Literature, Reading Processes, and Skills Flashcards
Prefix
A letter or letters at the beginning of a root word that changes its meaning
(re-, de-, un-)
Affix
A letter or letters that change a root word’s meaning
(prefixes or suffixes)
Frayer Model
a popular form of semantic mapping which helps students to identify and define unfamiliar concepts and vocabulary
(Students place the following information on a chart divided into four sections - the definition of a concept, its essential characteristics, examples and non-examples.)
Context Clues/Contextual Analysis
using the words before and after an unknown word to determine its meaning
(It was a beautiful day that made it idyllic for swimming.)
Structural/Morphemic Analysis
using meaningful word parts (morphemes) to study a word and determine its meaning
Morphology
The study of forms of words, including affixes, roots, stems, and parts of speech.
(The word “bicycles” is made up of three individual morphemes. The prefix bi-, the stem cycle, and the suffix -s.)
Suffix
A letter or letters at the end of a root word that changes its meaning
(-s, -es, -ed, -ing, -ly, -er, -or, -ion, -tion, -able, and -ible)
Denotative Meaning
a literal, dictionary meaning of a word
Connotation
the implied meaning of a word; the feeling a word conveys
(Describing a person as “shrewd” may make them feel negatively, even though the definition (sharp-witted, intelligent) is positive.)
Derivational Affix
an affix that changes the root or base word into a new word
(When the ___________, “ful” is added to the noun, beauty, the word “beautiful” forms, meaning full of beauty.)
Word Wall
An on-going bulletin board with common terms used frequently in the classroom. Vocabulary words are added as they are introduced
Bound Morpheme
type of morpheme that can appear only as part of a larger word
(Prefixes such as pre-, dis-, in-, un-, and suffixes such as -ful, -ment, -ly, -ise are __________________.)
Vocabulary/Vocabulary Development
the ability to effectively know and use words in their listening, speaking, reading, and writing
Morpheme
A combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts. This includes prefixes and suffixes.
(write, cat, laugh, box)
Root
Base words to which prefixes, suffixes, and syllables can be added
Inflectional Affix
an affix that changes the form of the root or base word
(The inflectional affix, “ed” changes a verb to the past tense.)
Free Morpheme/Unbound Morpheme
type of morpheme that can stand alone or can appear with other morphemes in a lexeme
(Simple words (i.e. words made up of one free morpheme, such as the, run, on, etc.) and compound words (i.e. words made up of two free morphemes, such as keyboard, greenhouse, etc.) are free morphemes.)
Tense
words that indicate if a statement is referring to past time, present time, or future time
(Past- She spoke. Present- She speaks. Future- She will speak.)
Literary Response Skills
the skills a student uses to react to a piece of literature, such as retelling, summarizing, or analyzing
Main Idea
the central point of the passage
Plot
The events included in a story (may or may not be sequential).
Author’s Point of View
An attitude or perspective toward the topic of what is being written or spoken by the author or narrator.
(In an argument against bullying, the author’s point of view was that ‘bullying was caused by previous social issues.’)
Character’s Point of View
An attitude or perspective toward the topic of what is being written or spoken by the character within the story.
Inference (when reading)
A conclusion or opinion based on information that is given, and that is sometimes called an educated guess.
(Sam’s parents inferred that he had gotten in trouble at school when they received a call from the principal.)
Literary Analysis
The careful examination of a text or one element of a text, including theme, plot, characters, or setting, in order to determine why and how the particular text was written.
Story Map
a graphic organizer in which elements from a story (characters, setting, problem, solution, etc.) are recorded to help with literary analysis
Literary Criticism
when another author considers literary works through various lenses
(Feminist)
Setting
The time and place that a story takes place in a novel.
Moral
Lesson or message to be learned. Common in fables or children’s stories.
Literary Theories
strategies a reader can use to evaluate a text for meaning
(Archetypal, Gender, Historical)
Characters
The persons, animals, or other figures who are in stories.
Theme
The big idea or major message in a story which is often universal in that it goes beyond cultural boundaries.
(Harry Potter books have several _________ including good vs. evil and making good choices.)
Textual Evidence
Proof or support of the meaning of what is being read or has been read. This evidence can be a direct quote, transition words in time and space, a statement of purpose, and/or making an argument.
(Students had to write down proof of their answer to the questions on the test over the story they just read.)
Tone
The attitude of the author in writing, and which might be comical, serious, frightening, joyful. Sometimes called diction.
Primary Purpose/Author’s Purpose
why the author wrote a text
(Charlie wrote an OpEd for the paper to convince people to stop littering.)
