Teach Read/Write Interm Exam 2

revising

- Attending to the content of price - Writer to writer - Mentor text: what does this author do that you can do?

Writing in the content areas

- Idea of engaging students through writing - Connecting writing in other academic areas - Annotating skills

prewrite

- Often verbal - Can be planning sheet - Warning: if you spend too much effort on the writer can get discouraged

what good readers do during reading

- Read sequentially, skimming some parts, focus on others - Reread some sections - Make notes - Tune in to main ideas and ideas related to goal - Check and adapt predictions - Monitor and repair comprehension - Connect to world knowledge to make inferences - Paraphrase/ summarize passages - Responded to and evaluate text

what good readers do after reading

- Reread selectively - Summarize - Reflect - Think about how information might be used in the future

publishing

- Share writing publicly - Making writing public - Informal publishing: o Read writing to friend group o Hang on wall - Formal publishing 'class book' o Typed for publication

drafting

- Students put their thoughts, message, meaning to paper - Writing with approximations helps students with phonics and alphabet principle - Can be through picture or text or both - Just write do not worry about mistakes

editing

- With younger children writers minimize this piece - Attention to mechanics, spelling, grammar - Teacher may be the editor for formal publishing - CUPS: Capital letters, Understanding, Punctuation, Spelling

Types of question/answer for "in the text"

- right there - think and search

types of question/answer for "in my head"

-on my own - author and me

what good readers do before reading

-set a goal -preview the text -predict what the text will say

writing process

1. Prewriting 2. Drafting 3. Revising 4. Editing 5. Publishing

Tests of reading comprehension vary according to response format. Which of these formats might you find on a maze test? 1. A caldera is a large _____________ crater. 2. A caldera is a large (volcanic, lake, erupt) crater 3. How is a caldera formed? 4. Why, do you think, calderas are becoming more common?

A caldera is a large (volcanic, lake, erupt) crater

All of the following are characteristics of a good summary except for which one? 1. A good summary identifies who the passage is about. 2. A good summary identifies what the passage is about. 3. A good summary includes redundant terms and specific phrases. 4. A good summary focuses on information central to overall meaning.

A good summary includes redundant terms and specific phrases.

"High inflation rates can result in the following outcomes." In which informational text structure might you find the previous topic sentence? 1. Compare/Contrast 2. Cause/Effect 3. Problem/Solution 4. True/False

Cause/Effect

A second-grade class is studying a social studies unit focused on geography (e.g., bodies of water, landforms) and its effects on people. So far, the students have learned about lakes, oceans, and bays. As part of the unit, the teacher reads aloud an informational passage that explains why human settlements near rivers historically have succeeded and grown. The teacher pauses regularly to discuss the reading, using a range of text-based questions to prompt discussion and promote students' literal, inferential, and evaluative comprehension. Part of the text appears below. Rivers have fresh water. Fish and other wildlife live in and near rivers. The soil near rivers is good for growing crops and grazing animals. But rivers provided towns with more than just what people needed to survive. Moving water provided a source of power that people could harness for industry. And, over time, large rivers became superhighways for travel and trade across great distances. Which of the following questions about this part of the text would most effectively target students' inferential comprehension? 1. Can you identify the reason why industry benefited from being near moving water? 2. Why are rivers beneficial for activities like growing crops and grazing animals? 3. How does living near a river help people meet their most basic survival needs and where can you find that information in the text? 4. Do you think living near a river makes life easier or more difficult from being near moving water?

Do you think living near a river makes life easier or more difficult from being near moving water?

Two proficient readers are answering post-reading comprehension questions about a chapter in a content-area textbook. The first student demonstrates exceptional recall of details from the chapter but has difficulty answering questions about the gist of the chapter. The second student can give an outstanding summary of the chapter but has difficulty remembering specific facts from the chapter. Which of the following best explains the most likely reason for the students' varied understanding of the text? 1. Each student applied different reading comprehension skills when reading the text. 2. The second student is more proficient at reading for literal understanding than for inferential understanding. 3. Each student brought a unique set of prior experiences to the reading of the text. 4. The first student is more proficient than the second student at using metacognitive comprehension strategies to make sense of the text.

