OSAT 2025 EXAM WITH COMPLETE
SOLUTION 100% GUARANTEED
PASS
Strategies for increasing students' vocabulary knowledge - Answer-1) Contextual
redefinition
2) Semantic cues
3) Syntactic cues
4) Development of word analysis skills and strategies through word study groups
Contextual redefinition - Answer-An activity in which the teacher selects a few words to
teach; challenge students to come up with a definition; then use a context rich sentence
with one of the unknown words then have students come up with the meaning of the
unknown word; students must justify their meaning by referencing the context clues in
the sentence.
Semantic cues - Answer--You said (child's statement and incorrect attempt). Does that
make sense to you?
-If someone said (repeat the child's attempt), would you know what he or she meant?
-You said (child's incorrect attempt). Would you write that?
Syntactic cues - Answer--You said (child's incorrect attempt). Does that sound right?
-You said (child's incorrect attempt). Can we say it like that?
Morpheme - Answer-in a language, the smallest unit that carries meaning; may be a
word or a part of a word (such as a prefix)
Base word - Answer-The word to which affixes are attached (aka root word)
Inflection - Answer-Change in pitch or tone of the voice
Affix - Answer-a prefix or suffix
Prefix - Answer-a syllable or word that comes before a root word to change its meaning
Suffix - Answer-Groups of letters placed after a word to alter its meaning or change it
into a different kind of word, from an adjective to an adverb, etc.
, Schemata - Answer-In cognitive learning, large, basic units for organizing information.
Schemata serve as guides describing what to expect in a given situation, how elements
should fit together, the usual relationships among elements, etc. A schema is like a
model or stereotype.
Four sources of background information utilized to comprehend meaning behind text: -
Answer-1) Word knowledge: information about letters and words
2) Syntax and Contextual information: background knowledge that helps make unknown
words make sense
3) Semantic knowledge: background knowledge about a topic
4) Text organization: differentiate types of text structure
Lexical knowledge - Answer-knowledge about words meanings
Orthographic knowledge - Answer-knowledge of spelling patterns and pronunciations
Characteristics of good readers: - Answer--Think about the information they will read in
the text, formulate questions they predict will be answered in the text, and confirm those
predictions from the information in the text.
-When faced with unfamiliar words, they attempt to pronounce them using analogies to
familiar words.
-Before reading, good readers establish a purpose for reading, select possible text
structure, choose a reading strategy, and make predictions about what will be in the
reading.
-Continually test and confirm their predictions as they read, go back when something
does not make sense, and make new predictions
Author's purpose - Answer-Entertain, persuade, inform, describe, narrate. Authors may
have more than one purpose when writing.
Author's tone - Answer-Author's attitude as reflected in the text
Number of supporting fact that are sufficient to establish the thesis of an argument -
Answer-Three
Reading comprehension instruction techniques: - Answer--Summarization
-Question answering
-Question generating
-Graphic organizers
-Text structure
-Monitoring comprehension
-Textual marking
-Discussion
Summarization - Answer-Either in writing or verbally, students go over the main point of
the text along with strategically chosen details that highlight the main point
SOLUTION 100% GUARANTEED
PASS
Strategies for increasing students' vocabulary knowledge - Answer-1) Contextual
redefinition
2) Semantic cues
3) Syntactic cues
4) Development of word analysis skills and strategies through word study groups
Contextual redefinition - Answer-An activity in which the teacher selects a few words to
teach; challenge students to come up with a definition; then use a context rich sentence
with one of the unknown words then have students come up with the meaning of the
unknown word; students must justify their meaning by referencing the context clues in
the sentence.
Semantic cues - Answer--You said (child's statement and incorrect attempt). Does that
make sense to you?
-If someone said (repeat the child's attempt), would you know what he or she meant?
-You said (child's incorrect attempt). Would you write that?
Syntactic cues - Answer--You said (child's incorrect attempt). Does that sound right?
-You said (child's incorrect attempt). Can we say it like that?
Morpheme - Answer-in a language, the smallest unit that carries meaning; may be a
word or a part of a word (such as a prefix)
Base word - Answer-The word to which affixes are attached (aka root word)
Inflection - Answer-Change in pitch or tone of the voice
Affix - Answer-a prefix or suffix
Prefix - Answer-a syllable or word that comes before a root word to change its meaning
Suffix - Answer-Groups of letters placed after a word to alter its meaning or change it
into a different kind of word, from an adjective to an adverb, etc.
, Schemata - Answer-In cognitive learning, large, basic units for organizing information.
Schemata serve as guides describing what to expect in a given situation, how elements
should fit together, the usual relationships among elements, etc. A schema is like a
model or stereotype.
Four sources of background information utilized to comprehend meaning behind text: -
Answer-1) Word knowledge: information about letters and words
2) Syntax and Contextual information: background knowledge that helps make unknown
words make sense
3) Semantic knowledge: background knowledge about a topic
4) Text organization: differentiate types of text structure
Lexical knowledge - Answer-knowledge about words meanings
Orthographic knowledge - Answer-knowledge of spelling patterns and pronunciations
Characteristics of good readers: - Answer--Think about the information they will read in
the text, formulate questions they predict will be answered in the text, and confirm those
predictions from the information in the text.
-When faced with unfamiliar words, they attempt to pronounce them using analogies to
familiar words.
-Before reading, good readers establish a purpose for reading, select possible text
structure, choose a reading strategy, and make predictions about what will be in the
reading.
-Continually test and confirm their predictions as they read, go back when something
does not make sense, and make new predictions
Author's purpose - Answer-Entertain, persuade, inform, describe, narrate. Authors may
have more than one purpose when writing.
Author's tone - Answer-Author's attitude as reflected in the text
Number of supporting fact that are sufficient to establish the thesis of an argument -
Answer-Three
Reading comprehension instruction techniques: - Answer--Summarization
-Question answering
-Question generating
-Graphic organizers
-Text structure
-Monitoring comprehension
-Textual marking
-Discussion
Summarization - Answer-Either in writing or verbally, students go over the main point of
the text along with strategically chosen details that highlight the main point
