Term
| What does CARI stand for? |
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Definition
| Content Area Reading Inventory |
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Term
| how does hypertext differ from printed text? |
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Definition
-much less linear
-multimodal |
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Term
| How can students check the reliability of a website? |
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Definition
1. check bias it may contain
2. authority of the author
3. credible and multiple sources |
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Term
| What are internet inquiries? |
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Definition
engages students in research using information sources on the internet
-individually or collaboratively
-usually part of a larger thematic unit
-discovery model of learning
-generating questions |
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Term
| What do students do in an Internet Inquiry? |
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Definition
1. generate questions about topic/theme
2. search internet for info
3. analyze the info
4. compose report or presentation of findings
5. share findings with the whole class
5. |
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Term
| What are some characteristics of electronic texts? |
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Definition
-reading is individualized (customized?)
-multimodal
-nonlinear
-hyperlinks
-interactive (with other readers and with author) |
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Term
| What are some kinds of informal assessments? |
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Definition
| observations, interviews, records, performances, presentations, projects, portfolios |
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Term
| What are some uses for formal test data? |
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Definition
-compare performance of students in different classes or schools
-determine funding or support for districts/schools
-estimate range of ability in a classroom
-identify students who may need diagnosis
-align curriculum |
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Term
| What is the main purpose of a standardized reading test? |
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Definition
| to show where students rank in relation to other students based on a single performance |
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Term
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Definition
-Standard Nine-point scale
-distribution of scores on a test is divided into nine parts
-raw scores that have been transformed to a common standard to permit comparison |
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Term
| What does each stanine on a scale represent? |
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Definition
a single digit ranging from 1 to 9 in value
-stanine 5 = midpoint (average perf.)
-stanines 6,7,8,9 = better performance
-stanines 4,3,2,1 = worse perf. |
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Term
| what are Grade-equivalent scores? |
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Definition
| provide information about reading-test performance as it relates to students at various levels |
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Term
| What is the problem with grade-equivalent scores? |
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Definition
| They are an abstraction and assume everyone learns at the same rate |
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Term
| What does information from standardized reading tests do? |
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Definition
| may help screen students who are having difficulties, compare reading achievement levels, asses reading growth of students |
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Term
| In a high-stakes approach, the test is the tool. In an authentic approach the ________ is the tool. |
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Definition
the teacher is the tool
-they are the one collecting information and assessing students |
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Term
| What is a frequency observation checklist? |
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Definition
checklist teachers can use to document the existence of problem behaviors of a particular student or groups of students
-tally how many times they do something during an observation |
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Term
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Definition
using more than one means of collecting data
-when teachers use authentic, informal along with formal testing |
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Term
| Why would teachers use triangulation? |
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Definition
| ensure that information is valid and can be corraborated |
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Term
| A teacher uses a frequency checklist, observations, field notes, grades, and discussion with the student. What is this teacher doing? |
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Definition
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Term
| What are some benefits of using portfolio assessments? |
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Definition
-organized information about student work and achievement
-involves students
-students can reflect on learning
-holistic
-good for planning
-showcase work selected by both students and teachers
-diverse and special needs and talents
-collects artifacts over time
-integrates assessment into daily instruction
-expands quality and quantity of evidence |
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Term
| What are some informal assessment techniques that are different from open-ended observation? |
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Definition
checklists, interviews, CARI (content area reading inventories)
-rubrics, self assessments |
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Term
| What do checklists, CARI's, and interviews do? |
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Definition
impose previously determined scheme on observation process
-know what to look for |
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Term
| what is the difference between a formal and informal interview? |
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Definition
| formal involves a preplanned set of questions |
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Term
| Are CARIs formal or informal? |
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Definition
informal
-developed by the teacher as an alternative to formal testing |
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Term
| What is the CARI used for? |
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Definition
measures performance on reading materials actually used in a course
-gives insight into HOW students read course material |
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Term
| Which assessment is suggested for finding out about students basic reading tasks? |
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Definition
CARI
-dont use it to assess study skills, note taking
-just look at how they interact with course material |
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Term
| What are the three levels of comprehension? |
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Definition
| literal, inferential, applied |
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Term
| What are readability formulas? |
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Definition
involve a measure of sentence length and word difficulty to determine grade-level score for text
-not precise
-supposedly tell what achievement level students need to comprehend text |
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Term
| Are readability formulas exact measures of text reading level? |
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Definition
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Term
| What are the two variables measured in readability formulas? |
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Definition
| sentence complexity vocabulary difficulty |
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Term
| What can happen when a readability formula is used to break a long sentence into smaller sentences? |
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Definition
inferential burden on reader increases
-may not make as much sense! |
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Term
| What are some readability formulas? |
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Definition
Lexile Levels
Fry Graph
Cloze Procedure
Readability Checklist |
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Term
| What formula does the Cloze procedure use to measure readability? |
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Definition
none
-you just delete every 4 (or so) words and see how well they can supply correct word |
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Term
| What formula does the Fry Readability Graph use to measure readability? |
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Definition
| sentence length and syllables out of 100 words at three points in the book. average is then charted on graph to find level |
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Term
| What formula do Lexile Levels use to find text readability? |
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Definition
| semantic difficulty (word frequency) and syntactic complexity (sentence length) by dividing text into 125-word segments |
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Term
| What is the Cloze procedure? |
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Definition
-way to find readability and difficulty of text
-does not use a formula
-delete every few words and students fill in using context
-can see how students interact with text
-can estimate prior knowledge needed for text understanding |
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Term
| Can you count synonyms in Cloze procedure? |
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Definition
| no, must be EXACT word, even if it still works |
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Term
| What do the range of scores on Cloze procedures tell you? |
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Definition
60 or higher is independent level
40 to 60 is instructional level
40 or below is frustration level |
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Term
| If a student scores a 68 on Cloze procedure, what level is this text at for them? |
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Definition
