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RICA > Domain 5 > Flashcards

Domain 5 Flashcards

1
Q

Genre:Traditional Literature (Folktales)

[Competency 14]

A
  • Oral storytelling throughout generations.
  • “traditional literature”
  • tall tales (exaggerations)
  • fables (teach a lesson)
  • myths (created to explain the world)
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2
Q

Modern Fantasy

[Competency 14]

A
  • stories that play with the laws of nature
  • animal fantasy
  • beasts that talk
  • dolls that act like people

Example:
Charlotte’s Web

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3
Q

High Fantasy

[Competency 14]

A

Modern fantasy for older children

  • struggle between good and evil
  • hero or heroine going on a quest

Examples
Harry Potter
Chronicles of Narnia

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4
Q

Science Fiction

[Competency 14]

A

Features “improved” or “futuristic” technology.

-time machines, spaceships, holographic worlds

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5
Q

Contemporary Realistic Fiction

[Competency 14]

A

Take place in the present day real world
-humorous or serious

Examples:
Ramona Quimby books (Beverly Cleary)
Walk Two Moons (Sharon Creech)

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6
Q

Historical Fiction

[Competency 14]

A

Realistic stories set in the past

Example:
Roll of Thunder, Hear My Cry (Mildred Taylor)
Island of the Blue Dolphins (Scott O-Dell)

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7
Q

Poetry: Ballad

[Competency 14]

A
  • Tells a story set to music

- Four line stanzas that usually repeat to serve as a chorus or song

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8
Q

8 Major Genres

[Competency 14]

A

Genres: categories(types) of literature.

  1. Traditional Literature or Folktales
  2. Modern Fantasy
  3. High Fantasy
  4. Science Fiction
  5. Contemporary Realistic Fiction
  6. Historical Fiction
  7. Biography
  8. Poetry
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9
Q

Poetry: Lyric

[Competency 14]

A

-expresses personal feelings

Example:
Sonnets

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10
Q

Poetry: Couplet

[Competency 14]

A

-a pair of lines in a poem that usually rhyme and have the same meter(internal structure–same number of syllables)

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11
Q

Poetry: Epic

[Competency 14]

A

Long poem telling a story about heroic deeds

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12
Q

Poetry: Sonnet

[Competency 14]

A
  • Lyric poetry with fourteen lines.

- Strict rhyming scheme and a strict internal structure (meter)

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13
Q

Genre: Biography

[Competency 14]

A

Books that tell the story of a real person’s life

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14
Q

Teaching Literary Genres

[Competency 14]

A

-develop an instructional unit for the genre.

Show the unique characteristics of the genre literary elements.

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15
Q

The Five Literary Elements

[Competency 14]

A

-Character
-Plot
-Setting
-Mood
-Theme
-Style
These elements create the story grammar

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16
Q

Literary Element: Character

[Competency 14]

A

Children’s Literature: usually people, animals, plants, or inanimate things (stuffed animals).
Older Children’s Literature: protagonists (main character in a story) and antagonists (“bad guy” in the story blocking the protagonist from achieving their goal)

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17
Q

Literary Element: Plot

[Competency 14]

A
  • the sequence of events in a story.
  • introduction, rising action (introduced to conflict/complication), climax (conflict resolved), and falling action (wrapping things up: denouement).
  • Some stories contain flashbacks or flash-forwards which present events out of chronological order.
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18
Q

Literary Element: Setting

[Competency 14]

A
  • Time and Place of the story
  • “backdrop” (vaguely defined setting)
  • “integral” (fully described and the story can only take place in that time/place)
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19
Q

Literary Element: Mood

[Competency 14]

A
  • the feeling you have when you are reading the story
  • picture books: illustrations convey the mood
  • scary moods: represented with dark colors or “cloaked” objects
  • joy and happiness: light and bright colors
  • novels: mood conveyed by descriptive words
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20
Q

Literary Element: Theme

[Competency 14]

A
  • the important message, usually a comment about the human condition
  • Clearly stated (explicit) or interred (implicit)
  • the “moral of the story”
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21
Q

Literary Element: Style

[Competency 14]

A

-how it is written: use of words, phrases, sentences, and paragraphs

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22
Q

Instruction in the Elements: Story Maps

[Competency 14]

A
  • Teacher provides complete story map models to use as a framework to discuss the story.
  • Provide “skeletal” maps and grammar outlines for students to complete during and after they read with the assistance of the teacher.
  • Students are challenged to complete story maps and grammar outlines entirely on their own.

