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WGU
WGU C365 LANGUAGE ARTS INSTRUCTION AND
INTERVENTION -EXAMS | QS & AS| GRADE A|
100% CORRECT (VERIFIED ANSWERS)
Culture - ANS ✓It is a way of life and an integrated pattern of human knowledge,
belief, and behavior. It can also encompass attitudes, values, morals, and customs.
It is not just race or ethnicity. It can include socio-economic status, regional or
national affiliations, military/veteran identities, etc.
Inclusion - ANS ✓It is used two fold in education. One way is in the structural
sense that students with disabilities are mainstreamed into general education
classes, rather than separated from their nondisabled peers. The other way is to
support the pedagogical goal that all students, no matter their difference, feel like
they belong and are accepted within the classroom and school.
SQ3R - ANS ✓A study strategy used mostly for textbook learning in which the
learner surveys, questions, reads, recites, and reviews. This is not used for
instruction but rather for studying.
Strategy Guide - ANS ✓Evolved from study guides; a flexible guide to help
students comprehend information during reading. This can be an outline or a list
of questions. (During Strategy)
Pattern Guide - ANS ✓Can be a partially completed outline to see the main idea
and how details relate to them. (During Strategy)
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KWL - ANS ✓This technique is designed to help readers identify what they know
about a topic, what they want to know about a topic, and what they learned about
a topic (Before, During, and After Strategy)
Anticipation Guide - ANS ✓an instructional technique designed to activate and
have students reflect on background knowledge (Before Strategy)
Graphic Organizers - ANS ✓Visual devices designed to help the reader note
relationships between key concepts, main points, basic steps, or major events in
a selection. (After Strategy)
Glosses - ANS ✓A comprehension aid in which technical items or difficult
concepts are explained in marginal notes. (During Strategy)
Self-Monitoring - ANS ✓This strategy is where students can keep track of their
questions about what they understand or what they need support on. It is part of
using their metacognitive skills to develop themselves as a learner. (Flexible)
Mystery Passage - ANS ✓Brief passages that have been inverted so that the
main idea or topic is not reviealed until last. Students are asked to make
predictions about the subject ot the paragraph.
Admit/exit tickets - ANS ✓Low stakes writing that helps students be primed for
the class (Before strategy) or at the end to summarize or reflect on their learning
(after strategy).
Strategy based instruction - ANS ✓This type of instruction supports teaching
students strategies so that they can do them independently. It follows the gradual
release of responsibility (I do, we do, you do). (During strategy)
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Think Aloud - ANS ✓Modeling how the teacher reads text or uses
comprehension processes so that students can gain insight in the process.
Teacher can also ask students to share out what they are thinking about as they
are reading or working on a problem. (During Strategy)
WIRC (Writing Intensive Reading Comprehension) Think Sheet - ANS ✓This
is a strategy where students can be provided a scaffolded tool to support their
reading by asking them questions to use a "two handed approach" to their
reading and help them to begin to see how to read carefully for information.
(During strategy)
Dramatizing - ANS ✓Students create skits using vocabulary words to connect
meaning to the words. Ex. Students might put on a skit to dramatize what the
word "urge" might mean.
Semantic Maps - ANS ✓A visual stratey for vocabulary expansion and extension
of knowledgy by displaying in categories words related to one another.
Varied Texts - ANS ✓Having students encounter vocabulary across varied texts
and in a variety of contexts can help them to build up a deeper understanding of
the words. It also serves to build up connections. Ex. Students might read a story
where a character sees an owl on a walk, read a nonfiction book about owls and
other nocturnal animals, and a poem about owls.
Glosses - ANS ✓A comprehension aid in which technical items or difficult
concepts are explained in marginal notes. (During Strategy)
Idioms - ANS ✓These are phrases that have a meaning that is distinct from the
literal meaning of the words. Ex. It cost an arm and a leg; I'm all ears; Hold your
horses; A piece of cake; etc.
