Ch 9 Assignment: Writing as a Process

True or False: Teaching writing is a responsibility shared across all content areas.

• True

• False

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

1. What is the main focus of the “Authentic Writing” section?

• 1. Teaching students to write in cursive

• 1. Encouraging writing that connects to real-world purposes and content learning

• 1. Helping students develop test-taking strategies

• 1. Explaining how to grade student essays

True or False: Simulations are used only in science classes to support writing activities.

• True
• False

Tags

CCSS.RI.11-12.8

CCSS.RI.8.7

CCSS.RI.9-10.7

CCSS.RL.11-12.8

CCSS.RL.9-10.7

1. According to the textbook, what does GIST stand for? 

• 1. General Information Summary Technique 

• 1. Generating Inferences from Student Texts

• 1. Generating Interactions between Schemata and Text

• 1. Guided Interpretation and Summary Tool 

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.11-12.2

CCSS.RL.8.2

CCSS.RL.9-10.2

1. What is the first step in the hierarchical summary strategy?

• 1. Read and highlight key sections

• 1. Summarize each paragraph in 1-2 sentences

• 1. Condense the main idea

• 1. Ask teacher for help

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.9-10.2

1. True or False: Expository texts are easier for students to summarize than narrative texts.

• True
• False

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.11-12.2

CCSS.RL.8.2

CCSS.RL.9-10.2

1. When should students receive responses to their writing?

• 1. At the end of the writing process 

• 1. In the middle of the writing process

• 1. Before the writing process begins

• Never

True or False: Peer responses to writing is an effective way for students to enhance the quality of their work through group brainstorming, composing, and conferences.

• True
• False

1. Which is NOT a part of Wong's instructional process that supports students with writing disabilities?

• 1. Revising with peer and teacher conferences

• 1. Teacher modeling of specific expository genres combined with collaborative planning

• 1. Independent drills of spelling and mechanics.

• 1. Drafting at a word processor, which helps to attenuate handwriting, spelling, and fluency problems

1. What is one benefit of in-process teacher conferences that is stated in the chapter?

• 1. The final version of written products can be improved by guidance and feedback

• 1. Students learn communication skills through teacher discussion

• 1. Students do not need to do the writing entirely by themselves

• 1. The writing can be graded by the student independently

Tags

CCSS.RI.11-12.3

CCSS.RI.11-12.5

CCSS.RI.8.3

CCSS.RI.9-10.3

CCSS.RI.9-10.5