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59 Cards in this Set
- Front
- Back
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Concept of story |
Students knowledge about stories.
Developing students' concept of story is crucial because it plays an important role in learning to comprehend and compose stories. |
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Plot profile |
Students make this chart to track the tension in a story. |
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Open-mind portrait |
Enable student to identify character identification.
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Mentor books |
Teachers use mentor texts as models to demonstrate reading and writing strategies, and for guided practice activities. |
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Running Record |
Tool that helps teachers identify patterns in student reading behaviors. |
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Guided Reading: Grouping |
Usually done in small groups and with students who read at the same level or who use similar reading strategies and skills. Teachers often group and regroup students for guided reading so that the book selected is appropriate for all students in a group. |
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Frustration level of reading |
Reader does not have adequate background knowledge for text/topic. The reader cannot read at the appropriate rate/accuracy. |
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Instructional level of reading |
Reader is not independent, but has adequate background knowledge for text/topic. |
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Independent level of reading |
Highest level of reading, reader can read through text/topic with few errors. |
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Retelling stories |
When students retell a story, they organize the information they remember and provide a personalized summary. Teachers use it to assess students' comprehension. |
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6 Retelling Guidelines |
1. Introduce the story. 2. Read the story. 3. Discuss the story. 4. Create a graphic organizer. 5. Retell the story. 6. Mark the scoring guide. |
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Story elements |
1. Plot 2. Characters 3. Setting 4. Point of View 5. Theme |
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First-person POV |
Tells a story through the eyes of one character using the first person pronoun I. The reader experiences the story as the narrator tells it. The narrator, usually the main character, speaks as an eyewitness to and a participant in the events. |
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Omniscient POV |
The author is god-like, knowing all. The author tells readers about the thought processes of each character without worrying about how the information is obtained. Most stories told in this POV are novels. |
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Limited omniscient POV |
Used so readers can know the thoughts of one character. The story is told in third person, and the author concentrates on the thoughts and feelings of the main character or another important character. |
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Objective POV |
Readers are eyewitnesses and are confined to the immediate scene. They learn only what they can see and hear, without knowing what any character thinks. The focus is on recounting the events, not on developing the personalities of the characters. |
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Grand conversations: instructional |
Discussions held by the entire whole-class about non-fiction topics, not literature. Teacher does not lead this discussion. |
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Using nonfiction improves.... |
Using nonfiction improves students' comprehension and the effectiveness of their writing. |
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Expository text structures |
1. Description 2. Sequence 3. Comparison 4. Cause and Effect 5. Problem and Solution
Page 286 |
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Types of informational books |
1. Alphabet and counting books 2. Autobiographies/Biographies 3. Books with info through song/poem 4. Multi-genre or combined-text books present information using more than one genre |
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Nonfiction text features |
Table of contents Headings and subheadings to direct attention Photos and drawings illustrate big idea Figures, maps, and tables Margin notes Highlighted vocab words Glossaries Indexes Review sections |
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Biography |
Accounts of a person's life written by someone else. As students read about these people's lives, they're also learning about these people's lives, they're also learning about personal qualities such as courage and determination that they can apply to their own lives to help them fulfill their dreams. |
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Autobiography |
Life stories written by the featured person; these books provide insight into people's lives from their own subjective viewpoints. |
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Multigenre Books |
Present info using more than one genre. By using a combo of genres, the author and illustrator provide multiple viewpoints and enrich their presentation of info. |
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Cubes |
1. Choose a topic 2. Examine the topic from each perspective 3. Draft a paragraph 4. Share drafts 5. Revise and edit the paragraphs 6. Construct the cube 7. Display the cube |
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6 perspectives used when exploring during cubing |
Description Comparison Association Analysis Application Argumentation |
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Clusters |
Web-like diagrams that students use to gather and organize information. The topic is written in a circle and centered on a sheet of paper or a poster. Main ideas are written on rays drawn out from the circle and branches with details and examples are added to complete the main idea. |
