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15 Cards in this Set

  • Front
  • Back
Think Aloud
Teachers model to students the thought process as the teacher is reading.
Differentiate content area reading instructions for ESOL.
Lower level texts
Simplify vocabulary
Teach vocabulary
Echo reading, choral reading.
Three levels of comprehension
literal - face value
interpretive - can be discussed
applied - apply new knowledge to their life or another subject.
Focuses on reading passages, hearing the words or viewing the images. In involves identifying the important and essential information.
Logical process by which new information is derieved.
Focus shifts to reading between the lines, looking at what is implied by material under study. Students pieces of information in order to make inferences about the author's intent.
Understandings at the literal and interpretive levels are combined, reorganized and restructured at the applied level to express opinions, draw new insights and develop fresh ideas.
Developing a deeper understanding of the concepts, principles and implications presented in the text.
Addition to a root word. Prefixes and suffixes.
Semantic Clues
Are ways that a child can guess what the meaning of a word is by looking at it. (-ing, probably an action word)
Way of studying.
Survey, Question, Read 3 times.
Informal Reading Inventory
Skills test
Questionnaire of reading strategies
DR-TA (Directed Reading, Thinking Activity)
Directing students to think using:
Recall and uilize prior knowledge
Automatically draw meaning from words
Confirm and disprove predictions
Self question and make adaptions
Gradually removing help from students until they can do the task on their own.
When the teacher and student both read a passage and students play a game of guessing how much the teacher remember.
Context Cues
Guessing from the context of the passage what the word most likely means.
Syntax Cues
Word looks like it is being used as a noun
Word looks like it is being used as a verb