Deck 4: Prior Knowledge Activating and Developing Concepts and Vocabulary

Question 1

A text that tells a story is called:

A) narrative text.
B) expository text.
C) collection text.
D) sequential text.

Answer 1

A

Question 2

Research shows that second-language learners:

A) must master their native language before learning English.
B) can learn to read in their first language and English at the same time.
C) have limited prior knowledge.
D) are generally slower when they learn a second language.

Answer 2

B

Question 3

Which of the following teaching strategies for activating prior knowledge would be most effective in helping students overcome misconceptions in prior knowledge?

A) anticipation guide
B) brainstorming
C) structured previews
D) quick writing

Answer 3

A

Question 4

Which of the following is a strategy for helping students independently activate their prior knowledge for expository text in particular?

A) K-W-L
B) anticipation guides
C) role playing
D) projects

Question 5

Effective prior knowledge activation can be accomplished in teaching reading by:

A) using a variety of strategies.
B) learning one or two strategies and using them repeatedly.
C) always reading the text aloud.
D) all of the above

Question 6

What is the sum of a person's previous learning and experience called?

A) prior knowledge
B) background knowledge
C) background history
D) both a and b

Question 7

Which of the following statements about schema theory is correct?

A) Individuals understand what they read as it relates to what they already know.
B) Individuals understand what they read based on rote memory.
C) Individuals understand what they read depending on their intelligence.
D) none of the above

Question 8

If students are reading a science text, which of the following strategies would be best for helping them activate prior knowledge?

A) story map
B) K-W-L
C) unstructured discussion
D) role playing

Question 9

Name one strategy that will help students independently activate their prior knowledge before reading a text.

Question 10

Students with incomplete or incorrect prior knowledge:

A) have little chance of learning to read successfully.
B) are always slow learners in a class.
C) need additional help in building prior knowledge.
D) learn to read just like all other students.

Question 11

What type of text consists of main ideas and supporting details?

A) narrative text
B) expository text
C) predicable text
D) none of the above

Question 12

An effective instructional strategy for helping students see how information fits together is called:

A) preview and predict.
B) a graphic organizer.
C) K-W-L.
D) inferencing.

Question 13

Guiding students through a text using the illustrations is known as what?

Question 14

When students have some knowledge about the topic to be read, which of the following strategies would be best for activating further prior knowledge?

A) structured preview
B) brainstorming
C) quick writing
D) text walk

Question 15

When students need to see the relationship among ideas as part of their prior knowledge, which of the following strategies would be best to use?

A) picture walk
B) anticipation guide
C) semantic mapping
D) prequestioning

Question 16

Using a strategy like preview and predict or asking questions before reading helps students do what?

Question 17

An effective instructional strategy to use with students who would benefit from concrete experiences is:

A) quick write.
B) picture walk.
C) preview and predict.
D) role play.

Question 18

Prior knowledge affects construction of meaning for:

A) emergent readers.
B) competent readers.
C) only adult readers.
D) both a and b

Question 19

When deciding how to help students activate prior knowledge before reading a text, which of the following should the teacher consider?

A) the type of text
B) students' existing prior knowledge
C) students' spelling ability
D) both a and b

Question 20

Given what we know from research, which of the following techniques is least effective in helping students activate their prior knowledge?

A) free recall
B) word association
C) structured questions
D) unstructured discussion

Question 21

Explain why prior knowledge is so important in helping students construct meaning.

Question 22

How can you ensure that English Language Learners receive appropriate instruction to understand text effectively?

Question 23

What type of text contains information organized by main ideas and supporting details?

Question 24

Name two teaching strategies for activating prior knowledge, describe them, and tell when they would be useful to you.

Question 25

Explain how you would decide what prior knowledge students would need to activate before reading a story.