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FTCE Reading Comprehension Practice Test 1 Flashcards | StudBud
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FTCE Reading Comprehension Practice Test 1
Informational text features
Placement for reading instruction
FTCE Reading Comprehension Practice Test 1
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1
Placement for reading instruction
Retelling
Observational Checklist
Conferring
IRI (informal Reading Inventory)
2
Informational text features
Sequence/chronological events
Description (topic and characteristics)
Main idea and details
cause/effect, compare/contrast, problem/solution
3
Based on national standards (state comparison)
Performance Based (tasks)
Criterion Based (state and local)
Norm Referenced (national)
Screening, Diagnosis, Progress Monitoring and Outcomes (benchmarks)
4
Reading recovery, literacy processing theory
Jung
Rosenblatt
Skinner
Clay
5
When Evaluating and Selecting Print Texts ___.
Domain Specific Vocabulary
Instructional Purpose: Teaching/Predicting/Summarizing, Cause and Effect
Variety of Genres and Types Helps (students make gains in comprehension)
Level of Diffficulty: (Challenge)
6
Drives instructional decision making (data)
Norm Referenced
Criterion Based
Performance Based
Screening, Diagnosis, Progress Monitoring and Outcomes
7
Improves learning as lessons can be adjusted before grades (promotes metacognition and reflection)
Summative Assessment
Formative Assessment
Diagnosis
Monitoring Student Progress
8
Nativist theory and universal grammar.
Jung
Piaget
Chomsky
Brunner
9
Behavior Actions and Attitude- Verbal Praise and Reinforcement, Accomplishment, Gradual release, Intermittent.
Rosenblatt
Skinner
Piaget
Chomsky
10
Informal and formal assessments given throughout the year to observe track, support needed (formative test).
Diagnosis
Screening (place)
Progress Monitoring
Performance Based
11
Literary Text Features
Characters
Plot and Theme
Events
Setting
12
Constructivist Theory---Explicit Instruction, Scaffolding, Relevant information, Practice learning.
Brunner
Chomsky
Rosenblatt
Skinner
13
Types of Assessments
Performance Based
Screening, Diagnosis, Progress Monitoring and Outcomes
Norm Referenced
Criterion Based
14
Informational Text
Structures include: Prose, Drama, Poetry
Things that are fake or made up
Fiction, Novel , Literature
non-fiction or real info/history
15
All talk must pertain to the learning target
Accountable Talk
Think Aloud
Retelling
Conferring
16
Text Complexity-selection
No matter for struggling readers or advanced readers
Qualitative
Quantative
Reader/Text Factors
17
Text Structure
description/sequence and cause/effect
News articles
The way text is organized
Compare/Contrast and Problem/Solution
18
Transactional theory, text to self.
Jung
Skinner
Brunner
Rosenblatt
19
Actively constructing meaning
Bloom's Taxonomy
Constructivism
Cognitivism
Behaviorism
20
Brunner
Collaboration
Rewards
Verbal Praise
Preoperational stages from birth to 12.
21
Text Complexity
Close Reading
Increases gains across all subject areas
Helps for college and career readiness
No matter for struggling readers or advanced readers
22
Compare and Contrast
main idea and details (such as, for example)
problem/solution (since, question, solve)
Similarities and differerences
Tells why, what happened, as a result
23
When Evaluating and Selecting Non-Print Texts ___.
Student centered to enhance and enrich
Digital Textbooks (interaction and feedback)
Images (pictures, captions, charts, graphs, maps, diagrams)
Domain Specific Vocabulary
24
Personalities and learning styles affect the way children learn.
Brunner
Jung
Rosenblatt
Skinner
25
Reader's motivation, interest, prior knowledge, tasks assigned, purpose and extension activities for assessment
Qualitative
No matter for struggling readers or advanced readers
Quantative
Reader/Text Factors
26
Lit and Fic: Traditional Literature
Stories that use science and technology, robots
Stores passed down, history in cultures, folk tales, legends, fables, myth
Stories/books with impossible elements, talking animals, super powers
Stories and books that could happen in real life, Fictional Characters
27
Who are the 8 foundational theorists?
