WGU C909 QUESTIONS WITH VERIFED ANSWERS
Study online at https://quizlet.com/_grof84
Reading is a process in which the reader
Constructivist Theory actively searches for meaning in what
she reads. Builds on prior knowledge.
Similiar to constructivist. Learning is so-
sociocultural theory cial rather than individual. Learners work
together.
A conceptual framework a person uses
Schema
to make sense of the world
Focuses on reader reaction more than
text itself. Text has no meaning before a
Reader Response Theory
reader experiences reading it and react-
ing to it.
Scribbling/Drawing
Letter-like forms and shapes
Stages of writing development Letters
Letters and spaces
Conventional writing and spelling
Emergent readers
Early readers
Stages of Reading Development
Transitional readers
Fluent readers
I do (focus lesson), we do (guided in-
Gradual release of responsibility struction), you do (collaborative), and
you do (independent)
Teach synonyms
Teach antonyms
Paraphrase definitions
Strategies for vocabulary development Provide examples
Provide non-examples
Ask for sentences "show you know"
Teach word sorting
Structured brainstorming think of words,
List-Group-Label
group words, label groups
Used whole language and phonics, mul-
tiple methods. Read aloud, guided read-
1/4
Study online at https://quizlet.com/_grof84
Reading is a process in which the reader
Constructivist Theory actively searches for meaning in what
she reads. Builds on prior knowledge.
Similiar to constructivist. Learning is so-
sociocultural theory cial rather than individual. Learners work
together.
A conceptual framework a person uses
Schema
to make sense of the world
Focuses on reader reaction more than
text itself. Text has no meaning before a
Reader Response Theory
reader experiences reading it and react-
ing to it.
Scribbling/Drawing
Letter-like forms and shapes
Stages of writing development Letters
Letters and spaces
Conventional writing and spelling
Emergent readers
Early readers
Stages of Reading Development
Transitional readers
Fluent readers
I do (focus lesson), we do (guided in-
Gradual release of responsibility struction), you do (collaborative), and
you do (independent)
Teach synonyms
Teach antonyms
Paraphrase definitions
Strategies for vocabulary development Provide examples
Provide non-examples
Ask for sentences "show you know"
Teach word sorting
Structured brainstorming think of words,
List-Group-Label
group words, label groups
Used whole language and phonics, mul-
tiple methods. Read aloud, guided read-
1/4
