Question 1

Name two teaching strategies for activating prior knowledge, describe them, and tell when they would be useful to you.

Accepted Answer

Two teaching strategies for activating prior knowledge are KWL charts and concept mapping.

KWL charts involve students listing what they already Know about a topic, what they Want to learn, and then after the lesson, what they Learned. This strategy is useful at the beginning of a new unit or lesson to gauge students' prior knowledge and generate interest in the topic.

Concept mapping involves creating a visual representation of how different concepts are connected. This strategy is useful when introducing a complex topic or when students need to see the big picture of how different ideas relate to each other.

Both of these strategies would be useful to me as a teacher when introducing a new topic or unit to my students. By using KWL charts, I can assess what my students already know and tailor my instruction to address any gaps in their understanding. Concept mapping would help students see the connections between different ideas and provide a framework for organizing their thoughts as they learn new information.

Question 2

An effective instructional strategy to use with students who would benefit from concrete experiences is:

Accepted Answer

A)  quick write. 
B)  picture walk. 
C)  preview and predict. 
D)  role play. 
A)  quick write. 
B)  picture walk. 
C)  preview and predict. 
D)  role play. D

Question 3

Research shows that second-language learners:

Accepted Answer

A)  must master their native language before learning English. 
B)  can learn to read in their first language and English at the same time. 
C)  have limited prior knowledge. 
D)  are generally slower when they learn a second language. 
A)  must master their native language before learning English. 
B)  can learn to read in their first language and English at the same time. 
C)  have limited prior knowledge. 
D)  are generally slower when they learn a second language. B

Question 4

Which of the following teaching strategies for activating prior knowledge would be most effective in helping students overcome misconceptions in prior knowledge?

Accepted Answer

A)  anticipation guide 
B)  brainstorming 
C)  structured previews 
D)  quick writing 
A)  anticipation guide 
B)  brainstorming 
C)  structured previews 
D)  quick writing

Question 5

Guiding students through a text using the illustrations is known as what?

Accepted Answer

picture wa

Question 6

Effective prior knowledge activation can be accomplished in teaching reading by:

Accepted Answer

A)  using a variety of strategies. 
B)  learning one or two strategies and using them repeatedly. 
C)  always reading the text aloud. 
D)  all of the above 
A)  using a variety of strategies. 
B)  learning one or two strategies and using them repeatedly. 
C)  always reading the text aloud. 
D)  all of the above

Question 7

When students have some knowledge about the topic to be read, which of the following strategies would be best for activating further prior knowledge?

Accepted Answer

A)  structured preview 
B)  brainstorming 
C)  quick writing 
D)  text walk 
A)  structured preview 
B)  brainstorming 
C)  quick writing 
D)  text walk

Question 8

Which of the following statements about schema theory is correct?

Accepted Answer

A)  Individuals understand what they read as it relates to what they already know. 
B)  Individuals understand what they read based on rote memory. 
C)  Individuals understand what they read depending on their intelligence. 
D)  none of the above 
A)  Individuals understand what they read as it relates to what they already know. 
B)  Individuals understand what they read based on rote memory. 
C)  Individuals understand what they read depending on their intelligence. 
D)  none of the above

Question 9

Prior knowledge affects construction of meaning for:

Accepted Answer

A)  emergent readers. 
B)  competent readers. 
C)  only adult readers. 
D)  both a and b 
A)  emergent readers. 
B)  competent readers. 
C)  only adult readers. 
D)  both a and b

Question 10

What is the sum of a person's previous learning and experience called?

Accepted Answer

A)  prior knowledge 
B)  background knowledge 
C)  background history 
D)  both a and b 
A)  prior knowledge 
B)  background knowledge 
C)  background history 
D)  both a and b

Question 11

Explain how you would decide what prior knowledge students would need to activate before reading a story.

Accepted Answer

Answers will vary. The respons

Question 12

Given what we know from research, which of the following techniques is least effective in helping students activate their prior knowledge?

Accepted Answer

A)  free recall 
B)  word association 
C)  structured questions 
D)  unstructured discussion 
A)  free recall 
B)  word association 
C)  structured questions 
D)  unstructured discussion

Question 13

Explain why prior knowledge is so important in helping students construct meaning.

Accepted Answer

Answers will vary. The respons

Question 14

What type of text consists of main ideas and supporting details?

Accepted Answer

A)  narrative text 
B)  expository text 
C)  predicable text 
D)  none of the above 
A)  narrative text 
B)  expository text 
C)  predicable text 
D)  none of the above

Question 15

When students need to see the relationship among ideas as part of their prior knowledge, which of the following strategies would be best to use?

Accepted Answer

A)  picture walk 
B)  anticipation guide 
C)  semantic mapping 
D)  prequestioning 
A)  picture walk 
B)  anticipation guide 
C)  semantic mapping 
D)  prequestioning

Question 16

Which of the following is a strategy for helping students independently activate their prior knowledge for expository text in particular?

