Table of Contents
Get All Weeks Teach English Now! Second Language Reading, Writing, and Grammar Quiz Answers
Quiz 2: Checkpoint Quiz (5Q’s)
Q1. What kind of learner does the Scarecrow represent?
[expand title=View Answer] One who does not have enough background knowledge to make good predictions while reading, and so often cannot fully comprehend a text. [/expand]
Q2. About 85% of all communication is done with as little as __ words. (Choose one correct answer.)
[expand title=View Answer] 2,000 [/expand]
Q3. What does Dorothy believe is important to do while reading? (Check all that apply.)
[expand title=View Answer] 1.Think critically while reading.
2.Predict what will happen in the text.
3.Read and then compare information from multiple sources.
4.Ask questions while reading.
[/expand]
Q4. Which of these is NOT a danger of focusing on phonics? (Choose one correct answer.)
[expand title=View Answer]Learners cannot focus on sound if they are reading silently. [/expand]
Q5. Almost all reading researchers agree that good readers… (Check all that apply.)
[expand title=View Answer] 1.have a greater ability to focus on meaning instead of sound.
2.are good at making predictions.
[/expand]
Quiz 3: Checkpoint Quiz (5Q’s)
Q1. What kind of reader is the “Tin Man”? (Choose the best answer.)
[expand title=View Answer] One who thinks reading is “passive,” so he or she does not connect reading with active strategies (like asking questions, predicting, thinking about the text, and evaluating the author’s ideas) and the need to interact with a text.[/expand]
Q2. According to Dorothy, reading is most like what sport? (Choose the best answer.)
[expand title=View Answer]Tennis, because reading is an active exchange between two players: the reader and the author. [/expand]
Q3. What purposes may pre-reading activities serve? (Check all that apply.)
[expand title=View Answer] 1.Connect the reader’s prior knowledge, experiences, and opinions to the text.
2.Build vocabulary.
3.Provide background information, thus increasing interest and motivation
[/expand]
Q4. Building ____, or packets of information or knowledge, can help readers better connect their own past knowledge/experience to the text and predict while reading. (Choose the best answer.)
[expand title=View Answer] Schemata[/expand]
Q5. What concepts did Dorothy employ to help motivate the social-media loving, selfie-taking Lion? (Check all that apply.)
[expand title=View Answer] 1.Future authenticity, or assigning students reading which they may be able to use in their own lives.
2.Immediacy, or designing a lesson that is personally meaningful and immediately useful for the reader.
3.Autonomy, or allowing students to find literature that fits their own interests and ideas.
[/expand]
Quiz 4: Graded Checkpoint (10 Multiple Choice Questions)
Q1. Which of these are reasons discussed in this module for why a “scarecrow” learner might struggle with reading? (Select all that apply.)
[expand title=View Answer] 1.Learners may lack strategies for reading effectively.
2.Learners may not know the “rules of the game” or conventions of different genres.
3.Learners may lack “world knowledge” or the ability to apply what they’ve learned in other contexts to aid their understanding while reading.
4.Learners may not know how to decode the letters and sounds that make up words.
[/expand]
Q2. What kind of learner does the Tin Man represent?
[expand title=View Answer] One who thinks reading is “passive,” so he or she does not connect reading with active strategies (like asking questions, predicting, thinking about the text, and evaluating the author’s ideas) and the need to interact with a text.[/expand]
Q3. What kind of learner does the Lion represent?
[expand title=View Answer] One who thinks that reading is a waste of time and so does not enjoy it, preferring instead to watch movies or interact on social media. [/expand]
Q4. Why is tennis a good metaphor for reading?
[expand title=View Answer] Because reading is an active exchange between two players: the reader and the author. [/expand]
Q5. Important skills for effective reading include… (Check all that apply.)
[expand title=View Answer] 1. The ability to connect what one is reading to past knowledge or experience.
2.The ability to make predictions.
3.The ability to focus on meaning instead of sound.
