WGU C909 OBJECTIVE ASSESSMENT EXAM 2024-
c c c c c
2025 ACTUAL EXAM 300 QUESTIONS AND CORRECT DETAILED
c c c c c c c c
ANSWERS WITH RATIONALES
c c
Cognitive-constructivistcviewcofcreadingc-
cAimctocassistcstudentscincassimilatingcnewcinformationctocexistingcknowledge,cascwellcasce
nablingcthemctocmakecthecappropriatecaccommodationsctoctheircexistingcintellectualcframe
workctocaccommodatecthatcinformation.cEx.cBecausecofcWinn-
Dixie;cfromchercinference,candcactivecknowledgecofcthectextcsayscthatcpeoplecwhochavecthin
gscinccommoncoftencbecomecfriends.
Socio-culturalctheory/Ex.c-cExtendscthecinfluenceconctheccognitive-
constructivistcviewcoutcfromcthecreadercandcthectextcintoctheclargercsocialcrealm.cLearningcisc
viewedcascsocialcrathercthancindividual.c-
LevcVygotskycEx.cUnderstandingctheczonecofcproximalcdevelopmentccancbechelpfulcforcteac
hers.
cIncclassroomcsettings,cteacherscmaycfirstcassesscstudentsctocdeterminectheirccurrentcskillcle
vel.cEducatorsccancthencoffercinstructioncthatcstretchesctheclimitscofceachcchild'sccapabilities
.
Atcfirst,cthecstudentcmaycneedcassistancecfromcancadultcorcacmorecknowledgeablecpeer,cbut
ceventually,ctheirczonecof cproximalcdevelopmentcwillcexpand.cTeachersccanchelpcpromotect
hiscexpansioncby:
Planningcandcorganizingctheircinstructioncandclessons:cForcexample,cthecteachercmightcorg
anizecthecclasscintocgroupscwhereclesscskilledcchildrencarecpairedcwithcstudentscwhochavecac
highercskillclevel.
Usingchints,cprompts,candcdirectcinstructionctochelpckidscimprovectheircabilityclevels.cScaff
olding,cwherecthecteachercprovidescspecificcpromptsctocmovecthecchildcprogressivelycfor
wardctowardcacgoal.
ReadercResponsecTheoryc-cThecmaincargumentcofcreader-
responsectheoryciscthatcreaders,cascmuchcascthectext,cplaycancactivecrolecincacreadingcexp
eriencec(Rosenblatt,c1994).cThisctheorycrejectscthecstructuralistcviewcthatcmeaningcresid
escsolelycincthectext.cWordscincactextcevokecimagescincreaders'cmindscandcreaderscbringcth
eircexperiencesctocthiscencounter.
ConstructivistcTheoryc-
cAcphilosophycbasedconcthecpremisecthatcpeoplecconstructctheircowncunderstandingcofcthe
cworldctheyclivecincthroughcreflectionconcexperiences.
ConstructivistcTheorycincPracticec-
cForcexample:cGroupscof cstudentscincacsciencecclasscarecdiscussingcacproblemcincphysics.c
Thoughcthecteachercknowscthec"answer"ctocthecproblem,cshecfocusesconchelpingcstudentsc
restatectheircquestionscincusefulcways.cShecpromptsceachcstudentctocreflectconcandcexamin
echiscorcherccurrentcknowledge.cWhenconecofcthecstudentsccomescupcwithcthecrelevantccon
cept,cthecteachercseizescuponcit,candcindicatesctocthecgroupcthatcthiscmightcbecacfruitfulcave
nuecforcthemctocexplore.cThey
,designcandcperformcrelevantcexperiments.cAfterward,cthecstudentscandcteacherctalkcabo
utcwhatctheychaveclearned,candchowctheircobservationscandcexperimentschelpedc(orcdidcn
otchelp)cthemctocbettercunderstandcthecconcept.
