GACE 501 - ECE TEST I & II CORRECT
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Promoting Literary Development - ANSWER the more classroom opportunities a child
has for listening, speaking, reading, and writing, the more these skills will strengthen
Monitoring Comprehension - ANSWER takes advantage of students' natural ability to
recognize when they understand the reading and when they do not.
Students will need to learn
identify exactly the part of the text where the difficulty occurs
identify the specific problem and restate the difficult text in their own words
reread previous portions of the text to gain clues about the problematic piece
scan future portions of the text for information that helps resolve the question
Metacognition - ANSWER thinking about thinking
Gives students control over their learning while they read and may involve the use of
strategies such as:
identifying purpose for reading the section
previewing the text
matching their reading speed to the challenge level of the selection
Asking themselves comprehension questions
resolving the comprehension problems independently or with help
checking themselves for understanding after reading the section
Reciprocal Teaching - ANSWER method of small group teaching that relies on students
assuming different roles to practice reading strategies: predicting, summarizing,
questioning, and clarifying.
Teaches students how to apply these skills while reading.
good for informational texts
Predicting - ANSWER Requires thinking ahead and, after reading, verifying whether
predictions were correct
,Summarizing - ANSWER students learn to identify the main ideas and differentiate
them from the less important information in the text.
Questioning - ANSWER Bloom's taxonomy orders the hierarchy of learning progression
through the following stages:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Clarifying - ANSWER Post-reading phase where students learn to clear up any
misunderstandings and unanswered questions.
Strategies include:
defining unknown words
rereading at a slower pace
reviewing the previous segment of text
referring to their summaries
skimming future portions of the text
Comprehension of literature - ANSWER comes through teaching students about story
structure and the complexities of literary elements.
Is enhanced when students learn to identify and analyze the characters, settings,
events, problems, themes, and resolutions that are found in stories.
When teaching story structure keep in mind:
Narrative strategies
Flashbacks
Point of View
Characterization
Figurative language
Mood
Theme
Style
Making Inferences
Author's Purpose
Generating Questions
Main Ideas
direct characterization - ANSWER Author directly describes character including
personality
,indirect characterization - ANSWER Author allows the reader to learn about the
characters naturally through the course of the story
Narrative Strategies - ANSWER Action, conflict, descriptive words, suspense, dialog.
Techniques that enhance the story and pull the reader in.
Style - ANSWER the choices a writer makes; the combination of distinctive features of
a literary work
Inference - ANSWER A conclusion reached on the basis of evidence and reasoning.
An educated guess
author's purpose - ANSWER The reason the author has for writing. ( Inform, persuade,
express, & entertain)
main idea - ANSWER what a piece of writing is mainly about
Phonological Awareness - ANSWER Refers to the child's ability to understand and use
familiar sounds in their social environment in order to form coherent words.
Phonemic substitution - ANSWER A child's ability to substitute specific phonemes for
others
Blending skills - ANSWER the ability to construct and build words from individual
phonemes by blending the sounds together in a unique sequence
Phonics - ANSWER The study of sound-letter relationship
Most commonly used method for teaching people to read and write by associating
sound with their corresponding letters or groups of letters.
Onset and Rime - ANSWER In a syllable _______ the initial consonant or consonants,
and the_________ is the vowel and any consonants that follow it (e.g., the word sat,
the________ is "s" and the __________ is "at". In the word flip, the _______ is "fl" and
the ______ is "ip").
Syllabication - ANSWER the ability to break down words into their individual syllables
Grapheme - ANSWER A letter or group of letters in a language that represent sound
Ex: Ghost (gh-o-s-t)
Elements of informational text - ANSWER Five in total
author's purpose
, major ideas
supporting details
visual aids
key vocabulary
Narratives - ANSWER accounts of an event or story
persuasive text - ANSWER a text in which the author is trying to convince the reader of
something
Informational texts - ANSWER share factual information about a given subject in order
to advance a reader's knowledge
Context clues assist vocabulary by providing - ANSWER Information within the
sentence that surrounds the unknown word which is used to determine the word's
meaning.
Methods of teaching word parts - ANSWER Analogies
Word play (hink pinks, hinkie pinkie)
Word Association
Syllabication
Spelling patterns
Reading context
Writing context
Inventive writing
Ways writers use words - ANSWER Literal- the exact meaning or definition of the word
Figurative- metaphorical language and figures of speech
Technical- in-depth writing about specific subjects such as math or music
Connotative- showing an opinion or suggestion within text as a secondary meaning
Common text structures - ANSWER chronological/sequencial
cause/effect
problem/solution
compare/contrast
Description
Chronological order - ANSWER time order or sequence from one point in time to the
other. Dates and times might be used, or bullets and numbering. Possible key words:
first, next, then, after, later, finally, before, preceding, following
Cause and Effect - ANSWER Showing how causes come before effects and how one
leads to the other. Time order may also clarify cause and effect. Possible key words:
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Promoting Literary Development - ANSWER the more classroom opportunities a child
has for listening, speaking, reading, and writing, the more these skills will strengthen
Monitoring Comprehension - ANSWER takes advantage of students' natural ability to
recognize when they understand the reading and when they do not.
