A teacher asks her students to highlight the main ideas in an expository passage. This activity best addresses which component of reading
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comprehensive
The main factors that influence comprehension are the reader, the text, task, and the context.
True
Which of the following is a major factor that directly influences comprehension?
Background knowledge
Which of the following is a common characteristic of written, academic text?
complex sentences
Which characteristic of a reader has the most powerful impact on their reading comprehension?
Decoding
All of the following are examples of figurative language except:
idioms: a phrase that doesn't mean exactly what it says
- similes: comparing two or more things using like or as.
- metaphor: comparing two or more things without using like or as.
- colloquial expressions: informal words, phrases, or slang.
Which of the following is an example of a compound sentence?
two complete sentences joined by coordinating conjunction.example: Joe waited for the train, Jill drove a car.
Which of the following is an effective technique to teach sentence comprehension?
read aloud, stretch a sentence, rewriting short sentences into more complex ones.
Knowing about story structure is valuable for students because
students contain different structures, such a passive voice, double negatives, verb tenses and auxiliaries, prepositions and articles, ambiguous phrases, word order, and placement of phrases.
Expository text is characterized by all of the following except
Expository Text Structures- description, sequence of events, classification, cause and effect, and compare and contrast
Effective comprehension strategies used by good readers include all of the following except:
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In explicit instruction, the teacher uses queries to facilitate both gap-filling and bridging inferences
True
Queries should aim to promote more student talk and less teacher talk.
True or:
Yes, because the students can discuss what they already know. If the teacher is supervising, they will know what the students need more help with, like an informal assessment. Students also learn more from each other rather than from the teacher.
If students have trouble understanding the meanings in the text base, the teacher should tell the students to pay closer attention when they read the words.
No, because just simply telling the students to pay attention to the words do not help them understand what they are reading. The teacher needs to work closely with the student on his or her metacognitive strategies, and model how that is supposed to look to students.
When a teacher plans to teach a reading passage for deep understanding, which of the following steps should come first?
independently 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?
helping students create a story map of the main characters in a story and the events with which they are involved.
After students in a sixth-grade class finish reading a historical novel about the U.S. Civil War, the teacher asks each student to bring in an object, or a picture or illustration of an object, that, to them, represents the book. The students must also identify a passage or passages from the book that they can use to support their choices when they present their objects to the class. This activity is most likely to promote students' reading development by helping them understand the importance of:
Basing interpretations about a literary work on textual evidence
A fifth-grade teacher guides students in reading a complex literary text. First, the teacher reads aloud the beginning of the text as the students follow along silently in their copies. Next, the teacher rereads key phrases and sentences, asking students what the author meant by certain statements or by the choice of certain words. Finally, the teacher and students reread the section aloud together with expression. The teacher repeats these steps with each section of the text. This activity promotes reading proficiency primarily by:
Modeling for students how to engage in close reading of academic texts.
Sixth-grade students have just finished reading a chapter in a novel and are getting ready to write an entry in their response journals. The teacher could most effectively develop students' literary response skills by assigning which of the following journal prompts?
What do you think the main idea or theme of the novel? Relate specific events in this chapter to the theme you suggest.
A second-grade teacher reads a trade book aloud to the class. Which of the following postreading activities would be most likely to promote the students' comprehension of the story by enhancing their literary analysis skills?
discussing with the students how the characters in the story respond to major events and challenges
A fifth-grade class is about to read a play about the life of Harriet Tubman called "Travels on the Railroad." Which of the following prereading activities would best promote students' comprehension of the text?
Asking students to share what they already know about Harriet Tubman and the time period during which she lived. Activating students' prior knowledge related to a text is one of the most powerful strategies for promoting their comprehension of the text.
Read the passage below;
then answer the question that follows. For the second time that week, Saul forgot to wash his hands after working on his painting. He had gotten so involved filling in the ocean in his picture that he had barely even heard the teacher telling everyone it was time to put away their easels and wash up for lunch. He had put his supplies away, but, still thinking about the ocean, he had gone straight to his desk. Now he saw that he was leaving blue-paint handprints on his desk, on his shirt, on his books —even on his lunchbox. Estella looked over at him and joked, "Hey, Saul! You're the new King Midas! Only you turn everything to blue!" Saul rolled his eyes at her as he got back up to go to the sink.
