Deck 6: Promoting Language and Literacy

Question 1

A closure technique can require the teacher to pause in the middle of a sentence.

Answer 1

True

Question 2

Teachers should not playfully fool around with language with preschoolers,for it confuses them.

Answer 2

False

Question 3

Teachers listen closely in order to formulate intelligent responses rather than to get the message straight.

Answer 3

False

Question 4

A teacher,by modeling correct speech and sentence structure and using a varied vocabulary,may influence a child's articulations and vocabulary in a positive manner.

Question 5

It is more important for teachers to model educational ideas in their speech than to use a comfortable,natural style of conversation.

Question 6

Those concerned about preschools for poor children have found that most have quality language arts programs.

Question 7

It is easier to converse with quiet children than with the more talkative ones.

Question 8

There is a fine line between guiding children's problem solving and interfering with their self-discovery.

Question 9

A teacher's style of communication may be a determining factor in the preschooler's development of both cognitive structures and modes of communication.

Question 10

Some educators have attempted to train children in the art of appropriate and sustained pretend play.

Question 11

When young children are very deeply focused and directing their own actions with self-talk,teacher comments may be interruptive and not expected by the child.

Question 12

Teachers should correct the incorrectness in a preschooler's utterances before responding to the child's idea.

Question 13

Nonverbal messages from children should be ignored and only their words given attention.

Question 14

An early childhood educator makes it a point to acquaint himself with current Disney movies and children's TV show characters.

Question 15

Using a technique called expansion,teachers change the tone and range of their voices.

Question 16

Teachers with more educational background usually are more responsive and sensitive in their interactions with preschoolers.

Question 17

A teacher's role and objective in communicative interactions with preschoolers is to associate language with usefulness,pleasure,and enjoyment.

Question 18

A technique called expansion requires the teacher to speak in very slow,clear speech.

Question 19

It is not recommended that a teacher explain his actions to young children,for children are capable.

Question 20

Most often there is a reciprocal opportunity available to teachers when children speak to them.

Question 21

Teachers should keep their thoughts to themselves because sharing them often confuses young children.

Question 22

Teachers should think: Why just say cookie when you could say peanut butter cookie?

Question 23

Early childhood teachers are models,providers,and teachers who interact as well as detectives and researchers trying to understand children's literacy behaviors.

Question 24

Children should see their teachers as readers and writers.

Question 25

Teachers should be models of returning items to shelves or storage areas.

Question 26

Your tone of voice is easier to understand than your words.

Question 27

As a teacher you have the responsibility to create a classroom as educative and interesting as possible even if you have limited funds.

Question 28

Teachers should keep all their personal interests to themselves.

Question 29

In conversing with preschoolers,the teacher's behaviors should promote the

A)​child's expression of his own conclusions.
B)​child's ownership of ideas
C)​collaboration among children.
D)​all of these answers.

Question 30

Intervention and enrichment programs for poor preschoolers exist.

Question 31

Scaffolding,a teacher technique,is a teacher skill that requires a thoughtful teacher decision about

A)​whether to sound out alphabet letters.
B)​elling a child about a classroom rule.
C)​whether or not to give the correct answer.
D)​he kind of comments that will suit a particular child.

Question 32

Teachers don't really have to think about the way they talk to children but just act naturally.

Question 33

Saying "Please" or "Excuse me" when working with young children serves no real educative purpose.

Question 34

Teachers have many opportunities to call attention to certain words and should do this frequently.

Question 35

Early childhood teachers should use explanatory talk with their students in order to enrich child-teacher verbal exchanges.

Question 36

To handle a child's interruption of adults or other children during group discussions,the text suggests

A)​accepting the child's comment and discussing it then or later.
B)​reminding the child about raising his hand.
C)​some teachers accept this behavior as natural for preschoolers.
D)​all of these answers.

Question 37

Your facial expressions rarely influence children.

Question 38

All people reflect upon and take on the characteristics of their family's social class.

Question 39

A really good listener can't talk a lot.

Question 40

There are times when teachers choose to supply information in answer to a child's direct query when the teacher believes there is no way for the child to discover the answer by himself.

Question 41

A technique called "extension"

A)​utilized puppets and props when conversing with children.
B)​involves pausing in the middle of a sentence.
C)​builds on a child's statement through the teacher's addition of information and meaning.
D)​praises a child for not making speech errors.

Question 42

Early educators avoid

A)​putting children "on the spot" for a reply.
B)​changing the conversation's topic when answering questions.
C)​talking about what children are doing while they are doing it.
D)​both putting children "on the spot" for a reply and changing the conversation's topic when answering questions.

