WGU C 909 OBJECTIVE ASSESSMENT EXAM 2025 |COMPLETE QUESTIONS AND CORRECT DETAILED ANSWERS |PRE- EVALUATED A+ |EXCELLENT TOOL FOR STUDYING WGU C909 OA EXAM.

WGU C 909 OBJECTIVE ASSESSMENT EXAM 2025 |COMPLETE QUESTIONS AND CORRECT DETAILED ANSWERS |PRE- EVALUATED A+ |EXCELLENT TOOL FOR STUDYING WGU C909 OA EXAM. Constructivist Theory -CORRECT ANSA philosophy based on the premise that people construct their own understanding of the world they live in through reflection on experiences. Constructivist Theory in Practice -CORRECT ANSFor 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. Cognitive-constructivist view of reading -CORRECT ANSAim 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. Socio-cultural theory/Ex. -CORRECT ANSExtends 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. 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. Reader Response Theory -CORRECT ANSThe 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. Experiential Learning -CORRECT ANSAs 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 Oral Language Development -CORRECT ANSThe 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 What are the stages of writing development? -CORRECT ANSScribbling/drawing Letter like forms and shapes Letters Letters and spaces Conventional writing and spelling (children in this stage spell most words correctly with a reliance on knowledge of phonics to spell longer words, they can punctuate, can properly use capital and lower case letters. Writing different purposes is important, handwriting and spelling becomes easier. What are stages of reading development -CORRECT ANSEarly Emergent Emergent (understands alphabet, phonological awareness and knows phonics, have command of high frequency words, developing comprehension and word attack skills, recognize types of texts, non-fiction and fiction, and that reading has a variety of purposes). Early Fluent Fluent What are the stages of the alphabetic phase -CORRECT ANSThe 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. Gradual release of responsibility -CORRECT ANSTeaching approach that incorporates scaffolding (building on what the student already knows) so that the responsibility for the content is shifted from teacher to student. Strategies for vocabulary/literacy development -CORRECT ANSIntegration: 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 Reading Workshop (Balanced Literacy Framework) -CORRECT ANSShared: (teacher provides explicit comprehensive instruction, everyone in the class reads a projected book, as teacher moves pointer along screen) Guided: (teacher with small groups who read at similar levels, use benchmark books to determine student's level of reading, includes of a variety of genres including fiction and non-fiction) Independent: (Students read from class library or leveled books, these are of personal interest and include a wide variety, with Raz-Plus, you can read ebooks.) Writing Workshops (Balanced Literacy Framework) -CORRECT ANSShared/Interactive: (teacher and children compose message/story using a shared pen) 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) Word Work (Balanced Literacy Framework) Students working with words so they can become more fluent readers -CORRECT ANSPhonemic 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. High frequency words (Balance Literacy Framework) -CORRECT ANSMost commonly used words in printed text, over 50% of all text is composed of them. Vocabulary (Balanced Literacy Framework) -CORRECT ANSA large vocabulary opens students up to a wider range of reading materials, it also students' ability to communicate through speaking, listening, and writing. Read aloud/Modeling reading (Balanced Literacy Framework) -CORRECT ANSTeacher reads aloud to the whole class or small group Reading Skills taught within the Balanced Literacy Framework -CORRECT ANSConcepts 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) Phonics: (the study of the relationship between the sounds (phonemes) and the letters they represent, how to blend sounds together to produce words, how to use those sounds to decode words while reading) Fluency: (ability to read text quickly, accurately, with proper expression; Activities that improve fluency: echo, choral, audio-assisted, partner, decodable text, time repeated readings) Vocabulary: (Pronunciation and meanings of words necessary for communication, includes oral (listening/receptive and speaking/expressive) and print (reading and writing) Comprehension: (ability to gain understanding and meaning from text, interaction between reader and text, reading ability and vocabulary effect comprehension) Code/Decoding -CORRECT ANSThe code is the systematic use of symbols, in reading the symbols are letters and punctuation, the system is the spelling and the syntax of the language, so decoding is turning the written symbols into language Phases of Decoding -CORRECT ANSPre-alphabetic Partial alphabetic Full alphabetic Consolidated alphabetic Automatic Decoding -CORRECT ANSFor below level readers: (improves word recognition, spelling, and comprehension)