EDTE 4200 Final Exam | Questions and Answers (Complete Solutions)

EDTE 4200 Final Exam | Questions and Answers (Complete Solutions) When is the best time to use a Graphic Organizer? Before, During or After Reading? All are appropriate A Graphic Organizer: 1. Makes the thinking proce ...

EDTE 4200 Final Exam | Questions and Answers (Complete Solutions) When is the best time to use a Graphic Organizer? Before, During or After Reading? All are appropriate A Graphic Organizer: 1. Makes the thinking process of students visible to teachers. 2. Allows teachers to formatively assess students. 3. Provides a way for student to organizer their thoughts. 4. Requires shared responsibility between teachers and students. 1, 2, 3, 4 In what ways do graphic organizers facilitate comprehension? they can activate prior knowledge they can encourage brainstorming they can serve as a review of a topic all of the above Taking good notes teaches student to do all of the following except: a. evaluate the importance of information b. evaluate the relationship between different pieces of information c. pay attention to what is not in the text d. organize information into some format that serves their purposes The term used to describe time when students produce written notes from a lecture or class discussion is [1]. While the term used when students record notes from printed materials it is [2] 1 notetaking 2 notemaking Annotation is a form of note taking. False Which of the following is an appropriate note taking system? a. Outlining a chapter b. Exit Slips c. Annotation d. Cornell Notes Annotation most closely aligns with which phase of the metacognitive process? a. Before b. During c. After d. Before and During In 1-2 sentences explain what it means for a content area reading tool to be systematic It's able to be used throughout the class. Once the tool has been modeled students are actually able to use it A content area reading tool serves as a scaffold for students. In 1-2 sentences, interpret this statement Tools, such as, graphic organizers, notetaking, and notemaking give students the extra step to get to where they need to be. These tools fill in the gaps of the "ladder" to success for these students. Why is every teacher considered a "teacher of reading"? a. Every teacher has the responsibility to teach students to decode and read fluently. b. Every teacher should read and be familiar with major texts within the discipline. c. Every teacher should support students' ability to effectively comprehend disciplinary texts. d. Every teacher should be a proficient reader. ______ is the internal thinking process, or how one thinks about his own thinking. metacognition The state of Ohio believes teachers in the middle level and high school grades are responsible for teaching both the content and reading skills necessary so that students can navigate complex disciplinary texts True Gradual Release provides teachers with a framework for instruction that allows for: 1. Time Management 2. Linear Instruction 3. Shifting responsibility from teacher to students 4. The social, emotional, and cognitive domains of middle childhood development 1,3,4, All content area reading is nonfiction FALSE What phase of Gradual Release would include students reading and discussing a text together in small groups, with reading comprehension questions available to them? a. collaborative b. guided c. focused d. independent Content Area teachers are abdicated of the responsibility of enhancing students abilities to use the five elements of reading False he five elements of reading include: phonics, [1], fluency, [2], and comprehension 1. phonemic awareness 2. vocabulary Once students have developed a reading _________, it is innate, and they are able to use automatically as a situation calls for it Skill Based on what you have learned so far in this course, it is fair to assume that since the state of Ohio established a 3rd Grade Reading Guarantee, all children at the end of 3rd grade will be able to read at or above the level of a 4th grader. False To determine what level of thinking you are trying to generate in a discussion, you would use a _________ to guide you framework To discern how to phrase your question to foster a specific type of thinking, you would rely on a _________ to help you with wording. Prompt What is the relationship between text-dependent questions and high stakes testing in the content area Many high stakes testing questions are text-dependent questions Text-dependent questions move students systematically through an examination of the reading at what levels? a. literal and structural b. structural and inferential c. literal and inferential d. literal, structural, and inferential Students have just finished reading a text about personal fitness, what type of question is: "How can you improve your own fitness? a. On your own b. Think and Search c. Author and You d. Right There Which discussion technique would be useful for a longer piece of text that does not need to be read in its entirety by all students? Save the Last Word for Me Jigsaw Learning Stations ReQuest When using text dependent questions, students rely only on the text for their answer. False A teacher needs to lead a discussion that is information centered, meaning the students need to review foundational knowledge before moving on to more complex concepts. It would make the most sense for a teacher to do this in which phase of the gradual release modeled. a. collaborative phase b. guided phase c. independent phase