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225 Final 1
| Question | Answer |
|---|---|
| Reading _____ tends to be more difficult than reading stories and novels. | informational material |
| _________, conveys information, explains ideas, or presents a point of view. | Informational or expository text |
| Informational material is organized in five ways: | 1) sequence or time order, 2) listing or description, 3) compare and contrast, 4) cause-effect, and 5) problem solving. |
| ____ or _____often used to present events such as the French and Indian War (in history class) or cell division (in biology class). | Sequence or time order |
| _________for the ________ structure include: first, second, third, next, last, before, after, during, while, and finally. | Signal words for the sequence structure |
| _____ or ______ is used to explain the features of an object or event – and there are no signal words associated with this type of informational text. | Listing or description |
| _____ and _____ involves discussing similarities and differences. | Compare and contrast |
| Signal words used in the _____________ type of informational text are: alike, similar to, same as, resembles, is compared to, unlike, different from, both, but, and yet. | compare and contrast |
| A _____________ pattern in informational text outlines reasons for events – usually what caused the event is explained, then the effect that followed from it. | cause-effect |
| Words associated with the ____________ type of informational material are: if, so, so that, because, as a result of, in order to, since, therefore, cause, and effect. | cause-effect |
| The ___________ pattern discusses a problem and then suggests possible solutions. | problem solving |
| Signal words for the _______ pattern are: problem, solution, because, so that, and as a result. | problem solving |
| Some of the difficulties in using informational text include, but not limited to, are: | this type of text usually contains more difficult vocabulary and technical terms, it tends to be longer than narrative text, they are less personal than narrative text, and they often require extensive background information. |
| 14. All readers should become comfortable reading informational text because of the use of the ______ (where most of the reading material is informational in nature) and because of the increasing importance being placed on ___________. | Internet; standardized tests. |
| The assessment and teaching of informational text is organized around three components: 1) assessing the use of ___________, 2) assessing _____________, and 3) assessing ability to ________________. | background knowledge; comprehension monitoring; transform text for studying |
| One strategy to use when reading informational text is to construct an ________________ where students create an organized visual representation of their knowledge before they read. | expectation grid |
| The __________________ strategy activates prior knowledge before reading informational text and facilitates retention. | KWL (what I know, what I want to find out, and what I learned) |
| The awareness of one’s own mental activities and the ability to direct them is called ____________. | megacognition |
| Struggling readers need explicit guidance in using __________ to monitor their comprehension, _________________ are a strategy for providing such guidance. | questions; content free questions (very general) |
| _________ (Caldwell, 1993b) teaches students with reading problems to recognize and remember known information, newly learned information, and remaining questions. | Text coding |
| Coding is a flexible strategy that can be used ______ or ________to guide the understanding of any type of expository text. | orally, in writing |
| The ______________ strategy is based on the strategies used by mature readers to construct main ideas and recognize the organizational patterns of text. | topic detail main idea |
| __________________ help struggling readers generate questions about main ideas in informational text by reminding the students to think, build, summarize, question, and ask. | Questioning cue cards (Lubliner, 2004) |
| The ___________ strategy is where the teacher thinks out loud and models the way that a skilled reader makes sense of the text. | think aloud |
| _______________ is similar to think alouds because it employs teacher modeling, focuses on what good readers do as they read, and engages students in sharing their thoughts during the reading process. | Reciprocal teaching (Palinesar and Brown, 1984) |
| _______________ were developed for teaching students how to answer questions by learning where to find the answers (either in the text or the mind of the reader). | Question answer relationships (QARs) |
| One strategy for transforming informational text is the _______________, and it can be used as a diagram for taking notes as students work through the topic detail main idea strategy. | main idea grid |
| The main grid idea serves four purposes: | 1) reminder of the comprehension strategy students should be using as they read, 2)involves students in actively transforming the text 3)helps students take brief notes in their own words 4)provides a simplified summary from which students can study. |
| __________ visually demonstrates the organizational patterns of informational text and helps students recognize how ideas in a textbook are linked together. | Idea mapping (Armbruster, 1986) |
| Fluency involves three components: | identification accuracy, reading rate, and expression. |
| The National Reading Panel (2000) defines fluency as reading with _____, _____, and ______ and doing so without conscious or overt attention on the part of the reader. | accuracy, speed, and expression |
| Methods to ______________ include listening to students read orally, determining reading rate, and timed administration of word lists. | assess fluency |
| Three common problems with fluency are: | 1) students stumble over individual words trying out different possible pronunciations, 2) students read the text as if it were a list of disconnected words, and 3) students race through the text as is the entire purpose of reading is to complete it. |
| Reading rate is measured in two ways: | words per minute (wpm), and correct words per minute (CWPM). |
| A strategy used to judge ________________ is the timed administration of word lists. | automatic sight word recognition |
| Strategies for _______________ include: promoting wide reading of easy text, using patterned books, assisted oral reading, repeated readings, performance reading, the language experience approach, making oral and silent reading effective, and fluency dev | developing fluency in context |
| Getting students with reading problems to read is a challenge; however, if the teacher ___________, __________, and __________, reading fluency is made easier with the reading of easy text. | makes reading enjoyable, provides regular and daily reading opportunities, and encourages reading at home |
| __________ contain refrains that are repeated over and over – they are a source of easy books, and they foster word recognition. | Patterned books |
| The eventual goal of assisted oral reading is to _________________ so the teacher must gradually provide less and less support. | promote independent reading |
| There are five different strategies that fall beneath the assisted oral reading strategy and they are: | simultaneous assisted reading, echo reading, partner reading, paired reading, and neurological impress method (NIM). |
| The ____________ strategy allows for the reader to become more accurate, increase reading speed, and reading becomes more expressive. | repeated readings |
| In ______________ , a group of students practices orally reading a selection together so they can perform it. | choral reading |
| ____________ involves reading (not memorizing) a script and performing it without scenery, makeup, costumes, or props. | Reader’s theatre |
| ____________ is much like readers theatre but students read text as opposed to memorizing it (Johns & Berglund, 2002). | Radio reading |
| 45. Students compose personal stories, which are then used for reading instruction, in the ____________ approach. | language experience |
| In order to develop ___________, readers need to have effective and enjoyable oral and silent reading experiences. | contextual fluency |
| Reading silently allows students to _________________, and should be used frequently with low achieving students. | process and think independently |
| ________ can be an effective way for students to gain reading experience and for teachers to see how students are dealing with the material. | Oral reading |
| A __________ is a word recognized instantly, without analysis. | sight word |
| ___, ____, and ___ are considered to be high frequency words that are function words. | The, of, and to |
| Function words are difficult to learn because: | 1) they have abstract meanings, 2) they tend to look alike, and 3) because of their irregular sound spelling relationships, they often must be mastered as sight words. |
| Guidelines for ______________ include: 1) associate sight words with meaning, 2) practice sight words frequently, and 3) keep records of progress. | teaching sight words |
| Word cards, flashcards, collecting words, word sorts, and word walls are all ___________________ to provide motivation and important practice in recognizing words. | strategies for focusing on words |
| Reversals of letters and words are common in all beginning readers and do not signal ________________. | neurological problems |
| The _______________ strategy promotes the development of fluency within contextual reading. | Curious George |
| Reading and writing are related processes that involve ___________, ___________, and ___________. | constructing, or composing, meaning. |
Created by:
atmcknight02