ExperientialcLearningc-
cAscthecnamecsuggests,cexperientialclearningcinvolvesclearningcfromcexperience.cThecthe
orycwascproposedcbycpsychologistcDavidcKolbcwhocwascinfluencedcbycthecworkcofcotherct
heoristscincludingcJohncDewey,cKurtcLewin,candcJeancPiaget
OralcLanguagecDevelopmentc-
cTheccomplexcsystemcthatcrelatescsoundsctocmeanings,ciscmadecofcthreeccomponents:cpho
nological,c(rulescforccombiningcsounds)csemantic,c(thecsmallestcunitscofcmeaningcthatcmay
cbeccombinedctocmakecupcwords)candcsyntacticc(thecrulescthatccombinecmorphemescintocs
entences).cReadingcandctalkingcwithcchildrencplayscancimportantcrolecincdevelopingctheircv
ocabulary.cThecmorecyouctalkctocchildren,ctheclargerctheircvocabularycwillcdevelop.cNote:cPr
agmaticciscalsocthecrulescthatcallowcusctocspeakcappropriatelycincdifferentcsettings
Whatcarecthecstagescofcwritingcdevelopment?c-
cScribbling/drawingcLetterclikecformscandcshapes
Letters
Letterscandcspaces
Conventionalcwritingcandcspellingc(childrencincthiscstagecspellcmostcwordsccorrectlycwithcacr
elianceconcknowledgecofcphonicsctocspellclongercwords,ctheyccancpunctuate,ccancproperlyc
useccapitalcandclowerccasecletters.cWritingcdifferentcpurposesciscimportant,chandwritingcan
dcspellingcbecomesceasier.
Whatcarecstagescofcreadingcdevelopmentc-cEarlycEmergent
Emergentc(understandscalphabet,cphonologicalcawarenesscandcknowscphonics,chavecco
mmandcofchighcfrequencycwords,cdevelopingccomprehensioncandcwordcattackcskills,creco
gnizectypescofctexts,cnon-fictioncandcfiction,candcthatcreadingchascacvarietycofcpurposes).
EarlycFluent
cFluent
Whatcarecthecstagescofcthecalphabeticcphasec-
cThecwrittencformscofcspoken,calphabeticclanguageclanguagescwhichcuseclettersc(grapheme
s)cincaccodectocrepresentcthecsoundscofcspeechc(phonemes)cspecificcsequencescofcletterscfo
rmcwords,cthisciscthecalphabeticcprinciple.cIfcwecobeyedcthiscprinciplecwecwouldn'tchavecwor
dsclikecto,ctoo,candctwo.
Gradualcreleasecofcresponsibilityc-
cTeachingcapproachcthatcincorporatescscaffoldingc(buildingconcwhatcthecstudentcalreadyckn
ows)csocthatcthecresponsibilitycforctheccontentciscshiftedcfromcteacherctocstudent.
Strategiescforcvocabulary/literacycdevelopmentc-
cIntegration:cconnectingcnewcvocabularyctocpriorcknowledge
,Repetition:cencountering/usingcthecwordcconceptcmanyctimes
Meaningfulcuse:cmultiplecopportunitiesctocusecnewcwordscincreading,cwriting,candcsooncdis
cussion
ReadingcWorkshopc(BalancedcLiteracycFramework)c-
cShared:c(teachercprovidescexplicitccomprehensivecinstruction,ceveryonecincthecclasscreads
cacprojectedcbook,cascteachercmovescpointercalongcscreen)
Guided:c(teachercwithcsmallcgroupscwhocreadcatcsimilarclevels,cusecbenchmarkcbooksctocd
eterminecstudent'sclevelcofcreading,cincludescofcacvarietycofcgenrescincludingcfictioncandcno
n-fiction)
Independent:c(Studentscreadcfromcclassclibrarycorcleveledcbooks,cthesecarecofcpersonalcin
terestcandcincludecacwidecvariety,cwithcRaz-Plus,cyouccancreadcebooks.)
