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Science to Teach Reading > Reading Development: Comprehension > Flashcards

Reading Development: Comprehension Flashcards

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1
Q

specialized vocabulary commonly found in an academic setting

A

Academic Vocabulary

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2
Q

actively engaging with a text while reading

A

Active Reading

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3
Q

are used to compare two things that are usually thought of as different but have something in common

A

Analogies

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4
Q

Level 4. Connect different ideas

A

Analyze

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5
Q

making notes in a text and questioning unfamiliar ideas while reading something new

A

Annotate

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6
Q

a series of statements used to preview and activate prior knowledge before reading a text

A

Anticipation Guide

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7
Q

a form of scaffolding in which students make predictions prior to reading a text

A

Anticipatory Set

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8
Q

words with opposite meanings

A

Antonyms

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9
Q

determine whether the subject matter is appropriate for the students’ maturity level

A

Appropriateness

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10
Q

a recording of a reading of a book

A

Audiobook

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11
Q

an attitude or perspective toward the author’s opinion

A

Author’s Point of View

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12
Q

why the author wrote the text

A

Author’s Purpose

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13
Q

a hierarchy of levels of knowledge; each level has associated verbs teachers can use to start questions

A

Bloom’s Taxonomy

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14
Q

short explanations below photos

A

Caption

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15
Q

the author explains reasons why something happened or the effects of something that has happened

A

Cause and Effect

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16
Q

An attitude or perspective toward the topic of what is being written or spoken by the character within the story.

A

Character’s Point of View

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17
Q

the persons, animals, or other figures who are in stories

A

Characters

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18
Q

An organizational approach that follows an orderly progression of events based in time.

A

Chronological Order

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19
Q

An organizational approach where the author argues against a statement, fact, or claim.

A

Claim and Refutation

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20
Q

a teaching strategy in which students carefully and purposefully read and reread a text

A

Close Reading

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21
Q

An organizational approach where the author provides similarities and differences about two ideas

A

Compare and Contrast

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22
Q

a form of scaffolding in which a new concept or vocabulary word is written in the center and pictures or descriptive words are written surrounding it

A

Concept/Vocabulary Map

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23
Q

the implied meaning of a word; the feelings a word conveys

A

Connotation

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24
Q

Level 6. Pro

A

Create (Bloom’s Taxonomy)

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25
Q

dealing with difficult topics carefully and considering how different cultures would interpret the information

A

Cultural Sensitivity

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26
Q

a literal, dictionary meaning of a word

A

Denotative Meaning

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27
Q

an online dictionary

A

Dictionary (Digital)

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28
Q

use when you need to define a word

A

Dictionary (Print)

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29
Q

resources that provide content beyond what is available in print

A

Digital Resources

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30
Q

representations of people with their different cultures

A

Diversity

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31
Q

serious and though-provoking dramatic literature

A

Drama

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32
Q

to make final comments/summation over what has been read or written

A

Draw Conclusion

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33
Q

Level 5. Justify a stance

A

Evaluate (Bloom’s Taxonomy)

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34
Q

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.

A

Evaluative Comprehension

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35
Q

writing that describes imaginary events and/or people

A

Fiction

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36
Q

a word or phrase that does not have its normal everyday, literal meaning

A

Figurative Language

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37
Q

stories that are orally passed through generations

A

Folktale

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38
Q

a popular form of semantic mapping which helps students to identify and define unfamiliar concepts and vocabulary

A

Frayer Model

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39
Q

various forms of texts

A

Genre

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40
Q

a list of important words to know along with their meanings

A

Glossary

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41
Q

teaching strategy in which students are gradually given less direct guidance

A

Gradual Release

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42
Q

charts, graphs, photos, and graphic organizers

A

Graphic Features

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43
Q

a visual display of the relationships between facts and ideas

A

Graphic Organizer

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44
Q

a title of a section

A

Heading

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45
Q

a catalogue list at the end of the text containing all of the topics discussed

A

Index

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46
Q

A conclusion or opinion based on information that is given, and that is sometimes called an educated guess.

A

Inference (when reading)

47
Q

understanding parts of the written text without it being stated explicitly

A

Inferential Comprehension

48
Q

Text that provides factual information

A

Informational Text

49
Q

A graphic organizer used throughout a unit that shows what students know, want to know, and learned

A

K-W-L Chart

50
Q

the collective vocabulary of a person or language

A

Lexicon

51
Q

smaller or more restricted bank of words than is typical

A

Limited Vocabulary

52
Q

words a listener can recognize when heard

A

Listening Vocabulary

53
Q

Understanding of the facts in written text

A

Literal Comprehension

54
Q

the careful examination of a text or one element of a text

A

Literary Analysis

55
Q

used by authors to communicate specific idea to the reader

A

Literary Device

56
Q

the central point of the passage

A

Main Idea

57
Q

the tendency for stronger readers to build exponentially on their strengths and weaker readers to continue to struggle with their weaknesses, thus widening the gap between weak and strong readers

A

Matthew Effect

58
Q

a story or account of someone’s life or a part of that person’s life

A

Memoir

59
Q

the ability to think about one’s own thought processes

A

Metacognition

60
Q

lesson or message to be learned

A

Moral

61
Q

Fictional stories, plays, poems. Usually contains some element of plot or conflict.

