How should the balance of instructional time spent on foundational reading
skills and language comprehension between first grade and third grade for
typical learners?
• The time spent on foundational reading skills should skift from about 40% in first
grade to 20% in third grade.
What criterion would be most relevant for selecting high-quality texts for
reading aloud or for meiated text reading?
• The text has layers of meaning that can be explored through several readings.
According to the National Reading Panel (2000) and several research
analyses, whcih of these strategies is more effective than the others for
developing comprehension?
• having students retell or summarize what they have read
During a teacher-mediated reading of the fairy tale Little Red Riding Hood,
which of these questions is most likely to facilitate construction of a mental
model of the texts meanings?
• "What do we know about the characters so far?"
If a high quality, worthwhile narrative text has been read once, what is the
most appropriate activity studetns should do next?
• Complete a story frame that outlines major events.
What is an effective way to helpo students construct a mental model of
informational text?
• Pose queries during reading to ensure studetns are making the necessary
inferences.
What is the main advantage of letting students know ahead of time what
kind of text (e.g., narrative, informational) they will be reading?
• They can anticipate how the text is organized and how the information is
presented.
What is a helpful approach when working with a student who is a heavy
dialect speaker and who is having trouble comprehending the language in a
text?
skills and language comprehension between first grade and third grade for
typical learners?
• The time spent on foundational reading skills should skift from about 40% in first
grade to 20% in third grade.
What criterion would be most relevant for selecting high-quality texts for
reading aloud or for meiated text reading?
• The text has layers of meaning that can be explored through several readings.
According to the National Reading Panel (2000) and several research
analyses, whcih of these strategies is more effective than the others for
developing comprehension?
• having students retell or summarize what they have read
During a teacher-mediated reading of the fairy tale Little Red Riding Hood,
which of these questions is most likely to facilitate construction of a mental
model of the texts meanings?
• "What do we know about the characters so far?"
If a high quality, worthwhile narrative text has been read once, what is the
most appropriate activity studetns should do next?
• Complete a story frame that outlines major events.
What is an effective way to helpo students construct a mental model of
informational text?
• Pose queries during reading to ensure studetns are making the necessary
inferences.
What is the main advantage of letting students know ahead of time what
kind of text (e.g., narrative, informational) they will be reading?
• They can anticipate how the text is organized and how the information is
presented.
What is a helpful approach when working with a student who is a heavy
dialect speaker and who is having trouble comprehending the language in a
text?
