Deck 13: Curriculum Planning for the Mind: Language and Literacy Development

Question 1

Language development is primarily a process of maturation.

Answer 1

False

Question 2

The first stages of language development are an infant's response to language and vocalization.

Answer 2

True

Question 3

In planning for language development, it is important to keep in mind that multiculturalism is more important than bilingualism.

Answer 3

False

Question 4

Bilingualism can be supported by having children use their home language and also by creating the conditions for them to acquire English.

Question 5

One guideline for creating literature rich literary environment is proper space and time.

Question 6

An appropriate language activity with toddlers is audiovisual resources such as filmstrips.

Question 7

Alphabet knowledge and phonemic awareness are predictors of reading success.

Question 8

Successive acquisition happens if a child is exposed to two languages from birth.

Question 9

Dialect differences expand your speech community.

Question 10

In selecting children's books, a teacher needs to think, "Could I read this book enthusiastically?"

Question 11

Early childhood teachers need knowledge of speech and language disorders to teach all children well.

Question 12

Reading is a technical skill.

Question 13

The younger the child, the more quickly a second language is acquired.

Question 14

Dialects are as much a part of children's culture and identity as is their home language.

Question 15

Skill development of articulation, receptive language, and enjoyment comes more from specific activities and less from how the teacher interacts in spontaneous ways.

Question 16

Experiences help build language.

Question 17

Talk time is a useful way to correct children's language or ideas.

Question 18

Speech skills include the ability to learn vocabulary, the ability to put words together in complete sentences, and the ability to understand when others speak.

Question 19

Only a speech therapist is qualified to detect possible speech and language disorders.

Question 20

What does research tell us about child language?

A) Education is important.
B) Social development is a teacher's main purpose.
C) Language is learned from imitating both children and adults.
D) Children need formal skills instruction to speak correctly.

Question 21

Find the stages of language development.

A) vocalization and elaboration
B) socialization and verbalization
C) division and addition
D) multiplication and subtraction

Question 22

Which of the following are language skills in early childhood?

A) sentence structure
B) articulation
C) syntax
D) whole language

Question 23

One teaching strategy, the question, is useful because questions ____.

A) are interesting
B) yield answers
C) help children learn to read
D) stimulate interactions between child and teacher

Question 24

In planning for language development, teachers consider ____.

A) that children learn to articulate early
B) that babies know how to coo
C) vocal framework
D) that speech and language disorders must be detected early

Question 25

Children get ready to read by ____.

A) having many opportunities to use the printed word
B) getting vocabulary lists for each new theme
C) practicing using new words in sentences
D) going to the library

Question 26

A writing center in an early childhood program might have ____.

A) play dough
B) marking pens
C) a water table
D) a sandbox

Question 27

To create a rich literary environment, teachers ____.

A) provide block accessories in the block area
B) play music
C) make time for outdoor play
D) use books all around the classroom

Question 28

Which is NOT a predictor of early reading success?

A) English language skill and good health
B) phonemic awareness and socioeconomic status
C) alphabetic knowledge and phonemic awareness
D) experience in preschool and being read to

Question 29

Second language learning ____.

A) is easy for young children
B) is best acquired with reading and writing
C) works best if each parent speaks a different language
D) occurs either simultaneously or in successive acquisition

Question 30

A literary environment ____.

A) means having a lot of books in the library corner
B) includes arranging space and schedule to enhance language development
C) emphasizes expressive language rather than graphic language
D) has cubbies with children's names and photos in them

Question 31

A topic web ____.

A) is a way to begin a project
B) is best done with teachers at a staff meeting
C) is difficult to use with children
D) is a good project for parents to make at home

Question 32

Language skills are ____.

A) the ability to learn vocabulary
B) not acquired until elementary school
C) the pragmatics of using language in social communication
D) speaking and listening
E) the ability to learn vocabulary, the pragmatics of using language in social communication, and speaking and listening

Question 33

A developmental continuum for reading ____.

A) means children learn to read by age 7
B) emerges when children begin to read for themselves
C) is nonconventional
D) begins in infancy and continues as a child moves toward conventional reading

Question 34

The reading process ____.

A) occurs in two stages: growing up to read and becoming real readers
B) begins with word analysis
C) does not occur in children with hearing disorders
D) is best taught at home

Question 35

The lack of a mutual language in the classroom can have what effect?

A) The child refrains from using his or her native language at home.
B) The child is treated as nearly invisible.
C) The child is readily accepted by peers.
D) The child reveals his or her lack of intelligence.

Question 36

When learning another language _____.

A) the acquisition of languages may mean a "mixing" of the two
B) learning one language hurts the acquisition of another
C) only one language can be learned at a time
D) children learn two languages at the same time at the same rate

Question 37

Which of the following is NOT a method of extending literary experiences for children?

A) puppet show
B) storytelling
C) quiet reading time
D) audiovisual resource

Question 38

Preschool children with mild speech delays and those with typical language development learn well when teachers _____.

