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WGU C365 Language Arts Instruction and Intervention exam with answers
WGU C365 Language Arts Instruction and Intervention exam with answers
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WGU C365 Language Arts Instruction and Interventionexam with answers
Constructivism |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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) |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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 |- |correct |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.
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