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READING AND WRITING > 3RDQ MASTERY TEST 2 > Flashcards

3RDQ MASTERY TEST 2 Flashcards

1
Q

reading is a process of decoding

A

printed symbols

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2
Q

what does it mean when we say reading is a process of decoding printed symbols

A

to convert symbols into an interpretable language

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3
Q

reading gets meaning from

A

printed page

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4
Q

reading is a process of communication between

A

the author and the reader

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5
Q

the reader understands the material

A

bottom-up approach

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6
Q

the reader also — meaning on the printed page

A

assigns

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7
Q

in the top-down approach, the reader uses their

A

schema

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8
Q

prior knowledge

A

schema

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9
Q

there is constant communication between the reader and the material:

A

negotiation

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10
Q

why is reading not a simple process

A

because it does not end in decoding

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11
Q

reading is a — process

A

complex

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12
Q

a text is bound by a number of factors, so reading is

A

situationally bound

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13
Q

the reading process involves the

A

kwl chart and sq3r

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14
Q

a three-column chart that serves as a graphic organizer to help you learn

A

kwl chart

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15
Q

what does kwl stand for

A

know, want, learned

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16
Q

kwl chart can also be

A

kwhl

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17
Q

kwhl stands for

A

know, want, how, learned

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18
Q

meaning of sq3r

A

survey, question, read, recite, review

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19
Q

what are the fundamental reading skills

A

rapid reading, previewing, literal reading, inferential reading, critical reading

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20
Q

aims to locate specific information or main ideas in a very short period of time

A

rapid reading

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21
Q

what are the stages you will go through when reading

A

pre-reading, during reading, post-reading

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22
Q

involves drawing on your background knowledge by looking at the title

A

pre-reading

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23
Q

aims to motivate the readers to read and to activate their schema

A

pre-reading

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24
Q

skills used are previewing, freewriting, surveying, questioning, making assumptions, identifying the purpose, etc

A

pre-reading

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25
Q

may reread the text until you fully understand its meaning

A

during reading

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26
Q

skills used are getting the meaning of words through context clues, predicting, inferencing, monitoring comprehension, annotating the text, reflecting, etc

A

during reading

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27
Q

check your understanding of the text

A

post-reading

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28
Q

skills used are reflecting, summarizing, paraphrasing, drawing conclusions, making graphic organizers, journal writing, etc

A

post-reading

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29
Q

what are under rapid reading

A

skimming, locating the main idea, scanning

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30
Q

aims to get the main idea and overview of the material

A

skimming

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31
Q

involves identifying the central message of a reading selection

A

locating the main idea

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32
Q

aims to get specific information from a given text

A

scanning

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33
Q

a skill wherein a reader looks over a material and focuses on the information he/she finds

A

previewing

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34
Q

allows readers to set the purpose and link the content of the material to their background knowledge

A

previewing

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35
Q

involves the understanding of ideas and facts that are directly stated in the printed material

A

literal reading

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36
Q

what are under literal reading

A

note-taking, paraphrasing, summarizing

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37
Q

condensing a lengthy text into a shorter passage

A

summarizing

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38
Q

restating ideas from the original text

A

paraphrasing

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39
Q

get the essence of the text and still retain the same information

A

summarizing

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40
Q

refers to the process of deducing facts and ideas not directly expressed in the text

A

inferential reading

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41
Q

aka reading between the lines

A

inferential reading

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42
Q

inferential reading includes making these

A

generalizations, inferences, conclusions

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43
Q

applied during the during reading stage

A

inferential reading

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44
Q

an idea drawn from facts or details in the text

A

inference

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45
Q

refers to the close and thorough evaluation of the claims in the text in terms of relevance, validity, and logic

A

critical reading

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46
Q

this skill includes distinguishing facts from opinions and detecting logical fallacies

A

critical reading

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47
Q

other types of reading

A

developmental, pleasure, functional, remedial

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48
Q

aims to develop the students’ reading skills

A

developmental reading

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49
Q

primarily aims to provide enjoyment and entertainment

A

pleasure reading

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50
Q

to help students learn basic functional reading ability

A

functional reading

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51
Q

aims to correct the effects of poor teaching and learning

A

remedial reading

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52
Q

more passive type of reading

A

pleasure reading

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53
Q

most popular tool in generating creative and rich ideas

A

brainstorming

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54
Q

helps people establish patterns of ideas, develop new ways of thinking, activate background knowledge, and overcome initial mental block

A

brainstorming

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55
Q

can be performed before, during, and after reading

A

brainstorming

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56
Q

2 types of brainstorming

A

individual and group

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57
Q

produce more ideas

A

individual brainstorming

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58
Q

focus on others’ ideas

A

group brainstorming

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59
Q

2 methods in brainstorming

A

idea listing and idea map

60
Q

it involves listing ideas on a particular topic

A

idea listing

61
Q

it can also help in finding the main idea and supporting details from the ideas listed

A

idea listing

62
Q

this strategy is appropriate to textual people or those who are more comfortable in processing words than visuals

A

idea listing

63
Q

it is a visual presentation of ideas and their connections with one another

A

idea map

64
Q

central idea is in the middle with different branches that refer to the supporting ideas

A

idea map

65
Q

more structured

A

idea map

66
Q

visual representations of concepts that helps structure info into organizational patterns

A

graphic organizers

67
Q

presents essential information and connect into a coherent framework

A

graphic organizers

68
Q

helpful tools for brainstorming, facilitating, promoting, and accessing knowledge

A

graphic organizers

69
Q

helps focus your attention on key elements

A

graphic organizers

70
Q

types of graphic organizers

A

venn diagram, network tree, spider or semantic map, problem-solution map, persuasion map, fishbone map, timeline, plot-diagram, series of events chain, cycle

