Reading Comprehension PRAXIS 5205 Flashcards
Structural / Morphemic Analysis
using meaningful word parts (morphemes) to study a word and determine its meaning
Vocabulary / Vocabulary Development
the ability to effectively know and use words in their listening, speaking, reading, and writing
Tier 2 Words
Academic words that students will encounter frequently and that are used in multiple content areas. Many of these are process words that commonly appear in assessment.
Glossary
a list of important words to know along with their meanings
Denotative Meaning
a literal, dictionary meaning of a word
Connotation
the implied meaning of a word; the feeling a word conveys
Describing a person as “shrewd” may make them feel negatively, even though the definition (sharp-witted, intelligent) is positive.
Suffix
A letter or letters at the end of a root word that changes its meaning
s, es, ed, ing, ly, er, or, ion, tion, able, and ible
Frayer Model
a popular form of semantic mapping which helps students to identify and define unfamiliar concepts and vocabulary
Students place the following information on a chart divided into four sections - the definition of a concept, its essential characteristics, examples and non-examples.
Academic Vocabulary
specialized vocabulary commonly found in an academic setting
Many academic vocabulary words, like “analyze,” “describe,” and “reflect”, are important and relevant across all content areas.
Domain-Specific Vocabulary
words primarily used in a specific content area
ELA: allusion, argumentative, citation, compound/complex
Science: hypothesis, controlled variable, chromosome, mutation
Tier 1 Words
Common words that are already familiar to students when they enter school. These words do not need to be taught in a classroom setting.
Utility (in vocabulary)
the frequency with which a word will be encountered
Vocabulary words with high utlity, are more likely to be remembered by students.
Tier 3 Words
Academic words that are specific to a particular content area or discipline. These are words that would appear, for example, in a subject-specific textbook or in the glossary of an informational text.
Inferential Comprehension
Understanding parts of the written text without it being stated explicitly such as determining cause and effect, drawing conclusions, and making predictions.
What was the cause of the children in the story being locked out of their house?
Analyze (Bloom’s Taxonomy)
Level 4. Connect different ideas
Differentiate, compare, contrast
Evaluate (Bloom’s Taxonomy)
Level 5. Justify a stance
Defend, support, critique
Literal Comprehension
Understanding of the facts in the written text such as stated main idea or specific details.
What were the names of the main character’s parents in the story we just read?
QAR
A reading strategy to complete after completing a text to promote comprehention
Create (Bloom’s Taxonomy)
Level 6. Produce original thoughts or work
Design, author, formulate
Bloom’s Taxonomy
a hierarchy of levels of knowledge; each level has associated verbs teachers can use to start questions
“identify” is at a lower level than “argue” because it requires a lower level of thinking
Organizational Structure
Text structure can include cause/effect, problem/solution, main idea/details, and/or sequence
Students often find problem/solution text structure as more interesting.
Evaluative Comprehension
The ability to analyze text by questioning whether it is fact or opinion, determining if there is faulty reasoning, and explaining how the characters are developed.
Explain why you think this story is factual or an opinion.
Rhetorical Devices
a technique a writer or speaker uses to persuade a reader or listener
alliteration, repetition, anaphora, analogy, emotional language, etc.
Metacognition
the ability to think about one’s own thought process