| Independent (60 or higher) |
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Term
| If a student scores a 49 on a Cloze procedure, what level is the text at for them? |
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Definition
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Term
| If a student scores a 26 on a cloze procedure, what level is text at for them? |
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Definition
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Term
| If a student scores a 82 on a Cloze procedure, what level is text at for them? |
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Definition
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Term
| If a student scores a 33 on a Cloze procedure, what level is text at for them? |
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Definition
| Frustration (40 and below) |
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Term
| If a student scores a 52 on a Cloze procedure, what level is text at for them? |
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Definition
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Term
| What do you want checklists to focus on (besides readability)? |
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Definition
| understandability, usability, interestability |
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Term
| How do you know if a passage is considerate? |
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Definition
Turn headings into questions, and see if the passage answers it. If yes, it is considerate
-the heading indicates the purpose the author has for the passage |
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Term
| If the author has not provided enough information to make a passage meaningful, the passage is... |
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Definition
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Term
|
Definition
how the important information and ideas are organized in text
-internal
-external |
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Term
| "an organization among ideas" refers to what? |
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Definition
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Term
| Why do authors use internal and external text structures? |
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Definition
| to make information more readily accessible |
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Term
| What are external text structures? |
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Definition
text's overall instructional design and organization
-format features |
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Term
| What are internal text structures? |
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Definition
interrelationships among ideas in text and subordination of some ideas to others
-text patterns |
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Term
| What are some external text structures? |
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Definition
front matter and end matter
=preface, table of contents, appendixes, biolography index, title page, dedication
-also some within each chapter
-introduction paragraph, summary, headings, graphs, charts illustrations, guiding questions |
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Term
| Are internal text structures the same throughout a single text? |
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Definition
| no, they may vary from passage to passage depending on purpose |
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Term
| illustrations, graphs, appendixes, headings, indexes, etc are examples of what? |
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Definition
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Term
| descriptions, comparison and contrast, problem and solution, and sequence are examples of what? |
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Definition
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Term
| What are the internal text structures found in informational writing? |
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Definition
| description, sequence, compare/contrast, cause and effect, problem and solution |
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Term
| What helps students tell what internal text structure is being used? |
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Definition
signal words
-description: most important, for example
-sequence: after, first, finally
-compare/contrast: however, similarly
-cause/effect: because, since, therefore
-problem/solution: (same as cause/effect) |
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Term
| What do graphic organizers do? |
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Definition
visual displays that help learners comprehend and retain textually important information
-study strategy |
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Term
| what are some examples of graphic organizers? |
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Definition
| webs, word maps, semantic maps, semantic webs, flowcharts, concept matrices, outlines |
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Term
| what is the "fundamental rule" in constructing graphic organizers? |
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Definition
| the structure of the graphic should reflect the structure of the text it represents |
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Term
| What are some note-taking strategies students should learn? |
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Definition
-avoid verbatim text reproductions
-paraphrase, summarize, react critically, question, respond personally
-text annotations |
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Term
| What are some useful note-taking procedures (methods)? |
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Definition
Reading logs
Annotations (symbols as they read)
T-Notes (simple framework for patterns)
Cornell Notes (main ideas, details, summary) |
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Term
| What are some study guide methods? |
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Definition
| Text Pattern Guides (cause and effect, comparison contrast, etc) |
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Term
| What are selective reading guides? |
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Definition
-show students how to think with print
-models how readers should interact with text |
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Term
"Page 365: read introduction. list ways in which....
Page 366: skim the section. what is...?"
This is an example of what? |
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Definition
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Term
| What are the main problems with textbooks? |
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Definition
-only skim the surface of topics
-must cover too broad a range of topics
-often "inconsiderate"
-may contain innacuracies
-written at higher difficulties
-lack appeal to readers |
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Term
| Are nonfiction trade books commonly used in the classroom? |
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Definition
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Term
| Can picture books be used in the higher grades? |
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Definition
| yes, but has to be chosen right way |
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Term
| What are the kinds of picture books? |
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Definition
| wordless, minimal text, picture storybooks, illustrated books |
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Term
| What do many experts consider to be the single most important activity in developing student literacy ability, regardless of age? |
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Definition
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Term
| What are "bits and pieces" read alouds? |
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Definition
reading excerpts, picture captions, biographical information, etc
-good for previewing text |
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Term
| How does process drama differ from other forms of drama? |
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Definition
does not involve a script
-student compose and reherse
-audience integral to process
students externalize visual images and demonstrate learning |
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Term
| what are some types of process drama? |
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Definition
| improvisational, pantomime, tableau, readers theatre |
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Term
| What is spontaneous drama? |
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Definition
sudden acting out something from a story
ex: -pretending to be people recieving memories in the Giver |
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Term
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Definition
| drama communicating without verbal language |
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Term
|
Definition
snapshot drama
-silent performances that involve three-dimensional representations
-no movement/props/talking
-only gestures
"one two three FREEZE" while acting out |
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Term
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Definition
| performance of text by two or more readers, no scripts/props/costumes/memorization |
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Term
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Definition
type of reading guide
-main idea and supporting detail of a concept |
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Term
| What do you NOT use informal tests for? |
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Definition
comparing students
-tells you their individual abilities |
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Term
| what is the diff between expository and narrative texts? |
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Definition
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Term
| Can you respond when reading nonfiction? |
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Definition
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Term
| do good readers always have good study habits? |
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Definition
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Term
| What are the usual reading levels for textbooks in the classroom? |
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Definition
| some instructional, mostly frustration |
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