SUCCEED REVIEW CENTER

DEVELOPMENTAL READING (SEPT 8-9, 2012)

Stages of Development (Levels A-C)
Early Emergent Readers
Aspiring readers are just beginning to grasp the basic concepts of book and print. They are acquiring a
command of the alphabet with the ability to recognize and name upper- and lowercase letters. They are
also developing many phonological awareness skills, such as recognizing phonemes, syllables, and
rhyme.
Early Emergent readers are beginning to learn sound/symbol relationships--starting with consonants and
short vowels--and are able to read CVC (consonant-vowel-consonant) words, as well as a number of
high-frequency words.
Books at this level have:
1. Strong picture support
6. Large print
2. Carefully controlled text
7. Wide letter spacing
3. Repetitive patterns
8. Familiar concepts
4. Controlled, repeated vocabulary
9. Limited text on a page
5. Natural language
Emergent Readers (Levels D-J)
Readers at this stage have developed an understanding of the alphabet, phonological awareness, and
early phonics. They have command of a significant number of high-frequency words.
Emergent readers are developing a much better grasp of comprehension strategies and word-attack
skills. They can recognize different types of text, particularly fiction and nonfiction, and recognize that
reading has a variety of purposes.
Books at this stage have:
1. Increasingly more lines of print per page
3. Less dependency on repetitive pattern and pictures
2. More complex sentence structure
4. Familiar topics but greater depth
Early Fluent Readers (Levels K-P)
At this stage, reading is more automatic, with more energy devoted to comprehension than word attack.
Readers are approaching independence in comprehending text. These readers are experiencing a
greater variety of text and are able to recognize different styles and genres. Independence often varies
with the type of text being read.
Books at this stage have:
1. More pages
5. Greater variation in sentence pattern
2. Longer sentences
6. Less reliance on pictures
3. More text per page
7. More formal and descriptive language
4. Richer vocabulary
Fluent Readers (Levels Q-Z)
Readers have successfully moved from learning to read to reading to learn. Their reading is
automatic and is done with expression and proper pauses. Their energy is devoted to understanding,
and they have good command and use of the various comprehension strategies.
These readers read a wide range of text types and do so independently. They will continue to refine and
develop their reading skills as they encounter more difficult reading materials. But for the most part,
they are capable of improving their reading skills and selection of materials independently through
increased practice.
Books at this stage have:
1. More text
4. More complex sentences
2. Less familiar, more varied topics
5. Varied writing styles
3. Challenging vocabulary
6. More description
Emergent Literacy
1. This is considered as the stage of unconventional reading and writing, mostly influenced by
environmental prints.
2. Children move from learning primarily through direct sensory contact and physical manipulation to
using an intuitive kind of logic to form concrete concepts (Gunning, 2003)
3. Theories support Emergent literacy
Rousseauian stance childs effort are to be honoured and should not be tampered with.
Piagetian stance emphasizes that the child is an active constructor of literacy through
interactions with the environment.
Vygotskys stance social interaction between a literate adult and the young child, claiming
that children acquire literacy through conversations, and purposeful engagements in literacy
events.
Barletts stance
children interpret events, situations, information based on previously
learned events, situations and information.
4. Skills/Competencies that students must acquire after Emergent Literacy period
Background of experiences exposure to various experiences, opportunities (oral, expression,
listening, writing) and materials
Language facility opportunities for oral expression ( conversation, discussion, oral, reports,
storytelling, drama, etc.), listening, writing

Interest in reading oral reading, free silent reading, recreational reading, close reading/study of
literature, book clubs, paperbacks, magazines, and newspapers, poetry reading, poetry
collections, etc.
Social and emotional development individual and group communication and participation;
experiences structured so the child feels accepted and secure and develops desirable attitudes
toward himself and others (Language is a prime catalyst in social and emotional development).
Physical development other than good general health, vision and hearing acuity are most
important. Auditory discrimination of speech sounds suggests ideas like rhyming words and
initial sounds in words. The childs need to make fine visual discrimination is obvious, suggesting
early activities with firms and shapes, and letter recognition, words beginning or ending alike,
etc.
Intelligence data attest to the important of mental age, but do not establish a particular point
on the mental age, but do not establish a particular point on the mental age-continuum as the
point below which children will not achieve success in reading. Prereading activities,
socioeconomic factors, teachers, methods, and materials be considered in each individual
situation.

