EDUC 319 Quiz 1, 2, 3, 4

EDUC 319 Quiz 1, 2, 3, 4

Quiz 1

  1. How many writing standards are there at each grade level?
  2. What is the first stage in the writing process?
  3. Which of the following is not a component of a writing workshop?
  4. A class chart is used to monitor the classes’ progress as they move throughout the writing process
  5. Editing is in the final stages of the writing process before the revising stage.
  6. Revising is clarifying and defining the ideas and content of the piece to make sure the content is clear.
  7. There are four stages in the writing process.
  8. The author’s chair is a specific chair in the classroom where students can and will read their own work.
  9. Teachers differentiate writing instruction in two ways: in the process, and the product.
  10. What is the final stage in the writing process?

Quiz 2

  1. Which of the following is not included in minilessons?
  2. The purpose of Writing Strategies is to help a writer work through problems they are facing in the writing process or encounter during
  3. Writers use rereading and questioning during the drafting process to evaluate their
  4. The biggest difference between capable and less capable writers is capable writers are more strategic in their writing.
  5. Teachers can introduce writing strategies in first grade by explain what writing strategies are and how they improve writing.
  6. Which of the following is not one of the levels of scaffolding?
  7. The six traits or the six traits plus one are ideas, organization, voice, word choice, sentence frequency, conventions, and
  8. Teachers use mentor texts to teach students how to properly use the four traits in their writing process.
  9. Ideas and organization are not used in which of the following stages of the writing process?
  10. Teachers teach writing strategies through

Quiz 3

  1. The instruction- assessment cycle is used to help teachers assess students throughout the writing process by monitoring students each step of the
  2. A rubric is used by the teacher and the students to check the quality of a writer’s
  3. What type of assessment is used when teachers collect student work and use the evidence from the writing process such as edits and revisions made as well as the final product to better analyze what supports the students need to reach the standard or writing goal.
  4. What genre is not often used on large-scale writing tests?
  5. There is no difference between a large-scale writing assessment and a classroom writing- workshop
  6. Topic and direction are the parts of a writing
  7. Why should teachers use writing to learn strategies when teaching content areas such as science, social studies, mathematics or language arts?
  8. The purpose of writing stimulated journals is to give students insight into the historical person or character’s life and allow them to better see why that person did what they did or lived how they
  9. Which of the following is not one of the ways RAFT differentiates?
  10. Multi genre projects diversify student learning by giving them different viewpoints and understandings in different areas.

Quiz 4

  1. Narrative devices are used to enhance the narrative writing experience and give a different
  2. Teachers use an integrated approach where students discover the genre through their reading, speaking, listening and discussing the text to find the
  3. Teachers teach the idea of Story Elements through a series of mini These mini lessons include examining which of the following?
  4. Fiction writing is used to explain something, provide instruction, or present
  5. Writers use nonfiction writing for a wide variety of compositions such as magazines articles, newspapers, directions, guidebooks, and to share information the students previously
  6. Which of the following types of writing is not included in biographical writing?
  7. The focus of Biographical writing Is
  8. Plot structures and more developed characters make writing stories
  9. Teachers assess students narrative writing by evaluating students knowledge about the genre, monitoring the students use of the writing process, and by assessing the writer’s
  10. Teachers should not begin biographical writing by breaking the biography down into categories so the students know exactly the areas they need to
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