Brunner, Skinner
Vgotsky, Chomsky
Jung, Clay
Piaget, Rosenblatt
28
Beginning of unit to test prior knowledge, strengths, weaknesses before starting unit lessons.
Diagnosis
Screening
Performance Based
Criterion Based
29
Social constructivism, zone of proximal development and scaffolding
Vygotsky
Brunner
Chomsky
Skinner
30
Children show distinct stages of development.
Vygotsky
Brunner
Chomsky
Piaget
31
Behaviorism and reinforcement.
Piaget
Skinner
Jung
Brunner
32
Checklist of skills while observing students
Conferring
IRI (informal Reading Inventory)
Retelling
Observational Checklist
33
Jung
Positive Reinforcement
Explicit instruction
Personality and Learning Styles
Collaboration
34
Skinner
Personality and Learning Styles
Positive Reinforcement
Collaboration
Explicit instruction
35
New information fits into current schema
Traditional
Assimilation
Constructivism
Schema (schemata)
36
Vogotsky
Children need help through scaffolding.
Shared and interactive writing
collaborative projects
literature circles
37
Predetermined stages, Learning skills in isolation
Schema
Bloom's Taxonomy
Constructivism
Traditional
38
Piaget
Levels of reading by age.
Children need help through scaffolding.
Shared and interactive writing
Analyzing complex texts
39
Informational Text
News articles
non-fiction or real info/history
Compare/Contrast and Problem/Solution
description/sequence and cause/effect
40
Learning based on experiences
Bloom's Taxonomy
Behaviorism
Constructivism
Cognitivism
41
Countable factors (# of syllables, the # of new words)
Qualitative
Quantative
Reader/Text Factors
No matter for struggling readers or advanced readers
42
Drama
Tells a story, has a climax, fall with resolution
Lines and Stanzas
non-fiction or real info/history
Sentences and paragraphs with no rhyming
43
Learning is a conditioned response.
Behaviorism
Bloom's Taxonomy
Constructivism
Cognitivism
44
Standards are concise, written descriptions of what students are expected to know and be able to do (per ED stage)
Performance Based
Screening, Diagnosis, Progress Monitoring and Outcomes
Criterion Based
Norm Referenced
45
When Evaluating and Selecting Non-Print Texts ___.
Domain Specific Vocabulary
Instructional Purpose: Teaching/Predicting/Summarizing, Cause and Effect
Images (pictures, captions, charts, graphs, maps, diagrams)
Student centered to enhance and enrich
46
Data reviewed at the end of a unit, semester, or end of year study, determines effectiveness of instruction (summative)
Progress Monitoring (overtime-throughout the year)
Diagnosis (beg)
Screening (place)
Outcomes (end)
47
An intentional/systematic process used by teachers/students (immediate feedback) adjust ongoing teaching and learning
Monitoring Student Progress
Summative Assessment
Formative Assessment
Diagnosis
48
Birth to age 8 critical for learning---All kids can learn, intelligent, creative instruction See hear and use language.
Rosenblatt
Jung
Chomsky
Piaget
49
When Evaluating and Selecting Non-Print Texts ___.
Digital Textbooks (interaction and feedback)
Student centered to enhance and enrich
Educational websites/games and tutorials
Images (pictures, captions, charts, graphs, maps, diagrams)
50
Poetry
non-fiction or real info/history
Sentences and paragraphs with no rhyming
Tells a story, has a climax, fall with resolution
Lines and Stanzas
51
Question, identify gaps, give immediate feedback
Socratic Seminar
Written Formative Assessment
Questioning
Monitoring Student Progress
52
Informs within and between lessons for both teacher/student (confirm student mastery) identifies what's next.