Beginning Reading
1. Who are the beginning readers?
Kinder to grade 1 (Gunning, 2003)
Anyone who have not been taught the conventional reading (Savage, 1994)
A person learning to read in the second language (Folse, 1996)
problem solvers
needing plenty of opportunities for choice
motivated through novelty
retaining information better if given a chance to master a few things well
needing TIME for learning
bringing more than an empty shell to school
2. When is the right time to teach beginning reading?
A child is never totally ready or unready to read.
When learners have achieved unity of their capabilities, abilities with their interests
(Hittleman, 1978)
3. What are the components of research-based programs for teaching beginning reading?
Provide children with:
opportunities to extend their use and appreciation of spoken language
opportunities to expand their use and appreciation of printed language
opportunities to hear good stories and informational books read aloud daily
opportunities to understand and use the building blocks of spoken language
opportunities to learn about and use the building blocks of written language
opportunities to learn relationships between the sound of spoken language and the
letters of written language
opportunities to learn decoding strategies
opportunities to write and relate their writing to spelling and reading
opportunities to practice accurate and fluent reading in decodable stories
opportunities to read and comprehend new vocabulary through wide reading and direct
vocabulary instruction
opportunities to learn and apply comprehension strategies as they reflect upon and think
critically about what they read
4. Appropriate approach in teaching beginning reading?
Balanced Reading Instruction in Practice

Start with whole text. Grounding instruction in whole texts provides the basis for
meaningful literacy activities. Examples include the shared reading of poems or stories
using big books or charts. An active demonstration of the teachers own composing and
spelling processes s extremely powerful, as he or she models at the chalkboard,
thinking aloud about what word will come next or how a word is spelled.
Focus in knowledge about the parts of language that may be useful for
reading and writing. Responding to all texts only at the holistic level is not enough.
Instruction should include a planned, systematic effort to highlight specific textual
features and literary devices as a variety of materials are read, written, and discussed
over time. Highlighting specific textual features helps children from generalizations
about language that they can apply to their own independent efforts to read and write.
Return to whole texts for application and practice. Planned opportunities to
apply what has been learned about the parts of language allow students to move from

simply knowing about generalization to using that knowledge in a purposeful way. This
also acknowledges the fact that isolated language elements behave differently
depending on context. For example, the letter s behaves differently when paired with t
as supposed to h. Words such as lead or wind not only mean different things in different
contexts, they may be pronounced differently. Effective beginning readers use word
meaning and sentence structure, along with sound-letter relationships, to approach
unknown words.
WHOLE
Learning with,
through, and
about whole
written texts*
texts

to PART
Learning about how
the parts (textual
features) of language
function un written texts

to WHOLE
Learning to apply
what was learned
with, through, and
about written

Reading Readiness Activities

Reading readiness has already been discussed in a previous hub of mine. In that hub, however I only
gave some of the actual categories of skills children need to develop to become good readers. It was
called Reading Readiness for Preschool Children.
In this hub I would like to give you actual ideas for activities that you can do with your children that will
fit into those categories and will be most helpful towards their readiness in reading.
At this point I will not discuss actual reading strategies like reading to your children and working with
actual words and books. I will be giving you actual activities that are readiness activities, that help build
all of a child's skills to help him conquer reading.
Some categories may have more ideas and activities than others but even one idea can spark another
one for you.
For Motor Control and Coordination
Rhythm games like marching and skipping
Guessing what objects are in a bagby feeling them with their eyes closed
Balancing games with spoons and small objects, almost like a relay race
Cutting
Pasting
Pouring with sand or water
Peg boards with pegs
Sewing with large needles
Hammering and sawing (must be closely supervised)
Painting
Auditory Discrimination
Use of music...Have the children really listen for different parts of the music. Raise their hands
when it gets louder and softer. Do other things like skipping when beat changes. You're probably
best off doing these kind of activities with classical music.
Have the children learn to drum to the rhythms of the syllables in their names and the names of
everyone they know
Clapping to the rhythms in other songs
First Sounds in words
Cut out pictures of objects and have children find other objects that start with the same sound as
the one in the picture. If they mix up a c and a k that is fine for this activity.
Compare names of their friends first sounds of their names
Following Directions
Games like Simple Simon
A great craft activity called tray painting is perfect for this and instructions can be downloaded
for free
Visual Discrimination
Match pictures and seeing how alike they are.
Memory and lotto games
Show contrasting pictures and see how they are different
Color games. like " I am thinking of a color that is the color of Mary's dress"
Attention span and Visual Activities Games
Put 5 objects on table, cover and have children remember what they say
Hold up 3-4 objects in a certain order, mix them up and have children remember what order they
were in
Put out a few items, child closes her eyes, take one object away. Child has to remember what
was taken away
Seeing Likenesses and Differences
Cut up a bunch of small squares and write many letters of m for example and then one w. Have
them pick the one that is different. You can do this with b and d and p etc.

