Comprehension of Literacy and Informational Texts Flashcards

Question

Explain the importance of adjusting reading strategies when reading different types of texts and reading for different purposes.

Answer 1

It is important for students to self-monitor their reading and adjust their use of strategies depending upon the situation. This will help them focus their attention on key information. It will also ensure that they are comprehending the text and meeting their expected purposes for reading. When students are reading fiction, they typically read from beginning to end rather than skipping around. This helps them understand the plot and correctly sequence story events. When reading nonfiction texts to answer specific questions, readers may utilize text features like the table of contents to jump to specific sections. This helps readers locate the desired information quickly. When students are reading for entertainment, they may read the text at a faster i’ate than when they are reading to analyze specific literary elements or answer comprehension questions. Slowing the reading rate or rereading passages may allow foi’ deeper interaction with the text.

Answer 2

Expository texts often contain some common features. These features help readers locate and organize key information, and they also provide additional information about the content of the text. The table of contents and index help readers know what information is presented in the text and on which pages to find certain topics. Titles and headings are used to separate content into sections of related information. Enlarged and/or bolded print is often used to draw attention to these titles and headings. Important vocabulary words are often highlighted or written in bold print to catch readers’ attention. A glossary or set of sidebars is often included to provide definitions for these vocabulary words. Photographs or illustrations are used to convey infoi-mation visually, and captions are used to explain their content. Charts, graphs, and tables are frequently used to present relevant data. Maps are also included to provide additional information about places discussed in the text.

Answer 3

There are many instructional strategies that can be used to help readers locate and identify features of expository texts. Leading students in feature walks is one common strategy. Using this strategy, teachers share informational and expository texts with students, previewing each section of the texts together. They point out each of the text’s features, such as the titles, headings, table of contents, captions, and charts, and discuss the purposes of each. When reading the texts out loud, they model how to use the features to locate and malce sense of key in formation. To help readers locate and use these text features independently, charts listing the features and their functions can be posted in classrooms. Students can also be given blank charts they can use to record text features found while reading independently. Additionally, students can be given comprehension questions that require the use of text features to answer.

Answer 4

Some nonfiction texts use a compare-and-contrast structure. In this type of structure, both similarities and differences between two or more topics are explained. Sometimes the author presents each topic separately and then includes a discussion of similarities and differences. Other times, the author weaves back and forth between the two topics, comparing and contrasting different features along the way. Cause and effect is another nonfiction text structure. In this structure, the author describes an event and provides reasons why it happened. Another nonfiction text structure is chronological order. An author who retells the details of an event or period of time in the order that they happened is using this text structure. In the problem/solution text structure, a problem is introduced by the author. Possible solutions to the problem are then discussed. A description or list structure can also be used. In this type of structure, a topic is introduced. Descriptive details about the topic are then listed.

Answer 5

One purpose of reading is for entertainment, which is known as aesthetic reading. Sometimes readers select texts because they look interesting to read, and they read them just for fun. Selecting a fairy tale from the library for silent reading time and choosing a bedtime story are examples of times students read for entertainment. Additionally, sometimes people read for information. This is known as efferent reading. It occurs when readers select nonfiction texts to learn something new. This might include learning new facts about a topic or learning the steps needed to accomplish a task. Selecting a book about whales while studying ocean life is an example of reading for information. Reading a recipe to prepare dinner is also an example of reading for information. Reading to learn opinions is another purpose for reading. This type of reading occurs when people are trying to make decisions about things and look to others for advice. Reading online reviews before purchasing a product is an example of reading for opinions.

Answer 6

Recognizing the author’s purpose can assist with comprehension in multiple ways. First, it can offer the readers clues about the text structures and features they are likely to encounter. If readers recognize that the author is writing to inform, they will know to look for features of informational texts, such as headings and content-specific vocabulary words. If readers recognize that the author is writing to entertain, they will know to pay attention to character traits, plot development, and other features of entertaining texts. Additionally, knowing the author’s purpose can help the reader evaluate the text more effectively. If readers recognize that the author is trying to persuade them, they will know to think critically about any claims that the author makes rather than accepting them at face value. Knowing the author’s purpose can also assist readers with determining if texts will meet their needs. For example, students may need to gather factual background information for a science experiment they are completing. They may preview a text and recognize that it is written for entertainment. They may then decide that the text is not suited to meet their needs in this circumstance.

