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?
Q2. About 85% of all communication is done with as little as __ words. (Choose one correct answer.)
ViewQ3. What does Dorothy believe is important to do while reading? (Check all that apply.)
View2.Predict what will happen in the text.
3.Read and then compare information from multiple sources.
4.Ask questions while reading.
Q4. Which of these is NOT a danger of focusing on phonics? (Choose one correct answer.)
ViewQ5. Almost all reading researchers agree that good readers… (Check all that apply.)
View2.are good at making predictions.
Quiz 3: Checkpoint Quiz (5Q’s)
Q1. What kind of reader is the “Tin Man”? (Choose the best answer.)
ViewQ2. According to Dorothy, reading is most like what sport? (Choose the best answer.)
ViewQ3. What purposes may pre-reading activities serve? (Check all that apply.)
View2.Build vocabulary.
3.Provide background information, thus increasing interest and motivation
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.)
ViewQ5. What concepts did Dorothy employ to help motivate the social-media loving, selfie-taking Lion? (Check all that apply.)
View2.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.
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.)
View2.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.
Q2. What kind of learner does the Tin Man represent?
ViewQ3. What kind of learner does the Lion represent?
ViewQ4. Why is tennis a good metaphor for reading?
ViewQ5. Important skills for effective reading include… (Check all that apply.)
View2.The ability to make predictions.
3.The ability to focus on meaning instead of sound.
Q6. Active reading will generally involve…
ViewQ7. Post-reading activities are a chance for… (check all that apply)
View2.Learners to apply, synthesize, and evaluate a reading.
3.Teachers to assess what students were able to comprehend and recall.
Q8. Allowing students to find reading material that is of “high interest” to them as individuals is an example of…
ViewQ9. Which of these activities may be used as a pre-reading activity to build interest and connection to the text? (Check all that apply)
View2.Discuss a series of pictures related to the reading to see what students already know about the topic.
Q10. How was Dorothy able to get the Lion to read? (Check all that apply.)
View2.By piquing his curiosity.
3.By making him want to read.
Quiz 1: Checkpoint Quiz (5Q’s)
Q1. According to video #2, what are 2 purposes for extensive reading?
View2.To help learners enjoy reading
Q2. According to Video #2, some extensive reading critics argue that this reading
approach is “lazy” because
Q3. How can a teacher assess extensive reading? Check all that apply.
View2. Reading Logs
3.Debates
4.Discussions
5.Book Reports
6.Outlines
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?
ViewQ5. The success of extensive reading is contingent upon the student
ViewQuiz 2: Checkpoint Quiz (5Q’s)
Q1. According to Coach Tortoise, the goal of reading should be
ViewQ2. Which reading method is considered to be more
teacher-centered?
Q3. A “jigsaw” is an activity that
ViewQ4. Coach tortoise believes that
ViewQ5. 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:
ViewQ2. Areas that are specifically designed to help promote reading among students are called:
ViewQ3. A fill in the blank exercise can also be called a(n):
ViewQ4. How can a teacher assess extensive reading (mark all that apply)?
View2.Discussions
3.Debates
4.Reading Reports
Q5. Some extensive reading critics argue that this reading approach is “lazy” because
ViewQ6. Which reading method is considered to be more teacher-centered?
ViewQ7. 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.
ViewQ8. Coach Tortoise believes that:
ViewQ9. 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.
ViewQ10. Which of the following is the best reading strategy for middle school students?
ViewQuiz : Checkpoint Quiz (5Q’s)
Q1. What does it mean when the video says, “writing
is best viewed as a process rather than a product?”
by careful writing activities
Q2. What is pre-writing?
Viewand thinking about the topic before writing
Q3. How can you let students know about what you,
the teacher, expect from a writing assignment? Select the ONE best answer
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
Q4. What is one of the most important things you can
do after students write?
review).
Q5. Some students feel overwhelmed at the thought of
writing because (select all that apply):
2.They fear they might not have any ideas.
3.They fear they will not meet the teacher’s
expectations.
Q1. What is recursive writing?
Viewchanges
Q2. What does it mean to “go global” with writing?
Viewthe ideas themselves
Q3. Why should we, as teachers, avoid
“Appropriation?”
language and want to see how they express themselves in writing
Q4. What should you provide to students through each
draft in the writing process?
Q5. You should always fix your students’ grammar
before they have a strong sense of organization, paragraph structure, and
coherent ideas.
Q1.Why might some students be overwhelmed by a writing assignment? (Check all that apply.)
View2.A lack of confidence about one’s ideas.
3.Fear of not meeting the teacher’s expectations.
Q2. The concept that writing is a process, not a product, means that:
ViewQ3. In regards to writing activities, what does it mean to “prime the pump”?
ViewQ4. 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!
ViewQ5. You should never ask students to share their writing with their classmates because they will feel stupid or ridiculous.
ViewQ6. Writing is like composing music in that…
ViewQ7. To “go global” while teaching writing means to focus on helping students develop organization, order, and ideas, as opposed to just grammar.
ViewQ8. Students should never challenge the teacher because the teacher is always right.
ViewQ9. “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.
ViewQ10. A writing teacher should act mostly as a ____.
ViewQuiz 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…..
2.Convention
3.Word Choice
Q2. Correct punctuation, formatting, and spelling would all fall under which Trait?
