WGU C909 OBJECTIVE ASSESSMENT EXAM 2024-2025

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WGU C909 OBJECTIVE ASSESSMENT EXAM 2024-2025

ACTUAL EXAM 100 QUESTIONS AND CORRECT DETAILED

ANSWERS WITH RATIONALES|ALREADY GRADED A+||

EXAM QUESTIONS

Actual Qs and Ans - Expert-Verified Explanation -Guaranteed passing score -100 Questions and Answers

-Format: Multiple-choice / Flashcard

Question 1: Cognitive-constructivist view of reading

Answer:

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.

Question 2: Onset

Answer:

An initial consonant or consonant cluster (in name, n is the onset, in blue, bl is the onset)

Question 3: Reader Response Theory

Answer:

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.

Question 4: morpheme

Answer:

smallest meaningful units of language

Question 5: Vocabulary (Balanced Literacy Framework)

Answer:

A large vocabulary opens students up to a wider range of reading materials, it also students' ability to communicate through speaking, listening, and writing.

Question 6: How can shared reading meet the needs of ELLs?

Answer:

It provides struggling readers with necessary support.-Shared reading of predictable text can build sight word knowledge and reading fluency.Allows students to enjoy materials that they may not be able to read on their own.-Ensures that all students feel successful by providing support to the entire group.Question 7: How can pairing an ELL student with a Native English Speaker help in a reading activity?

Answer:

Allows ELL students time to process their thoughts.Students are given think time to reflect on a question silently, so that they have more time to process the question, the language, or think of the language needed to convey the answer.By then discussing their answer with a partner and the class, students have the opportunity for increased interaction, and teachers can monitor comprehension.

Question 8: What is a booktalk,?

How is a booktalk considered an evidence-based literacy approach?

Answer:

An energetic discussion about a book done with a class, groups or an individual child.Gives students a greater understanding of the range of books available to them, and sometimes children need this head start. Third, it makes the initial connection between the student's prior knowledge and the book's content. Reading comprehension is enhanced by these real connections between reader and text.

Question 9: How can RTI support a comprehensive literacy program?

Answer:

Differentiated Instruction Comprehensive Core Reading Program Phonemic Awareness

Phonics and Word Study Fluency Vocabulary Reading Comprehension Considerations for ELL's Effective Instruction at Tier 1, Tier 2, and Tier 3

Question 10: How can metacognition help readers who are struggling with reading

comprehension?

Answer:

Metacognitive practices help students become aware of their strengths and weaknesses. Good readers use metacognitive strategies to think about and have control over their reading.

Question 11: IQ Achievement Discrepancy Model

Answer:

The traditional method used to determine whether a student has a learning disability and needs special education services.The discrepancy model is based on the concept of the normal curve.

Question 12: How is silent reading an appropriate activity for fluent readers?

Answer:

When reading silently, a fluent reader reads rapidly, without stumbling over words, and with good comprehension.Question 13: Explain genre writing and how to include genre writing in a lesson.

Answer:

In a genre approach to writing students and teachers work to develop an explicit understanding of how language works so they can grow as readers and writers.Expository Writing Journals & Letter Writing Narrative Writing Persuasive Writing Descriptive Writing

Question 14: Reciprocal Teaching

Answer:

An instructional activity in which students become the teacher in small group reading sessions.Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read.

Question 15: Code/Decoding

Answer:

The code is the systematic use of symbols, in reading the symbols are letters and punctuation, the system is the spelling and the syntax of the language, so decoding is turning the written symbols into language

Question 16: schwa

Answer:

the vowel sound heard in an unstressed syllable (the uh in cup)

Question 17: What are DIBELS?

Answer:

The Dynamic Indicators of Basic Early Literacy Skills:

A set of procedures and measures for assessing the acquisition of early literacy skills.They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills.Question 18: How do including publisher, student, and teacher created materials encourage a print-rich environment?

Answer:

Showcasing student-generated content through published books is a motivating and hands-on approach to learning.Thinking and talking about experiences can help students develop an understanding of themselves and others.

Question 19: Why is a test/quiz a good formative assessment?

Answer:

They are given periodically to determine at a particular point in time what students know and do not know.

Question 20: Writing Workshops (Balanced Literacy Framework)

Answer:

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)