Term
| which of the following statements agree with the transactional model for learning? |
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Definition
| views children as already having prior knowledge, comes from from the constructivist view of learning |
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Term
| which of the following beliefs were espoused by Rousseau? |
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Definition
| children should be allowed to learn with freedom to be themselves |
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Term
| Pestalozzi supported witch of the following ideas? |
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Definition
| children learn through manipulating objects using their senses |
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Term
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Definition
| children learn through manipulating objects in a planned environment, he especially emphasized learning through play |
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Term
| Dewey proposed which of the following ideas? |
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Definition
| children learn through real life situations and play by play, a child centered education instead of teacher centered |
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Term
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Definition
| children must learn certain skills in a set sequence, there are windows that are optimal for learning certain concepts |
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Term
| Piaget's ideas supported that? |
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Definition
| children should be active participants, self disciplined, and all children develop through the same stages |
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Term
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Definition
| children need to socialize to learn, must fit learning into what they already know, lean more with peer or adult assistance |
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Term
| Not part of the readiness view of reading |
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Definition
| Must reach the mental age of 6 1/2 before they can learn to read |
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Term
| Statement that agrees with the emergent literacy theory |
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Definition
| it fits with whole language and basal reading programs, literacy learning is a continuous process, literacy develops best in real life situations |
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Term
| Not a concept about print |
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Definition
| print is found only in books, newspaper, and magazines |
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Term
| Participating in dramatic play does not help children learn about print T/F |
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Definition
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Term
| Viewing videotapes, computer software, films helps children learn concepts about print T/F |
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Definition
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Term
| Some children enter kindergarten reading as well as 2nd graders T/F |
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Definition
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Term
| Some children who enter kindergarten never hear a children s book read to them T/F |
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Definition
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Term
| Teachers have an obligation to teach all children the same things and same way, so they will all be ready for first grade T/F |
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Definition
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Term
| Primary grade emergent literacy program should |
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Definition
| provide meaningful literacy experiences, enhance the students self esteem, be highly motivating |
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Term
| the concept of whole language includes which of the following |
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Definition
| children bring prior knowledge to and learning experience, writing is meaningful contexts, child centered instructions, language remains whole |
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Term
| Not an activity you would see in a whole language classroom |
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Definition
| literacy skills taught in isolation |
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Term
| with which of the principles of whole language is collaborative learning listed |
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Definition
| language & literacy learning must be socially constructed |
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Term
| with which of the principles of whole language does guessing words while reading fit |
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Definition
| all learning involves risk taking & approximation |
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Term
| with which of the principles of whole language does process not product fit |
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Definition
| demonstrations, modeling, and scaffolding are all essential to learning |
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Term
| strategies and materials commonly used in whole language classroom include |
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Definition
| big books, predictable books, sharing big books, labels |
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Term
| the shared book experience may include which of the following |
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Definition
| jump rope chants, repeating familiar phrases, cd- roms |
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Term
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Definition
| help to develop oral language |
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Term
| with which of the strategies and materials do literacy groups and/or literacy partners fit |
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Definition
| collaborative learning, tell me something |
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Term
| which of these strategies is used to help students who need help in specific areas |
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Definition
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Term
| book talks may include all of the following except |
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Definition
| retelling the whole story |
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Term
| which of the following can be part of thematic teaching |
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Definition
| themes based on childrens experiences, socially interactivity, one genre of literature, social studies topics |
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Term
| objectives are only needed in the content areas of social studies or science when teaching thematic units T/F |
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Definition
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Term
| Not a motivating unit opener |
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Definition
| worksheets on the unit topic to familiarize the students with the topic |
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Term
| which of the following activities would be appropriate for finding out what the children already know about the topic |
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Definition
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Term
| Not listed as an advantage of using whole language concept |
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Definition
| literacy skills taught in sequence |
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Term
| which of the following are listed as limitations of the whole language philosophy |
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Definition
| teacher must be adaptable, the amount of time to implement |
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Term
| which one of the following is/are premise of the LEA |
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Definition
| what i think about is important, what i can think about i can say, what i can say can be written, i can read what has been written for me |
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Term
| The LEA works well with ELL T/F |
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Definition
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Term
| LEA should only be used in achievement as well as motivation T/F |
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Definition
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Term
| the LEA should only be used with school age children T/F |
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Definition
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Term
| which of the following would be highly motivating experience to write about |
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Definition
| a class baking activity, watching a video, making a puppet |
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Term
| the teacher and students should discuss the LEA event using appropriate vocabulary and sequence T/F |
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Definition
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Term
| which of the following should be emphasized when reading a LEA created book |
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Definition
| one to one correspondence, left to right progression, correct grammer |
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Term
| LEA is the most common approach for teaching beginning reading skills to adult non-readers T/F |
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Definition
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Term
| Not an advantage for the LEA |
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Definition
| you don't have a teacher's manual to help sequence skills |
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Term
| the LEA traditionally has been the most commonly used kindergarten and primary grade reading approach T/F |
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Definition
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Term
| was/were apart of the basal reader approach in the past |
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Definition
| round robin reading, distinct grouping, independent work, related art music or games |
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Term
| Not apart of the contemporary basal approach |
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Definition
| very controlled vocabulary |
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Term
| is/are concerns when evaluating basal readers |
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Definition
| durable, attractive, variety of genre |
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Term
| is/are an advantage of the basal reader approach |
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Definition
| sequential skill development |
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Term
| Systematic phonics programs teach more phonic elements and teach them earlier than other programs T/F |
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Definition
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Term
| most phonics programs teach vowels first then consonants T/F |
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Definition
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Term
| some phonics programs contain significant errors, so teachers must be able to analyze programs before using them T/F |
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Definition
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Term
| when a whole word is broken down into its parts such as "teach/er" it is being analyzed |
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Definition
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Term
| word such as cah-a-tuh is a analyzed |
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Definition
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Term
| strengths of phonics programs |
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Definition
| children achieve higher reading test scores through 3rd grade, decode words earlier, discriminate against students with auditory discrimination problems |
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Term
| structured phonics programs may be especially helpful to children with learning disabilities and children with other special needs T/F |
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Definition
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Term
| Most systematic phonics programs are very interesting and children enjoy them T/F |
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Definition
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Term
| our author believes phonic elements and generalizations are taught best in whole language or a basal reading program T/F |
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Definition
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Term
| once a teacher has developed a balanced literacy program it works from year to year and class to class T/F |
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Definition
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Term
| Not a part of preschool literacy program |
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Definition
| formal instruction of the ABC's and their sounds |
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Term
| the LEA stresses all of the language arts and is highly motivating to children T/F |
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Definition
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Term
| informal reading skill development should take place in kindergarten but no formal phonics programs should be used T/F |
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Definition
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Term
| the optimum approach for 1st 2nd and 3rd grades includes whole language activities and thematic units along with phonics such as found in basal programs T/F |
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Definition
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Term
| about how much time is spent each day in literacy development situations in the sample daily schedule |
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Definition
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