ETEY Assessment 2 Quiz revision (easy)

Topic 1 – Oral language | Why is oral language described as the foundation of literacy?

Talking and listening come before reading and writing. They help children learn words, understand ideas and explain what they mean.

Topic 1 – Oral language | What is receptive language?

Receptive language means understanding what other people say. Example: a child follows the instruction “Put your bag away.”

Topic 1 – Oral language | What is expressive language?

Expressive language means using words to share a message. Example: a child says, “I need help.”

Topic 1 – Oral language | What is phonology (fuh-NOL-uh-jee)?

Phonology means the sounds used in a language. Example: hearing that “cat” starts with the /k/ sound.

Topic 1 – Oral language | What is syntax (SIN-taks)?

Syntax means how we put words in the right order to make a sentence. Example: “The dog is running” makes sense; “Running dog the is” does not.

Topic 1 – Oral language | What is semantics (seh-MAN-tiks)?

Semantics means the meaning of words and sentences. Example: knowing that “huge” means “very big.”

Topic 1 – Oral language | What is morphology (mor-FOL-uh-jee)?

Morphology means the small meaningful parts inside words. Example: adding “s” to “cat” changes it from one cat to more than one.

Topic 1 – Oral language | What is pragmatics (prag-MAT-iks)?

Pragmatics means knowing how to speak in different social situations. Example: taking turns in a conversation or speaking politely to a teacher.

Topic 1 – Oral language | What is discourse (DIS-kors)?

Discourse means a longer piece of connected talking, such as telling a story, explaining an idea or having a conversation.

Topic 2 – Language acquisition theories | What does behaviourist (bee-HAY-vyer-ist) language theory propose?

Behaviourist theory says children learn language by copying others, practising and receiving praise or correction. Skinner is linked to this theory.

Topic 2 – Language acquisition theories | What does nativist (NAY-tiv-ist) language theory propose?

Nativist theory says children are born with a natural ability to learn language. Chomsky is linked to this theory.

Topic 2 – Language acquisition theories | What does cognitive (COG-nih-tiv) language theory propose?

Cognitive theory says language grows as children’s thinking and understanding grow. Piaget is linked to this theory.

Topic 2 – Language acquisition theories | What does social interactionist theory propose?

Social interactionist theory says children learn language by talking and interacting with other people. Adults help by modelling words and giving support. Vygotsky and Bruner are linked to this theory.

Topic 2 – Language acquisition theories | What is the Zone of Proximal Development (ZPD)?

The ZPD is the gap between what a child can do alone and what they can do with help. Teaching should give help inside this gap.

Topic 2 – Language acquisition theories | What is scaffolding?

Scaffolding means giving a child temporary help and slowly taking the help away as they improve. Example: first model a sentence, then let the child try alone.

Topic 2 – Language acquisition theories | What is a strengths-based approach to language?

A strengths-based approach focuses on what a child already knows and can do. It values their home language and does not treat differences as something wrong.

Topic 3 – Functions of language | What is Halliday’s instrumental function?

Instrumental language is used to get something you need or want. Example: “Can I have some water?”

Topic 3 – Functions of language | What is Halliday’s regulatory function?

Regulatory language is used to tell someone what to do. Example: “Put it over there.”

Topic 3 – Functions of language | What is Halliday’s interactional function?

Interactional language is used to connect with other people. Example: “Do you want to play with me?”

Topic 3 – Functions of language | What is Halliday’s personal function?

Personal language is used to share feelings, opinions or personality. Example: “I love dinosaurs.”

Topic 3 – Functions of language | What is Halliday’s heuristic (hyoo-RIS-tik) function?

Heuristic language is used to find things out. Example: asking, “Why is the sky blue?”

Topic 3 – Functions of language | What is Halliday’s imaginative function?

Imaginative language is used for pretend play and made-up stories. Example: “Let’s pretend this box is a spaceship.”

Topic 3 – Functions of language | What is Halliday’s representational/informative function?

Representational language is used to give information. Example: “Bees make honey.”

Topic 3 – Functions of language | What is Halliday’s main idea about language development?

Halliday’s main idea is that children learn language by using it for real reasons, such as asking, explaining, playing and connecting with people.

Topic 4 – Modes of language | What are the three Australian Curriculum language modes?

The three modes are: 1) speaking and listening, 2) reading and viewing, and 3) writing and creating.

Topic 4 – Modes of language | Why should language modes be taught in an integrated way?

The language modes work together in real life. Example: a child listens to a story, looks at the pictures, talks about it and then draws or writes a response.

Topic 4 – Modes of language | Why is talk before writing valuable?

Talking first helps children work out what they want to write. They can practise their words and sentences before worrying about spelling and handwriting.

Topic 4 – Modes of language | What is visual literacy?