Use objects like large balls and small balls, hats and shirts to see what is alike and what is
different.
Identify words that are similar like can and ran, tall and hall, bat and hat and then let the
children tell which parts of the word are different
The more games and activities that you can think of that tie into these concepts the more the children
will hone up on the reading readiness skills they need to begin reading.
If you're a preschool teacher you may enjoy learning about other preschool activities at my preschool
blog, preschool musings.
The Four-Pronged Approached?
Professor Basilisa J. Manhit, former head of the UP- Reading Department of the College of
Education designed a literature-based integrated approach to teaching beginning reading.
1. The goal of this approach is the development of:
a genuine love for habit and enjoyment of reading
critical thinking skills, starting with noting the important details of a selection, making
interpretations, making judgements and valuing
oral language and using the grammatical structures correctly.
decoding and encoding skills

2. Characteristics:
It is literature-based - uses a story or a poem (aside from a springboard for the other skills) for
developing genuine love for reading.
It integrates literature and skills
a. Book handling behaviours
e. Grammar awareness
b. Vocabulary and concepts
f. Word recognition
c. Comprehension
g. Handwriting
d. Composing

It is balanced approach- uses whole language approach and explicit instruction

It is made up four components:
o Genuine Love for Reading (GLR)
o Critical Thinking (CT)
o Transfer Stage (TS)
o Grammar and Oral Language Development (GOLD): has the following parts:
Presentation lesson or Introduction uses the story as a springboard
Teacher Modelling or Direct Instruction
Guided Practice
Individual Practice

Assumptions about learning for understanding

1. Learning
learning.
2. Learning
3. Learning
4. Learning
5. Learning
6. Learning

is goal-oriented. In reading, these goals are to construct meaning and to regulate

is the linking of new information to prior knowledge.

involves organizing information
is the acquisition of cognitive and Metacognitive structures.
occurs in phases, yet is nonlinear
is influenced by cognitive development.
now before they begin to read
Activate that prior knowledge background
Build more background knowledge by refining and extending the schemata
comprising the prior knowledge background
Help students make connections between what they already know and the new
ideas they encounter in reading
How can teachers help improve comprehension
assess prior knowledge and help them relate it to new ideas in the texts
teach words in the texts that label schemata important to the writers message
help students sharpen cognitive skills they may need to comprehend the texts
show students the way writers organize printed texts to help them read the
blueprints more accurately

WHAT ARE EFFECTIVE COMPREHENSION STRATEGIES

Before Reading activities that can activate students prior knowledge, while extending, refining,
and sometimes building the schemata

1. Overview a strategy in which teachers tell students about the selection or assignment prior
to reading, serves to activate relevant schemata that students hold in long-term memory and
often enrich and refine those schemata. Advance organizers and structured overviews are
examples of this strategy.
2. Vocabulary Preview- a strategy that starts from identifying and selecting words that may
cause problems, then proceeds to explaining in advance these unfamiliar words to students.
Teaching problem words provides anchors for new information, provides opportunities to relate
unfamiliar concepts to familiar ones, and is one aspect of developing the general background
knowledge necessary for comprehension.
3. Structural Organizer- a strategy that teaches students to focus attention on the ways
passages are organized. Before students read an assignment, teachers should point out the basic
rhetorical frameworks underlying the discourse (enumeration, time order, cause-effect, problemsolution, comparison-contrast), call attention to specific plans of paragraph organization, signal
words, main idea sentences, headings, and subtitles.
4. Student-Centered Study Strategies- PQRST, Triple S Technique, OK5R, PQ4R, S4R, PQ5R are
some strategies that provide for previewing, student-centered questions, and establishment of
purpose, as well as during and post-reading activities.
5. Teacher-Directed Lesson Frameworks- Directed Reading Activity (DRA), Directed ReadingThinking Activity (DRTA), Guided Reading Procedure, Reciprocal Questioning (ReQuest) are
examples of strategies that give teachers a plan on which they can build lessons while some give
students strategies for approaching the texts.