ViewQ3. Regardless of which strategy you employ in your writing
class, it is important that you use modeling, ______, and
independent practice in your lesson.
Q4. Dr. Dixon covered the 3 best strategies that can help your students in the pre-writing stage. Which one was not mentioned?
View.Q5. Brainstorming should not be a group activity because students need to learn to develop their own ideas to write effectively.
ViewQuiz 2: Checkpoint Quiz (5Q’s)
Q1. Which one of the 6 Traits of Writing considers
the author-audience connection?
Q2. If the author neglects the audience-author connection, the reader may find that the story may be:
ViewQ3. Using an outline is a good way to ________ your writing.
ViewQ4. Outlines, mind-webs, and __ are three activities that our students can use to help them organize their ideas.
ViewQ5. 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.
View
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?
View2.Good writing is good listening.
3.Good writing is good reading.
Q2. Brainstorming should not be a group activity because students need to learn to develop their own ideas to write effectively.
ViewQ3. 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:
ViewQ4. Regardless of which strategy you employ in your writing class, it is important that you use modeling, guided practice, and ___ in your lesson.
ViewQ5. Correct punctuation, spelling, and formatting would all fall under which trait?
ViewQ6. If the author neglects the audience-author connection, the reader may find that the story may be:
ViewQ7. Which of the 6 Traits of Writing considers the audience-author connection?
ViewQ8. Using an outline is a good way to _ your writing.
ViewQ9. Outlines, mind-webs, and __ are three activities that our students can use to help them organize their ideas.
ViewQ10. 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.
ViewQuiz 1: Checkpoint Quiz (5Q’s)
Q1. In the 1980s, grammar teaching was largely ignored in which of these popular approaches to language learning?
ViewQ2. Whose research showed that language learners who were immersed in communicative language classes at school still continued to make grammar errors?
ViewQ3. Module 5 will be about which of the following?
ViewQ4. What are the prince, princess, and queen all having difficulty with?
ViewQ5. 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?
ViewQuiz 2: Checkpoint Quiz (5Q’s)
Q1. What theorist came up with the noticing hypothesis?
ViewQ2. Which example is a metaphor for the theory of input enhancement?
ViewQ3. Which of these is NOT a way to help students notice grammar in a reading/writing class?
ViewQ4. The queen didn’t notice her son’s drawings even after input enhancement. What does this signify?
ViewQ5. According to the fifth video, what is a common trap that teachers can fall into when teaching grammar?
ViewQuiz 3: Graded Checkpoint (10 Q’s)
Q1. The theory of input enhancement was proposed by…
ViewQ2. Which of these is NOT a big question that was mentioned about teaching grammar?
ViewQ3. Which of these is NOT an example of enhancing input?
ViewQ4. What is the noticing hypothesis?
ViewQ5. Which of the following are important to remember when teaching grammar? Choose 2.
View2.Teachers need to create multiple opportunities for learners to see forms that might be tricky for them.
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.
ViewQ7. Research by Merrill Swain suggested which of the following?
ViewQ8. We suggest that one of the teacher’s jobs when teaching grammar is to…
ViewQ9. Which of the following are ways to help students notice grammar in your reading/writing lessons? Choose all that are correct.
ViewQ10. When incorporating grammar into a reading/writing class, teachers should remember that the ultimate goal is…
ViewQuiz 1: Final Checkpoint (25 questions)
Q1. What are three kinds of non-readers discussed in Module 1? (Check all that apply.)
View2.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.
Q2. In Module 1, what is Dorothy’s advice to non-readers?
ViewQ3. What does the expression “writing is best viewed as a process rather than a product?” mean in the context of this course?
ViewQ4. What are some ways a teacher might let students know what she or he expects from a writing assignment? (Check all that apply.)
ViewQ5. What is one of the most important things you can do after students write?
ViewQ6. Some students feel overwhelmed at the thought of writing because
View2.All of the above.
3.they fear they might not have any ideas.
4.they think their ideas might be terrible.
Q7. What is recursive writing?
ViewQ8. What does it mean to “go global” with writing?
ViewQ9. Why should we, as teachers, avoid “appropriation?”
ViewQ10. 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.
ViewQ11. In regards to writing activities, what does it mean to “prime the pump”?
ViewQ12. You should never ask students to share their writing with their classmates because they will feel stupid or ridiculous.
ViewQ13. A writing teacher should act mostly as a ____.
ViewQ14. How can a teacher assess extensive reading (mark all that apply)?
View2.Discussions
3.Character Maps
4.Book Reports
Q15. Reading activities should be very teacher-centered.
ViewQ16. 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?
ViewQ17. The 6 Traits of Writing are Ideas, Organization, _, Sentence Fluency, _____________, and Word Choice.
ViewQ18. Why might a writer wish to use an outline in his writing process?
ViewQ19. Every step of the writing process should be individual so that each writer can produce a unique assignment.
ViewQ20. Dr. Dixon covered the 3 best strategies that can help your students in the pre-writing stage. Which one was not mentioned?
ViewQ21. “Noticing” is important when it comes to teaching and learning grammatical writing.
ViewQ22. Reading and writing teachers should only pay attention to individual learner problems when it comes to grammar.
ViewQ23. Why is some grammar instruction important?
View2. 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.
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.
ViewQ25. 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”?
ViewConclusion:
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