Term
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Definition
| Creative multifaceted thinking process in which students engage with the text. A series of behaviors that occurs over time. |
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Term
| 4 levels of comprehension |
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Definition
| Literal, inferential, critical, evaluative |
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Term
| 6 reader factors of comprehension |
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Definition
| Background Knowledge, Vocabulary, Fluency, Comprehension strategies, Comprehension skills, motivation |
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Term
| When does the comprehension process begin? |
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Definition
| During prereading when students activate background knowledge and preview text |
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Term
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Definition
| Put a quote down, and have them respond to the quote as a journal entry. |
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Term
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Definition
| Readers make connections between text and other text |
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Term
| What is the difference b/w a skill and a strategy? |
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Definition
| Skill is being already proficient and involves literal thinking. Strategies are a planned way of doing something that can lead to skillfulness. |
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Term
| 3 text factors of comprehension |
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Definition
| Genres, text structures, text features |
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Term
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Definition
| The conscious awareness and control of own thinking. Thinking about thinking. |
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Term
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Definition
| Readers analyze symbolic meanings, distinguish fact from opinion, and draw conclusions. |
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Term
| Two factors that comprehension depends on |
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Definition
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Term
| What are some cognitive strategies? |
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Definition
| Activate background knowledge, predicting, determining main idea, previewing, classifying, categorizing, visualizing, making inferences, questioning, summarizing |
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Term
| 2 categories of factors that affect comprehension |
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Definition
| Reader factors, text factors |
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Term
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Definition
| Most basic level of comprehension. Readers pick out main ideas, sequence details, notice similarities/differences, identify explicitly stated reasons |
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Term
| The 3 connections readers make |
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Definition
| Text-to-text, text-to-world, and text-to-self |
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Term
| How do you explain a cognitive strategy to students? |
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Definition
| Explicitly. Teach what to do, when to do it, why to do it, and how to do it. |
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Term
| The highest level of comprehension |
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Definition
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Term
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Definition
| Students make connections between text and world events (past and present) |
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Term
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Definition
| Students share their thinking as they read a passage, orally and/or on sticky notes they place in book, or write reading logs. |
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Term
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Definition
| Highest level of comprehension, readers assess the value of text, detect bias, faulty reasoning, effectiveness of persuasion, judge quality of texts |
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Term
| How do you use collaboration to affect student motivation? |
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Definition
| Encourage students to work collaboratively, minimize competition, allow students to participate in making plans and choices |
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Term
| inferential comprehension |
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Definition
| Readers use clues in the text, implied information, and their background knowledge to draw inferences. They make predictions, recognize cause and effect, and determine the author's purpose. |
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Term
| What are the differences between cognitive and metacognitive strategies? |
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Definition
| Cognitive involves thinking, metacognitive is reflecting on thinking |
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Term
| lowest level of comprehension |
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Definition
| Literal level of comprehension |
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Term
| How do capable and less capable students differ? |
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Definition
| more capable readers view reading as a process of comprehending or creating meaning, but less capable readers focus on decoding |
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Term
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Definition
| focus on decoding, reluctant to use new strategies, not motivated, don't expect to be successful, smaller vocabularies |
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Term
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Definition
| monitor comprehension, read fluently, use background knowledge, larger vocabularies, variety of strategies, motivated |
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Term
| How can a teacher help students take control of their own reading? |
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Definition
Have kids read independently, gradually extending time to build stamina. teach
Metacognition, have them recognize obstacles to reading and |
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Term
| How are books of fiction organized? |
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Definition
| authors use structures to organize text and emphasize important ideas |
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Term
| elements of story structure |
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Definition
| plot, characters, setting, time, theme |
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Term
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Definition
| folklore, fantasy, realistic fiction |
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Term
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Definition
| sequence of events involving characters in conflict situations |
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Term
| What are the different kinds of conflict? |
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Definition
| Character and nature / society / other character / themselves |
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Term
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Definition
| people (or personified animals) in the story |
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Term
| often the most important element of a story |
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Definition
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Term