While or During Reading activities that can be guide reader-text interactions, while
reading is taking place
1. Question Answering
5. Listing Main Ideas
2. Inserted Questions
6. Outlining
3. Immediate Oral Feedback
7. Paraphrasing
4. Time Lines and Charts
8. Summarizing

After or Post Reading- activities that help students remember new ideas and
information, while providing teachers with feedback on how well texts have been
understood
1. Follow-up pre- and during-reading activities
2. Have students talk about what they read
3. Have students write about what they read
4. Have students make up tests on their reading
5. Encourage students to respond to reading creatively
Teaching Guidelines
1. Show students what to do before they begin to read in order to improve their
comprehension
2. Plan activities to promote active involvement with texts while students read.
3. Help students sharpen, develop and remember their interpretations of a text with
appropriate after-reading activities.
4. Take steps to help students internalize instructional strategies so that they become for
them learning strategies.

Strategies for Reading

Applying Reading Strategies for Efficient, Intelligent Reading
Aims / Reasons for Reading
Extensive reading
Reading for Detailed Information
Identifying Topics, Main Ideas, and Supporting Details
Interpreting Text
Predicting and Guessing
Reading for General Understanding - Skimming
Reading for Specific Information - Scanning
SQ3R Technique
Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're
probably not reading it word-by-word, instead you're scanning the text. Skimming is done at a speed
three to four times faster than normal reading. People often skim when they have lots of material to
read in a limited amount of time. Use skimming when you want to see if an article may be of interest in
your research.
There are many strategies that can be used when skimming. Some people read the first and last
paragraphs using headings, summarizes and other organizers as they move down the page or screen.
You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of

each paragraph. This technique is useful when you're seeking specific information rather than reading
for comprehension. Skimming works well to find dates, names, and places. It might be used to review
graphs, tables, and charts.
Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You
search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating
on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking
specific words and phrases. Scanning is also used when you first find a resource to determine whether it
will answer your questions. Once you've scanned the document, you might go back and skim it.
When scanning, look for the author's use of organizers such as numbers, letters, steps, or the words,
first, second, or next. Look for words that are bold faced, italics, or in a different font size, style, or color.
Sometimes the author will put key ideas in the margin.
Using Bloom's Taxonomy in Reading Instruction
When developing instructional objectives, providing instruction, and evaluating student
performance, it is important to keep in mind that there are different levels or outcomes of learning.
Distinguishing among different levels and outcomes of learning is important. If teachers are unaware of
different levels of learning, they are likely to focus on one level to the detriment of others. For example,
a teacher may teach a vast amount of factual information but never get around to teaching students to
apply and synthesize this information. Or a teacher may teach higher level thinking skills without
realizing that these skills require the prior learning of basic skills that must be integrated into these
higher order skills.
In addition, it is not unusual to see a teacher who wants her students to learn higher order
thinking skills give examinations that require only lower level skills. Under such circumstances, the
students are likely to put their efforts into the lower order skills. Skills at different levels must be taught
(and tested) in different ways; and therefore it is important for teachers and other instructional
designers to take into account the different levels and outcomes of instruction.

Level
Evaluation
Synthesis
Analysis
Application
Comprehension

Knowledge (memory)

Definition
Judging the value of ideas,
materials, or products
Putting together constituent parts
or elements to form a new whole
Breaking down an idea into its
constituent parts
Using information in new situations
or to solve a new problem. Uses
knowledge.
Understanding the information
being communicated but not
relating it to other material or ideas
Learning the information

What the Student Will Do:

Give value. Make choices. Arrange
ideas. Judge ideas. Present choices.
Use prior knowledge to activate new
knowledge. Change existing ideas.
Create new ideas.
Look at parts. See relationships.
Organize parts.
Apply previously learned information
to another situation.
Organize previously learned material in
order to rephrase it, describe it in own
words, explain it, or predict
implications or effects on the basis of
the known facts.
Recall or recognize bits of information.

