Practice Reading Comprehension Fiction

What metacognitive reading strategy allows the reader to make an educated guess about the content or plot of a text? 

• Visualizing

• Summarizing

• Making a Connection

• Prediction

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

What metacognitive reading strategy allows the reader to make a picture on their "brain tv" to help them see and understand what is going on in the text? 

• Visualizing

• Predicting

• Making a Connection

• Inferencing 

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

During a read-aloud session, a teacher asks students, "What do you think will happen next in the story?" What technique is the teacher using?

• Dialogic Reading

• Text Talk

• Syntactic Development

• Vocabulary Growth

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

A caregiver is trying to improve their child's listening comprehension skills. Which approach should they adopt during read-aloud sessions?

• Read without pausing for questions or discussions

• Engage the child by asking them to summarize what was just read

• Only read books that are familiar to the child

• Focus on reading quickly to finish more stories

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

If a parent wants to select age-appropriate texts for their child's read-aloud sessions, which resource would be most beneficial?

• A list of books from an unrelated genre

• Recommendations from teachers or educational websites focused on children's literature

• Books that only the parent enjoyed as a child

• Any book available at home regardless of content

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

A third-grade teacher prepares several poster-sized copies of the star diagram illustrated below. After reading an assigned story, students divide into small groups, and the teacher distributes a copy of the star diagram to each group. The members of each group discuss how the six questions (who, what, when, where, why, and how) apply to the story and write answers in the six points of the star. 

The teacher then displays the completed star diagrams and leads a whole-class discussion about them. This instructional activity is most likely to promote students' reading proficiency in which of the following ways?

• improving students' comprehension by encouraging them to analyze a text's underlying theme

•  helping students learn a strategy for using visual representation to analyze key elements of a text

•  improving students' comprehension by encouraging them to connect personal experience to a text

•  helping students learn to use evaluative comprehension skills to determine an author's point of view

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

A first-grade teacher plans to assess a student's comprehension of a short story through oral retelling. After the student silently reads the story, the teacher will prompt the student's retelling by asking open-ended questions. To prepare for this assessment, the teacher reads the story carefully and composes the questions. Which of the following additional steps would be most helpful for the teacher to take before the retelling activity begins?

• Prompt the student to recall similar tasks the student has previously performed

•  Prepare a checklist of the key elements that an effective retelling of this story should include

• Review grades earned by the student on recent tests and quizzes in language arts

• Remind the student to concentrate on recalling as many details as possible during the retelling

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

A fifth-grade teacher is teaching a unit on fiction. To begin, students read several simple fairy tales and discuss the moral or meaning of each one. The teacher then assigns a more complex story and leads a discussion about the moral of the story after students finish reading it. This instructional strategy is most likely to promote students' reading proficiency by:

• guiding students to analyze the relationship between plot and character in a literary text

•  helping students identify and understand the theme of a literary text

•  fostering students' ability to distinguish an author's use of fact versus opinion in a text

•  enhancing students' ability to use self-monitoring strategies to clarify the meaning of a text

Tags

CCSS.RI. 9-10.9

CCSS.RI.11-12.9

CCSS.RL.11-12.2

CCSS.RL.8.2

CCSS.RL.9-10.2

A sixth-grade teacher reads his students the nonsense poem "Jabberwocky" by Lewis Carroll. The first four lines of the poem are shown below. 'Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. The teacher reads aloud the clause "All mimsy were the borogoves" and asks students what that might mean. One student responds, "It means that the borogoves were all mimsy!" This student's response demonstrates skill in which of the following reading comprehension strategies?

• applying relevant content knowledge

• recognizing cause-and-effect relationships

• analyzing the use of figurative language

•  interpreting unusual grammatical constructions

A sixth-grade teacher reads his students the nonsense poem "Jabberwocky" by Lewis Carroll. The first four lines of the poem are shown below. 'Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. The teacher plans a variety of activities related to "Jabberwocky." Students will work in pairs to make up definitions for some of the nonsense words (e.g., slithy). They will read the poem aloud using tone of voice to express various moods. Finally, they will create their own nonsense poems and give oral readings of them. These activities are most likely to promote students' reading development by:

• providing students with the opportunity for an in-depth analysis of a specific literary genre

• developing students' understanding of the differences between written and oral English

• fostering students' enjoyment of playing with and thinking about language

• helping students make distinctions between serious and whimsical literature