Content Literacy CH 1-6 Exam

We gon lock in and pray about it

The term literacy refers to:

the ability to comprehend and produce written language in order to operate effectively in a particular social context

Reading is described:

In different ways by different people

Competent reading is:

An active process in which readers call on experience, language, and schemata to anticipate and understand the author’s written language.

What are the levels of reading comprehension?

Literal understanding, Interpretive comprehension, Critical Comprehension, and Creative Understanding

Literal Understanding

the reader’s recognizing or remembering ideas and information that are explicitly stated in the printed material. 

Interpretive comprehension

when the reader synthesizes ideas and information from the printed material with knowledge, experience, and imagination to form hypotheses. 

Critical Comprehension (evaluation)

requires that the reader make judgements about the content of a reading selection by comparing it with external criteria. 

Creative Understanding (reading beyond the lines)

has to do with the reader’s emotional responses (like appreciation or distaste) to printed material and their ability to produce new ideas based on that experience. 

Fluency

Involves reading at a suitable rate and with proper expression, appropriate phrasing, and accuracy.

Word identification skills include:

sight-word recognition, contextual analysis, morphemic or structural analysis, phonic analysis, and use of dictionary re-spellings to determine pronunciation

Sight Words

words students have memorized and are able to identify immediately.

Contextual analysis

the use of context in which an unknown word occurs (the surrounding words) to identify the word

Morphemic or Structural Analysis

entails the use of word parts, such as affixes, root words, syllables, and smaller words that rare joined to form compound words, to help in the identification of unfamiliar words. 

Phonetic analysis

involves breaking words into basic sound elements and blending these sounds together to produce spoken words. 

Dictionary respellings

Using deconstructed respellings of words to achieve a pronunciation. 

Content area teachers need to know:

What reading skills are necessary for successful reading of the materials in their particular disciplines and how to assist students in using these skills. 

The primary responsibility for helping students with significantly impaired reading abilities belongs to a:

reading specialist

Literacy Coaches

Provide professional development for classroom teachers and work with administration and other school personnel to develop school-wide reading programs. 

ESL Teachers

Have special training in meeting the needs of culturally and linguistically diverse students.

Librarians or Media Center Specialists

Librarians or media center specialists provide assistance to reading specialists and content area teachers by locating books and other useful resources. 

Principals or Administrators

Should know about literacy and students, provide a good teaching/learning environment, work with teachers in creating an appropriate organizational plan for instruction, and make sure that all components of a secondary school literacy program are included in the school’s plan

Developmental Reading

taught to students who are progressing satisfactorily in acquiring reading proficiency. Students are helped to develop further comprehension skills and strategies, vocabulary knowledge, rate of reading, and study skills in reading classes. 

Content Area Reading

Taught to all students. The students in content area classes are helped to comprehend and retain specific subject matter. 

Recreational reading

Is encourage to students. Is an important, although frequently neglected, aspect of the comprehensive literacy program as the ultimate goal is to build good lifelong reading habits.

Writing Instruction

Is provided to facilitate completion of meaningful and purposeful content area assignments that involve writing. Some content area may team with English teachers to accomplish both literacy and other content area goals. 

Instruction for struggling readers

is important for students who are experiencing difficulties

Media Literacy is:

The ability to comprehend and produce material for media other than print, including the ability to interpret and develop electronic messages that include images, sounds, movements, and animations. 

What are some examples of visual aids?

Overhead projectors, Chalkboards, Television, and PowerPoint presentations.

Digital Literacy

a subset of media literacy. Includes the active interpretation of nonverbal symbolic systems that authors include in electronic messages. 

Hypertext and Hypermedia

refers to non sequential text and media (text, graphics, motions, and sounds) respectively. 

Norm-Referenced tests

Compares a student’s performance to the performance of same age/grade peers. 

Formative Assessment

is data collection designed to help teachers determine problem areas and make informed instructional decisions. 

Summative Assessment

an assessment is used to show levels of performance for purposes of grading, accountability, and comparisons of schools is administered at the end of a teaching cycle.

Validity

An assessment’s ability to measure what it is intended to measure

Reliability

An assessment’s ability provide the same results consistently

Reading survey tests

measure general achievement in reading

Diagnostic reading tests

locate specific strengths and weaknesses of readers

A grade level equivalent score

provides a rough estimate of the expected average achievement for a particular grade level

Criterion-referenced Tests

Measures a student’s performance against a set standard

Classroom-Based Assessments

Assignments used by the teacher on a daily basis in the classroom. 

Informal test allow teachers to

assess students’ understanding of what has been taught and adjust instruction based upon the results of the assessment.

Group Reading Inventories

involves having students read a passage of 1,000 to 2,000 words from their textbooks then asking questions about vocab, literal comprehension, and higher-order comprehension. 

Written Skill Inventories

identify skills that students have not mastered, so that instruction may be provided to enable them to comprehend the content found in their textbook.

