ILTS 207 Exam QUESTIONS AND WELL
DETAILLED ANSWERS
Semantic web - ANSWER>>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 - ANSWER>>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 - ANSWER>>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 - ANSWER>>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 - ANSWER>>An in depth talk about a book conducted by a teacher. Similar to a
book talk.
Conversational turn-taking - ANSWER>>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 - ANSWER>>sounds of language
Morphemes - ANSWER>>words and meaningful parts of words
Semantics - ANSWER>>Meaning in language.
Syntax - ANSWER>>Sentence structure in language.
, Pragmatics - ANSWER>>How language works in a social context
DR-TA - ANSWER>>A teacher led model in which students are guided in asking questions and
making predictions about a text.
Contextual analysis - ANSWER>>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 - ANSWER>>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 - ANSWER>>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.
DETAILLED ANSWERS
Semantic web - ANSWER>>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 - ANSWER>>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 - ANSWER>>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 - ANSWER>>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 - ANSWER>>An in depth talk about a book conducted by a teacher. Similar to a
book talk.
Conversational turn-taking - ANSWER>>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 - ANSWER>>sounds of language
Morphemes - ANSWER>>words and meaningful parts of words
Semantics - ANSWER>>Meaning in language.
Syntax - ANSWER>>Sentence structure in language.
, Pragmatics - ANSWER>>How language works in a social context
DR-TA - ANSWER>>A teacher led model in which students are guided in asking questions and
making predictions about a text.
Contextual analysis - ANSWER>>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 - ANSWER>>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 - ANSWER>>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.