Accepted Answer

A)  K-W-L 
B)  anticipation guides 
C)  role playing 
D)  projects 
A)  K-W-L 
B)  anticipation guides 
C)  role playing 
D)  projects

Question 17

What type of text contains information organized by main ideas and supporting details?

Accepted Answer

The answer of What type of text contains information organized...

Question 18

Using a strategy like preview and predict or asking questions before reading helps students do what?

Accepted Answer

set a purp

Question 19

If students are reading a science text, which of the following strategies would be best for helping them activate prior knowledge?

Accepted Answer

A)  story map 
B)  K-W-L 
C)  unstructured discussion 
D)  role playing 
A)  story map 
B)  K-W-L 
C)  unstructured discussion 
D)  role playing

Question 20

Students with incomplete or incorrect prior knowledge:

Accepted Answer

A)  have little chance of learning to read successfully. 
B)  are always slow learners in a class. 
C)  need additional help in building prior knowledge. 
D)  learn to read just like all other students. 
A)  have little chance of learning to read successfully. 
B)  are always slow learners in a class. 
C)  need additional help in building prior knowledge. 
D)  learn to read just like all other students.

Name two teaching strategies for activating prior knowledge, describe them, and tell when they would be useful to you.

An effective instructional strategy to use with students who would benefit from concrete experiences is:

Research shows that second-language learners:

Which of the following teaching strategies for activating prior knowledge would be most effective in helping students overcome misconceptions in prior knowledge?

Guiding students through a text using the illustrations is known as what?

Effective prior knowledge activation can be accomplished in teaching reading by:

When students have some knowledge about the topic to be read, which of the following strategies would be best for activating further prior knowledge?

Which of the following statements about schema theory is correct?

Prior knowledge affects construction of meaning for:

What is the sum of a person's previous learning and experience called?

Explain how you would decide what prior knowledge students would need to activate before reading a story.

Given what we know from research, which of the following techniques is least effective in helping students activate their prior knowledge?

Explain why prior knowledge is so important in helping students construct meaning.

What type of text consists of main ideas and supporting details?

When students need to see the relationship among ideas as part of their prior knowledge, which of the following strategies would be best to use?

Which of the following is a strategy for helping students independently activate their prior knowledge for expository text in particular?

What type of text contains information organized by main ideas and supporting details?

Using a strategy like preview and predict or asking questions before reading helps students do what?

If students are reading a science text, which of the following strategies would be best for helping them activate prior knowledge?

Students with incomplete or incorrect prior knowledge:

What You Need to Know to Be an Effective Literacy Teacher

Frameworks for Effective Standards Based Literacy Lessons

Assessment and Evaluation That Informs Instruction

How to Teach Strategies for Constructing Meaning

Beginning Literacy

Intermediate Grades and Middle School Decoding Vocabulary and Meaning

Responding and the Construction of Meaning

Writing and the Construction of Meaning

Helping Struggling Readers

Developing a Management System for a Comprehensive Balanced Literacy Classroom

Filters

Exam 4: Prior Knowledge Activating and Developing Concepts and Vocabulary

Name two teaching strategies for activating prior knowledge, describe them, and tell when they would be useful to you.

An effective instructional strategy to use with students who would benefit from concrete experiences is:

Research shows that second-language learners:

Which of the following teaching strategies for activating prior knowledge would be most effective in helping students overcome misconceptions in prior knowledge?

Guiding students through a text using the illustrations is known as what?

Effective prior knowledge activation can be accomplished in teaching reading by:

When students have some knowledge about the topic to be read, which of the following strategies would be best for activating further prior knowledge?

Which of the following statements about schema theory is correct?

Prior knowledge affects construction of meaning for:

What is the sum of a person's previous learning and experience called?

Explain how you would decide what prior knowledge students would need to activate before reading a story.

Given what we know from research, which of the following techniques is least effective in helping students activate their prior knowledge?

Explain why prior knowledge is so important in helping students construct meaning.

What type of text consists of main ideas and supporting details?

When students need to see the relationship among ideas as part of their prior knowledge, which of the following strategies would be best to use?

Which of the following is a strategy for helping students independently activate their prior knowledge for expository text in particular?

What type of text contains information organized by main ideas and supporting details?

Using a strategy like preview and predict or asking questions before reading helps students do what?

If students are reading a science text, which of the following strategies would be best for helping them activate prior knowledge?

Students with incomplete or incorrect prior knowledge:

What You Need to Know to Be an Effective Literacy Teacher

Frameworks for Effective Standards Based Literacy Lessons

Assessment and Evaluation That Informs Instruction

How to Teach Strategies for Constructing Meaning

Beginning Literacy

Intermediate Grades and Middle School Decoding Vocabulary and Meaning

Responding and the Construction of Meaning

Writing and the Construction of Meaning

Helping Struggling Readers

Developing a Management System for a Comprehensive Balanced Literacy Classroom

Filters