[/expand]
Q6. Active reading will generally involve…
[expand title=View Answer] Pre-reading, reading, and post-reading activities[/expand]
Q7. Post-reading activities are a chance for… (check all that apply)
[expand title=View Answer] 1. To activate past knowledge.
2.Learners to apply, synthesize, and evaluate a reading.
3.Teachers to assess what students were able to comprehend and recall.
[/expand]
Q8. Allowing students to find reading material that is of “high interest” to them as individuals is an example of…
[expand title=View Answer] Autonomy [/expand]
Q9. Which of these activities may be used as a pre-reading activity to build interest and connection to the text? (Check all that apply)
[expand title=View Answer] 1.Have students scan the title and subheadings of the reading and make predictions about what they are about to read.
2.Discuss a series of pictures related to the reading to see what students already know about the topic.
[/expand]
Q10. How was Dorothy able to get the Lion to read? (Check all that apply.)
[expand title=View Answer] 1.By finding ways to intrigue him.
2.By piquing his curiosity.
3.By making him want to read.
[/expand]
Quiz 1: Checkpoint Quiz (5Q’s)
Q1. According to video #2, what are 2 purposes for extensive reading?
[expand title=View Answer] 1. To give the learners a healthy amount of exposure
2.To help learners enjoy reading
[/expand]
Q2. According to Video #2, some extensive reading critics argue that this reading
approach is “lazy” because
[expand title=View Answer] students are given a lot of free time to read. [/expand]
Q3. How can a teacher assess extensive reading? Check all that apply.
[expand title=View Answer] 1. Character Maps
2. Reading Logs
3.Debates
4.Discussions
5.Book Reports
6.Outlines
[/expand]
Q4. Anderson and Nagy (1992) postulate that if a student reads for 25 minutes a day, they will likely learn how many new words in 1 year?
[expand title=View Answer] 1000[/expand]
Q5. The success of extensive reading is contingent upon the student
[expand title=View Answer]learning to read for pleasure. [/expand]
Quiz 2: Checkpoint Quiz (5Q’s)
Q1. According to Coach Tortoise, the goal of reading should be
[expand title=View Answer] to understand what you are reading. [/expand]
Q2. Which reading method is considered to be more
teacher-centered?
[expand title=View Answer] Neither A nor B [/expand]
Q3. A “jigsaw” is an activity that
[expand title=View Answer] Divides the class into 4 groups (A,B,C, and D), where each group is dependent on the other groups to complete the exercise. [/expand]
Q4. Coach tortoise believes that
[expand title=View Answer] proficiency fuels passion.[/expand]
Q5. Which of the following sequences is correct
- Intensive Reading=Wide Angle Lens; Extensive Reading=Zoom Lens
- Extensive Reading=Wide Angle Lens; Intensive Reading=Zoom Lens
Quiz 3: Graded Checkpoint (10 Multiple Choice Questions)
Q1. The goal of Coach Hare’s reading method can be summarized by which 2 words:
[expand title=View Answer] Exposure and Comprehension[/expand]
Q2. Areas that are specifically designed to help promote reading among students are called:
[expand title=View Answer] Reading Zones [/expand]
Q3. A fill in the blank exercise can also be called a(n):
[expand title=View Answer] Cloze Passage.[/expand]
Q4. How can a teacher assess extensive reading (mark all that apply)?
[expand title=View Answer]
1.Reading Logs
2.Discussions
3.Debates
4.Reading Reports
[/expand]
Q5. Some extensive reading critics argue that this reading approach is “lazy” because
[expand title=View Answer]Students are given a lot of free time to read. [/expand]
Q6. Which reading method is considered to be more teacher-centered?
[expand title=View Answer] Coach Tortoise’s method [/expand]
Q7. Which reading strategy can attempt to break down sentences into parts of speech, which can help learners understand the differences between verbs, nouns, adjectives, and adverbs.