Answer 7

The author’s purpose may be stated either explicitly or implicitly in a text. Readers can be taught to recognize text structures and features that help identify the author’s purpose. Texts that are written to entertain often contain interesting characters and engaging plots. They may contain entertaining phrases and humor, and illustrations may be present. Texts written to persuade usually contain evidence to support the author’s points of view. This may include statistics, facts, and/or personal opinions. Readers can be asked if the authors appear to be for or against something to determine if texts are written to persuade. Texts written to inform often include facts, which may be stated using text, charts, graphs, or other features. These texts may contain captioned photographs to provide additional information about the topics. Content-specific vocabulary words are often present. Readers can be asked if the authors appear to be trying to teach them about something to determine if texts are written for this purpose. It is also important for readers to recognize that authors may have multiple purposes for writing. Readers may recognize text structures and features characteristic of two or more purposes within one text.

Answer 8

Fictional texts contain characters. There are both primary characters, who are central to the conflicts and resolutions of the stories, and secondary characters, who play smaller roles. The settings of the stories are another feature. The settings include both the times in history and the geographical locations where the stories occur. Fictional stories also contain problems or conflicts. The conflicts are usually introduced early in the stories to hook readers and encourage them to continue reading. The plots contain the main events of the stories, when the characters work to resolve the problems. The solutions contain the resolutions to the problems, which typically occur toward the ends of the stories. Fictional texts also typically contain themes, which are the underlying messages the authors are trying to convey to readers. It is important for readers to understand that not all fictional texts contain every element. However, recognizing the common features will assist readers with making predictions and comprehending the texts.

Answer 9

A common way for teachers to introduce students to fictional story elements is modeling their thinking during shared reading experiences. For example, teachers may pause their reading when evidence is provided about the story’s settings. The teachers may explain what they have gathered about the settings and show students which textual clues they used to make these determinations. Graphic organizers, including story maps, are commonly used tools that help students locate and record story elements. These story maps typically ask students to locate the characters, settings, problems, events, and solutions in stories. Foldables or flip books can also be used to record these elements. These elements can be recorded using a combination of pictures and text depending on the ages and needs of the students. Students can also fill out these graphic organizers as prewriting activities when outlining their own stories. Teachers should ask guiding questions to focus students’ attention on story elements before reading. For example, they can ask students to listen for the problem in the story before they begin reading.

Answer 10

There are several common types of characters found in fictional stories. However, not all fictional stories contain all types of characters. Protagonists are the main characters in fictional stories that readers can relate to and want to succeed. Protagonists can be complex characters with both positive and negative traits. Although readers empathize with protagonists, these characters do not always demonstrate admirable behavior. Antagonists are characters who stand in the way of protagonists accomplishing their goals. Antagonists are not necessarily bad characters and can also have both positive and negative traits. Flat characters do not change over time. Their actions and personalities are consistent throughout the stories. They are sometimes known as static characters. Dynamic characters change over time, usually as a result of experiencing the events in the narrative. Readers can identify changes in these characters as the story progresses. Dynamic characters change over time, usually as a result of experiencing the events in the stories. Readers can identify changes in these characters as the stories progress.

Answer 11

Authors of fictional texts present a variety of information about their characters. They describe the characters’ physical characteristics, personality traits, hobbies, dreams and goals, and approaches to solving problems. After reading the stories, readers get to know the characters and develop the ability to predict how the characters might react to different types of situations. They also identify the roles that the characters play in the stories, such as being the protagonists or antagonists. Additionally, they determine whether or not any characters have changed as the stories progressed, and they identify reasons for these changes. All of these steps are part of analyzing character development. Students can be asked to discuss character traits and complete character maps using text evidence from the stories. They can be asked to predict how characters would likely react in other situations, based upon their actions in the stories. Students can also be asked to describe how characters have changed from the beginnings of the stories to the ends, using text clues for support. They can compare and contrast characters from different texts or the same characters during different periods of time.

Answer 12

Setting plays an important role in a story. It describes both the geographical location where the story takes place and the time in history when it occurs. A well-described setting also has the power to set the mood for the story. It can help readers visualize the story’s events and imagine that they are present. This can assist readers with comprehension and increase engagement with the text. To recognize setting, readers can be asked to identify both where and when the story takes place as well as to locate key words within the story that signal the answers to these questions. To explore setting more deeply, readers can be asked to identify how the story evokes their five senses. Using a graphic organizer, they can explore what the characters see, hear, taste, smell, and feel in the story. They can discuss how the use of these details helps readers visualize the setting, and they can be encouraged to use similar details in their own writing. Teachers can also find examples of mentor texts with detailed settings. Students can explore the ways that the authors describe the settings and discuss how these details affect readers.