Draw Conclusion
To make final comments/summation over what has been read or written.
Figurative Language
A word or phrase that does not have its normal everyday, literal meaning
(hyperbole: I’m so hungry I could eat a horse!)
Standard
explains what a student needs to learn at that particular grade level
(Common Core Standards)
Learning Objectives
the specific skill or knowledge that the student is expected to master in a lesson
(The students will be able to appropriately use a question mark.)
Fiction
Writing that describes imaginary events and/or people.
(Alice and Wonderland is an example of fictional writing.)
Cinquain
a poetic form on various topics that follows a strict five-line syllabic pattern
(“Snow” by Robert Frost)
Epic
a long, narrative poem featuring a hero on a journey while performing extraordinary acts
(The Iliad)
Mock Epic
a poem that pokes fun at heroes and literature that features them
(The Rape of the Lock by Alexander Pope)
Limerick
humorous five line poems with a consistent AABBA rhyme scheme
(Book of Nonsense by Edward Lear)
Sonnet
a fourteen line stanza with a specific rhyme scheme
(Shakespeare’s sonnets)
Free Verse
a poem that can be on various topics and lacks any pattern
(poems from Leaves of Grass by Walt Whitman)
Acrostic
poems in which the first letter of each line of text spells a word
(“An Acrostic” by Edgar Allan Poe)
Nonfiction
Writing based on factual information and that may tell a story or give information such as how to do something.
(An example of a nonfiction (factual) book for children is The Evolution of Video Games.)
Petrarchan (Italian) Sonnet
14 line poem in which the last words in the first, fourth, fifth, and eighth lines rhyme
(“When I Consider How My Light is Spent” by Milton)
Imagist Movement
a reaction against Romanticism, encouraged reliance on visual imagery
(“In a Station of the Metro” by Ezra Pound)
Blank Verse
unrhymed poetic lines in an unstressed, stressed syllable pattern
Genre
Various forms of texts including short stories, essays, folktales, fairy tales, poetry, historical fiction, biographies and autobiographies, memoirs, comedies and tragedies.
(Night by Elie Wiesel is an example of a memoir.)
Sestina
a poem with six stanzas with six lines and a triplet at the very end
(“Altaforte” by Ezra Pound)
Shakespearean (English) Sonnet
three quatrains and a couplet
(the sonnet beginning “Shall I compare thee to a Summer’s day?”)
Volta
ninth line of a Petrarchan sonnet
(“That murmur, soon replies, God doth not need” from Milton’s “When I Consider How My Light is Spent”)
Haiku
short, three line poems usually written about nature
(“In the Twilight Rain” by Matsuo Basho)
Poetry
Creative writing written in verse and often including rhymes or heavy use of figurative language
Lyric Poem
a poem that conveys feelings or emotions through imagery and figurative language
(“Stopping by Woods on a Snowy Evening” by Robert Frost)
Villanelle
19 line poem with five tercets and a quatrain in a fixed verse form
(“Villanelle” by Jean Passerat)
Imagery
heavily descriptive language
Choral Reading/Echo Reading
A strategy in which students first listens to the teacher read a short passage aloud, and then the class and the teacher all read it aloud at the same time
Theme
The big idea or major message in a story which is often universal in that it goes beyond cultural boundaries.
(Harry Potter books have several ________ including good vs. evil and making good choices.)
Tone
The attitude of the author in writing, and which might be comical, serious, frightening, joyful. Sometimes called diction.
Symbolism
When an item stands for an idea or larger meaning. Usually used throughout a piece of literature.
(dove = peace, red rose = love and romance)
Dialect
form of a language particular to a specific region or community
Hyperbole
To exaggerate or overstate something that is being described.
(Some of my clothes seem as old as the hills.)
Independent Reading
reading done by students independent of the teacher. This reading can be either assigned or student selected. Typically silent.
Antithesis
contrasting ideas to show a comparison
Figurative Language
A word or phrase that does not have its normal everyday, literal meaning
(hyperbole: I’m so hungry I could eat a horse!)
Stylistic Choice
deliberate decision an author makes to enhance the narrative with a deeper message
(allusion)
Aphorism
a short saying to convey a truth; often using an opposite to make the point
Readers’ Theater
A strategy in which a teacher directs students in a dramatic enactment of a play or book
Inference (when reading)
A conclusion or opinion based on information that is given, and that is sometimes called an educated guess.
(Sam’s parents ___________ that he had gotten in trouble at school when they received a call from the principal.)
Partner/Small Group Reading
A strategy in which students read semi-independently in pairs or small groups.
