WGU C909: Elementary Reading Methods and Interventions Verified Multiple
Choice and Conceptual Actual Emended Exam Questions With Reviewed 100%
Correct Detailed Answers Guaranteed Pass!!Current Update
-Involves the rules for combining sounds.
-We are not aware of our knowledge of
11.Phonological Component (Oral Lan- these rules, but our ability to understand
guage Dev.-Stages of Development): and pronounce English words demon-
strates that we do know a vast number
of rules.
-Early Emergent Readers (Levels aa-C)
2. Stages of Reading Development -Emergent Readers (D-J)
(Stages of Development): -Early Fluent Readers (K-P)
-Fluent Readers (Q-Z2)
-Readers at this stage have devel-
oped an understanding of the alpha-
bet, phonological awareness, and early
phonics.
-They have command of a significant
number of high-frequency words.
3. Emergent Readers (D-J) (Stages of
-Emergent readers are developing a
Development):
much better grasp of comprehension
strategies and word-attack skills.
-They can recognize different types of
text, particularly fiction and nonfiction,
and recognize that reading has a variety
of purposes.
-Scribbling/Drawing
-Letter-Like Forms & Shapes
4. Stages of Writing Development
-Letters
(Stages of Development): -Letters & Spaces
-Conventional Writing & Spelling
-Children spell most words correctly, with
a reliance on phonics knowledge to spell
longer words.
5. Conventional Writing & Spelling -Writers use punctuation marks correctly
(Stages of Development): and use capital and lower case letters in
the correct places.
-Writing for different purposes becomes
more important.
, WGU C909: Elementary Reading Methods and Interventions Verified Multiple
Choice and Conceptual Actual Emended Exam Questions With Reviewed 100%
Correct Detailed Answers Guaranteed Pass!!Current Update
-Handwriting becomes easier, as does
the spelling of a majority of words.
-A teaching approach which incorpo-
6. Gradual Release of Responsibility rates scaffolding so that responsibility
(Strategies for Literacy Development): for the content is gradually shifted from
teacher to student.
(1.) Integration—connecting new vocab-
ulary to prior knowledge
7. Various Strategies for Vocabulary (2.) Repetition—encountering/using the
Development (Strategies for Literacy word/concept many times
Development): (3.) Meaningful use—multiple opportuni-
ties to use new words in reading, writing
and soon discussion.
(1.) shared reading
8. Reading Workshop Components
(2.) guided reading
(Balanced Literacy Framework):
(3.) independent reading
-During shared reading, teachers pro-
vide explicit comprehension and instruc-
tion.
-Reading A-Z's collection of projectable
Big Books supports developmentally ap-
9. Shared Reading (Balanced Literacy
propriate skills, such as concepts of print,
Framework):
as well as reinforces specific reading
skills and strategies.
-Using an enlarged text that all children
can see, the teachers involve children in
reading together following a pointer.
-Provides a scaffolded approach to in-
struction.
-Reading A-Z's collection of leveled read-
ers spanning levels of difficulty repre-
10. Guided Reading (Balanced Literacy sents a variety of text types and genres
Framework): and includes a balance of fiction and
nonfiction.
-Use Benchmark Books or Benchmark
Passages to determine where to start
students within the levels and to monitor
, WGU C909: Elementary Reading Methods and Interventions Verified Multiple
Choice and Conceptual Actual Emended Exam Questions With Reviewed 100%
Correct Detailed Answers Guaranteed Pass!!Current Update
their progress as their reading improves.
-The teacher works with a small group of
students who read at all similar levels
-Provides students the opportunity to ap-
ply reading strategies and skills in a text
of personal interest.
-Print Reading A-Z's leveled books for
students to select for daily independent
reading.
11. Independent Reading (Balanced Lit- -A membership to Raz-Plus provides
eracy Framework): students with the opportunity to select
eBook versions of the Leveled Books to
read online.
-Students read from classroom library or
leveled books.
-Students read from a wide variety of
materials.
(1.) shared writing
12. Writing Workshop Components (Bal- (2.) guided writing
anced Literacy Framework):
(3.) independent writing
-As in shared writing, teacher and chil-
13. Interactive Writing (Writing Work- dren compose message and stories that
shops-Balanced Literacy Framework): are written using a "shared pen" tech-
nique that involves children in the writing.
