C365 WGU
WGU C365 Language Arts Instruction and
Intervention Exam 2026 Updated
Constructivism
This puts the child at the center of the learning process, so that they can build
and construct their own knowledge through critical thinking and writing,
inquiry, and discovery practices, such as read to learn and write to learn. This
is contrasted from more traditional methods of 'drill & kill' and rote
memorization. Constructivism values creating deeper connections to the
content.
Guided Instruction
This part of the instructional process follows presentation procedures and
modeling. During guided instruction, the teacher works with the students
actively to support them in the development of a skill or strategy or to
complete a task. For example, during guided instruction, the teacher and
students might work together to write one paragraph as a sample paragraph
together. The teacher could then display that paragraph on an anchor chart to
serve as an example for when students are released into independent practice.
Co-shaping/Re-Voicing
This is a strategy used to reframe student contributions to assist them in
bridging the gap between what they are saying and often the academic
language we use to discuss the topic or content. For example, Student:
1|Page
,C365 WGU
"Rabbits get eaten a lot by other animals, like hawks". Teacher: "Yes, rabbits
are prey animals".
Language Experience Stories
The teacher and the students write about an experience had by the entire
class. The teacher writes as the students dictate their ideas. Pictures can be
drawn around the story or pictures taken from the event can be posted around
the story to help children make connections. This strategy can be used to
support ELLs.
Word sorts
Sorting words into different catagories. Example: words that contain -oke is
one category, words that contain -ope is another category, etc. There are two
different categories. Open is when students categorize the words the way it
makes sense to them. Closed: Teacher names the categories and students sort
words to those categories.
Basal Literature
This is an anthology of readings (or set of readers) that are leveled for
students to progress through in a linear fashion. As a published reading
curriculum, it also includes a workbook for students, a teacher manual, and
often includes extension activities and modifications. It does not always
appeal to student interest and can feel very 'lock step' in its approach, but it
does target specific reading skills helpful for emergent readers.
Core Literature (Literature-based approach)
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,C365 WGU
This approach is when the teacher relies on children's books (ex.
Picturebooks, trade books, chapter books, etc.). This often allows for
students' interests to be taken into account as well as targeting specific
themes, topics, etc. The aesthetics of children's books also makes them
appealing. While publishers may have educational support for a book, it is
not guaranteed, nor can the quality or educational value counted upon.
Schema
This is the ordered background knowledge students have on a particular
topic, people, places, things, and events. . Tapping into a student's knowledge
can build content connections and deepen learning.
Graphic Organizers
Visual devices designed to help the reader note relationships between key
concepts, main points, basic steps, or major events in a selection. (After
Strategy)
Reading workshop
Readers workshop is dedicated time in the classroom to support reading skill
development. It has multiple components to it, including whole class (or
small group) mini-lesson to focus on one skill, strategy, or reading behavior.
Then students shift to workshop time where they self-select a book to
practice the skill. Share time (conferencing) can happen in groups or 1-1.
Based on individual needs of students.
Guided Reading
3|Page
, C365 WGU
Teacher meets with a small group of students on same reading ability level
and guides students through the reading passage selected by the teacher.
Mini-lesson focuses on a reading skill selected by the teacher. Guided reading
is part of "Readers Workshop". When other students are reading
independently, teacher is conducting GR.
Culturally responsive teaching practices
Pedagogy that recognizes the importance of including students' cultural
references in all aspects of learning. Includes positive perspectives on parents
and families, communication of high expectations, learning within the
context of culture, student-centered instruction, culturally mediated
instruction, reshaping the curriculum, teacher as faciliator.
Lexile
The level of a book is determined from the use of an algorithm that measure
how difficult the text is based on aspects such as the length and complexity of
words, sentences, and paragraphs. Teachers can look up lexile scores for core
literature to determine if the book is leveled appropriately for the class or a
particular student.
cross curricular
This teaching and learning fosters connections among content areas. For
example, reading a set of poems about nocturnal animals and then studying
the animals in science.
writing across the curriculum
4|Page
WGU C365 Language Arts Instruction and
Intervention Exam 2026 Updated
Constructivism
This puts the child at the center of the learning process, so that they can build
and construct their own knowledge through critical thinking and writing,
inquiry, and discovery practices, such as read to learn and write to learn. This
is contrasted from more traditional methods of 'drill & kill' and rote
memorization. Constructivism values creating deeper connections to the
content.