Teacher-Modeled Reading
A strategy in which a teacher reads aloud to students emphasizing his/her own fluency and prosody.
Parallelism
syntactical similarity in clauses; often involves repeating a phrase
(I went to the grocery store, to the mall, and to the gas station.)
Allegory
an extended metaphor with two meanings
(Animal Farm)
Allusion
a reference to someone or something outside of the text
(You’re being a Scrooge.)
Reading Fluency
The ability to read with appropriate speed, accuracy, and prosody
Literature Circles
A strategy in which a teacher organizes students into small groups to discuss a common text
Supervised Oral Reading
A strategy in which a student reads aloud to a teacher or tutor.
Extended Metaphor
a comparison between two unlike things that continues throughout a piece of writing
Repetition
use of the same word, phrase, or idea to call attention to its significance
Metonymy
replacing an object with something commonly associated with it
(He owns six heads of cattle.)
Audio/Video-Assisted Reading
A strategy in which a teacher plays an audio recording of a book or show an animated illustration of a book while students read along
Rereading Familiar Text
Strategy in which students reread a familiar text to increase their rate, prosody, and confidence.
Apostrophe
when a character speaks to an inanimate object or a person not present in the scene.
Literary Device
used by authors to communicate specific idea to the reader
(metaphor)
Reader Variable
factors that impact a student’s ability to read a text
(reader’s attention span)
Autonomy
A student’s ability to self-govern or self-motivate
Sentence Stems
Common sentence starters provided to students to use when generalizing, summarizing, or transitioning between ideas.
(“According to the author…” “We see in Chapter 2 that…” or “While X does this, Y…”)
Interest Survey
questions that ask students the types of books they enjoy reading
(given by the teacher at the beginning of the year to determine what books to assign to meet the interests of the class)
Annotate
making notes in a text and questioning unfamiliar ideas while reading something new
Mediation
having a calm discussion about the problem and finding a solution that benefits everyone
Competence
A student’s desire to perform
Problem-Solving
identify the issue and create a solution to move the group forward
Purpose (Text Selection)
the reason a text is selected for an assignment
(selecting Julius Caesar to introduce students to Shakespeare)
Inferential Comprehension
Understanding parts of the written text without it being stated explicitly such as determining cause and effect, drawing conclusions, and making predictions.
(What was the cause of the children in the story being locked out of their house?)
Electronic Book
Book published in digital format, also known as an E-book
(Students may read electronic books through various programs, such as Reading A-Z, on devices such as tablets and laptops.)
Literature Circles
A strategy in which a teacher organizes students into small groups to discuss a common text
Relatedness
A student’s connection to others
Compromise
coming to terms with a solution that benefits the group and includes ideas from both students
Mentor Text
Books or other pieces of literature that are revisited throughout the school year for different purposes in literacy instruction
(Due to its unique narrative and abundance of figurative language, Owl Moon by Jane Yolen is a popular ____________ to use in a language arts classroom.)
Extrinsic/External Motivation
the motive for the activity comes from outside the individual
Intrinsically Motivated
students draw their motivation from the learning process itself
Complexity (Text Selection)
the level of difficulty appropriate for students on any given assignment
(the first assignment of the year for students of unknown reading ability might be of low complexity)
Literal Comprehension
Understanding of the facts in the written text such as stated main idea or specific details.
(What were the names of the main character’s parents in the story we just read?)
Learning Inventory
questions to determine a student’s learning style
(“What’s the best way for you to study for a test?”)
Independent Reading Level
A reading level in which a student can read and comprehend independently. They have difficulty with no more than one out of every twenty words.
Evaluative Comprehension
The ability to analyze text by questioning whether it is fact or opinion, determining if there is faulty reasoning, and explaining how the characters are developed.
(Explain why you think this story is factual or an opinion.)
Index
a catalogue list at the end of the text containing all of the topics discussed
Create (Bloom’s Taxonomy)
Level 6. Produce original thoughts or work
(Design, author, formulate)
Spatial Order
An organizational approach where ideas are arranged related to physical space
Chronological Order
An organizational approach that follows an orderly progression of events based in time.
Graphic Features
charts, graphs, photos, and graphic organizers
(chart)
Venn Diagram
A graphic organizer with two or more overlapping circles used to illustrate/examine similarities and differences between two subjects.
Analyze (Bloom’s Taxonomy)
Level 4. Connect different ideas
(Differentiate, compare, contrast)
Summarizing
Writing or speaking a brief description of more extensive information by covering only the main/most important points, without details.
