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38 Cards in this Set
- Front
- Back
Guided practice |
is a time for students to practice a strategy with the help of the teacher. |
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Independent practice/application |
is an assigned task that is provided for students to do independently after they have practiced the targeted skills with the help of the teacher. |
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Alliteration |
Repeating the first letter or sound at the beginning of adjacent or closely connected words. For example: “Mom made me move the mushrooms.” |
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Hyperbole |
Exaggeration in a statement or claim in order to make a point but not meant to be taken literally. For example: “It’s raining cats and dogs.” |
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Metaphor |
Comparing an object or action to something else which is not literally applicable. For example: “My office is a disaster” and “Life is a roller coaster.” |
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Simile |
Comparing two things using the words “like” or “as.” For example: “Her skin was as soft as butter” and “I am as blind as a bat without my glasses. |
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Personification |
Giving human characteristics to objects or animals. For example: “The moon smiled at me.” |
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Onomatopoeia |
Words that mimic the sound of the object or action that it refers to. For example: “Achoo,” “Huh,” and “Boom.” |
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Oxymoron |
Using contradictory terms in conjunction with each other. For example: “walking dead,” and “disgustingly delicious.” |
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Informational text |
Factual material that includes expository, persuasive, and procedural text. |
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Expository text |
Factual material that describes and discusses a topic, or sometimes tries to persuade. Some examples are biographies and the text found in magazines, newspapers, and school textbooks. Procedural texts are also considered expository and can include information on how to do something. |
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Narrative text |
This refers to stories that are fictional and can be in any format including books, dramatic plays, songs, speech, or writing. The purpose is usually for entertainment. |
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Appreciative comprehension |
The ability to develop feelings and understanding about what has been read. |
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Evaluative comprehension |
The ability to analyze the text through questioning whether it is fact or opinion by determining if there is faulty/confusing reasoning, determining character development and use of language, and explaining point of view |
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Inferential comprehension |
Understanding parts of what has been read without it being stated explicitly. Examples are determining cause and effect, fact or opinion, drawing conclusions, and making predictions. |
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Literal comprehension |
Understanding the facts from what has been read such as main idea, specific details, and point of view |
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Metacognition |
Thinking about one’s own thinking. Metacognitive skills include self-monitoring and self-evaluation. |
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Fairy tales |
are typically children’s stories about magical creatures |
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Fantasy |
usually deals with supernatural events or characters |
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Folk tales |
are stories that are passed on that are sometimes a legend and considered to be false or based on superstitions |
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Fables |
are stories or poems with morals |
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Legends |
are based on the life of a real person with considerable exaggeration that makes the person famous |
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Myths |
are stories that are about events of the distant past and try to explain the beginning of the world, natural phenomena, and/or origin of civilizations. The most common characters in myths are in the form of gods |
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Genres |
A category of reading texts based on the form, style, or subject matter. Examples include fables, myths, folktales, legends, drama, and poetry. |
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Mapping |
Using graphic organizers to organize/acquire information from written text. Graphic organizers might be called different names including mind maps, graphs, or semantic webs. Instruction and practice in developing and using graphic organizers includes practice with tables, charts, webs, maps, and signs. Technology can also be utilized to acquire and understand information for this strategy development. Graphic organizers visually show relationships from one concept to another while helping students focus on the structure of the text. Many kinds of maps/organizers are especially helpful in writing summaries. It should be noted that graphic organizers are often used in several different content areas. |
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Scaffolding in reading |
Building on simpler skills to develop other skills that are more difficult. |
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Scaffolding in reading |
In order to comprehend, students should have skills in the areas of: -Phonemic awareness - Phonics and word recognition - Fluency - Vocabulary development - Comprehension |
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Previewing |
– What is to be read. This might include perusing the titles and subtitles of a chapter, section, graph, chart, picture, etc. |
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Generating, asking, and/or answering questions |
of themselves or others about what is being read. In doing so, students will have a purpose for reading and be able to focus on what they are to learn. In addition, they are able to review the content of reading and relate it to prior learning |
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Determining the main idea |
What the story is mostly about. In some texts, the main idea is directly stated and in others, it is inferred. Students need to be taught how to determine facts that support the main idea. |
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Making predictions about |
what will happen next – Was my prediction a good one? What made me think that would happen? This is a self-evaluation strategy |
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Determining cause and effect |
either stated or inferred – What caused that to happen toward the end of the story? What was the effect of …? This is a self evaluation strategy and also can be utilized with other content areas. |
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Comparing and contrasting |
How two or more things are alike, how are they different, and what about them are the same. A beginning example is to have students compare and contrast different kinds of animals and then determine their similar characteristics. The Venn diagram is often used to practice comparing and contrasting. |
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Determining fact and opinion |
What were some of the facts that I read? What were opinions? This is a self-evaluation strategy. |
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Making generalizations |
We read that this… and … happened several times in the reading. Therefore, that must mean that… This is a self-evaluation strategy, but it also can be used in content areas for expository text. |
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Schema development |
Determining a structure of background knowledge that a reader has about what is being read or written. |
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Recognizing and understanding story structure |
Refers to the way the subject and actions of a story are organized into a plot. In doing this, students identify setting, beginning events, responses, goals, and results/outcomes. |
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Using graphic/semantic organizers |
Teaching students to develop and use a visual representation of what they are reading to help them: focus on/record key concepts as they are reading; provide a way to visually see relationships between concepts of what they are reading; develop well-organized summaries of what they have read. Graphic organizers have many different forms and names including story maps, web maps, charts, frames, line graphs, thematic maps, and Venn diagrams. |