A) ignore children's utterances
B) use rapid speech
C) repeat key words
D) speak in a monotone voice

Question 39

The five language skills of early childhood education are articulation, receptive language, expressive language, graphic language and _____.

A) reading
B) enjoyment
C) vocabulary
D) All of these are correct.

Question 40

Themes that promote language skills in the classroom are _____.

A) Earth is our home
B) harvest
C) friends
D) All of these are correct.

Question 41

Predictors of early reading success are _____.

A) alphabet knowledge
B) sight word recognition
C) phonemic awareness
D) alphabet knowledge and phonemic awareness

Question 42

The stages of early literacy include _____.

A) awareness and exploration
B) experimenting with reading and writing
C) early reading and writing
D) transitional reading and writing
E) All of these are correct.

Question 43

When selecting a good children's book, _____.

A) it should encourage participation
B) be long enough to tell the story
C) have black and white pictures
D) have illustrations that don't match the text

Question 44

To add balance to the curriculum, include _____.

A) fiction books
B) non-fiction books
C) poetry
D) All of these are correct.

Question 45

Storytelling is the means by which _____.

A) movies are created
B) songs are written
C) culture is passed down
D) stick figures were created

Question 46

Puppets are _____.

A) children's confidants and friends
B) scary to young children
C) not necessary for your classroom
D) None of these are correct.

Question 47

Match the stage of language development with its appropriate description.

-Two-word utterances, often with an action

A) Response to language
B) Vocalization
C) Word development
D) Sentences
E) Elaboration
F) Graphic representation

Question 48

Match the stage of language development with its appropriate description.

-Written word as documenting spoken language

A) Response to language
B) Vocalization
C) Word development
D) Sentences
E) Elaboration
F) Graphic representation

Question 49

Match the stage of language development with its appropriate description.

-Babbling

A) Response to language
B) Vocalization
C) Word development
D) Sentences
E) Elaboration
F) Graphic representation

Question 50

Match the stage of language development with its appropriate description.

-Names of objects, people, and events

A) Response to language
B) Vocalization
C) Word development
D) Sentences
E) Elaboration
F) Graphic representation

Question 51

Match the stage of language development with its appropriate description.

-Vocabulary increases rapidly

A) Response to language
B) Vocalization
C) Word development
D) Sentences
E) Elaboration
F) Graphic representation

Question 52

Match the stage of language development with its appropriate description.

-Children begin attending to speech

A) Response to language
B) Vocalization
C) Word development
D) Sentences
E) Elaboration
F) Graphic representation

Question 53

Match the language skill in early childhood with its definition.

-Playing

A) Receptive
B) Expressive
C) Enjoyment

Question 54

Match the language skill in early childhood with its definition.

-Listening

A) Receptive
B) Expressive
C) Enjoyment

Question 55

Match the language skill in early childhood with its definition.

-Speaking

A) Receptive
B) Expressive
C) Enjoyment

Question 56

Match the example with the teacher consideration.

-Children must use language to learn it.

A) Draw out those with fewer skills.
B) Understand normal and abnormal language skills.
C) Teachers talk at and for children too often.
D) Invite home languages into the classroom.
E) Try to understand what children mean.
F) Aim for consistency in adult-child relationships.

Question 57

Match the example with the teacher consideration.

-The most verbal children tend to monopolize language interactions.

A) Draw out those with fewer skills.
B) Understand normal and abnormal language skills.
C) Teachers talk at and for children too often.
D) Invite home languages into the classroom.
E) Try to understand what children mean.
F) Aim for consistency in adult-child relationships.

Question 58

Match the example with the teacher consideration.

-Adults should know each individual.

A) Draw out those with fewer skills.
B) Understand normal and abnormal language skills.
C) Teachers talk at and for children too often.
D) Invite home languages into the classroom.
E) Try to understand what children mean.
F) Aim for consistency in adult-child relationships.

Question 59

Match the example with the teacher consideration.

-Bilingualism

A) Draw out those with fewer skills.
B) Understand normal and abnormal language skills.
C) Teachers talk at and for children too often.
D) Invite home languages into the classroom.
E) Try to understand what children mean.
F) Aim for consistency in adult-child relationships.

Question 60

Match the example with the teacher consideration.

-Speech and language disorders

A) Draw out those with fewer skills.
B) Understand normal and abnormal language skills.
C) Teachers talk at and for children too often.
D) Invite home languages into the classroom.
E) Try to understand what children mean.
F) Aim for consistency in adult-child relationships.

Question 61

Match the example with the teacher consideration.

-Teacher's language

A) Draw out those with fewer skills.
B) Understand normal and abnormal language skills.
C) Teachers talk at and for children too often.
D) Invite home languages into the classroom.
E) Try to understand what children mean.
F) Aim for consistency in adult-child relationships.

Question 62

Match the language aid with the environmental area.