Each student applied different reading comprehension skills when reading the text.

Which phrase best describes the technique of scaffolding? 1. Gradually building students' dependence on the teacher 2. Gradually shifting the responsibility of learning from the teacher to the students 3. Providing no supportive structures for independent learning 4. Ensuring students can respond to text dependent questions accurately.

Gradually shifting the responsibility of learning from the teacher to the students

A fifth-grade teacher plans to use the passage below in a lesson focused on analyzing literary texts. Zander told me it didn't matter what the exact rules were, or what was "fair" according to Coach. What mattered most was the team winning against Sagamore and advancing to the next level. "So, okay? You in?" he asked me. I just looked at him without saying a word. I like Zander. He's funny, smart, popular—everything I'm not. So I wanted to say, Sure, let's do it. But I kept seeing Coach's face in my mind, like he was looking me right in the eye. "I don't know," I said slowly. Zander's eyes narrowed and his mouth set firmly shut. Oh, great, I thought. Now I'll have NO friends at school. The teacher is planning text-based questions to use in a post-reading discussion about the passage. Which of the following organizing questions would most effectively prompt students' higher-order analysis of this passage? 1. How does the narrator describe the character named Zander and the character referred to as Coach? 2. Who says "What matters most is the team winning" and how can you tell? 3. How are the narrator's relationships with Zander and Coach similar and yet different?

How are the narrator's relationships with Zander and Coach similar and yet different?

A group of fifth-grade students finishes reading a novel written in the first person. The teacher has the students work together to write a new account of a key scene as it might be reported by a different major character. Which of the following questions would be the most appropriate focus of a group discussion following the writing activity? 1. How does the author use figurative language to foreshadow the resolution in a narrative? 2. How does the narrative point of view in a story shape a reader's understanding of events? 3. How do descriptive and expository writing affect a reader differently in a narrative text?

How does the narrative point of view in a story shape a reader's understanding of events?

All of the following are true about informational texts except which one? 1. Examples of informational texts include user guides, websites and textbooks. 2. Primary grade students need increased instructional time with informational texts. 3. Informational texts tend to be less abstract that stories or plays. 4. Only boys enjoy informational texts.

Informational texts tend to be less abstract that stories or plays.

How does elaborative interrogation help students remember facts? 1. It helps them distinguish the most important information from irrelevant details 2. It gives them a way to think about questions and where to find the answers. 3. It leads them to continually ask themselves why each new fact makes sense 4. It requires students write facts down on flashcards to build a new study guide

It leads them to continually ask themselves why each new fact makes sense

Coherence is a feature of considerate text. Which of these are examples of coherence? 1. Smooth transitions between topics and explicitly stated main ideas. 2. Use of chapter titles, headings and summaries of main ideas. 3. Age appropriate language and limited conceptual density 4. Implementation of text features such as captions, headings and table of contents

Smooth transitions between topics and explicitly stated main ideas.

What are the three basic elements of Reading Comprehension? 1. The connection, the content, the prediction 2. The problem, the solution and the conclusion. 3. The reader, the text, the activity 4. The motivation, the meaning, the key ideas

The reader, the text, the activity

Which is a characteristic of an engaged readers? 1. They consistently use only one comprehension strategy. 2. They are popular with their peers. 3. They are motivated to gain knowledge. 4. They do their homework consistently.

