Praxis 5205 Topic 4

Poll

How are you feeling today???

Poll

Choose the gif that best captures how prepared you feel for Category 4: Comprehension of Literary and Informational Text.

Multiple Choice

According to Ehri's theory, what do children in the pre-alphabetic phase use to identify words?

• Systematic phonics instruction

• Context clues and visual cues

• Advanced decoding strategies

• Complete phonological awareness

Multiple Choice

What should instruction for children in the pre-alphabetic phase focus on?

• Grammar and sentence structure

• Phonological awareness, alphabet knowledge, and grapheme-phoneme correspondences

• Vocabulary and comprehension strategies

• Writing and spelling rules

Multiple Choice

A 6th-grade teacher is asking students to compare a pair of persuasive articles about global warming. She would like to incorporate at least one question from each level of reading comprehension. Which of the following questions would fall under the category of evaluative comprehension?

• What are two details from each article?

• Which of the two articles do do you agree with and why?

• What do you think each author would say about the recent push to avoid using plastic straws?

• 
  What was the most memorable piece of evidence from each article?

Multiple Choice

Which technique is most effective for helping students differentiate between literal and inferential comprehension?

• Encouraging students to focus on the exact words used in the text

• Teaching students to recognize and interpret figurative language

• Having students write a summary of the text

• Guiding students to ask "why" and "how" questions about the text

Multiple Choice

Level for students reading at 95% accuracy or more.

• instructional level

• independent level

• frustration level

Multiple Select

Which of the following are the best ways for a teacher to help students develop independent reading skills?

Select all answers that apply.

• Facilitate peer conversations about their reading.

• Provide in-class time for students to choose independent reading books and some time for quiet reading.

• Only allow students to choose their independent reading books from teacher-selected lists.

• Pick all student reading for them to be sure it is a good fit.

Multiple Choice

A third-grade teacher reads the following passage from a story:

"As Jimmy was brushing his teeth before going to bed, he heard a terrible roar come from the garage. Jimmy didn't know what could be making that terrible noise, but he left a light on in the closet while he slept that night."

The teacher then asks students questions about their thoughts on the events of the passage and what might be happening. Which of the following would this activity best promote?

• predicting

• mapping

• fact and opinion

• schema development

Multiple Choice

In the context of reading comprehension, what does the term 'schema theory' refer to?

• The process by which readers interpret symbols and letters

• A set of pre-existing mental structures or frameworks that readers bring to the text

• The sequential development of reading skills from phonemic awareness to fluency

• Techniques used to enhance the physical process of reading, such as eye movement control

Multiple Choice

A teacher notices that her students are struggling with visualizing a story as she reads it aloud. Which of the following strategies could she implement to help students improve in this area?

• While reading a story out loud, the teachers pauses periodically to have students complete sentence stems pertaining to the setting and events

• After reading a section of the story out loud, the teacher asks the students to draw what they "saw" in their minds on a blank piece of paper

• After reading a section of the story out loud, the teacher asks the students to make a written, bulleted list of what events occurred in the story

• Before reading a story out loud, the teacher provides background information about the setting, characters, and time period

Multiple Choice

Marissa is a struggling reader. Before reading a nonfiction text about the water cycle, her teacher had Marissa create a list of everything she already knew about the subject. Why would Marissa's teacher do this?

• Marissa's teacher knows that activating a student's prior knowledge about a subject before reading helps the student decode unfamiliar words.

• Marissa's teacher knows that activating a student's prior knowledge about a subject before reading helps the student comprehend the text.

• Marissa's teacher knows that activating a student's prior knowledge about a subject before reading helps the student improve his or her fluency reading rate.

• Marissa's teacher knows that activating a student's prior knowledge about a subject before reading helps the student construct better written responses.

Multiple Choice

A kindergarten teacher is preparing to teach a unit about trees. Which of the following strategies will help students to gain background knowledge before beginning the unit about trees?

• Prepare a sensory table with leaves, bark, branches, and pinecones to teach new words and parts of trees.

