Expanding Student's Knowledge Flashcards
A 3rd grade teacher is reading a story about two different types of owls with her students. She knows that many of her students will be bringing their own ordered knowledge, whether broad, general, or narrow, as they begin to make sense of what they are reading. This is known as: *
Role of Reasoning
Situation Model Theory
Schema Theory
Analytic Approach
Schema Theory
Mrs. Gaines wants her students to read through the first section of chapter 1 on their own and study the information before discussing it in class. She has already taught the class a study strategy that will help them to read through the information and begin to process it on their own. Which of the following strategies is she relying on the students using?
QAR (Question Answer Relationship)
WIRC Think Sheets
SQ3R
Questionnaires
SQ3R
Flexible devices that help students comprehend and structure information to become independent intentional learners.
Strategy Guides
Pattern Guides
Glosses
Strategy Guides
Concepts explained using notes in the margins defining difficult words or main ideas
Strategy Guides
Pattern Guides
Glosses
Glosses
Incomplete outline containing only main ideas
Strategy Guides
Pattern Guides
Glosses
Pattern Guides
What role does teaching students the strategy of questioning play in developing comprehension?
It determines which students are learning and which are not.
It helps students retain knowledge and gain a deeper understanding of concepts.
It helps students understand the concepts and therefore they will enjoy the subject.
It determines whether students are paying attention in class.
It helps students retain knowledge and gain a deeper understanding of concepts.
Mr. McDonald uses anticipation guides with his students before reading. He knows that this is important for students because
It helps activate and reflect on prior knowledge while giving a purpose for reading
It helps the students understand text structure
It helps students elaborate upon what they have read
It helps students understand how to write a narrative based on what they have read
It helps activate and reflect on prior knowledge while giving a purpose for reading
A fourth-grade teacher would like his students to gain more confidence in word analysis as they read. When students come to a word they do not know, the teacher asks the students to tell what they are thinking about the word. The teacher continues to ask questions prompting the student to think out loud about the difficult word and its meaning. This is known as
think-pair-share
think aloud
contextual analysis
corrective feedback
think aloud
A 4th-grade teacher includes shared reading, interactive writing, reading workshop, and writing workshop to give her students the opportunity to learn and practice literacy skills. The teacher is implementing
Phonemic Awareness
Balanced Literacy
Bottom Up Approach
Literature Based Approach
Balanced Literacy
A 3rd-grade teacher is planning an integrated unit on what animals might live in or around a pond. She will meet with a small group of students who read below grade level to read about and discuss the life cycle of a frog. The teacher is implementing
Reading Workshop
Guided Reading Groups
Readers Response Theory
Retelling
Guided Reading Groups
During reading, the teacher spends time each day monitoring progress on projects, noting which books students choose to read, conferences individually, and participates in group discussions with students. The teacher is implementing
Guided Reading Groups
Reading Workshop
Core Literature
Shared Writing
Reading Workshop
A 4th-grade teacher moved to a school district where basal readers are used to teach reading. The teacher knows that one advantage of using basal readers is that:
Basal readers can be self-selected by the students based on interest and reading needs.
Basal readers are easier to use because they are anthologies that capture the interest of all students.
Basal readers offer an abundance of enrichment activities and a wealth of techniques and assessments.
Basal readers offer a lock step approach to reading which is considered valuable.
Basal readers offer an abundance of enrichment activities and a wealth of techniques and assessments.
A 3rd-grade teacher would like to use a Literature Based Approach to teach reading. The teacher knows that one of the greatest advantages to this approach is that:
Books are chosen based on reading needs rather than aesthetic response.
Books are chosen based on the students’ interests, reading needs, and aesthetic responses.
Books are chosen on the same reading level for all students, making it easier to teach reading.
Books are chosen based only on what struggling readers need for aesthetic responses.
Books are chosen based on the students’ interests, reading needs, and aesthetic responses.
Mrs. Garner is using Core Literature to teach reading in her 5th-grade classroom. She is beginning with Aesop’s Fables and plans to assign two activities around the stories. Since there are many fables to choose from, she allows the class to choose which fable they will read next. Since her students have different reading abilities, Mrs. Garner should:
Allow her struggling readers to choose easier books and be instructed in another location.
Allow her above grade level readers to read to the class in order to move quickly through the book.
Allow her students to read ahead, if they choose, and allow struggling readers to listen to recordings of the book.
Allow her students to use Basal Readers instead of literature.
Allow her students to read ahead, if they choose, and allow struggling readers to listen to recordings of the book.
Mrs. Fritz is implementing a reading program that offers convenient packaging of materials, includes readers that are leveled and gradually increase in difficulty, and is accompanied with a teacher’s manual for guidance. Which reading program is she using?
Tiered Literature Approach
Basal/Anthology Approach
Literature-based Approach
Language Experience Approach
Basal/Anthology Approach
