Comp 6: Reading, Inquiry & Research

Question 1

Reading to Learn Stage

Answer 1

stage requires students to decode written language, understand the content, and obtain vital information from the content

Question 2

Scanning a text

Answer 2

a strategy to find a piece of information in text without reading it all

Question 3

Headings

Answer 3

The identifying letters and numbers for columns and rows. Columns are identified with letters, rows with numbers.

Question 4

Indices

Answer 4

plural of index, guides

Question 5

Boldface

Answer 5

Text that is made darker because of significant importance.

Question 6

Italics

Answer 6

printed in or using characters that slope to the right

Question 7

Skimming a text

Answer 7

Look for main idea of content using:
Major headings
Table of contents
Bold letters
Graphic materials
Summary paragraphs

Question 8

SQ4R

Answer 8

survey, question, read, reflect, recite, review (students often use plans such as SQ4R when reading text in content areas)

Question 9

SQ4R: Survey

Answer 9

Readers examine the headings and major components of the text to develop predictions and generate questions

Question 10

SQ4R: Question

Answer 10

Students use their questions to establish the purpose for reading.

Question 11

SQ4R: Read (1st “R”)

Answer 11

Students look for answers to the questions they created while reading.

Question 12

SQ4R: Reflect (2nd “R”)

Answer 12

Students monitor their comprehension, write a summary.

Question 13

SQ4R: Recite (3rd “R”)

Answer 13

Students look over what they have learned.

Question 14

SQ4R: Review (4th “R”)

Answer 14

Students evaluate how much they’ve learned about the content.

Question 15

Reciprocal Teaching

Answer 15

Approach to teaching reading and listening comprehension in which students take turns asking teacher-like questions of classmates.

Question 16

Directed Reading/Thinking Activity (DRTA)

Answer 16

A guided reading activity in which the teacher breaks the text into shorter segments, and next facilitates a discussion on the key concepts related to the text topic an thereafter leads the student in predicting, reading silently to confirm predictions, discussing to refine and clarify predictions; and then formulating new predictions about the remainder of the text; this process is repeated until the reading of the text is completed.

Question 17

Steps of DRTA

Answer 17

1. Sample text to develop background
2. Make predictions
3. Confirm or correct predictions

Question 18

Strategies to help children (especially ELLs) to read material beyond reading level

Answer 18

1. Record selected passages that students can listen to, while reading along with text.
2. Pair children with tutor/tutoree or small group; pair children of different linguistic levels & degrees of achievement to create peer support
3. Intro technical vocabulary of content area before reading
4. Teach content vocabulary through direct, concrete experiences rather than by definitions
5. Intro self monitoring, student read a passage and pause to question themselves about its meaning

Question 19

Linguistic accommodations testing for ELLs and SPED:

Answer 19

1. Present info in 2 languages side by side
2. Allow test admin to read questions or translate words, phrases, and sentences
3. Use dictionaries to find translations
4. Allow the use of bilingual or English-language glossaries
5. Allow test admin to present info using simple language
6. Using visuals and nonverbal communication to make content clear