Deck 5: How to Teach Strategies for Constructing Meaning

Question 1

Part of being a strategic reader is:

A) recognizing which strategy is appropriate.
B) knowing when to use an appropriate strategy.
C) both a and b
D) none of the above

Answer 1

C

Question 2

Modeling will occur:

A) only at specific points throughout the literacy lesson.
B) at numerous points throughout the literacy lesson.
C) only when it has been determined that every student needs it.
D) after other pedagogical efforts have failed.

Answer 2

B

Question 3

When a reader relates what is being read to his or her life or world events, he or she is:

A) evaluating.
B) not paying attention.
C) making connections.
D) monitoring.

Answer 3

C

Question 4

Which of the following is an example of making inferences?

A) judging
B) identifying significant stated details
C) combining clues in a text with what's already known
D) both a and c

Question 5

Which two strategies involve the same basic processes?

A) visualizing and evaluating
B) identifying important information and monitoring
C) recalling and decoding
D) summarizing and synthesizing

Question 6

Reading comprehension is a process in which individuals construct meaning by:

A) interacting with text.
B) using a dictionary.
C) collaborative projects.
D) reading quickly.

Question 7

Teachers use the process of think-aloud to:

A) keep students focused.
B) encourage students to think aloud as they read.
C) share the cognitive processes one goes through in a given situation.
D) help themselves think while presenting a strategy lesson.

Question 8

Which of the following statements about comprehension strategies is not true?

A) When strategies fail, it is often because they have been taught and practiced as isolated elements.
B) Strategy modeling is made authentic by doing it when students are most likely to use it.
C) Strategy learning and use are most effective when students are active participants and work alongside their peers.
D) Strategy use should be mastered by the end of third grade or it will be too late.

Question 9

The major reason students need to learn to use reading strategies is so that they can:

A) perform better on tests.
B) better construct meaning independently.
C) avoid having to draw conclusions.
D) work collaboratively.

Question 10

Which of the following is an example of a fix-up strategy?

A) rereading
B) changing predictions
C) using a dictionary
D) all of the above

Question 11

Which statement about comprehension strategies is most true?

A) All strategies work with any type of text, but modifications may be needed.
B) Some strategies work only with one kind of text.
C) Once students show competence in reading, they no longer need to use strategies.
D) Each strategy should be taught thoroughly before moving on to teach the next.

Question 12

Which of the following statements about comprehension strategies is not true?

A) The teacher should encourage the use of strategies across the curriculum.
B) If a particular strategy is not working for a student, the student is probably not trying.
C) The teacher should model each strategy at the point where it is most useful.
D) Modeling should gradually be transferred from the teacher to the students.

Question 13

Within a school, all teachers should teach the same strategies and:

A) use the same instructional language during modeling.
B) require students to memorize the procedures.
C) include strategy use on every test.
D) have students write strategies in their journals.

Question 14

Strategy use should be taught in grades:

A) 5 through 12.
B) 1 through 8.
C) 1 through 2.
D) pre-K through 12.

Question 15

Which statement is true?

A) Students need to learn 15-20 strategies to construct meaning effectively.
B) There are five major strategies good readers use when they read.
C) Strategy instruction is not an important part of comprehension instruction.
D) Teachers should teach their favorite strategies to their students.

Question 16

When using the strategy of generating and answering questions, an important element is:

A) integrating old and new information.
B) asking oneself questions about the text and reading to find answers.
C) answering questions in workbooks.
D) making up test questions and providing the answers.

Question 17

Visualizing is a kind of:

A) inferential thinking.
B) literal thinking.
C) lateral thinking.
D) daydreaming.

Question 18

To maximize student achievement in understanding text:

A) teachers should teach the easiest strategies to students.
B) teachers should teach as many strategies as possible to students.
C) districts should decide on a common set of strategies taught throughout all grades.
D) districts should eliminate the teaching of strategies because they are not important in constructing meaning.

Question 19

A good reader:

A) is born knowing how to use strategies.
B) no longer needs to use strategies to read with understanding.
C) chooses the one best strategy in any given situation.
D) often uses several strategies simultaneously.

Question 20

Sentence frames are often helpful for English Language Learners because they:

A) help define important information.
B) model sentence fluency in English.
C) both a and b
D) none of the above

Question 21

Define the strategy of evaluating and discuss what processes are involved in applying this strategy to two kinds of text: narrative and expository.

Question 22

Explain the difference between instructional strategies and student strategies.

Question 23

Each strategy should be taught anew in each subject area because each subject area has___________. (2 words)

Question 24

When students make predictions, they are using the strategy of___________.

Question 25

An interactive process in which the teacher and students take turns modeling four strategies after reading a meaningful chunk of text-predict, question, clarify, and summarize-is called____________. (2 words)

Question 26

The process of showing or demonstrating for someone how to use or do something he or she does not know how to do is called_____________.

Question 27

You have a group of students who are having difficulty determining their purpose for reading, especially in narrative text. Select a comprehension strategy you think these students should be taught and outline the minilesson you would teach to help them learn the strategy.