Objective 7 Vocabulary Flashcards
Paraphrasing
When readers are able to state in their own words what they comprehend from text, sometimes sentence by sentence. The ability to do this without just repeating the author’s language verbatim is important for comprehension. Teachers need to model this and provide think-aloud practice.
Structure
Used in 3 ways in teaching literacy: words have structure; prefix, root or base, suffix. Sentences have structure; simple, compound or complex. Paragraphs or whole texts have structure; main idea/detail, story grammar, compare/contrast etc.
Readers comprehend better when they can detect and use the structure of whole connected texts.
Main Idea/ Detail Structure
Almost all informative writing (and some literary writing) has a main idea structure. That writing is based on a big/general idea, either explicit or implicit and supported by smaller ideas known as details. Signal words include for example, such as, to illustrate
Cause-effect structure
A relationship between ideas where one idea is caused by another, these can be present in both narrative/literary texts and in expository/informative texts. Signal words include because, as a result of, in order to.
Comparison/Contrast structure
A relationship between ideas where two or more ideas are compared, what do they have in common and where are they different? Signal words include on the other hand, although, similarly, conversely
Chronological Structure
A time line of events, what happened first, second etc. A flashback in a story disrupts the chronological, linear pattern. Signal words include first, then, lastly, to begin with.
Problem-solution structure
the type of structure most used in narrative/literary texts. Story grammars and maps are built on problem solution structures but informative text can have problem/solution structures too.
Ex. how scientists solved the problem of the polio virus
Skimming
rapid reading for which the reader obtains a gist or general idea of the passage. Teachers need to model when to skim text to become more efficient reader
Scanning
Rapid reading where the reader already knows the word/phrase s/he is trying to locate.
Ex. looking up a name in a telephone book
Teachers need to model when to scan text
Exposition
or expository reading is another way to label informative text, typically of textbooks and nonfiction
Basal Reader
A bound reader published with the purpose of teaching children to read. They are leveled to be readable for a particular age/level of learner. These are often contrasted with authentic texts although basal readers might contain shortened (excerpted) portions of authentic texts
Authentic text
are written by real authors/illustrators and are not controlled by a limited set of decodable word patterns or by a limited set of vocabulary words. Are available in libraries or bookstores (the opposite of basal readers
Trade books
Authentic texts one finds in the library or in book stores; books written be real authors (not bound anthologies, core reading programs or basal readers)
Opinion/Argumentative Writing
Readers need to learn to comprehend and think critically about arguments in writing and also write good arguments. Good arguments are logical and evidence based. Readers need to distinguish fact from opinion and to detect faulty reasoning in argumentative writing.
Text Features/ Key Features
These are conventions of text, particularly expository, content text. They include bold print, use of glossaries, glossing, captions, table of contents, indexes, headings vs. subheadings; visual aids such as illustrations or tables, graphs. These are essential for good comprehension. teachers need to model and teach how to use these.