Subheading
a title for a smaller portion of text
Problem and Solution
An organizational approach where the author presents a problem and possible solution
Evaluate (Bloom’s Taxonomy)
Level 5. Justify a stance
(Defend, support, critique)
Annotate
making notes in a text and questioning unfamiliar ideas while reading something new
Compare and Contrast
An organizational approach where the author provides similarities and differences about two ideas
Order of Importance
An organizational approach where ideas are arranged with the most important claim at the top or bottom
Heading
a title of a section
Main Idea
the central point of the passage
Summary
a short retelling of the main points of a text
(literature review)
Organizational Structure
Text structure can include cause/effect, problem/solution, main idea/details, and/or sequence
(Students often find problem/solution text structure as more interesting.)
Transition Words
Phrases and words used to link sentences, paragraphs, and ideas together.
(First, next, last, on the other hand)
Caption
short explanations below photos
Literary Device
used by authors to communicate specific idea to the reader
(metaphor)
Table of Contents
a text feature found on a page before the start of a written work that lists chapter names or section titles along with their corresponding page numbers
K-W-L Chart
A graphic organizer used throughout a unit that shows what students know (K), want to know (W), and learned (L)
Modeling
an instructional strategy in which the teacher demonstrates a concept or skill and students learn by observing
(When a teacher encounters a difficult word in a text, she thinks aloud to model how she can use the context clues to discover the meaning.)
Think-Pair-Share
Active learning activity in which the teacher provides a prompt, the students consider it individually (THINK), then pair up and brainstorm responses or solutions (PAIR), and then the students then share their results with the class (SHARE).
Anticipation Guide
a series of statements used to preview and activate prior knowledge before reading a text
Glossary
a list of important words to know along with their meanings
Informational Text Analysis
Using information from a non-fiction text to analyze for meaning, connections, or purpose.
Bloom’s Taxonomy
a hierarchy of levels of knowledge; each level has associated verbs teachers can use to start questions
(“identify” is at a lower level than “argue” because it requires a lower level of thinking)
Signal Words
words or phrases that show the connection between ideas
(To teach text structures, a teacher can have students find signal words within the texts and examine topic sentences that clue the reader to a specific structure.)
Cause and Effect
a writing method in which the author explains reasons why something happened or the effects of something that has happened
(A politician’s speech in which all of the bad actions of an opponent are listed to argue that the politician should be elected instead.)
Claim and Refutation
An organizational approach where the author argues against a statement, fact, or claim.
Metacognition
the ability to think about one’s own thought process
Sequential Order
An organizational approach following an orderly progression of events, ideas, or steps
Middle English Period
era of English literature written in Middle English often dealing with Christianity, journeys, and medieval romance (adventure); the later part of medieval literature in England (1066-1550)
Postcolonialism (literature)
literary movement created by authors from formerly colonized countries or territories such as India, Nigeria, or Puerto Rico; this literature has gained prominence since the end of the Second World War in 1945
Postmodernism (literature)
literary movement developed after the end of the Second World War in 1945 which questions the values of Modernism, such as the belief that there is objective truth and that technological advancement leads to a better society; by using fragmented structures, unreliable narrators, and elements from popular culture
Transcendentalism
Started in 1830s. Theorized that all people have the ability within themselves to know things beyond what they can understand in an intellectual manner. Sought truth in nature and spirituality
(Emerson and Thoreau)
English Renaissance Period
era of English literature famous for drama (plays) and a focus on human character (1550-1660)
Aristotle
Greek. Pupil of Plato; influenced philosophers from the Renaissance to today; personal tutor of Alexander the Great
Harlem Renaissance (literature)
literary movement based in the Harlem neighborhood of New York City in 1920s and 1930s which featuring the African-American experience; also includes later related authors inspired by the original Harlem writers
Protagonist
the main character in a narrative
(Othello from Othello)
British Modernist Period
era of British literature influenced by Modernism in opposition to the values of the Victorian Period and traditional literature (1901-1945)
Neoclassical Period
era of British literature characterized by an interest in classical and biblical themes, as well as satire (1660-1785)
British Romantic Period
era of British literature, most famously poetry; influenced by Romanticism in opposition to the values of the Neoclassical Period and traditional literature
Victorian Literary Period
the era of literary production that took place in the British Empire during the reign of Queen Victoria which featured the rise of the novel and often examined the English class system (1837-1901)
American Modernist Period
the era of American literature influenced by Modernism in opposition to the values of traditional literature and society (1910-1945)
American Romantic Period
era of American literature influenced by Romanticism in opposition to the values of traditional literature and society (1830-1870)
Literary Periods
teaching tools developed to group all literature from a set place and time together
Gothic Genre
genre of literature associated with romanticism but include additional elements of horror or mystery
Young Adult Literature
novels about the challenges of growing up and finding one’s true identity
(Harry Potter and the Philosopher’s Stone by J.K. Rowling)
Oral Tradition
passed from generation to generation, before being written down
(the traditional Igbo folktale called “Nnabe and Chineke”)
Literary Movements
groups of authors writing in a similar styles whose works express similar worldviews
Old English Period
era of English literature written in Old English featuring poetry with Christian and heroic themes; the early era of medieval literature in England (500-1066)
Mythology
a set of legends, stories, and beliefs concerning gods, monsters, and heroes
(Greek mythology (Zeus, Heracles, Jason and the Golden Fleece, etc.))