[expand title=View Answer]Intensive Reading [/expand]
Q8. Coach Tortoise believes that:
[expand title=View Answer]Passion fuels proficiency [/expand]
Q9. Newspaper corners, reading zones, jigsaws, morphology, and reading logs are all reading strategies that can be employed by an ESL teacher to improve reading fluency.
[expand title=View Answer] True [/expand]
Q10. Which of the following is the best reading strategy for middle school students?
[expand title=View Answer]A combination of both [/expand]
Quiz : Checkpoint Quiz (5Q’s)
Q1. What does it mean when the video says, “writing
is best viewed as a process rather than a product?”
[expand title=View Answer] Writing is a complex activity that can be aided
by careful writing activities[/expand]
Q2. What is pre-writing?
[expand title=View Answer] An activity that gets students talking, reading,
and thinking about the topic before writing [/expand]
Q3. How can you let students know about what you,
the teacher, expect from a writing assignment? Select the ONE best answer
[expand title=View Answer]
1 .All of the above
2.Give them specific vocabulary you are looking
for
3.Give them specifics on the length of the paper,
due dates, and basic writing conventions (font size, margin size, etc.)
4.Provide a model (example) for students
[/expand]
Q4. What is one of the most important things you can
do after students write?
[expand title=View Answer]Have students talk about their writing (peer
review). [/expand]
Q5. Some students feel overwhelmed at the thought of
writing because (select all that apply):
[expand title=View Answer]
1.They think their ideas might be terrible.
2.They fear they might not have any ideas.
3.They fear they will not meet the teacher’s
expectations.
[/expand]
Q1. What is recursive writing?
[expand title=View Answer]Reviewing your writing, evaluating, and making
changes [/expand]
Q2. What does it mean to “go global” with writing?
[expand title=View Answer] To make changes in organization, order, and in
the ideas themselves [/expand]
Q3. Why should we, as teachers, avoid
“Appropriation?”
[expand title=View Answer] Because we value our students’ ideas and
language and want to see how they express themselves in writing[/expand]
Q4. What should you provide to students through each
draft in the writing process?
[expand title=View Answer] Feedback[/expand]
Q5. You should always fix your students’ grammar
before they have a strong sense of organization, paragraph structure, and
coherent ideas.
[expand title=View Answer] False [/expand]
Q1.Why might some students be overwhelmed by a writing assignment? (Check all that apply.)
[expand title=View Answer]
1.Difficulty in coming up with ideas to write about.
2.A lack of confidence about one’s ideas.
3.Fear of not meeting the teacher’s expectations.
[/expand]
Q2. The concept that writing is a process, not a product, means that:
[expand title=View Answer] Writing is a complex activity that should be broken up into different steps so that students don’t become confused and overwhelmed.[/expand]
Q3. In regards to writing activities, what does it mean to “prime the pump”?
[expand title=View Answer] Helping learners connect concepts and information they already know to new information and skills they will need in their writing. [/expand]
Q4. It is okay to grade students on things you did not write down in your instructions. All teachers have the same expectations, and students should already know those expectations before they get to your class!
[expand title=View Answer] False. [/expand]
Q5. You should never ask students to share their writing with their classmates because they will feel stupid or ridiculous.
[expand title=View Answer] False. [/expand]
Q6. Writing is like composing music in that…
[expand title=View Answer] It is important for both writers and composers (and painters and other artists!) to review their work, evaluate it, and make changes as needed.[/expand]
Q7. To “go global” while teaching writing means to focus on helping students develop organization, order, and ideas, as opposed to just grammar.
[expand title=View Answer] True.[/expand]
Q8. Students should never challenge the teacher because the teacher is always right.
[expand title=View Answer] False.[/expand]
Q9. “Appropriation” in writing is when students don’t like their teacher’s ideas and so write about a topic that is not appropriate to the assignment.
[expand title=View Answer] False.[/expand]
Q10. A writing teacher should act mostly as a ____.