Question 43

the three-step approachbegin by

A)​creating motivation.
B)​focusing the child's attention.
C)​providing information.
D)​none of the above

Question 44

High quality early childhood centers

A)​have lots of financial support.
B)​are places where cognitively challenged conversations and group book experiences occur.
C)​are places where socially connected teachers use a wide vocabulary in child-teacher interactions.
D)​both b and c

Question 45

If preschoolers are arguing over the right way to say something grammatically

A)​let them work it out or ask you about it.
B)​step in and ask if they want your opinion.
C)​make a note to emphasize the grammatically correct form during a later activity.
D)​all the above

Question 46

Teachers should

A)​connect learning to children's lives purposefully.
B)​help children make new intellectual connections.
C)​provide for few room distractions.
D)both a and b

Question 47

Preschool teachers sometimes choose to

A)​emphasize and overuse words found in beginner readers.
B)​offer vocabulary words considerably above everyday vocabulary.
C)​increase children's vocabulary by using rich and specific words.
D)​all the above

Question 48

There are not enough chairs at a table for children who wish to sit down.A teacher wishing to introduce a number word might say

A)​"Oops,only four chairs and five children.I will send someone to tell you when there is room for you."
B)​"There are only four chairs,Mitchell;please add your name to the waiting list."
C)​"Please wait,Crista.Our four chairs are full right now.Mike is just leaving."
D)​all of these answers.

Question 49

Match an item in Column A with the best match in Column B

Question 50

A teacher trying to connect a green ice cream activity to children's past experiences might say

A)​"We're eating Irish ice cream,Lynetta.It's St.Patrick's Day!"
B)​"What colors of ice cream have you tasted,Renea?"
C)​"Has anyone tasted pink ice cream?"
D)​both "What colors of ice cream have you tasted,Renea?" and "Has anyone tasted pink ice cream?"

Question 51

Teachers who are playful interactors and fun-loving companions

A)​exhibit an enthusiasm for life and the company of children.
B)​have personalities that all teachers should have.
C)​find that children avoid them.
D)​find that children want answers,not actors.

Question 52

A personal resource file is suggested in the text because

A)​it is hard to remember all of the interesting activity ideas one encounters.
B)​good activities can be presented over and over and will get you through your first year of teaching.
C)​there is a limited supply of appropriate language arts activities.
D)​none of these answers.

Question 53

If a teacher is trying to promote language arts use and a child asks,"Can I paint now?" the teacher might respond

A)​"Come along.We will see if your name is on the waiting list."
B)​"You should put a paint apron on first,Aki."
C)​"Didn't I see you painting a few minutes ago?"
D)​"Looks like the paint easels are in use right now."

Question 54

When a teacher notices that the children do not understand a new word he has used,he can

A)​say it louder and more clearly.
B)​define the word using terms children understand.
C)​write it on the chalkboard and discuss it with them.
D)​drop it from his vocabulary until the children can understand it.

Question 55

When it comes to listening to children,teachers should listen

A)​primarily to respond quickly.
B)​intimately and closely.
C)​for correctness.
D)​for feelings rather than content.

Question 56

A lot of child learning of language occurs

A)​in social activities with others.
B)​in skill and drill classrooms.
C)​when imitation and memorizing happens.
D)​when teachers mean business.

Question 57

When a child says "He gimme dat," the teacher should

A)​accept and respond.
B)​accept and correct quickly.
C)​accept by pointing out there is another way to say it.
D)​none of these answers.

Question 58

Asking a lot of questions that call for correctly recalled answers is

A)​recommended as a teacher interaction technique.
B)​helpful in identifying talented or gifted children.
C)​not recommended in the text.
D)​a technique used by language-promoting teachers.

Question 59

If teachers react to child statements with "yes," "good," "do tell," and similar responses,they reward the child's efforts

A)​and additional child conversation may follow.
B)​but adding new information relevant to the child's topic may be better.
C)​but longer conversations usually result when more pertinent teacher utterances occur.
D)​all of these answers.

Question 60

As a teacher offering a learning opportunity you don't

A)​want to shake up a child's existing schema.
B)​want to hear an alternate perspective.
C)​want children to run to another teacher to check correctness.
D)​none of the above

Question 61

Contrast Bernstein's restricted code type of speech to his elaborated code speech by giving two examples of each type.Pretend a parent is interacting with a child who has been given his first wooden puzzle of a wagon.Then give one example of each type of code where a parent and child are about to ride upstairs on an elevator.

Question 62

How can you judge whether you are a Standard English speaker,and what should you do if you are not?

Question 63

Discuss high-level and low-level distancing strategies in adult speech with young children.

Question 64

What should a teacher do if he has introduced a new word that is not familiar to the children?

Question 65

Name three of the four teaching roles (teaching functions)the text described regarding early language education.

Question 66

The term scaffolding is connected to the work of what theorist(s)?

Question 67

Discuss two ways a teacher acts as a balancer.

Question 68

Expand the following sentence.After recognizing a teachable moment,a teacher might ____________________?

Question 69

What would you recommend to a fellow teacher who usually made the following types of statements to young children? "Move that one over here." "Put your painting somewhere to dry." "No,not there,move it there." "Yes,it slipped off,didn't it?" "OK,that's enough of that."

Question 70

What does the text recommend concerning teacher's hobbies and teacher's out-of-school activities? Why?