Review Of Domain 39-54 Flashcards
Student adult reading
Student reads one on one with an adult. Adult reads text first fluently, student then reads the passage with adult providing assistance. Student re-reads passage until it is quite fluent (should be 3-4 times)
Choral reading
Students read together as a group. Predictable books are especially good because of their repetitive nature (makes it easier for children to join in). Students read the out loud with you 3-5 times total (but not necessarily all in one day).
Tape assisted reading
Student reads along in their books as they hear a fluent reader read each page at about 80-100 words per minute, tape should not have sound effects or music, continue until the student is able to read the book independently
Partner reading
Paired students take turns reading out loud to each other. More fluent readers can be paired with those in earlier developmental stages. Stronger students will then provide help with word recognition. Two students with equal ability can still partake in this activity.
Readers theater
Students rehearse and perform a play for others. Gives students reason to re-read the text and practice fluency
Two types of vocabulary
Oral vocabulary: words we use in speaking or recognizing in listening
Reading vocabulary: words we use and recognize in print
4 methods to increase vocabulary
- Repeated exposure to words
- Use parts of words
- Use context clues
- Use dictionary and other reference aids
Most common prefixes
Un, Re, In, Dis
(Important clues about the meaning of about two-thirds of all English words)
Unredisin
When should teachers start building the foundation for reading comprehension
Even teachers in primary school should start doing this. A foundation for proper comprehension can be practiced and evolved while basic reading skills are also develope
Metacognition (how is it used in reading)
Thinking about thinking
A good strategy to have overall control over the text (monitoring understanding, adjusting reading speed, etc)
4 primary strategies for teaching reading comprehension
- Ask questions about the text they are reading
- Ask students to summarize parts of the text
- Help students clarify words and sentences
- Ask students to predict what might occurs
Calculating reading fluency
Select two or three brief passages, have student read passages out loud for exactly a minute, count total number of words read per minute. Count total number of errors that occurred in that minute. Subtract total words read by total number of errors and you get Words Correct Per Minute (WCPM)
Comprehension Activity (Monitoring Comprehension)
- Identify where the difficulty occurs (don’t understand second paragraph, etc)
- Identify what the difficulty is (I don’t get what this sentence means)
- Restate the difficult passage in their own words
- Look back through the text
- Look forward to see if the question will later be answered
Comprehension Activity (graphic and semantic organizers)
Graphic Organizers: Diagrams and pictorial devices to illustrate the interrelations among concepts. Can be done using (maps graphs, frames clusters, charts, etc)
Semantic Organizers: Also called semantic webs. These are the web graphs where lines connect with one another all stemming from a central concept (the middle of the web)
Comprehension Activity (answering questions)
Question answering activities have students look back in the text to answer question in regards to information they did not pick up on during the first read. Also helps question answer relationships: understanding questions and where the information can be found to answer them
Comprehension Activity (generating questions)
Teaching students to ask their own questions helps students improve their active processing of text along with their comprehension level.
Comprehension Activity (recognizing story structure)
Story Structure: way the content and events of a story is organized into a plot.
Understanding story structure improves memory in regards to the information and/or detail expressed through the text. Story maps are a good way to do this.
Story Maps
A type of graphic organizer that shows the sequence of events in a simple story
Comprehension Activity (summarizing)
Condensing information into their own words helps students identify or generate main ideas and connect them to central ideas and ongoing themes. Also helps them remember what they read.
Comprehension Activity (making use of prior knowledge)
Good readers draw on prior knowledge to help them understand what they are reading. Preview the text, see what terms they know, what they know or can relate to in regards to facts about the author, identify important vocabulary, etc.
Comprehension Activity (using memory imagery)
Good readers often form mental pictures. Readers (young readers especially) who visualize what they are reading tend to have a better recall of the information and/or details of the text they read in comparison to those who do not form imagery when reading
Writing Strategies (step by step)
- Prewriting (brainstorm)
- Drafting (ideas into sentences)
- Revising (re-arrange and refine)
- Editing (check grammar, typos, minor structure tweaks)
Genres of Writing (narrative)
Tells a story (roughly in chronilogical order). Whether fiction or non-fiction, the narrative is presented in a story-like fashion that builds scenes to a climax and which is then followed by a falling actually and finally a denouement (resolution)
Genres of Writing (interpretive)
Explains, explores, and considers the significance of an event, a work of are, etc. These require critical thinking. Examples: summaries, research papers, critiques, analyses.