| four ways characters are developed |
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Definition
| appearance, action, dialogue, monologue |
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Term
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Definition
| generally the time and location where action takes place |
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Term
| four dimensions of setting |
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Definition
| location, weather, time period, time span |
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Term
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Definition
| perspective that stories are told from |
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Term
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Definition
| first-person, omniscient, limited omniscient, objective |
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Term
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Definition
| underlying meaning of a story, embodies general truths about human nature |
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Term
| Themes are either stated... |
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Definition
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Term
| Why do students need to read both fiction and nonfiction books in the classroom? |
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Definition
| fiction and nonfiction have different text factors that students can incorporate into their own writing |
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Term
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Definition
| narrative genres, story elements, narrative devices |
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Term
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Definition
| nonfiction genres, expository text structures, nonfiction features |
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Term
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Definition
| poetic forms, poetic devices |
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Term
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Definition
| through conflict introduced at beginning, expanded in middle, and resolved at end. |
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Term
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Definition
| tension or opposition between forces in the plot |
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Term
| What interests students enough to continue reading a story? |
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Definition
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Term
| What is the difference between narrative and expository text? |
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Definition
Narrative: story, chronological order, fiction
Expository: informational text |
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Term
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Definition
| incorporates all 4 elements of plot, students describe the beginning, middle, and end of conflict, as well as what the problem is, any roadblocks, and the high point. |
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Term
| Is a fairytale a narrative or expository text? |
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Definition
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Term
| What are the aspects of a plot diagram? |
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Definition
3 columns labeled "Beginning, Middle, End" of conflict.
Second row identifies the problem, roadblocks, and high point of the plot.
Also has a drawn graph of the rising and falling action
(pg. 210) |
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Term
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Definition
| narrator (usually a character) tells story and uses first person pronoun "I" |
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Term
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Definition
| author is godlike, seeing and knowing all. Thoughts of each character are shown. |
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Term
| Limited Omniscient Viewpoint |
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Definition
| readers know the thoughts of only one character, told in third person |
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Term
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Definition
| readers assume the role of eyewitness and are confined to the immediate scene. They learn only what's visible, and cannot hear thoughts. Recounts events, not character personality. |
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Term
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Definition
| it is the underlying meaning of the story |
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Term
| Do all narratives have themes? |
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Definition
| mostly they do, and some have multiple themes |
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Term
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Definition
| Dialogue, flashbacks, foreshadowing, imagery, suspense, symbolism, tone |
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Term
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Definition
| written conversation where characters speak to each other |
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Term
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Definition
| an interruption, often taking readers back to the beginning of the story |
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Term
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Definition
| hinting at events to come later in the story to build readers' expectations |
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Term
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Definition
| descriptive words and phrases used to create a picture in readers' minds. |
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Term
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Definition
| person, place, or thing used to represent something else (ex: dove and peace) |
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Term
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Definition
| overall feeling or mood in a story, ranging from humorous to serious and sad |
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Term
| Why is story structure important? |
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Definition
| authors manipulate structure to make stories interesting and to organize text |
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Term
| What are some commonly used poetic forms? |
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Definition
| concrete poems, free verse, haiku, narrative poem, ode, rhymed verse |
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Term
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Definition
| poem that uses some rhyme scheme, such as limerick, in a fun-to-read way |
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Term
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Definition
| long poems that tell a story |
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Term
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Definition
| Japanese poetic form that contains three lines of 5, 7, and 5 syllables. Normally deals with nature |
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Term
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Definition
| un-rhymed poetry where word choice and visual images are important |
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Term
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Definition
| form of free verse, written in two columns, side by side, where 2 readers read line by line (usually contrasting viewpoints) |
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Term
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Definition
| students create poems by culling words and phrases from a book their reading and arranging the words and phrases into a free-form poem |
