Language Arts Test 1

A teacher-prepared list of statements that connects to a passage of text.

Activities that build background and create interest for students to read for information.

A collection of leveled readings published as a textbook for use in public schools.

Show causal relationships between phenomena. A text structure used to explain the reasons and results of an even or phenomenon.

Books that are divided into chapters and are designed to be read over multiple sittings.

Multiple copies of the same source resource.

A text structure used to explain how two people, events, or phenomena are alike and different.

Explain how two or more people, places, or phenomena are similar and different.

Similar perspectives of the same concept or event.

Students group words or phrases into four sections of a circle and then name the concept the circle is illustrating.

Linking information in the text to personal experiences, prior knowledge, or other text.

A comprehension strategy used by readers to differentiate between essential information and interesting details.

The reader makes judgments about the information being read, including the credibility, usefulness to the reader’s purpose and quality.

Text that describes people, places or phenomena. It includes descriptive adjectives, adverbs and phrases.

Texts that conveys a message through definition, example, classification, analysis, and persuasion. Also, Informational text or the “literature of fact”.

Non-expository text.

When using this model, students brainstorm examples, non-examples, essential characteristics and non-essential characteristics for a given concept.

Visual displays that help students understand, summarize, and synthesize the information from text and other sources.

The ability to “read between the lines” to extract information not directly stated.

A strategy in which a group of people divide the task of reading given material and then each person reports all relevant information to the whole group.

Used to determine what students know, want to know, and learned.

Allows students to brainstorm words they know associated with a key concept and then group the words into logical arrangements.

An ongoing process used by the reader to ensure that what is being read is also being understood.

Allows students to sequentially view and discuss all of the pictures, charts, and drawings contained in a selected reading.

The reader uses his or her understanding of language, content, and context to anticipate what will be read next.

A text structure used to explain a challenge and the measures taken to address the challenge

The use of rate, pitch, inflection, and tone when reading.

Allows students to use prior knowledge to make vocabulary predictions before reading. (Similar to hangman.)

Marginal Drawings or textual displays

The reader’s ability to condense a longer piece of text into a shorter statement.

Structural items used by the author to organize the content.

Resources from multiple sources focusing on a common theme.

Exemplification, compare/contrast, cause/effect, problem/solution, and sequential.

A large group of materials purchased for teachers to use in their classrooms.

Books produced for the public market.

Teaching strategies that are effective across content areas and grade levels.

• 1. Identify the major concepts in reading.
• 2. Consider your students’ prior knowledge.
• 3. Write five to ten statements pertaining to the reading.

• 1. Description
• 2. Sequence
• 3.Comparison and Contrast
• 4. Cause and Effect
• 5. Problem and Solution

Shared reading is when the teacher reads aloud, but students follow with their own copy. Read alouds is when only the teacher reads the text.

• Before Reading: preview, activate prior knowledge.
• During Reading:click and clunk, when a student comes across an unfamiliar word, they use a fix-up process like reread the sentence, read ahead,analyze word for familiar roots, or ask a partner what it means. during the reading, they also think about what they know so far, what the main idea is, and what the important facts are.
• After Reading: wrap up and ask what has been learned.