WGU C365 Language Arts Instruction and Intervention |
116 questions with verified answers
Academic Language Ans✓✓✓ Abstract, decontextualized, school-type language
that is used to understand and express complexities
Academic Word List Ans✓✓✓ Provides a practical starting point for developing
the needed academic language skills
Anecdotal Records Ans✓✓✓ The recording of description of significant incident
of student behavior
Behaviorism Ans✓✓✓ -Observable response to stimuli
-Tends to repeat behaviors that are rewarding and those that are not
-Tends to be teacher-centered and uses scripted behavior
Believe all children can read & write Ans✓✓✓ Using the right kind of instruction
by using intervention programs to help struggling readers
Bilingual Approach Cons Ans✓✓✓ Delays instruction in reading and writing in
English causing children to lose ground
Bilingual Approach Pros Ans✓✓✓ -Thinking skills
-Background Knowledge
-Reading skills in students' native language transfer to writing and reading
,Bottom-up Approach Ans✓✓✓ Processing in which meaning is derived from the
accurate, sequential processing of words; Emphasis is on the text rather than the
reader's background knowledge or language ability
Build Language Ans✓✓✓ -Connect what they see with what people are saying;
-Learn some words and expressions;
-Find and use sources of help;
-Use a copying strategy
Build Language Proficiency Ans✓✓✓ Foster language development (absolutely
essential for ELLs)
Build motivation and Competence Ans✓✓✓ Students perform best when they
feel competent, and view a task as challenging but do able
Checking Understanding Ans✓✓✓ Looking for signs of understanding/asking
students to give a thumbs up if they understand or thumbs down if they don't
Classroom Atmosphere Ans✓✓✓ Classroom is set up for maximum efficiency,
management routines are established, and students are engaged in learning
Cloze Ans✓✓✓ Filling in missing words helps to build comprehension
Cognitivism Ans✓✓✓ Philosophy of learning that describes the activities of an
organism in terms of observable actions or behaviors and internal or mental
states
, Comprehension Skill Ans✓✓✓ Are what the student have already learned and
are able to use during comprehension
Comprehension Strategy Ans✓✓✓ Are deliberate, planned procedures designed
to help the reader reach a goal
Content/text/activities Ans✓✓✓ Challenging but engaging; Texts are high quality
and on students' instructional level
Cooperative groups/Peer Tutoring Ans✓✓✓ Help ELLs to apply language skills
and better able to make themselves understood and better able to understand
others
Critical Thinking Ans✓✓✓ Analysis and Evaluation
Crossword Puzzles Ans✓✓✓ Used for reinforcing students' vocab
Cued Elicitation Questions Ans✓✓✓ Helps the students use more specific/more
abstract language
Differentiation Ans✓✓✓ -Students are grouped appropriate
-Provided with additional instruction and practice
Directed Reading-Thinking Activities Ans✓✓✓ Framework in which the teacher
supplies whatever assistance or guidance student needs to read a selection
successfully
116 questions with verified answers
Academic Language Ans✓✓✓ Abstract, decontextualized, school-type language
that is used to understand and express complexities
Academic Word List Ans✓✓✓ Provides a practical starting point for developing
the needed academic language skills
Anecdotal Records Ans✓✓✓ The recording of description of significant incident
of student behavior
Behaviorism Ans✓✓✓ -Observable response to stimuli
-Tends to repeat behaviors that are rewarding and those that are not
-Tends to be teacher-centered and uses scripted behavior
Believe all children can read & write Ans✓✓✓ Using the right kind of instruction
by using intervention programs to help struggling readers
Bilingual Approach Cons Ans✓✓✓ Delays instruction in reading and writing in
English causing children to lose ground
Bilingual Approach Pros Ans✓✓✓ -Thinking skills
-Background Knowledge
-Reading skills in students' native language transfer to writing and reading
,Bottom-up Approach Ans✓✓✓ Processing in which meaning is derived from the
accurate, sequential processing of words; Emphasis is on the text rather than the
reader's background knowledge or language ability
Build Language Ans✓✓✓ -Connect what they see with what people are saying;
-Learn some words and expressions;
-Find and use sources of help;
-Use a copying strategy
Build Language Proficiency Ans✓✓✓ Foster language development (absolutely
essential for ELLs)
Build motivation and Competence Ans✓✓✓ Students perform best when they
feel competent, and view a task as challenging but do able
Checking Understanding Ans✓✓✓ Looking for signs of understanding/asking
students to give a thumbs up if they understand or thumbs down if they don't
Classroom Atmosphere Ans✓✓✓ Classroom is set up for maximum efficiency,
management routines are established, and students are engaged in learning
Cloze Ans✓✓✓ Filling in missing words helps to build comprehension
Cognitivism Ans✓✓✓ Philosophy of learning that describes the activities of an
organism in terms of observable actions or behaviors and internal or mental
states
, Comprehension Skill Ans✓✓✓ Are what the student have already learned and
are able to use during comprehension
Comprehension Strategy Ans✓✓✓ Are deliberate, planned procedures designed
to help the reader reach a goal
Content/text/activities Ans✓✓✓ Challenging but engaging; Texts are high quality
and on students' instructional level
Cooperative groups/Peer Tutoring Ans✓✓✓ Help ELLs to apply language skills
and better able to make themselves understood and better able to understand
others
Critical Thinking Ans✓✓✓ Analysis and Evaluation
Crossword Puzzles Ans✓✓✓ Used for reinforcing students' vocab
Cued Elicitation Questions Ans✓✓✓ Helps the students use more specific/more
abstract language
Differentiation Ans✓✓✓ -Students are grouped appropriate
-Provided with additional instruction and practice
Directed Reading-Thinking Activities Ans✓✓✓ Framework in which the teacher
supplies whatever assistance or guidance student needs to read a selection
successfully