WGU C365
WGU
WGU C365 LANGUAGE ARTS INSTRUCTION AND
INTERVENTION -EXAMS | QS & AS| GRADE A|
100% CORRECT (VERIFIED ANSWERS)
Culture - ANS ✓It is a way of life and an integrated pattern of human knowledge,
belief, and behavior. It can also encompass attitudes, values, morals, and customs.
It is not just race or ethnicity. It can include socio-economic status, regional or
national affiliations, military/veteran identities, etc.
Inclusion - ANS ✓It is used two fold in education. One way is in the structural
sense that students with disabilities are mainstreamed into general education
classes, rather than separated from their nondisabled peers. The other way is to
support the pedagogical goal that all students, no matter their difference, feel like
they belong and are accepted within the classroom and school.
SQ3R - ANS ✓A study strategy used mostly for textbook learning in which the
learner surveys, questions, reads, recites, and reviews. This is not used for
instruction but rather for studying.
Strategy Guide - ANS ✓Evolved from study guides; a flexible guide to help
students comprehend information during reading. This can be an outline or a list
of questions. (During Strategy)
Pattern Guide - ANS ✓Can be a partially completed outline to see the main idea
and how details relate to them. (During Strategy)
WGU C365
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WGU
KWL - ANS ✓This technique is designed to help readers identify what they know
about a topic, what they want to know about a topic, and what they learned about
a topic (Before, During, and After Strategy)
Anticipation Guide - ANS ✓an instructional technique designed to activate and
have students reflect on background knowledge (Before Strategy)
Graphic Organizers - ANS ✓Visual devices designed to help the reader note
relationships between key concepts, main points, basic steps, or major events in
a selection. (After Strategy)
Glosses - ANS ✓A comprehension aid in which technical items or difficult
concepts are explained in marginal notes. (During Strategy)
Self-Monitoring - ANS ✓This strategy is where students can keep track of their
questions about what they understand or what they need support on. It is part of
using their metacognitive skills to develop themselves as a learner. (Flexible)
Mystery Passage - ANS ✓Brief passages that have been inverted so that the
main idea or topic is not reviealed until last. Students are asked to make
predictions about the subject ot the paragraph.
Admit/exit tickets - ANS ✓Low stakes writing that helps students be primed for
the class (Before strategy) or at the end to summarize or reflect on their learning
(after strategy).
Strategy based instruction - ANS ✓This type of instruction supports teaching
students strategies so that they can do them independently. It follows the gradual
release of responsibility (I do, we do, you do). (During strategy)
WGU C365
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WGU
Think Aloud - ANS ✓Modeling how the teacher reads text or uses
comprehension processes so that students can gain insight in the process.
Teacher can also ask students to share out what they are thinking about as they
are reading or working on a problem. (During Strategy)
WIRC (Writing Intensive Reading Comprehension) Think Sheet - ANS ✓This
is a strategy where students can be provided a scaffolded tool to support their
reading by asking them questions to use a "two handed approach" to their
reading and help them to begin to see how to read carefully for information.
(During strategy)
Dramatizing - ANS ✓Students create skits using vocabulary words to connect
meaning to the words. Ex. Students might put on a skit to dramatize what the
word "urge" might mean.
Semantic Maps - ANS ✓A visual stratey for vocabulary expansion and extension
of knowledgy by displaying in categories words related to one another.
Varied Texts - ANS ✓Having students encounter vocabulary across varied texts
and in a variety of contexts can help them to build up a deeper understanding of
the words. It also serves to build up connections. Ex. Students might read a story
where a character sees an owl on a walk, read a nonfiction book about owls and
other nocturnal animals, and a poem about owls.
Glosses - ANS ✓A comprehension aid in which technical items or difficult
concepts are explained in marginal notes. (During Strategy)
Idioms - ANS ✓These are phrases that have a meaning that is distinct from the
literal meaning of the words. Ex. It cost an arm and a leg; I'm all ears; Hold your
horses; A piece of cake; etc.
WGU C365