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Term
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Definition
| poem in which the first letter, syllable, or word of each line spells out a word or message |
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Term
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Definition
| preview a book by talking about it, showing the cover, and reading the first paragraph or two (like she does in class) |
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Term
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Definition
| don't pick a book that is too easy or too hard, make sure its just right. |
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Term
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Definition
| Students write their initial responses to the books they're reading in a journal. Responses often demonstrate student's reading strategies and insights into their thinking about literature. |
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Term
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Definition
| discussions about stories in which students explore the big ideas and reflect on their feelings. student-centered |
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Term
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Definition
| independent reading time set aside during the school day for students to silently read self-selected books |
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Term
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Definition
| instructional approach in which the class reads and responds to a piece of literature |
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Term
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Definition
| instructional approach in which students meet in small groups to read and respond to a book, has predetermined roles |
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Term
| five stages of the reading process |
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Definition
| prereading, reading, responding, exploring, applying |
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Term
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Definition
| introduced reading workshop as an alternative to basal readers and textbooks, which changed how literature is used in the classroom |
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Term
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Definition
| students read books they choose themselves and respond in reading logs and conferences with the teacher |
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Term
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Definition
| reading materials collected by teacher on topics to use in teaching thematic units. Incorporate different genres, reading levels, and media. |
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Term
| Who should decide which books students read in the classroom? |
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Definition
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Term
| What is the difference between SSR and Reading Workshop? |
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Definition
| SSR is time set aside just for reading comfortably, while reading workshop includes instruction |
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Term
| What guidelines should teachers follow in selecting books for the students to read? |
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Definition
| Not just at grade level, a few above and below. Different genres, adhere to banned books in district. |
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Term
| What are the benefits of using literature focus units and literature circles? |
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Definition
| Students read and respond to authentic literature, they get more choices in books and responses, and they get to have different roles. |
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Term
| 3 features of literature circles |
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Definition
| choice, literature, response |
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Term
| Literature circle: choice |
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Definition
| students choose books, roles, time schedule, how to share, |
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Term
| Why is choice important in a literature circles? |
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Definition
| Prepare students for making choices by creating a community of learners in which students assume responsibility for their learning and collaborate. |
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Term
| Literature circles: literature |
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Definition
| should be interesting and around reading level, shorter or picture books at first, teachers must read and like the books. |
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Term
| literature unit: response |
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Definition
| four different types of discussion in circles, grand conversations, response roles |
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Term
| Why is response important in literature circles? |
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Definition
| Students use authentic conversation about a book and become more engaged than in teacher-directed approaches. |
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Term
| How can teachers effectively manage literature circles? |
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Definition
| Through activities such as minilessons, videotaping group discussions, reconsidering books, and coaching on positive group behavior. |
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Term
| What steps should teachers take to organize reading workshop? |
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Definition
| Reading, responding, sharing, teaching mini-lessons, and reading aloud to students. |
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Term
| What is the teacher's role in literature circles? |
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Definition
| Facilitator, as you facilitate you make sure they know how to respond and are on task, make rounds. Monitoring. |
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Term
| Reading Workshop: Reading |
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Definition
| students spend 30 to 60 minutes reading independently, chose own books using Goldilocks Principle. |
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Term
| Reading Workshop: Responding |
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Definition
| students keep reading logs and dialogue with teacher, responses demonstrate reading strategies |
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Term
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Definition
| Immersion, Involvement, Literary Connections |
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Term
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Definition
| Students indicate whether the book makes sense to them through inferences about characters, predictions, and questions |
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Term
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Definition
| Students show that they're personally involved with a character, giving advice or judging actions. Express satisfaction with story. |
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Term
| Literary Connections (response) |
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Definition
| students make connections and evaluate the book, offering opinions and compare it to other books. |
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Term
| What should teachers keep in mind in regard to selecting books for ELLs? |
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Definition
| Books that reflect their own culture |
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Term
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Definition
