Review Of Domain 39-54

Question 1

Student adult reading

Answer 1

Student reads one on one with an adult. Adult reads text first fluently, student then reads the passage with adult providing assistance. Student re-reads passage until it is quite fluent (should be 3-4 times)

Question 2

Choral reading

Answer 2

Students read together as a group. Predictable books are especially good because of their repetitive nature (makes it easier for children to join in). Students read the out loud with you 3-5 times total (but not necessarily all in one day).

Question 3

Tape assisted reading

Answer 3

Student reads along in their books as they hear a fluent reader read each page at about 80-100 words per minute, tape should not have sound effects or music, continue until the student is able to read the book independently

Question 4

Partner reading

Answer 4

Paired students take turns reading out loud to each other. More fluent readers can be paired with those in earlier developmental stages. Stronger students will then provide help with word recognition. Two students with equal ability can still partake in this activity.

Question 5

Readers theater

Answer 5

Students rehearse and perform a play for others. Gives students reason to re-read the text and practice fluency

Question 6

Two types of vocabulary

Answer 6

Oral vocabulary: words we use in speaking or recognizing in listening
Reading vocabulary: words we use and recognize in print

Question 7

4 methods to increase vocabulary

Answer 7

1. Repeated exposure to words
2. Use parts of words
3. Use context clues
4. Use dictionary and other reference aids

Question 8

Most common prefixes

Answer 8

Un, Re, In, Dis
(Important clues about the meaning of about two-thirds of all English words)
Unredisin

Question 9

When should teachers start building the foundation for reading comprehension

Answer 9

Even teachers in primary school should start doing this. A foundation for proper comprehension can be practiced and evolved while basic reading skills are also develope

Question 10

Metacognition (how is it used in reading)

Answer 10

Thinking about thinking

A good strategy to have overall control over the text (monitoring understanding, adjusting reading speed, etc)

Question 11

4 primary strategies for teaching reading comprehension

Answer 11

1. Ask questions about the text they are reading
2. Ask students to summarize parts of the text
3. Help students clarify words and sentences
4. Ask students to predict what might occurs

Question 12

Calculating reading fluency

Answer 12

Select two or three brief passages, have student read passages out loud for exactly a minute, count total number of words read per minute. Count total number of errors that occurred in that minute. Subtract total words read by total number of errors and you get Words Correct Per Minute (WCPM)

Question 13

Comprehension Activity (Monitoring Comprehension)

Answer 13

1. Identify where the difficulty occurs (don’t understand second paragraph, etc)
2. Identify what the difficulty is (I don’t get what this sentence means)
3. Restate the difficult passage in their own words
4. Look back through the text
5. Look forward to see if the question will later be answered

Question 14

Comprehension Activity (graphic and semantic organizers)

Answer 14

Graphic Organizers: Diagrams and pictorial devices to illustrate the interrelations among concepts. Can be done using (maps graphs, frames clusters, charts, etc)
Semantic Organizers: Also called semantic webs. These are the web graphs where lines connect with one another all stemming from a central concept (the middle of the web)

Question 15

Comprehension Activity (answering questions)

Answer 15

Question answering activities have students look back in the text to answer question in regards to information they did not pick up on during the first read. Also helps question answer relationships: understanding questions and where the information can be found to answer them

Question 16

Comprehension Activity (generating questions)

Answer 16

Teaching students to ask their own questions helps students improve their active processing of text along with their comprehension level.

Question 17

Comprehension Activity (recognizing story structure)

Answer 17

Story Structure: way the content and events of a story is organized into a plot.
Understanding story structure improves memory in regards to the information and/or detail expressed through the text. Story maps are a good way to do this.

Question 18

Story Maps

Answer 18

A type of graphic organizer that shows the sequence of events in a simple story

Question 19

Comprehension Activity (summarizing)

Answer 19

Condensing information into their own words helps students identify or generate main ideas and connect them to central ideas and ongoing themes. Also helps them remember what they read.

Question 20

Comprehension Activity (making use of prior knowledge)

Answer 20

Good readers draw on prior knowledge to help them understand what they are reading. Preview the text, see what terms they know, what they know or can relate to in regards to facts about the author, identify important vocabulary, etc.

Question 21

Comprehension Activity (using memory imagery)

Answer 21

Good readers often form mental pictures. Readers (young readers especially) who visualize what they are reading tend to have a better recall of the information and/or details of the text they read in comparison to those who do not form imagery when reading

Question 22

Writing Strategies (step by step)

Answer 22

1. Prewriting (brainstorm)
2. Drafting (ideas into sentences)
3. Revising (re-arrange and refine)
4. Editing (check grammar, typos, minor structure tweaks)

Question 23

Genres of Writing (narrative)

Answer 23

Tells a story (roughly in chronilogical order). Whether fiction or non-fiction, the narrative is presented in a story-like fashion that builds scenes to a climax and which is then followed by a falling actually and finally a denouement (resolution)

Question 24

Genres of Writing (interpretive)

Answer 24

Explains, explores, and considers the significance of an event, a work of are, etc. These require critical thinking. Examples: summaries, research papers, critiques, analyses.