-Story’s title in center circle of the diagram. Key elements (characters, events, locations) are the “satellite bubbles”

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23
Q

Benefits of Story Maps for Literary Works

[Competency 14]

A
  • Story Maps provide a visual representation of certain elements of the story.
  • Helps students to think about the structure of a story and how the elements relate to each other
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24
Q

Story Grammar Outlines

[Competency 14]

A

-challenges students to identify the specific of each literary element

Example)
Setting: \_\_\_\_\_\_\_\_\_\_
Characters: \_\_\_\_\_\_\_\_\_\_\_\_\_\_
Problem:
Event 1: \_\_\_\_\_\_\_\_\_\_\_\_\_
Event 2: \_\_\_\_\_\_\_\_\_\_\_\_\_
Resolution: \_\_\_\_\_\_\_\_\_\_\_
Theme: \_\_\_\_\_\_\_\_\_\_\_\_\_
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25
Q

Narrative Literary Analysis

[Competency 14]

A
  • the process of studying or examining a story

- focuses on the literary elements

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26
Q

Helping Students to Evaluate the Relevance of the Setting of a Story (The Five Functions of setting in a story)

[Competency 14]

A
  • After students understand the where and when of the story, they need to see how the setting relates to the other elements
  • Five Functions of setting in a story:
    1. Provide a basis for conflict between characters
    2. to serve the antagonist
    3. To amplify character
    4. To establish mood
    5. To serve as a symbol
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27
Q

Identifying Elements of the Writer’s Style: Analyzing Figurative Language

[Competency 14]

A
  • Style: the way the authors use words; HOW the story is told.
  • Figurative language: the use of words in a non literal way that gives them meaning beyond their everyday definition and provides an extra dimension to the word’s meaning.
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28
Q

Types of Figurative Language in a Writer’s Style

[Competency 14]

A
  • Hyperbole
  • Metaphor
  • Personification
  • Simile
  • Symbol
  • Imagery
  • Irony
  • Foreshadowing
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29
Q

Analyzing Writer’s Style of Figurative Language: Defining Hyperboles

A

-an exaggerated comparison

Example:
Scared to death

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30
Q

Analyzing Writer’s Style of Figurative Language: Defining Metaphors

[Competency 14]

A

-an implied comparison

Example:
The road was a river of moonlight

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31
Q

Analyzing Writer’s Style of Figurative Language: Defining Personification

[Competency 14]

A

Giving human traits to nonhuman beings or inanimate objects

Example:
The crickets sang in the grasses.

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32
Q

Analyzing Writer’s Style of Figurative Language: Defining Similes

[Competency 14]

A

-a stated comparison between unlike things using the words like or as

Example:
He was as big as a house

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33
Q

Analyzing Writer’s Style of Figurative Language: Defining Symbols

[Competency 14]

A

-a person, object, situation, or action that operates on two levels of meaning (literal and symbolic)

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34
Q

Analyzing Writer’s Style of Figurative Language: Defining Imagery

[Competency 14]

A

-author appeals to the reader’s senses: sounds, smells, sights, touch

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35
Q

Analyzing Writer’s Style of Figurative Language: Defining Irony

[Competency 14]

A
  • when there is incongruity between what a character says or does and reality
  • verbal irony: when someone says something that is not consistent with reality “Beautiful weather we are having!” (When it’s raining)
  • dramatic irony: reader or audience knows something and the character does not
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36
Q

Analyzing Writer’s Style of Figurative Language: Defining Foreshadowing

[Competency 14]

A

-literary device in which the author drops hints about what might happen later

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37
Q

Oral Language Activities with Literature

[Competency 14]

A
  • plan discussions about literature
  • book clubs, literature circles, author studies
  • questioning the author
  • think-pair-share activities
38
Q

Writing Activities with Literature

[Competency 14]

A
  • format: literature journals
  • format: essays
  • topics: literary elements
  • topics: features of the genres
39
Q

Clarifying Cultural Context in a Story for English Learners

[Competency 14]

A
  • explanation cultural norms that occur in the United States.
  • explain interpersonal relationships in books and the response of characters to other characters’ actions
40
Q

Preteach Key Vocabulary in Stories for English Learners

[Competency 14]

A

-English learners benefit from well-designed vocabulary instruction on key words that will be appearing in the text.

