question

The best way to teach the think aloud strategy is through teacher modeling

answer

True

question

QARs explain the relationships between questions and answers

answer

True

question

The QtA strategy is best used as a before reading strategy

answer

False

question

Think alouds are best used at the end of a lesson to reinforce what was read

answer

False

question

Reciprocal teaching utilizes four comprehension activities: predicting, summarizing, encoding, and generating questions

answer

False

question

The DA-TA strategy can be applied to both narrative and informational texts

answer

True

question

The intra-act procedure helps students separate their thoughts and feelings from the text

answer

False

question

Most readers are aware of the writer drawing them into the text

answer

False

question

Metadiscourse refers to what a teacher does to engage the student in a class discussion

answer

False

question

The KWL strategy should be used mainly as a whole class activity

answer

False

question

The KWL can be used as a springboard for other after-reading activities

answer

True

question

Asking students to generate questions about a topic is part of the KWL strategy

answer

True

question

The main goal for the Discussion Web strategy is for students to draw conclusions based on their discussions when working in teams

answer

True

question

The Discussion Web encourages students to advocate for one particular point of view

answer

False

question

Pivotal in the Guided Reading Procedure (GRP) is the idea that students engage in a process of valuing as they reflect on what they have read

answer

False

question

The GRP is a loosely structured activity that emphasizes creativity, visualization, and imagery as they reflect on what they have read

answer

False

question

Reflection is an important step in the intra-act procedure

answer

True

question

Reading Guides are meant to quiz students after reading

answer

False

question

Three-level guides provide a framework for students to interact with texts at different levels of comprehension

answer

True

question

When readers are asked to read beyond the lines, they are responding to literal level questions

answer

False

question

Which of the following strategies is not developed when using think alouds?

answer

b. decoding

question

All of the following are steps in the reciprocal teaching strategy except _________

answer

b. connect concepts to one's own experiences

question

What is the QtA strategy most effectively applied?

answer

b. during reading to act on the author's message

question

When the teachers use _____, they model four comprehension activities, which students then imitate

answer

c. reciprocal teaching

question

Which of the following is not a place where an answer to a question is found in QARs?

answer

a. between teacher and student

question

Which strategy encourages students to consider different sides of an issue before drawing conclusions?

answer

b. discussion web

question

Which strategy asks students to generate a list of questions about a topic they are going to study?

answer

a. KWL

question

Which strategy places a premium on accuracy as students reconstruct the author's message?

answer

c. GRP

question

In the intra-act strategy, the purpose of the valuation phase is to have students ________

answer

c. explore the significance of the material in their own lives

question

Discussion webs contain all the elements except _______

answer

d. visualization and imagery

question

Teaching words effectively means ensuring that students know the definitions of words

answer

False

question

For every concept, there is an example. In this sense, an example refers to a member of any concept being considered

answer

True

question

Graphic organizers are not typically effective in elementary grades

answer

False

question

Vocabulary encountered in content area reading is often the same as that from students' normal speaking, writing, and listening vocabulary

answer

False

question

Learning the meaning of new terms by reading definitions is one of the most effective ways to expand one's vocabulary

answer

False

question

Graphic organizers build a frame of reference for students as they approach new material

answer

True

question

The list-group-label activity asks students to explore what they already know about a word by writing in their learning logs

answer

False

question

Open word sorts encourage students to categorize vocabulary words with predetermined categories

answer

False

question

Open word sorts promote both divergent thinking and inductive reasoning

answer

True

question

Brainstorming is an after reading activity in which students categorize words based on their definition

answer

False

question

Words are labels for concepts

answer

True

question

It is important to teach vocabulary strategies because words in a text passage often provide only partial contextual information for defining the meaning of a concept

answer

True

question

Concept circles provide an opportunity for studying words in a critical way by having students relate words to one another

answer

True

question

OPIN is a context based and meaning extending vocabulary strategy

answer

True

question

Semantic word maps, or CD word maps, are good after reading tools that ask students to define a list of terms typically found at the end of a chapter

answer

False

question

Knowledge ratings should be introduced after reading in order to assess what students have learned

answer

False

question

Special and technical terms often do not have concrete referents, so these abstract concepts must be learned through definition, application, and repeated exposure

answer

True

question

When students examine a list of vocabulary words to determine which word does not belong, they are manipulating words at the conceptual level by using a form of categorization

answer

True

question

As a rule of thumb, reinforcing and extending vocabulary should be introduced in small groups or with the class as a whole, and then completed individually

answer

False

question

Relevant attributes in the form of features, traits, properties, or characteristics are considered variable if the change based on the concepts the describe

answer

False

question

Which of the following strategies most successfully promotes active vocabulary development by encouraging students to look for shared meanings among words?