Students will need to learn
identify exactly the part of the text where the difficulty occurs
identify the specific problem and restate the difficult text in their own words
reread previous portions of the text to gain clues about the problematic piece
scan future portions of the text for information that helps resolve the question
Metacognition - ANSWER thinking about thinking
Gives students control over their learning while they read and may involve the use of
strategies such as:
identifying purpose for reading the section
previewing the text
matching their reading speed to the challenge level of the selection
Asking themselves comprehension questions
resolving the comprehension problems independently or with help
checking themselves for understanding after reading the section
Reciprocal Teaching - ANSWER method of small group teaching that relies on students
assuming different roles to practice reading strategies: predicting, summarizing,
questioning, and clarifying.
Teaches students how to apply these skills while reading.
good for informational texts
Predicting - ANSWER Requires thinking ahead and, after reading, verifying whether
predictions were correct
,Summarizing - ANSWER students learn to identify the main ideas and differentiate
them from the less important information in the text.
Questioning - ANSWER Bloom's taxonomy orders the hierarchy of learning progression
through the following stages:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Clarifying - ANSWER Post-reading phase where students learn to clear up any
misunderstandings and unanswered questions.
Strategies include:
defining unknown words
rereading at a slower pace
reviewing the previous segment of text
referring to their summaries
skimming future portions of the text
Comprehension of literature - ANSWER comes through teaching students about story
structure and the complexities of literary elements.
Is enhanced when students learn to identify and analyze the characters, settings,
events, problems, themes, and resolutions that are found in stories.
When teaching story structure keep in mind:
Narrative strategies
Flashbacks
Point of View
Characterization
Figurative language
Mood
Theme
Style
Making Inferences
Author's Purpose
Generating Questions
Main Ideas
direct characterization - ANSWER Author directly describes character including
personality
,indirect characterization - ANSWER Author allows the reader to learn about the
characters naturally through the course of the story
Narrative Strategies - ANSWER Action, conflict, descriptive words, suspense, dialog.
Techniques that enhance the story and pull the reader in.
Style - ANSWER the choices a writer makes; the combination of distinctive features of
a literary work
Inference - ANSWER A conclusion reached on the basis of evidence and reasoning.
An educated guess
author's purpose - ANSWER The reason the author has for writing. ( Inform, persuade,
express, & entertain)
main idea - ANSWER what a piece of writing is mainly about
Phonological Awareness - ANSWER Refers to the child's ability to understand and use
familiar sounds in their social environment in order to form coherent words.
Phonemic substitution - ANSWER A child's ability to substitute specific phonemes for
others
Blending skills - ANSWER the ability to construct and build words from individual
phonemes by blending the sounds together in a unique sequence
Phonics - ANSWER The study of sound-letter relationship
Most commonly used method for teaching people to read and write by associating
sound with their corresponding letters or groups of letters.
Onset and Rime - ANSWER In a syllable _______ the initial consonant or consonants,
and the_________ is the vowel and any consonants that follow it (e.g., the word sat,
the________ is "s" and the __________ is "at". In the word flip, the _______ is "fl" and
the ______ is "ip").
Syllabication - ANSWER the ability to break down words into their individual syllables
Grapheme - ANSWER A letter or group of letters in a language that represent sound
Ex: Ghost (gh-o-s-t)
Elements of informational text - ANSWER Five in total
author's purpose
, major ideas
supporting details
visual aids
key vocabulary
Narratives - ANSWER accounts of an event or story
persuasive text - ANSWER a text in which the author is trying to convince the reader of
something
Informational texts - ANSWER share factual information about a given subject in order
to advance a reader's knowledge
Context clues assist vocabulary by providing - ANSWER Information within the
sentence that surrounds the unknown word which is used to determine the word's
meaning.
Methods of teaching word parts - ANSWER Analogies
Word play (hink pinks, hinkie pinkie)
Word Association
Syllabication
Spelling patterns
Reading context
Writing context
Inventive writing
Ways writers use words - ANSWER Literal- the exact meaning or definition of the word
Figurative- metaphorical language and figures of speech
Technical- in-depth writing about specific subjects such as math or music
Connotative- showing an opinion or suggestion within text as a secondary meaning
Common text structures - ANSWER chronological/sequencial
cause/effect
problem/solution
compare/contrast
Description
Chronological order - ANSWER time order or sequence from one point in time to the
other. Dates and times might be used, or bullets and numbering. Possible key words:
first, next, then, after, later, finally, before, preceding, following
Cause and Effect - ANSWER Showing how causes come before effects and how one
leads to the other. Time order may also clarify cause and effect. Possible key words:
