TExES STR Comprehension Exam Study Guide with Complete Solutions

TExES STR Comprehension Exam Study Guide with Complete Solutions comprehension - Ans:-- understanding the meaning of words when reading or listening - early instruction can include modeling good reading habits, questioning, making inferences, etc. - establishing a purpose for reading - creating mental images while reading to deepen understanding skills for comprehension - Ans:-- background knowledge - language background and vocabulary - previous reading experiences - ability to read fluently - self monitoring while reading levels of comprehension - Ans:-- literal: understanding facts like the main idea, details, and pov ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 2/12 - inferential: able to infer or understand parts of what has been read but not explicitly stated by drawing conclusions and making predictions - evaluative: evaluate or analyze the text through questioning by analyzing character development, evaluating word choice, explaining pov schema development - Ans:-- connecting background knowledge (schema) to new information while reading - teachers should activate the schema with pre-reading activities that engage prior's knowledge - can use a KWL (know, want to know, and learned) chart during reading activities self-monitoring - Ans:-- checking in while reading to make sure you are understanding - checks can be attempting to paraphrase a passage or skimming the text to make sure it was all understood questioning - Ans:-- an important part of active reading and reading comprehension is asking questions while reading - ex: main idea, cause and effect, making predictions graphic organizers - Ans:-- sequencing maps for cause and effect or plot - concept maps for related ideas ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 3/12 - venn diagrams for compare and contrast gradual release - Ans:-- scaffolding ideas helps students take on more responsibility over time - I do, we do, you do bloom's taxonomy - Ans:-- analyzing: students are beyond recall and are reflecting on their interpretations - evaluating: students are asked to justify what they believe - creating: students take different aspects of what they've learned to make something new reading comprehension for ell students - Ans:-- use cognates and positive language transfer to your advantage - make sure to fill in any cultural prior knowledge gaps - teach vocabulary specifically before reading and use context and visuals - scaffold with graphic organizers, word banks, and sentence stems metacognition - Ans:-- thinking about your own thinking - important for active reading - ensure students are engaged and understanding the content ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 4/12 active reading - Ans:-- use guided question during/after reading - encourage annotations while reading to be thinking about the content - making connections with the text (to text, self, world) - can model it through think-alouds assessing comprehension - Ans:-- retelling or drawing a picture of what happened - responding to questions - writing an analysis - assessments should look at all 3 levels of comprehension - use oral, written, and performance assessment