answer

sorting

question

_______ are visual frameworks or diagrams that use content vocabulary to help students anticipate concepts and their relationships to one another in the reading material

answer

graphic organizers

question

Which vocabulary strategy organizes conceptual information by identifying class or category, attributes or properties, and examples or illustrations?

answer

CD word maps

question

The Vocabulary self-collection strategy encourages students to respond to all of the following questions except ______

answer

what is a synonym for the word?

question

When students make use of footnotes for clues about a word's meaning, they are relying upon ________

answer

typographic clues

question

In the use of the word exploration strategy, the teacher should focus least on _______

answer

spelling and punctuation

question

In the ______ strategy students "argue" their responses during a group discussion in order to increase their motivation and improve their vocabulary development

answer

OPIN

question

Concepts are organized into hierarchies according to ______

answer

class, example, and attribute

question

The _______ strategy encourages students to brainstorm words, classify them, and make predictions about the content to be studied

answer

list-group-label

question

Which strategy is best suited for use after reading or as a tool for reviewing concepts?

answer

magic squares

question

Writing to Learn

answer

- Short and informational writing tasks - Often tentative and unfinished - Explore ideas and clarify what they are thinking about in relationships to a subject under study

question

Microthemes

answer

- Quick writing activities - Analyzing and synthesizing information and ideas - Index card - Results in a great deal of thinking

question

POVG

answer

- Point of View Guide - Connects writing to reading in a creative manner - Designed to trigger thoughtful reading and writing - "get inside the skin" of a character or subject matter - Interview format - Encourage speculation, inferential thinking, and elaboration - Role-Play situations: Actively contribute their own experience to the role - First-person writing

question

Unsent Letters

answer

- Role-play situation in which students write letters in response to at the material they are studying

question

Biopoems

answer

- Require students to play with ideas using language in a poetic framework - Reflect on large amounts of material within a poetic form can help students synthesize large amounts of material.

question

Academic Journals

answer

- Help students generate ideas, create a record of thoughts, and explore their own lives and concerns in relation to what they read/learn

question

Response Journal

answer

- Permanent records of what readers are feeling/thinking as they interact with texts - Record their thoughts about texts and emotional reactions - Use prompts to trigger thinking

question

Character Journals

answer

- Role-playing as a prompt - Sketchbook in art - Math Journals

question

Double Entry Journal

answer

- Two-side journals

question

Learning Logs

answer

- Similar to online threaded discussions - Ongoing record of learning as it happens in a notebook

question

RAFT Writing

answer

- Role, audience, form, and topic - Create prompts

question

Concpets

answer

- Create mental images - May represent anything that can be grouped together by common features or similar criteria - Similar to schema

question

Graphic Organizers

answer

- A diagram that uses content vocabulary to help students anticipate concepts and their relationships to one another in the reading material - Vary in format

question

Word Exploration

answer

- Writing-to-Learn strategy - Invites students to write quickly and spontaneously - Freewriting (no more than 5 minutes)

question

Brainstorming

answer

- Quickly allows students to generate what they know about a key concept - two steps: (1) teacher identifies a key concept (2) students work in small groups to generate a list of words related to the concept in a given number of seconds

question

List-Group-Label

answer

- When a list of words have been generated, have the class group words into logical arrangements and label each arrangement

question

Word Sorts

answer

- Require students to classify words into categories based no their prior knowledge - The teacher identifies the keywords from the unit of study and has the students sort them

question

Closed Sort

answer

Students know in advance of sorting what the main categories are

question

Open Sort

answer

- No category or criterion for grouping is known in advance of sorting - Students discover relationships

question

Knowledge Ratings

answer

- Get readers to analyze what they know about a topic

question

Concept of Definition Word Maps

answer

- Provide framework for organizing conceptual information in the process of defining a word - Word, its category, properties, illustrations/examples/real-world apps

question

SFA

answer

- Semantic Feature Analysis - Compare/Contrast - Similarities and Differences - Establishes meaningful link between prior knowledge and words that are related to each other - Analyze each word feature by feature

question

Concept Circles

answer

- Putting words into the sections of the circle and naming the relationship among the sections - Or shade in the section containing the word that does not relate to the others and then name the relationship of the other 3 words

question

Vocabulary Triangles

answer

- Visual tool - Writing sentences using vocabulary words

question

Magic Squares

answer

- Two columns (1) content area terms (2) definitions or characteristics - Match terms with other column word that fits - If match ups are correct, they will form a magic square (the numerical total will be the same for each row across and each column down the answer box.

