Language Arts Test 1 Study

Front 1

Anticipation Guides

Back 1

A teacher-prepared list of statements that connects to a passage of text.

Front 2

Anticipatory activities

Back 2

Activities that build background and create interest for students to read for information.

Front 3

Basal Reader

Back 3

A collection of leveled readings published as a textbook for use in public schools.

Front 4

Cause and effect

Back 4

Show causal relationships between phenomena. A text structure used to explain the reasons and results of an even or phenomenon.

Front 5

Chapter Books

Back 5

Books that are divided into chapters and are designed to be read over multiple sittings.

Front 6

Class Set

Back 6

Multiple copies of the same source resource.

Front 7

Compare and contrast

Back 7

A text structure used to explain how two people, events, or phenomena are alike and different.

Front 8

Compare/contrast
text structures

Back 8

Explain how two or more people, places, or phenomena are similar and different.

Front 9

Complimentary

Back 9

Similar perspectives of the same concept or event.

Front 10

Concept Circles

Back 10

Students group words or phrases into four sections of a circle and then name the concept the circle is illustrating.

Front 11

Connecting

Back 11

Linking information in the text to personal experiences, prior knowledge, or other text.

Front 12

Determining importance

Back 12

A comprehension strategy used by readers to differentiate between essential information and interesting details.

Front 13

Evaluating

Back 13

The reader makes judgments about the information being read, including the credibility, usefulness to the reader’s purpose and quality.

Front 14

Exemplification text structures

Back 14

Text that describes people, places or phenomena. It includes descriptive adjectives, adverbs and phrases.

Front 15

Expository Text

Back 15

Texts that conveys a message through definition, example, classification, analysis, and persuasion. Also, Informational text or the “literature of fact”.

Front 16

Fiction

Back 16

Non-expository text.

Front 17

Frayer Model

Back 17

When using this model, students brainstorm examples, non-examples, essential characteristics and non-essential characteristics for a given concept.

Front 18

Graphic Organizers

Back 18

Visual displays that help students understand, summarize, and synthesize the information from text and other sources.

Front 19

Inferring

Back 19

The ability to “read between the lines” to extract information not directly stated.

Front 20

Jigsaw

Back 20

A strategy in which a group of people divide the task of reading given material and then each person reports all relevant information to the whole group.

Front 21

K-W-L

Back 21

Used to determine what students know, want to know, and learned.

Front 22

List Group Label

Back 22

Allows students to brainstorm words they know associated with a key concept and then group the words into logical arrangements.

Front 23

Monitoring and clarifying

Back 23

An ongoing process used by the reader to ensure that what is being read is also being understood.

Front 24

Picture Walk

Back 24

Allows students to sequentially view and discuss all of the pictures, charts, and drawings contained in a selected reading.

Front 25

Predicting

Back 25

The reader uses his or her understanding of language, content, and context to anticipate what will be read next.

Front 26

Problem/
Solution

Back 26

A text structure used to explain a challenge and the measures taken to address the challenge.

Front 27

Prosody

Back 27

The use of rate, pitch, inflection, and tone when reading.

Front 28

RIVET

Back 28

Allows students to use prior knowledge to make vocabulary predictions before reading. (Similar to hangman.)

Front 29

Sidebars

Back 29

Marginal Drawings or textual displays

Front 30

Summarizing

Back 30

The reader’s ability to condense a longer piece of text into a shorter statement.

Front 31

Text Features

Back 31

Structural items used by the author to organize the content.

Front 32

Text Set

Back 32

Resources from multiple sources focusing on a common theme.

Front 33

Text structures for expository text

Back 33

Exemplification, compare/contrast, cause/effect, problem/solution, and sequential.

Front 34

Textbooks

Back 34

A large group of materials purchased for teachers to use in their classrooms.

Front 35

Trade Books

Back 35

Books produced for the public market.

Front 36

Transportable teaching strategies

Back 36

Teaching strategies that are effective across content areas and grade levels.

Front 37

List the steps for creating an anticipatory guide:

Back 37

1. Identify the major concepts in reading.
2. Consider your students’ prior knowledge.
3. Write five to ten statements pertaining to the reading.

Front 38

List the types of text structures in Expository Texts

Back 38

1. Description
2. Sequence
3.Comparison and Contrast
4. Cause and Effect
5. Problem and Solution

Front 39

Difference between shared reading and read alouds

Back 39

Shared reading is when the teacher reads aloud, but students follow with their own copy. Read alouds is when only the teacher reads the text.

Front 40

What is the difference before, during and after phases of reading?

Back 40

before reading: preview, activate prior knowledge.
during reading:click and clunk, when a student comes across an unfamiliar word, they use a fix-up process like reread the sentence, read ahead,analyze word for familiar roots, or ask a partner what it means. during the reading, they also think about what they know so far, what the main idea is, and what the important facts are. after reading: wrap up and ask what has been learned.