CHAPTER 9
CHAPTER 10
CHAPTER 11
Enter Category
Enter Category
100
Which of the following is least likely to reduce the mystery of learning with texts? a. teaching decoding skills b. building student interest c. acknowledging subject knowledge d. increasing strategy awareness
What is TEACHING DECODING SKILLS
100
Which of the following strategies is not developed when using think-alouds? a. predicting b. decoding c. linking new information with old information d. visualizing
What is DECODING
100
Which of the following strategies most successfully promotes active vocabulary development by encouraging students to look for shared meanings among words? a. defining b. sorting c. memorizing d. testing
What is SORTING
100
chapter 9; Which of the following is part of IEPC? a. improve self-efficacy b. establish problems c. prediction d. curiosity
What is PREDICTION
100
CHAPTER 10 Which strategy places a premium on accuracy as students reconstruct the author’s message? a. KWL b. discussion web c. GRP d. intra-act
What is GRP
200
When students ask themselves, “What do I need to know?” and “How well do I already know it?” they are asking seemingly simple questions but are actually relying upon __________. a. subject knowledge b. self-efficacy c. metacognitive awareness d. high motivation
What is METACOGNITIVE AWARENESS
200
All of the following are steps in the reciprocal teaching strategy except __________. a. generate appropriate questions b. connect concepts to one’s own experiences c. generate predictions d. locate summarizing sentences
What is CONNECT CONCEPTS TO ONE'S OWN EXPERIENCES
200
22. __________ are visual frameworks or diagrams that use content vocabulary to help students anticipate concepts and their relationships to one another in the reading material. a. Word sorts b. Magic squares c. Graphic organizers d. OPIN strategies
What is GRAPHIC ORGANIZER
200
Which of the following is part of IEPC? a. improve self-efficacy b. establish problems c. prediction d. curiosity
What is PREDICTION
200
CHAPTER 9 Which of the following strategies invites the students to visualize what they are reading? a. guided imagery b. anticipation guide c. story impression d. ReQuest
What is GUIDED IMAGERY
300
Self-efficacy for reading __________. a. is one way to measure the skills and strategies a reader has acquired b. precedes a student’s motivation for reading c. can lead to overconfidence on the part of the student d. is a student’s judgment about his or her own reading capabilities
What is a student’s judgment about his or her own reading capabilities
300
When is the QtA strategy most effectively applied? a. before reading to predict what will be learned b. during reading to act on the author’s message c. after reading to discuss the content d. after reading in preparation for an exam
What is DURING READING TO ACT ON THE AUTHOR'S MESSAGE
300
Which vocabulary strategy organizes conceptual information by identifying class or category, attributes or properties, and examples or illustrations? a. semantic feature analysis b. graphic organizers c. concept circles d. CD word maps
What is CD MAPS
300
CHAPTER 9 In the use of __________, both the students and the teacher read the same segment of text before the students question the teacher about the passage. a. story impressions b. problem situations c. guided imagery d. ReQuest
What is ReQUEST
300
CHAPTER 11 In the __________ strategy, students “argue” their responses during a group discussion in order to increase their motivation and improve their vocabulary development. a. open word sort b. semantic feature analysis c. CD word map d. OPIN
What is OPIN
400
Which of the following is a strategy that arouses curiosity? a. freewriting b. guided imagery c. ReQuest d. metacognitive awareness
What is GUIDED IMAGERY
400
When teachers use __________, they model four comprehension activities, which students then imitate. a. think-alouds b. QARs c. reciprocal teaching d. KWLs
What is RECIPROCAL TEACHING
400
The Vocabulary Self-Collection Strategy encourages students to respond to all of the following questions except: __________. a. Where is the word found in the text? b. What is a synonym for the word? c. What do the team members think the word means? d. Why did the team think the class should learn the word?
What is WHAT IS A SYNONYM FOR THE WORD?
400
CHAPTER 10 Which strategy encourages students to consider different sides of an issue before drawing conclusions? a. KWL b. discussion web c. intra-act d. GRP
What is DISCUSSION WEB
400
CHAPTER 10 Which strategy asks students to generate a list of questions about a topic they are going to study? a. KWL b. discussion web c. intra-act d. GRP
What is KWL
500
Which of the following is a strategy that encourages students to generate questions? a. guided imagery b. ReQuest c. story impressions d. anticipation guide
What is ReQUEST
500
Which of the following is not a place where an answer to a question is found in QARs? a. between teacher and student b. in the text c. in your head d. between author and reader
What is BETWEEN TEACHER AND STUDENT
500
When students make use of footnotes for clues about a word’s meaning, they are relying upon __________. a. syntactic contextual clues b. typographic clues c. logographic cues d. semantic contextual clues
What is TYPOGRAPHIC CLUES
500
CHAPTER 11 In the use of the word exploration strategy, the teacher should focus least on __________. a. freewriting b. log entries c. connections between words and students’ prior knowledge d. spelling and punctuation
What is SPELLING AND PUNCTUATION
500
CHAPTER 11 Concepts are organized into hierarchies according to __________. a. class, example, and attribute b. example, function, and schema c. structure, context, and function d. attribute, system, and structure
What is CLASS, EXAMPLE AND ATTRIBUTE
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