| commercial reading programs, think "Dick and Jane" books written only to teacher kids, not authentic literature |
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Term
| Basal reading program components |
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Definition
| selections in grade-level textbooks, vocaublary instruction, workbook assignments, materials for independent reading, assessment tools for monotoring achievment |
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Term
| Basal reading program materials |
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Definition
| textbook, supplemental books, workbook, teacher's guide, assessment system, multimedia resources, handbooks, lesson planner, home-school connections, staff development |
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Term
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Definition
| literature anthologies, help teachers with state standards, organized into units, but they can be overwhelming and not differentiated |
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Term
| What criteria should educators use to select textbooks for their students? |
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Definition
| should be at students reading level, multicultural, and can be incorporated into authentic reading units |
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Term
| components of a textbook reading program |
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Definition
| Literature selections, instructions on grammar and vocabulary, online resources, assessment tools |
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Term
| What are the advantages of basal readers and anthologies? |
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Definition
| aligned with grade-level state standards, time savers, includes lesson planners, variety of activities, teacher's guides |
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Term
| What are the disadvantages of basal readers and anthologies? |
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Definition
| not differentiated, lacks authenticity, overwhelming and too fast-paced, too many worksheets, most instruction is whole-class |
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Term
| Which approach to teaching reading is the best? |
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Definition
| There is no best approach to teaching |
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Term
| What will get kids to want to read the most? |
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Definition
| Sharing in a book discussion |
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Term
| Why put students in groups? |
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Definition
| Learn from others, social interaction, different background knowledge, different viewpoints, etc |
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Term
| Is guided reading or shared reading better for struggling readers? |
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Definition
| guided reading in small groups helps struggling learners more. |
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Term
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Definition
| small-group instruction used for students who read at approximately the same instructional level |
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Term
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Definition
| brief, focused lessons on literacy strategies and skills, such as how to use commas or combine sentences. |
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Term
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Definition
| contain meaningful, purposeful literacy activities that students can work at in small groups. Activities relate to concepts recently taught in minilessons, and can vary from simple to complex. |
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Term
| What are some components of literacy centers? |
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Definition
| Author study, computer, grammar, graphic organizers, library, poetry, word wall, spelling, revising, |
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Term
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Definition
| computer based supplemental reading programs where students choose books to read independently and monitor comprehension through quizzes, teachers use results to immediately help struggling readers |
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Term
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Definition
| several tiered or related activities that focus on the same essential knowledge but vary in complexity. |
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Term
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Definition
| programs used to address low-achieving students', used to replace regular instruction. Problems are diagnosed and extra instruction given in problem area. |
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Term
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Definition
| experienced teachers with special expertise in working with struggling readers and writers who support teachers in literacy instruction. |
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Term
| RTI (Response to Intervention) |
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Definition
Tier 1: screening and prevention
Tier 2: Early intervention
Tier 3: Intensive Interven |
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Term
| What is the most effective way of working with struggling readers in the middle grades? |
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Definition
| Differentiate instruction, use guided reading for small groups of same-level readers, explicit lessons, authentic texts, student choice |
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Term
| Why is differential instruction important for ELLs? |
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Definition
| gives them a chance to learn reading strategies without being bogged down by their lack of english knowledge |
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Term
| How can teachers differentiate instruction for struggling students? |
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Definition
| teach minilessons, group them for guided reading, K-W-L charts, personal word walls, build background knowledge, explicit instruction in strategies and concepts, tiered activities and student choice in reading material, material that is appropriate grade level, collaborate with literacy coaches |
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Term
| How can teachers differentiate instruction to meet the needs of advanced students? |
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Definition
| through tiered activities and student choice in reading material |
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Term
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Definition
| whole class, small group, individual |
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Term
| Why is student choice so important? |
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Definition
| Motivates students to read, they pick things that interest them around their level |
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Term
| Irwin's definition of comprehension |
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Definition
| using prior experience and the author's text to construct meaning that's useful to the reader. |
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Term
| Irwin's comprehension processes |
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Definition
| Elaboration, micro, macro, sentence level, metacognition |
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Term
| What 4 things should a reading teacher never forget? |
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Definition
1. Read to students EVERY DAY
2. Reading must be understanding
3. Literacy is developmental
4. Know what your students know |
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