Genres of Writing (descriptive)
Usually describes a person place or thing in w thorough manner so the reader is able to construct a vivid impression of the subject in question. Using evocative imaging and phrasing to describe something.
Genres of Writing (persuasive)
Designed to take a stand on an issue and convince the reader to concur with the others opinion and/or point of view.
Genres of Writing (expository)
Explain, clarify, or describe a subject. Meant to “expose” information on something. Uses third person tone and is unbiased and accurate.
Dialect
Distinctive variety of vocabulary, grammar, and pronunciation spoken by members of a specific group
Idiolect
Particular variety of a language used by and individual speaker or writer which may be marked by peculiarities
Important skills in public speaking (5)
- Eye-contact
- Volume and tone of voice
- Pacing and clarity
- Hand gestures
- Posture
Short story length
2000-10,000 words
Emphasized literary elements in children’s literature
Structure mostly (can involve patterns and symbols)
Story Structure (terms of drama)
- Expository (introduction)
- Rising action (allows protagonist to make commitment)
- Climax (turning point, the point of highest interest)
- Falling action (events that follow from protagonists actions during the climactic scene)
- Denouement ( conflict is resolved)
Folk Tale categories
- Legend
- Fairy tales
- Animal folk tale
Folk tale (legends)
Narratives that often include creation stories. Usually contain super-natural beings and are retold as if they are based on fact
Folk tale (fairy tales)
Presented as entirely fictional pieces. Often begin with a formulaic opening line: “one upon a time”
Genres of Writing (animal folk tale)
Found in many cultures, animals clearly have human like qualities (anthropomorphic qualities).
Myths
Hard to perfectly define, but usually about adventures long past that concern adventures and misadventures of gods, heroes, villains, or some combination of the three. Set in a time out of the classical human historical timeline. Sacred narrative in the way it holds religious or spiritual significance.
Alliteration
The repetition of usually initial consonant sounds in two or more words or syllables
Analogy
A comparison of similar traits between dissimilar things in order to highlight a point of similarity
Figurative Language
A word of phrase that departs from literal language (metaphors and simile)
Hyperbole
Deliberate exaggeration for effect
Imagery
Words or phrases that appeal to the senses
Sarcasm
The use of words to suggest the opposite of their intended meaning (they have irony down for this for some reason but that can’t be right)
Literal language
The actual definition of the word
Metaphor
A figure of speech in which something is described as though it were something else
Personification
The assignment of human traits to a nonhuman item
Simile
A figure of speech that has a direct comparison between unlike things using “like” or “as”
Symbol
Usually concrete objects or imaged that represent abstract ideas
Analyzing Poetry (what is the dramatic situation?)
Who is the speaker. Where is he or she. When is this happening. What are the circumstances.
Analyzing Poetry (what is the structure of the poem?)
What are the parts of the poem and how do they relate to each other. How does the poem get from the first sentence to the second and then the second to the third. What is the logic if the poem. What are the techniques used.
Analyzing Poetry (what is the theme of the poem?)
What is the point of the poem. If possible define what the poem says and why.
Analyzing Poetry (is the meaning of the poem clear?)
Make sure you understand the meaning and usage of every word in the poem (especially words that don’t seem to fit). Take note of unusual grammar that can alter the meaning a bit.
Analyzing Poetry (what is the tone of the poem?)
Tone is a slippery word. Think what the mood or the atmosphere is.
Analyzing Poetry (what are the important images and figures of speech?)
What are the important sensory objects. What are the smilies and metaphors of the poem. Most difficult challenge of discriminating between the figurative and the literal.
Reoccurring themes in myths
Seasonal death and rebirth. A long lasting golden age that has degenerated. Creation of fire. A giant flood.
