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LETRS Unit 6 Assessment Questions and Answers

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Download LETRS Unit 6 Assessment Questions and Answers and more Exams Educational Psychology in PDF only on Docsity! LETRS Unit 6 Assessment Questions and Answers Which of the following statements best describes an effective way to prepare students to listen to or read a text? Establish the purpose for reading the text and impart background knowledge. Which of the following describes a product of comprehension, rather than a process? verbalizing a summary or retelling of the text after reading Which of these statements is not true of students with specific comprehension difficulties? They rely less on context to guess on the identity of the words. Students with greater background knowledge of a text’s topic are more likely to: remember more of what the text actually says Which teaching strategy is most likely to help English Learners construct a mental model of a texts meanings? Provide visual context for meaning-pictures, graphic organizers, objects, and/or actions. Which statement explains the most important reason why formal (standardized) tests of reading comprehension may be of limited value to teachers? They typically do not indicate where instruction should focus. Which statement is not true about how student understanding of syntax can affect comprehension? The ability to process sentence structure has little effect on comprehension. True or False? Once a schema has been established, it is difficult for people to accept new information that contradicts it true In preparing to read a text about France, it would be most important for teachers to spend time building and drawing out students’ background knowledge about (select all that apply): -the culture of France -where France is located, and its relationship to surrounding countries Which of the following is not a direct factor in text comprehension? the ability to spell from dictation Readers who struggle with comprehension may also (select all that apply): -have insufficient working memory. -have divergent dialects. -lack experience with longer, more formal sentences A sentence with two complete thoughts that can each stand on their own has a compound structure. true or false? Raising or lowering the voice while reading aloud can help students determine what kind of punctuation a sentence needs. true Which of the following should students be taught first? the specific jobs words are doing in sentences Which of the following is not correct? A text may lack coherence if: it is short. The sentences “They were asked to wait in the living room. They didn’t.” provide an example of: ellipsis Which of the following words are examples of subordinating conjunctions? Select all that apply. -because -while Which of the following activities can be used to help students notice and interpret cohesive devices? Select all that apply. -Ask students to complete the unstated thought in sentences with ellipses. -Ask students to find cohesive devices that explain why, when, or how something occurred during a second or third reading. -Circle conjunctions in a text True or False: Teachers should not expect students to fully understand complex and compound sentences containing conjunctions until fourth grade. true Which of the following is not an example of narrative text? science textbook A child is normally able to explain character motives and internal states in a narrative by what age range? 7-11 years Which of the following is not an element of story grammar? index Which of the following are features of informational text? Select all that apply. -often written in present tense -logical format -density of new ideas and concepts The topic sentence “There are three main categories of clouds: high clouds, mid clouds, and low clouds” would introduce what kind of informational text? classification Which of the following statements best describes an effective way to prepare students to listen to or read a text? Establish the purpose for reading the text and impart background knowledge. Which of the following describes a product of comprehension, rather than a process? verbalizing a summary or retelling of the text after reading Which of these statements is not true of students with specific comprehension difficulties? They rely less on context to guess at the identity of the words. Students with greater background knowledge of a text’s topic are more likely to: remember more of what the text actually says. Which teaching strategy is most likely to help English Learners construct a mental model of a texts meanings? Provide visual context for meaning—pictures, graphic organizers, objects, and/or actions. Which statement explains the most important reason why formal (standardized) tests of reading comprehension may be of limited value to teachers? They typically do not indicate where instruction should focus. Which statement is not true about how student understanding of syntax can affect comprehension? The ability to process sentence structure has little effect on comprehension. Pivotal points to ask questions include places where (select all that apply): -sentences connect to one another. -meanings of new words become clear. -students should grasp how the text’s discourse is organized. What is the purpose of after-reading activities? Select all that apply. -They let students transform the information into a new format. - They help students see reading as more than a chore. -They check students’ comprehension of key ideas. According to research, which practice is essential for building an enduring mental model of a text? reading the text multiple times with varied purposes Which of the following is an after-reading activity? summarizing the main ideas from the text According to research, what macroprocesses help students “own” the information from a text? selecting, ordering, and transforming the main ideas Why are after-reading activities effective? They reinforce the structure and purpose of the text. Which of the following statements is true? Teachers should explicitly teach the text structure of both informational and narrative texts. When should teachers introduce the purpose of a text? before the first read Vocabulary activities before reading should focus primarily on which type(s) of language? Select all that apply. -Tier 2 vocabulary words -figurative language and idiomatic phrases An effective reading comprehension