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 1.  Print awareness
 2.  The sounds of speech
 3.  Phonemic awareness
 4.  Phonics
 5.  Informal classroom-based assessment
 6.  Fluency
 7.  Vocabulary
 8.  Spelling
 9.  Writing
 10.  Text comprehension
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Diary of a First Year Teacher

Module 10  –  Text comprehension

  |   Pre-test  |  Intro  |  In depth  |  In practice  |  Assignments  |  Post-test  |  

Pre-test

1. Comprehension:
a. comes naturally to students without instruction
b. can be taught through a variety of strategies
c. can not be developed in students
d. none of the above


2. Comprehension is:
a. the reason we read
b. active
c. developed through strategies
d. all of the above


3. Students who read words but can not comprehend:
a. are not really reading
b. are word calling
c. are in need of comprehension strategies
d. all of the above


4. Good readers tend to:
a. make sense of what they read
b. use their own experiences to helpe make sense out of texts
c. know how to resolve problems when they don't understand the text
d. all of the above


5. Comprehension:
a. can be improved with instruction
b. can not be improved with instruction
c. occurs naturally in a child's reading development
d. none of the above


6. Graphic organizers:
a. help students focus on text structure as they read
b. help students become better spellers
c. help students to clarify words they don't understand
d. all of the above


7. Which is NOT a comprehension strategy:
a. metacognition
b. question answer relationship
c. graphic organizers
d. morphology


8. Comprehension instruction should begin:
a. in primary grades
b. in upper elementary grades
c. in middle school
d. in college preparatory courses


9. Teaching story structure to aid in comprehension would be appropriate when using the following:
a. a poem
b. a song
c. a story
d. all of the above


10. Cooperative learning involves students working together:
a. as partners
b. in small groups
c. on defined tasks
d. all of the above


First Year Teacher was a pilot project of Reading Rockets, which is service of WETA, Washington D.C.'s flagship public television station. Funding for First Year Teacher was provided by the U.S. Department of Education, Office of Special Education Programs; The Morris & Gwendolyn Cafritz Foundation; and The Overbrook Foundation.

© 2004 WETA