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First Year Teacher Program



Teacher Toolbox


 1.  Print awareness
 2.  The sounds of speech
 3.  Phonemic awareness
 4.  Phonics
 5.  Informal classroom-based assessment
 6.  Fluency
 7.  Vocabulary
 8.  Spelling
 9.  Writing
 10.  Text comprehension

Diary of a First Year Teacher

Module 9  –  Writing

  |   Pre-test  |  Intro  |  In depth  |  In practice  |  Assignments  |  Post-test  |  


1. Which of the following is true?
a. writing and reading development parallel each other
b. writing is easier than reading
c. reading is easier than writing
d. all of the above

2. As writers, children learn that:
a. print carries meaning
b. print is purposeful
c. print gives us meaning
d. all of the above

3. Brainstorming:
a. is part of the writing process
b. should only be used on long assigments
c. should be a grade-based activity
d. none of the above

4. A goal for kindergarten instruction should be:
a. capitalization
b. punctuation
c. using letter patterns to spell words
d. none of the above

5. Which is NOT part of the writing process?
a. re-reading
b. revising
c. retelling
d. rough drafts

6. A writing lesson may include instruction on:
a. capitalization
b. punctuation
c. organization
d. all of the above

7. A child's scribbling should be seen as:
a. an attempt to write meaningful text
b. meaningless doodling
c. a predictor of future handwriting skills
d. none of the above

8. Children's drawings:
a. are important in a child's writing
b. will appear throughout the different stages
c. contain ideas and messages they want to convey
d. all of the above

9. Children begin learning to write in ___________.
a. third grade
b. early childhood
c. high school
d. middle school

10. Writing is a skill that improves when a student:
a. becomes a better reader
b. gains additional writing practice
c. revises the first draft
d. all of the above

First Year Teacher was a pilot project of Reading Rockets, which is service of WETA, Washington D.C.'s flagship public television station. Funding for First Year Teacher was provided by the U.S. Department of Education, Office of Special Education Programs; The Morris & Gwendolyn Cafritz Foundation; and The Overbrook Foundation.

© 2004 WETA