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reading of foundations mtel (go academy) > Reading comprehension > Flashcards

Reading comprehension Flashcards

1
Q

etymology

A

study of the origin of words + the way the meaning of words changed through history

Greek words came 1st
Latin words came 2nd

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2
Q

word consciousness

A

students are curious about language, like to play with words, and enjoy learning about the origins of words

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3
Q

word rich classroom fosters word consciousness through:

A
  • dictionaries
  • thesaurus
  • word games
  • word wall
  • puzzles
  • literature
  • poetry books
  • word play
  • joke books
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4
Q

what do good readers do? before

A
  • activate prior knowledge
  • predict or make inferences
  • question ex: I wonder why
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5
Q

what do good readers do? during

A

schema engagement

  • make connections
  • visualize
  • make inferences
  • question
  • revise and adjust predictions
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6
Q

what do good readers do? after

A 
retell/ summarize 
synthesis
revisit predictions
question
evaluate text
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7
Q

Self monitoring + Metacognition (during reading)

A

self monitoring is metacognition

Being aware of ones thinking during reading including thinking about a texts meaning (when vocab is unfamiliar or when text doesn’t make sense, or if the text is challenging)

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8
Q

4 reading comprehension strategies

A
  1. self monitoring
  2. schema
  3. simple story map
  4. inferences
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9
Q

self monitoring

A

identify when they don’t understand

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10
Q

schema

A

make personal connections

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11
Q

simple story map

A

who, what, when, where, and why

expository text - main idea & supporting details

narrative text - names, terms, events

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12
Q

inferences

A

reader can understand more about the story when they look for clues in what the characters say or do

expository - author questions
narrative - why did they do that?

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13
Q

reading comp analysis strength

A

If person recalls

  • specific names and terms (comprehension)
  • identifies motive/meaning of characters (inferential)
  • makes personal connections (schema engagement)
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14
Q

reading comp analysis weakness

A

recall

  • misses key names, terms, events of facts+details (weak literal comp)
  • doesn’t understand meaning of similes or idiomatic expressions in the passage (weak literal comp)
  • misses underlying meaning and motive of both characters (weak inferences)
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15
Q

Narrative text structure

A 
stories
structure - beg middle end
plot/event
characters
setting
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16
Q

Expository text structure

A 
science 
listing
cause and effect
compare/contrast
dates

Social Studies
problems/solutions
compare/contrast
time ordering

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17
Q

Skimming

A

finding out what its about by heading and pictures

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18
Q

scan

A

finding out important info

  • key words
  • numbers
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19
Q

annotating

A

when a reader makes notes + flag or highlight important details while they are reading (key ideas + details)

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20
Q

Types of learners

A

visual
auditory
reading/writing
kinaesthetic

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21
Q

Visual learner

A

learns best by seeing

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22
Q

auditory learner

A

learns best by hearing

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23
Q

reading/writing learner

A

learns best through reading and writing

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24
Q

kinaesthetic

A

learns best through speaking

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25
Q

types of graphic organizers

A
  1. Venn diagram
  2. kwl chart
  3. cause and effect chart
  4. flow chart (a process + sequence of events)
  5. Pie chart - numerical portions - fractions, percent, decimals
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26
Q

Literal comprehension

A

(details directly from the text)

  • sequence of events
  • characters
  • setting
  • key details

example: names, terms, events

more complex task - recall a series of facts or sequencing of incidents in a reading selection

27
Q

inferential comprehension

A

(why + how - questions)
students who ponder/ wonder/ predict are inferring.

does the reader use words from the passage to

  • infer what is happening
  • read between the lines
  • look beneath the surface

ex: wonder why something happened
or what or how something might happen

student can understand more about the story through pictures: what characters say and do. example: Why did the character say this? why did they do this?

28
Q

engagement of schema

A 
(background knowledge)
does the reader make connections
- text to self
- text to text
- text to world

does the reader show understanding of the vocab in passage (shows schema)

29
Q

self-monitoring

A

look to see if student shows evidence of metacognition (what they don’t understand)

30
Q

formative assessment

A

when: before or during
purpose:
guide the teacher in planning and improve instruction
help students improve learning

31
Q

summative assessment

A

end of instruction

lets teachers and students know the level of accomplishment attained

32
Q

nonsense word assessment

A

tests phonics

ex: have students read the list of words
yiz
zum
vep
zuz
ef
jut
pum
33
Q

IRI assessment

A

(same as fluency)

measures speed and accuracy

34
Q

Independ level of fluency

A

Independent level (1 error in 20 words)
95-100%
students should practice independently

35
Q

instructional level of fluency

A

zone of proximal development (1 error in 10 words)
90-94%
where small group instruction or individual instruction is appropriate