Analyze an author's point of view.
Students in a third-grade class are working on an interdisciplinary unit on Native Americans of the Northeast. The teacher has selected a historical novel for students to read during the unit to help them gain insight into people's daily lives in a particular Native American nation at a particular point in time. However, the teacher is aware that the novel's text complexity may make comprehension difficult for a group of struggling readers in the class. Which of the following strategies would be most effective for the teacher to use to support the struggling readers' comprehension of the novel and their purpose for reading?
Engaging the students in guided reading and rereading of key passages in the novel.
A teacher can best help sixth graders draw inferences from informational text by asking them to complete which of the following statements?
Learning to use metacognitive reading strategies with English text.
A sixth-grade teacher gives students several persuasive essays that present contrasting opinions on a current social issue. The teacher then asks students to consider the following questions as they read the following questions as they read the texts.
1. What is the author's opinion on the issue?
2. How might the author's background influence his or her opinion?
3. What evidence does the author use to support his or her opinion?
These questions are likely to be most effective for helping students:
analyze point of view in expository text
A third-grade teacher periodically reads aloud from a chapter in content-area textbooks and describes his thought processes as he reads. 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 . . ."
This practice is most likely to promote students' reading proficiency by:
modeling from their metacognitive comprehension strategies.
Skimming is likely to be the most effective strategy for accomplishing which of the following reading tasks?
Previewing a chapter in a content-area textbook
Which of the following text features are students likely to find most useful when previewing informational texts such as library books for a research project?
table of contents
A fifth-grade teacher gives students a reading guide for an informational text that they will be reading independently. The reading guide 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 guide is likely to be most effective for achieving which of the following instructional purposes?
encouraging students to interact with text
The teacher asks the students to compose a short paragraph summarizing the main idea of a three-page passage. This activity best addresses which component of reading instruction?
comprehension
Two proficient readers are answering postreading comprehension questions about a chapter in a content-area
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?
each student applied different reading comprehension skills when reading the text
An English Language Learner reads academic texts fluently in her primary language but is struggling to understand her content-area textbooks in English. This student would likely benefit most from engaging in which of the following activities?
The student would benefit more from hands-on learning because she would not be required to read a lot of information
Use the information below to answer the two questions that follow.
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.
Based on this excerpt from the chapter, which of the following graphic organizers would best promote students' awareness of the chapter's text structure?
Timeline
The teacher asks students to locate and mark places mentioned in the chapter on a map as they read. This activity is most likely to help students (you can go back to the previous question if needed):
Use visualization of facilitate their comprehension of the text.
Jason is a fourth-grade student in Mr. Weatherspoon's class. Mr. Weatherspoon is concerned about Jason's comprehension of informational text. When the class discusses stories, Jason contributes many ideas; however, when the class discusses informational text, Jason remains silent. During independent reading time, Mr. Weatherspoon asks Jason to come to the reading table to read orally the following short passage taken from Owls (Morgan, 2006).
Owls Under Threat
All around the world, owls are under threat. The main cause is the destruction of their habitat, as forests are cleared for timber or new farm land.
Many owls are poisoned by chemicals that framers use to protect their crops. When the owls eat rats, mice, and other animals that have been killed by pesticides. They too become poisoned and die. Owls are also under threat because some people steal owls' eggs, even though it is illegal to do this in many counties. This means the eggs never hatch and the owl population declines. (pg. 28).
During the reading, Jason struggles only with the word pesticides. He reads the rest of the passage fluently, including the title. Afterward, he and Mr. Weatherspoon have the following conversation:
Mr. Weatherspoon: Jason, what is the main idea of the passage? Jason: Owls. Mr. Weatherspoon: Any particular aspect of owls? J
ason: Pesticides kill them.
Mr. Weatherspoon: Are there any other reasons for owls being under threat?
Jason: I'm not sure. From this short discussion,
Mr. Weatherspoon realizes that Jason does not get the main idea of this short passage, which is that owls are under threat for various reasons.
What possible reasons would cause Jason's inability to give the main idea of the short passage?
...
Why is it important for Weatherspoon to work with Jason so he can comprehend informational texts?
...
What specific strategies would you recommend Mr. Weatherspoon use to help Jason understand the main idea of the passage and list the various threats to owls?
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