[expand title=View Answer] Consultant.[/expand]
Quiz 1: Checkpoint Quiz (5Q’s)
Q1. In this lesson, Dr. Dixon discussed the 6 Traits of Writing
and how they can assist our students in the writing process. The 6 Traits of
Writing are Ideas, Organization, Voice, and…..
[expand title=View Answer]
1. Sentence Fluency
2.Convention
3.Word Choice
[/expand]
Q2. Correct punctuation, formatting, and spelling would all fall under which Trait?
[expand title=View Answer] Conventions[/expand]
Q3. Regardless of which strategy you employ in your writing
class, it is important that you use modeling, ______, and
independent practice in your lesson.
[expand title=View Answer] Guided Practice[/expand]
Q4. Dr. Dixon covered the 3 best strategies that can help your students in the pre-writing stage. Which one was not mentioned?
[expand title=View Answer] Good writing is good listening. [/expand]
.Q5. Brainstorming should not be a group activity because students need to learn to develop their own ideas to write effectively.
[expand title=View Answer]False [/expand]
Quiz 2: Checkpoint Quiz (5Q’s)
Q1. Which one of the 6 Traits of Writing considers
the author-audience connection?
[expand title=View Answer] Voice[/expand]
Q2. If the author neglects the audience-author connection, the reader may find that the story may be:
[expand title=View Answer] Boring [/expand]
Q3. Using an outline is a good way to ________ your writing.
[expand title=View Answer] Build organization in[/expand]
Q4. Outlines, mind-webs, and __ are three activities that our students can use to help them organize their ideas.
[expand title=View Answer] Paragraph Blocks[/expand]
Q5. When we have our students create outlines, we should check them over to make sure that there is correct grammar and voice; otherwise, they may have trouble in the “writing” stage of the process.
[expand title=View Answer]False [/expand]
Quiz 3: Graded Checkpoint (10 Q’s)
Q1. Dr. Dixon covered 3 best strategies that can help your students in the pre-writing stage. Which one is not mentioned?
[expand title=View Answer]
1. Good writing is good thinking.
2.Good writing is good listening.
3.Good writing is good reading.
[/expand]
Q2. Brainstorming should not be a group activity because students need to learn to develop their own ideas to write effectively.
[expand title=View Answer] False[/expand]
Q3. In this module, Dr. Dixon taught us about the 6 Traits of Writing and how they can assist our students in the writing process. The 6 Traits of Writing are Ideas, Organization, Voice, Conventions, Word Choice, and:
[expand title=View Answer] Sentence Fluency [/expand]
Q4. Regardless of which strategy you employ in your writing class, it is important that you use modeling, guided practice, and ___ in your lesson.
[expand title=View Answer] Independent Practice [/expand]
Q5. Correct punctuation, spelling, and formatting would all fall under which trait?
[expand title=View Answer] Conventions [/expand]
Q6. If the author neglects the audience-author connection, the reader may find that the story may be:
[expand title=View Answer] Boring[/expand]
Q7. Which of the 6 Traits of Writing considers the audience-author connection?
[expand title=View Answer] Voice [/expand]
Q8. Using an outline is a good way to _ your writing.
[expand title=View Answer]build organization in [/expand]
Q9. Outlines, mind-webs, and __ are three activities that our students can use to help them organize their ideas.
[expand title=View Answer] Paragraph Organizers[/expand]
Q10. When we have our students create outlines, we should check them over to make sure that there is correct grammar and voice; otherwise, they may have trouble in the “writing” stage of the process.
[expand title=View Answer] False [/expand]
Quiz 1: Checkpoint Quiz (5Q’s)
Q1. In the 1980s, grammar teaching was largely ignored in which of these popular approaches to language learning?
[expand title=View Answer] Communicative Approach [/expand]
Q2. Whose research showed that language learners who were immersed in communicative language classes at school still continued to make grammar errors?
[expand title=View Answer] Merrill Swain[/expand]
Q3. Module 5 will be about which of the following?
