Classroom Application of Reading Skills Flashcards
7 cards from real PARAPRO practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Classroom Application of Reading Skills flashcards as text
A student reads a passage about photosynthesis and struggles to answer questions. The paraeducator notices the student does not pause at periods. Which skill needs the most support?
Answer: Reading fluency and phrasing
Ignoring punctuation signals a fluency phrasing problem; students must learn to use punctuation marks as cues for expression and meaning.
Which graphic organizer is MOST appropriate for helping students compare a fiction and a nonfiction text on the same topic?
Answer: Venn diagram
A Venn diagram allows students to visually organize similarities and differences between two texts, making it ideal for comparison tasks.
A paraeducator reads a paragraph aloud and then asks, 'What is the author's main point?' This question targets which reading skill?
Answer: Identifying the main idea
Identifying the author's main point is the core skill of finding the main idea in a passage.
A student reads 'He was in hot water after breaking the window' and thinks the character is literally in water. The paraeducator should explain that the phrase is:
Answer: An idiom with a figurative meaning
An idiom is a phrase whose meaning cannot be understood from the literal definitions of the individual words.
Which approach BEST supports a student who can decode words accurately but does not understand what he or she reads?
Answer: Building vocabulary and using comprehension strategies like questioning and summarizing
Students who decode without comprehension need explicit vocabulary instruction and comprehension strategies such as questioning, predicting, and summarizing.
A paraeducator highlights headings, bold words, and captions before a student reads a science article. This pre-reading strategy is called:
Answer: Text feature walk / previewing text features
A text feature walk previews organizational elements of nonfiction to activate prior knowledge and set a purpose for reading.
A student finishes a chapter book and says, 'This reminds me of something that happened to me.' The paraeducator should recognize this as which type of reading connection?
Answer: Text-to-self connection
A text-to-self connection occurs when a reader relates the text to a personal experience or feeling.