• Show students a video about deforestation and the impact on local wildlife.

• Make desk name tags for each student using leaf shapes and use a tree banner on the class bulletin board.

• Ask students to describe their Christmas trees during a warm-up activity.

Multiple Choice

Which of the following would not be an effective pre-reading activity?

• Previewing text features to generate questions to be answered while reading

• Copying dictionary definitions of important vocabulary that will be seen in the text

• Determining a purpose for reading

• Activate background knowledge by completing a K-W-L chart or anticipatory guide

Multiple Choice

Which strategy is most effective for enhancing students' ability to analyze the structure of informational texts?

• Practicing skimming and scanning techniques

• Identifying and examining text features like headings, subheadings, and bullet points

• Focusing on memorizing facts and details from the text

• Encouraging the use of context clues to determine the meaning of unfamiliar words

Multiple Choice

A 'text-to-self' connection is when a reader:

• Relates the content of the text to their own personal experiences

• Compares the text to another text they have read

• Translates the text into a different language

• Focuses solely on the factual content of the text

Multiple Choice

When using 'text-to-text connections' as a comprehension strategy, students are encouraged to:

• Focus solely on the main text without considering other sources

• Draw parallels and contrasts between the text being read and other texts they have read

• Translate the main text into another language for deeper understanding

• Summarize the text from memory

Multiple Choice

When preparing to do a close reading of a complex text with students, it is important to know which of the following?

• Students should be focused on trying to accurately summarize the text and identify key story elements.

• The teacher's role is to guide students through the text and interpret the meaning of challenging text for students.

• Students should read the text multiple times and focus on a different outcome during each reading.

• The teacher's role is to plan extensive pre-reading activities and elicit students' prior knowledge before students read the text.

Multiple Choice

When a teacher uses a 'Think-Aloud' strategy, they are primarily aiming to:

• Assess students' silent reading comprehension skills

• Demonstrate the thought process used during reading

• Encourage students to read more quickly

• Improve students' ability to read aloud fluently

Multiple Choice

The 'Question-Answer Relationship' (QAR) strategy helps students:

• Improve their handwriting during written responses

• Understand the types of questions being asked and where to find the answers

• Speed up their reading pace for standardized tests

• Learn to write questions about the text themselves

Multiple Choice

How do graphic organizers help students with learning disabilities when reading?

• Graphic organizers help organize new information.

• Graphic organizers reinforce new vocabulary.

• Graphic organizers provide a pre-reading summary.

• Graphic organizers aid in making connections.

Multiple Choice

A 5th grade class studies the American Revolution. The teacher wants students to understand the differences in perceptions between the colonists and the British in regards to their actions in the Boston Tea Party as protest or rebellion. Which student activities is most effective in understanding the differences in perceptions?

• Listing examples of significant protests and rebellion during other historical time periods.

• Writing a letter persuading a friend to view the Boston Tea Party as an act of legitimate protest.

• Creating a Venn diagram to compare and contrast the concepts of protest and rebellion.

• Reading a 1st-person account told from the perspective of someone who participated in the Boston Tea Party.

Multiple Choice

In teaching reading comprehension, the 'Reciprocal Teaching' strategy involves:

• Students teaching each other the subject matter of the text

• The teacher and students have structured dialogues about the text

• Students independently reading and reflecting on the text

• Teachers exclusively lecturing about the text

Multiple Choice

Which of the following is not a characteristic of reciprocal teaching?

• The students read text and work independently on a worksheet with little direct instruction.
• The teacher models the strategy by using oral think aloud.
• The strategies included are predicting, generating questions, clarifying, and summarizing.
• The students will eventually learn to use the practice independently. 

Multiple Choice

What is SQ3R?

• this strategy helps students think about the text they are reading while they're reading

• this strategy helps students understand the different types of questions

• this strategy helps students understand the different types of answers

• this strategy helps students identify the type of text structure and how it helps you better understand what you've read

Multiple Choice

The DRTA method of instruction is most likely to promote which of the following?