WritingcWorkshopsc(BalancedcLiteracycFramework)c-
cShared/Interactive:c(teachercandcchildrenccomposecmessage/storycusingcacsharedcpen)
Guided:c(teachercdirectedclessoncandcthencstudentcwritescascteachercconferscwithcthecstud
entcguidingcthecstudent'scwritingcdevelopment,cA-
Zcmemberschavecaccessctocacvarietycofcwritingclessonscandcgenres)
Independent:c(studentscwritectheircowncstoriescbothcnarrativecandcinformational)
WordcWorkc(BalancedcLiteracycFramework)cStudentscworkingcwithcwordscsoctheyccancbec
omecmorecfluentcreadersc-
cPhonemiccawarenesscandcPhonics:c(Helpscyoungcstudentsctoclearnclettercsoundcrelations
hips,cwordscbrokencintocpartscbasedconcindividualcspeechcsoundscknowncascphonemes,ca
ndcthiscphonemiccawarenesschelpscstudentsctocsoundcoutcandcspellcwords.cHelpscstudent
sctocnotice,cdifferentiate,cthinkcabout,candcmanipulatecsoundscduringceffectivecphonologic
alcawarenesscinstruction.)
Highcfrequencycwordscandcvocabulary:c(Buildingconcacfoundationcofcwordcknowledgecbyce
mphasizingcwordcstructurecandcvocabulary,cextendscvocabularycandchelpscstudentcapplyci
tcinctheccontextcofcreading,cstudentscusecA-
Zchighcfrequencycwordscandcvocabularyclessoncplans.
Highcfrequencycwordsc(BalancecLiteracycFramework)c-
cMostccommonlycusedcwordscincprintedctext,coverc50%cofcallctextcisccomposedcofcthem.
Vocabularyc(BalancedcLiteracycFramework)c-
cAclargecvocabularycopenscstudentscupctocacwidercrangecofcreadingcmaterials,citcalsocstuden
ts'cabilityctoccommunicatecthroughcspeaking,clistening,candcwriting.
Readcaloud/Modelingcreadingc(BalancedcLiteracycFramework)c-
cTeachercreadscaloudctocthecwholecclasscorcsmallcgroup
, ReadingcSkillsctaughtcwithincthecBalancedcLiteracycFrameworkc-
cConceptscofcPrint:c(Showingcstudentscthecfeaturescofcwrittenclanguage,cshowschowcword
scandclettercarecusedcandctextciscorganized.
Phonological/phonemiccawareness:c(spokenclanguageccancbecbrokencdowncintocsmallercu
nits,csentencescintocwords,cwordscintocsyllables,candcsyllablescintocphonemes,citcencompa
ssescoralclanguagecskills,csuchcascrhyming,calliteration,csentencecsegmentation,csyllablecb
lending,candcsegmenting,cphonemecblending,candcsegmenting,cprovidescfoundationalcskil
lscforcunderstandingcthecrelationshipcbetweencletters,candcphonemes)
Phonics:c(thecstudycofcthecrelationshipcbetweencthecsoundsc(phonemes)candctheclettersct
heycrepresent,chowctocblendcsoundsctogetherctocproducecwords,chowctocusecthosecsound
sctocdecodecwordscwhilecreading)
Fluency:c(abilityctocreadctextcquickly,caccurately,cwithcpropercexpression;cActivitiescthatci
mprovecfluency:cecho,cchoral,caudio-
assisted,cpartner,cdecodablectext,ctimecrepeatedcreadings)
Vocabulary:c(Pronunciationcandcmeaningscofcwordscnecessarycforccommunication,cinclu
descoralc(listening/receptivecandcspeaking/expressive)candcprintc(readingcandcwriting)
Comprehension:c(abilityctocgaincunderstandingcandcmeaningcfromctext,cinteractioncbetwe
encreadercandctext,creadingcabilitycandcvocabularyceffectccomprehension)
Code/Decodingc-
cTheccodeciscthecsystematiccusecofcsymbols,cincreadingcthecsymbolscarecletterscandcpunctua
tion,cthecsystemciscthecspellingcandcthecsyntaxcofctheclanguage,csocdecodingciscturningcthec
writtencsymbolscintoclanguage
PhasescofcDecodingc-cPre-
alphabeticcPartialcalphabetic
FullcalphabeticcConsolid
atedcalphabeticcAutomat
ic
Decodingc-
cForcbelowclevelcreaders:c(improvescwordcrecognition,cspelling,candccomprehension)
Forcstudentscwhocstrugglecwithcfluency:c(beingcablectocdecodecwordsceffortlesslycallowscstu
dentsctocconcentrateconccomprehendingcwhatctheycread)
Phonemec-
cSmallestcunitcofcsoundcincourcspokenclanguagec(pronouncingccatcinvolvesc3cphonemes:ck
/ae/t
c c c c c
2025 ACTUAL EXAM 300 QUESTIONS AND CORRECT DETAILED
c c c c c c c c
ANSWERS WITH RATIONALES
c c
Cognitive-constructivistcviewcofcreadingc-
cAimctocassistcstudentscincassimilatingcnewcinformationctocexistingcknowledge,cascwellcasce
nablingcthemctocmakecthecappropriatecaccommodationsctoctheircexistingcintellectualcframe
workctocaccommodatecthatcinformation.cEx.cBecausecofcWinn-
Dixie;cfromchercinference,candcactivecknowledgecofcthectextcsayscthatcpeoplecwhochavecthin
gscinccommoncoftencbecomecfriends.
