Reading is the process of ……….a series of …….symbols and getting meaning from…………. Looking at – written – them To look at - written – then Looking - written - they To looking - written - those.
Reading together with -------------- is a receptive skill Reading – speaking Reading – listening Reading - listening – writing Reading - writing.
To make sense of texts we need to understand the language of the texts At word level - Sentences level - Whole text level At phonemic level - Sentences level - Whole text level At oral level - phonemic level - Sentences level At word level - Sentences level - Whole word level.
We also need to connect the ………of the texts to our knowledge of the world Message Idea Structure All are correct.
Some native speakers cannot read or write but they speak English……… Usually perfectly fluently terrific.
When students recognize and underline the main ideas in a text, it’s refers to: Reinforce Reading for details Reading for gist Literal level.
When the students make a link between sound and letters talks about: Connection Joining words Synonymy Sequence .
The ability to read whole words is called: Word phrase Word recognition Decoding Connection.
When teacher orders to his students to find information and ideas after reading a text, that is: Literal level Inferential level Cognitive level Practice level.
The most common questions that students can do in the literal level contains Yes / no questions Simple questions Who, where, what questions Affirmative questions.
In the Interpretive Comprehension Level what must the reader do to have good results? Make inferences Draw conclusions Read between the lines and make inferences None of the above.
Which of this options is one of the problems that readers could meet in the Interpretive Comprehension Level? Read for the wrong reasons (school assignment, bragging rights, fitting in) The material may be complicated or poorly written at the literal level Literal and inferential levels None of the above.
What does the reader need in Critical Comprehension in order to have good results? The reader should use some external criteria from his/her experience The reader must value something in the test. The reader must rush to meet a deadline None of the above.
Which of this options is one of the solutions that readers could apply to resolve problems in the Interpretive Comprehension Level. Keep reading to improve skills Find the right reading material Read complicated books with others; don’t read poorly written books Read a lot to become familiar with more situations and events.
Match each question with the correct level of comprehension What does the autor value? Could this possibly happen? What effect does this character/event have on the story? Who, what, when, where?.
Students’ mastery of the levels of comprehension is related to………………. the types of answers they can formulate the types of questions they are able to answer both answers are correct none.
A proficient reader should be able to show an overall understanding of the text including inferential and literal information including inferential information including literal information all answers are incorrect.
Providing students with practice of various levels of comprehension will help them get misunderstanding avoid reading become proficient readers reach a good level of understanding.
High mastery of the levels of comprehension indicates that students are able to experience a much greater appreciation of the books to increase their vocabulary to acquire specific knowledge about a certain topic to have many ideas .
Assessing Levels of Comprehension provides a ……………………………. tool for bringing higher-order thinking into the reading classroom. Practical Accessible non-threatening all answers are correct.
Questioning in today’s classroom appears primarily in two written formats Multiple-choice and long response Multiple-choice and critical response Non multiple-choice and critical response Multiple-choice and short-response.
A teacher wants to his students improve their skills for stimulating higherorder thinking, so he will apply: Short-response Critical-response Long- response Stimulating response.
Students are going to be evaluated with multiple-choice. They feel confident about quiz; however, teacher says that they should not be confident. Why students do need to be prepared for evaluating? Answers may not always be obvious. They need to reflect upon the question, the text, and the offered answer choices before selecting a response. Answers can create confusions. Although they do not need to reflect upon the question, the text, and the offered answer choices before selecting a response Answers always will be obvious but they need to reflect upon the question, the text, and the offered answer choices before selecting a response Answers always will be obvious and the quiz offers answer choices before selecting a response.
This research allows students to process information effectively, which is vitally important because as students’ progress through each grade, the demand to read at a deeper level and understand complex text increases. This is related to: Matching questions Cooperative learning Cooperative principles Levels of comprehension .
This approach takes place when students work together in pairs or small groups to attain learning goals. Higher order thinking Cooperative learning Metacognition Comprehension sills.
This research enables teachers to provide options that meet the various needs of students in the classrooms. It is related to: Cooperative learning Differentiated instruction Higher-order thinking Literary genres.
This type of assessment gives teachers a diagnostic tool to determine whether students have the analytical, inferential, and critical reading skills that today’s competitive world requires, it is : Cooperative learning Comprehension skills Metacognition Literary genres.
Students need exposure to multiple genres because they comprehend genres in different ways. The more practice they have, the better fluency and comprehension they will develop Differentiated instruction Higher-Order Thinking Metacognition Literary Genres.
According to the author Robb the following statement refers to:
Good readers use it to self-monitor their reading; also it enables good readers to identify what they understand and what confuses them Differentiated instruction Higher-Order Thinking Metacognition Literary Genres.
