ICLA II Exam with Correct Answers
1. after reading Strategic readers reflect on what they have read, continue to integrate new
strategies information with old information, may evaluate the new information or use it in
some way, and may seek additional information on the topic. Teachers use various
instructional activities to teach after reading strategies.
2. activating prior Comprehension involves relating the unknown to known. Teachers should model
knowledge the process of how to preview the text, generate ideas of what is already known
about the subject, and decide what knowledge should be acquired by reading
the text.
3. anticipation Listing of three or more debatable statements about a topic on which students
guide indicate whether they agree with each statement before they read about the topic.
4. annotating text A systematic summary of a text that is created within a document. Filling in
information that is missing from the text but that is important for
understanding key ideas.
5. antonym Words that are opposite in meaning.
6. argumentative Takes a position on an issue and supports it. Writer responds to literary
text pieces, persuasive essays, and responses to prompts that necessitate a position.
7. background See also: Prior Knowledge
knowledge The prior knowledge a student has, or is explicitly taught before to reading
a text, related to the theme, content, and/or topic of the text.
8. basal reader A series of readers or anthologies and supplementary materials that
gradually increase in diflculty, thus serving as steppingstones along a path that
begins with emergent literacy and extends through sixth-grade reading.
9. before reading Strategic readers survey the text, activate appropriate prior knowledge,
strategies predict what the text will be about, set goals, and decide how to read the
, ICLA II Exam with Correct Answers
material. Using an anticipation guide is one example of how teachers can imple-
ment a before reading strategy.
10. brainstorming Group discussion held to generate ideas and solve problems.
11. choral reading Actively involving students as they read aloud in unison, as a whole class or small
group, along with a teacher or more-capable reader.
12. close reading A careful analysis of the text. Typically requires rereading to determine
what the author is saying, the language the author is using, the evidence being
provided, and literary devices and text structures. Students focus on text-depen-
dent questions, but they also make inferences and judgements based on the text.
13. comprehension The "essence of reading"; the process of simultaneously extracting and construct-
ing meaning through interaction and involvement
with written language; involves the reader, the text, and the
activity or purpose all situated within the sociocultural context.
14. comprehension Conscious plans that readers apply and adapt to make sense of text and get the
strategies most out of what they read.
15. concept A graphic organizer that shows the nature of a word's meaning
maps/concept relationships. Also called semantic maps, word webs, and word maps.
sorts
16. connections Making text-to-text, text-to-self, and text-to-world associations.
17. connotative The associations and emotions connected to a word; refers to the feeling associ-
meaning ation with a word.
18. content literacy The ability to read and understand written material associated with
ditterent content areas, produce written material using content-area
conventions and styles, learn from various types of texts, and apply the
information they read to new learning.
1. after reading Strategic readers reflect on what they have read, continue to integrate new
strategies information with old information, may evaluate the new information or use it in
some way, and may seek additional information on the topic. Teachers use various
instructional activities to teach after reading strategies.
2. activating prior Comprehension involves relating the unknown to known. Teachers should model
knowledge the process of how to preview the text, generate ideas of what is already known
about the subject, and decide what knowledge should be acquired by reading
the text.
3. anticipation Listing of three or more debatable statements about a topic on which students
guide indicate whether they agree with each statement before they read about the topic.
4. annotating text A systematic summary of a text that is created within a document. Filling in
information that is missing from the text but that is important for
understanding key ideas.
5. antonym Words that are opposite in meaning.
6. argumentative Takes a position on an issue and supports it. Writer responds to literary
text pieces, persuasive essays, and responses to prompts that necessitate a position.
7. background See also: Prior Knowledge
knowledge The prior knowledge a student has, or is explicitly taught before to reading
a text, related to the theme, content, and/or topic of the text.
8. basal reader A series of readers or anthologies and supplementary materials that
gradually increase in diflculty, thus serving as steppingstones along a path that
begins with emergent literacy and extends through sixth-grade reading.
9. before reading Strategic readers survey the text, activate appropriate prior knowledge,
strategies predict what the text will be about, set goals, and decide how to read the
, ICLA II Exam with Correct Answers
material. Using an anticipation guide is one example of how teachers can imple-
ment a before reading strategy.
10. brainstorming Group discussion held to generate ideas and solve problems.
11. choral reading Actively involving students as they read aloud in unison, as a whole class or small
group, along with a teacher or more-capable reader.
12. close reading A careful analysis of the text. Typically requires rereading to determine
what the author is saying, the language the author is using, the evidence being
provided, and literary devices and text structures. Students focus on text-depen-
dent questions, but they also make inferences and judgements based on the text.
13. comprehension The "essence of reading"; the process of simultaneously extracting and construct-
ing meaning through interaction and involvement
with written language; involves the reader, the text, and the
activity or purpose all situated within the sociocultural context.
14. comprehension Conscious plans that readers apply and adapt to make sense of text and get the
strategies most out of what they read.
15. concept A graphic organizer that shows the nature of a word's meaning
maps/concept relationships. Also called semantic maps, word webs, and word maps.
sorts
16. connections Making text-to-text, text-to-self, and text-to-world associations.
17. connotative The associations and emotions connected to a word; refers to the feeling associ-
meaning ation with a word.
18. content literacy The ability to read and understand written material associated with
ditterent content areas, produce written material using content-area
conventions and styles, learn from various types of texts, and apply the
information they read to new learning.
