Reading comprehension Flashcards

Question

types of graphic organizers

Answer 1

1. Venn diagram 2. kwl chart 3. cause and effect chart 4. flow chart (a process + sequence of events) 5. Pie chart - numerical portions - fractions, percent, decimals

Answer 2

(details directly from the text) - sequence of events - characters - setting - key details example: names, terms, events more complex task - recall a series of facts or sequencing of incidents in a reading selection

Answer 3

(why + how - questions) students who ponder/ wonder/ predict are inferring. does the reader use words from the passage to - infer what is happening - read between the lines - look beneath the surface ex: wonder why something happened or what or how something might happen student can understand more about the story through pictures: what characters say and do. example: Why did the character say this? why did they do this?

Answer 4

``` (background knowledge) does the reader make connections - text to self - text to text - text to world ``` does the reader show understanding of the vocab in passage (shows schema)

Answer 5

look to see if student shows evidence of metacognition (what they don't understand)

Answer 6

when: before or during purpose: guide the teacher in planning and improve instruction help students improve learning

Answer 7

end of instruction | lets teachers and students know the level of accomplishment attained

Answer 8

tests phonics ``` ex: have students read the list of words yiz zum vep zuz ef jut pum ```

Answer 9

(same as fluency) | measures speed and accuracy

Answer 10

Independent level (1 error in 20 words) 95-100% students should practice independently

Answer 11

zone of proximal development (1 error in 10 words) 90-94% where small group instruction or individual instruction is appropriate

Answer 12

problem text with more than 1 error in 10 words | - level where students reading development may be undermined

Answer 13

A series of text constructed using controlled vocab +syntactic structures -------> within a particular level - the texts share many of the same vocab + follow basic syntactic structures both of which gradually increase in difficulty in levels -----> matching students with the appropriate level is key to providing beginning readers with effective practice opportunities

Answer 14

requires students to complete sentences with word that are syntactically appropriate for their placement in the sentence and semantically appropriately for the sentences meaning example: 1. The ____ sits on the ____ chair and man -- where do they go? 2. two ____ are on the ____ beach buggies and sand syntactical - grammar semantics - has to make sense

Answer 15

assessments used to identify students who may be placed at risk focused on specific skills that are predictive of future outcomes

Answer 16

Tier 1: Universal interventions - available to all students - can consist of whole group or individual strategies or supports

Answer 17

individual intervention | - subset of students receive interventions targeting specific needs

Answer 18

intensive intervention - non-responders to tier 1 and 2 - referred back for further assessment

Answer 19

a word that is related to another word in origin ``` examples: english - spanish hockey - hockey dentist - dentista chocolate - chocolate dictionary - diccionario elephant - elefante character - caracter ```

Answer 20

Norm - compares student to student criterion - objectives and frameworks

Answer 21

- a decimal # that indicates the grade level and months ex: 3.2 - third grade - 2 months - GE indicates what the average student in the indicated level would achieve if given the same test

Answer 22

purposeful and active

Answer 23

they read to experience the pleasure of great literature

Answer 24

``` they engage in a complicated process they use.... 1. their experiences 2. knowledge of the world 3. vocab and language structure 4. reading strategies ```

Answer 25

1. monitoring 2. using graphic organizers 3. answering question 4. generating questions 5. recognizing story structures 6. summarizing

Answer 26

1. identify what the difficulty is "I don't get what the author means by that" 2. restate the difficult sentence in their own words "oh, so the author means that..." 3. look back through the text " The author talked about McBride in ch.2 but I don't remember him. Maybe if I reread the chapter, I can figure out why..." 4. look forward in the text for information that may help them with their difficulty "The text says "The ground water may form a stream to create wetland - hmm I don't understand that. Oh, the next section is called "Wells", ill read this section to see if it tells how it happens".

Answer 27

before - reader will state their purpose for reading and preview the text during - monitor their understanding, adjusting their speed to fit the difficulty of the text and fixing any comprehension problems they have after - they check their understanding of what they read

Answer 28

graphic organizers use diagrams and other pictorial devices semantic organizers - are graphic organizers that look like spider webs mostly used in information text in content areas such as science and social studies but graphic organizers can be used with narrative text, stories, and story maps

Answer 29

focus on text structure provides students with tools they can use to examine and visually represent relationships in texts write organized summaries

Answer 30

question answering instruction encourages students to learn to answer questions better and learn more as they read

Answer 31

teaching students to ask their own questions improves their active processing of text and their comprehension. it also helps students understand what they are reading

Answer 32

story structure refers to the way the content and events of a story are organized into a plot students learn.... the categories of content (setting, initiating events, internal reactions, goals attempts and outcomes)

Answer 33

Summarizing requires students to determine what is important in what they are reading to condense info. + they put it in their own words Summarizing helps: identify main ideas connect the main characters or central ideas eliminate redundant information

Answer 34

explicit or direct

Answer 35

1. direct explanation 2. modeling 3. guided practice 4. application

Answer 36

teacher explains why the strategy helps and when to apply it

Answer 37

teacher models how to use strategy while reading the text

Answer 38

teacher guides and assists students as they learn

Answer 39

teacher helps students practice the strategy until they can apply it independently

Reading comprehension Flashcards

(63 cards)