Question 1

Proofreading should be taught:

Accepted Answer

A)  as early as first grade 
B)  when students reach middle school 
C)  only to students who are reading on grade level 
D)  only to students who have developed sentence fluency 
A)  as early as first grade 
B)  when students reach middle school 
C)  only to students who are reading on grade level 
D)  only to students who have developed sentence fluency

Question 2

A second grade student wrote a paragraph in which she varied the length of her sentences to express action. Her classmates applauded the flow of her writing when she read the story aloud. The work of this young writer showed that she:

Accepted Answer

A)  selected unusual words 
B)  has developed sentence fluency 
C)  has mastered the mechanics of writing 
D)  thoroughly researched her subject 
A)  selected unusual words 
B)  has developed sentence fluency 
C)  has mastered the mechanics of writing 
D)  thoroughly researched her subject

Question 3

It is most appropriate for students to seek and receive feedback on their writing during the:

Accepted Answer

A)  prewriting stage 
B)  drafting stage 
C)  revising stage 
D)  publishing stage 
A)  prewriting stage 
B)  drafting stage 
C)  revising stage 
D)  publishing stage

Question 4

To help students focus upon particular types of errors in their writing, many teachers provide:

Accepted Answer

A)  editing checklists 
B)  miscue analyses 
C)  informal reading inventories 
D)  response journals 
A)  editing checklists 
B)  miscue analyses 
C)  informal reading inventories 
D)  response journals

Question 5

During shared reading, children should:

Accepted Answer

A)  be reminded to remain silent as the teacher reads 
B)  read books at their independent level 
C)  be invited to join in the reading of predictable refrains and rhyming words 
D)  listen to the teacher read and not be distracted by the text 
A)  be reminded to remain silent as the teacher reads 
B)  read books at their independent level 
C)  be invited to join in the reading of predictable refrains and rhyming words 
D)  listen to the teacher read and not be distracted by the text

Question 6

Problem-solving tactics that students apply as they read are known as:

Accepted Answer

A)  basals 
B)  rubrics 
C)  skills 
D)  strategies 
A)  basals 
B)  rubrics 
C)  skills 
D)  strategies

Proofreading should be taught:

A second grade student wrote a paragraph in which she varied the length of her sentences to express action. Her classmates applauded the flow of her writing when she read the story aloud. The work of this young writer showed that she:

It is most appropriate for students to seek and receive feedback on their writing during the:

To help students focus upon particular types of errors in their writing, many teachers provide:

During shared reading, children should:

Problem-solving tactics that students apply as they read are known as:

Becoming an Effective Literacy Teacher

Assessing Students Literacy Development

The Youngest Readers and Writers

Cracking the Alphabetic Code

Developing Fluent Readers and Writers

Expanding Academic Vocabulary

Promoting Comprehension: Reader Factors

Promoting Comprehension: Text Factors

Organizing for Instruction

Differentiating for Success

Reading and Writing Across the Curriculum

Filters

Exam 2: The Reading and Writing Processes

Proofreading should be taught:

A second grade student wrote a paragraph in which she varied the length of her sentences to express action. Her classmates applauded the flow of her writing when she read the story aloud. The work of this young writer showed that she:

It is most appropriate for students to seek and receive feedback on their writing during the:

To help students focus upon particular types of errors in their writing, many teachers provide:

During shared reading, children should:

Problem-solving tactics that students apply as they read are known as:

Becoming an Effective Literacy Teacher

Assessing Students Literacy Development

The Youngest Readers and Writers

Cracking the Alphabetic Code

Developing Fluent Readers and Writers

Expanding Academic Vocabulary

Promoting Comprehension: Reader Factors

Promoting Comprehension: Text Factors

Organizing for Instruction

Differentiating for Success

Reading and Writing Across the Curriculum

Filters