lesson will include (select all that apply): -an introduction of background knowledge needed to comprehend the text. -a graphic organizer that helps students visualize the structure of the text. -an after-reading activity to transform information from the text into a new format. -questions to ask during reading, tied to specific places in the text. Teachers should do all of the following during reading, except: explicitly teach Tier 2 vocabulary words. All of the following are features of African American English except: speakers often form sentences without a subject. What kind of vocabulary instruction may be appropriate for English Learners, but is not usually needed for native English speakers? definitions and examples for Tier 1 vocabulary words Which of the following statements about dialects are true? Select all that apply. -Dialects have rules for grammar and pronunciation. -Dialect speakers often have difficulty translating speech into print. What is code switching? the ability to switch between a nonstandard dialect and Standard English depending on the situation Which is a best practice when working with dialect speakers? Build language awareness so that students can code switch between their dialect and Standard English. How should the balance of instructional time spent on foundational reading skills and language comprehension change between first grade and third grade for typical learners? The time spent on foundational reading skills should shift from about 40 percent in first grade to 20 percent in third grade. What criterion would be most relevant for selecting high-quality texts for reading aloud or for mediated text reading? The text has layers of meaning that can be explored through several readings. According to the National Reading Panel (2000) and several research analyses, which of these strategies is more effective than the others for developing comprehension? having students retell or summarize what they have read During a teacher-mediated reading of the fairy tale Little Red Riding Hood, which of these questions is most likely to facilitate construction of a mental model of the texts meanings? “What do we know about the characters so far?” If a high-quality, worthwhile narrative text has been read once, what is the most appropriate activity students should do next? Complete a story frame that outlines major events. What is an effective way to help students construct a mental model of informational text? Pose queries during reading that ensure students are making the necessary inferences. What is the main advantage of letting students know ahead of time what kind of text (e.g., narrative, informational) they will be reading? They can anticipate how the text is organized and how the information is presented. What is a helpful approach when working with a student who is a heavy dialect speaker and who is having trouble comprehending the language in a text? root word words that cannot stand alone prosody Reading with expression soft /g/ made by “g” followed by an e, i, or y and makes the /j/ sounds soft /c/ made by “c” followed by an e, i, or y and makes the /s/ sound phrases groups of words syllable part of a word organized around a vowel coarticulation sounds smooshed together lexical quality how well your brains dictionary is developed Constructed Response Answer the following question from the “Chocolate!” article using the R.A.C.E.S. acronym: Describe how chocolate products have developed over time. Use these phrases: · Because…. · For instance…. · For example…. · The author stated…. · According to the text…. · From the reading I know that… Bloom’s Taxonomy · Remembering – Who was Goldilocks? · Understanding – Why didn’t her mother want her to go into the forest? · Applying – Why did Goldilocks go into the house? · Analyzing – How did each bear react to what Goldilocks did? · Evaluating – Why were the bears angry with Goldilocks? · Creating – Do you know any other stories about boys and girls who escaped danger? think questions those that address large, universal concepts and often begin with “Why”? “How come”? “I wonder”? Or they address large content areas. The answers to these questions are often long and involved and require further discussion and research thin questions are those primarily asked to clarify confusion, understand words, or access objective content. Questions that can be answered with a number or with a simple yes or no fit into this category. wonder questions questions are naturally generated by children as they explore the world around them. Sometimes as teachers we stifle children’s natural curiosity. Some questions can be answered; others cannot. The questioning is the purpose sincere questions · Questions we don’t know the answers to … · Questions we ponder and wonder about … · Questions that require further research by both teacher and student … assessment questions · Questions we know the answers to … · Questions we ask in order to check or monitor our students … Categorizing Questions · Questions that are answered in the text – A · Questions that are answered from someone’s background knowledge – BK · Questions whose answers can be inferred (text + background knowledge, read “between the lines”) from the text – I · Questions that can be answered by further discussion – D · Questions that require further research to be answered – RS · Questions that signal confusion – Huh? or ? Inferring “bedrock” of all comprehension. We are constantly “reading the world” including reading faces, reading body language, reading expressions, and reading tone. Questions that lead to Inferential Thinking · What does “Hold fast to dreams” mean? · Could “Life is a broken- winged bird” mean that life is sad and miserable? · When dreams go, do you die? · Is this about a dream, like a sleeping dream? In the book the answer is easily found and identifiable in the text; you can put your finger right on it in one place. Think and Search the answer is found and identifiable in the text but you have to think and search for all the parts; you can put your finger right on it in different parts of the text. Author & Me interring the answer by combining what the author is saying in the text with what you already know about something. On my Own Responding to a related topic or concept, but not directly from the text. What are the four types of QAR: question-answer relationships? In the book, think and search, author and me, on my own.

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