41
Q

How to Challenge Advanced Learners in Literary Analysis

[Competency 14]

A
  • use more advanced texts that are too difficult for classmates
  • build on current knowledge and skills
  • extend the depth and breadth of assignments (focus on more than one literary element at a time for written and oral activities)
42
Q

Assessments for Literary Texts

[Competency 14]

A
  • Student and teacher read aloud
  • oral and written
  • free and focused (free response: open-ended prompts; focused prompts use the literary elements as a basis for questions)
43
Q

Having Students Make Connections with Literary Texts

[Competency 14]

A
  • Text-to-text: teachers should know if their students are able to see the relationship between a book they are reading and other books
  • text-to-self: do children, in their oral and written responses, make connections between the books they are reading and their own lives?
  • text-to-world: teachers should determine whether their students are able to see the relationship between a book they are reading and events and people in the real world
44
Q

Characteristics of Expository Texts

[Competency 15]

A
  • Grade-level textbooks in Social Studies and Science
  • Reference texts
  • magazines, newspapers, manuals, research reports, travel brochures, etc.
45
Q

Expository Text Structures

A
  • cause and effect
  • problem and solution
  • comparison/contrast
  • sequence
  • description
46
Q

Expository Text: Organizational/Explanatory Features

[Competency 15]

A
  • Table of Contents
  • Index
  • Glossary
  • Guide Words (appear at the top of each page of a dictionary)
47
Q

Expository Text: Typographical Features

A

Include italics, bold facing, underlining, and color coding

48
Q

Expository Text: Graphic Features

A

Charts, maps, diagrams, illustrations

49
Q

Instruction on Expository Text Features

[Competency 15]

A

Use the gradual release of responsibility model when teaching students how to use text features to improve their comprehension of expository texts:

  • teacher models the process and the student watches and listens
  • teacher completes some of the task and the children complete the rest
  • students complete the task and the teacher provides feedback
50
Q

Before Students Read Expository Text: Link what has been learned previously

[Competency 15]

A

Connect content learned previously with the content of the current day’s reading assignment (show how the chapter in the social studies is related to the last chapter)

  • students understand current material if they review older material and how it relates to the current
  • refer to KWL charts
51
Q

Before Students Read Expository Text: Preview with a Graphic Organizer

[Competency 15]

A
  • graphic organizers=structured overviews
  • graphic organizers are: prepared by the teacher, has relatively few words and summarizes the main points of a chapter, and is examined before students read
52
Q

During and After Students Read Expository Text: focus student attention with study guides

[Competency 15]

A

When having students read social studies or science texts, teachers ought to emphasize essential information.
-reading guides: focuses student attention on key information and can be completed individually or in small groups

53
Q

Oral and Written Activities for Expository Texts

[Competency 15]

A
  • evaluating the text
  • similarities and differences between texts on the same topic
  • summarizing and paraphrasing
  • creating graphic organizers or semantic maps/webs
54
Q

Evaluating Expository Texts through Oral and Written Activities

[Competency 15]

A
  • “How-to” Texts: if purpose of the text was to explain how to do something, students could be asked to evaluate the clarity of the text.
  • Persuasive texts: students should be challenged to question the quality of the author’s argument and determine if the thesis is well supported
55
Q

Determining Similarities and Differences between expository texts on the same topic

[Competency 15]

A

Have students read two or three expository texts for the same topics and see if they all present the same information or if there are any inconsistencies.

56
Q

Students Summarizing and Paraphrasing Expository Texts

[Competency 15]

A
  • challenge students to explain what they have read from the text into two or three paragraphs (summarizing challenge)
  • challenge students to restate what they have learned in their own words (paraphrasing challenge)
57
Q

Creating Graphic Organizers or Semantic Maps for Expository Texts Students Read

[Competency 15]

A

-challenge advanced learners to read a chapter from a textbook before other students and ask them to create a graphic organizer that will be displayed to the class before the chapter is read.