Informal Reading Inventories

compilations of graded reading selections with questions prepared to test the reader’s comprehension, used to gauge students’ reading levels. 

Cloze Test

a test in which one is asked to supply words that have been removed from a passage in order to measure one's ability to comprehend text.

Game-like activities

Assessment given in a game-like format, such as an online version of the game jeopardy!

Performance Samples

written, oral, multimedia, or live action activities that student’s create to demonstrate their understanding. 

The Fry Readability Graph

the teacher selects three 100-word samples and determines the average number of sentences and the average number of syllables per 100 words

Readability

the level of difficulty in reading materials

Content reading instruction

revolves around increasing students’ comprehension of content materials

The larger readers’ vocabularies are:

the easier it is for them to make sense of text

Concepts

the categories into which our experiences are organized and the related webs of ideas brought about through categorization

Schemata

Networks of interlocking concepts

Knowing a word requires?

understanding the concept for which the word is a label

Receptive Vocabulary

Vocabulary that one recognizes whe

Expressive Vocabulary

vocabulary that one knows well enough to use in speaking and writing

A person’s receptive vocabulary is larger

than a person’s expressive vocabulary

Academic Vocabulary

The word knowledge that students need to understand, talk, and write about texts that are used in school

What are the three categories of words learners need to know?

General Vocabulary, Specialized Vocabulary, and Technical Vocabulary

General Vocabulary

Consists of common words that have generally accepted meanings

Specialized Vocabulary

Consists of words having both general and specialized meaning

Technical Vocabulary

consists of words representing specific concepts that are applicable to specific content subjects

Morphemic Analysis

the study of meaningful word parts called morphemes

Morphemes

The smallest units of meaning in language, things like word roots and affixes

Contextual Analysis

involves inferring a word’s meaning through reading surrounding text and using syntactic (grammatical) and semantic (meaning) linguistic clues provided by surround words and sentences

Figurative Language

provides context clues by making connections for abstract and uncommon ideas

Elaboration

The development of meaningful associations for words

What are the levels of Elaboration?

Association, Comprehension, and Generative Processing

Association (Elaboration)

when the reader connects the term with other words that are often synonyms

Comprehension (Elaboration)

the reader recognizes the word and understands it’s meaning when encountering it in a reading context

Generative processing

The highest level of word understanding, wherein the reader is fluent enough to produce the target word in a novel context and can use the word to express their thoughts.

Vicarious experiences can support vocabulary development, but learning is more complete when?

it is attached to concrete experience

Conceptual Learning

Based on understanding relationships among ideas rather than on learning lists of independent facts

Semantic maps

consist of words that are connected with lines to show relationships

The Frayer model

a graphic organizer that helps in the understanding of a concept

Content Schemata

Schemata based on prior world knowledge (such as sports knowledge when reading a sports magazine)

Textual Schemata

Schemata based on prior knowledge of a specific textual structure. 

Story Grammar

A mental representation of the parts of a typical story and the relationship among those parts

Details

are the smaller pieces of information or ideas that are used to support the main idea

Graphic/Visual Organizers

graphic arrangements of terms that apply to important concepts in reading selection

What are common organizational patterns?

Sequential/chronological order, comparison/contrast, cause and effect, definition/explanation, enumeration/listing. 

Reader’s Context

The readers’ attitudes, interests, purposes, predictions, prior knowledge, and skills.

Reader-response Theory

A literary work is actualized only through a transaction between reader and text. A reader has to think about and process the text in some way.

Aesthetic Response

The reader’s personal feelings about a story or text

Efferent response

the reader’s objective assessment of knowledge, information, and facts

Self Questioning and Question-answer relationships are?

meta-cognitive techniques used for readers to monitor their own learning

Meta-cognition

thinking about one’s own thinking and controlling one’s own learning

Semantics

The meaning of words

Syntax

the word order in sentences and paragraphs

Cognitive flexibility

the ability to adjust knowledge and cognitive strategies to meet new and unexpected situations

Close reading

careful reading in which the reader attempts to gain a deep, precise, and complete understanding of a selection by paying attention to it’s elements.

Assimilation

the process that occurs when a reader integrates new ideas with existing ideas stored in long-term memory

Intertextuality

The links between the ideas gleaned from one text and those discovered in other texts

Preview Guide

A guide completed prior to reading that helps the student relate prior knowledge to the topic

Cognitive Strategies

systematic plans that students consciously use to monitor and improve reading comprehension

Strategic readers

Actively interact with the text and the context; they connect information with preexisting knowledge

Strategic Instruction

involves the the explicit teaching of strategies that enable students to acquire relevant knowledge from text

Cognitive Processing

thinking about content and thinking about strategies. Leads to schema development, which facilitates storage of knowledge in memory.

Rehearsal

Practicing use of information, review, comparing and contrasting, drawing connections

Effective Questioning

asking questions that require interpretation and critical thinking stimulates higher levels of cognitive processing.