Answer 13

Similes are one common type of figurative language used to compare two things using the terms like or as; for example, the child grew as fast as a weed. Metaphors are another common type of figurative language used to compare two things. Unlike similes, metaphors do not use the terms like or as. They simply state that one thing is another; for example, the star was a glistening diamond. Personification is a type of figurative language that gives human characteristics to nonhuman things, such as animals, objects in nature, or ideas; for example, the creek danced across the prairie. Hyperbole is a type of figurative language that uses exaggeration for effect. The exaggeration is so excessive that it is not intended to be taken literally; for example, if I don’t eat now, I will starve to death. Symbolism is another type of figurative language. In symbolism, a writer uses a physical object as a representation of something other than its literal meaning. The symbol often represents something abstract, such as a feeling or idea; for example, diverging physical paths in a text can represent two people making different life choices.

Answer 14

Some types of figurative language can be identified by recognizing key words. For example, students can be taught to recognize the words like and as in examples of similes. Students can be taught to recognize sound words, such as buzz, in examples of onomatopoeia. Charts displaying these key words can be displayed in the classroom. Figurative language can also be explicitly taught, with teachers explaining each type and providing examples. Mentor texts can be used to provide examples of each type of figurative language, and students can be encouraged to locate additional examples on their own. When examples are identified, students can analyze the messages the authors are trying to convey through the use of figurative language. Authors use figurative language to make their writing more descriptive and interesting. Because phrases containing figurative language cannot be literally translated, readers must have adequate background knowledge and/or use context clues to determine their meanings. The ability to recognize and interpret figurative language ensures that readers understand the authors’ intended messages and are able to comprehend the depth of the story beyond the literal, surface meanings of the phrases.

Answer 15

When authors use allusions, they refer to well-known people or events familiar to readers without describing them explicitly. For example, a character being warned to avoid opening Pandora’s box is an example of an allusion. It refers to a commonly known story in Greek mythology, and readers are expected to know the meaning of the statement without any further explanation. Biblical, mythological, historical, and literary allusions are four common types. Allusions are commonly found in similes and metaphors. To help readers recognize allusions, students can be asked to find examples of allusions in texts and discuss their types and meanings. Additionally, they can explore and evaluate the effects that allusions have on the meanings and tones of stories. Students can also he taught strategies for researching the meaning of unknown allusions they encounter while reading independently.

Answer 16

A basic definition of reading comprehension is understanding what has been read. However, reading comprehension is quite complex. It involves both taking meaning from the text and creating meaning by integrating the text with prior knowledge. It is an active process that requires the use of multiple skills and strategies, such as decoding, fluency, understanding word meanings, predicting, inferring, and more. It involves different levels of understanding, including comprehending both the literal meanings of the words and the unstated themes and implications of the text. Comprehension is one of the main goals of reading instruction. Comprehension is essential to developing proficient readers. If readers are able to decode the words but cannot comprehend the messages, they won’t make any meaning from the texts and will become easily frustrated. Because comprehension is an active process, it is also important for developing engaged readers who enjoy reading for a variety of purposes.

Answer 17

It is helpful to build background knowledge before introducing new texts to English language learners (ELL5) and struggling readers. Readers can then draw upon this background knowledge to make meaning from the new texts. After assessing what students already know about the topics, background knowledge can be developed using other texts, charts, graphs, photographs, videos, discussions, and additional methods. ELLs and struggling readers can benefit from previewing new texts before reading them independently. This may include picture walks or receiving text outlines that identify the main ideas covered in each section. Pre-teaching vocabulary can also help ELLs and struggling readers comprehend new texts. Teachers can introduce the vocabulary words and use photos or real objects to help explain their meanings. The vocabulary words can be frequently incorporated into class discussions to familiarize students with them. Additionally, graphic organizers can be used to help ELLs and struggling readers identify and organize key parts of texts that assist with comprehension. To offer scaffolding, partially completed graphic organizers and/or sentence stems can be provided initially, and support can be gradually withdrawn over time.

Answer 18

Proficient readers can be encouraged to comprehend at the inferential and evaluative levels in addition to the literal level. They can analyze texts deeply and make inferences, draw conclusions, and form evaluations. They can also be encouraged to complete activities that require higher-level thinking skills. Rather than listing the main characters, for example, proficient readers can be asked to retell the stories from each character’s point of view or evaluate the choices the characters made. To challenge proficient readers and encourage them to be enthusiastic about reading, they can also be given choices about book selection. Teachers can guide students in expanding their text selections to include different topics and genres but allow them to make their own selections. Teachers can also encourage students to choose texts that are appropriately challenging. Proficient readers can benefit from ownership in reading-related activities. Teachers can create menus of challenging questions or projects that readers can choose from based on their interests.

Answer 19

Engaging in collaborative discussions can have several benefits for readers. It allows them to learn from other people’s experiences and perspectives, which may differ from their own. Readers may hear additional evidence that strengthens their own initial understandings and conclusions. Conversely, they may hear evidence that challenges their initial thoughts and requires them to make revisions. Readers also have to support their points with text evidence to explain their thoughts to classmates. Locating and analyzing text evidence can assist with comprehension. Discussing texts with others also has broader social benefits. It gives students opportunities to be active and social learners. Sharing ideas and collaborating helps build a community of learners who are able to communicate and respect different points of view. It also allows students to experience different social roles within the group and develop conflict resolution skills.

