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ICLA 2 Practice Test questions with complete solution
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ICLA 2 Practice Test questions with complete solution
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ICLA2
Practice
Test
questions
with
complete
solution
A
process
in
which
the
reader
constructs
meaning
by
interacting
with
text...through
a
combination
of
prior
knowledge
and
previous
experience;
information
available
in
text;
the
stance
[taken]
in
relationship
to
the
text;
immediate,
remembered,
or
anticipated
social
interactions
and
communications
-
answer-Comprehension
T ext
that
is
one
of
the
four
traditional
forms
of
composition
in
speech
and
writing;
intended
to
set
forth
or
explain
-
answer-Expository
text
In
popular
usage,
a
word
with
the
same
punctuation
and
spelling
as
another
word
but
dif ferent
in
meaning,
as
bay
(a
body
of
water)
vs.
bay
(a
part
of
a
window)
-
answer-Homograph
In
general,
a
story ,
actual
or
fictional,
expressed
in
writing
-
answer-Narrative
In
text
analysis,
a
formal
device
used
for
specifying
relations
among
episodes
in
a
story
and
to
formulate
rules
for
generating
other
stories
-
answer-Story
grammar
A
step-by
step
process
for
presenting
a
developmental
reading
lesson
-
answer-Directed
reading
activity
(DRA)
The
emotional
associations
suggested
by
the
primary
meaning
of
a
word,
which
af fects
its
interpretations;
af fective
meaning;
emotive
meaning
-
answer-Connotative
meaning
V isual
representations
of
meaningful
relationships
organized
around
a
central
topic
or
demonstrating
change
over
time
-
answer-Graphic
organizers
A wareness
and
knowledge
of
one's
mental
process,
such
that
one
can
monitor ,
regulate,
and
direct
them
to
a
desired
end;
self-mediation
-
answer-Metacognition
A
system
of
cognitive
structures
stored
in
memory
that
are
abstract representations
of
events,
objects,
and
relationships
in
the
world
-
answer-Schema/schemata
The
various
patterns
of
ideas
that
are
embedded
in
the
organization
of
text.
Common
patterns
for
expository
text
are
cause-ef fect,
comparison-contrast,
problem-solution,
description,
and
sequence
-
answer-T ext
structure
After
rereading
a
familiar
story ,
Ms.
McDermott
explains
that
all
narrative
stories
contain
the
same
elements:
title,
setting,
characters,
plot,
and
theme.
Ms.
McDermott
asks
questions
such
as:
-
Why
did
the
author
choose
this
title
for
the
story?
-
Where
and
when
does
this
story
take
place?
-
Who
are
the
main
characters
in
this
story?
-
What
is
the
problem
needing
to
be
solved?
-
What
are
the
main
things
that
happen
in
the
story?
-
answer-Story
grammar/structure
T o
provide
students
with
a
frame
of
reference
in
which
to
understand
new
and
dif ficult
material
to
be
read,
Ms.
Mangum
told
her
class
of
fifth
graders
that
she
was
going
to
introduce
the
upcoming
selection
in
their
textbook.
She
began
by
reading
a
few
short
statements
and
one
or
more
questions
she
had
written
to
spark
interest
and
provide
a
link
between
a
topic
they
knew
and
the
topic
of
the
story
and
invited
the
students
to
respond.
Next,
she
gave
an
oral
synopsis
of
the
story
without
revealing
the
outcome
of
the
plot.
In
her
overview ,
she
made
a
point
of
using
several
key
vocabulary
words
that
the
students
would
encounter
in
their
reading.
Then
Ms.
Mangum
asked
some
leading
questions
the
students
would
want
to
keep
in
mind
as
they
read,
allowing
a
few
minutes
for
discussing
them
before
reading.
-
answer-Preview
Professor
McGonagall
introduced
her
fifth
year
students
to
the
novel
Harry
Potter
and
the
Sorcerer's
Stone.
She
asked
the
class
to
make
predictions
about
what
the
book
might
be
about
from
the
title,
the
book
jacket,
and
the
small
drawing
at
the
beginning
of
the
first
chapter ,
which
was
entitled,
"The
Boy
who
Lived."
She
asked,
"With
a
title
like
this,
what
do
you
think
this
story
will
be
about?
Why?"
She
encouraged
a
wide
range
of
predictions.
In
preparation
for
this
lesson,
she
had
prearranged
a
stopping
point
at
the
bottom
of
page
8
where
a
very
curious
looking
black
cat
and
a
very
strange
old
man
were
introduced
into
the
story .
She
asked
the
students
to
read
to
this
spot
and
then
stop.
When
they
had,
she
asked,
"What
do
you
think
will
happen
now?
Why?"
The
students
were
familiar
with
this
approach.
Each
had
a
single-folded
piece
of
paper
with
which
to
cover
the
text
below
the
stop-point.
This
approach
actively
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