When Evaluating and Selecting Print Texts ___.

Domain Specific Vocabulary, Variety of Genres and Types Helps (students make gains in comprehension), Instructional Purpose: Teaching/Predicting/Summarizing, Cause and Effect, Level of Diffficulty: (Challenge)

Tells a story, has a climax, fall with resolution

When Evaluating and Selecting Non-Print Texts ___.

Images (pictures, captions, charts, graphs, maps, diagrams), Student centered to enhance and enrich

Informational Text Features

Bolded Text (illustrations and Captions), Table of Contents, Headings and Subheadings, Glossary

Accuracy level 95%-100% (no more thatn 1-20 words are difficult)

Tells why, what happened, as a result

non-fiction or real info/history

Placement for reading instruction

IRI (informal Reading Inventory)

Who are the 8 foundational theorists?

Brunner, Skinner, Piaget, Rosenblatt, Jung, Clay, Vgotsky, Chomsky

Socio-cultural learning from peers, Children need help through scaffolding., Kids can't do certain things on their own., Learn on a level above where they are currently at.

No matter for struggling readers or advanced readers, Increases gains across all subject areas, Helps for college and career readiness, Close Reading

problem/solution (since, question, solve)

non-fiction or real info/history, News articles, Compare/Contrast and Problem/Solution, description/sequence and cause/effect

non-fiction or real info/history, News articles

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

B-2, reading as value---2-7 alphabet, punct., illustrations---7-12 read, Children show distinct stages of development

non-fiction or real info/history, Textbooks, Expository and Biographies

Levels of reading by age., Analyzing complex texts

Personality and Learning Styles

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FTCE Reading Comprehension Practice Test 1

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Questions 100

Answers

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

FTCE Reading Comprehension Practice Test 1 Flashcards | StudBud