58
Q

Promoting Study and Research Skills

[Competency 15]

A
  • skimming
  • scanning
  • in-depth reading
59
Q

Research Skill: Skimming

[Competency 15]

A

Skimming: fast reading of a text

  • look for key words, subtitles, and important sentences
  • model skimming for students
60
Q

Research Skill: Scanning

[Competency 15]

A

Scanning: rapid reading to find specific information

-swiftly sweep over the page looking for a path to the correct detail

61
Q

Research Skill: In-Depth Reading

[Competency 15]

A

Reading content carefully

  • survey the chapter looking at title, subtitle, captions, and bold text
  • write two or three questions they think the chapter will answer
  • read the chapter, looking for answers to their questions
  • text themselves on the material presented in the chapter, stating aloud key points
62
Q

Research Skills: Gathering Information from Encyclopedias

[Competency 15]

A
  • help students understand that information is organized by topics(entries), that are arranged in different volumes
  • teach how to swiftly find information by using the index, guide words on each page, and cross-references
  • scanning pages for specific information
63
Q

Research Skills: Note Taking

[Competency 15]

A

Teachers must first model notes and outlines and provide students with templates for both

64
Q

Research Skill: Alternative to Note Taking

[Competency 15]

A

I-Charts (information charts): sheet of paper containing section entitled “what I already know”, a section to write new information, a place to write the bibliographic information, and a space for “other related information”

65
Q

Assisting Struggling Students with Reading Textbooks

[Competency 15]

A
  • record a chapter on tape and let struggling readers listen to the tape before they read it aloud
  • teacher reads aloud portions of a chapter either before, during, or after students are asked to read the chapter
  • give additional instructions in key vocabulary before asked to read a chapter
66
Q

automaticity theory requires the reader to perform 2 tasks:

[Competency 12]

A
  • decode words

- understand the meaning of the text

67
Q

Comprehension factors:

[Competency 12]

A
  • word analysis & fluency
  • vocabulary
  • academic language
  • background
68
Q

The 3 taxonomies/systems used to categorize reading comprehension are:

[Competency 12]

A
  • literal
  • inferential
  • evaluative
69
Q

Literal comprehension is:

[Competency 12]

A

-the ability of a reader to understand the surface meaning of a text (answers that are “in the book” rather than “in your head”).

70
Q

Literal comprehension skills include:

[Competency 12]

A
  • identifying explicitly-stated main ideas
  • identifying details and sequences of events
  • identifying clearly-stated cause and effect relationship
  • identifying the components of story grammar: plot events, characters, the setting, the story’s conflict and how the story’s conflict is resolved (both, only if clearly stated).
71
Q

Inferential comprehension is:

[Competency 12]

A
  • The ability of a reader to interpret what he/she had read.
  • answers not in the text; must speculate based on surface meaning of text
  • answers are “in your head”
72
Q

Inferential comprehension skills include:

[Competency 12]

A
  • inferring main ideas
  • making comparisons
  • identifying cause-and-effect-relationships
  • drawing conclusions
  • making generalizations
  • making predictions using evidence from the text
  • inferring themes, if theme is not clearly stated
73
Q

Evaluative comprehension is:

[Competency 12]

A
  • the ability of the reader to make judgements about what he/she has read.
  • answers not in text (“in your head”)
74
Q

A simple sentence has:

[Competency 12]

A
  • one subject
  • one verb
  • (also called independent clauses)
75
Q

A compound sentence has:

[Competency 12]

A
  • two sets of subjects and verbs (therefore two independent clauses).
  • the independent clauses are joined by coordinator words (for, nor, but, yet, so…)
76
Q

A complex sentence has:

[Competency 12]

A
  • one independent clause
  • one or more dependent clauses (a dependent clause is not a complete thought- lacks a subject)
  • in complex sentence, independent and dependent clauses are linked by subordinator words (because, since, although, after, when…).
  • OR by relative pronouns (that, who, which….)
77
Q

Expository text structures include:

[Competency 12]

A
  • cause and effect
  • problem and solution
  • compare/contrast
  • sequence
  • description
78
Q

Strategic read-aloud description (comprehension):

[Competency 12]