TEST I
Exercise: Read critically as you compare the pair of sentence marked A and B given below. Then answer
the questions that follow. Write only the letter of the best answer.
A. I saw Johnny slink out of the yard hiding something behind his back.
B. I saw Johnny walk out of the yard with the bike tire.
1. The speaker in sentence A is probably
A. Suspicious of Johnny

B. Angry at Johnny

C. Afraid of Johnny

D. Happy with Johnny

A. After Congressman Jones wasted as much as he could, he stumbled through his speech.
B. After Congressman Jones weighed every aspect of the important controversy, he rendered his
momentous decision.
2. The speaker in sentence A views Congressman Jones speech as
A. uninformative and boring

B. sarcastic and ironic

C. short and direct

D. well-delivered

A. Harry (Killer) Smith, the notorious gambler, was questioned by the police about a gangland saying.
B. Mr. Harold Smith, well-known in local racing circles, was asked by the authorities to comment about
the recent events in the city.
3. The speaker in sentence B is trying to

A. save the Harry Smiths reputation

B. destroy Harry Smiths credibility

C. project a positive image of Harry Smith

D. recall events that make Harry Smith famous

Read the selection and answer the questions that follow. Encircle the letter of the best answer for each
item.
Mr. and Mrs. Reyes are looking for a new house. Read what they say about it.
Mrs. Reyes: This is a large, beautiful house.
Mr. Reyes: It only has 1000 square meters as floor area.
Mrs. Reyes: It seems very clean. It has two windows in every moon.
Mr. Reyes: It appears to have a nice view from the terrace. But it costs 2.5 million pesos. It seems to
be very expensive.
Mrs. Reyes: I think it seems reasonable for such a nice house.
Mr. Reyes: Well it does have four bedrooms and two bathrooms but it still appears to be too big for
our family.
-from Feuerstein and Scheolnik, 1995
1. Which of Mrs. Reyes statements is a fact?
A. This is a large, beautiful house.
C. It has two windows in every room
B. It seems very clean.
D. I think it seems reasonable for such a nice house.
2. Which of Mr. Reyes statement is an option?
A. It only has 1000 square meters as floor area.
B. But it costs 2.5 million pesos.
C. It seems to be very expensive.
D. Well it does have four bedrooms and two bathrooms.
3. Who appears to be more eager to have the house?
A. Mr. Reyes

B. Mrs. Reyes

C. Both

D. None

Cancer is a growth, and since growth is an essential part of life itself, it would be
expected that cancer would be found in all living things. Such indeed is the fact. The
disease is universal in scope. It develops in all strata of plant and animal life. It has
existed at least since the beginning of recorded history and affects men impartiallywherever they live and whatever their race or color or level of culture or material
progress. Cancer is not a special disease of civilization introduces certain carcinogenic
agents.
4. The main idea of the selection is
A. Cancer is found in all living things.
B. Cancer is an essential part of life itself.

C. Cancer is found in plants.

D. Civilized living contributed to cancer.

5. Which of the following is the topic sentence?

A. Such indeed is the fact.
B. The disease is universal in scope
C. It develops in all strata of plant and animal life.
D. It has existed at least since the beginning of recorded history.
6. Which of the following statements maybe deleted from the selection?
A. Cancer is not a special disease of civilization C. Such indeed is the case.
B. It affects men impartially.
D. Cancer is a growth.
7. What is the authors purpose for writing the selection?
A. To enumerate the effects of cancer
C. To explain the nature of cancer
B. To convince people not to be afraid of cancer D. To warn people about cancer
As early as 1961, dire predictions were being made of the effect of automation on
employment. According to one estimate, about 25,000 jobs are eliminated every week
by automation. As the years pass, however, predictions of displaced workers and
extensive unemployment have not materialized. In fact, Charles Silbeman in Myths of
Automation demonstrates that automation is not producing unemployment and argues
that the new technology is enlarging the spheres of human action and choice. It cannot
be refuted that automation and new technology have brought man a powerful new
assistant in the production of goods and services, yet this new apprentice must be
regarded with apprehension.

