EXPLORE LEARNING CELL DIVISION
CHROMOSOME REPLICATION REVIEW
SHEET QUESTIONS AND CORRECT
SOLUTIONS
●● Formative assessment
Answer: provides ongoing feedback, identifies strengths, weaknesses,
and target areas, low stakes, addresses problems immediately
●● Summative assessment
Answer: evaluates learning at the end of a unit and compares it against
some standard or benchmark, high stakes, (midterm, final, paper)
●● Scaffolding
Answer: Promotes deeper level of learning, support tailored to needs of
student (modeling, coaching) that is gradually removed
●● Inquiry-based learning
Answer: poses questions, problems or scenarios - rather than simply
presenting established facts; assisted by a facilitator
●● Assessment anchors
,Answer: tools to better align curriculum, instruction, and assessment
practices
●● LEA (Language Experience Approach)
Answer: combines all 4 language skills, aids fluency, centered around
learner generated text.
Step 1) A shared experience, 2) creating the text, 3) read and revise, 4)
read and reread, 5) extension
●● Receptive language
Answer: the ability to understand or comprehend language heard or read
●● Expressive language
Answer: being able to put thoughts into words and sentences that make
sense and are grammatically accurate
●● Family systems theory
Answer: (Dr. Murray Bowen) individuals cannot be understood in
isolation from one another, but rather as a part of their family, which is
an emotional unit
●● Constructivist Approach
,Answer: the learner is an active participant in building understanding
and knowledge. Use hands-on exploration with concrete materials.
Realistic and relevant learning situations. Uses scaffolding
●● Alphabetic principle
Answer: the understanding that the letters used in writing represent the
component sounds in spoken words
●● Informal assessment
Answer: Sometimes referred to as criterion referenced measures.
Performance is not being evaluated against established standards or
rubrics, not data driven. Content and performance driven. (anecdotal
notes, teacher observations, running records, rubric scores, etc.) Used to
inform instruction.
●● Formal assessment
Answer: Assess overall achievement, compare student performance with
others at their grade or rangeHave data which support the conclusions
made from the test (standardized measures). Use statistics. Data is
mathematically computed and summarized. Scores are percentiles,
stanines, or standard scores.
●● Diphthong
Answer: a sound made by combining two vowels, specifically when it
starts as one vowel sound and goes to another (oy in oil). Refers to two
adjacent vowel sounds occurring within the same syllable.
, ●● Phonological awareness
Answer: Student should be able to recognize and use rhyme, break
words into syllables, blend phonemes into syllables and words, identify
the beginning and ending sounds in a syllable, and see smaller words
within larger words ("cat" in "catalog").
●● Phonemic awareness
Answer: Student will demonstrate the ability to hear rhyme and
alliteration, find the different sound in a set of words, and blend and
segment phonemes
●● Complex morpheme
Answer: a morpheme that contains a lexical morpheme (words that have
meaning by themselves) and at least one grammatical morpheme
(function to specify the relationship between two lexical morphemes).
(ex. strong irregular verbs like swim, swam, swum)
●● Inflected endings
Answer: a subcategory of suffixes that indicate tense and number. To
apply these rules, students will need an understanding of consonant and
vowel patterns in the base word
●● Criterion-referenced tests
CHROMOSOME REPLICATION REVIEW
SHEET QUESTIONS AND CORRECT
SOLUTIONS
●● Formative assessment
Answer: provides ongoing feedback, identifies strengths, weaknesses,
and target areas, low stakes, addresses problems immediately
●● Summative assessment
Answer: evaluates learning at the end of a unit and compares it against
some standard or benchmark, high stakes, (midterm, final, paper)
●● Scaffolding
Answer: Promotes deeper level of learning, support tailored to needs of
student (modeling, coaching) that is gradually removed
●● Inquiry-based learning
Answer: poses questions, problems or scenarios - rather than simply
presenting established facts; assisted by a facilitator
●● Assessment anchors
,Answer: tools to better align curriculum, instruction, and assessment
practices
●● LEA (Language Experience Approach)
Answer: combines all 4 language skills, aids fluency, centered around
learner generated text.
Step 1) A shared experience, 2) creating the text, 3) read and revise, 4)
read and reread, 5) extension
●● Receptive language
Answer: the ability to understand or comprehend language heard or read
●● Expressive language
Answer: being able to put thoughts into words and sentences that make
sense and are grammatically accurate
●● Family systems theory
Answer: (Dr. Murray Bowen) individuals cannot be understood in
isolation from one another, but rather as a part of their family, which is
an emotional unit
●● Constructivist Approach
,Answer: the learner is an active participant in building understanding
and knowledge. Use hands-on exploration with concrete materials.
Realistic and relevant learning situations. Uses scaffolding
●● Alphabetic principle
Answer: the understanding that the letters used in writing represent the
component sounds in spoken words
●● Informal assessment
Answer: Sometimes referred to as criterion referenced measures.
Performance is not being evaluated against established standards or
rubrics, not data driven. Content and performance driven. (anecdotal
notes, teacher observations, running records, rubric scores, etc.) Used to
inform instruction.
●● Formal assessment
Answer: Assess overall achievement, compare student performance with
others at their grade or rangeHave data which support the conclusions
made from the test (standardized measures). Use statistics. Data is
mathematically computed and summarized. Scores are percentiles,
stanines, or standard scores.
●● Diphthong
Answer: a sound made by combining two vowels, specifically when it
starts as one vowel sound and goes to another (oy in oil). Refers to two
adjacent vowel sounds occurring within the same syllable.
, ●● Phonological awareness
Answer: Student should be able to recognize and use rhyme, break
words into syllables, blend phonemes into syllables and words, identify
the beginning and ending sounds in a syllable, and see smaller words
within larger words ("cat" in "catalog").
●● Phonemic awareness
Answer: Student will demonstrate the ability to hear rhyme and
alliteration, find the different sound in a set of words, and blend and
segment phonemes
●● Complex morpheme
Answer: a morpheme that contains a lexical morpheme (words that have
meaning by themselves) and at least one grammatical morpheme
(function to specify the relationship between two lexical morphemes).
(ex. strong irregular verbs like swim, swam, swum)
●● Inflected endings
Answer: a subcategory of suffixes that indicate tense and number. To
apply these rules, students will need an understanding of consonant and
vowel patterns in the base word
●● Criterion-referenced tests