[expand title=View Answer] How to incorporate grammar into a reading/writing class. [/expand]
Q4. What are the prince, princess, and queen all having difficulty with?
[expand title=View Answer] Noticing certain things that would help them be successful. [/expand]
Q5. In the third video, we gave two tips for getting your learners to pay attention to grammar. The first tip was to recognize that each learner has different problems. What was the second tip?
[expand title=View Answer]To recognize that learners often have similar problems. [/expand]
Quiz 2: Checkpoint Quiz (5Q’s)
Q1. What theorist came up with the noticing hypothesis?
[expand title=View Answer] Richard Schmidt[/expand]
Q2. Which example is a metaphor for the theory of input enhancement?
[expand title=View Answer] Turning the gate red so the princess can notice it more easily.[/expand]
Q3. Which of these is NOT a way to help students notice grammar in a reading/writing class?
[expand title=View Answer]Ignoring a student’s grammar error. [/expand]
Q4. The queen didn’t notice her son’s drawings even after input enhancement. What does this signify?
[expand title=View Answer] Enhanced input won’t automatically cause noticing, because sometimes the person is focused on something else[/expand]
Q5. According to the fifth video, what is a common trap that teachers can fall into when teaching grammar?
[expand title=View Answer] Being too focused on rules and ignoring context. [/expand]
Quiz 3: Graded Checkpoint (10 Q’s)
Q1. The theory of input enhancement was proposed by…
[expand title=View Answer] Mike Sharwood Smith[/expand]
Q2. Which of these is NOT a big question that was mentioned about teaching grammar?
[expand title=View Answer] Why is grammar so easy to teach? [/expand]
Q3. Which of these is NOT an example of enhancing input?
[expand title=View Answer] Putting the princess on a bunch of mattresses. [/expand]
Q4. What is the noticing hypothesis?
[expand title=View Answer]Learners cannot learn the grammatical features of a language unless they FIRST notice them. [/expand]
Q5. Which of the following are important to remember when teaching grammar? Choose 2.
[expand title=View Answer]
1.That learners are on their own subconscious schedule — not your curriculum calendar.
2.Teachers need to create multiple opportunities for learners to see forms that might be tricky for them.
[/expand]
Q6. Some reading and writing assignments may create demand for certain kinds of grammatical forms. This can present an opportunity for you, as the teacher, to briefly stop and have a grammar noticing activity.
[expand title=View Answer]True[/expand]
Q7. Research by Merrill Swain suggested which of the following?
[expand title=View Answer] Even when students are immersed in language, they don’t just “pick up” all of the grammar forms. [/expand]
Q8. We suggest that one of the teacher’s jobs when teaching grammar is to…
[expand title=View Answer] Help students pay attention to things they are not noticing, such as grammar forms or grammar errors.[/expand]
Q9. Which of the following are ways to help students notice grammar in your reading/writing lessons? Choose all that are correct.
[expand title=View Answer]Creating lessons that encourage learners to use specific grammatical items. [/expand]
Q10. When incorporating grammar into a reading/writing class, teachers should remember that the ultimate goal is…
[expand title=View Answer] To help learners communicate their message and achieve their goals.[/expand]
Quiz 1: Final Checkpoint (25 questions)
Q1. What are three kinds of non-readers discussed in Module 1? (Check all that apply.)
[expand title=View Answer]
1.The “Lion Reader,” one who thinks that reading is a waste of time and so does not enjoy it, preferring instead to watch movies or interact on social media.
2.The “Scarecrow Reader,” who does not have enough background knowledge to make good predictions while reading, and so often cannot fully comprehend a text.
3.The “Tortoise Reader,” one who reads so slowly that he never begins to enjoy the story.
[/expand]
Q2. In Module 1, what is Dorothy’s advice to non-readers?
[expand title=View Answer] Before and as you read, predict what will happen in the text. [/expand]
Q3. What does the expression “writing is best viewed as a process rather than a product?” mean in the context of this course?
