Objective 6 Vocabulary Flashcards
Literary/Imaginative Text
stories or fiction where the characters are made up. Different genres of literary texts include traditional tales such as fables and fairy tales, also historical fiction, realistic fiction, and modern fantasy
Figurative Language
Language that is not literal
ex. similes, metaphors, idioms, use of symbolism and often imagery, and usually requires making inferences to understand
Literal language
language that is right there, explicit, no inferences are needed
Inferential language
language that is implicit not explicit
it is language that requires readers to combine literal language from the text with prior knowledge or to make connections.
Writers expect readers to make inferences as they read
Evaluative thinking
Goes beyond the text. The reader makes a judgement or draws an original conclusion when using evaluative thinking. It is open-ended and high level. It requires creative or critical thinking
ex. when a reader concludes that a writer is a racist this is evaluative thinking
Literary elements
elements of literature: the components that make a story a story
Characterization, setting, theme, plot, mood or tone, and style and point of view (or voice)
Stories has these elements nonfiction does not
Setting
the time and place where the story takes place, can be the antagonist of the story
ex. the cold weather could be the antagonist in a story about a character who freezes to death
Plot
typically the problem solution structure that begins with an initiating event and contains episodes that climax and then resolve. Typically plots for children result in satisfying, happy endings. Flashbacks and foreshadowing disrupt the linear, time sequential nature of plots
Theme
the central underlying important idea of the story; stories may have one or more theme. This is often the reason the author wrote the story and require that the readers infer it. typically implicit rarely explicit
Characterization
authors characterize by telling about the character, presenting the character’s thoughts, or by showing the interaction of the character with other characters. Characters must be believable in fantasies.
Point of View
the perspective from which the story is told aka voice.
Might be first person “I”, or third person “she/he”
Mood or tone
the overall feeling of a story
ex. tension or humor
Story Grammar
any grammar beings a predictable structure to language. Sentences have grammatical rules; they are not random strings of words. Stories are built on a structure known as story grammar they are not random. They have settings, characters, plots, and themes. Story maps are graphic organizers that represent story grammar
Literary style or Author’s craft
the techniques the author uses to write
use of figurative language such as imagery, metaphor, simile, symbolism or use of poetic language, rhyme, length of sentences, or use of descriptive language
ex. Dr. Seuss has a nonsensical poetic style of writing. word choice and characterization are aspects of author’s craft
Rule of three
many traditional stories are based on three of something, three wishes, three attempts to solve a problem, three pigs, three blind mice, three little kittens
Genre
A category of literature: fantasy, realistic fiction, historical fiction. Traditional literature such as folk tales, fables, fairy tales, myths, legends
Fables
are traditional stories in which the characters are animals are there is an explicit moral or lesson
Voice and Perspective
When thinking critically, readers consider whose voice (perspective) is being expressed and also whose voice or perspective is NOT being expressed
First/Third Person Perspective
Narration that is told in the “I” perspective and
Narration that is told in the “he/she” perspective
second person is “you” but is rarely used in literary text
Text Bias
When writers have a particular bias, opinion or slant and they convey this in their writing either explicitly (clearly) or implicitly (not clearly but readers would be influenced by the bias). When thinking critically, readers consider whether there is bias.
Allusion
a backward literary reference from the story you are reading now to a classic story or a Bible
Trade Books
Are simply books you can find in the bookstores or libraries. They are authentic texts written and illustrated by real authors and illustrators. They are not basal readers
Basal readers/ core reading programs
Basal or core readers are reading materials often anthologies of bound together stories, prepared by publishers and sold to school systems to teach reading. They come with very big teachers’ manuals that guide teachers’ instruction and assessment of students. They often contain text with a controlled or limited vocabulary or limited set of word patterns
Connected Text
text that is connected including sentences, paragraphs whole stories or chapters. it is not just separate words
Close reading
Reading very carefully, literally, and making inferences, reading for details, and often re-reading for further clarification and altering reading rate to comprehend better. Teachers model close reading by thinking aloud as they read aloud and leading children to do the same. Is essential for academic texts.
Rereading for different levels of meaning
While reading closely, teachers model and students learn to reread complex texts to go deeper in understanding or analyzing ideas. The first reading might reveal some ideas but by rereading and going deeper, more analysis, interpretations, critical thinking or comparisons to other texts are possible
Text-dependent questions
questions that require careful analysis or understanding of literal information in text or essential inferences. They are not dependent on prior knowledge, experiences, or critical thinking
Self-monitoring
Involves reading actively, constantly asking oneself if her/his reading makes sense and includes using a fix-up strategy such as rereading or looking up a word to resolve confusion. This is closely related to metacognition
Self-questioning
Teachers model and then help children practice how to ask themselves questions. The questions should not be trivial but important and they should involve literal ideas, inferences, and critical thinking
Sentence Frames
Teachers support students (especially Els) by providing partial sentences that prompt and support students in a new literacy task
ex. to teach how to write an opinion with evidence the teacher could coach students to complete the frame “I think we should have more recess time because….”
Literary Analysis
Examining literary works (stories) by breaking down and examining literary elements: characterization, setting, plot, theme, style, point of view, etc. Also, how did the author achieve these elements effectively?
ex. in Tuck Everlasting Natalie Babbit uses the literary techniques of the metaphor and visualization
Literary response
Giving students the chance to respond personally to their reading. How did the reading make you feel? Bring in an object that represents the theme of the book. Inferring the theme of a story is considered literary response
Literary Response journals
Journals for students to write down their literary responses. Teachers often read these and write a response back. Students bring them to literature circles to refer to as they discuss a story.
Literature circle
A small group of students who discuss a picture book, novel or poem together. teachers usually first model the discussion format making sure that everyone has a chance to talk. Sometimes they involve specific roles such as clarifier or summarizer
Reciprocal teaching
An instructional method where children discuss texts (in small groups) using a routine to improve student’s thought processes while comprehending. Teachers model, then help students learn to guide group discussions using four strategies; summarizing, question generating, clarifying, and predicting
