Reading Development: Comprehension- Reading Applications

Teachers are encouraged to use text frames throughout a text to prompt students to think about relationships between key ideas, concepts, and events in a text. This is likely to promote their comprehension of assigned texts. Which of the following statements about text frames is inaccurate?

A descriptive text frame includes questions about the order of events.

Which of the following would best promote cultural awareness in kindergarten students?

Allow students who would like to share out about their family's culture and traditions to do so when appropriate, Regularly read aloud books with characters of various ethnicities and cultures.

It's the first day of a new unit, and a teacher introduces a text to students with some words that he expects to be unfamiliar. To promote student comprehension of the new vocabulary, he should do all of the following except:

Ask students to copy the definition word for word from the glossary in the back of the book.

How can a teacher best use reading to foster cultural awareness in their classroom?

Deliberately choose reading materials that explore a wide variety of cultures.

After reading an independently chosen novel, a teacher asks students to give a book report. During the presentations, the teacher discovers that most students are simply repeating the plot of the story and not including any level of literary analysis. How can the teacher best encourage more detailed literary analysis from her students before the next round of book reports?

Give students a list of guiding questions and sentence stems to answer and include in their reports.

A science teacher lists the following words and phrases on the board - mass, charge, energy - and asks his students to predict what they are going to read about. What is the purpose of making predictions before reading a text?

Making predictions can help students make connections between prior knowledge and information presented in a text.

Summary and analysis are both ways students can respond to literature. Which of the following best describes the difference between these two forms of response?

Summary retells the main ideas or the plot in a condensed way, while analysis requires the student to evaluate the author's choices about the text.

To ensure that students understand the vocabulary in the text, a teacher leads his students in a contextual analysis, in which the goal is to infer the meaning of words by looking closely at the surrounding text. What words are students most likely to highlight in this activity?

Tier III words

A teacher wants to model for students how to determine the meaning of words within a nonfiction text. Which activity below would be the most effective way to demonstrate this for the students?

While reading aloud to the class, the teacher pauses to define vocabulary terms using context clues.

A second-grade teacher recently read her class a story called "The Garden" from the book Frog and Toad are Friends by Arnold Lobel. The teacher is implementing a reading protocol where she has the students focus on a different aspect of the story each time she reads it aloud. During the first reading, the teacher has students focus on the sequence of events in the story. While reading the story a second time, the teacher would like to focus on the differences between the two main characters, Frog and Toad. Specifically, the physical and character traits that make them each unique. To accomplish this goal, the teacher should have students:

create a chart in which they compare the characterizations of Frog and Toad.

A third-grade teacher models how to annotate texts for her class. Then, they work together to annotate a paragraph about space. Together they circle confusing words, underline important ideas, and highlight things that surprise them. Throughout the rest of the school week, the teacher asks students to apply this same annotating technique to a short story and an article about a historical figure. What concept is the teacher demonstrating with this lesson?

demonstrating the application of comprehension strategies in all subjects

Antonio is an ELL student who moved to the United States two years ago. He is interested in learning more about American culture, especially stories that are passed down from generation to generation that teach about morality and may have elements of superstition. Which type of book should his teacher suggest?

folk tales

Which of the following is not an element of fiction?

in-text citations

Which of the following is most important for a teacher to consider when selecting a text for a group of students to read?

level of readability

Which of the following is a qualitative feature of text complexity?

levels of meaning

James is a student in Mrs. Marsh's third-grade class. He currently reads right around grade level with 90% accuracy and comprehension. James tells Mrs. Marsh that he watched the Percy Jackson movies over the weekend and decided to check out Mythology: Timeless Tales of Gods and Heroes from the city library so he can read more about Greek gods and goddesses. He pulls the book out of his bag and hands it to his teacher. Mrs. Marsh holds the 384-page book in her hands, scans a few pages of text, and tells James, "I am very excited that you are interested in Greek mythology. It's one of my favorite genres to read. I think this text might be too complicated for you to read. It is a very long book and I noticed quite a few challenging vocabulary words like 'pinnacle,' 'firmament,' and 'venerated,' to name a few. I also don't see any footnotes that would help define these challenging words like there are in the stories we read in class. Would it be okay if I found something for you to check out from our library instead?" After James finishes reading the new text given to him by Mrs. Marsh, he approaches her and asks for more stories like these. Mrs. Marsh tells him to go to the class library and look for books under which genre category?

myth

In an effort to boost nonfiction comprehension skills, a second-grade teacher reads two articles with her students, one on amphibians and one on reptiles. After reading the articles as a class, she has students complete a Venn diagram comparing and contrasting the two readings. Later in the week, students make a timeline based on an article entitled, "The True Cost of Rainforest Loss." These activities help students:

organize information obtained from cross-curricular readings.

Samual is an ELL student in Mrs. Brecken's English class. He is struggling to get started on a writing assignment, so Mrs. Brecken provides him with two choices of graphic organizers to use in the planning portion of his writing process. One outlines cause and effect and the other outlines comparing and contrasting ideas. Mrs. Brecken says, "Choose one of these to help you get your thoughts and opinions down on paper so you can start framing your argument" as she presents him with the graphic organizers. What type of writing assignment is Samual most likely planning?

persuasive

Which one of the elements below is not a part of an expository text?

plot, setting, and characters

Emelia is an ELL student with a high level of English language proficiency, but she is struggling to comprehend the text her English teacher assigned her. It does not follow a typical sentence structure and contains a great amount of figurative language. Emelia is most likely reading a:

poem.

Mr. Sullivan has asked his students to write a short blog-style article about a time they did wrong and what steps they did to remedy the situation. Which type of organizational structure will students most likely be using?

problem and solution

Which of the following factors of text complexity addresses the length of sentences and words, as well as the complexity of the vocabulary in a text?

quantitative measures

Ama is an ELL student who is tasked with a procedural writing assignment. She is supposed to take an expert stance to write the steps of a procedure she knows how to do really well. Which type of organization would work best for her writing assignment?

sequential order

A second-grade teacher recently read her class a story called "The Garden" from the book Frog and Toad are Friends by Arnold Lobel. The teacher is implementing a reading protocol where she has the students focus on a different aspect of the story each time she reads it aloud. During the first reading, the teacher has students focus on the sequence of events in the story. After reading the text for a third time, the teacher has students participate in a class discussion on what Toad means by "hard work" and how he overcomes the obstacles he faces in getting his garden to grow. The students work with their table group to come up with answers to questions provided by the teacher. The questions are not straightforward and require students to discuss the events of the text and form an opinion. As part of their answers, they must provide sentences from the text as proof. This activity helps students understand complex texts by:

teaching them to use textual evidence to support their claims.

A third-grade teacher reads students a book about the day a little girl found a lost dog and returned it to its owner. First, it tells the story from the little girl's perspective. The girl worries about how scared and lost the dog must feel. Then it tells the story from the dog's perspective. It is discovered the dog was actually enjoying the adventure. The teacher asks the class to find an event from the story where the girl incorrectly thought the dog was afraid. What is the focus of this activity?

using literary analysis to evaluate how the narrator influences the story