Self-evaluation unit 2

Teachers can extend the language of children’s play …. by participating in it occasionally. by giving them clear instructions about the game. by not participating in it and letting the game flow.

What type of stories are effective for introducing new vocabulary?. Non-fiction stories. Stories with pictograms. Historical stories.

Awareness of language sounds …. must be addressed after children have gained awareness of print knowledge. is necessary for the development of print knowledge. is independent from the development of print knowledge.

In the activity known as name match, ... the teacher has cards with a name and a picture on them. the students have cards with their pictures on them. the students have cards with their own names.

The activity known as name puzzle…. involves children sorting the letters of their names by themselves. involves children sorting the letters of their names using a model. involves children telling the teacher the correct order of the letters.

Can we know whether a very small child's scribble is an attempt to imitate writing?. We can only know if we see the child doing it. Yes, as the lines will suggest writing. There is no way of knowing.

The lines that children draw to imitate writing…. are more uniform at the beginning but gradually display more variation. start out being very irregular but gradually grow more regular. imitate letters from the outset.

A composition…. implies whatever form of writing children wish. implies knowledge and control of the letters. can include the pictures teachers find more interesting for the story.

Children construct knowledge about print by interacting with... logos and road signs. any kind of meaningful visual displays. specially designed books.

Concepts of print include…. A and B are correct. the way in which books are structured. the relationship between print and oral language.

The distinction between marks as drawing and marks as writing…. is very important for the child's acquisition of literacy. is completely accidental. is not relevant for the child's acquisition of literacy.

When it comes to constructing knowledge of print, …. imitation can be very productive. the child's creativity is the only source of learning. only didactic materials are helpful.

When we consider concepts of print…. both letters and words are relevant. the relevant unit is the word and the spaces between words. the relevant unit is the letter and the shapes that form it.

Children usually start drawing lines that mimic writing …. after they have left preschool. from two or two and a half years old to five. when they are around two years old.

How do children realize that there is a relationship between written and oral language?. They know it from the start. Gradually. Suddenly.