Socio-culturalctheory/Ex.c-cExtendscthecinfluenceconctheccognitive-
constructivistcviewcoutcfromcthecreadercandcthectextcintoctheclargercsocialcrealm.cLearningcisc
viewedcascsocialcrathercthancindividual.c-
LevcVygotskycEx.cUnderstandingctheczonecofcproximalcdevelopmentccancbechelpfulcforcteac
hers.
cIncclassroomcsettings,cteacherscmaycfirstcassesscstudentsctocdeterminectheirccurrentcskillcle
vel.cEducatorsccancthencoffercinstructioncthatcstretchesctheclimitscofceachcchild'sccapabilities
.
Atcfirst,cthecstudentcmaycneedcassistancecfromcancadultcorcacmorecknowledgeablecpeer,cbut
ceventually,ctheirczonecof cproximalcdevelopmentcwillcexpand.cTeachersccanchelpcpromotect
hiscexpansioncby:
Planningcandcorganizingctheircinstructioncandclessons:cForcexample,cthecteachercmightcorg
anizecthecclasscintocgroupscwhereclesscskilledcchildrencarecpairedcwithcstudentscwhochavecac
highercskillclevel.
Usingchints,cprompts,candcdirectcinstructionctochelpckidscimprovectheircabilityclevels.cScaff
olding,cwherecthecteachercprovidescspecificcpromptsctocmovecthecchildcprogressivelycfor
wardctowardcacgoal.
ReadercResponsecTheoryc-cThecmaincargumentcofcreader-
responsectheoryciscthatcreaders,cascmuchcascthectext,cplaycancactivecrolecincacreadingcexp
eriencec(Rosenblatt,c1994).cThisctheorycrejectscthecstructuralistcviewcthatcmeaningcresid
escsolelycincthectext.cWordscincactextcevokecimagescincreaders'cmindscandcreaderscbringcth
eircexperiencesctocthiscencounter.
ConstructivistcTheoryc-
cAcphilosophycbasedconcthecpremisecthatcpeoplecconstructctheircowncunderstandingcofcthe
cworldctheyclivecincthroughcreflectionconcexperiences.
ConstructivistcTheorycincPracticec-
cForcexample:cGroupscof cstudentscincacsciencecclasscarecdiscussingcacproblemcincphysics.c
Thoughcthecteachercknowscthec"answer"ctocthecproblem,cshecfocusesconchelpingcstudentsc
restatectheircquestionscincusefulcways.cShecpromptsceachcstudentctocreflectconcandcexamin
echiscorcherccurrentcknowledge.cWhenconecofcthecstudentsccomescupcwithcthecrelevantccon
cept,cthecteachercseizescuponcit,candcindicatesctocthecgroupcthatcthiscmightcbecacfruitfulcave
nuecforcthemctocexplore.cThey
,designcandcperformcrelevantcexperiments.cAfterward,cthecstudentscandcteacherctalkcabo
utcwhatctheychaveclearned,candchowctheircobservationscandcexperimentschelpedc(orcdidcn
otchelp)cthemctocbettercunderstandcthecconcept.