American Realism and Naturalism Period
era of American literature which was a reaction to the imagination and fantasy of Romanticism, and concentrated on daily life and social problems (1870-1910)
Contemporary Literature
general term currently used to describe literature written since the end of the Second World War in 1945
Romanticism (literary movement)
literary movement that championed nature, romantic love,the individual, and the imagination; and shifted the focus of literature from society and its demands to the feelings of the individual.
Modernism (literary movement)
literary movement that called for a break from traditional values and style, and concentrating on the interior life of characters; often used stream of consciousness and recently developed literary techniques to engage with a word being transformed by industry and modern society
Colonial Literary Period
era of American literature in the English colonies of North America before the United States was founded and in the decades immediately after independence (1600-1830)
Chicana/Chicano Literature
literary movement comprised of Mexican-American authors writing about the Mexican-American experience; this literature has gained prominence since the 1960s
Socrates
Greek. The “Father of Western Philosophy”
Plato
Greek. Pupil of Socrates; author of The Republic; influential political scientist
Annotate
making notes in a text and questioning unfamiliar ideas while reading something new
Main Idea
the central point of the passage
Inferential Comprehension
Understanding parts of the written text without it being stated explicitly such as determining cause and effect, drawing conclusions, and making predictions.
(What was the cause of the children in the story being locked out of their house?)
Subheading
a title for a smaller portion of text
Glossary
a list of important words to know along with their meaning
Cause and Effect
a writing method in which the author explains reasons why something happened or the effects of something that has happened
(A politician’s speech in which all of the bad actions of an opponent are listed to argue that the politician should be elected instead.)
Draw Conclusion
To make final comments/summation over what has been read or written.
Sentence Stems
Common sentence starters provided to students to use when generalizing, summarizing, or transitioning between ideas.
(“According to the author…” “We see in Chapter 2 that…” or “While X does this, Y…”)
Organizational Structure
Text structure can include cause/effect, problem/solution, main idea/details, and/or sequence
(Students often find problem/solution text structure as more interesting.)
Anticipation Guide
a series of statements used to preview and activate prior knowledge before reading a text
Table of Contents
a text feature found on a page before the start of a written work that lists chapter names or section titles along with their corresponding page numbers
Summarizing
Writing or speaking a brief description of more extensive information by covering only the main/most important points, without details.
Signal Words
words or phrases that show the connection between ideas
(To teach text structures, a teacher can have students find _____________ within the texts and examine topic sentences that clue the reader to a specific structure.)
Chronological Order
An organizational approach that follows an orderly progression of events based in time.
Heading
a title of a section
Schema (when reading)
Background knowledge a reader brings to a text.
(Someone who plays baseball can use his experience to understand a biography of Babe Ruth.)
Index
a catalogue list at the end of the text containing all of the topics discussed
Transition Words
Phrases and words used to link sentences, paragraphs, and ideas together.
(First, next, last, on the other hand)
K-W-L Chart
A graphic organizer used throughout a unit that shows what students know (K), want to know (W), and learned (L)
Paraphrase
Putting something that was read, heard, or viewed into your own words.
(The principal told me we might be getting raises this year.)
Graphic Organizer
a visual display of the relationships between facts and ideas
(_____________, such as story maps, timelines, venn diagrams and K-W-L charts, help students organize information.)
Literal Comprehension
Understanding of the facts in the written text such as stated main idea or specific details.
(What were the names of the main character’s parents in the story we just read?)
Problem and Solution
An organizational approach where the author presents a problem and possible solution
Compare and Contrast
An organizational approach where the author provides similarities and differences about two ideas
Evaluative Comprehension
The ability to analyze text by questioning whether it is fact or opinion, determining if there is faulty reasoning, and explaining how the characters are developed.
(Explain why you think this story is factual or an opinion.)