-Reading and talking with children plays
14. How Oral Language Supports Vocab- an important role in developing their vo-
ulary Development (Stages of Develop- cabulary.
ment): -The more you read to children, the larg-
er vocabulary they will develop.
-Is made up of morphemes, the smallest
units of meaning that may be combined
with each other to make up words (for ex-
14. Semantic Component (Oral Lan-
ample, paper + s are the two morphemes
guage Dev.-Stages of Development):
that make up papers), and sentences.
-A dictionary contains the semantic com-
ponent of a language, but also what
, WGU C909: Elementary Reading Methods and Interventions Verified Multiple
Choice and Conceptual Actual Emended Exam Questions With Reviewed 100%
Correct Detailed Answers Guaranteed Pass!!Current Update
words (and meanings) are important to
the speakers of the language.
-Consists of the rules that enable us to
combine morphemes into sentences.
-Ex. As soon as a child uses two mor-
15. Syntactic Component (Oral Lan-
phemes together, as in "more crack-
guage Dev.-Stages of Development):
er," she is using a syntactic rule about
how morphemes are combined to con-
vey meaning.
-Some language experts would add a
fourth component: which deals with rules
of language use.
16. Pragmatics (Oral Language -Pragmatic rules are part of our commu-
Dev.-Stages of Development): nicative competence, our ability to speak
appropriately in different situations.
-Ex. in a conversational way at home and
in a more formal way at a job interview.
-Begin with teacher-directed lessons fol-
lowed by time for students to write.
-Teachers confer with students and guide
their writing development.
17. Process (Guided) Writing (Writing -Children engage in writing a va-
Workshops-Balanced Literacy Frame- riety of texts. Teacher guides the
work): process and provides instruction through
mini-lessons and conferences.
-Members of Writing A-Z gain access to
complete process writing lessons for a
variety of text types or genres.
-Day 4 in each Shared Reading Book's
5-Day Lesson Plan contains a shared
writing activity, allowing students struc-
tured practice with specific skills. Find the
5-Day Shared Reading Lesson on each
book's homepage.
-Selected Leveled Books provide a
Writer's Response activity for indepen-
dent practice. Simply click on "With
Writer's Response" in the filter options.
Choice and Conceptual Actual Emended Exam Questions With Reviewed 100%
Correct Detailed Answers Guaranteed Pass!!Current Update
-Involves the rules for combining sounds.
-We are not aware of our knowledge of
11.Phonological Component (Oral Lan- these rules, but our ability to understand
guage Dev.-Stages of Development): and pronounce English words demon-
strates that we do know a vast number
of rules.
-Early Emergent Readers (Levels aa-C)
2. Stages of Reading Development -Emergent Readers (D-J)
(Stages of Development): -Early Fluent Readers (K-P)
-Fluent Readers (Q-Z2)
-Readers at this stage have devel-
oped an understanding of the alpha-
bet, phonological awareness, and early
phonics.
-They have command of a significant
number of high-frequency words.
3. Emergent Readers (D-J) (Stages of
-Emergent readers are developing a
Development):
much better grasp of comprehension
strategies and word-attack skills.
-They can recognize different types of
text, particularly fiction and nonfiction,
and recognize that reading has a variety
of purposes.
-Scribbling/Drawing
-Letter-Like Forms & Shapes
4. Stages of Writing Development
-Letters
(Stages of Development): -Letters & Spaces
-Conventional Writing & Spelling
-Children spell most words correctly, with
a reliance on phonics knowledge to spell
longer words.
5. Conventional Writing & Spelling -Writers use punctuation marks correctly
(Stages of Development): and use capital and lower case letters in
the correct places.
-Writing for different purposes becomes
more important.
, WGU C909: Elementary Reading Methods and Interventions Verified Multiple
Choice and Conceptual Actual Emended Exam Questions With Reviewed 100%
Correct Detailed Answers Guaranteed Pass!!Current Update
-Handwriting becomes easier, as does
the spelling of a majority of words.
-A teaching approach which incorpo-
6. Gradual Release of Responsibility rates scaffolding so that responsibility
(Strategies for Literacy Development): for the content is gradually shifted from
teacher to student.
(1.) Integration—connecting new vocab-
ulary to prior knowledge
7. Various Strategies for Vocabulary (2.) Repetition—encountering/using the
Development (Strategies for Literacy word/concept many times
Development): (3.) Meaningful use—multiple opportuni-
ties to use new words in reading, writing
and soon discussion.
