Biscuit: Higher-Level Thinking Processes

3. Learning that in British English, a biscuit is the same as a cookie, would be an example of learning a label is the correct answer because although a student may know what a cookie is, they would be unfamiliar with the idea that a biscuit is the same thing. By learning a new label for the same object (e.g. biscuit for cookie), the students are adapting their understanding of a cookie to create a whole new label for the same object.
11. The answer to the question, “Which of the following is a derivational suffix?,” is al because the other three options-- ing, ly, & est—are inflectional endings, but the derivational suffix al changes the meaning function, if not the part of speech, of the word it is attached to.
16. The answer to the question,
Most children first learn to develop a schema for stories through listening to stories. I incorrectly answered this question because I failed to read this question clearly. It makes sense that children would first develop their schema for stories by listening to them because they are able to hear stories and determine the structure of a story before they are able to read stories for themselves.
39. The answer to the question, “Which questioning procedure involves moving carefully from level to level to prompt for higher-level thinking processes?,” is FELS (Focus, Extend, Lift, Substantiate). Because focusing, extending, lifting, and substantiating help push students to think at increasingly complex levels, FELS pushes students to answer higher-level questions, and accountable talk respects and builds on what others say in group discussions. (Gunning, pg. 353-354)
43. The answer to the question, “What is the major difference between a guided reading lesson and DR-TA?,” is establishing the reading purpose. During a guided reading lesson, the teacher establishes the students’ purpose of reading, whereas during a DR-TA (Directed Reading-Thinking Activity), the students establish the purpose of the lesson. (Gunning, pg.