8. Which statement from the selection shows a contrasting view?

A. It cannot be refuted that automation and new technology have brought man a powerful assistant.
B. According to one estimate, about 25, 000 jobs are eliminated every week by automation.
C. As the years pass, however, predictions of displaced workers have not materialized.
D. As early as 1961, dire predictions were being made of the effect of automation.
9. How does the writer view automation and new technology?
A. They compete against human labor.
B. They minimize production of goods.
production.

C. They provide people with help at work.

D. They find ways to lessen human involvement in

10. What message does the author want to leave to the readers?
A. That new technology and automation are harmless.
B. That new technology and automation can be beneficial to man.
C. That new technology and automation cost less than manual labor.
D. That new technology and automation are investments for a better economy.
11. Ms. Padilla is a Grade 1 teacher who is concerned with a print and building letters into words and
words into sentences. She uses flashcards so the pupils can sound out syllables and words correctly.
What reading model is reflected in Ms. Padillas instruction?
A. Bottom-Up model

B. Top-Down model

C. Interactive model D. Schema model

12. Mr. Morauda is a Grade 1 Teacher who plans reading instruction as a part of the language block. He
provides varied reading experiences that involve children sitting quietly, silently, reading library
books or making a book based on their own experiences.
What theoretical model of reading does Mr. Morauda show?
A. Bottom-Up model

B. Top-Down model

C. Interactive model D. Schema model

13. Ms. Torres believes that her pupils need direct sensory contact and physical manipulation in the
classroom so that they learn easily and recall input effortlessly.
What is the relationship of direct sensory contact and physical manipulation to the learning of
emergent readers?
A. Emergent readers learn better when abstract ideas are presented to them.
B. Emergent readers memorize the uses of their senses.
C. Emergent readers are on their appropriate developmental stage as they use concrete objects and
various senses for reading and learning.
D. Emergent readers are like mature individuals who utilize their common sense for interaction with
the outside world.
14. One Grade 3 teacher of English to multilingual learners has just finished reading a story aloud to the
class.
Which of the following is the best post-reading activity for the learner?
A. Provide students with a guide for reader-text interactions.
B. Have students write about what they have read.
C. Give them comprehension questions.
D. Let them do what they want.
15. Mr. German is a teacher handling English for a culturally-diverse class. He would regularly read
aloud to his pupils, would provide tome for free silent reading, recreational reading, and would lend
them magazines and newspapers.
What factor in reading does Mr. German want to cultivate among his pupils?
A. Emotional/social development B. Physical development
Intelligence

C. Interest in reading

16. Mrs. Arce is a new grade 1 teacher who is unsure whether the pupils are ready for beginning
reading. Before he begins his lessons, he must observe that
A. the pupils are emotionally prepared for social interaction and competition
B. the pupils have achieved unity of their capabilities with their interests.

D.