Diagnosis
Monitoring Student Progress
Formative Assessment
Summative Assessment
53
Ranks students by percentile, on a bell curve, (Predefined Group, age/grade)
Norm Referenced
Performance Based
Screening, Diagnosis, Progress Monitoring and Outcomes
Criterion Based
54
Frustration Level
Accuracy Level less than 90% more than 1-10 are difficult (intense 1 to 1 )
Accuracy Level 90%-94% no more than 1-10 words difficult for the reader
Accuracy level 95%-100% (no more thatn 1-20 words are difficult)
Accuracy level less than 90 but greater than 75% student needs intensive
55
Authentic feedback conversation with a student
Conferring
Written Formative Assessment
Socratic Seminar
Questioning
56
Saying out loud one's thinking while reading
Think-Pair-Share
Think Aloud
Conferring
Retelling
57
Literary Text
Fiction, Novel , Literature
non-fiction or real info/history
Things that are fake or made up
Structures include: Prose, Drama, Poetry
58
A systematic use of data learning trackers to gather data on student performance
Diagnosis
Summative Assessment
Monitoring Student Progress
Formative Assessment
59
Complexity of the words/vocab, complexity of ideas, structure and style, level of meaning.
No matter for struggling readers or advanced readers
Qualitative
Reader/Text Factors
Quantative
60
Informational Text
Things that are fake or made up
Expository and Biographies
Textbooks
non-fiction or real info/history
61
Reading Recovery:
Daily (30 minute instruction)
Lowest 20% of first grade students
12-20 weeks
tutoring or pull-out
62
Measures performance against predetermined set of criteria.
Norm Referenced
Performance Based
Screening, Diagnosis, Progress Monitoring and Outcomes
Criterion Based
63
Piaget
Children need help through scaffolding.
Shared and interactive writing
Children show distinct stages of development
B-2, reading as value---2-7 alphabet, punct., illustrations---7-12 read
64
Description
main idea and details (such as, for example)
problem/solution (since, question, solve)
Tells why, what happened, as a result
chronological events (dates, first then, before)
65
Perform a task, to demonstrate application of skills (projects, re-enactment, portfolio, presentation, exhibit)
Criterion Based
Performance Based
Screening, Diagnosis, Progress Monitoring and Outcomes
Norm Referenced
66
Used only to make decisions, inform and drive instruction (plan lessons, intervene, challenge students)...
Assessments
Outcomes (end)
Diagnosis (beg)
Progress Monitoring
67
IRI
Informal Reading Intervention
Informational Reading Recovery
Informal Reading Inventory
Informational Reading Instruction
68
Skinner
Personality and Learning Styles
Explicit instruction
Positive Reinforcement
Collaboration
69
New information challenges existing schema.
Accommodation
Traditional
Assimilation
Schema (schemata)
70
Piaget
Collaboration
Verbal Praise
Rewards
Preoperational stages from birth to 12.
71
Personality and Learning Styles, Build discussion based on this, No one style is better, make multi-modal lessons.
Rosenblatt
Jung
Skinner
Brunner
72
When Evaluating and Selecting Print Texts ___.
Variety of Genres and Types Helps (students make gains in comprehension)
Instructional Purpose: Teaching/Predicting/Summarizing, Cause and Effect
Quality and Quantity (helps Comprehension)
Level of Diffficulty: (Challenge)
73
Measures student performance at the state and local levels.
Criterion Based
Norm Referenced
Performance Based
Screening, Diagnosis, Progress Monitoring and Outcomes
74
Transactional Theory Text to Self-Reading Response journals, Graphic organizers, Relate text to personal experiences.
Rosenblatt
Brunner
Skinner
Jung
75
Brunner
Explicit instruction
Collaboration
Positive Reinforcement
Personality and Learning Styles
76
Vgotsky
Verbal Praise
Preoperational stages from birth to 12.
