Ch 13: Comprehension (Instruction and Assessment) Before, During, After (23%)

Question 1

instructional principles for reading comprehension

Answer 1

plan and implement for small group, incorporate discussions, children should be at same instructional reading level, materials should be at instructional reading level, group and regroup throughout the year depending on development (some students may need more individualized attention)

Question 2

instructional strategies for previewing the text before reading

Answer 2

• picture walk

- using graphic features (titles, subtitles, illustrations)

Question 2

instructional strategies for previewing the text before reading

Answer 2

• picture walk

- using graphic features (titles, subtitles, illustrations)

Question 2

instructional strategies for previewing the text before reading

Answer 2

• picture walk

- using graphic features (titles, subtitles, illustrations)

Question 2

instructional strategies for previewing the text before reading

Answer 2

• picture walk

- using graphic features (titles, subtitles, illustrations)

Question 2

instructional strategies for previewing the text before reading

Answer 2

• picture walk

- using graphic features (titles, subtitles, illustrations)

Question 3

instruction before children read

Answer 3

• activate background knowledge
• vocabulary instruction
• previewing the text
• setting a purpose for reading

Question 3

instruction before children read

Answer 3

• activate background knowledge
• vocabulary instruction
• previewing the text
• setting a purpose for reading

Question 3

instruction before children read

Answer 3

• activate background knowledge
• vocabulary instruction
• previewing the text
• setting a purpose for reading

Question 3

instruction before children read

Answer 3

• activate background knowledge
• vocabulary instruction
• previewing the text
• setting a purpose for reading

Question 4

while children read: question classification/answer verification (especially helpful in development of inferential and evaluative reading comp skills)

Answer 4

for young readers K&1: is the answer in the book or in your head?

for grades 2-6: QAR strategy (stands for question-answer relationship): right there (in the text), think and search (answer might be in more than one place), author and you (what the author said put together with what you think), on my own (you can answer without reading the story)

middle and high school: you can use the terms literal, inferential and evaluative

Question 4

while children read: question classification/answer verification (especially helpful in development of inferential and evaluative reading comp skills)

Answer 4

for young readers K&1: is the answer in the book or in your head?

for grades 2-6: QAR strategy (stands for question-answer relationship): right there (in the text), think and search (answer might be in more than one place), author and you (what the author said put together with what you think), on my own (you can answer without reading the story)

middle and high school: you can use the terms literal, inferential and evaluative

Question 4

while children read: question classification/answer verification (especially helpful in development of inferential and evaluative reading comp skills)

Answer 4

for young readers K&1: is the answer in the book or in your head?

for grades 2-6: QAR strategy (stands for question-answer relationship): right there (in the text), think and search (answer might be in more than one place), author and you (what the author said put together with what you think), on my own (you can answer without reading the story)

middle and high school: you can use the terms literal, inferential and evaluative

Question 4

while children read: question classification/answer verification (especially helpful in development of inferential and evaluative reading comp skills)

Answer 4

for young readers K&1: is the answer in the book or in your head?

for grades 2-6: QAR strategy (stands for question-answer relationship): right there (in the text), think and search (answer might be in more than one place), author and you (what the author said put together with what you think), on my own (you can answer without reading the story)

middle and high school: you can use the terms literal, inferential and evaluative

Question 5

gradual release of responsibility model (instructional model)

Answer 5

implemented over a sequence of lessons

teacher starts by doing most of the work and then gradually releases resp. to students

ex: first few lessons teacher models the target strategy using think alouds, next students do part of the strategy and the teacher does some, or teacher might give choices/options, complete release happens at the end where teacher only monitors progress and provides feedback

Question 5

gradual release of responsibility model (instructional model)

Answer 5

implemented over a sequence of lessons

teacher starts by doing most of the work and then gradually releases resp. to students

ex: first few lessons teacher models the target strategy using think alouds, next students do part of the strategy and the teacher does some, or teacher might give choices/options, complete release happens at the end where teacher only monitors progress and provides feedback

Question 5

gradual release of responsibility model (instructional model)

Answer 5

implemented over a sequence of lessons

teacher starts by doing most of the work and then gradually releases resp. to students

ex: first few lessons teacher models the target strategy using think alouds, next students do part of the strategy and the teacher does some, or teacher might give choices/options, complete release happens at the end where teacher only monitors progress and provides feedback

Question 5

gradual release of responsibility model (instructional model)

Answer 5

implemented over a sequence of lessons

teacher starts by doing most of the work and then gradually releases resp. to students

ex: first few lessons teacher models the target strategy using think alouds, next students do part of the strategy and the teacher does some, or teacher might give choices/options, complete release happens at the end where teacher only monitors progress and provides feedback

