WGU C909 OBJECTIVE
ASSESSMENT EXAM QUESTIONS
WITH CORRECT DETAILED
ANSWERS || ALREADY GRADED A+
< LATEST VERSION >
1. Constructivist Theory - ANSWER 🗸 A philosophy based on the premise
that people construct their own understanding of the world they live in
through reflection on experiences.
2. Constructivist Theory in Practice - ANSWER 🗸 For example: Groups of
students in a science class are discussing a problem in physics. Though the
teacher knows the "answer" to the problem, she focuses on helping students
restate their questions in useful ways. She prompts each student to reflect on
and examine his or her current knowledge. When one of the students comes
up with the relevant concept, the teacher seizes upon it, and indicates to the
group that this might be a fruitful avenue for them to explore. They design
and perform relevant experiments. Afterward, the students and teacher talk
about what they have learned, and how their observations and experiments
helped (or did not help) them to better understand the concept.
3. Cognitive-constructivist view of reading - ANSWER 🗸 Aim to assist
students in assimilating new information to existing knowledge, as well as
enabling them to make the appropriate accommodations to their existing
intellectual framework to accommodate that information. Ex. Because of
, Winn-Dixie; from her inference, and active knowledge of the text says that
people who have things in common often become friends.
4. Socio-cultural theory/Ex. - ANSWER 🗸 Extends the influence on the
cognitive-constructivist view out from the reader and the text into the larger
social realm. Learning is viewed as social rather than individual. -Lev
Vygotsky Ex. Understanding the zone of proximal development can be
helpful for teachers.
In classroom settings, teachers may first assess students to determine their
current skill level. Educators can then offer instruction that stretches the
limits of each child's capabilities.
At first, the student may need assistance from an adult or a more
knowledgeable peer, but eventually, their zone of proximal development will
expand. Teachers can help promote this expansion by:
Planning and organizing their instruction and lessons: For example, the
teacher might organize the class into groups where less skilled children are
paired with students who have a higher skill level.
Using hints, prompts, and direct instruction to help kids improve their ability
levels.
Scaffolding, where the teacher provides specific prompts to move the child
progressively forward toward a goal.
5. Reader Response Theory - ANSWER 🗸 The main argument of reader-
response theory is that readers, as much as the text, play an active role in a
reading experience (Rosenblatt, 1994). This theory rejects the structuralist
view that meaning resides solely in the text. Words in a text evoke images in
readers' minds and readers bring their experiences to this encounter.
6. Experiential Learning - ANSWER 🗸 As the name suggests, experiential
learning involves learning from experience. The theory was proposed by
psychologist David Kolb who was influenced by the work of other theorists
including John Dewey, Kurt Lewin, and Jean Piaget
,7. Oral Language Development - ANSWER 🗸 The complex system that relates
sounds to meanings, is made of three components: phonological, (rules for
combining sounds) semantic, (the smallest units of meaning that may be
combined to make up words) and syntactic (the rules that combine
morphemes into sentences). Reading and talking with children plays an
important role in developing their vocabulary. The more you talk to children,
the larger their vocabulary will develop. Note: Pragmatic is also the rules
that allow us to speak appropriately in different settings
8. What are the stages of the alphabetic phase - ANSWER 🗸 The written forms
of spoken, alphabetic language languages which use letters (graphemes) in a
code to represent the sounds of speech (phonemes) specific sequences of
letters form words, this is the alphabetic principle. If we obeyed this
principle we wouldn't have words like to, too, and two.
9. Gradual release of responsibility - ANSWER 🗸 Teaching approach that
incorporates scaffolding (building on what the student already knows) so
that the responsibility for the content is shifted from teacher to student.
10.Writing Workshops (Balanced Literacy Framework) - ANSWER 🗸
Shared/Interactive: (teacher and children compose message/story using a
shared pen)
11.Guided: (teacher directed lesson and then student writes as teacher confers
with the student guiding the student's writing development, A-Z members
have access to a variety of writing lessons and genres) Independent:
(students write their own stories both narrative and informational)
12.Word Work (Balanced Literacy Framework) Students working with words
so they can become more fluent readers - ANSWER 🗸 Phonemic awareness
and Phonics: (Helps young students to learn letter sound relationships, words
broken into parts based on individual speech sounds known as phonemes,
and this phonemic awareness helps students to sound out and spell words.
, Helps students to notice, differentiate, think about, and manipulate sounds
during effective phonological awareness instruction.) High frequency words
and vocabulary: (Building on a foundation of word knowledge by
emphasizing word structure and vocabulary, extends vocabulary and helps
student apply it in the context of reading, students use A-Z high frequency
words and vocabulary lesson plans.
13.High frequency words (Balance Literacy Framework) - ANSWER 🗸 Most
commonly used words in printed text, over 50% of all text is composed of
them.
14.Vocabulary (Balanced Literacy Framework) - ANSWER 🗸 A large
vocabulary opens students up to a wider range of reading materials, it also
students' ability to communicate through speaking, listening, and writing.
15.Read aloud/Modeling reading (Balanced Literacy Framework) - ANSWER
🗸 Teacher reads aloud to the whole class or small group
16.Reading Skills taught within the Balanced Literacy Framework - ANSWER
🗸 Concepts of Print: (Showing students the features of written language,
shows how words and letter are used and text is organized.
Phonological/phonemic awareness: (spoken language can be broken down
into smaller units, sentences into words, words into syllables, and syllables
into phonemes, it encompasses oral language skills, such as rhyming,
alliteration, sentence segmentation, syllable blending, and segmenting,
phoneme blending, and segmenting, provides foundational skills for
understanding the relationship between letters, and phonemes)
ASSESSMENT EXAM QUESTIONS
WITH CORRECT DETAILED
ANSWERS || ALREADY GRADED A+
< LATEST VERSION >
1. Constructivist Theory - ANSWER 🗸 A philosophy based on the premise
that people construct their own understanding of the world they live in
through reflection on experiences.