Question 25

Genres of Writing (descriptive)

Answer 25

Usually describes a person place or thing in w thorough manner so the reader is able to construct a vivid impression of the subject in question. Using evocative imaging and phrasing to describe something.

Question 26

Genres of Writing (persuasive)

Answer 26

Designed to take a stand on an issue and convince the reader to concur with the others opinion and/or point of view.

Question 27

Genres of Writing (expository)

Answer 27

Explain, clarify, or describe a subject. Meant to “expose” information on something. Uses third person tone and is unbiased and accurate.

Question 28

Dialect

Answer 28

Distinctive variety of vocabulary, grammar, and pronunciation spoken by members of a specific group

Question 29

Idiolect

Answer 29

Particular variety of a language used by and individual speaker or writer which may be marked by peculiarities

Question 30

Important skills in public speaking (5)

Answer 30

1. Eye-contact
2. Volume and tone of voice
3. Pacing and clarity
4. Hand gestures
5. Posture

Question 31

Short story length

Answer 31

2000-10,000 words

Question 32

Emphasized literary elements in children’s literature

Answer 32

Structure mostly (can involve patterns and symbols)

Question 33

Story Structure (terms of drama)

Answer 33

1. Expository (introduction)
2. Rising action (allows protagonist to make commitment)
3. Climax (turning point, the point of highest interest)
4. Falling action (events that follow from protagonists actions during the climactic scene)
5. Denouement ( conflict is resolved)

Question 34

Folk Tale categories

Answer 34

1. Legend
2. Fairy tales
3. Animal folk tale

Question 35

Folk tale (legends)

Answer 35

Narratives that often include creation stories. Usually contain super-natural beings and are retold as if they are based on fact

Question 36

Folk tale (fairy tales)

Answer 36

Presented as entirely fictional pieces. Often begin with a formulaic opening line: “one upon a time”

Question 37

Genres of Writing (animal folk tale)

Answer 37

Found in many cultures, animals clearly have human like qualities (anthropomorphic qualities).

Question 38

Myths

Answer 38

Hard to perfectly define, but usually about adventures long past that concern adventures and misadventures of gods, heroes, villains, or some combination of the three. Set in a time out of the classical human historical timeline. Sacred narrative in the way it holds religious or spiritual significance.

Question 39

Alliteration

Answer 39

The repetition of usually initial consonant sounds in two or more words or syllables

Question 40

Analogy

Answer 40

A comparison of similar traits between dissimilar things in order to highlight a point of similarity

Question 41

Figurative Language

Answer 41

A word of phrase that departs from literal language (metaphors and simile)

Question 42

Hyperbole

Answer 42

Deliberate exaggeration for effect

Question 43

Imagery

Answer 43

Words or phrases that appeal to the senses

Question 44

Sarcasm

Answer 44

The use of words to suggest the opposite of their intended meaning (they have irony down for this for some reason but that can’t be right)

Question 45

Literal language

Answer 45

The actual definition of the word

Question 46

Metaphor

Answer 46

A figure of speech in which something is described as though it were something else

Question 47

Personification

Answer 47

The assignment of human traits to a nonhuman item

Question 48

Simile

Answer 48

A figure of speech that has a direct comparison between unlike things using “like” or “as”

Question 49

Symbol

Answer 49

Usually concrete objects or imaged that represent abstract ideas

Question 50

Analyzing Poetry (what is the dramatic situation?)

Answer 50

Who is the speaker. Where is he or she. When is this happening. What are the circumstances.

Question 51

Analyzing Poetry (what is the structure of the poem?)

Answer 51

What are the parts of the poem and how do they relate to each other. How does the poem get from the first sentence to the second and then the second to the third. What is the logic if the poem. What are the techniques used.

Question 52

Analyzing Poetry (what is the theme of the poem?)

Answer 52

What is the point of the poem. If possible define what the poem says and why.

Question 53

Analyzing Poetry (is the meaning of the poem clear?)

Answer 53

Make sure you understand the meaning and usage of every word in the poem (especially words that don’t seem to fit). Take note of unusual grammar that can alter the meaning a bit.

Question 54

Analyzing Poetry (what is the tone of the poem?)

Answer 54

Tone is a slippery word. Think what the mood or the atmosphere is.

Question 55

Analyzing Poetry (what are the important images and figures of speech?)

Answer 55

What are the important sensory objects. What are the smilies and metaphors of the poem. Most difficult challenge of discriminating between the figurative and the literal.

Question 56

Reoccurring themes in myths

Answer 56

Seasonal death and rebirth. A long lasting golden age that has degenerated. Creation of fire. A giant flood.