71
Q

compares and contrasts ideas

A

venn diagram

72
Q

represent hierarchy, classification, and branching

A

network tree

73
Q

showing relationships of scientific categories, family trees, and lineages

A

network tree

74
Q

investigate and enumerate various aspects of a central idea

A

spider map

75
Q

displays the nature of the problem and its solutions

A

problem-solution map

76
Q

usually contains the problems description, causes & effects, and logical solution

A

problem-solution map

77
Q

show how events occurred chronologically

A

timeline

78
Q

a timeline can be

A

linear or comparative

79
Q

how events happened within one period

A

linear

80
Q

2 sets of events that happened at the same period

A

comparative

81
Q

to map events in a story

A

plot diagram

82
Q

analyze major parts of a plot

A

plot diagram

83
Q

parts of a plot diagram

A

a. exposition
b. inciting moment
c. rising action
d. climax
e. falling action
f. resolution

84
Q

initial parts where basic information about the story is established

A

exposition

85
Q

brings about the change or the conflict

A

inciting moment

86
Q

where conflict and characters are developed

A

rising action

87
Q

highest point of the story

A

climax

88
Q

major conflicts are confronted

A

climax

89
Q

lead to the closure of conflicts

A

falling action

90
Q

the events immediately following the climax

A

falling action

91
Q

conclusion or closure of the story

A

resolution

92
Q

show logical sequences of events

A

series of events chain

93
Q

used to better understand the causal relationship of a complex phenomenon

A

fishbone map

94
Q

shows the factors that cause a specific event or problem, as well as details of each cause

A

fishbone map

95
Q

how a series of events interact to produce a set of results repeatedly

A

cycle

96
Q

map out arguments

A

persuasion map

97
Q

useful when processing persuasive or argumentative texts

A

persuasion map

98
Q

used out map out arguments and evidence that prove a viewpoint

A

persuasion map

99
Q

it is a tool for organizing ideas

A

outline

100
Q

used not only as a pre-writing strategy but also as a post-reading activity

A

outline

101
Q

two types of outline

A

decimal and alphanumeric

102
Q

only uses numbers labels

A

decimal outline

103
Q

uses both letters and numbers as labels

A

alphanumeric outline

104
Q

4 principles in writing an effective outline

A

coordination, subordination, division, parallel construction

105
Q

requires ideas of the same relevance need to be labeled in the same way

A

principle of coordination

106
Q

shows minor details should be placed under their respective major details

A

principle of subordination

107
Q

requires that no cluster should contain only one subheading

A

principle of division

108
Q

requires all entries should use the same structure and format

A

principle of parallel construction

109
Q

two kinds of outline according to structure

A

topic and sentence

110
Q

uses words and phrases for its entries

A

topic outline

111
Q

used if ideas being discusses can be arranged in a number of ways

A

topic outline

112
Q

uses complete sentences for its entries

A

sentence outline

113
Q

you use this when the topic being discussed is complicated and requires a lot of details

A

sentence outline

114
Q

logical arrangement of ideas

A

pattern of development

115
Q

helps you follow ideas easily and understand a text better

A

pattern of development

116
Q

types of pattern of development

A

definition, exemplification, description (sensory and spatial), chronology/procedure, listing, comparison-contrast, classification and division, cause and effect, problem-solution, persuasion

117
Q

species, genus, differentia

A

definition

118
Q

description

A

species

119
Q

classification

A

genus

120
Q

uniqueness

A

differentia

121
Q

clarifies and explains concepts

A

definition

122
Q

provides an example of something

A

exemplification

123
Q

presents the main idea in a general statement and then provides specific and concrete examples to expound on it

A

exemplification

124
Q

provides details on the idea by using either a sensory or spatial pattern

A

description

125
Q

based on one or all of the five senses

A

sensory pattern (description)

126
Q

based on location or physical space

A

spatial pattern (description)

127
Q

organizes ideas or events according to time

A

chronology/procedure

128
Q

chronology/procedure can be in what forms

A

narration or a process

129
Q

sequences events in the order in which they occurred in time

A

narration (chronology/procedure)

130
Q

organizes details based on stages or steps

A

process (chronology/procedure)

131
Q

enumeration

A

listing

132
Q

does not have the element of time

A

listing

133
Q

presents a series of items that supports a main idea

A

listing

134
Q

organizes ideas based on how events, places, people, things, and concepts are similar to or different from one another

A

comparison-contrast

135
Q

comparison-contrast can be arranged in two ways namely

A

separately or side-by-side

136
Q

describes one first followed by the other

A

separately (comparison-contrast)

137
Q

discusses both items based on each point of comparison

A

side-by-side (comparison-contrast)

138
Q

organizes ideas into categories based on criteria and standards

A

classification and division

139
Q

takes note of the superordinate and subordinate

A

classification and division

140
Q

name of the larger group

A

superordinate

141
Q

subcategories of a large group

A

suborbinate

142
Q

organizes details based on the cause, reason, and the result or consequences of a certain phenomenon

A

cause and effect

143
Q

what graphic organizer can be used in defining something

A

spider map

144
Q

graphic organizers used for cause and effect

A 
fishbone map
single cause, multiple effects
single effect, multiple causes
multiple causes, multiple effects
alternating causes/effects in a chain (domino effect)
145
Q

organizes ideas into problems and proposed solutions

A

problem-solution

146
Q

shows how a set of evidence leads to a logical conclusion or argument

A

persuasion

147
Q

presents the issue, position, and the supporting evidences

A

persuasion

READING AND WRITING (3 decks)

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