Reading Comprehension

Question 1

Abstract

Answer 1

A brief summary of written or spoken information.

An abstract is often used to help a reader understand the purpose of the information.

Question 2

Alliteration

Answer 2

The use of words that begin with the same sound and are placed close together in a sentence or phrase.

The beginning sound is usually a consonant.

Question 3

Ambiguity

Answer 3

A sentence or story that is considered ambiguous has at least two different interpretations. Ambiguity often leads to confusion but can be clarified by the total context.

Question 4

Analogy

Answer 4

A comparison of two things that are considered different from each other, but they do have some features in common.

There are two kinds of analogies: similes and metaphors.

Question 5

Article

Answer 5

A piece of writing included with others in various publications or on the web.

Question 6

Blending

Answer 6

The ability to smoothly and easily combine individual sounds together into syllables and words. In blending, each sound may still be heard in the blend.

Some of the most common consonant blends include bl, br, cl, cr, tr, gl, pl, and sp.

Question 7

Characterization Elements

Answer 7

These elements include how a character looks physically, how a character acts, and how other characters in the story react to this character.

Question 8

Climax

Answer 8

The climax is usually considered the most exciting part of a story and occurs after the rising action.

Stories can have several climaxes in the form of sub-plots. Stories can also include “false climaxes” which can increase the attention of the reader or viewer.

Question 9

Colloquial

Answer 9

The use of informal words, phrases, or sometimes slang in a text; colloquial language is often used in ordinary, everyday conversation.

Example: “go nuts”

Question 10

Contextual Analysis

Answer 10

Determining the meaning of an unfamiliar word by analyzing the word/sentences/phrases surrounding the word.

Question 11

Creative Nonfiction

Answer 11

Creative non-fiction is composed of “real” stories but also uses fiction-literary devices, such as setting, voice/tone, and character development.

“True stories that are told well” is one definition of this type of writing.

Question 12

Editorial

Answer 12

An article that expresses an opinion on a specific issue.

Editorials typically try to build their side(s) of an argument and then persuade readers to think the same way that they do.

Question 13

Evaluative Comprehension

Answer 13

The ability to analyze the text through questioning parts of the text in order to determine whether it is fact or opinion, if there is faulty reasoning, if there is consideration of different perspectives, how characters are developed, the point of view.

Question 14

Exposition

Answer 14

This section of a story is when important background information is introduced.

Exposition can include the setting, events occurring before the main plat and character introduction.

Question 15

Fable

Answer 15

A fictional story that often features animals, legendary creatures, or inanimate objects that are given human characteristics.

There are typically moral lessons at the end of the story.

Question 16

Falling Action

Answer 16

A story may not be complete after the final climax as there may still be unresolved conflicts.

These conflicts are usually resolved in the stage of falling action as the closure is conveyed. Falling action is sometimes called resolution.

Question 17

Heterogeneous Learning Groups

Answer 17

Groups of diverse students so that all learning levels are represented. These groups may consist of students of varying interests, special needs, educational levels, etc.

Question 18

Homogeneous Learning Groups

Answer 18

Groups of students based on common strengths and weaknesses. These groups typically function at similar academic, social, and emotional levels.

Question 19

Homophone

Answer 19

Two or more words that have the same pronunciation but with different meanings, spellings, and/or origin.

Examples:

new/knew, boar/bore, symbol/cymbal, to/two/too, tail/tale.

Question 20

Hyperbole

Answer 20

Exaggerated statements not meant to be taken literally but seeking to emphasize a point.

Question 21

Idiom

Answer 21

A phrase or sentence that does not mean what the words sound like, but does have a specific meaning.

Example:

It’s raining cats and dogs

Question 22

Inferential Comprehension

Answer 22

The ability to understand parts of the text without it being stated explicitly.

Examples: determining fact or opinion, cause and effect, drawing conclusions, and making predictions.

Question 23

Irony

Answer 23

There are three types of irony: verbal, situational, and dramatic.

• Verbal Irony - the character/speaker says the opposite of his/her actual intention
• Situational Irony - occurs when the result of a situation/event is totally different from what one would expect
• Dramatic Irony - occurs when an audience knows some key information that is not known by a character

Question 24

Intonation

Answer 24

The rise and fall of the voice when speaking or reading.

The intonation of the voice while speaking or reading often has an effect on the understanding of the meaning of what is spoken or read.

Question 25

Legend

Answer 25

A story handed down through generations and which is believed to contain historical information. Legends can be based on facts but are typically not true.

Question 26

Literal Comprehension

Answer 26

This kind of comprehension is understanding the facts that are directly stated in what has been read.

Question 27

Memorandum

Answer 27

A memorandum is a brief and informal written message or report of information about events or topics.

Question 28

Metaphor

Answer 28

A comparison between two unlike things that say that one thing is another.

Examples:

He is a chicken, Your brain is a computer, John is a pig when he eats, The classroom is a zoo today.

Question 29

Metonymy

Answer 29

A part of speech in which something is referred to or named by the name of something closely related with that thing or concept.

A metonymy usually gives a greater meaning to common words/things/concepts.

Examples: “Lend me your ears” and “They have lots of mouths to feed.”

Question 30

Multifaceted

Answer 30

Having many parts or layers. In teaching reading and other areas of learning, it has been found to be helpful to use a variety of techniques, i.e., use a multifaceted approach.

Question 31

Multisyllabic

Answer 31

Words with more than one syllable. As students move through the grades, they need to be able to look for these word parts or syllables as the word lengths increase.

Question 32

Myth

Answer 32

Stories that answer questions about natural phenomena, i.e., the way the world is.

Question 33

Narrative

Answer 33

Stories that are fictional and that can be in any format including books, dramatic plays, songs, speech, or writing.

Examples: fairy tales about magical creatures, fables with morals, myths about the distant past while trying to explain the beginning of the world.

Question 34

Nursery Rhyme

Answer 34

Stories put in the form of repetitive rhymes which teach children how language works and also build memory.

Question 35

Onomatopoeia

Answer 35

The formation of a word by imitating the sound of the object the word represents–its referent.

Examples: Achoo, Boohoo, Huh, Slurp, Purr, Meow.

Question 36

Paradox

Answer 36

A statement that may seem contradictory or absurd but can be true. It often helps the reader think about a text in a new way.

Examples: “I can resist anything but temptation,” “I only message those who do not message,” “War is peace,” “Your enemy’s friend is your enemy.”

Question 37

Personification

Answer 37

Giving human characteristics to something that is nonhuman.

Question 38

Rising Action

Answer 38

This section of a story is when the plot develops and usually includes a conflict, obstacle, problem, or complication. Suspense builds.

Question 39

Simile

Answer 39

The comparison of two unlike things that say one thing is “like” or “as” the other.

Examples: “The new teacher was as big as a giant,” “Jan was always as curious as a cat”, “John is as brave as a lion.”

Question 40

Spatial Order

Answer 40

An organizational tool that helps describe details in writing; it is arranging these details in a logical order.

Spatial order helps the reader visualize various elements of the story.

Question 41

Structural Analysis

Answer 41

The ability to analyze new/unfamiliar words by looking at their prefixes, suffixes, and roots.

In this way, students can break down words into smaller parts and can often determine not only the pronunciation but the meaning.

Question 42

Symbolism

Answer 42

A technique used in writing, speaking, and in literature when an object or a color can be used to represent something else.

Question 43

Tall Tale

Answer 43

A story that is related as true but with unbelievable elements. Tall tales typically use exaggerations and/or incredible events.

Question 44

Thematic Awareness

Answer 44

Being attentive of the overall subject/theme of what is being read or the topic of writing.