Teaching Reading And Text Interpretation

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Fostering reading appreciation and motivation to learn

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using trade books, electronic texts, and Internet
Using nonprint materials such as film, music, art, and advertisements
creating authentic literary experiences
connecting students' prior knowledge and interests with texts
reading aloud excerpts to students
selecting quality texts and other lesson materials

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Teaching vocabulary

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linking vocabulary with text themes or concepts
providing time to read and discuss quality texts
teaching students the role of "Word Finder" in a literature circle
teaching students structural cues such as common prefixes, suffixes, and roots
teaching students how to effectively use context cues to identify the meanings of words and phrases
using graphic organizers to help students see relationships among vocabulary words

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Teaching Comprehension - Modeling

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teachers and capable peers should model their comprehension processes in either oral or written form
teacher thinks or talks aloud to share his or her thought process while reading

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Teaching Comprehesnion - Questioning

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use Bloom's taxonomy of Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation

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Teaching Comprehension - Scaffolding

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provide strcutural supports to a student by, for example, reading aloud a portion of the text and then asking the student to repeat the same sentence

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Bloom's taxonomy - Knowledge

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remember, recognize, recall who, what, where

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Bloom's taxonomy - Comprehension

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interpret, retel, organize, select facts

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Bloom's taxonomy - Application

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subdivide information adn show how it can be put back together, how is this an example of that?

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Bloom's taxonomy - Analysis

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what are the feature of? How does this compare with?

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Bloom's taxonomy - Synthesis

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create a unique product that combines ideas from the lesson, what would you infer from?

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Bloom's taxonomy - Evaluation

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make a value decision about an issue in the lesson, what criteria would you use to assess?

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Activating prior knowledge

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use of a concrete experience or object
pretesting
discussions
anticipation guides

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Identifying text structures

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problem/solution
compare/contrast
argument
analysis of an issue

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Strategies

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identifying important information
predicting and verifyin
summarizing and note-taking
identifying cause and effect
syntesizing
visualizing and thinking aloud

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Metacognition

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ability to think about his or her own thinking and regulate his or her own things:
ask students what they do before, during, and after reading
teach students effective strategies to use before, during, and after reading in your content area
ask students to support their statements or responses with examples and text citations - ask why
encourage students to ask and create questions rather than just respond to the teacher's questions
allow time in class to discuss not only the content of your course, but also the thinking processes people are using

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person who opposes or competes with the main character; often the villain in the story

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Antagonist

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person or being in a narrative

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Character

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opposing elements or characters in a plot

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Conflict

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type of conflict wherein a character has a problem with one or more of the other characters

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Person v. person conflict

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type of conflict wherein a character has a problem with an element of society: the school, an accepted way of doing things, the law, etc.

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Person v. society

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type of conflict wherein a character has a problem determining what to do in a situation

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Person v. self

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type of conflict wherein a character has a problem with nature: natural disasters, extreme heat, or freezing temperatures, for example

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Person v. nature

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type of conflict wherein a character has to battle what appears to be an uncontrollable problem that is attributed to fate or God

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Person v. fate (God)

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outcome or resolution of plot in a story

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Denouement

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structure of a work of literature; sequence of events

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Plot

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main character or hero of a written work

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Protagonist

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time and place in which a story occurs

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Setting