ExperientialcLearningc-
cAscthecnamecsuggests,cexperientialclearningcinvolvesclearningcfromcexperience.cThecthe
orycwascproposedcbycpsychologistcDavidcKolbcwhocwascinfluencedcbycthecworkcofcotherct
heoristscincludingcJohncDewey,cKurtcLewin,candcJeancPiaget
OralcLanguagecDevelopmentc-
cTheccomplexcsystemcthatcrelatescsoundsctocmeanings,ciscmadecofcthreeccomponents:cpho
nological,c(rulescforccombiningcsounds)csemantic,c(thecsmallestcunitscofcmeaningcthatcmay
cbeccombinedctocmakecupcwords)candcsyntacticc(thecrulescthatccombinecmorphemescintocs
entences).cReadingcandctalkingcwithcchildrencplayscancimportantcrolecincdevelopingctheircv
ocabulary.cThecmorecyouctalkctocchildren,ctheclargerctheircvocabularycwillcdevelop.cNote:cPr
agmaticciscalsocthecrulescthatcallowcusctocspeakcappropriatelycincdifferentcsettings
Whatcarecthecstagescofcwritingcdevelopment?c-
cScribbling/drawingcLetterclikecformscandcshapes
Letters
Letterscandcspaces
Conventionalcwritingcandcspellingc(childrencincthiscstagecspellcmostcwordsccorrectlycwithcacr
elianceconcknowledgecofcphonicsctocspellclongercwords,ctheyccancpunctuate,ccancproperlyc
useccapitalcandclowerccasecletters.cWritingcdifferentcpurposesciscimportant,chandwritingcan
dcspellingcbecomesceasier.
Whatcarecstagescofcreadingcdevelopmentc-cEarlycEmergent
Emergentc(understandscalphabet,cphonologicalcawarenesscandcknowscphonics,chavecco
mmandcofchighcfrequencycwords,cdevelopingccomprehensioncandcwordcattackcskills,creco
gnizectypescofctexts,cnon-fictioncandcfiction,candcthatcreadingchascacvarietycofcpurposes).
EarlycFluent
cFluent
Whatcarecthecstagescofcthecalphabeticcphasec-
cThecwrittencformscofcspoken,calphabeticclanguageclanguagescwhichcuseclettersc(grapheme
s)cincaccodectocrepresentcthecsoundscofcspeechc(phonemes)cspecificcsequencescofcletterscfo
rmcwords,cthisciscthecalphabeticcprinciple.cIfcwecobeyedcthiscprinciplecwecwouldn'tchavecwor
dsclikecto,ctoo,candctwo.
Gradualcreleasecofcresponsibilityc-
cTeachingcapproachcthatcincorporatescscaffoldingc(buildingconcwhatcthecstudentcalreadyckn
ows)csocthatcthecresponsibilitycforctheccontentciscshiftedcfromcteacherctocstudent.
Strategiescforcvocabulary/literacycdevelopmentc-
cIntegration:cconnectingcnewcvocabularyctocpriorcknowledge
,Repetition:cencountering/usingcthecwordcconceptcmanyctimes
Meaningfulcuse:cmultiplecopportunitiesctocusecnewcwordscincreading,cwriting,candcsooncdis
cussion
ReadingcWorkshopc(BalancedcLiteracycFramework)c-
cShared:c(teachercprovidescexplicitccomprehensivecinstruction,ceveryonecincthecclasscreads
cacprojectedcbook,cascteachercmovescpointercalongcscreen)
Guided:c(teachercwithcsmallcgroupscwhocreadcatcsimilarclevels,cusecbenchmarkcbooksctocd
eterminecstudent'sclevelcofcreading,cincludescofcacvarietycofcgenrescincludingcfictioncandcno
n-fiction)
Independent:c(Studentscreadcfromcclassclibrarycorcleveledcbooks,cthesecarecofcpersonalcin
terestcandcincludecacwidecvariety,cwithcRaz-Plus,cyouccancreadcebooks.)
WritingcWorkshopsc(BalancedcLiteracycFramework)c-
cShared/Interactive:c(teachercandcchildrenccomposecmessage/storycusingcacsharedcpen)
Guided:c(teachercdirectedclessoncandcthencstudentcwritescascteachercconferscwithcthecstud
entcguidingcthecstudent'scwritingcdevelopment,cA-
Zcmemberschavecaccessctocacvarietycofcwritingclessonscandcgenres)
Independent:c(studentscwritectheircowncstoriescbothcnarrativecandcinformational)
WordcWorkc(BalancedcLiteracycFramework)cStudentscworkingcwithcwordscsoctheyccancbec
omecmorecfluentcreadersc-
cPhonemiccawarenesscandcPhonics:c(Helpscyoungcstudentsctoclearnclettercsoundcrelations
hips,cwordscbrokencintocpartscbasedconcindividualcspeechcsoundscknowncascphonemes,ca
ndcthiscphonemiccawarenesschelpscstudentsctocsoundcoutcandcspellcwords.cHelpscstudent
sctocnotice,cdifferentiate,cthinkcabout,candcmanipulatecsoundscduringceffectivecphonologic
alcawarenesscinstruction.)
