Teaching Reading Quizzes

The following PDF, Teaching Reading Quizzes Without Name 4-25-16, is from a class I took on teaching reading/literacy to elementary school students in September/October of 2006 as per the dates on the papers. It is just several graded quizzes I scanned and found with some textbooks and binders I still have. It was probably from a C&I (Curriculum and Instruction) literacy class. I cut out my name from the quizzes for identity theft protection. I am in the process of scanning and discarding many of papers from Illinois State University (ISU). I have typed some of the questions and my answers below.

  • Why is portfolio assessment considered “authentic assessment”?
    • Portfolios are student centered and reflect motivation and personal growth. They represent what students learned and are learning. They reflect learning is a process and not merely a product.
  • Why are essay tests considered important assessment tools?
    • Essay tests use higher-order thinking skills, and allow course content to be synthesized, evaluated, and analyzed. They require one to be prepared and know the material. Also, essay tests involve planning, practice, and integrating good info (e.g. facts, examples) with the big picture (e.g. conclusions). Teaching strategies to organize and write the essay helps improve students’ essay writing skills.
  • What are general test taking strategies you can focus upon with your students?
    • left unanswered as was required to answer 2 of the 3 questions on the quiz, remember not knowing the answer to some of the questions and of course chose not to answer those questions
  • What is essential to long-term retention of vocabulary?
    • The students would have to have the vocabulary reinforced and become independent learners and eventually assume responsibility for their own learning. The words have to be defined and they have to spend time with them. Also, links to personal meaning help. Young Boy Being Tutored by His Teacher
  • Why are predictions important when learning new vocabulary?
    • It links vocabulary to background knowledge. Students should be active participants in their learning and making predictions requires them to construct meaning and just passively receive it.
  • Many teachers ask students to look up words in the dictionary, write their definitions, and use these words in sentences. Why is this not the best approach?
    • It does not have the students participate actively and apply the concepts. Looking words up in the dictionary causes one to passively receive information. Making sentences does not mean the students connect the information to prior knowledge and enjoy it and remember it. There are more effective strategies.
  • What does it mean to figure out new vocabulary using context clues?
    • It means to look at the clues surrounding the word in its usage. For example, if a sentence says the man was so broke and impecunious he could not afford his dinner you can use the context clues to infer impecunious means lacking money. The sentence/context gives you clues to what the word may mean.
  • What are the components of critical reading/literacy that are discussed in the background sections of Chapter 6?
    • One component is determining the author’s credibility and perspectives. Another component is making inter-textual links. Other components include considering alternative views and evaluating agreements and forming judgments.
  • Why is the concept of “critical literacy” significant?
    • Critical literacy is significant because it helps one identify and acknowledge new ideas and different points of view. It helps one evaluate the worth of the author’s conclusions and to evaluate if they are biased and to what degree. It helps one construct meaning from the texts they read and uncover author biases and the context of the social and historic and power relations.
  • What students will need your support when reading textbooks in content area classes? Explain what you can do as a teacher to meet their needs to engage them in learning. (Chapter 10: Helping Struggling Readers)
    • There are students that do not read well enough to understand difficult text, have limited background knowledge or difficulty using their background knowledge and students whose native language is not English who will need your support. Teachers can have group discussions, provide visual information, link experiences to text, and modify texts to make them comprehensible.
  • What is culturally responsive teaching? Explain what you will have to do in your classroom to be culturally responsive (Chapter 10: Helping Struggling Readers)
    • Culturally responsive teaching is honoring each students’ background even if it is very different from your own. You can structure opportunities for students to link their own background knowledge and cultures to the information you are teaching to be culturally responsive.
  • What is your recommendation about supporting textbook reading at the middle and high school levels? (LWJ text)
    • I would recommend teaching reading strategies to help them remember the information. Also, give the students an opportunity to use the strategies. The instructor should help them construct meaning from the text. The teacher should emphasize what is important and eliminate irrelevant sections of the text. The teacher should incorporate students’ interests and allow for cooperative small group activities and incorporate different learning styles.
  • Explain why it is necessary to approach nonfiction textbook material differently than fiction text material. (LWJ text)
    • Nonfiction textbook material is packed with more complex information. They are harder reads and require strategies for comprehension. Generally, people only remember 10% of what they read and nonfiction textbook strategies help them learn and remember more. It is reading more for information than pleasure.
  • “Motivation is a key component of reading engagement” p. 34 How can you enhance the motivation of your future students? (pp. 7-8 and Background Sections pp. 9-42)
    • Never give a reading assignment without thinking about how to motivate your students. Never use reading as a form of punishment. Give students some choices about what they read. Give students a purpose for reading. Show students how the material relates to real life. Be enthusiastic about the reading studying material.
  • Why is it essential to have engaged learners in your content area classrooms?  (pp. 7-8 and Background Sections pp. 9-42)
    • It is important to have engaged learners in your content area classrooms because engagement increases long-term recall of information and improves comprehension and increases motivation.
  • What do the following principles mean in helping to promote engaged and motivated readers? Choose three to address. (pp. 7-8 and Background Sections pp. 9-42)
    • Social collaboration
    • Cognitive strategies
    • Interesting texts
    • Self-direction
    • Real-world interactions
    • Conceptual theme
    • Self-expressions
      • unanswered as was required to answer 2 of the 3 questions on the quiz, remember not knowing the answer to some of the questions and of course chose not to answer those questions
  • What is accessing students’ prior knowledge essential in text comprehension? (Chapter 5: Comprehending Texts)
    • It is making connections with what you know and will be reading. Prior knowledge helps students assimilate new information into what they already know about the topic. It may cause them to reorganize their schema to incorporate new information into what they already know.
  • How do you help the students lay the groundwork for comprehension of content area texts? (Chapter 5: Comprehending Texts) This was marked 4 out of 5 with a comment of ‘strategies’ and word paraphrase in my answer circled.
    • Helping them paraphrase and apply and make judgments helps them comprehend the texts. Give them the opportunity to engage in conversations, writing, and projects after reading. Also, encourage students to consider responses to open-ended questions.
  • Why is it important to help your students to develop an awareness of the common text organizational patterns? (Chapter 5: Comprehending Texts)
    • unanswered as was required to answer 2 of the 3 questions on the quiz, remember not knowing the answer to some of the questions and of course chose not to answer those questions

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Spare-time aspiring fiber artist, gardener, beekeeper and sew much more! Author of SewIsabel.com.

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