WGU C909 2024 UPDATE COMPREHENSIVE
QUESTIONS AND VERIFIED CORRECT ANSWERS
STUDY GUIDE GET ALL 100% CORRECT GRADE A+
Constructivist Theory
A philosophy based on the premise that people construct their own understanding of the world
they live in through reflection on experiences.
Constructivist Theory in Practice
For example: Groups of students in a science class are discussing a problem in physics. Though
the teacher knows the "answer" to the problem, she focuses on helping students restate their
questions in useful ways. She prompts each student to reflect on and examine his or her current
knowledge. When one of the students comes up with the relevant concept, the teacher seizes
upon it, and indicates to the group that this might be a fruitful avenue for them to explore. They
design and perform relevant experiments. Afterward, the students and teacher talk about what
they have learned, and how their observations and experiments helped (or did not help) them to
better understand the concept.
Cognitive-constructivist view of reading
Aim to assist students in assimilating new information to existing knowledge, as well as enabling
them to make the appropriate accommodations to their existing intellectual framework to
accommodate that information. Ex. Because of Winn-Dixie; from her inference, and active
knowledge of the text says that people who have things in common often become friends.
Socio-cultural theory/Ex.
Extends the influence on the cognitive-constructivist view out from the reader and the text into
the larger social realm. Learning is viewed as social rather than individual. -Lev Vygotsky Ex.
Understanding the zone of proximal development can be helpful for teachers.
In classroom settings, teachers may first assess students to determine their current skill level.
Educators can then offer instruction that stretches the limits of each child's capabilities.
At first, the student may need assistance from an adult or a more knowledgeable peer, but
eventually, their zone of proximal development will expand. Teachers can help promote this
expansion by:
Planning and organizing their instruction and lessons: For example, the teacher might organize
the class into groups where less skilled children are paired with students who have a higher skill
level.
Using hints, prompts, and direct instruction to help kids improve their ability levels.
Scaffolding, where the teacher provides specific prompts to move the child progressively
forward toward a goal.
Reader Response Theory
The main argument of reader-response theory is that readers, as much as the text, play an active
role in a reading experience (Rosenblatt, 1994). This theory rejects the structuralist view that
meaning resides solely in the text. Words in a text evoke images in readers' minds and readers
bring their experiences to this encounter.
,Experiential Learning
As the name suggests, experiential learning involves learning from experience. The theory was
proposed by psychologist David Kolb who was influenced by the work of other theorists
including John Dewey, Kurt Lewin, and Jean Piaget
Oral Language Development
The complex system that relates sounds to meanings, is made of three components:
phonological, (rules for combining sounds) semantic, (the smallest units of meaning that may be
combined to make up words) and syntactic (the rules that combine morphemes into sentences).
Reading and talking with children plays an important role in developing their vocabulary. The
more you talk to children, the larger their vocabulary will develop. Note: Pragmatic is also the
rules that allow us to speak appropriately in different settings
What are the stages of writing development?
Scribbling/drawing
Letter like forms and shapes
Letters
Letters and spaces
Conventional writing and spelling (children in this stage spell most words correctly with a
reliance on knowledge of phonics to spell longer words, they can punctuate, can properly use
capital and lower case letters. Writing different purposes is important, handwriting and spelling
becomes easier.
What are stages of reading development
Early Emergent
Emergent (understands alphabet, phonological awareness and knows phonics, have command of
high frequency words, developing comprehension and word attack skills, recognize types of
texts, non-fiction and fiction, and that reading has a variety of purposes).
Early Fluent
Fluent
What are the stages of the alphabetic phase
The written forms of spoken, alphabetic language languages which use letters (graphemes) in a
code to represent the sounds of speech (phonemes) specific sequences of letters form words, this
is the alphabetic principle. If we obeyed this principle we wouldn't have words like to, too, and
two.
Gradual release of responsibility
Teaching approach that incorporates scaffolding (building on what the student already knows) so
that the responsibility for the content is shifted from teacher to student.
Strategies for vocabulary/literacy development
Integration: connecting new vocabulary to prior knowledge
Repetition: encountering/using the word concept many times
Meaningful use: multiple opportunities to use new words in reading, writing, and soon
discussion
Reading Workshop (Balanced Literacy Framework)
Shared: (teacher provides explicit comprehensive instruction, everyone in the class reads a
projected book, as teacher moves pointer along screen)
, Guided: (teacher with small groups who read at similar levels, use benchmark books to
determine student's level of reading, includes of a variety of genres including fiction and non-
fiction)
Independent: (Students read from class library or leveled books, these are of personal interest
and include a wide variety, with Raz-Plus, you can read ebooks.)