question

Comprehension Strategies

answer

Aid students in their reading of content area texts

question

Think-Alouds

answer

- Teachers make their thinking explicit by verbalizing their thoughts while reading orally - (1) select passage to read (2) model verbal reading and think aloud and have students follow silently and listen (3) have students work with partners to practice think-alouds (4) have students practice independently (5) demonstrate how, why, and when to use think-alouds

question

Reciprocal Teaching

answer

- Model: generating questions, summarizing, predicting, and clarifying

question

QARs

answer

- Question-Answer Relationships - Make explicit the relationships that exist among the type of question asked, the text, and the reader's prior knowledge - Has students decide if the question requires them to use prior knowledge or both

question

QtA

answer

- Questioning the Author - Models importance of asking questions while reading the text - Demonstrates the kinds of questions students need to ask in order to think more deeply and construct meaning about segments of text as they read - Read text closely as if the author were there to be challenged or questioned - Students learn that authors are fallible and may not always express ideas in the easiest way for readers to understand

question

Instructional Strategies

answer

Engage students in reading, quid their interactions with text, and help them to clarify and extend meaning

question

KWL

answer

- What you know, what you want to know, what you learned - Can be KWHL or KWLH

question

Discussion Webs

answer

- Encourage students to engage the text and each other in discussion - Graphic display to scaffold student's thinking (a web) - No/Yes and Pros/Cons

question

GRP

answer

- Guided Reading Procedure - Close reading - Gather info and organize it around important ideas Requires students to gather information and organize it Places a premium on accuracy

question

Intra-Act

answer

- Lays groundwork for reflective discussion - Students engage in a process of valuing as they reflect on what they have read - Thought and feeling - Use of small groups whose members are asked to react to value statements based on the content of the text selection

question

DR-TA

answer

- Directed Reading - Thinking Activity - Fosters critical awareness and thinking by engaging learners in a process that involves prediction, verification, interpretation, and judgement - Teacher guides the reading and poses open-ended questions

question

Comprehension Levels

answer

Readers construct meaning at various levels of thinking and conceptual difficulty

question

Literal Level

answer

- Read the lines - Stay with print to get the gist of what the author says

question

Interpretive Level

answer

- Reading between the lines - Focus on not only what the author says, but also on what the author means by what they say - Recognizing thought relationships

question

Applied Level

answer

- Beyond the lines - Critical reflection and discovery - Synthesize information

question

Three-Level Comprehension Guides

answer

- Students can interact with difficult texts at different elves of comprehension Three-Level Comprehension Guides provide the framework in which students can interact with difficult texts at different levels of comprehension.

question

think- alouds

answer

teachers make their thinking explicit by verbalizing their thoughts while reading orally. Helps students clarify their understanding of reading and their understanding of how to use strategies. so students see what and how

question

What are the steps used in the reciprocal teaching strategy?

answer

find text selections that demonstrate the four comprehension activities generate appropriate questions , generate predictions about each section . locate summarizing sentences and develop summaries for each section, note difficult vocabulary and concepts

question

reciprocal teaching strategy

answer

uses peers to evaluate and assess one another

question

think aloud steps

answer

Select a passage that contains points of difficulty, ambiguities, contradictions, or unknown words Have students listen as you model thinking aloud. Have students practice with partners. Have students practice independently. Encourage students to transfer the process to other reading.

question

Instructional Strategies types

answer

KWL Discussion Webs Guided Reading Procedure (GRP) Intra-Act Directed Reading-Thinking Activity (DR-TA)

question

Procedure for KWL

answer

Introduce the KWL strategy in conjunction with a new topic or text selection. Identify what students think they know about the topic. Generate a list of student questions. Anticipate the organization and structure of ideas that the author is likely to use in the text selection. Read the text selection to answer the questions. Engage students in follow-up activities to clarify and extend learning.

question

Procedure for Discussion Webs

answer

Prepare your students for reading by activating prior knowledge, raising questions, and making predictions about the text. Assign students to read the selection and then introduce the discussion web by having them work in pairs to generate pro and con responses to the question. Combine partners into groups of four to compare responses, work toward consensus, and reach a conclusion as a group. Give each group three minutes to decide which of all the reasons given best supports the group's conclusion. Have your students follow up the whole-class discussion by individually writing their responses to the discussion web question.