Visual literacy means understanding and making meaning from things we see, such as pictures, colour, symbols and page layout.

Topic 5 – Multiliteracies and diversity | What is linguistic (ling-GWIS-tik) diversity?

Linguistic diversity means people use different languages, accents, dialects and ways of speaking. These differences should be valued.

Topic 5 – Multiliteracies and diversity | What is a language repertoire (REP-er-twar)?

A language repertoire is all the language a person knows and uses. It can include more than one language, dialect or way of speaking.

Topic 5 – Multiliteracies and diversity | What is code-switching or style-shifting?

Code-switching means changing the way you speak for different situations. Example: speaking one way with family and using more formal language at school.

Topic 5 – Multiliteracies and diversity | What is BICS?

BICS means everyday social language used in normal conversation. Example: chatting with a friend at lunchtime.

Topic 5 – Multiliteracies and diversity | What is CALP?

CALP means school or academic language used for harder thinking. Example: explaining why something happened or comparing two ideas.

Topic 5 – Multiliteracies and diversity | How should teachers support movement from BICS to CALP?

Start with the child’s everyday language, then teach the school words and sentence patterns they need. Do not make their home language seem wrong.

Topic 5 – Multiliteracies and diversity | What are multiliteracies?

Multiliteracies means literacy is more than reading and writing printed words. People also make meaning through pictures, sound, movement, technology and different cultures and languages.

Topic 5 – Multiliteracies and diversity | What is a multimodal text?

A multimodal text uses more than one way to communicate. Example: a video can use spoken words, music, writing and images together.

Topic 6 – Reading and writing foundations | What is phonological (fon-uh-LOJ-ih-kul) awareness?

Phonological awareness means hearing and playing with the sounds in spoken words. It is done by listening and speaking, not by looking at letters.

Topic 6 – Reading and writing foundations | State the phonological awareness continuum.

The order is: whole words, rhyme, syllables, onset and rime, individual sounds, then phonics. It moves from bigger sound parts to smaller ones, and finally connects sounds to letters.

Topic 6 – Reading and writing foundations | What is onset and rime?

The onset is the first sound before the vowel; the rime is the rest. In “cat,” /c/ is the onset and “at” is the rime.

Topic 6 – Reading and writing foundations | What is phonemic (fuh-NEE-mik) awareness?

Phonemic awareness means hearing and changing the smallest sounds in spoken words. Example: hearing that “map” has /m/ /a/ /p/. No letters are needed.

Topic 6 – Reading and writing foundations | What is phonics?

Phonics means connecting a sound we hear to the letter or letters that write it. Example: knowing the sound /s/ can be written with “s.”

Topic 6 – Reading and writing foundations | What is a phoneme (FOH-neem)?

A phoneme is one small speech sound. Example: “ship” has three phonemes: /sh/ /i/ /p/.

Topic 6 – Reading and writing foundations | What is a grapheme (GRAF-eem)?

A grapheme is the letter or group of letters used to write a sound. Example: “sh” is one grapheme representing the /sh/ sound.

Topic 6 – Reading and writing foundations | What is decoding?

Decoding means working out a written word when reading by using letters and sounds. Easy memory trick: decoding = reading.

Topic 6 – Reading and writing foundations | What is encoding?

Encoding means turning a spoken word into written letters. In literacy, this means spelling. Easy memory trick: encoding = writing.

Topic 6 – Reading and writing foundations | Why is SATPIN often introduced first?

SATPIN is often taught early because those sounds can quickly make many short words, such as “sat,” “pin,” “tap” and “sit.”

Topic 6 – Reading and writing foundations | What is a mentor text?

A mentor text is a good book or text the teacher uses as an example. Children look at how the author wrote it and try similar ideas in their own work.

Topic 6 – Reading and writing foundations | How do spelling and handwriting support writer identity?

When spelling and handwriting become easier, children can focus more on their ideas. This helps them feel confident and see themselves as writers.

Topic 7 – Talk for learning | What is IRF?

IRF means: the teacher asks a question, the student answers, and the teacher comments or says if it is correct. It is useful for quick checks but can limit longer discussion.

Topic 7 – Talk for learning | What is recitation (ress-ih-TAY-shun)?

Recitation is when the teacher asks questions that have one known answer and students give short replies. It mainly checks memory.

Topic 7 – Talk for learning | What is dialogic (dye-uh-LOJ-ik) teaching?

Dialogic teaching means the teacher and students have a real discussion. They listen, explain their thinking and build on each other’s ideas.

Topic 7 – Talk for learning | What are Talk Moves?

Talk Moves are simple prompts that keep a discussion going. Examples: “Can you add to that?”, “Do you agree?”, and “What makes you think that?”

Topic 7 – Talk for learning | What is revoicing?