Answer 20

Literature circles are one way to structure collaborative discussions about print. Literature circles consist of small groups of students who lead discussions about shared texts, which may or may not have been self-selected. Students collaboratively analyze the texts, discussing topics such as character development and theme. In some classrooms, guiding questions are provided by the teachers, whereas discussion questions are student-generated in others. Sometimes students are assigned roles within the group, such as summarizer and discussion leader. Other times, there may he whole-class collaborative discussions. These types of discussions may occur when the whole class is completing an author study, for example, and are comparing and contrasting the events of different texts. These discussions are typically teacher-led. There may also be small-group, teacher-led, collaborative discussions about teacher-selected texts. For example, discussion time may be included during guided reading groups.

Answer 21

Culture affects the ways people view and interact with the world around them. As a result, readers of different cultural backgrounds may comprehend the same texts differently. Readers rely on prior knowledge and existing schemata to make sense of what was read. Texts that are culturally familiar and related to readers’ existing cultural schemata are more easily comprehended than those that are unfamiliar. When reading culturally familiar topics, readers are better able to make predictions, inferences, and conclusions based on existing schemata. Therefore, it is important for teachers to activate both students’ content knowledge and cultural knowledge prior to reading. For example, students may read a text describing a birthday celebration. The teacher can activate students’ knowledge about how birthdays are celebrated in different cultures. Research has indicated that cultural differences in syntactic complexity are less likely to affect comprehension.

Answer 22

Reciprocal teaching is a strategy designed to assist students with reading comprehension. In reciprocal teaching, students and teachers share the responsibilities of leading small-group discussions about texts. Teachers initially take the lead and model using four main comprehension strategies, including generating questions, summarizing, clarifying, and predicting. They gradually share more responsibility with students, who eventually take over leading the groups in applying these strategies to analyze texts. Reciprocal teaching has several benefits. It requires students to be actively engaged in the reading process, as they must understand and apply the reading strategies to guide their classmates. It encourages the use of higher-level reading strategies that can then be applied to other texts. It also encourages discussion and collaboration among class members. Additionally, reciprocal teaching can help build students’ confidence in their abilities to independently read and analyze challenging texts.

Answer 23

Authors sometimes provide clues in their writing rather than stating things explicitly. When this occurs, readers must make inferences or draw conclusions based on facts, prior knowledge, or text evidence rather than explicit statements. For example, an author might state that a character marched off and slammed the door. Although the author did not state it directly, readers may infer that the character is angry based on his actions. Making inferences is important for comprehension because much of the meaning in a text can be stated indirectly. If readers comprehend only direct statements, they may miss out on major themes or events in the story. Because prior knowledge can be used to make inferences, it is helpful for teachers to activate students’ prior knowledge before reading through previewing and discussing what is known about the topic. Providing students with frequent opportunities to read varied texts can also build prior knowledge that will assist with inferring. Teachers can also show pictures to students and ask what inferences they can make based upon picture clues. Additionally, teachers can model thinking aloud while reading, discussing what inferences they are making and what prior knowledge, facts, or text clues they are using as evidence.

Answer 24

Drawing conclusions is important for reading comprehension because it helps readers understand important events or concepts in a text that are not directly stated. Drawing conclusions about an author’s purpose for writing can also help readers better evaluate the text because they will be aware of potential bias. To help readers learn to draw conclusions, teachers can provide students with several supporting details about common topics and ask what conclusions they can draw. For example, they could describe a house with balloons, streamers, presents, and a cake in the kitchen, leading to a conclusion that it is somebody’s birthday. A graphic organizer can be used to organize this information, with the conclusion in the middle and the supporting details branching off from this conclusion. This process can then be repeated using details found in texts. This will show readers how they can use prior knowledge and text evidence to form conclusions when they read independently.

Answer 25

Metacognition is when readers think about their own thinking. Proficient readers continuously self-monitor their own reading. They ensure that they are making meaning from the text. If things do not make sense, they use strategies to self-correct the issues. Metacognitive strategies are important for reading comprehension because they ensure that readers are actively engaged while reading and that they understand what they have read. Modeling these strategies by thinking aloud is an important way to help students learn and apply these strategies in their independent reading. Metacognitive strategies before reading include previewing the text, making predictions, and setting a purpose for reading. Metacognitive strategies during reading include visualizing, making connections, rereading to clarify confusion, and asking self-monitoring questions. Readers also utilize text features to locate and make sense of key information. Metacognitive strategies after reading include summarizing, drawing conclusions, and determining if any unanswered questions remain that need additional clarification.

