ILTS 207 Exam Questions with Correct Answers
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Terms in this set (97)
Visual representation of the relationships among
words related to the text's subjects. This in turn
Semantic web
enhances student's understanding of the word's
nuances of meaning.
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
Domain specific
like "theme," "symbolism," and "juxtaposition" would be
vocabulary
great examples. In science, however, those words
would not be as relevant- instead, you might use
words like "scientific method" and "molecular."
Using observation and background to reach a logical
conclusion. You probably practice this every day. For
Infer example, if you see someone eating a new food and
he or she makes a face, then you ____ he does not like
it
Directly related to student's desire to read for the
purpose of either entertainment or education. A key
Motivation in reading factor in connecting students to fiction is the
presence of characters that are relevant to student's
personal experience.
An in depth talk about a book conducted by a
Book study
teacher. Similar to a book talk.
, 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
Conversational turn-taking
constructing contributions, responding to previous
comments, and transitioning to a different speaker,
using a variety of linguistic and non-linguistic cues.
Phonemes sounds of language
Morphemes words and meaningful parts of words
Semantics Meaning in language.
Syntax Sentence structure in language.
Pragmatics How language works in a social context
A teacher led model in which students are guided in
DR-TA
asking questions and making predictions about a text.
An analysis of a text (in whatever medium, including
multi-media) that helps us to assess that text as it
Contextual analysis connects to its historical and cultural setting, but also
in terms of its textuality - or the qualities that
characterize the text as a text.
An expression in the usage of a language that is
peculiar to itself either grammatically (such as no, it
Idiomatic expressions 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")
, 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
Three Part Model 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.
The modification of a word to express different
Inflections grammatical categories such as tense, case, voice,
aspect, person, number, gender, and mood.
Save
Terms in this set (97)
Visual representation of the relationships among
words related to the text's subjects. This in turn
Semantic web
enhances student's understanding of the word's
nuances of meaning.
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
Domain specific
like "theme," "symbolism," and "juxtaposition" would be
vocabulary
great examples. In science, however, those words
would not be as relevant- instead, you might use
words like "scientific method" and "molecular."
Using observation and background to reach a logical
conclusion. You probably practice this every day. For
Infer example, if you see someone eating a new food and
he or she makes a face, then you ____ he does not like
it
Directly related to student's desire to read for the
purpose of either entertainment or education. A key
Motivation in reading factor in connecting students to fiction is the
presence of characters that are relevant to student's
personal experience.
An in depth talk about a book conducted by a
Book study
teacher. Similar to a book talk.
, 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
Conversational turn-taking
constructing contributions, responding to previous
comments, and transitioning to a different speaker,
using a variety of linguistic and non-linguistic cues.
Phonemes sounds of language
Morphemes words and meaningful parts of words
Semantics Meaning in language.
Syntax Sentence structure in language.
Pragmatics How language works in a social context
A teacher led model in which students are guided in
DR-TA
asking questions and making predictions about a text.
An analysis of a text (in whatever medium, including
multi-media) that helps us to assess that text as it
Contextual analysis connects to its historical and cultural setting, but also
in terms of its textuality - or the qualities that
characterize the text as a text.
An expression in the usage of a language that is
peculiar to itself either grammatically (such as no, it
Idiomatic expressions 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")
, 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
Three Part Model 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.
The modification of a word to express different
Inflections grammatical categories such as tense, case, voice,
aspect, person, number, gender, and mood.