(1.) shared reading
8. Reading Workshop Components
(2.) guided reading
(Balanced Literacy Framework):
(3.) independent reading
-During shared reading, teachers pro-
vide explicit comprehension and instruc-
tion.
-Reading A-Z's collection of projectable
Big Books supports developmentally ap-
9. Shared Reading (Balanced Literacy
propriate skills, such as concepts of print,
Framework):
as well as reinforces specific reading
skills and strategies.
-Using an enlarged text that all children
can see, the teachers involve children in
reading together following a pointer.
-Provides a scaffolded approach to in-
struction.
-Reading A-Z's collection of leveled read-
ers spanning levels of difficulty repre-
10. Guided Reading (Balanced Literacy sents a variety of text types and genres
Framework): and includes a balance of fiction and
nonfiction.
-Use Benchmark Books or Benchmark
Passages to determine where to start
students within the levels and to monitor
, WGU C909: Elementary Reading Methods and Interventions Verified Multiple
Choice and Conceptual Actual Emended Exam Questions With Reviewed 100%
Correct Detailed Answers Guaranteed Pass!!Current Update
their progress as their reading improves.
-The teacher works with a small group of
students who read at all similar levels
-Provides students the opportunity to ap-
ply reading strategies and skills in a text
of personal interest.
-Print Reading A-Z's leveled books for
students to select for daily independent
reading.
11. Independent Reading (Balanced Lit- -A membership to Raz-Plus provides
eracy Framework): students with the opportunity to select
eBook versions of the Leveled Books to
read online.
-Students read from classroom library or
leveled books.
-Students read from a wide variety of
materials.
(1.) shared writing
12. Writing Workshop Components (Bal- (2.) guided writing
anced Literacy Framework):
(3.) independent writing
-As in shared writing, teacher and chil-
13. Interactive Writing (Writing Work- dren compose message and stories that
shops-Balanced Literacy Framework): are written using a "shared pen" tech-
nique that involves children in the writing.
-Reading and talking with children plays
14. How Oral Language Supports Vocab- an important role in developing their vo-
ulary Development (Stages of Develop- cabulary.
ment): -The more you read to children, the larg-
er vocabulary they will develop.
-Is made up of morphemes, the smallest
units of meaning that may be combined
with each other to make up words (for ex-
14. Semantic Component (Oral Lan-
ample, paper + s are the two morphemes
guage Dev.-Stages of Development):
that make up papers), and sentences.
-A dictionary contains the semantic com-
ponent of a language, but also what
, WGU C909: Elementary Reading Methods and Interventions Verified Multiple
Choice and Conceptual Actual Emended Exam Questions With Reviewed 100%
Correct Detailed Answers Guaranteed Pass!!Current Update
words (and meanings) are important to
the speakers of the language.
-Consists of the rules that enable us to
combine morphemes into sentences.
-Ex. As soon as a child uses two mor-
15. Syntactic Component (Oral Lan-
phemes together, as in "more crack-
guage Dev.-Stages of Development):
er," she is using a syntactic rule about
how morphemes are combined to con-
vey meaning.
-Some language experts would add a
fourth component: which deals with rules
of language use.
16. Pragmatics (Oral Language -Pragmatic rules are part of our commu-
Dev.-Stages of Development): nicative competence, our ability to speak
appropriately in different situations.
-Ex. in a conversational way at home and
in a more formal way at a job interview.
-Begin with teacher-directed lessons fol-
lowed by time for students to write.
-Teachers confer with students and guide
their writing development.
17. Process (Guided) Writing (Writing -Children engage in writing a va-
Workshops-Balanced Literacy Frame- riety of texts. Teacher guides the
work): process and provides instruction through
mini-lessons and conferences.
-Members of Writing A-Z gain access to
complete process writing lessons for a
variety of text types or genres.
-Day 4 in each Shared Reading Book's
5-Day Lesson Plan contains a shared
writing activity, allowing students struc-
tured practice with specific skills. Find the
5-Day Shared Reading Lesson on each
book's homepage.
-Selected Leveled Books provide a
Writer's Response activity for indepen-
dent practice. Simply click on "With
Writer's Response" in the filter options.