2. Constructivist Theory in Practice - ANSWER 🗸 For example: Groups of
students in a science class are discussing a problem in physics. Though the
teacher knows the "answer" to the problem, she focuses on helping students
restate their questions in useful ways. She prompts each student to reflect on
and examine his or her current knowledge. When one of the students comes
up with the relevant concept, the teacher seizes upon it, and indicates to the
group that this might be a fruitful avenue for them to explore. They design
and perform relevant experiments. Afterward, the students and teacher talk
about what they have learned, and how their observations and experiments
helped (or did not help) them to better understand the concept.
3. Cognitive-constructivist view of reading - ANSWER 🗸 Aim to assist
students in assimilating new information to existing knowledge, as well as
enabling them to make the appropriate accommodations to their existing
intellectual framework to accommodate that information. Ex. Because of
, Winn-Dixie; from her inference, and active knowledge of the text says that
people who have things in common often become friends.
4. Socio-cultural theory/Ex. - ANSWER 🗸 Extends the influence on the
cognitive-constructivist view out from the reader and the text into the larger
social realm. Learning is viewed as social rather than individual. -Lev
Vygotsky Ex. Understanding the zone of proximal development can be
helpful for teachers.
In classroom settings, teachers may first assess students to determine their
current skill level. Educators can then offer instruction that stretches the
limits of each child's capabilities.
At first, the student may need assistance from an adult or a more
knowledgeable peer, but eventually, their zone of proximal development will
expand. Teachers can help promote this expansion by:
Planning and organizing their instruction and lessons: For example, the
teacher might organize the class into groups where less skilled children are
paired with students who have a higher skill level.
Using hints, prompts, and direct instruction to help kids improve their ability
levels.
Scaffolding, where the teacher provides specific prompts to move the child
progressively forward toward a goal.
5. Reader Response Theory - ANSWER 🗸 The main argument of reader-
response theory is that readers, as much as the text, play an active role in a
reading experience (Rosenblatt, 1994). This theory rejects the structuralist
view that meaning resides solely in the text. Words in a text evoke images in
readers' minds and readers bring their experiences to this encounter.
6. Experiential Learning - ANSWER 🗸 As the name suggests, experiential
learning involves learning from experience. The theory was proposed by
psychologist David Kolb who was influenced by the work of other theorists
including John Dewey, Kurt Lewin, and Jean Piaget
,7. Oral Language Development - ANSWER 🗸 The complex system that relates
sounds to meanings, is made of three components: phonological, (rules for
combining sounds) semantic, (the smallest units of meaning that may be
combined to make up words) and syntactic (the rules that combine
morphemes into sentences). Reading and talking with children plays an
important role in developing their vocabulary. The more you talk to children,
the larger their vocabulary will develop. Note: Pragmatic is also the rules
that allow us to speak appropriately in different settings
8. What are the stages of the alphabetic phase - ANSWER 🗸 The written forms
of spoken, alphabetic language languages which use letters (graphemes) in a
code to represent the sounds of speech (phonemes) specific sequences of
letters form words, this is the alphabetic principle. If we obeyed this
principle we wouldn't have words like to, too, and two.
9. Gradual release of responsibility - ANSWER 🗸 Teaching approach that
incorporates scaffolding (building on what the student already knows) so
that the responsibility for the content is shifted from teacher to student.
10.Writing Workshops (Balanced Literacy Framework) - ANSWER 🗸
Shared/Interactive: (teacher and children compose message/story using a
shared pen)
11.Guided: (teacher directed lesson and then student writes as teacher confers
with the student guiding the student's writing development, A-Z members
have access to a variety of writing lessons and genres) Independent:
(students write their own stories both narrative and informational)
12.Word Work (Balanced Literacy Framework) Students working with words
so they can become more fluent readers - ANSWER 🗸 Phonemic awareness
and Phonics: (Helps young students to learn letter sound relationships, words
broken into parts based on individual speech sounds known as phonemes,
and this phonemic awareness helps students to sound out and spell words.
, Helps students to notice, differentiate, think about, and manipulate sounds
during effective phonological awareness instruction.) High frequency words
and vocabulary: (Building on a foundation of word knowledge by
emphasizing word structure and vocabulary, extends vocabulary and helps
student apply it in the context of reading, students use A-Z high frequency
words and vocabulary lesson plans.
13.High frequency words (Balance Literacy Framework) - ANSWER 🗸 Most
commonly used words in printed text, over 50% of all text is composed of
them.
14.Vocabulary (Balanced Literacy Framework) - ANSWER 🗸 A large
vocabulary opens students up to a wider range of reading materials, it also
students' ability to communicate through speaking, listening, and writing.
15.Read aloud/Modeling reading (Balanced Literacy Framework) - ANSWER
🗸 Teacher reads aloud to the whole class or small group
16.Reading Skills taught within the Balanced Literacy Framework - ANSWER
🗸 Concepts of Print: (Showing students the features of written language,
shows how words and letter are used and text is organized.
Phonological/phonemic awareness: (spoken language can be broken down
into smaller units, sentences into words, words into syllables, and syllables
into phonemes, it encompasses oral language skills, such as rhyming,
alliteration, sentence segmentation, syllable blending, and segmenting,
phoneme blending, and segmenting, provides foundational skills for
understanding the relationship between letters, and phonemes)