Highcfrequencycwordscandcvocabulary:c(Buildingconcacfoundationcofcwordcknowledgecbyce
mphasizingcwordcstructurecandcvocabulary,cextendscvocabularycandchelpscstudentcapplyci
tcinctheccontextcofcreading,cstudentscusecA-
Zchighcfrequencycwordscandcvocabularyclessoncplans.
Highcfrequencycwordsc(BalancecLiteracycFramework)c-
cMostccommonlycusedcwordscincprintedctext,coverc50%cofcallctextcisccomposedcofcthem.
Vocabularyc(BalancedcLiteracycFramework)c-
cAclargecvocabularycopenscstudentscupctocacwidercrangecofcreadingcmaterials,citcalsocstuden
ts'cabilityctoccommunicatecthroughcspeaking,clistening,candcwriting.
Readcaloud/Modelingcreadingc(BalancedcLiteracycFramework)c-
cTeachercreadscaloudctocthecwholecclasscorcsmallcgroup
, ReadingcSkillsctaughtcwithincthecBalancedcLiteracycFrameworkc-
cConceptscofcPrint:c(Showingcstudentscthecfeaturescofcwrittenclanguage,cshowschowcword
scandclettercarecusedcandctextciscorganized.
Phonological/phonemiccawareness:c(spokenclanguageccancbecbrokencdowncintocsmallercu
nits,csentencescintocwords,cwordscintocsyllables,candcsyllablescintocphonemes,citcencompa
ssescoralclanguagecskills,csuchcascrhyming,calliteration,csentencecsegmentation,csyllablecb
lending,candcsegmenting,cphonemecblending,candcsegmenting,cprovidescfoundationalcskil
lscforcunderstandingcthecrelationshipcbetweencletters,candcphonemes)
Phonics:c(thecstudycofcthecrelationshipcbetweencthecsoundsc(phonemes)candctheclettersct
heycrepresent,chowctocblendcsoundsctogetherctocproducecwords,chowctocusecthosecsound
sctocdecodecwordscwhilecreading)
Fluency:c(abilityctocreadctextcquickly,caccurately,cwithcpropercexpression;cActivitiescthatci
mprovecfluency:cecho,cchoral,caudio-
assisted,cpartner,cdecodablectext,ctimecrepeatedcreadings)
Vocabulary:c(Pronunciationcandcmeaningscofcwordscnecessarycforccommunication,cinclu
descoralc(listening/receptivecandcspeaking/expressive)candcprintc(readingcandcwriting)
Comprehension:c(abilityctocgaincunderstandingcandcmeaningcfromctext,cinteractioncbetwe
encreadercandctext,creadingcabilitycandcvocabularyceffectccomprehension)
Code/Decodingc-
cTheccodeciscthecsystematiccusecofcsymbols,cincreadingcthecsymbolscarecletterscandcpunctua
tion,cthecsystemciscthecspellingcandcthecsyntaxcofctheclanguage,csocdecodingciscturningcthec
writtencsymbolscintoclanguage
PhasescofcDecodingc-cPre-
alphabeticcPartialcalphabetic
FullcalphabeticcConsolid
atedcalphabeticcAutomat
ic
Decodingc-
cForcbelowclevelcreaders:c(improvescwordcrecognition,cspelling,candccomprehension)
Forcstudentscwhocstrugglecwithcfluency:c(beingcablectocdecodecwordsceffortlesslycallowscstu
dentsctocconcentrateconccomprehendingcwhatctheycread)
Phonemec-
cSmallestcunitcofcsoundcincourcspokenclanguagec(pronouncingccatcinvolvesc3cphonemes:ck
/ae/t