Answer 26

Before reading, teachers can set the purposes for reading and activate students’ prior knowledge by making connections to what they already know. They can preview the texts and important vocabulary words and encourage students to make predictions. During reading, teachers can model thinking aloud to demonstrate how they monitor their own understanding. They can check and revise predictions, make inferences, and form connections. They can provide students with guiding questions or graphic organizers to use as they read independently to encourage the same reading behaviors. After reading, teachers can model summarizing, drawing conclusions, and evaluating the texts. They can also discuss how their thinking changed as they read and were presented with new evidence. They can encourage students to use the same strategies after reading independently by setting tip literature circles, creating written response activities, and designing other reading response projects.

Answer 27

Readers can make text-to-text connections. These are connections made between two or more different texts that have been read. Readers might make connections between the texts’ events, characters, themes, or any other features. An example is when a reader identifies that characters in two different books both persisted to overcome challenges. Text-to-self connections refer to connections readers make between texts and their own personal experiences. An example is when a reader understands the sadness a character feels when losing a pet after having personally experienced the same thing. Text-to-world connections refer to connections readers make between events in texts and events that have happened in the real world. An example is when a reader makes connections between a text about an astronaut and news about a recent space launch. To encourage readers to make these connections, teachers can model their own thinking during shared reading experiences. They can model thinking deeply about similarities rather than making surface connections. For example, rather than pointing out that two characters are both girls, they can compare their character traits. Teachers can also encourage the use of Venn diagrams to show the similarities and differences between two texts, people, or events.

Answer 28

When students read and compare multiple books by the same author, they use several reading strategies important for comprehension. They compare and contrast story elements between texts, such as characters, settings, problems, and solutions; they make text-to-text connections. They also consider how the author’s life experiences may impact his or her writing style and content. After completing multiple author studies, readers may also begin to identify favorite authors. These authors can serve as mentors for students, providing models of how to use language and incorporate story elements in their own writing. The connections readers feel to their favorite authors can boost engagement with reading and encourage them to seek out additional texts. Students can learn about the authors’ lives and the paths they have taken as writers. They may be inspired by learning that people similar to themselves have become published authors.

Answer 29

Reading different texts on the same topic can give readers a more comprehensive understanding of the topic. Each text reflects the personal writing style and bias of the author. Reading multiple texts allows readers to hear different perspectives and form their own judgments. Reading texts from multiple genres about the same topic is also beneficial. Each genre presents the information differently and serves unique purposes. Reading an informational text about the Civil War may provide readers with an understanding of the war’s causes, events, and major figures. Reading a historical fiction book written from the perspective of a soldier may give readers a more personalized account of this period in time, engaging the readers and helping them form personal connections. When reading multiple texts, readers also need to identify the important points from each and synthesize the information. They need to consider the authors’ purposes for writing. These skills assist with reading comprehension.

Answer 30

Summarization refers to providing a concise description of the main idea and key details of a text. Summarization assists with comprehension by helping readers separate important information and vocabulary from unimportant information. It also helps readers remember what they have read. Summarization is often a difficult skill for students to learn. Their initial summaries may provide too few or too many details from the text. Modeling and explicit instruction can help students learn to provide effective summaries. Students can be taught to reread a text and cross off unimportant or repetitive information. They can then be encouraged to locate and mark the main idea and key details that are essential to understanding the meaning of the text. Additionally, they can be encouraged to substitute general words for lists of related words in a category. For example, rather than listing all of the animals belonging to a character’s family, students could use the word pets instead. Readers can also complete graphic organizers to develop their summaries. One common type of graphic organizer asks students to complete the following sentence stems to form summaries: Someone, Wanted, But, So, Then.

Answer 31

Research has shown that students learn best when they can relate new information to existing knowledge already stored in long-term memory. This helps them organize and make sense of the new information and apply it in future situations. When reading, prior knowledge can help students determine the meaning of unfamiliar vocabulary words, form predictions about what might happen next, make inferences, and make sense of story events. All of these skills are important for comprehension. To activate students’ prior knowledge, the teacher can ask what students already know about a topic when it is introduced. Students’ contributions can be listed on a chart or graphic organizer. Know, want, and learned (KWL) charts can be completed, listing what students already know, want to know, and learned about the topic. The teacher can also ask students to make comparisons by asking how the new topic is similar to and different from something they have already learned.