A
  • read aloud a text the students find interesting
  • divide text into sections with natural breaks
  • for each section, identify new vocabulary and write literal and inferential comprehension questions
  • before reading, preview section and teach target words
  • -read section aloud
  • ask comprehension questions
  • re-read (ask students to look for target words)
  • review target words the next day, before starting a new section.
79
Q

Some models for text-based discussion are:

[Competency 12]

A
  • instructional conversations (goal is to promote more complex language through open-ended questions. As conversation continues, teachers say less & student takes control).
  • question the author (analyze the author’s intent, craft & clarity)
80
Q

When ‘questioning the author’, ask the following five questions:

[Competency 12]

A 
1-what is the author trying to tell you?
2-why is the author telling you that?
3-does the author say it clearly?
4-how could the author say things more clearly?
5-what would you say instead?
81
Q

The 6 topics of competency 13 are:

[Competency 13]

A

1-instruction BEFORE children read
2-WHILE children read (question classification/answer verification)
3-WHILE children read (strategic reading)
4-instruction AFTER children read
5-meeting the needs of all learners
6-assessment of comprehension

82
Q

2 strategies to activate prior knowledge in students are:

[Competency 12]

A

1-KWL Charts (to activate, organize & think about prior knowledge: Prior to lesson/reading: K- “know” column & W- “would like to know” column, then L: what I “learned” about the topic, in final column, filled out after lesson/reading).
2-PreP (the Prereading Plan, a structured discussion with three steps).

83
Q

The three steps of PreP (Prereading Plan) are:

[Competency 12]

A

1-associations (“what do you think of when you hear…?”
2-reflections on the associations (“what made you think of that association?…”)
3-organizing associations (“Do any of you have any new connections to make about penguins?…”).

84
Q

Some pre-reading strategies are:

[Competency 12]

A
  • KWL chart
  • PreP (the prereading plan)
  • vocabulary instruction
  • previewing text (“picture walk”, use graphic features)
  • setting a purpose for reading
85
Q

Some during-reading strategies are:

[Competency 12]

A

-question classification/answer verification (a good way to foster literal, inferential and evaluative comprehension skills. Struggling readers can answer literal within-text questions but struggle with inferential and evaluative ones).

86
Q

The four types of QARS are:

[Competency 12]

A

1-‘right there’ (literal questions; answers in text)
2-‘think and search’ (answer in text, but in different parts)
3-‘author and you’ (inferential & evaluative questions about the author’s intent & what student already knows)
4-‘on my own’ (answer not in story; can be inferential or evaluative).

87
Q

How to verbalize comprehension strategies for different grade levels:

[Competency 12]

A
  • kindergarten/early: Is the answer in the book or in your head?
  • intermediate: QAR terminology
  • higher grades-use “literal/inferential/evaluative” questions
88
Q

Some while-reading (metacognitive) comprehension strategies for students are:

[Competency 12]

A
  • visualizing (seeing the action of the story in your head)
  • paraphrasing (stating in your own words something that happened in the story)
  • clarifying
  • predicting
  • generating questions
  • summarizing
  • adjusting reading rate
89
Q

Some post-reading comprehension strategies are:

[Competency 12]

A
  • gradual release of responsibility model (model/think aloud to guided to independent practice)
  • reciprocal teaching (predicting, generating questions, predicting, summarizing in small groups)
  • create visual/graphic representations of what is read
  • summarizing and retelling
  • sharing personal personal perspectives
  • students make text to self (themselves), text to text (other stories), and text to world (real life) connections.
90
Q

Some forms of differentiated comprehension instruction for struggling readers & those with disabilities:

[Competency 12]

A
  • building word analysis skills, fluency, vocabulary, academic language and vocabulary knowledge (need this foundation before comprehension instruction begins)
  • providing access to grade-level texts through oral presentation (if textbook at frustration level, read aloud)
  • reteaching, additional practice, concrete examples
91
Q

Ways to differentiate for English learners and speakers of non-standard English (comprehension):

[Competency 12]

A
  • capitalize on transfer of comprehension strategies from primary language
  • explicitly teaching comprehension strategies that are missing
92
Q

Ways to differentiate for advanced learners (comprehension):

[Competency 12]

A
  • increase the pace or complexity of instruction
  • use more advanced texts
  • expand depth and breadth of assignments
  • classify questions using literal, inferential and evaluative rather than the QAR system.

RICA (5 decks)

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