Instructional Strategies & Academic Language Flashcards
What is the benefit of using student predictions as a preparation strategy?
It is a classroom activity that can be done quickly.
It activates student schemata because predictions are made on the basis of prior knowledge.
Students can guess without basing their responses on experiences or textual clues.
Students can rely on illustrations to make predictions.
It activates student schemata because predictions are made on the basis of prior knowledge.
Mr. Anderson wants his students to improve their reading comprehension and recall. He plans to implement strategies that will encourage students to process their reading material on a deeper level. Mr. Anderson plans to implement
Classifying Strategies
Rehearsing Strategies
Elaboration Strategies
Predicting Strategies
Elaboration Strategies
What is the purpose of identifying or constructing main ideas?
Main ideas are the most important ideas in the text or composition.
Main ideas provide a framework for organizing essential details.
Main ideas allow students to focus on singular details in the text or composition.
Main ideas contain the important details in the text or composition.
Main ideas provide a framework for organizing essential details.
Mrs. Cohen utilizes an instructional strategy that uses riddles to help her students develop their ability to predict, make inferences, draw conclusions, and integrate information from different parts of the reading material. Which of the following strategies is she using?
QAR (Question Answer Relationships)
Elaboration
Mystery Passages
Monitoring
Mystery Passages
Research shows that students who can monitor their comprehension know when they understand what they read and when they do not. Instruction in comprehension monitoring teaches the following:
Students become aware of the characterizations, identify the settings, and elements of stories in order to comprehend texts
Students become aware of themselves as learners by checking what they don’t understand and use appropriate strategies to resolve comprehension problems.
Students become aware of what they don’t understand, identify the structure of the texts, and use appropriate strategies to underline effective comprehension problems
None of the above
Students become aware of themselves as learners by checking what they don’t understand and use appropriate strategies to resolve comprehension problems.
Which is NOT a metacognition strategy?
Looking at the illustrations instead of reading the passages
Looking back through the text for missed information
Restating a difficult to understand sentence in the student’s own words
Identifying what is difficult for them and/or on what page it occurs page
Looking at the illustrations instead of reading the passages
Mrs. Bryant has noted that several of her students struggle to make inferences and rely solely on literal references when reading. What can the teacher do to help students build processes for making inferences?
Ask students to memorize the most important parts of the reading material.
Activate prior knowledge through discussion and questioning.
Have students create an outline of the material being read.
Ask students to summarize each section of the reading material.
Activate prior knowledge through discussion and questioning.
What role does questioning play in developing comprehension across the curriculum?
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 the students are paying attention in class
It helps students retain knowledge and gain a deeper understanding of concepts
Miss Martin asks her students to summarize expository texts. She knows that this strategy is important because
It improves students’ ability to identify similarities and differences
It improves students’ ability to activate prior knowledge
It is an easy skill that even young children do well
It improves comprehension and increases retention
It improves comprehension and increases retention
Introducing the strategy
a. Student practices and applies the skill for a prolonged period of time before a new strategy is introduced.
b. Student applies strategy to a variety of content materials and to other content areas.
c. Teacher shows students how a strategy is used.
d. Teacher explains the strategy to students and provides examples of how it might be used.
e. Teacher collaborates with students to teach strategy.
f. Teacher observes and assesses students’ use of strategy to see if they have applied it effectively. If necessary, the teacher reviews or reteaches the strategy.
d. Teacher explains the strategy to students and provides examples of how it might be used.
Demonstrating & Modeling the Strategy
a. Student practices and applies the skill for a prolonged period of time before a new strategy is introduced.
b. Student applies strategy to a variety of content materials and to other content areas.
c. Teacher shows students how a strategy is used.
d. Teacher explains the strategy to students and provides examples of how it might be used.
e. Teacher collaborates with students to teach strategy.
f. Teacher observes and assesses students’ use of strategy to see if they have applied it effectively. If necessary, the teacher reviews or reteaches the strategy.
c. Teacher shows students how a strategy is used.
Guided Practice
a. Student practices and applies the skill for a prolonged period of time before a new strategy is introduced.
b. Student applies strategy to a variety of content materials and to other content areas.
c. Teacher shows students how a strategy is used.
d. Teacher explains the strategy to students and provides examples of how it might be used.
e. Teacher collaborates with students to teach strategy.
f. Teacher observes and assesses students’ use of strategy to see if they have applied it effectively. If necessary, the teacher reviews or reteaches the strategy.
e. Teacher collaborates with students to teach strategy.
Independent Practice & Application
a. Student practices and applies the skill for a prolonged period of time before a new strategy is introduced.
b. Student applies strategy to a variety of content materials and to other content areas.
c. Teacher shows students how a strategy is used.
d. Teacher explains the strategy to students and provides examples of how it might be used.
e. Teacher collaborates with students to teach strategy.
f. Teacher observes and assesses students’ use of strategy to see if they have applied it effectively. If necessary, the teacher reviews or reteaches the strategy.
b. Student applies strategy to a variety of content materials and to other content areas.
Assessment & Reteaching
a. Student practices and applies the skill for a prolonged period of time before a new strategy is introduced.
b. Student applies strategy to a variety of content materials and to other content areas.
c. Teacher shows students how a strategy is used.
d. Teacher explains the strategy to students and provides examples of how it might be used.
e. Teacher collaborates with students to teach strategy.
f. Teacher observes and assesses students’ use of strategy to see if they have applied it effectively. If necessary, the teacher reviews or reteaches the strategy.
f. Teacher observes and assesses students’ use of strategy to see if they have applied it effectively. If necessary, the teacher reviews or reteaches the strategy.
Ongoing Reinforcement & Implementation
a. Student practices and applies the skill for a prolonged period of time before a new strategy is introduced.
b. Student applies strategy to a variety of content materials and to other content areas.
c. Teacher shows students how a strategy is used.
d. Teacher explains the strategy to students and provides examples of how it might be used.
e. Teacher collaborates with students to teach strategy.
f. Teacher observes and assesses students’ use of strategy to see if they have applied it effectively. If necessary, the teacher reviews or reteaches the strategy.
a. Student practices and applies the skill for a prolonged period of time before a new strategy is introduced.
