Comprehension of Literary and Informational Text

Question 1

oral language skills such as vocabulary and listening comprehension are critical to reading ________.

Answer 1

comprehension

Question 2

one’s ability to comprehend spoken language at the discourse level that involves the processes of extracting and constructing meaning

Answer 2

listening comprehension

Question 3

name 4 ways to support students’ listening comprehension

Answer 3

1) listening centers
2) active listening
3) partner conversations
4) group story

Question 4

having students listen to stories and then retell important parts of the story

Answer 4

listening centers

Question 5

having students ask questions and clarify information while listening

Answer 5

active listening

Question 6

have students engage in converations with a partner and then retell what was discussed

Answer 6

partner conversations

Question 7

have a group of students tell a story- start with one student then the next adds and so on. Students must listen and comprehend to contribute to the story.

Answer 7

group story

Question 8

it is important to activate students’ ______ knowledge before reading

Answer 8

background

Question 9

common type of graphic organizer used to activate background knowledge (involves students writing what they already know, what they want to learn, and what they end up learning after the lesson)

Answer 9

KWL chart

Question 10

name ways to activate background knowledge

Answer 10

whole-group discussion
guiding questions
text to self
pre-reading strategies (skimming, etc)
pre-teach difficult vocab
use prereading graphic organizers (like KWL)

Question 11

text written primarily to inform, including nonfiction, history/social science texts, digital texts, science/technical texts

Answer 11

informational text

Question 12

type of text; includes folktales, legends, fables, fantasy, and realistic fiction

Answer 12

literary text

Question 13

a cooperative learning activity in which each student, or groups of students, read and analyze a small piece of information that is part of a much larger piece. They share what they learned with the class.

Answer 13

jigsaw

Question 14

a reading activity that involves breaking down a difficult text into manageable pieces

Answer 14

chunking

Question 15

involves the use of evidence-based comprehension strategies embedded in the teacher-guided discussions that are planned around repeated readings of a text

Answer 15

close reading

Question 16

a cooperative learning activity in which students work together to solve a problem or answer a question

Answer 16

think-pair-share

Question 17

a writing activity where students use journals to react to what they read by expressing how they feel and asking questions about the text

Answer 17

reading response journals

Question 18

activity where the teacher sets the expectation that students use evidence in the text to support claims they make during the discussion

Answer 18

evidence-based discussion

Question 19

a small-group, cooperative learning activity where students engage and discuss a piece of literature/text

Answer 19

literature circles

Question 20

an instructional activity in which students become the teacher in small group reading sessions

Answer 20

reciprocal teaching

Question 21

QAR stands for (hint: it’s a type of categorizing questions that students engage in before, during, and after reading)

Answer 21

Question Answer Relationships

Question 22

What are the 4 categories of QAR?

Answer 22

1) Right there (questions w answers found directly in the text)
2) Think and search (answers gathered from putting parts/info of the text together)
3) Author and you (questions where students required to relate text to their own experiences)
4) On my own (questions that do not require students to have read the passage but require background knowledge to answer)

Question 23

What does SQ3R stand for?
What is it?

Answer 23

Survey, Question, Read, Recite, Review (3 rs)

it is a comprehensive reading activity

Question 24

Using small groups to allow students to read and analyze text together - it is most effective when it is structured and when every student has a role in the outcome

Answer 24

cooperative learning

Question 25

Name three skills to consider when teaching students to strengthen their reading comprehension

Answer 25

1) Critical thinking
2) Creative thinking
3) Reflective thinking

Question 26

this is multi-step, high-level thinking. Students are stretching in their thinking to analyze, evaluate, interpret, and synthesize information to reach a conclusion or make a judgment.

Answer 26

critical thinking

Question 27

this requires students to create something by applying their skills.

Answer 27

creative thinking

Question 28

students look back on their learning process to promote abstract thinking and to encourage the application of learning strategies to new situations

Answer 28

reflective thinking

Question 29

a hierarchical model used to classify educational learning objectives into levels of complexity and specificity

Answer 29

bloom’s taxonomy

Question 30

what are the skills (verbs) at the 4 highest points of bloom’s taxonomy (pyramid)?