Revoicing means the teacher repeats a student’s idea in clearer words without changing the meaning. Example: “So you mean the character felt nervous?”

Topic 7 – Talk for learning | Why is wait time important?

Wait time means pausing after a question. It gives children time to think, so more children can answer and their answers are often longer.

Topic 7 – Talk for learning | What is learning-focused feedback?

Learning-focused feedback tells a child what they did well and what to try next. Example: “Your beginning is clear; now add how the problem was solved.”

Topic 7 – Talk for learning | How does dialogic talk support writing?

Talking lets students practise and improve their ideas before writing them. This makes it easier to choose words and form clear sentences.

Topic 8 – Storytelling and assessment | How does storytelling support literacy?

Storytelling teaches children how stories work, including the order of events, characters and problems. It also grows vocabulary and gives ideas for writing.

Topic 8 – Storytelling and assessment | How can drama and role play support language?

Drama and role play give children a fun reason to talk, listen and try new words. They also practise taking turns and seeing another person’s point of view.

Topic 8 – Storytelling and assessment | What is diagnostic (dye-ag-NOS-tik) assessment?

Diagnostic assessment happens before or at the start of teaching. It finds out what a child already knows and what they need help with.

Topic 8 – Storytelling and assessment | What is formative (FOR-muh-tiv) assessment?

Formative assessment happens while learning is still happening. The teacher uses it to give feedback and decide what to teach next.

Topic 8 – Storytelling and assessment | What is summative (SUM-uh-tiv) assessment?

Summative assessment happens at the end of learning. It is used to judge or report what the student has learned.

Topic 8 – Storytelling and assessment | How can self and peer assessment support learning?

Self-assessment means checking your own work; peer assessment means giving feedback to another student. Both can help children understand what good work looks like and what to improve.

Topic 9 – Writing development | What is emergent (ee-MER-jent) literacy theory?

Emergent literacy theory says reading and writing start developing from birth, before formal school. Talking, books, drawing, scribbling and pretend writing are all part of early literacy.

Topic 9 – Writing development | Why can scribbling count as early writing?

Scribbles can be early writing when the child made them to share a message. The marks do not need to look like adult writing yet.

Topic 9 – Writing development | List common emergent-writing developments.

A simple order is: scribbles and drawings, letter-like shapes, strings of letters, made-up spelling, closer-to-correct spelling, then more conventional writing. Children may move back and forth between stages.

Topic 9 – Writing development | What is invented spelling?

Invented spelling is when a child spells using the sounds they can hear, even if it is not correct yet. Example: writing “sed” for “said.”

Topic 9 – Writing development | What does the sociocultural (soh-see-oh-KUL-chur-ul)/process view say about writing?

The sociocultural/process view says children learn writing through talking, watching examples, working with others, receiving help and improving drafts over time.

Topic 9 – Writing development | What does the cognitive view say about writing?

The cognitive view focuses on the thinking inside a writer’s head: planning ideas, turning ideas into words and checking or changing the writing.

Topic 9 – Writing development | What does genre (ZHON-ruh) theory add to writing instruction?

Genre theory says writing changes depending on its purpose, audience and type. A story, report and persuasive text are organised differently.

Topic 9 – Writing development | What are Halliday’s field, tenor and mode?

Field means what the text is about. Tenor means the relationship between the people. Mode means how the message is shared, such as spoken, written or digital.

Topic 9 – Writing development | What is writing as a process?

Writing as a process means the steps used to make writing: plan, draft, reread, improve, edit and share.

Topic 9 – Writing development | What is writing as a product?

Writing as a product means the finished piece of writing. The teacher can look at its ideas, structure, spelling and punctuation.

Topic 9 – Writing development | What is transcription (tran-SKRIP-shun) in writing?

Transcription means the skills used to physically put ideas into writing: handwriting or typing, spelling, punctuation and layout.

Topic 9 – Writing development | What is Kalantzis’s didactic (dye-DAK-tik) approach?

The didactic approach is direct teaching. The teacher clearly teaches rules, skills and correct examples.

Topic 9 – Writing development | What is Kalantzis’s authentic (aw-THEN-tik) approach?

The authentic approach lets children read and write for real purposes that matter to them, such as making a sign or writing to a real audience.

Topic 9 – Writing development | What is Kalantzis’s functional approach?

The functional approach teaches how language works for different purposes. Example: learning how an explanation is organised and which words it uses.

Topic 9 – Writing development | What is Kalantzis’s critical approach?

The critical approach teaches children to question texts. They ask whose view is shown, whose voice is missing and how the text may influence people.

Topic 9 – Writing development | What is writer identity?

Writer identity means how a child sees themselves as a writer. Feeling capable and having their ideas valued can make them more willing to write.