Guided Instruction
This part of the instructional process follows presentation procedures and
modeling. During guided instruction, the teacher works with the students
actively to support them in the development of a skill or strategy or to
complete a task. For example, during guided instruction, the teacher and
students might work together to write one paragraph as a sample paragraph
together. The teacher could then display that paragraph on an anchor chart to
serve as an example for when students are released into independent practice.
Co-shaping/Re-Voicing
This is a strategy used to reframe student contributions to assist them in
bridging the gap between what they are saying and often the academic
language we use to discuss the topic or content. For example, Student:
1|Page
,C365 WGU
"Rabbits get eaten a lot by other animals, like hawks". Teacher: "Yes, rabbits
are prey animals".
Language Experience Stories
The teacher and the students write about an experience had by the entire
class. The teacher writes as the students dictate their ideas. Pictures can be
drawn around the story or pictures taken from the event can be posted around
the story to help children make connections. This strategy can be used to
support ELLs.
Word sorts
Sorting words into different catagories. Example: words that contain -oke is
one category, words that contain -ope is another category, etc. There are two
different categories. Open is when students categorize the words the way it
makes sense to them. Closed: Teacher names the categories and students sort
words to those categories.
Basal Literature
This is an anthology of readings (or set of readers) that are leveled for
students to progress through in a linear fashion. As a published reading
curriculum, it also includes a workbook for students, a teacher manual, and
often includes extension activities and modifications. It does not always
appeal to student interest and can feel very 'lock step' in its approach, but it
does target specific reading skills helpful for emergent readers.
Core Literature (Literature-based approach)
2|Page
,C365 WGU
This approach is when the teacher relies on children's books (ex.
Picturebooks, trade books, chapter books, etc.). This often allows for
students' interests to be taken into account as well as targeting specific
themes, topics, etc. The aesthetics of children's books also makes them
appealing. While publishers may have educational support for a book, it is
not guaranteed, nor can the quality or educational value counted upon.
Schema
This is the ordered background knowledge students have on a particular
topic, people, places, things, and events. . Tapping into a student's knowledge
can build content connections and deepen learning.
Graphic Organizers
Visual devices designed to help the reader note relationships between key
concepts, main points, basic steps, or major events in a selection. (After
Strategy)
Reading workshop
Readers workshop is dedicated time in the classroom to support reading skill
development. It has multiple components to it, including whole class (or
small group) mini-lesson to focus on one skill, strategy, or reading behavior.
Then students shift to workshop time where they self-select a book to
practice the skill. Share time (conferencing) can happen in groups or 1-1.
Based on individual needs of students.
Guided Reading
3|Page
, C365 WGU
Teacher meets with a small group of students on same reading ability level
and guides students through the reading passage selected by the teacher.
Mini-lesson focuses on a reading skill selected by the teacher. Guided reading
is part of "Readers Workshop". When other students are reading
independently, teacher is conducting GR.
Culturally responsive teaching practices
Pedagogy that recognizes the importance of including students' cultural
references in all aspects of learning. Includes positive perspectives on parents
and families, communication of high expectations, learning within the
context of culture, student-centered instruction, culturally mediated
instruction, reshaping the curriculum, teacher as faciliator.
Lexile
The level of a book is determined from the use of an algorithm that measure
how difficult the text is based on aspects such as the length and complexity of
words, sentences, and paragraphs. Teachers can look up lexile scores for core
literature to determine if the book is leveled appropriately for the class or a
particular student.
cross curricular
This teaching and learning fosters connections among content areas. For
example, reading a set of poems about nocturnal animals and then studying
the animals in science.
writing across the curriculum
4|Page
