EDRG 3344 Language Arts: Patterns of Practice

The terms skills and strategies are not synonymous. Skills differ from strategies because skills are used:

• automatically

• as problem-solving tools

• only in an academic setting

• only in written activities

The smallest units of sound are called:

• graphemes

• morphemes

• letters

• phonemes

Although they could not yet write business letters independently, a group of third-grade students were able to write business letters with their teacher’s assistance. Consequently, this task fell within the students’:

• frustration level

• zone of proximal development

• interactive area

• literacy center

In the word unopened, un is an example of a:

• free morpheme

• bound morpheme

• suffix

• cognate

When the teacher gave students time to write in their journals, 8-year-old Mei struggled with spelling. Instead of becoming discouraged, however, she sought help from the teacher, used the class Word Wall, and learned to use spell check features on the computer. This attitude shows that Mei achieved:

• reading fluency

• prosody

• self-efficacy

• morphology

As he is learning English, 7-year-old Sergei often makes grammatical mistakes such as saying “my dog brown” instead of “My brown dog.” Sergei is having difficulty with the:

• phonological system

• syntactic system

• semantic system

• pragmatic system

The theory which emphasizes the use of all six language arts to communicate, solve problems, and persuade others to a course of action is known as:

• informational literacy

• cultural literacy

• critical literacy

• visual literacy

Language arts teachers should integrate instruction on viewing with reading instruction primarily because:

• children today watch less television

• viewing requires a higher degree of language proficiency

• drawing can be very motivating

• children use similar strategies in reading and viewing

When 6-year-old Louise heard that the family was going to a baby shower, she asked her mother why the baby was taking a shower instead of a bath. This example shows that Louise had difficulty with the:

• semantic system

• pragmatic system

• syntactic system

• phonological system

Two-year-old Brenna had a pet poodle at home. Whenever she saw a dog of any kind, she called it “poodle.” As she got older, Brenna was able to distinguish various breeds such as collies and spaniels. This example, shows that Brenna was able to expand her:

• schemata

• equilibration

• repetend

• predictions