Development Of Reading Comprehension Flashcards
Word consciousness
Awareness of and interest in words and their meanings. It can be developed in a variety of ways.
Tier 1 words
Known as conversational words because they are used in every day speech.
Examples; talk, she, happy, clock
Tier 2 words
Known as academic words because they appear in a variety of subjects or content areas
Examples; classify, analyze, sequence, appropriate
Tier 3 words
Known as domain specific because they apply to a specific subject or content area.
Words do not appear frequently.
Examples; mitosis, exponent, pumice, quadrilateral
Word learning strategies
Morphology
Frayer model
Semantic mapping
Etymology
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.
Concept sorting activities
Require students to appropriately group words into predetermined categories related to the target concept.
Word wall
Provide students access to newly learned vocabulary. The words should be grouped by meaning.
Figurative language
Words or phrases that having meaning but are not literally true.
Idioms
A phrase or expression that deviates from its literal meaning.
It’s raining cats and dogs!!!
Hit the hay!
I’m in seventh heaven.
Abbreviation
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)
Formal language
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
Informal language
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
Common everyday words
Learned through exposure to language
Academic vocabulary
With high transferability between content areas.
Discipline specific vocabulary
Required for students to understand concepts in that discipline
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.
Expressive
Which strategies help build word consciousness?
Read alouds
Labeling items in the class room
Anchor charts
Explicit vocab instruction
Model reading a new word
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.
FALSE
Tier 1 words example
Schedule, book, run, see, pencil, school
Tier 2 example words
Recall, analyze, infer, evaluate
Tier 3 word examples
Respiration, eukaryote, hypotenuse, amendment, and protagonist
Which of the following are benefits of an informal oral-language assessment?
Distinguishes whether a child strings that is together or categorizes idea.
Demonstrates knowledge of syntax.
Demonstrates which children are using flexible language.
Formal language
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
Informal language
Use, pretend play, narratives, and explanations
Build on children’s interest
Encourage children to share stories.
Take turns in conversations
Predicting
Use evidence from the text to logically predict what might happen next.
Questioning
Generate and ask questions about the text while reading to deepen understanding.
Clarifying
Identify a disruption in comprehension or word knowledge and apply strategies such as a rereading or contextual analysis to promote text comprehension.
Summarizing
Retell the events in a story or text succinctly
Visualizing
Create mental images of what is described in a text while reading.
Making connections
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.
Inferring
Use background knowledge and information or evidence provided in the text to reach a logical conclusion that an author does not explicitly state
Determining importance
Identify ideas and information that are critical for comprehending a text
Reviewing or rereading
Pause to review or reread parts of the text when there is a disruption in comprehension
Metacognition
The process of actively thinking about one’s own thinking.
Text structures
Understanding the text structures of informational texts supports students comprehension and their ability to locate relevant information.
Informational text features
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.
Activating background knowledge
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.
Instructional strategies
Summarizing
Paraphrasing
Interactive read aloud
Reciprocal teaching
Close reading and annotating
Graphic organizers
Interactive read aloud
The teacher takes on most of the responsibility to model comprehension strategies with student interactions
Independent reading
The student is responsible and accountable
Guided reading
The student takes on the responsibility with support of the teacher
Think aloud read aloud
The teacher takes on the responsibility to explicitly demonstrate comprehension strategies.
Shared reading
The responsibility is shared between the students and the teacher.
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?
The students identify the main characters and problem in the story.
The students identify the main idea with details in the text.
Literal comprehension
Identify a supporting detail
Recall where and when a story takes place
Identify the narrator of a text
Inferential comprehension
Make predictions
Infer the main idea of a text
Evaluative comprehension
Analyze how the characters have changed
Determine if evidence and reasoning is sound
Metacognitive strategies used in reciprocal teaching?
Questioning and summarizing
Product
The method students use to demonstrate learning
Content
The knowledge and skills students need to master
Process
The activities students use to master the content
Literally text
Characters
Plot
Figurative language
Informational text
Paraphrasing
Facts
Compare and contrast
Opinions
Main idea
Both informational texts and literary text
Authors craft
Word choice
Point of view
If a student is struggling with retelling events in a story, a _________ or ______ graphic organizer would be a way to scaffold.
STORY MAP
SUMMARIZING OR SEQUENCING
Which of the following is an example of literal comprehension?
Identifying the main character in a story
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??
Tier 3 vocabulary associated with astronomy and celestial bodies.
When selecting words for vocabulary instruction prior to a new unit, it is important to consider:
Content specific words relevant to the topic or subject being taught
Which of the following would be most appropriate graphic organizer for students reading a text about the life of a historical figure?
Timeline
Which graphic organizer would be best for gathering information about students’ prior knowledge before reading a book out loud?
A KWL chart
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??
Reciprocal teaching
It’s a structure used for small groups. It includes four roles, with each student taking a specific role.
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?
Table of contents and bolded words
Which of the following strategies supports students comprehension by engaging them in developing mental images representing information within the text?
Visualizing