They are motivated to gain knowledge.

connecting to world knowledge/schema

linking knowledge that stems from previous experiences with ideas in the text

A sixth-grade teacher gives students several essays that present contrasting opinions on a current social issue. The teacher then asks students to consider the following questions as they read the texts. What is the author's opinion on the issue? How might the author's background influence the opinion? What evidence does the author use to support the opinion? These questions support students' reading comprehension primarily by prompting them to: 1. analyze points of view in expository texts 2. identify the theme in expository texts 3. monitor comprehension of informational texts 4. draw inferences from informational texts

analyze points of view in expository texts

evaluative comprehension

answer of what you think

asking question

asking oneself questions about the text being read

Which of the following strategies would be most appropriate to use to promote second- grade students' ability to analyze key ideas and details in a literary text? 1. encouraging students to clarify their understanding of a story by reflecting on their personal experiences 2. asking students text dependent who, what, where, when, why and how questions about story elements 3. explicitly teaching students the key features and conventions of different literary genres 4. prompting students to evaluate the significance of a story's setting with respect to its theme

asking students text dependent who, what, where, when, why and how questions about story elements

A kindergarten teacher regularly elicits oral retellings of stories children have listened to or read as a way to assess their understanding of narrative text structures. The retell protocol the teacher uses has a child retell the story to a stuffed animal, named Storalee, as the teacher records notes and checks off story components. The teacher starts with the prompt, "Tell our friend Storalee the whole story because she has not heard it before." The teacher rates each child's understanding of the text's characters, setting, events, and relationships according to standards-based rubric descriptors for story elements. Which of the following strategies would be most appropriate for the teacher to use to differentiate the retelling assessment for children who are advanced readers? 1. replacing the fictional narrative text with an informational text to summarize, such as a social studies or science text 2. asking the children to elaborate on specific story elements such as characters' responses to events and challenges

asking the children to elaborate on specific story elements such as characters' responses to events and challenges

independant practice (you do)

assess the need for further support or reminders. Monitor students' strategy as they transfer what they have learned to new tasks

monitoring comprehension

being actively aware of whether one is, or is not, understanding the text and then dealing with problems as they arise

In which reading strategy would you utilize the schema theory? 1. connecting to world knowledge 2. recognizing text structures 3. answering literal questions 4. constructing mental images

connecting to world knowledge

Knowing how to use, evaluate and integrate the video clips and graphics found on a website is an example of which comprehension strategy? 1. constructing mental images 2. recognizing text structure 3. predictions 4. summarizing

constructing mental images

summarizing

distilling information into a concise, synthesized form

editing vs revising

editing: the change of words, anyone can do this for the writer revising: the changing of ideas. the writer must do this for themself

A fifth-grade teacher gives students a "reading planner" for an informational text that they will be reading independently. The reading planner contains various activities, including prompting students to summarize certain passages, to explain relationships between concepts according to specific information in the text, and to determine the meaning of domain-specific words based on appositives or appositive phrases embedded in the text. This reading planner is likely to be most effective for achieving which of the following instructional purposes? 1. developing students' ability to read the text evaluatively 2. encouraging students to read and interact closely with the text 3. teaching students to adjust their reading rate based on text complexity 4. supporting students' development of prosodic reading skills

encouraging students to read and interact closely with the text

direct explanation

explain to students what the strategy is, how to use it and why the strategy helps comprehension, and when to apply it

answering questions

finding and using information from text to answer teachers questions

constructing mental images/visualizing

forming mental pictures in ones' head as one reads

guided practice (we do)

guide and assist students as they begin to apply the strategy. Provide feedback about students' use of the strategy and its effectiveness

A fifth-grade teacher is planning a literature study focused on how various elements of an author's craft are used to convey a poem's theme. The class includes students with a wide range of reading and language skills, including several advanced readers. Over the course of the unit, the class reads and analyzes the themes of several, increasingly complex, grade-level poems. Near the end of the unit, the teacher will have students practice literary analysis skills on an unfamiliar grade-level poem. According to evidence-based best practices, which of the following differentiation strategies would be most appropriate for the teacher to use with advanced readers during this lesson? 1. having all students work in small, homogeneous groups to analyze a poem at an appropriate level of complexity for the group 2. having all students work in small heterogeneous groups to analyze a poem, with advanced readers assigned a leadership role

having all students work in small, homogeneous groups to analyze a poem at an appropriate level of complexity for the group

A fourth-grade teacher is planning a lesson focused on promoting students' recognition of distinguishing features of prose, poetry, and drama. The teacher plans to begin the lesson by having students follow along as the teacher reads aloud three short passages—a chapter from a novel, a narrative poem, and a scene from a play. Afterward, the teacher plans to lead a whole-class discussion about the passages. Which of the following post- reading activities would be most effective in helping the students prepare for the discussion and achieve the lesson's objective? 1. asking students to take notes in their literature journals while they reread the three passages silently and then review their notes before the discussion 2. having pairs of students use a graphic organizer to compare how major story elements such as setting, characters, and plot are conveyed in the three passages 3. asking individual students to free write for two minutes in response to the prompt, "Which of the three passages did you like best and why?"

having pairs of students use a graphic organizer to compare how major story elements such as setting, characters, and plot are conveyed in the three passages

A kindergarten teacher regularly elicits oral retellings of stories children have listened to or read as a way to assess their understanding of narrative text structures. The retell protocol the teacher uses has a child retell the story to a stuffed animal, named Storalee, as the teacher records notes and checks off story components. The teacher starts with the prompt, "Tell our friend Storalee the whole story because she has not heard it before." The teacher rates each child's understanding of the text's characters, setting, events, and relationships according to standards-based rubric descriptors for story elements. Which of the following components should be included in the story elements rubric to ensure that the assessment will provide information about children's understanding of the cause-and-effect relationships found in narrative texts? 1. creating a list of generic questions to se as prompts to ensure that children's retellings are as comprehensive as possible 2. scoring the use of sequence transition words that children use to connect their retelling(e.g. first, next, after that, finally) 3. assigning scores for the number of details about events children provide in their responses (e.g., providing who-what-where information about a story event) 4. identifying evidence of children's use of conjunctions(e.g. because, so since)to connect the character's motivation to action taken.

identifying evidence of children's use of conjunctions(e.g. because, so since)to connect the character's motivation to action taken.

A fourth-grade class will be comparing the treatment of a similar theme, "family ties," in stories from different countries. After students read the stories independently, the teacher plans to lead close rereading focused on the influence of culture on the target theme. Which of the following teaching preparation strategies would be most essential and effective for achieving the goals of this lesson? 1. identifying passages key to comprehending the basic plot of each story and particular words or phrases the authors use that might be unfamiliar to students 2. dividing the stories into coherent parts (e.g. beginning, middle, end) and composing a summary of key ideas or information conveyed in each section 3. defining the key story elements in each story (e.g. time, place, characters) and identifying similarities and differences between these aspects of the stories 4. identifying passages in each story that are essential to understanding the author's perspective and key words or other stylistic choices that convey certain values

identifying passages in each story that are essential to understanding the author's perspective and key words or other stylistic choices that convey certain values

recognizing text structure

identifying the way a text is organized

Two types of question answer relationship

in the text in my head

A fifth-grade class silently reads an informational text. In subsequent informal assessments, several students are able to read the text orally with fluency, but they demonstrate poor overall comprehension of the text. The teacher could most appropriately address these students' needs by adjusting future instruction in which of the following ways? 1. providing the students with explicit instruction in grade-level appropriate test-taking strategies 2. emphasizing reading skill-building activities that focus primarily on narrative texts. 3. using informational texts that are written at the students' independent reading level 4. introducing a text's key vocabulary and supporting the students in close reading of key passages

introducing a text's key vocabulary and supporting the students in close reading of key passages

what is an example of monitoring comprehension? 1. asking students literal questions to ensure they understand a text. 2. Knowing when you don't understand the text 3. Previewing a story by skimming pages 4. Retelling story events in sequence.

knowing when you don't understand the text

metacognition

knowledge and control we have of our own cognitive process

Which of the following activities would be most effective for a teacher to use to promote students' strategic reading of literary texts? 1. reminding students to practice newly learned strategies (e.g., scanning for specific details during independent reading and then enter the strategies they used in their reading logs 2. pairing students with a classmate after a reading assignment and asking them to share which reading comprehension strategies they used 3. leading students in frequent small group discussions and close reading foxed on relevant strategies (e.g.skimming, rereading) to use for different academic tasks and purposes

leading students in frequent small group discussions and close reading foxed on relevant strategies (e.g.skimming, rereading) to use for different academic tasks and purposes

types of comprehension

literal inferential evaluative

predicting/inferring

making an informed guess about what will come next in a reading, based on world knowledge and clues from the text

graphic organizers purpose

meant to provide means to students

metacognition inclues

metacognitive knowledge and metacognitive control

modeling (i do)

model or demonstrate how to apply the strategy, usually by thinking aloud while reading a text

A third-grade teacher periodically reads aloud from a chapter in content-area textbooks using think-aloud while reading. Following is an example. "The moon does not shine on its own. The sun's light reflects off the moon." Hmm. I'm imagining that the sun is like a flashlight shining on the moon in the dark. "As the moon rotates, only the part that faces the sun is visible from the Earth." I'm not quite sure what 'visible' means, but it sounds kind of like vision, which I know has to do with eyes. It probably means the part that we can see from the Earth. Now, that makes me wonder— why do we see different amounts of the moon at different times? Let's see if the next part of the chapter explains this. ..." The teacher's practice is most likely to promote students' reading comprehension of informational texts by: 1. modeling for them metacognitive comprehension strategies 2,. summarizing for them the main ideas of an expository text. 3. giving them an example of fluent oral reading 4. exposing them to new vocabulary in context

modeling for them metacognitive comprehension strategies

graphic organizer types

o Record information about underlying text structures o See how concepts fit within text structures o Focus on the most important ideas in the text o Examine relationships among text concepts o Recall key text information o Write well organized summaries

Which is a strategy good readers use before reading? 1. Predicting 2. Connecting to word knowledge 3. Summarizing 4. Synthesizing

predicting

Skimming is likely to be the most effective strategy for accomplishing which of the following reading tasks? 1. studying specific facts for a content area exam 2. synthesizing information from various sources for a research report 3. evaluating the validity of information on an Internet website 4. previewing a chapter in a content area textbook

previewing a chapter in a content area textbook

During a series of integrated science and literacy lessons, a third-grade teacher plans to have students read several articles from a children's magazine about new technologies for cleaning up pollution in the oceans. After they read the articles, students will work in small groups to create a graphic organizer comparing and contrasting two of the solutions. To prepare students to integrate information across texts in this activity, which of the following steps would be most essential for the teacher to take? 1. providing students with opportunities to share their personal responses to the articles 2. providing a brief history of the environmental movement in the United States 3. providing explicit instruction in how to identify the most important points and key details presented in the texts 4. providing explicit instruction in discipline-specific conventions of scientific writing (e.g. passive voice, quantitative data)

providing explicit instruction in how to identify the most important points and key details presented in the texts

A third-grade class includes several students who are developing-level (intermediate) English learners. The teacher is planning to use a whole-class read-aloud to provide instruction in making inferences when reading informational text. Which of the following differentiation strategies would best support students with diverse language abilities in making text-based inferences? 1. offering the English learners alternative, literal comprehension-building actvitities (e.g. "fill in the blank: The authors said ______. The text was mostly about ________." 2. providing the English learners with sentence frames to scaffold the lesson (e.g. "I think that _________. I think so because I read _____________ and because I know that __________.") 3. collecting a variety of reference materials for the classroom, and making them freely available to the English learners as needed during instruction 4. inviting the English learners to read the passage that will be used in the lesson in advance and to refer back to the printed copies of the passages during the lesson

providing the English learners with sentence frames to scaffold the lesson (e.g. "I think that _________. I think so because I read _____________ and because I know that __________.")

