The class is divided into four groups of five students, and each student in the group is assigned a number from one through five. All the "ones" are given a topic of research, the "twos" another topic, and so on. Students work with peers who are assigned the same topic to take notes. After a period of researching with their peers, the original groups come together and students take turns teaching other members of their group about their assigned topic.
The collaboration activity is known as
- A. think-pair-share
- B. literature circles
- C. fishbowl discussion
- D. jigsaw strategy
Correct Answer & Rationale
Correct Answer: D
The jigsaw strategy effectively promotes collaboration by dividing a topic into sections, allowing each student to become an "expert" on their part and then share their knowledge with peers. This method encourages active participation and fosters a sense of responsibility among students. Think-pair-share (A) involves individual reflection followed by partner discussion, but lacks the comprehensive teamwork aspect. Literature circles (B) focus on reading comprehension in small groups, while fishbowl discussions (C) emphasize observation and participation but do not require the same level of collaborative learning as jigsaw. Each of these methods has its merits, but none match the collaborative depth of the jigsaw strategy.
The jigsaw strategy effectively promotes collaboration by dividing a topic into sections, allowing each student to become an "expert" on their part and then share their knowledge with peers. This method encourages active participation and fosters a sense of responsibility among students. Think-pair-share (A) involves individual reflection followed by partner discussion, but lacks the comprehensive teamwork aspect. Literature circles (B) focus on reading comprehension in small groups, while fishbowl discussions (C) emphasize observation and participation but do not require the same level of collaborative learning as jigsaw. Each of these methods has its merits, but none match the collaborative depth of the jigsaw strategy.
Other Related Questions
Which of the following best describes why phonological awareness is predictive of beginning reading success?
- A. It is an auditory skill in which understanding of letter-sound relationships is developed.
- B. It is a visual skill in which letter recognition skills are developed.
- C. It is a speaking skill in which oral production of letter sounds is developed.
- D. It is a fine motor skill in which letter formation skills are developed.
Correct Answer & Rationale
Correct Answer: A
Phonological awareness is fundamentally an auditory skill that involves recognizing and manipulating sounds in spoken language, which is crucial for understanding letter-sound relationships essential for reading. Option A accurately captures this auditory aspect, linking it directly to reading success. Option B mischaracterizes phonological awareness as a visual skill, which is inaccurate since it focuses on sound rather than sight. Option C incorrectly frames it as a speaking skill; while oral production is related, it is not the core of phonological awareness. Option D mistakenly identifies it as a fine motor skill, which pertains to writing rather than the auditory processing needed for reading.
Phonological awareness is fundamentally an auditory skill that involves recognizing and manipulating sounds in spoken language, which is crucial for understanding letter-sound relationships essential for reading. Option A accurately captures this auditory aspect, linking it directly to reading success. Option B mischaracterizes phonological awareness as a visual skill, which is inaccurate since it focuses on sound rather than sight. Option C incorrectly frames it as a speaking skill; while oral production is related, it is not the core of phonological awareness. Option D mistakenly identifies it as a fine motor skill, which pertains to writing rather than the auditory processing needed for reading.
Which of the following words is most decodable?
- A. Always
- B. Stack
- C. Goes
- D. Write
Correct Answer & Rationale
Correct Answer: B
Decodable words are those that can be sounded out using phonetic rules. Option B, "Stack," is highly decodable as it follows straightforward phonetic patterns: each letter corresponds to a single sound, making it easy to pronounce. Option A, "Always," contains the vowel team "aw" and the silent "w," complicating its pronunciation. Option C, "Goes," includes an irregular vowel sound and a silent "e," which makes it less straightforward to decode. Option D, "Write," features a silent "w" and an irregular vowel sound, further reducing its decodability. Thus, "Stack" stands out as the most easily decodable option.
Decodable words are those that can be sounded out using phonetic rules. Option B, "Stack," is highly decodable as it follows straightforward phonetic patterns: each letter corresponds to a single sound, making it easy to pronounce. Option A, "Always," contains the vowel team "aw" and the silent "w," complicating its pronunciation. Option C, "Goes," includes an irregular vowel sound and a silent "e," which makes it less straightforward to decode. Option D, "Write," features a silent "w" and an irregular vowel sound, further reducing its decodability. Thus, "Stack" stands out as the most easily decodable option.
Which of the following parts of a textbook is most useful for locating a specific topic or idea quickly?
- A. Index
- B. Credits
- C. Prologue
- D. Table of contents
Correct Answer & Rationale
Correct Answer: A
The index is the most effective tool for quickly locating specific topics or ideas within a textbook. It provides a detailed alphabetical listing of subjects, complete with page numbers, allowing for efficient navigation. The credits section acknowledges contributors and sources but does not aid in finding content. The prologue introduces the book's themes and purpose, offering context rather than specific information. The table of contents outlines the main sections and chapters, but it lacks the granularity of the index, making it less effective for pinpointing particular topics.
The index is the most effective tool for quickly locating specific topics or ideas within a textbook. It provides a detailed alphabetical listing of subjects, complete with page numbers, allowing for efficient navigation. The credits section acknowledges contributors and sources but does not aid in finding content. The prologue introduces the book's themes and purpose, offering context rather than specific information. The table of contents outlines the main sections and chapters, but it lacks the granularity of the index, making it less effective for pinpointing particular topics.
Place each of the following stages of writing development in order from beginning to most advanced.
- A. Scribbling
- B. Letter-like symbols
- C. Strings of letters
- D. Letter-sound correspondence
Correct Answer & Rationale
Correct Answer: D,C,B,A
Understanding the stages of writing development is crucial for recognizing how young learners progress. - **Letter-sound correspondence (D)** represents an advanced stage where children begin to connect sounds with specific letters, indicating a deeper understanding of language. - **Strings of letters (C)** follow, where children start to combine letters, even if not forming actual words, showing their grasp of letter formation and sequencing. - **Letter-like symbols (B)** come next; at this stage, learners create shapes that resemble letters but may not have consistent meanings. - **Scribbling (A)** is the initial stage, where children express themselves through random marks, laying the foundation for later writing. This progression highlights the increasing complexity of writing skills.
Understanding the stages of writing development is crucial for recognizing how young learners progress. - **Letter-sound correspondence (D)** represents an advanced stage where children begin to connect sounds with specific letters, indicating a deeper understanding of language. - **Strings of letters (C)** follow, where children start to combine letters, even if not forming actual words, showing their grasp of letter formation and sequencing. - **Letter-like symbols (B)** come next; at this stage, learners create shapes that resemble letters but may not have consistent meanings. - **Scribbling (A)** is the initial stage, where children express themselves through random marks, laying the foundation for later writing. This progression highlights the increasing complexity of writing skills.