Comprehension Flashcards

1
Q

Venn Diagram

A

Used to compare and contrast

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2
Q

T-chart

A

Used to compare, but they do not provide a space to collect similarities. Commonly used to plan for persuasive writing by collecting support for one argument on the first side and the opposing argument on the other side

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3
Q

Cluster, Mind Map, or Idea Web

A

Most often used as a brainstorming tool. The main idea or topic is written in the center circle, and students write their related ideas in the surrounding circles

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4
Q

Concept Map

A

Concept maps have some characteristics in common with idea webs but are more hierarchical and deliberately structured. More appropriate for prewriting that occurs after a topic has been selected

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5
Q

Sequencing Chart

A

Used to support the planning or analysis of a chronologically organized text. Each event or each step of a process is written in a box

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6
Q

Cause and Effect Diagram

A

Similar in structure to the sequencing chart, this graphic organizer is used to reflect cause and effect relationships, not just the order of them

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7
Q

Linear Array Diagram

A

Linear arrays are used to show the degree of change between words with similar or related meaning

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8
Q

ELA Group Activities

A

literature circles - small groups of students discussing literature previously read; can be teacher or student directed.

small groups - groups of 2-4 students collaborating on an assignment or discussion.

workshops - concentrated stations where students focus on one skill or element of a lesson.

reading centers - similar to workshops, but focused solely on reading skills, such as comprehension, fluency, vocabulary, discussion, and/or written response.

muti-age groups - working with students from other grade levels on a skill.

think-pair-share - students work with a partner to discuss and evaluate the topic.

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9
Q

Homogenous Group

A

Similar. Best for differentiation to work on a skill.

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10
Q

Heterogeneous Group

A

Different. Best for collaboration.

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11
Q

4 areas that effect reading comprehension

A
  1. Fluency
  2. Vocabulary
  3. Background Knowledge
  4. Skills
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12
Q

KWL chart

A

(what we KNOW, what we WANT to know, and what we LEARNED). Students complete the first two columns before reading and the final column after reading.

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13
Q

Anticipatory Sets

A

Example: In a science class, the teacher provides a list of statements for the students to agree or disagree with before reading the text. After reading the text, the students compare their initial opinions with the opinions of the author.

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14
Q

Before Reading – SCAN

A

S= Survey headings and turn them into questions to answer while reading

C= Capture the captions and visuals and try to understand their meanings

A= Attach boldface words and find the meanings

N=Note and read the chapter questions before reading

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15
Q

While Reading – RUN

A

R= Read and adjust speed depending on difficulty level.

U= Use word identification skills such as sounding it out, looking for other words clues in the sentence, or breaking words into parts for unknown words.

N= Notice and check parts you don’t understand and reread or skip and go back.

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16
Q

Activities for building vocabulary:

A

Vocabulary Notebook

Word Walls

Concept or Vocabulary Map

17
Q

Before Reading Informational Text Activities

A

Activate Prior Knowledge

Anticipatory Sets

Scan Text to Recognize Organizational Cues and Make Predictions

18
Q

During Reading Informational Text Activities

A

Build Vocabulary

Cluster Concepts

Compare and Contrast

Text Frames

Close Reading

Reciprocal Teaching

Model a Think Aloud

Annotate

Two column notes

Think-pair-share

19
Q

After Reading Informational Text Activities

A

Directed Activities Related to Text (DARTS)

Re-creating text in a different form

Determine fact and opinion

Complete a Main Idea Graphic Organizer

Summarizing

Ask higher order questions with Bloom’s Taxonomy

20
Q

3 levels of reading comprehension

A
  1. Literal
  2. Inferential
  3. Evaluative
21
Q

Literal comprehension

A

Readers understand the facts from the text

22
Q

Inferential comprehension

A

Readers can infer or understand parts of what has been read without it being stated explicitly

23
Q

Evaluative comprehension

A

Readers evaluate or analyze the text through questioning

24
Q

Before Reading All Text Activities

A

Develop Schema
- Viewing and discussing relevant videos, pictures, etc.
- Ask pre-reading questions

Preview

Start a KWL

25
During Reading All Text Activities
Self-monitoring questioning graphic organizers
26
After Reading All Text Activities
Summarize Drawing conclusions/making inferences
27
Strategies for students who struggle to read informational texts
Rereading Questioning (during any stage) Utilize resources within the text
28
Ways writing can support reading comprehension:
journaling annotation outlining written response graphic organizer
29
Issues that effect comprehension:
Fluency Schema/background knowledge
30
Differentiated Instruction activities for comprehension
Graphic organizers (some can have sentence stems) think alouds text options teacher readings of grade-level texts audiobooks
31
Literary Analysis
The careful examination of a text or one element of a text in order to determine why and how the particular text was written
32
Structural elements to help develop the text and contribute to the reader's understanding and enjoyment
Paragraph breaks Chapter breaks Following a plot structure (exposition, rising action, climax, falling action, resolution) Using dialogue Sentence structure variation
33
Story Map
Graphic organizer used to help students identify elements to analyze
34
Strategies for students with limited vocabulary
Pre-teaching vocabulary Visual supports Teaching structural analysis (recognizing common prefixes and suffixes)