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)
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
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
4
Q
Science Fiction
[Competency 14]
A
Features “improved” or “futuristic” technology.
-time machines, spaceships, holographic worlds
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)
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)
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
8
Q
8 Major Genres
[Competency 14]
A
Genres: categories(types) of literature.
- Traditional Literature or Folktales
- Modern Fantasy
- High Fantasy
- Science Fiction
- Contemporary Realistic Fiction
- Historical Fiction
- Biography
- Poetry
9
Q
Poetry: Lyric
[Competency 14]
A
-expresses personal feelings
Example:
Sonnets
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)
11
Q
Poetry: Epic
[Competency 14]
A
Long poem telling a story about heroic deeds
12
Q
Poetry: Sonnet
[Competency 14]
A
- Lyric poetry with fourteen lines.
- Strict rhyming scheme and a strict internal structure (meter)
13
Q
Genre: Biography
[Competency 14]
A
Books that tell the story of a real person’s life
14
Q
Teaching Literary Genres
[Competency 14]
A
-develop an instructional unit for the genre.
Show the unique characteristics of the genre literary elements.
15
Q
The Five Literary Elements
[Competency 14]
A
-Character
-Plot
-Setting
-Mood
-Theme
-Style
These elements create the story grammar
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)
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.
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)
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
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”
21
Q
Literary Element: Style
[Competency 14]
A
-how it is written: use of words, phrases, sentences, and paragraphs
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”
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
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: \_\_\_\_\_\_\_\_\_\_\_\_\_
25
Narrative Literary Analysis
[Competency 14]
- the process of studying or examining a story
| - focuses on the literary elements
26
Helping Students to Evaluate the Relevance of the Setting of a Story (The Five Functions of setting in a story)
[Competency 14]
- 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
27
Identifying Elements of the Writer's Style: Analyzing Figurative Language
[Competency 14]
- 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.
28
Types of Figurative Language in a Writer's Style
[Competency 14]
- Hyperbole
- Metaphor
- Personification
- Simile
- Symbol
- Imagery
- Irony
- Foreshadowing
29
Analyzing Writer's Style of Figurative Language: Defining Hyperboles
-an exaggerated comparison
Example:
Scared to death
30
Analyzing Writer's Style of Figurative Language: Defining Metaphors
[Competency 14]
-an implied comparison
Example:
The road was a river of moonlight
31
Analyzing Writer's Style of Figurative Language: Defining Personification
[Competency 14]
Giving human traits to nonhuman beings or inanimate objects
Example:
The crickets sang in the grasses.
32
Analyzing Writer's Style of Figurative Language: Defining Similes
[Competency 14]
-a stated comparison between unlike things using the words like or as
Example:
He was as big as a house
33
Analyzing Writer's Style of Figurative Language: Defining Symbols
[Competency 14]
-a person, object, situation, or action that operates on two levels of meaning (literal and symbolic)
34
Analyzing Writer's Style of Figurative Language: Defining Imagery
[Competency 14]
-author appeals to the reader's senses: sounds, smells, sights, touch
35
Analyzing Writer's Style of Figurative Language: Defining Irony
[Competency 14]
- 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
36
Analyzing Writer's Style of Figurative Language: Defining Foreshadowing
[Competency 14]
-literary device in which the author drops hints about what might happen later
37
Oral Language Activities with Literature
[Competency 14]
- plan discussions about literature
- book clubs, literature circles, author studies
- questioning the author
- think-pair-share activities
38
Writing Activities with Literature
[Competency 14]
- format: literature journals
- format: essays
- topics: literary elements
- topics: features of the genres
39
Clarifying Cultural Context in a Story for English Learners
[Competency 14]
- explanation cultural norms that occur in the United States.
- explain interpersonal relationships in books and the response of characters to other characters' actions
40
Preteach Key Vocabulary in Stories for English Learners
[Competency 14]
-English learners benefit from well-designed vocabulary instruction on key words that will be appearing in the text.
41
How to Challenge Advanced Learners in Literary Analysis
[Competency 14]
- 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
Assessments for Literary Texts
[Competency 14]
- 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
Having Students Make Connections with Literary Texts
[Competency 14]
- 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
Characteristics of Expository Texts
[Competency 15]
- Grade-level textbooks in Social Studies and Science
- Reference texts
- magazines, newspapers, manuals, research reports, travel brochures, etc.
