Vocabulary and text comprehension

Question 1

Oral Vocabulary

Answer 1

refers to the words that we use in speaking or recognize in listening

Question 2

REading Vocabulary

Answer 2

refers to words we recognize or use in print

Question 3

Vocabulary

Answer 3

refers to the words we must know to communicate effectively

Question 4

Implications for teaching Vocab in the classroom

Answer 4

to teach specific words the teacher may:
1/ engage students in a discussion of the concept of taxes
2/ read a sentence from the book that contains the word taxes and ask students to use context and their prior knowledge to try to figure out what it means
3/ ask students to use taxes in a sentance of their own

Question 5

Provide repeated exposure to words

Answer 5

a 2nd grade class is reading a biography of Ben Franklin. The bio discusses his important role as a scientist. The teacher wants to make sure that her students understand the meanding of the words: science and scientist, both b/c the words are important to understanding the biography and b/c they are obviously very useful words to know in school and in everyday life.

Question 6

use word parts

Answer 6

Knowing some common prefixes and suffixes, base words, and root words can help students learn the meanings of many new words. For ex: if students learn just learn just the four most common prefixes in English (un- re- in- dis-) they will have important clues about the meaning of about 2/3 of all English words that have prefixes. Prefixes are relatively easy to learn b/c they have a clear meanings ( for ex; un means not, re- means again, ) they are usually spelled the same way from word to word and of course they always occur at the beginning of words.

Question 7

Use context clues

Answer 7

context clues are hints about the meaning of an unknown word that are provided in the words, phrases, and sentences that surround the word. Context clues include definitions, restatemensts, examples, or descriptions. b/c students learn most wrod meanings indirectly or from context, it is important that they learn to use context clues effectively.

Question 8

use dictionaries and other reference aids

Answer 8

when students use reference aids, they can easily elminiate inappropriate definitions based upon context of the defined word. For example, in searching for the defintion of the wrod “board” in a dictionary, student can eliminate the wrong definition of “board” by looking at the word in the context of the sentence. In this ex: one definition of “board” is to get on a train, an airplane, a bus, or a ship. The teacher next has students substitute the most likely definition for “board”in the original sentence to verify that the sentence makes sense, “the children were waiting to get on the buses.”

Question 9

Text comprehension

Answer 9

Reading is a complex process that develops over time. Although the basics of reading-word recognition and fluency-can be learned in a few years, reading to learn subject matter does not occur automatically. Teachers should emphasize text comprehension from the beginning, rather that waiting until the students have mastered “the basics” of reading. Instruction at all levels can benifit from showing students how reading is a process of making sense out of the text, or construction meaning. Beginning readers, as well as more advanced readers, must understand that the ultimate goal of reading is comprehension.

Question 10

Metacognition

Answer 10

can be defined as”thinking about thinking.” Good readers use metacognitive strategies to think about and have control over their reading. B/4 READING they may clarify their purpose for reading and preview the text. During reading, they might nonitor their understanding, adjusting their reading speed to fit the difficultly of the text and “fixing UP” any comprehension problems they have. After reading they check their understanding of what they read.

Question 11

Implications of teaching comprehension

Answer 11

Teachers can help students improve reading comprehension skills by praciticing the following: 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 they don’t understand
4/ ask students to predict what might occur next
5/ talk about the content
6 model or think aloud about their own thinking and understanding
7/lead students in a discussion about text meaning
8/ help students relate the content of their reading to their life experiences and to other texts they have read.
*the 1st four are primary strategies

Question 12

text comprehension classroom activities

Answer 12

Monitoring comprehension: Students who are good at this know when they understand and know when they do not.

Question 13

text comprehension classroom activities

Answer 13

these students have strategies to ‘fix’ their problems in understanding as they arise:
1/ Identify where the difficulty occurs
2/identify what the difficulty is
3/ restate the difficult sentence or passage in their own words
4/ look back thru the text or reread sections
5/ look forward in the text for info. that might help them to resolve the difficulty

Question 14

text comprehension classroom activities

Answer 14

Using Graphic and Semantic organizers

Question 15

Graphic organizer

Answer 15

illustrates concepts and interrelationships among concepts in a text, using diagrams or other pictorial devices. Graphic organizers are also known as: maps, webs, graphs, charts, frames, or clusters.

Question 16

Semantic organizer

Answer 16

also called semantic maps or semantic web, are graphic organizers that look somewhat like a spider web. in which lines connect a central concept to a variety of related ideas and events.

Question 17

Answering questions

Answer 17

Questions-answering instruction encourages students to learn to answer questions better and therefore, to learn more as they read. One type= simply teaches students to look back in the text to find answers to questions they they cannot answer after the intial reading. Another type= helps studentsf understand questions answer relationships b/c the relationships between questions and where the answers to those questions are found. Readers learn to answer questions that require an understanding of infomation.

Question 18

Generating Questions

Answer 18

TEaching students to ask their own questions improves their own questions improves their active processing of text and their comprehension. By generating questions, students become aware of whether they can answer the questions and whether they understand what they are reading. students learn to ask themselves questions that require them to integrate info. from diff. segments of text.

Question 19

Recognizing Story structure

Answer 19

Story structure refers to the way the content and events of a story are organized into a plot.
-students who can recognize this story structure have greater appreciation, understanding, and memory for stories.

Question 20

Story structure

Answer 20

In this type of instruction, students learn to identify the categories of content, (setting, initiating events, internal reactions, goals, attempts, and outcomes) and how this content is organized into a plot. Often, students learn to recognize stroy structure thru the use of story maps.

Question 21

Story maps

Answer 21

these are a type of graphic organizer, shows the sequence of events in simple stories. Instruction in the content and organization of stories improves student’s comprehension and memory of stories.

Question 22

Summarizing

Answer 22

A summary is a synthesis of the important ideas in a text. Summarizing requires students to determine what is important in what they are reading, to condense this info. and to put it into their own words. Instruction in summarizing helps students identify or generate main ideas, conect the main or central ideas, eliminate redundant and unnecessary info. and remember what they read.

Question 23

Making use of prior knowledge

Answer 23

Good readers draw on prior knowledge and experience to help them understand what they are reading. Teachers can help by making use of their prior knowledge to imporve their comprehension. b/4 students read, preview the text with them. As a part of previewing, ask the students what they already know abou the content of the selection (for ex: the topic, the concept, or the time period). Ask them what they know about the author and what text structure he or she is likely to use. Discuss the important vocab. used in the text. Show students pictures or diagrams to prepare them for what they are about to read.

Question 24

Using Mental Imagery

Answer 24

Good readers often form mental pictures, or images, as they read. REaders (especially young readers) who visualize during reading understand and remember what they read better than readers who do not visualize during reading. Help your students learn to form visual images of what they are reading. ex: urge them to picture a setting, character, or event described in text.