Answer 32

Words often have multiple meanings. Denotative meanings are the literal meanings of words. Connotative meanings are the secondary meanings of words and refer to the positive and negative associations that arise from them. For example, the denotative meaning of the word heart is a muscular organ in the circulatory system that pumps blood. A connotative meaning of the word heart is love. There are several reference tools that can be used to locate the meanings of words. Dictionaries can be used to find the denotative and connotative meanings of words, along with other information like word origin and pronunciation. Thesauri can be used to find lists of synonyms for words, and antonyms are sometimes included as well. Glossaries list the definitions of important vocabulary words and are often found at the end of texts. All of these reference tools can be found in both print and digital forms.

Answer 33

Know, want, and learn (KWL) charts can be filled out before and after reading to identify what readers know, want to know, and learned about a topic. These charts help activate prior knowledge and give readers a purpose for reading. Story maps can be used to help readers identify the main elements of a story, such as characters, setting, problem, events, and solutions. Character maps can be used to describe traits of characters in the story. Other graphic organizers can be used to help readers explain the relationships among events or ideas in a story. Graphic organizers can be used to help readers identify the problem and solution in a story, along with the events that led to the solution. Other graphic organizers can be used to record inferences and the text evidence used to make them. Graphic organizers like webs can be used to record the main idea and supporting details ofa story. Venn diagrams can also be used to compare and contrast two stories, characters, or other elements.

Answer 34

Faulty reasoning occurs when conclusions are not supported by facts and evidence. The ability to recognize faulty reasoning is important because it helps readers evaluate the claims made in texts to determine if they are factual or not. It also helps readers identify potential author bias. To assist readers with recognizing faulty reasoning, teachers can explicitly teach several different types and provide examples of how they are used in real texts. Overgeneralizations occur when authors draw conclusions based upon insufficient data. An example is stating that all fourth graders must like pizza because one fourth grader likes pizza. Personal bias occurs when authors base conclusions on personal opinions rather than factors or data. Illogical conclusions occur when authors draw conclusions about the relationships between things without data supporting the relationships. An example is stating that because someone was outside in the rain and later got a cold, the rain must have caused the cold. Students can be encouraged to locate and share examples of faulty reasoning found during their independent reading experiences. They can also be encouraged to verify the sources used by authors to validate their claims and be wary of unsubstantiated online sources.

Answer 35

Facts are statements that can be proven to be true. For example, stating that George Washington was the first president of the United States is a fact. Opinions are statements that cannot be proven true or false. They represent people’s judgements or views of something. Stating that cats are easier to take care of than dogs is an opinion. It is important for readers to distinguish between facts and opinions. Recognizing when statements are opinions can help readers identify any biases the authors may have and recognize that the authors maybe trying to persuade them. Distinguishing between facts and opinions is important when reading any text, but it necessitates special consideration when using digital sources. Anyone can post information online, and readers must be able to evaluate the sources effectively to determine if they are based on fact or opinion. To teach students to identify facts and opinions, teachers can introduce the terms and provide examples of each. Students can be asked to mark examples of facts and opinions in texts using different colors. They can also be encouraged to look for key words that signal opinions, such as think, believe, feel, best, and favorite.

Answer 36

Digital literacy refers to the ability to communicate effectively using digital sources. It involves many component skills, such as locating, processing, analyzing, evaluating, and creating information in digital form. Information can be communicated digitally through websites, social media, apps, digital textbooks, multimedia presentations, emails, texts, and more. The continually evolving nature of digital communication presents challenges for teachers. Tools, software, and equipment should be selected carefully based upon the ability to help students achieve learning objectives. Teachers also need to help students locate and synthesize information from multiple sources and evaluate the sources for reliability. Students must also learn to share information responsibly and adhere to acceptable use policies. Additionally, students need to be taught to consider their audiences and purposes for communicating in digital environments, just as they do when communicating through speaking and writing. For example, different language and sentence structure will likely be used in business websites than in text messages. With global business and distance education now common, students also need to be taught how to use modern tools to collaborate with others.

Answer 37

Media literacy refers to the ability to comprehend, evaluate, and create media. Media includes methods of communication, such as newspapers, magazines, videos, television, radio, and books. Students need to critically evaluate the authors’ messages and points of view to determine what biases may exist. They also need to determine whether the information presented is supported by reliable sources. Advertisements and testimonials may contain unsubstantiated information, for example. Because there are many different types of media, students also need the ability to flexibly apply different comprehension strategies. For example, they may skim through newspaper articles to locate and highlight key information, whereas they may take notes during videos. Teachers should incorporate forms of media into classroom instruction and teach strategies for comprehending and evaluating each type. Teachers can also allow students opportunities to present their learning using different forms of media, such as creating podcasts, writing newspaper articles, filming videos, and more. Students should be taught to consider which types of media will best convey their messages and reach their intended audiences. In addition to helping students develop media literacy, these project options will also accommodate students who prefer different learning modalities.

