Amanda M. Cyprowski Assessment & Instruction in Reading Mrs. Jennifer Unger December 4‚ 2013 CONTENT OF ANALYSIS Personal Interest Survey Pages 3-5 Elementary Reading Attitude Survey Pages 6-9 Words Their Way: Primary Spelling Inventory Pages 10-13 Burns & Roe: Informal Reading Inventory Graded Word Lists Pages 14-17 Oral Reading Passages Pages 18-23 Silent Reading Passages Pages 24-29 Listening Comprehension Passages Pages 30-34 Conclusion of Results
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Act One Comprehension Check To give you a comprehensive understanding of all aspects of the play‚ answer the following questions for Act One. Write your answers on a separate piece of paper using complete sentences. Scene One 1. What is the setting of the first scene? 2. Why have the shopkeepers left work? 3. What is Marullus and Flavius’s reaction to the citizens’ behavior? Why? 4. What important information about the political and social atmosphere does Shakespeare provide us in the first scene
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Comprehension strategy instruction has been proven to assist readers in their understanding of text. As you begin planning to teach comprehension strategies‚ you should first consider using text that does not exceed your students’ word recognition abilities. Otherwise‚ if the texts are too difficult‚ your students’ attention will be directed to the word level. All of these strategies should be addressed in a before‚ during‚ and after reading format. Students must participate in pre-reading activities
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I will start my humble verbal suggestions with RC‚ mainly because I believe the importance of this section is not well understood and there are too many theories. Again the following is my own technique(it may not be 100% original of course) and should be used with precaution. First some thoughts on RC‚ Out of the 3 verbal question type RC is the easiest to explain to a person who does not know anything about GMAT. Few years ago‚I was talking to a friend of mine who was curious about GMAT
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http://e-flt.nus.edu.sg/ Electronic Journal of Foreign Language Teaching 2011‚ Vol. 8‚ No. 1‚ pp. 108–115 © Centre for Language Studies National University of Singapore The Effects of Vocabulary Knowledge and Background Knowledge on Reading Comprehension of Taiwanese EFL Students Peter Tze-Ming Chou (drpeterchou@yahoo.com) Wenzao Ursuline College of Languages‚ Taiwan Abstract Many studies have shown that vocabulary knowledge and background knowledge can help students read and comprehend
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(H) 3 Jan 2011 Improving Reading Comprehension. Reading is usually an easy task. However‚ for some people‚ remembering and understanding what they read is the difficult part. To better improve the skill of reading comprehension‚ here is a technique that may be useful. When reading something that is interesting to you‚ it may seem easier to follow along. Your brain responds to things that you like quicker than to things that you are unfamiliar with. While reading a book that you are not particularly
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upon which all other concepts are measured. It is the "reality" that none pursue but all worship. Since literary works spot the light on realities that people conceal‚ it is where binary oppositions are truly presented. D. H Lawrence’s "The Rocking Horse Winner" is no exception. By presenting two main mythemes "Reality/Pretend" under the concept of attitudes‚ Lawrence shows how family members‚ society citizens and even inanimate objects prefer inferior pretense over superior reality.
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What sort of things affect the development of an individual’s personality? A: The development of an individual’s personality results from heredity and upbringing‚ schooling or lack of It‚ neighborhoods‚ work and play experiences‚ parents’ influence‚ religion—all of the social forces around a person. Why is it possible for two employees to have entirely different reactions to the same boss? A: Because of their personality‚ each individual is going to have a unique way in which they handle a situation
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Response: The lesson utilizes five reading comprehension strategies and encourages students to develop good reading habits. 1. 2. What are some of the specific comprehension strategies that you used in this lesson‚ and why did you choose them? Response: Cause and effect‚ personal evaluation‚ and using context clues: each of these strategies encourage readers to think beyond the words. 1. 3. How do you monitor your students’ comprehension‚ both formally and informally? Response:
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their reading comprehension. In most high schools‚ the majority of the students own a cell phone. Whatever the rules are at their school about cell phones‚ students use them. Sometimes they are caught by their teachers‚ but most of the time‚ students get away with it. This distracts students from their lesson and makes them have to re-focus all over again (voices.yahoo.com). This also distracts students to understand their lessons and they find it difficult when it comes to reading comprehension
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