45
Expository Text Structures
- cause and effect
- problem and solution
- comparison/contrast
- sequence
- description
46
Expository Text: Organizational/Explanatory Features
[Competency 15]
- Table of Contents
- Index
- Glossary
- Guide Words (appear at the top of each page of a dictionary)
47
Expository Text: Typographical Features
Include italics, bold facing, underlining, and color coding
48
Expository Text: Graphic Features
Charts, maps, diagrams, illustrations
49
Instruction on Expository Text Features
[Competency 15]
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
Before Students Read Expository Text: Link what has been learned previously
[Competency 15]
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
Before Students Read Expository Text: Preview with a Graphic Organizer
[Competency 15]
- 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
During and After Students Read Expository Text: focus student attention with study guides
[Competency 15]
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
Oral and Written Activities for Expository Texts
[Competency 15]
- evaluating the text
- similarities and differences between texts on the same topic
- summarizing and paraphrasing
- creating graphic organizers or semantic maps/webs
54
Evaluating Expository Texts through Oral and Written Activities
[Competency 15]
- "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
Determining Similarities and Differences between expository texts on the same topic
[Competency 15]
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
Students Summarizing and Paraphrasing Expository Texts
[Competency 15]
- 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
Creating Graphic Organizers or Semantic Maps for Expository Texts Students Read
[Competency 15]
-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
Promoting Study and Research Skills
[Competency 15]
- skimming
- scanning
- in-depth reading
59
Research Skill: Skimming
[Competency 15]
Skimming: fast reading of a text
- look for key words, subtitles, and important sentences
- model skimming for students
60
Research Skill: Scanning
[Competency 15]
Scanning: rapid reading to find specific information
| -swiftly sweep over the page looking for a path to the correct detail
61
Research Skill: In-Depth Reading
[Competency 15]
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
Research Skills: Gathering Information from Encyclopedias
[Competency 15]
- 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
Research Skills: Note Taking
[Competency 15]
Teachers must first model notes and outlines and provide students with templates for both
64
Research Skill: Alternative to Note Taking
[Competency 15]
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
Assisting Struggling Students with Reading Textbooks
[Competency 15]
- 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
automaticity theory requires the reader to perform 2 tasks:
[Competency 12]
- decode words
| - understand the meaning of the text
67
Comprehension factors:
[Competency 12]
- word analysis & fluency
- vocabulary
- academic language
- background
68
The 3 taxonomies/systems used to categorize reading comprehension are:
[Competency 12]
- literal
- inferential
- evaluative
69
Literal comprehension is:
[Competency 12]
-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
Literal comprehension skills include:
[Competency 12]
- 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
Inferential comprehension is:
[Competency 12]
- 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
Inferential comprehension skills include:
[Competency 12]
- 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
Evaluative comprehension is:
[Competency 12]
- the ability of the reader to make judgements about what he/she has read.
- answers not in text ("in your head")
74
A simple sentence has:
[Competency 12]
- one subject
- one verb
- (also called independent clauses)
75
A compound sentence has:
[Competency 12]
- two sets of subjects and verbs (therefore two independent clauses).
- the independent clauses are joined by coordinator words (for, nor, but, yet, so...)
76
A complex sentence has:
[Competency 12]
- 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
Expository text structures include:
[Competency 12]
- cause and effect
- problem and solution
- compare/contrast
- sequence
- description
78
Strategic read-aloud description (comprehension):
[Competency 12]
- 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
Some models for text-based discussion are:
[Competency 12]
- 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
When 'questioning the author', ask the following five questions:
[Competency 12]
```
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
The 6 topics of competency 13 are:
[Competency 13]
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
2 strategies to activate prior knowledge in students are:
[Competency 12]
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
The three steps of PreP (Prereading Plan) are:
[Competency 12]
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
Some pre-reading strategies are:
[Competency 12]
- KWL chart
- PreP (the prereading plan)
- vocabulary instruction
- previewing text ("picture walk", use graphic features)
- setting a purpose for reading
85
Some during-reading strategies are:
[Competency 12]
-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
The four types of QARS are:
[Competency 12]
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
How to verbalize comprehension strategies for different grade levels:
[Competency 12]
- kindergarten/early: Is the answer in the book or in your head?
- intermediate: QAR terminology
- higher grades-use "literal/inferential/evaluative" questions
88
Some while-reading (metacognitive) comprehension strategies for students are:
[Competency 12]
- 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
Some post-reading comprehension strategies are:
[Competency 12]
- 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
Some forms of differentiated comprehension instruction for struggling readers & those with disabilities:
[Competency 12]
- 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
Ways to differentiate for English learners and speakers of non-standard English (comprehension):
[Competency 12]
- capitalize on transfer of comprehension strategies from primary language
- explicitly teaching comprehension strategies that are missing
92
Ways to differentiate for advanced learners (comprehension):
[Competency 12]
- 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.
