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Foundations Of Reading 190 > Development Of Reading Comprehension > Flashcards

Development Of Reading Comprehension Flashcards

1
Q

Word consciousness

A

Awareness of and interest in words and their meanings. It can be developed in a variety of ways.

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2
Q

Tier 1 words

A

Known as conversational words because they are used in every day speech.

Examples; talk, she, happy, clock

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3
Q

Tier 2 words

A

Known as academic words because they appear in a variety of subjects or content areas

Examples; classify, analyze, sequence, appropriate

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4
Q

Tier 3 words

A

Known as domain specific because they apply to a specific subject or content area.

Words do not appear frequently.

Examples; mitosis, exponent, pumice, quadrilateral

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5
Q

Word learning strategies

A

Morphology

Frayer model

Semantic mapping

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6
Q

Etymology

A

The study of word origins. Students develop a deeper, more complex understanding of the word by learning a words origins and related words with a shared origin.

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7
Q

Concept sorting activities

A

Require students to appropriately group words into predetermined categories related to the target concept.

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8
Q

Word wall

A

Provide students access to newly learned vocabulary. The words should be grouped by meaning.

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9
Q

Figurative language

A

Words or phrases that having meaning but are not literally true.

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10
Q

Idioms

A

A phrase or expression that deviates from its literal meaning.

It’s raining cats and dogs!!!
Hit the hay!
I’m in seventh heaven.

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11
Q

Abbreviation

A

RSVP (please reply)
AM (before noon)
PM (after noon)
AD (the year of our lord)
BC (before Christ)
I.e. (that is)
E.g. (for example)
Etc. (and other things)
P.s. (written after)

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12
Q

Formal language

A

Less personal, more official, and is utilized in speech settings such as conversing with a superior

It is used when writing professional or academic purposes.

Does not use colloquialisms, contractions, or first person pronouns.

Used for informational texts, written essay, and news media

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13
Q

Informal language

A

More casual and mainly used with friends, family, on social media platforms etc

Often included slangs, colloquialisms, and idioms

Personal emails, text messages, casual written discourse on a social media post, or a note to a friend.

The tone of informal language is more personal than formal language

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14
Q

Common everyday words

A

Learned through exposure to language

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15
Q

Academic vocabulary

A

With high transferability between content areas.

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16
Q

Discipline specific vocabulary

A

Required for students to understand concepts in that discipline

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17
Q

A student in your class correctly used the words unavailable, apparent, and fabulous in an expository essay. This essay demonstrate that these words are part of the students ______ vocabulary.

A

Expressive

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18
Q

Which strategies help build word consciousness?

A

Read alouds
Labeling items in the class room
Anchor charts
Explicit vocab instruction
Model reading a new word

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19
Q

If a student is struggling to understand the meaning of the word dehydrated, it would be most beneficial to have them look up the definition.

A

FALSE

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20
Q

Tier 1 words example

A

Schedule, book, run, see, pencil, school

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21
Q

Tier 2 example words

A

Recall, analyze, infer, evaluate

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22
Q

Tier 3 word examples

A

Respiration, eukaryote, hypotenuse, amendment, and protagonist

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23
Q

Which of the following are benefits of an informal oral-language assessment?

A

Distinguishes whether a child strings that is together or categorizes idea.
Demonstrates knowledge of syntax.
Demonstrates which children are using flexible language.

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24
Q

Formal language

A

Introduce vocabulary and use it in context
Engage in shared writing with children
Engage an interactive read, alouds with children
Model and encourage language play

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25
Q

Informal language

A

Use, pretend play, narratives, and explanations
Build on children’s interest
Encourage children to share stories.
Take turns in conversations

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26
Q

Predicting

A

Use evidence from the text to logically predict what might happen next.

27
Q

Questioning

A

Generate and ask questions about the text while reading to deepen understanding.

28
Q

Clarifying

A

Identify a disruption in comprehension or word knowledge and apply strategies such as a rereading or contextual analysis to promote text comprehension.

29
Q

Summarizing

A

Retell the events in a story or text succinctly

30
Q

Visualizing

A

Create mental images of what is described in a text while reading.