36
Q

Frustration level of fluency

A

problem text with more than 1 error in 10 words

- level where students reading development may be undermined

37
Q

Leveled text

A

A series of text constructed using controlled vocab +syntactic structures
——->
within a particular level - the texts share many of the same vocab + follow basic syntactic structures both of which gradually increase in difficulty in levels
—–>
matching students with the appropriate level is key to providing beginning readers with effective practice opportunities

38
Q

Close Assessment

A

requires students to complete sentences with word that are syntactically appropriate for their placement in the sentence and semantically appropriately for the sentences meaning

example:

  1. The ____ sits on the ____
    chair and man – where do they go?
  2. two ____ are on the ____
    beach buggies and sand

syntactical - grammar
semantics - has to make sense

39
Q

Universal screening

A

assessments used to identify students who may be placed at risk

focused on specific skills that are predictive of future outcomes

40
Q

response intervention tier levels 1 (bottom of pyramid)

A

Tier 1: Universal interventions

  • available to all students
  • can consist of whole group or individual strategies or supports
41
Q

response intervention tier levels 2

A

individual intervention

- subset of students receive interventions targeting specific needs

42
Q

response intervention tier levels 3

A

intensive intervention

  • non-responders to tier 1 and 2
  • referred back for further assessment
43
Q

cognates

A

a word that is related to another word in origin

examples:
english - spanish
hockey - hockey
dentist - dentista
chocolate - chocolate
dictionary - diccionario
elephant - elefante
character - caracter
44
Q

norm-referred v. criterion references assessment

A

Norm - compares student to student

criterion - objectives and frameworks

45
Q

grade equivalent scores

A
  • a decimal # that indicates the grade level and months
    ex: 3.2 - third grade - 2 months
  • GE indicates what the average student in the indicated level would achieve if given the same test
46
Q

Good readers are _______ and ______.

A

purposeful and active

47
Q

Good readers have a purpose for reading

A

they read to experience the pleasure of great literature

48
Q

good readers think actively as they read

A 
they engage in a complicated process
they use....
1. their experiences
2. knowledge of the world
3. vocab and language structure
4. reading strategies
49
Q

6 strategies to improve comprehension

A
  1. monitoring
  2. using graphic organizers
  3. answering question
  4. generating questions
  5. recognizing story structures
  6. summarizing
50
Q

Monitoring strategy

A
  1. identify what the difficulty is “I don’t get what the author means by that”
  2. restate the difficult sentence in their own words “oh, so the author means that…”
  3. look back through the text “ The author talked about McBride in ch.2 but I don’t remember him. Maybe if I reread the chapter, I can figure out why…”
  4. look forward in the text for information that may help them with their difficulty “The text says “The ground water may form a stream to create wetland - hmm I don’t understand that. Oh, the next section is called “Wells”, ill read this section to see if it tells how it happens”.
51
Q

metacognition before, during, after

A

before - reader will state their purpose for reading and preview the text

during - monitor their understanding, adjusting their speed to fit the difficulty of the text and fixing any comprehension problems they have

after - they check their understanding of what they read

52
Q

Graphic organizers and semantics strategy

A

graphic organizers use diagrams and other pictorial devices
semantic organizers - are graphic organizers that look like spider webs

mostly used in information text in content areas such as science and social studies but graphic organizers can be used with narrative text, stories, and story maps

53
Q

Graphic organize help students….

A

focus on text structure

provides students with tools they can use to examine and visually represent relationships in texts

write organized summaries

54
Q

Answering Questions (Comp strategy)

A

question answering instruction encourages students to learn to answer questions better and learn more as they read

55
Q

Generating Questions (Comprehension strategy)

A

teaching students to ask their own questions improves their active processing of text and their comprehension.

it also helps students understand what they are reading

56
Q

Recognizing Story Structure (Comp. strategy)

A

story structure refers to the way the content and events of a story are organized into a plot

students learn….
the categories of content (setting, initiating events, internal reactions, goals attempts and outcomes)

57
Q

Summarizing (Comprehension strategy)

A

Summarizing requires students to determine what is important in what they are reading to condense info. + they put it in their own words

Summarizing helps: identify main ideas
connect the main characters or central ideas
eliminate redundant information

58
Q

Effective comprehension strategy instruction is…

A

explicit or direct

59
Q

Steps of explicit instruction

A
  1. direct explanation
  2. modeling
  3. guided practice
  4. application
60
Q

direct explanation in explicit instruction

A

teacher explains why the strategy helps and when to apply it

61
Q

modeling in explicit instruction

A

teacher models how to use strategy while reading the text

62
Q

guided practice in explicit instruction

A

teacher guides and assists students as they learn

63
Q

application in explicit instruction

A

teacher helps students practice the strategy until they can apply it independently

reading of foundations mtel (go academy) (8 decks)

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