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TEACH READING CONTENT > finale teaching reading content > Flashcards

finale teaching reading content Flashcards

1
Q

Study strategies

A

Establish expectations: preview, set purpose
External text structure: intro, heading, graphics, summary statements
internal text structure: description, sequence, cause/ effect. comparison/contrast

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2
Q

Writing across the curriculum

A

academic journals
Writing to learn
writing in disciplines
integrating reading/writing

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3
Q

reinforcing vocab

A

semantic feature analysis- meaningful link between students prior knowledge + words
-categorization activities
-concept circles- most versatile, relate words to one another.
magic squares.

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4
Q

a test that compares the test takers performance with that of others is

A

norm- referenced

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5
Q

most writing in the content classrooms ends at the blank stage

A

drafting

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6
Q

when using the syntactic cuing system you are

A

applying what you know about word order + grammer.

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7
Q

concepts are organized into hierarchies according to

A

class, example, attribute

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8
Q

a point value is assigned to various dimensions of content. style and mechanics

A

an analytic scale

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9
Q

In a sustained silent reading program

A

reading is done for pleasure

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10
Q

students read pieces of literature because they appeal to two needs

A
  1. cognitive

2. affective

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11
Q

SSR leads to

A

better comp
more mature writing style
broader vocab

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12
Q

standardized assessment differs from naturalistic in that:

A

its methods are considered objective

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13
Q

an effective and appropriate readability checklist

A

understandability
usability
interest-ability

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14
Q

SQ3R stands for

A 
Survey 
question 
read 
recite 
review
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15
Q

The guided lecture process reinforces

A

Active listing skills
note taleting
outlining

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16
Q

Students who are able to study content material effectively know how to

A

Make plans for reading
analyze the task at hand
use appropriate study strategies

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17
Q

When students examine a list of vocabulary words to determine which word does not belong, they are manipulating words at a conceptual level.

A

True

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18
Q

n Closed Word Sorts, no category or criterion for grouping is known in advance of sorting.

A

False

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19
Q

When you use the syntactic cueing system, you are:

A

applying what you know about word order and grammar

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20
Q

Vocabulary that has usage and application only in a particular subject matter field is termed _________________ vocabulary.

A

Technical

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21
Q

Concepts are organized into hierarchies according to:

A

class, example, and attribute

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22
Q

One explanation which may account for academic difficulties adolescents face in regard to vocabulary development is:

A

both A & B

23
Q

The word “block” would be considered a

A

special vocabulary word (Sorry, you can’t use block as an example on the final!)

24
Q

When a student comes to an unknown word, s/he should be encouraged to use the strategies for acquiring and building vocabulary in the following order:

A

contextual analysis, structural analysis, dictionary

25
Q

Which of the following vocabulary extending/reinforcing strategies is NOT an example of a complex association?

A

Matching exercises

26
Q

Look at the example and identify the type of word puzzle: MCBRELADS SWORD.

A

None of the above (Hint: Unscramble the letters!)

27
Q

Learning logs are among the most frequently recommended strategies for helping students learn English as a second language.

A

True

28
Q

If a teacher reads something in a student’s journal that alerts him/her to a potentially harmful personal problem the student might have, the teacher has the option to decide whether or not the problem is severe enough to report it to appropriate school personnel.

A

False

29
Q

Process entries in learning logs include things like:

A

how I solved a problem

30
Q

A Composition Starter helps teachers and students consider purpose, form, and ___________________.

A

Audience

31
Q

Most writing in the content classroom ends at the ___________ stage of the writing process.

A

Drafting

32
Q

What is true of revision?

A

It is needed only for materials that are to be published for sharing with others.

33
Q

Students are more likely to develop and use good editing skills when:

A

their writing will be read by real audiences

34
Q

All of the following statements regarding using journals in the secondary content classroom are true except

A

Teachers read students’ entries on a daily basis.

35
Q

To help reduce the time spent grading students’ written compositions, secondary content teachers might consider:

A

All the above

36
Q

The following is a general evaluation scale that can be used with many types of writing in a content classroom. A point value is assigned to various dimensions of content, style and mechanics.

A

analytic scale

37
Q

When teachers combine the use of textbooks with content area literature and electronic text, they extend and enrich the curriculum.

A

True

38
Q

Textbooks can treat subject matter with the breadth and depth necessary to fully develop ideas and concepts.

A

False

39
Q

Readers should be invited to experience information rather than memorizing it.

A

true

40
Q

In a sustained silent reading program

A

reading is done for pleasure

41
Q

Students read pieces of literature because they appeal to two needs. What are those needs?

A

cognitive and affective needs

42
Q

Research on SSR and literacy development has found that SSR leads to

A

all the above

43
Q

A type of content area literature in which a great amount of material is summarized in a very little space

A

reference books

44
Q

This type of content area literature describes a process:

A

How to books

45
Q

All too often the rote memorization of bits of information is unwittingly fostered by teachers and viewed as an important outcome of “studying.”

A

True

46
Q

The reader’s comprehension of the author’s main idea can be affected by the reader’s background.

A

True

47
Q

Metacognitive knowledge and the ability to use study strategies are closely linked.

A

True

48
Q

When teaching a study strategy, teachers should spend adequate time demonstrating and modeling the strategy for the students.

A

True

49
Q

In learning to summarize text, it is essential that students gain ability to determine a topic sentence and to integrate information.

A

True

50
Q

The purpose of reading/study guides is to provide enough scaffolding for students to develop strategies to read effectively on their own.

A

True

51
Q

SQ3R stands for

A

survey, question, read, recite, review

52
Q

The Guided Lecture Procedure reinforces:

A

all the above

53
Q

Students who are able to study content material effectively know how to

A

all the above

54
Q

Which is least important to consider in presenting outlining strategies to students?

A

Do students clearly understand the order of Roman numerals and Arabic numbers with upper and lower case letters?

TEACH READING CONTENT (1 decks)

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