Which of the following activities can be used to help students notice and interpret
cohesive devices? Select all that apply.
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-Ask students to complete the unstated thought in sentences with ellipses.
-Ask students to find cohesive devices that explain why, when, or how
something occurred during a second or third reading.
-Circle conjunctions in a text
According to research, what macroprocesses help students "own" the information
from a text?
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, selecting, ordering, and transforming the main ideas
syllable
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part of a word organized around a vowel
Which of the following is not considered a strategy for informal observation of oral
language comprehension?
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asking students "yes" or "no" questions about a text
"How do you know that she liked her new home?" is an example of:
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implicit questioning.
code switching
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, speech can change based on circumstance or situation
All of the following are features of African American English except:
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speakers often form sentences without a subject.
Which of the following teaching strategies is least helpful to English Learners?
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allowing them to avoid speaking in class if they are embarrassed
Think and Search
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the answer is found and identifiable in the text but you have to think and
search for all the parts; you can put your finger right on it in different parts
of the text.
Teachers should do all of the following during reading, except:
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cohesive devices? Select all that apply.
Give this one a try later!
-Ask students to complete the unstated thought in sentences with ellipses.
-Ask students to find cohesive devices that explain why, when, or how
something occurred during a second or third reading.
-Circle conjunctions in a text
According to research, what macroprocesses help students "own" the information
from a text?
Give this one a try later!
, selecting, ordering, and transforming the main ideas
syllable
Give this one a try later!
part of a word organized around a vowel
Which of the following is not considered a strategy for informal observation of oral
language comprehension?
Give this one a try later!
asking students "yes" or "no" questions about a text
"How do you know that she liked her new home?" is an example of:
Give this one a try later!
implicit questioning.
code switching
Give this one a try later!
, speech can change based on circumstance or situation
All of the following are features of African American English except:
Give this one a try later!
speakers often form sentences without a subject.
Which of the following teaching strategies is least helpful to English Learners?
Give this one a try later!
allowing them to avoid speaking in class if they are embarrassed
Think and Search
Give this one a try later!
the answer is found and identifiable in the text but you have to think and
search for all the parts; you can put your finger right on it in different parts
of the text.
Teachers should do all of the following during reading, except:
Give this one a try later!
