WGU C365: Language Arts Instruction
and Intervention well answered
Constructivism - ANS ✔✔This puts the child at the center of the learning process, so that they
can build and construct their own knowledge through critical thinking and writing, inquiry, and
discovery practices, such as read to learn and write to learn. This is contrasted from more
traditional methods of 'drill & kill' and rote memorization. Constructivism values creating
deeper connections to the content.
Guided Instruction - ANS ✔✔This part of the instructional process follows presentation
procedures and modeling. During guided instruction, the teacher works with the students
actively to support them in the development of a skill or strategy or to complete a task. For
example, during guided instruction, the teacher and students might work together to write one
paragraph as a sample paragraph together. The teacher could then display that paragraph on an
anchor chart to serve as an example for when students are released into independent practice.
Co-shaping/Re-Voicing - ANS ✔✔This is a strategy used to reframe student contributions to
assist them in bridging the gap between what they are saying and often the academic language
we use to discuss the topic or content. For example, Student: "Rabbits get eaten a lot by other
animals, like hawks". Teacher: "Yes, rabbits are prey animals".
Language Experience Stories - ANS ✔✔The teacher and the students write about an experience
had by the entire class. The teacher writes as the students dictate their ideas. Pictures can be
drawn around the story or pictures taken from the event can be posted around the story to help
children make connections. This strategy can be used to support ELLs.
Word sorts - ANS ✔✔Sorting words into different catagories. Example: words that contain -oke
is one category, words that contain -ope is another category, etc. There are two different
categories. Open is when students categorize the words the way it makes sense to them.
Closed: Teacher names the categories and students sort words to those categories.
,Basal Literature - ANS ✔✔This is an anthology of readings (or set of readers) that are leveled for
students to progress through in a linear fashion. As a published reading curriculum, it also
includes a workbook for students, a teacher manual, and often includes extension activities and
modifications. It does not always appeal to student interest and can feel very 'lock step' in its
approach, but it does target specific reading skills helpful for emergent readers.
Core Literature (Literature-based approach) - ANS ✔✔This approach is when the teacher relies
on children's books (ex. Picturebooks, trade books, chapter books, etc.). This often allows for
students' interests to be taken into account as well as targeting specific themes, topics, etc. The
aesthetics of children's books also makes them appealing. While publishers may have
educational support for a book, it is not guaranteed, nor can the quality or educational value
counted upon.
Schema - ANS ✔✔This is the ordered background knowledge students have on a particular
topic, people, places, things, and events. . Tapping into a student's knowledge can build content
connections and deepen learning.
Graphic Organizers - ANS ✔✔Visual devices designed to help the reader note relationships
between key concepts, main points, basic steps, or major events in a selection. (After Strategy)
Reading workshop - ANS ✔✔Readers workshop is dedicated time in the classroom to support
reading skill development. It has multiple components to it, including whole class (or small
group) mini-lesson to focus on one skill, strategy, or reading behavior. Then students shift to
workshop time where they self-select a book to practice the skill. Share time (conferencing) can
happen in groups or 1-1. Based on individual needs of students.
Guided Reading - ANS ✔✔Teacher meets with a small group of students on same reading ability
level and guides students through the reading passage selected by the teacher. Mini-lesson
focuses on a reading skill selected by the teacher. Guided reading is part of "Readers
Workshop". When other students are reading independently, teacher is conducting GR.
, Culturally responsive teaching practices - ANS ✔✔Pedagogy that recognizes the importance of
including students' cultural references in all aspects of learning. Includes positive perspectives
on parents and families, communication of high expectations, learning within the context of
culture, student-centered instruction, culturally mediated instruction, reshaping the curriculum,
teacher as faciliator.
Lexile - ANS ✔✔The level of a book is determined from the use of an algorithm that measure
how difficult the text is based on aspects such as the length and complexity of words,
sentences, and paragraphs. Teachers can look up lexile scores for core literature to determine if
the book is leveled appropriately for the class or a particular student.
cross curricular - ANS ✔✔This teaching and learning fosters connections among content areas.
For example, reading a set of poems about nocturnal animals and then studying the animals in
science.
writing across the curriculum - ANS ✔✔This is the pedagogical framework that understands that
in students need to learn to write in all content areas. For example they need to be able to
explain how they came to a math answer or justify their experiment in science, explain the
contributions of a historical figure, etc.
write to learn - ANS ✔✔This is a low-stakes strategy where writing is either ungraded or
minimally graded to support students in making their own connection to the material through
the act of writing. Ex. Learning logs, interactive notebooks, and quick writes.
metacognition - ANS ✔✔Thinking about thinking - it can include for example thinking about
how one learns so that one can improve upon that learning process. Metacognitive processes
must be broken down, modeled, and taught discretely.
scaffolding - ANS ✔✔This is a process where in the teacher provides supports, tools, or
processes to aid in student success and independence. For example, chunking an activity out,
using an anchor chart, or providing a graphic organizer.
and Intervention well answered
Constructivism - ANS ✔✔This puts the child at the center of the learning process, so that they
can build and construct their own knowledge through critical thinking and writing, inquiry, and
discovery practices, such as read to learn and write to learn. This is contrasted from more
traditional methods of 'drill & kill' and rote memorization. Constructivism values creating
deeper connections to the content.