[expand title=View Answer] Writing is a complex activity that can be aided by careful writing activities. [/expand]
Q4. What are some ways a teacher might let students know what she or he expects from a writing assignment? (Check all that apply.)
[expand title=View Answer]Provide a model (example) for students. [/expand]
Q5. What is one of the most important things you can do after students write?
[expand title=View Answer]Have students discuss their writing with each other (peer review). [/expand]
Q6. Some students feel overwhelmed at the thought of writing because
[expand title=View Answer]
1.they fear they will not meet the teacher’s expectations.
2.All of the above.
3.they fear they might not have any ideas.
4.they think their ideas might be terrible.
[/expand]
Q7. What is recursive writing?
[expand title=View Answer]Reviewing your writing, evaluating, and making changes. [/expand]
Q8. What does it mean to “go global” with writing?
[expand title=View Answer] To write with an international audience in mind. [/expand]
Q9. Why should we, as teachers, avoid “appropriation?”
[expand title=View Answer] Because we value our students’ ideas and language and want to see how they express themselves in writing. [/expand]
Q10. Grammar is the most important part of a writing class. Students should have perfect grammar before they begin to develop text organization, paragraph structure, and coherent ideas.
[expand title=View Answer] False. [/expand]
Q11. In regards to writing activities, what does it mean to “prime the pump”?
[expand title=View Answer] Helping learners connect concepts and information they already know to new information and skills they will need in their writing. [/expand]
Q12. You should never ask students to share their writing with their classmates because they will feel stupid or ridiculous.
[expand title=View Answer] False.[/expand]
Q13. A writing teacher should act mostly as a ____.
[expand title=View Answer]Consultant. [/expand]
Q14. How can a teacher assess extensive reading (mark all that apply)?
[expand title=View Answer]
1. Reading Logs
2.Discussions
3.Character Maps
4.Book Reports
[/expand]
Q15. Reading activities should be very teacher-centered.
[expand title=View Answer] False. [/expand]
Q16. Which reading strategy can attempt to break down sentences into parts of speech, which can help learners understand the differences between verbs, nouns, adjectives, and adverbs?
[expand title=View Answer]Intensive Reading [/expand]
Q17. The 6 Traits of Writing are Ideas, Organization, _, Sentence Fluency, _____________, and Word Choice.
[expand title=View Answer] Conventions. [/expand]
Q18. Why might a writer wish to use an outline in his writing process?
[expand title=View Answer] To build the organization.[/expand]
Q19. Every step of the writing process should be individual so that each writer can produce a unique assignment.
[expand title=View Answer] False.[/expand]
Q20. Dr. Dixon covered the 3 best strategies that can help your students in the pre-writing stage. Which one was not mentioned?
[expand title=View Answer] Good writing is good reading.[/expand]
Q21. “Noticing” is important when it comes to teaching and learning grammatical writing.
[expand title=View Answer]True. [/expand]
Q22. Reading and writing teachers should only pay attention to individual learner problems when it comes to grammar.
[expand title=View Answer] False.[/expand]
Q23. Why is some grammar instruction important?
[expand title=View Answer]
1.Because students will notice if you don’t teach them grammar.
2. Language learners are not likely to use grammar accurately unless we give grammar some special attention.
3.Because reading and writing are boring and need to be broken up sometimes.
4.Because grammar takes a long time to teach, it is a nice “filler” when you don’t feel like planning a communicative lesson.
[/expand]
Q24. Grammar points can be introduced at random. It doesn’t really matter what grammar a teacher is teaching, as long as she/he remembers to teach grammar.
[expand title=View Answer]False.[/expand]
Q25. In the review video, Dr. Dixon mentioned that he hopes that the lessons discussed in this course are “sticky.” What does it mean for a lesson to be “sticky”?
[expand title=View Answer] Easy to remember and bring to mind in related situations.[/expand]
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