• Applying metacognitive skills to increase comprehension

• Using text structures to summarize

• Reinforcing use of word-recognition skills in context

• Increasing motivation to read independently.

Multiple Choice

Which of the following should not be considered when evaluating an internet source for credibility on a topic?

• the date of publication or copyright date

• the design of the website and the frequency of spelling and/or grammar errors

• the author(s) and publisher of the website

• the amount of information provided by the source

Multiple Choice

The 'cloze procedure' is a technique used to assess:

• Phonemic awareness

• Reading fluency

• Vocabulary knowledge and reading comprehension

• Letter-sound correspondence

Multiple Choice

An Informal Reading Inventory has five main purposes. Out of the choices below, which is NOT a purpose for administering this type of assessment?

• An IRI helps a teacher determine a student's instructional reading level.

• An IRI tests how well a student is able to write clear and detailed answers based on a grade-appropriate reading passage.

• An IRI provides the teacher with clues as to what types of reading strategies and behaviors a child utilizes while decoding a text.

• An IRI gives the teacher an idea of what types of frustrations a child encounters while reading.

Multiple Choice

A third-grade teacher periodically reads aloud from a chapter in content-area

textbooks and describes his thought processes as he reads.

This practice is most likely to promote students' reading proficiency by:

• exposing them to new vocabulary in context.

•  modeling for them metacognitive comprehension strategies.

• giving them an example of fluent oral reading.

• summarizing for them the main ideas of an expository text.

Multiple Choice

A sixth-grade class is working on an Internet research project about various natural resources and their uses. The teacher could best support students' effective use of the Internet for their research by:

• providing students with a checklist of questions that prompt critical evaluation of information on Web sites.

• giving students a list of Websites that have been pre approved based on the sites' reading levels.

• encouraging students to search for Web sites that are easy to navigate and that contain familiar vocabulary.

• teaching students to employ a variety of search engines to locate relevant Web sites.

Multiple Choice

A fourth-grade student writes answers to comprehension questions after reading a chapter in a novel. For each of the questions, the student has to explain the strategic reading process necessary to determine the answer. Which of the following best matches the comprehension strategy described?

• DRTA

• KWL

• QAR

• SQ3R

Multiple Choice

Children in this phase of Ehri's Phases of Word Reading demonstrate emerging use of grapheme phoneme connections. This is also known as phonetic cue reading,

but usually, the connections are incomplete or unreliable. Children in this phase

often use the first letter sound, along with the context, to guess unfamiliar words.

• Pre-alphabetic

• Partial alphabetic

• Full alphabetic

• Consolidated

• Automatic

Multiple Choice

An elementary-aged group of students is preparing to read a new book. The teacher introduces the book to them, and together the class makes predictions on what the book may be about. The teacher allows students to flip through the books before reading. Which of the following steps would be most appropriate to take next in order to promote students' reading comprehension skills?

• Asking students to summarize the important information

• Helping students to begin to creating a plot diagram

• Encouraging students to notice any pictures or bolded words

• Instructing students to analyze the setting of the text

Ms. Bell’s 5th grade class loves reading chapter books and narrative texts, but she notices that they often complain about reading during science and history.  She conducts some informal assessments and finds that many students are struggling to comprehend expository texts.

Task 1: Identify and describe TWO differences between the structures and features of narrative vs. expository texts.

Task 2: Identify and describe ONE before, during, and after reading activity students can do and how they will support students’ understanding of the structures and features of expository texts and support their comprehension.

Constructed Response Scenario

Open Ended

Ms. Bell’s 5th grade class loves reading chapter books and narrative texts, but she notices that they often complain about reading during science and history.  She conducts some informal assessments and finds that many students are struggling to comprehend expository texts.

Task 1: Identify and describe TWO differences between the structures and features of narrative vs. expository texts.

Task 2: Identify and describe ONE before, during, and after reading activity students can do and how they will support students’ understanding of the structures and features of expository texts and support their comprehension.

Poll

EXIT TICKET! Now how prepared do you feel for Category 4: Comprehension of Literary and Informational Text?