Writing Workshops (Balanced Literacy Framework)
Shared/Interactive: (teacher and children compose message/story using a shared pen)
Guided: (teacher directed lesson and then student writes as teacher confers with the student
guiding the student's writing development, A-Z members have access to a variety of writing
lessons and genres)
Independent: (students write their own stories both narrative and informational)
Word Work (Balanced Literacy Framework) Students working with words so they can
become more fluent readers
Phonemic awareness and Phonics: (Helps young students to learn letter sound relationships,
words broken into parts based on individual speech sounds known as phonemes, and this
phonemic awareness helps students to sound out and spell words. Helps students to notice,
differentiate, think about, and manipulate sounds during effective phonological awareness
instruction.)
High frequency words and vocabulary: (Building on a foundation of word knowledge by
emphasizing word structure and vocabulary, extends vocabulary and helps student apply it in the
context of reading, students use A-Z high frequency words and vocabulary lesson plans.
High frequency words (Balance Literacy Framework)
Most commonly used words in printed text, over 50% of all text is composed of them.
Vocabulary (Balanced Literacy Framework)
A large vocabulary opens students up to a wider range of reading materials, it also students'
ability to communicate through speaking, listening, and writing.
Read aloud/Modeling reading (Balanced Literacy Framework)
Teacher reads aloud to the whole class or small group
Reading Skills taught within the Balanced Literacy Framework
Concepts of Print: (Showing students the features of written language, shows how words and
letter are used and text is organized.
Phonological/phonemic awareness: (spoken language can be broken down into smaller units,
sentences into words, words into syllables, and syllables into phonemes, it encompasses oral
language skills, such as rhyming, alliteration, sentence segmentation, syllable blending, and
segmenting, phoneme blending, and segmenting, provides foundational skills for understanding
the relationship between letters, and phonemes)
Phonics: (the study of the relationship between the sounds (phonemes) and the letters they
represent, how to blend sounds together to produce words, how to use those sounds to decode
words while reading)
QUESTIONS AND VERIFIED CORRECT ANSWERS
STUDY GUIDE GET ALL 100% CORRECT GRADE A+
Constructivist Theory
A philosophy based on the premise that people construct their own understanding of the world
they live in through reflection on experiences.
Constructivist Theory in Practice
For example: Groups of students in a science class are discussing a problem in physics. Though
the teacher knows the "answer" to the problem, she focuses on helping students restate their
questions in useful ways. She prompts each student to reflect on and examine his or her current
knowledge. When one of the students comes up with the relevant concept, the teacher seizes
upon it, and indicates to the group that this might be a fruitful avenue for them to explore. They
design and perform relevant experiments. Afterward, the students and teacher talk about what
they have learned, and how their observations and experiments helped (or did not help) them to
better understand the concept.
Cognitive-constructivist view of reading
Aim to assist students in assimilating new information to existing knowledge, as well as enabling
them to make the appropriate accommodations to their existing intellectual framework to
accommodate that information. Ex. Because of Winn-Dixie; from her inference, and active
knowledge of the text says that people who have things in common often become friends.
Socio-cultural theory/Ex.
Extends the influence on the cognitive-constructivist view out from the reader and the text into
the larger social realm. Learning is viewed as social rather than individual. -Lev Vygotsky Ex.
Understanding the zone of proximal development can be helpful for teachers.
In classroom settings, teachers may first assess students to determine their current skill level.
Educators can then offer instruction that stretches the limits of each child's capabilities.
At first, the student may need assistance from an adult or a more knowledgeable peer, but
eventually, their zone of proximal development will expand. Teachers can help promote this
expansion by:
Planning and organizing their instruction and lessons: For example, the teacher might organize
the class into groups where less skilled children are paired with students who have a higher skill
level.
Using hints, prompts, and direct instruction to help kids improve their ability levels.
Scaffolding, where the teacher provides specific prompts to move the child progressively
forward toward a goal.
Reader Response Theory
The main argument of reader-response theory is that readers, as much as the text, play an active
role in a reading experience (Rosenblatt, 1994). This theory rejects the structuralist view that
meaning resides solely in the text. Words in a text evoke images in readers' minds and readers
bring their experiences to this encounter.