31
Q

Making connections

A

Connect information in the text to prior experiences or background knowledge. This may include making text-to-text, text to self, or text to world connection.

32
Q

Inferring

A

Use background knowledge and information or evidence provided in the text to reach a logical conclusion that an author does not explicitly state

33
Q

Determining importance

A

Identify ideas and information that are critical for comprehending a text

34
Q

Reviewing or rereading

A

Pause to review or reread parts of the text when there is a disruption in comprehension

35
Q

Metacognition

A

The process of actively thinking about one’s own thinking.

36
Q

Text structures

A

Understanding the text structures of informational texts supports students comprehension and their ability to locate relevant information.

37
Q

Informational text features

A

Text features include all of the information provided in an informational text to accompany the main body of the text. Text features are found almost exclusively in informational texts.

38
Q

Activating background knowledge

A

Before reading a text, students should be encouraged to preview the text by reviewing the headlines, subheadings, keywords, and images. Previewing activates the students prior knowledge or schema.

39
Q

Instructional strategies

A

Summarizing

Paraphrasing

Interactive read aloud

Reciprocal teaching

Close reading and annotating

Graphic organizers

40
Q

Interactive read aloud

A

The teacher takes on most of the responsibility to model comprehension strategies with student interactions

41
Q

Independent reading

A

The student is responsible and accountable

42
Q

Guided reading

A

The student takes on the responsibility with support of the teacher

43
Q

Think aloud read aloud

A

The teacher takes on the responsibility to explicitly demonstrate comprehension strategies.

44
Q

Shared reading

A

The responsibility is shared between the students and the teacher.

45
Q

A teacher wants to improve the students literal comprehension of the story. Which of the following post-reading activities would be most effective in supporting this?

A

The students identify the main characters and problem in the story.

The students identify the main idea with details in the text.

46
Q

Literal comprehension

A

Identify a supporting detail

Recall where and when a story takes place

Identify the narrator of a text

47
Q

Inferential comprehension

A

Make predictions

Infer the main idea of a text

48
Q

Evaluative comprehension

A

Analyze how the characters have changed

Determine if evidence and reasoning is sound

49
Q

Metacognitive strategies used in reciprocal teaching?

A

Questioning and summarizing

50
Q

Product

A

The method students use to demonstrate learning

51
Q

Content

A

The knowledge and skills students need to master

52
Q

Process

A

The activities students use to master the content

53
Q

Literally text

A

Characters
Plot
Figurative language

54
Q

Informational text

A

Paraphrasing
Facts
Compare and contrast
Opinions
Main idea

55
Q

Both informational texts and literary text

A

Authors craft
Word choice
Point of view

56
Q

If a student is struggling with retelling events in a story, a _________ or ______ graphic organizer would be a way to scaffold.

A

STORY MAP

SUMMARIZING OR SEQUENCING

57
Q

Which of the following is an example of literal comprehension?

A

Identifying the main character in a story

58
Q

A 3rd grade teacher is preparing to state a science unit on the solar system, focusing on the characteristics and orbits of planets. Which of the following types of vocabulary words from the unit would be most suitable for pre-teaching in order to support students’ comprehension of text??

A

Tier 3 vocabulary associated with astronomy and celestial bodies.

59
Q

When selecting words for vocabulary instruction prior to a new unit, it is important to consider:

A

Content specific words relevant to the topic or subject being taught

60
Q

Which of the following would be most appropriate graphic organizer for students reading a text about the life of a historical figure?

A

Timeline

61
Q

Which graphic organizer would be best for gathering information about students’ prior knowledge before reading a book out loud?

A

A KWL chart

62
Q

Which of the following approaches includes assigning each student a specific role such as, summarizing, question generating, clarifying, and predicting, when reading and discussing a text within a small group??

A

Reciprocal teaching

It’s a structure used for small groups. It includes four roles, with each student taking a specific role.

63
Q

A fourth grade social studies teacher conducts a text feature overview of the social students book used in class. Which of the following are text features that would be included in this lesson?

A

Table of contents and bolded words

64
Q

Which of the following strategies supports students comprehension by engaging them in developing mental images representing information within the text?

A

Visualizing

Foundations Of Reading 190 (6 decks)

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