TEXES STR Comprehension Latest Study Solutions
With Verified Updates
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
- 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
- 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
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
With Verified Updates
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
- 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
- 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
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