Answer 38

Visual literacy refers to the ability to comprehend, evaluate, and create visuals. It includes all types of visuals, such as cartoons, photographs, illustrations, graphs, infographics, and maps. Visual literacy is important from an early age. Before students can read words, they “read the pictures” to tell stories and make predictions. They are later presented with other visuals, such as graphs to explain data in nonfiction texts and infographics on websites. As with all forms of media, students need to evaluate author bias and verify the sources used to create visuals. For example, they can be taught to consider where the data used to create graphs comes from. Students also need to extract key information from visuals by looking for clues, such as bolded print or use of color. Additionally, students need to be taught about the legal issues involved in creating visuals, including copyright issues. They also need to consider design and aesthetics issues. Teachers can assist students with visual literacy by presenting information using a combination of print and visual forms and allowing students choices when completing assignments. For example, students can create posters to convince other classmates to read favorite books.

Answer 39

Data literacy refers to the ability to comprehend, evaluate, gather, and organize data. With the increasing reliance on data analytics to drive business and education-related decisions, data literacy must be addressed in the classroom. Students need to learn how to read and interpret different representations of data, such as charts, graphs, and tables. They also need to draw informed conclusions from the data and recognize potential author bias and data misuse. Additionally, students must decide which types of data will be useful to answer specific questions and convey certain information. They need to determine the most effective ways to gather data and present it to others. Teachers should incorporate data gathering and analysis into classroom activities across all subject areas. Students can gather data when completing science experiments and create tables and graphs to represent their findings. Teachers can conduct surveys with students and record their responses using poll-generating tools on the web. Minilessons can be focused on interpreting and evaluating data found in nonfiction texts.

Answer 40

Financial literacy refers to making informed decisions about financial resources to prepare for a secure future. It includes skills such as saving and spending money, creating budgets, and paying bills. It also includes business-related terms like profit, expense, and revenue. Although financial literacy is commonly linked to math skills like balancing checkbooks, it relates to traditional literacy as well. People must be able to read banking and billing statements and understand their terms and conditions. They must also critically evaluate financial offers, such as credit card deals, and consider authors’ biases and underlying intentions. These skills are needed to make informed financial decisions. While teaching about financial literacy, teachers should include a variety of realistic materials for students to read, analyze, and evaluate. They should be given opportunities to make and justify realistic financial decisions based on research and analysis.

Answer 41

Information literacy refers to the ability to locate, analyze, and evaluate information. It also refers to the ability to responsibly share information with others. Information can be obtained from a variety of sources, including websites, interviews, newspapers, books, and more. Students first need to recognize when more information is needed. Teachers can encourage students to self-monitor their thinking and recognize when they need to learn more about topics before drawing conclusions. When planning a school garden, for example, students may recognize that they need to learn more about which plants grow well in their area. They may then consult gardening guides to select plants that are well suited for their climate and soil type. Once information is located, it needs to be critically analyzed so students can comprehend it. They also need to consider author bias and reliability of sources. When sharing information, students need to ensure that they are using reliable sources and not misleading their audiences.

Answer 42

Technology literacy involves the ability to use technological tools, equipment, and software to communicate effectively. It includes using technology to access, analyze, evaluate, and share information. Technological tools are now commonly used in education, and teachers must dedicate instructional time to teaching students how to use them effectively and responsibly. Teachers can assist students with learning to use technology to locate information, such as teaching them to enter specific key words in search engines and skim the results for relevant matches. They can also teach students how to carefully select which technological tools they will use to accomplish specific tasks. For example, if students want to create visual representations of information for a class project, they may consider and evaluate the effectiveness of different infographic building tools. Technology literacy also involves recognizing the possibilities and limitations of technology in accomplishing specific learning objectives. Additionally, it involves troubleshooting common technological problems and using technology in ethical and responsible ways.

Answer 43

Multiple literacies are part of modern learning and business. To be successful, people must effectively process and share different types of information using multiple media forms. Therefore, teachers must devote instructional time to teaching students the skills they need to succeed in this technology-rich environment. Teaching multiple literacies requires a mixture of explicit instruction, guided practice, and opportunities for application. For example, teachers need to teach students to find supporting details in digital texts. They may explicitly teach this skill during mini-lessons by modeling how they highlight key phrases. Teachers may then ask students to highlight key phrases in digital texts independently while they observe and provide feedback. Students may then be given multiple opportunities to apply this skill throughout the year to complete projects and assignments. Teachers should also provide opportunities for students to interact with texts of all types and communicate using different media. They can offei choices in projects and assignments as long as instructional objectives are met. This method allows students to pursue their own interests and leads to increased engagement and ownership over learning.