-Art

A) Graphs of growth charts
B) Templates for tracing letters
C) Comparisons of similarities/differences in materials
D) Shelves labeled with shapes

Question 63

Match the language aid with the environmental area.

-Blocks

A) Graphs of growth charts
B) Templates for tracing letters
C) Comparisons of similarities/differences in materials
D) Shelves labeled with shapes

Question 64

Match the language aid with the environmental area.

-Manipulative

A) Graphs of growth charts
B) Templates for tracing letters
C) Comparisons of similarities/differences in materials
D) Shelves labeled with shapes

Question 65

Match the language aid with the environmental area.

-Discovery/science

A) Graphs of growth charts
B) Templates for tracing letters
C) Comparisons of similarities/differences in materials
D) Shelves labeled with shapes

Question 66

Match the time in the daily schedule with the language-enhancing activity.

-Chart showing, in pictures and words, the steps children are to take

A) Arrival
B) Lunch to nap
C) Group time
D) Cleanup

Question 67

Match the time in the daily schedule with the language-enhancing activity.

-Cubbies with names and photos

A) Arrival
B) Lunch to nap
C) Group time
D) Cleanup

Question 68

Match the time in the daily schedule with the language-enhancing activity.

-Cards with areas and titles to choose, in a basket

A) Arrival
B) Lunch to nap
C) Group time
D) Cleanup

Question 69

Match the time in the daily schedule with the language-enhancing activity.

-Sing-along charts with words in two languages

A) Arrival
B) Lunch to nap
C) Group time
D) Cleanup

Question 70

Match the conclusion with the research finding.

-Child language is different than adult language.

A) There are stages of language growth with individual variations in timing.
B) Children use language to communicate but don't see it as an entity itself.
C) Child language is unique to a child's age and linguistic level.
D) High-quality programs can reduce the degree of delay for high-risk children.
E) The more experiences a child has, the more there is to talk about.

Question 71

Match the conclusion with the research finding.

-Language is not learned simply by imitating adult speech.

A) There are stages of language growth with individual variations in timing.
B) Children use language to communicate but don't see it as an entity itself.
C) Child language is unique to a child's age and linguistic level.
D) High-quality programs can reduce the degree of delay for high-risk children.
E) The more experiences a child has, the more there is to talk about.

Question 72

Match the conclusion with the research finding.

-Experiences help build language.

A) There are stages of language growth with individual variations in timing.
B) Children use language to communicate but don't see it as an entity itself.
C) Child language is unique to a child's age and linguistic level.
D) High-quality programs can reduce the degree of delay for high-risk children.
E) The more experiences a child has, the more there is to talk about.

Question 73

Match the conclusion with the research finding.

-Language experiences during preschool and kindergarten are reflected in later literary success.

A) There are stages of language growth with individual variations in timing.
B) Children use language to communicate but don't see it as an entity itself.
C) Child language is unique to a child's age and linguistic level.
D) High-quality programs can reduce the degree of delay for high-risk children.
E) The more experiences a child has, the more there is to talk about.

Question 74

Match the conclusion with the research finding.

-Language is a process of experience and maturation.

A) There are stages of language growth with individual variations in timing.
B) Children use language to communicate but don't see it as an entity itself.
C) Child language is unique to a child's age and linguistic level.
D) High-quality programs can reduce the degree of delay for high-risk children.
E) The more experiences a child has, the more there is to talk about.

Question 75

Match the word or phrase with its most appropriate definition.

-When a person speaks more than one language

A) Bilingualism
B) Simultaneous acquisition
C) Successive acquisition
D) Multilingualism

Question 76

Match the word or phrase with its most appropriate definition.

-When a child is exposed to two languages from birth

A) Bilingualism
B) Simultaneous acquisition
C) Successive acquisition
D) Multilingualism

Question 77

Match the word or phrase with its most appropriate definition.

-When a person can speak in a language other than the native language with a degree of fluency

A) Bilingualism
B) Simultaneous acquisition
C) Successive acquisition
D) Multilingualism

Question 78

Match the word or phrase with its most appropriate definition.

-When a child with one language then enters the world of a second language

A) Bilingualism
B) Simultaneous acquisition
C) Successive acquisition
D) Multilingualism

Question 79

Match the example with its receptive language strategy.

-Give clear directions.

A) "You put it where?"
B) "I hear your words; do you mean this?"
C) "Tell me about your dream."
D) "Put your lunch on your desk, then wash your hands."
E) "Please go sit on the rug next to the chairs.".
F) "Tell me what you think will happen to the eggs in the incubator."

Question 80

Match the example with its receptive language strategy.

-Let children ask questions.

A) "You put it where?"
B) "I hear your words; do you mean this?"
C) "Tell me about your dream."
D) "Put your lunch on your desk, then wash your hands."
E) "Please go sit on the rug next to the chairs.".
F) "Tell me what you think will happen to the eggs in the incubator."