WGU C909 OBJECTIVE ASSESSMENT
EXAM 2024-2025 ACTUAL EXAM 100
QUESTIONS AND CORRECT
DETAILED ANSWERS WITH
RATIONALES|ALREADY GRADED A+||
Constructivist Theory -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 -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 -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. -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.
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.
Reader Response Theory -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 -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 -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? -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 -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 -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 -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 -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) -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) -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 -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) -ANSMost commonly used words
in printed text, over 50% of all text is composed of them.
EXAM 2024-2025 ACTUAL EXAM 100
QUESTIONS AND CORRECT
DETAILED ANSWERS WITH
RATIONALES|ALREADY GRADED A+||
Constructivist Theory -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 -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 -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. -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.
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.
Reader Response Theory -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 -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 -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? -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 -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 -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 -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 -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) -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) -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 -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) -ANSMost commonly used words
in printed text, over 50% of all text is composed of them.