Guided Instruction - ANS ✔✔This part of the instructional process follows presentation
procedures and modeling. During guided instruction, the teacher works with the students
actively to support them in the development of a skill or strategy or to complete a task. For
example, during guided instruction, the teacher and students might work together to write one
paragraph as a sample paragraph together. The teacher could then display that paragraph on an
anchor chart to serve as an example for when students are released into independent practice.
Co-shaping/Re-Voicing - ANS ✔✔This is a strategy used to reframe student contributions to
assist them in bridging the gap between what they are saying and often the academic language
we use to discuss the topic or content. For example, Student: "Rabbits get eaten a lot by other
animals, like hawks". Teacher: "Yes, rabbits are prey animals".
Language Experience Stories - ANS ✔✔The teacher and the students write about an experience
had by the entire class. The teacher writes as the students dictate their ideas. Pictures can be
drawn around the story or pictures taken from the event can be posted around the story to help
children make connections. This strategy can be used to support ELLs.
Word sorts - ANS ✔✔Sorting words into different catagories. Example: words that contain -oke
is one category, words that contain -ope is another category, etc. There are two different
categories. Open is when students categorize the words the way it makes sense to them.
Closed: Teacher names the categories and students sort words to those categories.
,Basal Literature - ANS ✔✔This is an anthology of readings (or set of readers) that are leveled for
students to progress through in a linear fashion. As a published reading curriculum, it also
includes a workbook for students, a teacher manual, and often includes extension activities and
modifications. It does not always appeal to student interest and can feel very 'lock step' in its
approach, but it does target specific reading skills helpful for emergent readers.
Core Literature (Literature-based approach) - ANS ✔✔This approach is when the teacher relies
on children's books (ex. Picturebooks, trade books, chapter books, etc.). This often allows for
students' interests to be taken into account as well as targeting specific themes, topics, etc. The
aesthetics of children's books also makes them appealing. While publishers may have
educational support for a book, it is not guaranteed, nor can the quality or educational value
counted upon.
Schema - ANS ✔✔This is the ordered background knowledge students have on a particular
topic, people, places, things, and events. . Tapping into a student's knowledge can build content
connections and deepen learning.
Graphic Organizers - ANS ✔✔Visual devices designed to help the reader note relationships
between key concepts, main points, basic steps, or major events in a selection. (After Strategy)
Reading workshop - ANS ✔✔Readers workshop is dedicated time in the classroom to support
reading skill development. It has multiple components to it, including whole class (or small
group) mini-lesson to focus on one skill, strategy, or reading behavior. Then students shift to
workshop time where they self-select a book to practice the skill. Share time (conferencing) can
happen in groups or 1-1. Based on individual needs of students.
Guided Reading - ANS ✔✔Teacher meets with a small group of students on same reading ability
level and guides students through the reading passage selected by the teacher. Mini-lesson
focuses on a reading skill selected by the teacher. Guided reading is part of "Readers
Workshop". When other students are reading independently, teacher is conducting GR.
, Culturally responsive teaching practices - ANS ✔✔Pedagogy that recognizes the importance of
including students' cultural references in all aspects of learning. Includes positive perspectives
on parents and families, communication of high expectations, learning within the context of
culture, student-centered instruction, culturally mediated instruction, reshaping the curriculum,
teacher as faciliator.
Lexile - ANS ✔✔The level of a book is determined from the use of an algorithm that measure
how difficult the text is based on aspects such as the length and complexity of words,
sentences, and paragraphs. Teachers can look up lexile scores for core literature to determine if
the book is leveled appropriately for the class or a particular student.
cross curricular - ANS ✔✔This teaching and learning fosters connections among content areas.
For example, reading a set of poems about nocturnal animals and then studying the animals in
science.
writing across the curriculum - ANS ✔✔This is the pedagogical framework that understands that
in students need to learn to write in all content areas. For example they need to be able to
explain how they came to a math answer or justify their experiment in science, explain the
contributions of a historical figure, etc.
write to learn - ANS ✔✔This is a low-stakes strategy where writing is either ungraded or
minimally graded to support students in making their own connection to the material through
the act of writing. Ex. Learning logs, interactive notebooks, and quick writes.
metacognition - ANS ✔✔Thinking about thinking - it can include for example thinking about
how one learns so that one can improve upon that learning process. Metacognitive processes
must be broken down, modeled, and taught discretely.
scaffolding - ANS ✔✔This is a process where in the teacher provides supports, tools, or
processes to aid in student success and independence. For example, chunking an activity out,
using an anchor chart, or providing a graphic organizer.
