ILTS 207 Exam with Complete
Solutions
Semantic web - ANS-Visual representation of the relationships among words related to
the text's subjects. This in turn enhances student's understanding of the word's nuances
of meaning.
Domain specific vocabulary - ANS-Language or word choice that is directly related to
the class for which you are writing. For example, if you are writing a literary analysis
essay for English, words like "theme," "symbolism," and "juxtaposition" would be great
examples. In science, however, those words would not be as relevant- instead, you
might use words like "scientific method" and "molecular."
Infer - ANS-Using observation and background to reach a logical conclusion. You
probably practice this every day. For example, if you see someone eating a new food
and he or she makes a face, then you ____ he does not like it
Motivation in reading - ANS-Directly related to student's desire to read for the purpose
of either entertainment or education. A key factor in connecting students to fiction is the
presence of characters that are relevant to student's personal experience.
Book study - ANS-An in depth talk about a book conducted by a teacher. Similar to a
book talk.
Conversational turn-taking - ANS-A a type of organization in conversation and discourse
where participants speak one at a time in alternating turns. In practice, it involves
processes for constructing contributions, responding to previous comments, and
transitioning to a different speaker, using a variety of linguistic and non-linguistic cues.
Phonemes - ANS-sounds of language
Morphemes - ANS-words and meaningful parts of words
Semantics - ANS-Meaning in language.
Syntax - ANS-Sentence structure in language.
Pragmatics - ANS-How language works in a social context
DR-TA - ANS-A teacher led model in which students are guided in asking questions and
making predictions about a text.
, Contextual analysis - ANS-An analysis of a text (in whatever medium, including multi-
media) that helps us to assess that text as it connects to its historical and cultural
setting, but also in terms of its textuality - or the qualities that characterize the text as a
text.
Idiomatic expressions - ANS-An expression in the usage of a language that is peculiar
to itself either grammatically (such as no, it wasn't me) or in having a meaning that
cannot be derived from the conjoined meanings of its elements (such as ride herd on for
"supervise")
Three Part Model - ANS-1 Qualitative Measures
The qualitative measures of text complexity requires an informed judgment on the
difficulty of the text by considering a range of factors. The Standards use purpose or
levels of meaning, structure, language conventionality and clarity, as well as the
knowledge demands as measures of text difficulty.
Rubrics have been developed for both literacy and informational texts that include
descriptors for:
• Layout
• Purpose and meaning
• Text structure
• Language features
• Knowledge demands
2 Quantitative Measures
Quantitative measures of text complexity use factors such as sentence and word length
and the frequency of unfamiliar words to calculate the difficulty of the text, assigning a
single measure (grade level equivalent, number, Lexile etc). There are many formulas
to calculate text difficulty and, while they provide a guide, the readability or difficulty
level of a text can vary depending on which formulas or measures are used.
Grade band equivalents
Lexile levels
3 Reader and Task
The third measure looks at what the student brings to the text and the tasks that are
assigned. Teachers need to use their knowledge of their students and texts to match
texts to particular students and tasks.
Inflections - ANS-The modification of a word to express different grammatical categories
such as tense, case, voice, aspect, person, number, gender, and mood.
Derivations - ANS-The process of forming a new word from an existing word, often by
adding a prefix or suffix, such as -ness or un-. For example, happiness and unhappy
come from the root word happy.
Compound words - ANS-Made up of two or more smaller words that are combined to
make a new word with its own meaning. The smaller words that form this type of word
Solutions
Semantic web - ANS-Visual representation of the relationships among words related to
the text's subjects. This in turn enhances student's understanding of the word's nuances
of meaning.
Domain specific vocabulary - ANS-Language or word choice that is directly related to
the class for which you are writing. For example, if you are writing a literary analysis
essay for English, words like "theme," "symbolism," and "juxtaposition" would be great
examples. In science, however, those words would not be as relevant- instead, you
might use words like "scientific method" and "molecular."
Infer - ANS-Using observation and background to reach a logical conclusion. You
probably practice this every day. For example, if you see someone eating a new food
and he or she makes a face, then you ____ he does not like it
Motivation in reading - ANS-Directly related to student's desire to read for the purpose
of either entertainment or education. A key factor in connecting students to fiction is the
presence of characters that are relevant to student's personal experience.
Book study - ANS-An in depth talk about a book conducted by a teacher. Similar to a
book talk.
Conversational turn-taking - ANS-A a type of organization in conversation and discourse
where participants speak one at a time in alternating turns. In practice, it involves
processes for constructing contributions, responding to previous comments, and
transitioning to a different speaker, using a variety of linguistic and non-linguistic cues.
Phonemes - ANS-sounds of language
Morphemes - ANS-words and meaningful parts of words
Semantics - ANS-Meaning in language.
Syntax - ANS-Sentence structure in language.
Pragmatics - ANS-How language works in a social context
DR-TA - ANS-A teacher led model in which students are guided in asking questions and
making predictions about a text.
, Contextual analysis - ANS-An analysis of a text (in whatever medium, including multi-
media) that helps us to assess that text as it connects to its historical and cultural
setting, but also in terms of its textuality - or the qualities that characterize the text as a
text.
Idiomatic expressions - ANS-An expression in the usage of a language that is peculiar
to itself either grammatically (such as no, it wasn't me) or in having a meaning that
cannot be derived from the conjoined meanings of its elements (such as ride herd on for
"supervise")
Three Part Model - ANS-1 Qualitative Measures
The qualitative measures of text complexity requires an informed judgment on the
difficulty of the text by considering a range of factors. The Standards use purpose or
levels of meaning, structure, language conventionality and clarity, as well as the
knowledge demands as measures of text difficulty.
Rubrics have been developed for both literacy and informational texts that include
descriptors for:
• Layout
• Purpose and meaning
• Text structure
• Language features
• Knowledge demands
2 Quantitative Measures
Quantitative measures of text complexity use factors such as sentence and word length
and the frequency of unfamiliar words to calculate the difficulty of the text, assigning a
single measure (grade level equivalent, number, Lexile etc). There are many formulas
to calculate text difficulty and, while they provide a guide, the readability or difficulty
level of a text can vary depending on which formulas or measures are used.
Grade band equivalents
Lexile levels
3 Reader and Task
The third measure looks at what the student brings to the text and the tasks that are
assigned. Teachers need to use their knowledge of their students and texts to match
texts to particular students and tasks.
Inflections - ANS-The modification of a word to express different grammatical categories
such as tense, case, voice, aspect, person, number, gender, and mood.
Derivations - ANS-The process of forming a new word from an existing word, often by
adding a prefix or suffix, such as -ness or un-. For example, happiness and unhappy
come from the root word happy.
Compound words - ANS-Made up of two or more smaller words that are combined to
make a new word with its own meaning. The smaller words that form this type of word