An entering third-grade student with a specific learning disability demonstrates reading comprehension that is below grade-level expectations. The student can read aloud narrative texts that are aligned with second-grade expectations with accuracy and fluency; however, the student does not consistently remember key details or events after reading the texts. In keeping with evidence-based best practices, which of the following strategies would be most appropriate for the teacher to try first to support the student's reading comprehension with literary texts? 1. engaging the student in repeated oral reading of grade level texts with explicit teacher feedback 2. providing the student with explicit instruction and guided practice in grade level, Tier Three vocabulary 3. providing the student with explicit instruction in story elements using a graphic organizer

providing the student with explicit instruction in story elements using a graphic organizer

literal comprehension

response is right in text

metacognitive control

student's ability to self regulate (adapt their learning approaches to accomplish a task)

metacognitive knowledge

students' awareness of how they are thinking and learning as they work on a task

Some children in a kindergarten class have had limited prior exposure to storybooks read aloud and/or limited prior experiences discussing narrative texts. Their teacher wants to develop their knowledge of story structure. According to evidence-based best practices, which of the following instructional approaches is most likely to accelerate the children's understanding of the causal nature of story events? 1. asking text-dependent questions about the key details in story events. 2. rereading favorite stories to children and letting them dress up like the characters 3. teaching story elements explicitly, such as main character, goal or problem, and resolution, as part of the daily read aloud.

teaching story elements explicitly, such as main character, goal or problem, and resolution, as part of the daily read aloud.

On my own relationship

the answer to the question comes entirely from students' word knowledge

author and me relationship

the answer to the question comes from understanding the text in conjunction with students' word knowledge

Right There relationship

the answer to the question is "right there" in one sentence; the question and answer have the same wording

think and search relationship

the answer to the question requires searching across the text; the question and answer have the same wordings

According to QAR, answers to teachers' questions come from two main sources of information. Which are the two sources? (choose 2) 1. the text 2. the type of question 3. the reader's world knowledge 4. question answer relationships

the text the reader's world knowledge

Which of these is an example of an informational text structure? 1. time order 2. trouble-answer 3. think and search 4. circular series

time order

A fifth-grade teacher plans to have students read a chapter about the American Revolutionary War from their social studies textbook. The following is an excerpt from the chapter. The Battle of Bunker Hill took place on June 17, 1775. At the time, the American army occupied the area from Cambridge to the Mystic River. American troops gathered in Cambridge Common on the evening of June 16, 1775, and set out for Bunker Hill. Upon reaching Bunker Hill, however, officers decided to move to Breed's Hill, a smaller hill closer to Boston. Given this excerpt from the chapter, which of the following graphic organizers would best promote students' awareness of the chapter's text structure? 1. timeline 2. semantic map 3. outline 4. Venn Diagram

timeline

inferential comprehension

use background knowledge plus information in the text

An elementary teacher divides the class into small groups and provides a copy of the following instructions to each group. Students work collaboratively to complete the activity. Afterward, each group shares their results with the whole class during a teacher-led discussion. Look at the word fair in these two sentences: It isn't fair that Juan got an extra scoop of ice cream. Simon and Mei-Yin went to the fair and rode on the merry-go-round. How are these words the same? How are they different? Can you think of sentences that show two different ways to use each of the words below? saw bow root run play fly spell wind The activity and related discussion would best promote students' ability to: 1. apply structural clues to decode and identify the meaning of printed words 2. use semantic and syntactic clues to identify the meaning and pronunciation of homographs 3. associate related vocabulary words and sort them into meaningful groups.

use semantic and syntactic clues to identify the meaning and pronunciation of homographs