Question 6

reciprocal teaching

Answer 6

follows the gradual release model of responsibility

instructional process for teaching strategies of predicting, generating questions, clarifying, summarizing

teacher decides the focus of the lesson, each student has a copy of the text and lesson focuses on a short selection

Question 6

reciprocal teaching

Answer 6

follows the gradual release model of responsibility

instructional process for teaching strategies of predicting, generating questions, clarifying, summarizing

teacher decides the focus of the lesson, each student has a copy of the text and lesson focuses on a short selection

Question 6

reciprocal teaching

Answer 6

follows the gradual release model of responsibility

instructional process for teaching strategies of predicting, generating questions, clarifying, summarizing

teacher decides the focus of the lesson, each student has a copy of the text and lesson focuses on a short selection

Question 6

reciprocal teaching

Answer 6

follows the gradual release model of responsibility

instructional process for teaching strategies of predicting, generating questions, clarifying, summarizing

teacher decides the focus of the lesson, each student has a copy of the text and lesson focuses on a short selection

Question 7

assessment: determining reading levels using an IRI

Answer 7

determines independent, instructional and frustration reading levels (in addition to comprehension)

uses graded reading passages to determine the score

includes the percentage of words the child read aloud correctly and the percentage of comprehension questions the child answered correctly

does not reveal understanding of specific stories because it is a rough estimate and it does not reveal which strategies or comprehension skills a child has mastered or needs to develop
does nt

Question 7

assessment: determining reading levels using an IRI

Answer 7

determines independent, instructional and frustration reading levels (in addition to comprehension)

uses graded reading passages to determine the score

includes the percentage of words the child read aloud correctly and the percentage of comprehension questions the child answered correctly

does not reveal understanding of specific stories because it is a rough estimate and it does not reveal which strategies or comprehension skills a child has mastered or needs to develop
does nt

Question 7

assessment: determining reading levels using an IRI

Answer 7

determines independent, instructional and frustration reading levels (in addition to comprehension)

uses graded reading passages to determine the score

includes the percentage of words the child read aloud correctly and the percentage of comprehension questions the child answered correctly

does not reveal understanding of specific stories because it is a rough estimate and it does not reveal which strategies or comprehension skills a child has mastered or needs to develop
does nt

Question 7

assessment: determining reading levels using an IRI

Answer 7

determines independent, instructional and frustration reading levels (in addition to comprehension)

uses graded reading passages to determine the score

includes the percentage of words the child read aloud correctly and the percentage of comprehension questions the child answered correctly

does not reveal understanding of specific stories because it is a rough estimate and it does not reveal which strategies or comprehension skills a child has mastered or needs to develop
does nt

Question 8

Assessment: comprehension skills at each level (literal, inferential, evaluative)

Answer 8

use QAR: this measures beyond the literal comprehension

right there - answer is literal, in the book

think and search - answer is literal but may be in two different parts of the text

author and you - answer is not literal, not in the text - this asks for inferential or evaluative skills (what does the reader already know and think about what the author wrote)

on my own - not literal, not in the text - you can answer without rereading the text

Question 8

Assessment: comprehension skills at each level (literal, inferential, evaluative)

Answer 8

use QAR: this measures beyond the literal comprehension

right there - answer is literal, in the book

think and search - answer is literal but may be in two different parts of the text

author and you - answer is not literal, not in the text - this asks for inferential or evaluative skills (what does the reader already know and think about what the author wrote)

on my own - not literal, not in the text - you can answer without rereading the text

Question 8

Assessment: comprehension skills at each level (literal, inferential, evaluative)

Answer 8

use QAR: this measures beyond the literal comprehension

right there - answer is literal, in the book

think and search - answer is literal but may be in two different parts of the text

author and you - answer is not literal, not in the text - this asks for inferential or evaluative skills (what does the reader already know and think about what the author wrote)

on my own - not literal, not in the text - you can answer without rereading the text

Question 8

Assessment: comprehension skills at each level (literal, inferential, evaluative)

Answer 8

use QAR: this measures beyond the literal comprehension

right there - answer is literal, in the book

think and search - answer is literal but may be in two different parts of the text

author and you - answer is not literal, not in the text - this asks for inferential or evaluative skills (what does the reader already know and think about what the author wrote)

on my own - not literal, not in the text - you can answer without rereading the text

Question 9

teaching strategies for struggling readers (differentiating)

Answer 9

• build word analysis skills, fluency, vocabulary, acad. language and background knowledge (don’t just teach more comprehension strategies to build comprehension – teach foundational skills)
• read the grade level texts aloud so that students who cannot read at their grade level still have access to the curriculum
• reteach with more lessons, give time for more practice, provide concrete examples

Question 10

teaching strategies for english learners (differentiation)

Answer 10

• capitalize on the native language knowledge, if any

- explicitly teach strategies that are missing (and assess their current abilities)