C. the pupils can respond to simple questions and instructions

D. the pupils show desire to learn in class
17. Teacher Milicent knows well that the text or the print material is one factor that affects reading. So
she tries to match the text with the ease or difficulty of students comprehension based on the style
of writing.
What text factor does Teacher Millicent consider in the choice of reading materials for her class?
A. Organization
B. Format
C. Readability
D. Content
18. Ms. Morallos teaches her grade 6 class how to write a summary of an expository text. In her
discussion, she explains what it is, models it through think aloud, and informs her pupils when and
how this skill learned in the classroom can be used even during their own free silent reading. She
provides them with guided and independent practices before she conducts an evaluation.
What approach to teaching is reflected in Mrs. Morallos practice?
A. Indirect instruction
B. Explicit Instruction C. Intrinsic Instruction
D. Independent
Instruction
19. ReQuest is a strategy used to encourage learners in asking questions and to develop their ability in
asking significant questions. The teacher needs to model questioning skills and let the pupils practice
the same until the learners are ready to use the skill automatically.
What is the best reason for teaching the learners this skill?
A. Learners become purposive when they set their own questions while reading.
B. Teachers become confused by the questions asked by the learners.
C. Teachers find time to review the questions of the learners.
D. Learners feel important when they make questions.
20. Mr. Gutierrez is planning to have a list of 200 words for the schools vocabulary development
program. After going through all the books used by his fourth grade pupils, he is still in the dark as to
what words need to be included in his list.
Which of the following criteria should NOT be the basis for word selection?
A. High frequency words
B. Content area words
C. High utility words D. Difficult words
TEST II
1. A taxonomy is a way of ___________.
A. Studying
B. Arranging
C. Classifying
D. Writing
2. Which of the following is the correct sequence of Bloom's Taxonomy?
A. Knowledge, analysis, application, comprehension, synthesis and evaluation
B. Knowledge, application, analysis, comprehension, synthesis and evaluation
C. Knowledge, comprehension, synthesis, analysis, evaluation and application
D. Knowledge, comprehension, application, analysis, synthesis and evaluation
3. The third level of the Cognitive Domain is:
A. Analysis
B. Comprehension
C. Evaluation
D. Application
4. Which two levels in Bloom's Taxonomy are possible to be reversed or they could be two separate
activities ?
A. Synthesis & Evaluation B. Comprehension & Application
C. Analysis & Synthesis
D.
Application & Analysis
5. When you are dealing with rote memorization you are dealing with which level?
A. Analysis
B. Knowledge
C. Comprehension
D. Application
6. Which level is important for transferring information to another situation?
A. Comprehension B. Knowledge
C. Evaluation
D. Application
7. Which level is important for breaking down information into component parts?
A. Comprehension B. Analysis
C. Evaluation
D. Application
8. Which of the following is NOT the component of learning outcomes?
A. specific procedures
B. measurable performance criteria
C. conditions of performance
D. behavior
9. Which Instructional Strategy would be proper to use with the Knowledge level?
A. Guided DiscoveryB. Inquiry
C. Simulation
D. Lecture
10. A good Unit Plan would combine _____ levels of the Cognitive Domain Taxonomy.
A. Two
B. Four
C. Five
D. All
11. Which of the following component can you refer back to Bloom's Taxonomy when writing learning
outcomes?
A. behaviour
B. conditions of performance
C. specific procedures
D. measurable
performance criteria
12. Which of the following does NOT help write a good learning outcome?
A. Include more than three outcomes per major topic. C. Focus on outcomes, not processes.
B. Use only one action verb per learning outcome.
D. Outcomes are observable and
measurable.
13. Below are analysis level activities EXCEPT
A. Make a flow chart to show the critical stages.
C. Construct a graph to illustrate selected
information.
B. Write and perform a play based on the story.
D. Make a family tree showing relationships.
14. Conduct a debate about an issue of special interest. This is an activity which illustrates
A. Evaluation
B. Analysis
C. Synthesis
D. Application
15. Which one is a comprehension activity?
A. Sell an idea.
C. Make a timeline of events.

B. Retell the story in your words.

D. Compose a rhythm or put new words to a known
melody.
16. Why should people try to read faster?
A. to get more done in a shorter time
C. to show off to your friends
B. they lose comprehension
D. to understand everything
17. How can a newspaper be used for practice?
A. by reading up-side-down
B. by reading straight down a column
C. by reading the headlines
D. by comprehending
18. Why look at the first sentences of paragraphs?
A. They are the easiest to read
C. They usually state the major thought
B. Sometimes they are real short
D. They are easily spotted
19. Skimming is:
A. used to understand the "gist".
C. used for pleasure and general
understanding.
B. used to find a particular piece of information.
D. used for critical thinking
20. Scanning is:
A. used to understand the "gist".
C. used for pleasure and general
understanding.
B. used to find a particular piece of information.
D. used for critical thinking
21. Extensive reading is:
A. used to understand the "gist".
C. used for pleasure and general
understanding.
B. used to find a particular piece of information.
D. used for critical thinking
22. Intensive reading is:
A. used to understand the "gist".
C. used for pleasure and general
understanding.
B. used to find a particular piece of information.
D. used for critical thinking
23. Use _______ to find a train departure time on a schedule.
A. skimming
B. scanning
C. extensive reading D. intensive reading
24. Reading a business brochure to get a general idea of a business is:
A. skimming
B. scanning
C. extensive reading D. intensive reading
25. Finding your favorite TV show is an example of:
A. skimming
B. scanning
C. extensive reading D. intensive reading
26. Use ________ skills when reading a novel in your free time.
A. skimming
B. scanning
C. extensive reading D. intensive reading
27. Use ________ skills when reading a contract you are about to sign.
A. skimming
B. scanning
C. extensive reading D. intensive reading
28. Use ________ skills when reading the latest financial figures from your company.
A. skimming
B. scanning
C. extensive reading D. intensive reading