Question 1

Which of the following is characteristic of content conferencing in a writing workshop?

Accepted Answer

A)  The teacher talks with the student and marks the student's paper so that the child understands the corrections to be made. 
B)  The teacher spends five to seven minutes talking with the student about one aspect of his or her writing that needs revision. 
C)  The teacher invites the student to read his or her work aloud so he or she can correct errors independently. 
D)  The teacher teaches the student something that will help him or her be a better writer. 
A)  The teacher talks with the student and marks the student's paper so that the child understands the corrections to be made. 
B)  The teacher spends five to seven minutes talking with the student about one aspect of his or her writing that needs revision. 
C)  The teacher invites the student to read his or her work aloud so he or she can correct errors independently. 
D)  The teacher teaches the student something that will help him or her be a better writer. B

Question 2

The writing process is __________.

Accepted Answer

A)  revising and editing to prepare a final draft 
B)  the recursive writing behaviors all writers use 
C)  focus lesson, status of the class, writing time, and sharing time 
D)  a means of ensuring a quality writing time 
A)  revising and editing to prepare a final draft 
B)  the recursive writing behaviors all writers use 
C)  focus lesson, status of the class, writing time, and sharing time 
D)  a means of ensuring a quality writing time B

Question 3

Focus lessons are __________.

Accepted Answer

A)  information taught through direct instruction to teach the crafts of writing 
B)  a component of the brainstorming portion of writing workshop 
C)  only taught when the teacher discovers that the students share the same writing problem 
D)  the teacher's only opportunity to teach about the conventions of writing 
A)  information taught through direct instruction to teach the crafts of writing 
B)  a component of the brainstorming portion of writing workshop 
C)  only taught when the teacher discovers that the students share the same writing problem 
D)  the teacher's only opportunity to teach about the conventions of writing A

Question 4

Teachers have students share their work to __________.

Accepted Answer

A)  reward their good students 
B)  give students a break from writing 
C)  allow students to hear what their peers are writing 
D)  create safe competition in the classroom 
A)  reward their good students 
B)  give students a break from writing 
C)  allow students to hear what their peers are writing 
D)  create safe competition in the classroom

Question 5

Identify and describe the three essential components of the writing workshop.

Accepted Answer

a. A focus lesson in which the teacher t

Question 6

The suggested elements or structure of a conference is __________.

Accepted Answer

A)  writer's intent, discussing the writer's grade, and identifying how to improve the writing 
B)  talking with the student about what does not sound right in his or her writing 
C)  writer's intent, writer's need, teach the writer, and writer's plan 
D)  examples of classmates' work, writer's intent and personal needs, and setting future goals 
A)  writer's intent, discussing the writer's grade, and identifying how to improve the writing 
B)  talking with the student about what does not sound right in his or her writing 
C)  writer's intent, writer's need, teach the writer, and writer's plan 
D)  examples of classmates' work, writer's intent and personal needs, and setting future goals

Question 7

Describe the predictable structure of a teacher-student writing content conference.

Accepted Answer

a. The teacher begins by attempting to d

Question 8

Identify and define the various kinds of focus lessons teachers might teach during writing workshop. Discuss the importance of each.

Accepted Answer

a. The qualities of good writing, the re

Question 9

Explain why it is important to arrange the classroom in ways that encourage writers to talk.

Accepted Answer

Teachers need to create an area where al

Which of the following is characteristic of content conferencing in a writing workshop?

The writing process is __________.

Focus lessons are __________.

Teachers have students share their work to __________.

Identify and describe the three essential components of the writing workshop.

The suggested elements or structure of a conference is __________.

Describe the predictable structure of a teacher-student writing content conference.

Identify and define the various kinds of focus lessons teachers might teach during writing workshop. Discuss the importance of each.

Explain why it is important to arrange the classroom in ways that encourage writers to talk.

Foundations of Language, Literacy and Oral Language Development

Family Literacy

Facilitating Oral Language Learning

Emergent Literacy Strategies

Teaching Early Reading and Writing

Assessing Early Literacy: Finding Out What Young Children Know and Can Do

Beginning Reading Instruction: Helping Children Learn to Read

Continuing Reading Instruction in Grades 3-5

Teaching the Mechanical Skills of Writing

Assessment: Determining What Older Students Know and Can Do

Filters

Exam 9: Creating Writers: Teaching Children to Write Well

Which of the following is characteristic of content conferencing in a writing workshop?

The writing process is __________.

Focus lessons are __________.

Teachers have students share their work to __________.

Identify and describe the three essential components of the writing workshop.

The suggested elements or structure of a conference is __________.

Describe the predictable structure of a teacher-student writing content conference.

Identify and define the various kinds of focus lessons teachers might teach during writing workshop. Discuss the importance of each.

Explain why it is important to arrange the classroom in ways that encourage writers to talk.

Foundations of Language, Literacy and Oral Language Development

Family Literacy

Facilitating Oral Language Learning

Emergent Literacy Strategies

Teaching Early Reading and Writing

Assessing Early Literacy: Finding Out What Young Children Know and Can Do

Beginning Reading Instruction: Helping Children Learn to Read

Continuing Reading Instruction in Grades 3-5

Teaching the Mechanical Skills of Writing

Assessment: Determining What Older Students Know and Can Do

Filters