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FOR 12
| Question | Answer |
|---|---|
| a powerful strategy for reinforcing comprehension of information texts | academic conversations |
| strategies for comprehension of informational texts | think-pair-share, content-based discussions, student-generated questioning |
| writing strategies for informational texts | note-taking, outlining, summarizing |
| semantic maps | graphic organizers that visually connect key concepts and details with informational texts; helps students make connections between ideas |
| interactive tools to promote comprehension of digital texts | digital note-taking tools, embedded questions in the text, hyperlinked resources |
| to help students avoid plagiarism, teachers should | provide explicit instruction in note taking through MODELING how to take notes and how to summarize |
| literal | understanding the explicit, stated details in the text. Ask who, what, where, and when questions |
| inferential | drawing conclusions or making logical connections based on evidence in the test; use "how" and "why" questions to encourage students to analyze cause and effect |
| evaluative | judging the validity, credibility, and credibility of the text; ask "what do YOU think about...?" or "how reliable is the source?" |
| to promote higher order thinking, have students | analyze, evaluate, and synthesize |
| types of higher-ordered questions | source-based questions (who wrote the article?), validity questions (what evidence does the author provide?), bias and perspective (whose voice is represented in the text? whose perspective is missing?) synthesizing questions (How does this compare to?) |
| how to teach students to evaluate bias and perspectives | identify author's purpose, how to detect bias, recognizing missing perspectives |
| instructional strategies for helping students analyze key ideas and details | identifying the main ideas, summarizing text, making connections |
| instructional strategies for helping students interpret author's craft and structure | determining word meaning, using text features, recognizing text structures, determining author's purpose |
| instructional strategies for helping students with integrating knowledge and ideas across texts | combining print and visuals, logical connections, comparing sources, evaluating arguments |
| what is evidence-based discussion? | a structured dialogue where students use specific evidence from a text to support their ideas. This encourages critical thinking. Good choice if on the test, |
| comprehension strategies for informational texts | activating schema , predicting, rereading, annotating, visualizing,, text-based questioning, paraphrasing, think-alouds, close reading |
| what is "activating schema"? | helping students connect prior knowledge to new information |
| what is annotating? | marking critical information in the text (highlighting, underlining, making notes in the margin) |
| instructional strategies for strategic reading of informational texts | skimming (previewing a text to get an overview), scanning (looking for a specific answer), adjusting reading rate, comprehension monitoring |
| specific graphic organizers to increase comprehension of informational texts | KWL, Venn Diagram (compare and contrast), Semantic map (helps categorize keys ideas and details around a central topic), Cornell notes (notetaking), summary |
| Primary source | firsthand accounts created by individuals directly involved in an event or topic (diaries, letters, speeches, photographs, interviews, historical documents) |
| secondary source | interpretations, analyses, or summaries of primary sources by someone NOT directly involved (textbooks, biographies, research articles, documentaries) |
| instructional strategies for comparing sources | source analysis charts, text-based discussions, evidence evaluation, constructing arguments |
| Informational texts DI strategies for ELs | visual supports, teach key vocabulary, sentence frames, engage in oral discussions to build understanding |
| Informational texts DI strategies for SWDs | break texts into smaller chunks, provide audio versions, assistive technology, graphic organizers |
| Informational texts DI strategies for struggling readers | pre-reading activities, model comprehension strategies, repeated readings, focus on text features |
| Informational texts DI strategies for grade-level performers | teach close reading techniques, guide students in identifying the author's purpose, encourage annotating |
| Informational texts DI strategies for highly proficient students | assign text comparisons, encourage evaluative tasks, research projects, challenge students with texts featuring complex structures |
Created by:
kristikee