Teachers can take steps to alleviate anxiety surrounding high-stakes test taking. Simply allowing students to see a few items and practice the item formats on a test will reduce anxiety and enable students to focus their thinking on a test. Differentiated instruction Higher-Order Thinking Test-Taking Practice Literary Genres.
The first strategy refers to learning about a text before really reading it, this is: Previewing Getting Sense Skimming Contextualizing.
If the teacher says to his/her students that they are going to read a text but only the first and the last paragraph, and then, they have to infer the main idea of the text, this is called: Previewing Getting Sense Skimming Contextualizing.
The second strategy refers to placing a text in its historical, biographical, and cultural contexts: Previewing Getting Sense Skimming Contextualizing.
The fourth strategy refers to challenge your attitudes, unconsciously beliefs or current issues. What is the strategy: Questioning to understand and remember Reflecting on challenges to your beliefs and values Contextualizing Outlining and summarizing.
When a teacher is asking you questions about your reading in order to understand and remember better a text. Teacher is using _______strategy. Previewing Getting Sense Questioning to understand and remember Contextualizing.
The following questions about the text (Koko’s Kitten): What is the main idea? And how is Koko? Is an activity of ..? Reflecting on challenges to your beliefs and values Outlining and summarizing Contextualizing None.
The statement “Testing the logic of a text as well as its credibility and emotional impact” belongs to what strategy? Evaluating the reasons Evaluating and argument Evaluating a point of view Evaluating a summary.
The statement: “As a critical reader, you should not accept anything like valuable” belongs to what strategy? Outlining and reviewing Outlining and summarizing Evaluating and argument Outlining and understanding.
The statement “The main ideas form the backbone” belongs to what strategy? Outlining and summarizing Developments and data Evaluating the reasons Contents and chapters of interest.
The statement: “All writers make assertions that they want you to accept as true.” belongs to what strategy? The different author’s discussions The main findings for the research Conclusions for the research Evaluating an argument.
The statement: “Putting ideas together again in your own words and in a condensed form.” belongs to what strategy? The reached goals Evaluating the reasons The most ancient fundament for the research Outlining and summarizing.
When CONTEXTUALIZING, some examples of guiding questions are What is the style of the text? What is the gender of the text? Was the author a famous person? Is the author’s point of view biased? When was it written? What was going on in the world at this time that could have affected the author’s view? Who was the influence of the author? Do you agree with the author?.
We mark an X in the margin when the author challenges or personal beliefs. The strategy is ______. Outlining and summarizing Previewing Reflect on challenges to your opinions Evaluating an argument.
During this activity, the teacher based his strategy on a set of __________ in order to let the students understand the reading or specific parts of a reading and respond to it more fully. The teacher used Statements Questions Clear Concepts Definitions.
One of these article titles is the most suitable for doing a reflect on challenges to your beliefs or opinions reading… God, creation, science, religion: the conflicts Paul Pogba scoffs at Manchester United's critics and points to their trophies UK remains Europe's top destination for foreign investment in financial services Airlines must refund return fare when passengers miss outbound flight, court rules.
Teacher raises awareness of the importance of think about think, i.e., the importance to be conscious about what we know and how to apply it. It refers to Cognition Metacognition Unconsciousness Selecting-Materials.
The next strategy uses in a plan class is form in three stages: first reading carefully the text, then identifying the main idea and finally, writing simple sentences of paragraphs. This is: S.Q.3.R R.A.P. P.A.R None of them.
This strategy is completely related to movies. If you watch it twice, you can obtain a better comprehension of the story. Restate segments Reread segments Reorder segments Reframe segments .
After the accident, the nerves to her arm were damaged and so the muscles ____ through disuse atrophied contracted elongated invigorated .
Corruption is ____ in our society; the integrity of even senior officials is ___ growing - unquestioned endangered - disputed rare - corrupted rife – suspect .
The formerly ____ waters of the lake have been polluted so that the fish are no longer visible from the surface muddy tranquil stagnant pellucid .
A reader wants to know the reasons why the author wrote a text. Which activity the reader applies? Clarify Predict Visualize Connect.
When the readers relate their personal experience to the text, they apply the activity: Connect Summarize Analyze Inference.
A reader doesn’t know the meaning of the word “mesmerizing”, so he/she has to look up for a sentence using the word e.g. When a movie captures your attention and you simply cannot look away, this is an example of when the movie is mesmerizing. Which activity the reader applies? Clarify Predict Visualize Connect .
When a person just read the title and he looks the principles images, she or he is doing the process of…. Reading Previewing Look the principle part Just looking images.
When the teacher tells his students to identify the similarities and differences of a reading, the teacher needs to identify the strategies of .... Comparing and contrasting Differences and simililarities Just to infer To predict.
If a student uses the Words such as: similar to, like or as, in a oral presentation. She or he is Comparing Predicting Presenting Taking notes.
|