question

Procedure for Guided Reading Procedure (GRP)

answer

Prepare students for reading. Assign a reading selection. As students finish reading, have them turn books face down. Help students recognize that there is much that they have not remembered or have represented incorrectly. Redirect students to their books and review the selection to correct inconsistencies and add further information. Organize recorded remembrances into some kind of an outline. Extend questioning to stimulate an analysis of the material and a synthesis of the ideas with previous learnings. Provide immediate feedback, such as a short quiz, as a reinforcement of short-term memory.

question

Procedure for Intra-Act

answer

Comprehension Relating Valuation Reflection

question

Procedure for Directed Reading-Thinking Activity (DR-TA)

answer

Begin with the title or a quick survey of the material. Ask questions such as "What do you think this will be about?" and "Why do you think so?" Ask students to read silently to a predetermined logical stopping point. Repeat open-ended questions. Continue silent reading to another suitable point. Continue the procedure until the end of the material is reached.

question

Reading Guides

answer

Three levels of comprehension Literal (read the lines) Interpretive (between the lines) Applied level (beyond the lines)

question

3 types of Vocabulary

answer

general (everyday words) special (everyday but different meaning depending on content) technical (words only in fields)

question

Teaching words well

answer

helps students make connections between their prior knowledge and the vocabulary to be encountered in the text.

question

Students learn concepts best

answer

through direct, purposeful experiences

question

Teachers can help students build conceptual knowledge of content area terms by

answer

teaching and reinforcing concept words in relation to other concept words.

question

Network tree graphic organizers show

answer

concepts in relation to other concepts

question

During a word exploration activity called freewriting, students

answer

are invited to "get down" everything on paper they know about a topic.

question

In the "list-group-label" vocabulary strategy, students

answer

group lists of words into logical categories.

question

The object of word sorting is to

answer

group words by shared features and meanings.

question

Vocabulary activities

answer

can be carried out individually, in small groups, or with the whole class.

question

Semantic Feature Analysis is a vocabulary activity in which the students

answer

analyze the similarities and differences among related concepts.

question

A concept circle is a vocabulary activity that is

answer

an activity in which students work with words conceptually.

question

Cloze passages

answer

foster the use of context to figure out unknown words Short (250 word) passages drawn from typical reading materials found in your instructional program. Student's asked to read passage and see if they can fill in the missing words based on what they believe makes sense using context clues.

question

OPIN is a strategy that encourages

answer

opinions about which word should be inserted in a blank space.

question

The following are some characteristics of graphic organizers. Which one is not?

answer

Graphic organizers use a "set" format.

question

One explanation which may account for academic difficulties adolescents face with vocabulary is:

answer

both words are often outside the scope of their normal reading and listening,technical terms often do not have specific concrete referents.

question

What is important about graphic organizers?

answer

The graphic organizer should support the students' ability to anticipate connections through key vocabulary terms.

question

Reading and writing occur

answer

within a social, communicative process.

question

According to your text, students who write well tend to read more than those who do not write well. wide reading improves writing. good readers are often good writers. all of the above

answer

all of the above

question

Which of the following is true? All writing assignments promote similar types of thinking and learning. Different writing assignments promote different types of thinking and learning. Writing assignments are limited in the nature of learning that takes place. Writing assignments demand the same type of thinking that reading assignments demand.

answer

Different writing assignments promote different types of thinking and learning.

question

Exploratory writing

answer

is often messy, tentative, and unfinished writing that involves thought.

question

Unsent letters is

answer

an exploratory writing activity that establishes a role-playing situation.

question

A dialogue activity fosters

answer

a creative exchange between two or more persons, historical figures, or characters being studied.

question

Admit slips

answer

are brief comments written by students at the beginning of class in which they react to what they are studying.

question

Brainstorming and clustering

answer

encourage expressive and exploratory language so that the students experience a kind of internal talk.

question

Which of the following would be an appropriate "prompt" or "prompts" for response journals? Write down your personal thoughts about the reading and watch for accurate spelling and punctuation. Write down five important details that you remember. Write down your personal thoughts while you read. Don't worry about spelling and punctuation. Write down five words you would like to learn how to spell from the reading.

answer

Write down your personal thoughts while you read. Don't worry about spelling and punctuation.

question

A purpose for Double-Entry journals is

answer

to have students select words, short quotes, or passages of interest and write reactions to these selections

question

What is the purpose of RAFTing activities?

answer

To provide prompts for essay writing including role, audience, form, and topic

question

Which of the following is true of Learning Logs?

answer

hey are records of learning as it happens and should be used regularly to be effective.

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