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WGU C365 Language Arts Instruction And Intervention Questions With 100- Correct Answers.
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WGU C365 Language Arts Instruction And Intervention Questions With 100- Correct Answers.
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WGU C365: Language Arts InstructionAnd Intervention Questions With 100%
Correct Answers.
Constructivism - ANSWER- This puts the child at the center of the learning process, so
that they can build and construct their own knowledge through critical thinking and
writing, inquiry, and discovery practices, such as read to learn and write to learn. This is
contrasted from more traditional methods of 'drill & kill' and rote memorization.
Constructivism values creating deeper connections to the content.
Guided Instruction - ANSWER- This part of the instructional process follows
presentation procedures and modeling. During guided instruction, the teacher works
with the students actively to support them in the development of a skill or strategy or to
complete a task. For example, during guided instruction, the teacher and students might
work together to write one paragraph as a sample paragraph together. The teacher
could then display that paragraph on an anchor chart to serve as an example for when
students are released into independent practice.
Co-shaping/Re-Voicing - ANSWER- This is a strategy used to reframe student
contributions to assist them in bridging the gap between what they are saying and often
the academic language we use to discuss the topic or content. For example, Student:
"Rabbits get eaten a lot by other animals, like hawks". Teacher: "Yes, rabbits are prey
animals".
Language Experience Stories - ANSWER- The teacher and the students write about an
experience had by the entire class. The teacher writes as the students dictate their
ideas. Pictures can be drawn around the story or pictures taken from the event can be
posted around the story to help children make connections. This strategy can be used
to support ELLs.
Word sorts - ANSWER- Sorting words into different catagories. Example: words that
contain -oke is one category, words that contain -ope is another category, etc. There
are two different categories. Open is when students categorize the words the way it
makes sense to them. Closed: Teacher names the categories and students sort words
to those categories.
Basal Literature - ANSWER- This is an anthology of readings (or set of readers) that are
leveled for students to progress through in a linear fashion. As a published reading
curriculum, it also includes a workbook for students, a teacher manual, and often
includes extension activities and modifications. It does not always appeal to student
interest and can feel very 'lock step' in its approach, but it does target specific reading
skills helpful for emergent readers.
,Core Literature (Literature-based approach) - ANSWER- This approach is when the
teacher relies on children's books (ex. Picturebooks, trade books, chapter books, etc.).
This often allows for students' interests to be taken into account as well as targeting
specific themes, topics, etc. The aesthetics of children's books also makes them
appealing. While publishers may have educational support for a book, it is not
guaranteed, nor can the quality or educational value counted upon.
Schema - ANSWER- This is the ordered background knowledge students have on a
particular topic, people, places, things, and events. . Tapping into a student's knowledge
can build content connections and deepen learning.
Graphic Organizers - ANSWER- Visual devices designed to help the reader note
relationships between key concepts, main points, basic steps, or major events in a
selection. (After Strategy)
Reading workshop - ANSWER- Readers workshop is dedicated time in the classroom to
support reading skill development. It has multiple components to it, including whole
class (or small group) mini-lesson to focus on one skill, strategy, or reading behavior.
Then students shift to workshop time where they self-select a book to practice the skill.
Share time (conferencing) can happen in groups or 1-1. Based on individual needs of
students.
Guided Reading - ANSWER- Teacher meets with a small group of students on same
reading ability level and guides students through the reading passage selected by the
teacher. Mini-lesson focuses on a reading skill selected by the teacher. Guided reading
is part of "Readers Workshop". When other students are reading independently, teacher
is conducting GR.
Culturally responsive teaching practices - ANSWER- Pedagogy that recognizes the
importance of including students' cultural references in all aspects of learning. Includes
positive perspectives on parents and families, communication of high expectations,
learning within the context of culture, student-centered instruction, culturally mediated
instruction, reshaping the curriculum, teacher as faciliator.
Lexile - ANSWER- The level of a book is determined from the use of an algorithm that
measure how difficult the text is based on aspects such as the length and complexity of
words, sentences, and paragraphs. Teachers can look up lexile scores for core
literature to determine if the book is leveled appropriately for the class or a particular
student.
cross curricular - ANSWER- This teaching and learning fosters connections among
content areas. For example, reading a set of poems about nocturnal animals and then
studying the animals in science.
, writing across the curriculum - ANSWER- This is the pedagogical framework that
understands that in students need to learn to write in all content areas. For example
they need to be able to explain how they came to a math answer or justify their
experiment in science, explain the contributions of a historical figure, etc.
write to learn - ANSWER- This is a low-stakes strategy where writing is either ungraded
or minimally graded to support students in making their own connection to the material
through the act of writing. Ex. Learning logs, interactive notebooks, and quick writes.
metacognition - ANSWER- Thinking about thinking - it can include for example thinking
about how one learns so that one can improve upon that learning process.
Metacognitive processes must be broken down, modeled, and taught discretely.
scaffolding - ANSWER- This is a process where in the teacher provides supports, tools,
or processes to aid in student success and independence. For example, chunking an
activity out, using an anchor chart, or providing a graphic organizer.
Strategy based instruction - ANSWER- This is instruction supports teaching students
strategies so that they can do them independently. It follows the gradual release of
responsibility (I do, we do, you do). (During strategy)
text sets - ANSWER- A set of books on the same subject matter. Ex. A set of books on
the solar system (one book on each planet) put out by a publisher
think aloud - ANSWER- Modeling how the teacher reads text or uses comprehension
processes so that students can gain insight in the process (During Strategy)
Think pair share - ANSWER- a technique to foster discussion and thinking. In the think
step, the students reflect. They pair up with a partner and discuss in the pair step and
then share with the class or group in the share portion.
5 Step Approach to Writing - ANSWER- Also known as the process approach to writing.
It includes pre-writing, composing, revising, editing, and publishing. Each step is
separate and builds on previous steps. It teaches students that writing is a process, not
just a final product.
Pre-writing - ANSWER- This is first step of the writing process. It includes
brainstorming, choosing a topic, planning, research, outlining, etc. It includes all of the
work that the writer does to prepare before beginning the rough draft.
Composing - ANSWER- This is the second step of the writing process. Sometimes, this
is also called "drafting." It includes writing the rough draft. During this step, the writer is
not concerned with errors. The goal of this step is to develop a "sloppy copy" or rough
draft.
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