,Experiential Learning
As the name suggests, experiential learning involves learning from experience. The theory was
proposed by psychologist David Kolb who was influenced by the work of other theorists
including John Dewey, Kurt Lewin, and Jean Piaget
Oral Language Development
The complex system that relates sounds to meanings, is made of three components:
phonological, (rules for combining sounds) semantic, (the smallest units of meaning that may be
combined to make up words) and syntactic (the rules that combine morphemes into sentences).
Reading and talking with children plays an important role in developing their vocabulary. The
more you talk to children, the larger their vocabulary will develop. Note: Pragmatic is also the
rules that allow us to speak appropriately in different settings
What are the stages of writing development?
Scribbling/drawing
Letter like forms and shapes
Letters
Letters and spaces
Conventional writing and spelling (children in this stage spell most words correctly with a
reliance on knowledge of phonics to spell longer words, they can punctuate, can properly use
capital and lower case letters. Writing different purposes is important, handwriting and spelling
becomes easier.
What are stages of reading development
Early Emergent
Emergent (understands alphabet, phonological awareness and knows phonics, have command of
high frequency words, developing comprehension and word attack skills, recognize types of
texts, non-fiction and fiction, and that reading has a variety of purposes).
Early Fluent
Fluent
What are the stages of the alphabetic phase
The written forms of spoken, alphabetic language languages which use letters (graphemes) in a
code to represent the sounds of speech (phonemes) specific sequences of letters form words, this
is the alphabetic principle. If we obeyed this principle we wouldn't have words like to, too, and
two.
Gradual release of responsibility
Teaching approach that incorporates scaffolding (building on what the student already knows) so
that the responsibility for the content is shifted from teacher to student.
Strategies for vocabulary/literacy development
Integration: connecting new vocabulary to prior knowledge
Repetition: encountering/using the word concept many times
Meaningful use: multiple opportunities to use new words in reading, writing, and soon
discussion
Reading Workshop (Balanced Literacy Framework)
Shared: (teacher provides explicit comprehensive instruction, everyone in the class reads a
projected book, as teacher moves pointer along screen)
, Guided: (teacher with small groups who read at similar levels, use benchmark books to
determine student's level of reading, includes of a variety of genres including fiction and non-
fiction)
Independent: (Students read from class library or leveled books, these are of personal interest
and include a wide variety, with Raz-Plus, you can read ebooks.)
Writing Workshops (Balanced Literacy Framework)
Shared/Interactive: (teacher and children compose message/story using a shared pen)
Guided: (teacher directed lesson and then student writes as teacher confers with the student
guiding the student's writing development, A-Z members have access to a variety of writing
lessons and genres)
Independent: (students write their own stories both narrative and informational)
Word Work (Balanced Literacy Framework) Students working with words so they can
become more fluent readers
Phonemic awareness and Phonics: (Helps young students to learn letter sound relationships,
words broken into parts based on individual speech sounds known as phonemes, and this
phonemic awareness helps students to sound out and spell words. Helps students to notice,
differentiate, think about, and manipulate sounds during effective phonological awareness
instruction.)
High frequency words and vocabulary: (Building on a foundation of word knowledge by
emphasizing word structure and vocabulary, extends vocabulary and helps student apply it in the
context of reading, students use A-Z high frequency words and vocabulary lesson plans.
High frequency words (Balance Literacy Framework)
Most commonly used words in printed text, over 50% of all text is composed of them.
Vocabulary (Balanced Literacy Framework)
A large vocabulary opens students up to a wider range of reading materials, it also students'
ability to communicate through speaking, listening, and writing.
Read aloud/Modeling reading (Balanced Literacy Framework)
Teacher reads aloud to the whole class or small group
Reading Skills taught within the Balanced Literacy Framework
Concepts of Print: (Showing students the features of written language, shows how words and
letter are used and text is organized.
Phonological/phonemic awareness: (spoken language can be broken down into smaller units,
sentences into words, words into syllables, and syllables into phonemes, it encompasses oral
language skills, such as rhyming, alliteration, sentence segmentation, syllable blending, and
segmenting, phoneme blending, and segmenting, provides foundational skills for understanding
the relationship between letters, and phonemes)
Phonics: (the study of the relationship between the sounds (phonemes) and the letters they
represent, how to blend sounds together to produce words, how to use those sounds to decode
words while reading)