Answer 30

apply, evaluate, analyze, and create (from bottom to top)

Question 31

thinking about thinking

Answer 31

metacognition

Question 32

strategies for boosting comprehension, critical thinking, and metacognition:

Answer 32

predicting, questioning, read-aloud/think-aloud, and summarizing

Question 33

how can one tell if a book is a “good fit”

Answer 33

one that a student can enjoy/is interested in reading independently. It should challenge them, but not so much that they become frustrated or have a difficult time understanding the text.

or use the IPICK mnemonic
I (I choose a book)
Look it over inside and out.
P (Purpose)
Why do I want to read it?
I (Interest)
Does this interest me?
C (Comprehend)
Do I understand what I am reading?
K (Know the words)
Do I know most of the words?

Question 34

what are three aspects to consider when choosing culturally responsive literature?

Answer 34

1) accuracy (of cultural representation)
2) authentic dialogue (should accurately represent culturally-specific oral traditions)
3) presentation of information or issues (should not leave out information that is unfavorable to the dominant culture)

Question 35

what is the first thing to consider when choosing materials for the reading classroom?

Answer 35

whether the materials are aligned to the state adopted standards

Question 36

name examples of graphic organizers that students can use for literary and informational text

Answer 36

venn diagram
story map
timeline
sequence map

Question 37

categories of artistic composition characterized by similarities in form, style, or subject matter

Answer 37

genres

Question 38

particular categories within a genre

Answer 38

subgenres

Question 39

why is teaching point of view explicitly beneficial?

Answer 39

to help improve students’ comprehension of literary text (and because evaluating point of view shows higher order thinking)

Question 40

point of view where a narrator in the story recounts his or her own perspective, experience, or impressions (using i, we, me, us)

Answer 40

first person

Question 41

point of view where the story is written in the perspective of “you”

Answer 41

second person

Question 42

point of view where the narrator remains a detached observer, telling only the action and dialogue

Answer 42

third person objective

Question 43

point of view where the narrator tells the story from the viewpoint of one character in the story

Answer 43

third person limited

Question 44

point of view where the narrator has unlimited knowledge and can describe all characters’ thoughts and interpret their behaviors

Answer 44

third person omniscient

Question 45

the formal definition of a word

Answer 45

denotation

Question 46

an idea or feeling that a word invokes in addition to its literal or primary meaning

Answer 46

connotation

Question 47

an expression designed to call something to mind without mentioning it explicitly

Answer 47

allusion

Question 48

what are the three things students should consider when selecting words?

Answer 48

1) meaning
2) specificity/relevance (language that is concrete and directly related to the topic)
3) audience

Question 49

what are the 4 levels of diction

Answer 49

1) formal - serious discourse
2) informal - relaxed but polite conversation
3) colloquial - language in everyday usage
4) slang - new, often highly informal words and phrases

Question 50

an author’s attitude toward a topic

Answer 50

tone

Question 51

the manner of expressing thought in language; word choice is an element in this; it’s the way a writer writes

Answer 51

style

Question 52

expression of one’s meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect

Answer 52

irony

Question 53

the essence of reading- when students begin to form images in their minds as they read - they understand what is happening in the story and are reading with prosody, automaticity, and accuracy

Answer 53

comprehension

Question 54

what are the 3 levels of comprehension?

Answer 54

literal (student can answer questions found in the text)

inferential (student can answer questions that are indirectly referenced in the text but not explicity stated)

and evaluative (student can move beyond the text and form an opinion about the text based on what is read)

Question 55

graphic organizer used to map elements in the passage based on meaning

Answer 55

semantic map

Question 56

graphic organizer used to organize ideas in the passage

Answer 56

outline

Question 57

graphic organizer used to compare and contrast

Answer 57

venn diagram

Question 58

graphic organizer used to visualize events

Answer 58

timeline