (less than 1st grade) Partial alphabetic: - ANSWER✔✔identify the names and major sounds of most consonants. Likely to use some of these letter -sound associations as decoding and spelling cues. Full alphabetic: - ANSWER✔✔decode many words letter -by-letter. Likely use initial and final letters as decoding cues. Recognize many words by sight, produce fewer miscues when decoding aloud Consolidated alphabetic: - ANSWER✔✔groups common patterns of letters and sounds as units. This allows her to decode multi -syllable, novel, and nonsense words by analogy Automatic: - ANSWER✔✔decodes fluently What is RTI? - ANSWER✔✔a multi -tier approach to the early identification and support of students with learning and behavior needs What is Tier 1 Instruction? What type of student grouping? - ANSWER✔✔UNIVERSAL - all students receive high -quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction
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