Exam 10: Comprehension of Informational Text

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To help students learn to use the various text features in textbooks and trade books, I would start by introducing the different types of text features such as headings, subheadings, bolded words, glossaries, indexes, and captions. I would explain the purpose of each text feature and how it can help students better understand the content of the book.

Next, I would provide examples of how to effectively use these text features while reading. For example, I would demonstrate how to use headings and subheadings to locate specific information, how to use bolded words to identify key terms, and how to use a glossary to look up the meaning of unfamiliar words.

I would also engage students in hands-on activities such as scavenger hunts or interactive games that require them to use the various text features to find information within a book. This would help them practice and reinforce their understanding of how to use text features effectively.

Additionally, I would encourage students to annotate their books by highlighting or underlining important information, making notes in the margins, and creating their own visual aids such as concept maps or graphic organizers to help them organize and comprehend the information presented in the text.

Finally, I would provide regular opportunities for students to practice using text features independently and provide feedback and guidance as needed. By incorporating these strategies, I aim to help students develop the skills and confidence to effectively use text features in both textbooks and trade books to enhance their comprehension and learning.

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To assess students' technical vocabulary, I would first provide them with a list of domain-specific terms related to the expository text they are studying. I would then ask them to define and use these terms in context through various activities such as quizzes, writing assignments, or discussions. Additionally, I would observe their use of technical vocabulary in their written and oral responses to the text.

To assist young readers in learning technical terms, I would incorporate various strategies into my teaching. These may include providing explicit instruction on the meaning and use of technical terms, using visual aids such as diagrams or illustrations to help students understand the concepts behind the vocabulary, and providing opportunities for students to practice using the terms in context through activities such as group discussions, role-playing, or creating their own examples. I would also encourage students to use context clues and word parts to infer the meaning of unfamiliar technical terms and provide them with opportunities to apply their knowledge in real-world situations. Additionally, I would provide scaffolding and support for struggling readers, such as providing glossaries or word banks, and offering differentiated instruction to meet the needs of all learners. By implementing these strategies, I aim to help young readers develop a strong understanding of technical vocabulary and improve their comprehension of expository texts.

Correct Answer:

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Sure! Here are explanations for each of the strategies that can be used to help readers comprehend informational text:

1. ReQuest: This strategy involves teaching students to ask questions before, during, and after reading to help them understand the text. It encourages active engagement with the material and promotes critical thinking.

2. K-T-W-L-E: This strategy stands for what I Know, what I Think, what I Want to learn, what I Learned, and what I Enjoyed. It helps students activate their prior knowledge, set goals for reading, and reflect on what they have learned.

3. Survey of text features: This strategy involves teaching students to preview the text by looking at headings, subheadings, illustrations, and other text features to gain an overview of the content before reading in detail.

4. Guided Reading Strategy: This strategy involves providing students with guided instruction and support as they read, helping them to develop reading strategies and skills.

5. Pre-reading Plan: This strategy involves setting a purpose for reading, activating prior knowledge, and making predictions about the text before diving into the material.

6. Think-aloud strategy: This strategy involves modeling the thought process of a proficient reader as they read, helping students to understand how to monitor their comprehension and make connections with the text.

7. Herringbone: This strategy involves teaching students to identify the main idea and supporting details in a text, helping them to organize and comprehend the information presented.

These strategies can be used in combination or individually to help readers comprehend informational text more effectively.