Classroom Application of Reading Skills Flashcards
6 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 6 Classroom Application of Reading Skills flashcards as text
A paraprofessional wants to help a student improve reading comprehension by activating prior knowledge. Which activity should happen BEFORE reading?
Answer: Discussing what the student already knows about the topic
Activating prior knowledge before reading connects new information to existing schema, improving comprehension and retention. This is a pre-reading strategy.
A student reads a passage about the American Revolution and then identifies the main idea as 'wars are bad.' A paraprofessional helps the student improve this. Which is a BETTER main idea statement?
Answer: 'The American colonists fought for independence from British rule because of unfair taxation and lack of political representation.'
A strong main idea statement identifies the specific topic and the central point the passage makes about that topic — not a vague generalization or a single detail.
Which text feature provides an alphabetical list of key terms and their definitions at the end of a nonfiction book?
Answer: Glossary
A glossary is an alphabetical list of key terms and their definitions found at the back of a nonfiction text, designed to help readers understand specialized vocabulary.
A paraprofessional wants to help a student retell a story in sequence. Which tool is MOST helpful?
Answer: A story map with beginning, middle, and end sections
A story map with labeled sections (beginning, middle, end) provides a visual framework for organizing story events in sequence — directly supporting retelling.
A student can read all the words in a sentence but doesn't understand what the sentence means. A paraprofessional asks, 'Can you put that sentence in your own words?' This strategy is called:
Answer: Paraphrasing
Paraphrasing — restating text in one's own words — is a comprehension monitoring strategy that reveals whether a student has truly understood the meaning of what they read.
A paraprofessional notices a student re-reading the same sentence several times before moving on. What does this behavior MOST likely indicate, and what should the paraprofessional do?
Answer: The student may be monitoring comprehension; praise this self-regulation and ask if she needs help understanding the sentence
Re-reading is a metacognitive self-monitoring strategy — the student recognizes something is unclear and seeks to clarify it. This should be recognized as positive reading behavior and supported.