Praxis 2--Teaching Reading & Text Interpretation

Question 1

Scaffolding

Answer 1

Helping students achieve independence in reading by first giving support and then gradually taking it away as they are ready to do tasks on their own.

Question 2

Questioning

Answer 2

Elicits analysis, synthesis, evaluation

Bloom’s Taxonomy (guides formulation of questions):
Knowledge– remember/recognize/recall facts
Comprehension– Interpret/retell/organize/select facts
Application– Subdivide information and show how it can be put back together, ex: How is this an example of that
Analysis-What are the features of… How does it compare with…
Synthesis–Create a unique product that combines ideas from the lesson; what would you infer from…
Evaluation: Make a vaule decision about an issue in the lesson; what criteria would you use to assess

Question 3

Skimming

Answer 3

Alternate read & glance to obtain impression of whole

Question 4

Scanning

Answer 4

looking for a specific piece of info in a text

Question 5

Accelerated Reading

Answer 5

Reading aggressively at a higher than normal pace– difficult to maintain for long periods

Question 6

Graphic Organizers

Answer 6

Concept Mapping
Entity Relationship Charts
Mind Maps
Semantic Feature Analysis
Venn Diagram
Matrix (chart of rows/columns)
Cause-Effect
Cycle Map
Sequence
Problem-Solution
Continuum (timeline)

Pictorial way of constructing knowledge & organizing information.

Conveys complex information in simple-to-understand manner

Question 7

Metacognition

Answer 7

Thinking About Thinking

Teaching Ss to consciously apply reading strategies as they read: what do they do/should they do before/during/after a reading

Ask students to support statements/responses with examples & text citations

Encourage students to ask/create questions rather than responding to T questions

Allow class to time to discuss thinking processes

Ss use self-knowledge/self-monitoring

Question 8

Anticipation Guide

Activation of Prior Knowledge

Answer 8

Ss read/listen to several statements about key concepts in text to be read. Often Ss must indicate whether they agree/disagree

Question 9

Semantic Feature Analysis

Activation of Prior Knowledge

Answer 9

Chart with key concepts/vocab are listed across top and students indicate which apply to the words/texts being analyzed

Question 10

Additional Activation of Prior Knowledge

Answer 10

Pretests

Discussions

Use of concrete experience or object

Question 11

Strengthening Vocabulary

Answer 11

Teach structural cues– prefix, root, suffix

Context cues– use text around unknown words

Build relationships between words & concepts they represent

Question 12

Fostering Reading Appreciation

Answer 12

Use nonprint materials in addition to text (film/music/art/ads)

Creating authentic literacy experiences

Reading Aloud

Connecting Ss prior knowledge/interests to texts

Use variety of print materials like trade books, ebooks, internet

Selecting quality texts

Question 13

Holistic Scoring

Answer 13

A set of evaluative criteria used to assess overall quality/effectiveness of Ss work

A single score/grade is given for the complete performance rather than separate scores for separate elements

Question 14

Modeling

Answer 14

Teacher reads aloud

Teacher demonstrates appropriate response to a new question type

Teacher or capable Ss models comprehension process in oral/written form

Question 15

Teaching Vocabulary

Answer 15

Link vocab with text themes or concepts

Provide time to read/discuss quality texts

Teach students role of Word Finder in a literature circle

Teach structural cues

Teach Ss to use context clues to identify meanings

Use graphic organizers to help Ss see relationships among vocab words

Question 16

Literature Circle Roles

Answer 16

Summarizer

Questioner/Discussion Director

Connector– connects book to self/world

Illustrator

Travel Tracer– maps location of action in reading

Vocab Enricher–jots down new/strange/key words from reading

Luminary– highlights interesting passages for further discussion

Researcher– gathers background information about text

Question 17

Identifying Text Structures

Answer 17

Problem/Solution
Compare/Contrast
Argument
Analysis of an issue

Question 18

Strategies

Answer 18

Identifying important info
Predicting/verifying
Summarizing/note-taking
Identifying cause-effect
Synthesizing
Visualizing/Thinking Aloud

Question 19

Types of Conflict

Answer 19

Person v person
Person v society
Person v self
Person v nature
Person v Fate/God

Question 20

Note-Taking

Answer 20

Types: Double entry page and SQ3R methods

Question 21

Decoding

Answer 21

Reading decoding is the practice of using various reading skills to read or “decode” words. In reading decoding, readers sound out words by pronouncing their parts and then joining those parts to form words.

Question 22

Rereading

Answer 22

Aids in comprehension of text

Helps build fluency when read aloud