Collaboration
Rewards
77
Placement test (based on instructional level)
Norm Referenced
Screening
Criterion Based
Performance Based
78
Problem and Solution
problem/solution (since, question, solve)
Tells why, what happened, as a result
main idea and details (such as, for example)
Similarities and differerences
79
Skinner
Collaboration
Preoperational stages from birth to 12.
Rewards
Verbal Praise
80
Hierarchy of skills from lowest to highest
Behaviorism
Cognitivism
Bloom's Taxonomy
Constructivism
81
Informational Text Features
Table of Contents
Glossary
Headings and Subheadings
Bolded Text (illustrations and Captions)
82
New information is organized in units
Bloom's Taxonomy
Constructivism
Traditional
Schema (schemata)
83
Name reading processes or developments.
Cognitivism, Constructivism
Accomodation, Assimilation
Bloom, Behaviorism
Traditional, Schema
84
Independent Level
Accuracy Level 90%-94% no more than 1-10 words difficult for the reader
Accuracy level 95%-100% (no more thatn 1-20 words are difficult)
Accuracy level less than 90 but greater than 75% student needs intensive
Accuracy Level less than 90% more than 1-10 are difficult (intense 1 to 1 )
85
Orally reconstructing a story to check comprehension
Retelling
Conferring
Socratic Seminar
Questioning
86
Reading Recovery: Literacy Processing Theory--Intervention (one to one and pull out) 30 minute lessons, IRI immediate.
Brunner
Clay
Vgotsky
Jung
87
Evaluating and Selecting texts that are just right
Text reading (at 90% accuracy) not too easy or hard
Support Extension Activities
Language structures and vocabulary (support students)
Do students relate to the text? (background, interests, enjoyment
88
Data drives instructional decision making (FSA)
Performance Based
Criterion Based
Norm Referenced
Screening, Diagnosis, Progress Monitoring and Outcomes
89
Learner trackers provides the teacher with data (highlights reteaching needs, challenge needs, groupings, interventions)
Diagnosis
Formative Assessment
Monitoring Student Progress
Summative Assessment
90
Constructivist Theory.
Jung
Brunner
Rosenblatt
Skinner
91
Instructional Level
Accuracy Level 90%-94% no more than 1-10 words difficult for the reader
Accuracy level 95%-100% (no more thatn 1-20 words are difficult)
Accuracy level less than 90 but greater than 75% student needs intensive
Accuracy Level less than 90% more than 1-10 are difficult (intense 1 to 1 )
92
Informational Text
Structures include: Prose, Drama, Poetry
Fiction, Novel , Literature
News articles
non-fiction or real info/history
93
Sequence
explains the difference and similarities
chronological events (dates, first then, before)
Tells why, what happened, as a result
Sequence/chronological events
94
Vogotsky
Socio-cultural learning from peers
Children need help through scaffolding.
Learn on a level above where they are currently at.
Kids can't do certain things on their own.
95
Measures readiness (K-reading/writing/math and college)
Screening, Diagnosis, Progress Monitoring and Outcomes
Performance Based
Norm Referenced
Criterion Based
96
Perform a task, to demonstrate application of skills (projects, re-enactment, portfolio, presentation, exhibit, debates)
Performance Based
Criterion Based
Screening, Diagnosis, Progress Monitoring and Outcomes
Norm Referenced
97
Accountable talk, Think aloud, Think, Pair, Share, Retelling, Conferring, Questioning, Socratic Seminar
Summative Assessment
Monitoring Student Progress
Oral Formative assessments
Written Formative Assessment
98
Promoting critical thinking meaning
Written Formative Assessment
Monitoring Student Progress
Socratic Seminar
Summative Assessment
99
Cause and Effect
main idea and details (such as, for example)
Tells why, what happened, as a result
problem/solution (since, question, solve)
chronological events (dates, first then, before)
100
Students work together to solve a problem
Questioning
Conferring
Retelling
Think-Pair-Share