d. focused phase When planning a discussion that will involve collaborative learning that maximizes the participation of all members and minimizes the opportunities for conflict, teachers should give the most consideration to: a. group composition b. group size c. group process d. group goals Describe how text dependent questions foster metacognition. Synthesize the information presented in class today. In 1-2 sentences, state clearly what the collective thesis was across presentations in regards to instructing English Language Learners. Student and teacher modeling is the most important thing when it comes to English language learners. They need to be grouped in strategic ways and learn with scaffolding and by seeing it done. English Language Learners learn best in homogeneously grouped classrooms. False Gradual release should not be used with ELL students because they need more teacher centered instruction False An often repeated idea throughout the presentations was that ELL students need to be purposefully grouped. It is accurate to say that a purposeful grouping plan would not include consideration of students' ability levels False A content area teacher might use active listening-- which is recognized as an aspect of content area reading--to benefit ELL students by: 1. using it as a scaffold for language development 2. using it to assist student with processing new content 3. using it to assist student with identifying confusions and misconceptions 4. using it to assimilate students to United States accents and culture 1, 2, 3 An often repeated idea throughout the presentations was that ELL students need to be purposefully grouped. This would occur during which phase of gradual release: A. guided instruction B. collaborative instruction C. independent instruction D. focused instruction A social studies teacher places ELL students and native English speakers in purposeful groups to analyze a primary source document from the Civil Rights movement. This exercise will assist the ELL students with which phase of the metacognitive process? a. generating prior knowledge b. constructing meaning c. elaborating upon the content d. it will not assist them since the document is written in English If a student is an ELL learner it can be automatically assumed: 1. she is a dependent reader 2. she is an active learner of the English Language 3. she will require an IEP 4.she will have predictable learning needs In terms of content area reading instruction, what is a common need ELL students share with most native speakers of English? All students, regardless of their native tongue, need modeling. They need to see what is expected of them through modeling by their teacher. For most, seeing it done is how they learn best In terms of content area reading instruction, what is a need that is unique to ELL students, meaning one that is not likely to be a need of a native English speaker? ELL students may not have the same prior knowledge as native speakers about what they are reading. There are things that students learn in America that may not be talked about in other places in the world. Describe a key difference between read alouds and shared readings. Read alouds are teacher-centered. Shared reading starts with the teacher but eventually, responsibility is shifted to the students. Shared reading: 1. includes transfer of responsibility 2. includes guided practice 3. leads to independent practice 4. is a strategy that can help build long-term reading skills 1, 2, 3, 4 Read Alouds: 1. are guided practice that results in collaboration and independence 2. build background 3. may enhance fluency 4. are a form of modeling 2, 3, 4 Which of the following would you choose to assist students with learning how to use text features throughout a chapter in social studies text? A. read aloud B. shared reading C. Both A & B D. Neither A nor B Which of the following would you use to assist English Language Learners with improving their fluency? read aloud shared reading Both A & B neither A nor B Which of the following would you use to guide students through the correct usage of Wikipedia? Read Aloud Shared Reading Both A & B Neither A nor B After you finish a __________ you will have ample opportunity to provide scaffolding to students throughout the remainder of the lesson. Read Aloud Shared Reading Both A and B Neither A nor B What level of text complexity should be considered for a read aloud. A. instructional level B. independent level C. complex text D. familiar text Shared reading lessons allow teachers to provide instruction in which of the following? A. comprehension strategies B. text features C. reading behaviors D. all of the above One characteristic read alouds and shared readings share is: Both include a text that is complex. Both are used to help students grow knowledge that they might not have taken from the text if they were reading independently. Both provide scaffolding to students. Why does close reading best fit with the constructing knowledge phase of metacognition? Close reading is the process of diving deeper into a text. This helps with constructing knowledge because the students are looking in the text for things they may not have understood in the first reading. So they are constructing knowledge from the text they may have missed. When designing a close reading lesson for your class: 1. Pick a manageable text selection. 2. Provide annotation supplies. 3. Model 4. Only allow students to work independently 1, 2, 3 Close reading would not benefit ELL students. False