A

Narrative Text

62
Q

writing based on factual information and that may tell a story or give information

A

Nonfiction

63
Q

An organizational approach where ideas are arranged with the most important claim at the top or bottom

A

Order of Importance

64
Q

Text structure can include cause/effect, problem/solution, main idea/details, and/or sequence

A

Organizational Structure

65
Q

putting something that was read, heard, or viewed into your own words

A

Paraphrase

66
Q

the events included in a story

A

Plot

67
Q

creating writing written in verse and often including rhymes or heavy use of figurative language

A

Poetry

68
Q

aspects of a text that can only be measured by a reader

A

Quantitative Measures of Texts

69
Q

Aspects of a text that are too hard for a reader to measure.

A

Quantitative Measures of Texts

70
Q

motivation, knowledge, and experiences

A

Reader Considerations

71
Q

the ability to read a text and understand its meaning

A

Reading Comprehension

72
Q

The ability to read with appropriate speed, accuracy, and prosody

A

Reading Fluency

73
Q

words a reader can recognize while reading a text

A

Reading Vocabulary

74
Q

objects used in everyday life brought into the classroom to enhance instruction

A

Realia

75
Q

Aspects of reading a text that relate to the reader or the reader’s purpose in reading the text.

A

Reader and Task Considerations

76
Q

An organizational approach where the author presents a problem and possible solution

A

Problem and Solution

77
Q

a dialog between teachers and students regarding segments of text; there are four parts: summarizing, question generating, clarifying, and predicting

A

Reciprocal Teaching

78
Q

background knowledge a reader brings to a text

A

Schema (when reading)

79
Q

a form of scaffolding which helps students to develop connections among words

A

Semantic Mapping

80
Q

the study of word or symbol meaning

A

Semantics

81
Q

An organizational approach following an orderly progression of events, ideas, or steps

A

Sequential Order

82
Q

the time and place that a story takes place in a novel

A

Setting

83
Q

words or phrases that show the connection between ideas

A

Signal Words

84
Q

an organizational approach where ideas are arranged related to physical space

A

Spatial Order

85
Q

all the words known and used by a person in speech

A

Speaking Vocabulary

86
Q

a graphic organizer in which elements from a story are recorded to help with literary analysis

A

Story Map

87
Q

a tittle for a smaller portion of text

A

Subheading

88
Q

Writing or speaking a brief description of more extensive information by covering only the main/most important points, without details.

A

Summarizing

89
Q

words with the same or similar meaning

A

Synonyms

90
Q

a form of scaffolding which helps students to compare features of words

A

Semantic Feature Analysis

91
Q

a text feature found on a page before the start of a written work that lists chapter names or section titles along with their corresponding page numbers

A

Table of Contents

92
Q

the complexity or the assignment related to the reading; questions asked about the reading

A

Task Considerations

93
Q

Teachers can include text frames throughout a reading with questions designed to prompt students to think about relationships between key ideas, concepts, and events in a text.

A

Text Frame

94
Q

Proof or support of the meaning of what is being read or has been read

A

Textual Evidence

95
Q

the big idea of major message in a story which is often universal in that is goes beyond cultural boundaries

A

Theme

96
Q

an online thesaurus

A

Thesaurus (Digital)

97
Q

use when you need to locate a more suitable synonym for a word

A

Thesaurus (Print)

98
Q

a teacher stated her thoughts aloud to demonstrate how the students should go about solving a problem or understanding a text

A

Think-Aloud

99
Q

the teacher provides a prompt, the students consider it individually, then pair up and brainstorm responses or solutions, and then the students then share their results with the class

A

Think-Pair-Share

100
Q

common words that are already familiar to students when they enter school.

A

Tier 1 Words

101
Q

academic words that students will encounter frequently and that are used in multiple content areas

A

Tier 2 Words

102
Q

Academic words that are specific to a particular content area or discipline.

A

Tier 3 Words

103
Q

the attitude of the author in writing

A

Tone

104
Q

Phrases and words used to link sentences, paragraphs, and ideas together.

A

Transition Words

105
Q

common ideas that appear in literature across all cultures

A

Universal Theme

106
Q

the frequency with which a word will be encountered

A

Utility (in vocabulary)

107
Q

A graphic organizer with two or more overlapping circles used to illustrate/examine similarities and differences between two subjects.

A

Venn Diagram

108
Q

a written list of key vocabulary words or phrases used to support students in writing

A

Word Bank

109
Q

method of vocabulary instruction that encourages student interest in new and unfamiliar words

A

Word Consciousness

110
Q

a form of scaffolding in which students put words into categories

A

Word Sort

111
Q

An on-going bulletin board with common terms used frequently in the classroom.

A

Word Wall

112
Q

a form of scaffolding which helps students to understand and retain new words and concepts.

A

Word Web

113
Q

all the words known and used by a person in writing

A

Writing Vocabulary

Science to Teach Reading (4 decks)

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