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Introduce report writing by... |
Introduce report writing by writing a collaborative report. Introduce broad topic and then brainstorm subtopics and identify research questions. |
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Common core standards and nonfiction |
1. Identify main ideas and details. 2. Analyze expository text structures. 3. Use Nonfiction text features. 4. Conduct research and report the results. 5. Write nonfiction texts. 6. Gather info from multiple sources. |
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English language learners |
1. Writing in learning logs 2. Conducting research 3. Creating projects |
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Assessing research projects |
Plan for assessment before students begin projects so students understand what they're expected to accomplish. Give students a checklist to mark things off as they move along with the project. |
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Students explore poetry by.... |
Laughing with language
Creating word pictures
Experimenting with rhyme |
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Poetry and following formulas |
May seem recipes to be followed rigidly, but they're intended to provide a skeleton for students' poems |
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Acrostic poems |
Students use a key word, write it vertically on paper, then create lines of poetry, each one beginning with a letter in the key word they've chosen. |
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Color poems |
Students begin each line or stanza with a color word. |
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Five-sense poems |
Students write about a topic using their five senses. |
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"I am..." poems |
Students write I am poems about themselves. They begin and end each stanza with I am. |
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"If I were..." poems |
Students write about how they'd feel and what they'd do if they were something else. |
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Preposition poems |
Students write these by beginning each line with a preposition. |
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Wish poems |
Students begin each line with the word "I wish" and complete the line with a wish. |
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Free verse |
Unrhymed poetry. Students use free verse to describe an idea, express a thought, or tell a story. |
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Bilingual poems |
Student write bilingual poems by inserting words from other languages into their poems. |
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Comparison poems |
Students compare something to something else then expand on the something else in the poem. |
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Concrete poems |
Students create these through careful arrangement of words on a page. |
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Found poems |
Students create poems by culling words form stories, newspaper, and magazine articles, and nonfiction books and arrange them into a poem. |
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Haiku |
Japanese form consisting of 17 syllables in three lines. 5, 7, 5 |
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Rhymed verse |
Most common type. |
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Limericks |
Form of light verse that uses both rhyme and rhythm. Consists of five lines; first, second, and fifth lines rhyme, and the third and fourth lines rhyme. |
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Clerihews |
Describes a person |
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Model poems |
Students model their poems on poems composed by adult poets. |
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Poetic Devices |
1. Comparison 2. Alliteration 3. Onomatopoeia 4. Repetition |
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Students perform poems by using... |
Echo reading Leader and chorus reading Small-group reading Cumulative reading |
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5 steps of choral reading |
1. Select a poem 2. Create the arrangement 3. Rehearse the poem 4. Perform the poem 5. Revise the arrangement |
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Aspects of expressive reading |
Tempo: how fast or slow to read lines. Rhythm: which words to stress Pitch: when to raise/lower voice Juncture: when and how long to pause |
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Stage 1 of Spelling Development |
Emergent Spelling: Children string letters, scribbles, and letter-like forms together, but don't associate the marks they make with specific phonemes. About 3-5 years old
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Stage 2 of Spelling Development |
Letter Name and Alphabetic Spelling: Children represent phonemes in words with letters. At first, spellings are quite abbreviated. About 5-7 years old. |
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Stage 3 of Spelling Development |
Within-Word Spelling: Students learn long-vowel patterns and r-controlled vowels, but may confuse spelling patters and spell meet as mete and reverse the order of letters. About 7-9 years old. |
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Stage 4 of Spelling Development |
Syllables and Affixes Spelling: Students learn to spell multisyllabic words. They also add inflectional endings, use apostrophes in contractions, and differentiate between homophones. About 9-11 years old. |
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Stage 5 of Spelling Development |
Derivational Relations Spelling: Students explore the relationship between spelling and meaning and learn that the words with related meanings are often related in spelling despite sound changes. About 11-14 years old. |