Answer 44

Auditory learners easily gather and process information through listening. For example, they may determine main ideas from lectures, assess subtle details from speakers’ tones during conversations, and follow oral directions to complete multistep tasks. Auditory learners often enjoy speaking as well, and they may frequently participate in class discussions and conversations. Teachers can implement many instructional strategies to support auditory learners. They can incorporate read-alouds, discussions, and lectures into classroom activities. They can provide audio versions of textbooks and storybooks. They can also record lectures so students can listen to them later to prepare for assignments and assessments. Teachers can allow students to interview others to gather information, and they can introduce songs, chants, and rhymes to assist with memorization. When designing projects and assessments, teachers can allow students to complete oral reports or presentations. Additionally, they can allow students to think through problems out loud and offer verbal feedback. Directions can also be given orally.

Answer 45

Visual learners easily gather and process information by observing. They may learn by seeing written words, photographs, models, or any other visual representations of information. For example, they may locate words signaling the main ideas of written texts, summarize events detailed in illustrations, or complete new tasks after seeing the steps modeled. Teachers can implement many instructional strategies to support visual learners. They can encourage visual learners to take notes when reading new texts or learning new concepts. Notes can consist of words, pictures, or combinations of both. Teachers can also provide written directions to complete tasks, or they can visually model the steps. Additionally, teachers can use photos, realistic objects, diagrams, and other visual materials when introducing new concepts to learners. They can provide graphic organizers to help learners visualize the connections among concepts. When reading aloud, teachers can also share and discuss the illustrations. When teachers are designing projects and assessments, they can allow students to present their learning through multimedia presentations, models, or other visual means.

Answer 46

Kinesthetic learners learn best by doing. They benefit from watching people model how to do things and being given opportunities to do things themselves. They also benefit from opportunities to be active within the classroom. Teachers can implement many instructional strategies to support kinesthetic learners. They can consider active ways for students to learn and practice new concepts. For example, first grade students can trace sight words in chalk and hop along the letters, helping them memorize the spellings. Students of all ages can complete science experiments that allow them to mix, measure, and complete other scientific tasks. During math lessons on comparing and ordering numbers, students can form human number lines and discuss the processes they used. Classroom arrangements and routines are also important for kinesthetic learners. Teachers can consider flexible seating arrangements and opportunities to move throughout the classroom to accommodate these students’ needs.

Answer 47

Tactile learning is sometimes viewed as a synonym of kinesthetic learning, but there are some key differences. Kinesthetic learning refers to active learning by doing, and tactile learning refers to learning through physical touch. Tactile learners benefit from frequent opportunities to feel and manipulate items during instruction. Teachers can implement many instructional strategies to support tactile learners. For example, early childhood students can trace letter cards made of different textures. Students can be given opportunities to spell words in rice, sand, or other textured materials. Manipulating letter tiles can also be used during word work activities. When completing science activities, students can feel objects and describe their textures. During math activities, students can use manipulatives to explore concepts and solve problems. When teachers are designing projects and assessments, they can also allow students to present their learning using models constructed from types of artistic materials.

Answer 48

Teachers should consider all learning modalities and accommodate auditory, visual, kinesthetic, and tactile learners within the classroom. This is important for several reasons, including the possibility that each student may display preferences for multiple modalities. Additionally, students can benefit from having information presented in multiple ways. For example, students may learn how to complete new tasks by watching their teachers model the steps. However, if given opportunities to practice the steps themselves, students may be better able to remember and apply them in the future. Teachers need to consider the specifics of each concept they are teaching when determining which modalities to address during instruction. For example, it is difficult to teach letter formation using only oral directions. Students benefit from seeing the process teachers use to form each letter and from having opportunities to practice forming the letters independently. When teaching rhyming, auditory instruction is important. All modalities play a role in learning. Classrooms are also made up of diverse students who prefer different modalities. To meet the needs of all learners, teachers can offer instructional choices and present information in multiple ways. For example, teachers can offer print and auditory versions of texts. Directions can be provided in written form and spoken verbally. Teachers can also offer project choices that allow students to present their learning in oral, written, or visual form.

Answer 49

In preparation for the workforce and independent living, students must be able to successfully write for a variety of purposes and audiences. This is essential because effective writing is required in many professions. For example, scientists publish research studies, sales professionals write sales reports, and marketing specialists create advertisements. Going through the steps of the writing process helps students organize, synthesize, analyze, and evaluate complex information. They must make judgments about what information is relevant and which text structures should be used to best convey meaning. Putting content into their own words helps students comprehend difficult information and vocabulary. Therefore, writing in the content areas supports comprehension in these areas as well. Teachers can provide varied types of texts to support learning in the content areas. This may include fiction books, journal articles, diaries, field guides, research studies, maps, interview transcripts, and more. Students should interact with various quality texts and discuss the roles they play in different professions.