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Reading Praxis
| Question | Answer |
|---|---|
| Tone | the mood or attitude conveyed in the writing |
| Situational Irony | occurs when there is incongruity between what is expected to happen and what actually occurs |
| Point of View | refers to the person who is telling us the story |
| Narrator | the person who describes the characters and events, the author is not it |
| First Person Narrator | tells the story from his or her own point of view using I |
| Second Person Point of View | the writer uses the pronoun you, and thus the reader becomes a character in the story, thinking the thoughts and performing the actions of the main characters |
| Third Person Narrator | the author uses the pronouns he, she, and they to tell the story |
| Omniscient | they know everything about the characters and tell us what the characters think and feel |
| Limited | the author still uses the third person pronouns but only imparts the thoughts and feelings of one character in the story |
| Perspective | considered the narrator’s attitude throughout the story |
| Theme | you have to evaluate the whole consider the questions the story has raised, the points it has made, and the positions it has taken |
| Nonfiction | truth based recount of actual events |
| 4 Most Common types of Essays | descriptive, narrative, expository, persuasive |
| Descriptive | describing a person, place or thing |
| Expository | exploring and explaining an idea or position |
| Persuasive | arguing a specific point of view |
| Satire | a form of comedy in which the writer exposes and ridicules someone or something in order to inspire change |
| Verbal Irony | the intended meaning is the opposite of the expressed meaning |
| Hyperbole | extreme exaggeration |
| Autobiography/Memoir | the author will tell the story of his or her life |
| Journal Writing | personal type of writing that requires a student to write down his or her thoughts with a degree of regular frequency |
| Inference | draw a logical conclusion |
| Word Choice/Diction | the specific language the writer uses to describe people, places, and things |
| Word Choice Includes these Forms | particular words or phrases a writer uses, the way words are arranged in a sentence, repetition of words or phrases, inclusion of particular details |
| Style | the distinctive way in which a writer uses language to inform or promote and idea |
| Emotional Language | target’s a reader’s emotion (fears, beliefs, values, prejudices) instead of appealing to a reader’s reason or critical thinking |
| Thesis Statement | main idea of the essay |
| Emotive Poem | aims to capture a mood or emotion and to make readers feel that mood or emotion |
| Lyrical Poem | short, emotional poems that are personal from a single speaker |
| Imagistic Poem | aims to capture a moment and help us experience that moment sensually (through our senses) |
| Narrative Poem | tells stories |
| Argumentative Poem | explores an idea |
| Elegy Poem | laments the loss of someone or something |
| Ode Poem | celebrates a person, place, thing, or event |
| Rhyme | the repetition of identical or similar stressed sounds at the end of a word |
| Exact Rhymes | share the same last syllables |
| Half Rhymes | share only the final consonants |
| Eye Rhymes | the word endings are spelled the same but the words don’t sound the same |
| Alliteration | the repetition of sounds |
| Onomatopoeia | a word that sounds like its meaning, the sound is the definition of the word |
| Assonance | the repetition of vowel sounds within a sentence or a phrase to create an internal rhyme |
| Meter | the number of syllables in a line and how the stress falls on those syllables |
| Iambic Meter | one of the most common metrical patterns, the stress falls on every other syllable |
| Stanzas | poets must decide how much information belongs on each line and when those lines should be broken into this |
| Punctuation | should pause only when it tells you to pause |
| Line Breaks and Stanzas have Two Purposes | to call attention to the worlds at the end of each line, to set aside each group or words as a distinct idea |
| Concrete/Visual Poetry | the words create a visual effect |
| Rhymed/Metered/Free Verse | confined by the structure, |
| Sonnet | composed of 14 lines usually written in iambic pentameter (five groups of syllables known as feet per line) |
| Quatrains | stanza of four lines |
| Couplet | a pair of rhyming lines |
| Ballad | a poem that usually tells a story and is often meant to be sung |
| Villanelle | 5 three line stanzas with an ABA rhyme scheme and final quatrain with an ABAA rhyme |
| Blank or Metered Verse | guided only by meter, not rhyme |
| Limerick | 5 line poem with the rhyme scheme AABBA, usually funny and occasionally obscene |
| Haikus | unrhymed poems of three lines and 17 syllables (line 1 has 5 syllables, line 2 has 7, and line three has 5) |
| Free Verse | poetry that is free from the restrictions of meter and rhyme |
| 5 Basic Reference Works | almanac, atlas, dictionary, encyclopedia, thesaurus |
| Almanac | annually published resource that contains basic information concerning the calendar |
| Atlas | geographical resource that is full of maps |
| Dictionary | definitions for all the words of a language, listed alphabetically, includes pronunciation, etymology, phonetics |
| Encyclopedia | reference work that provides information about a wide variety of subjects from all branches of knowledge |
| Thesaurus | provides synonyms and antonyms for the words of a language, listed alphabetically |
| Primary Sources | materials are generated from direct witnesses of an event (autobiographies, diaries, and personal letters) |
| Footnote | usually a note of explanation or reference, appears at the bottom of a page in a document |
| Endnotes | similar to footnotes but are listed at the end of the chapter or work |
| Bibliography | list of works cited, usually at the end of a resource |
| Citation | sometimes an abbreviation of the reference is used within the text |
| 5 Most Common Strategies | chronological order, order of importance, comparison and contrast, cause and effect, problem and solution |
| Chronological Order | events by the order in which they happened, from beginning to end |
| Order of Importance | organizes ideas by rank instead of by time |
| Comparison and Contrast | two things or ideas side by side to show the ways in which they are similar or different |
| Point by Point Method | each aspect of idea A is followed by a comparable aspect of idea B, so that the paragraph resembles this pattern ABABAB |
| Block Method | a writer presents several aspects of idea A, followed by several aspects of idea B |
| Cause and Effect | ideas to explain why an event took place (cause) and what happened as a result (effect) |
| Contributing Cause | a factor that helps to make something happen but can’t make that thing happen by itself |
| Sufficient Cause | an event that is strong enough to make the event happen |
| Problem and Solution | an issue at the beginning of the text and then attempts to resolve it throughout the text |
| Thesis Statement | element of a text that best defines its structure, tell the reader what the subject is, inform the reader about what the writer thinks and feels about the subject, use clear, active language |
| Support of a Thesis Statement | provided with quotes, examples, or information from a research source that backs up the thesis |
| Transitional Words | help change the direction of the text |
| Conclusion Statement | the thesis statement at the end of a text, drawing on all the reasoning that was used as support throughout the text |
| Emerging Readers | describes students encountering print in an early development stage, refers to the continual process by which students learn to read |
| Alphabetic Principle | letters represent the sounds of a language |
| Direct Instruction | straightforward method of passing information from a teacher to a student |
| Independent Reading | students read on their own, it can help students improve comprehension and learn vocabulary, as well as develop a passion for reading and learning |
| Scaffolding | a critical concept in pedagogy for all subjects and all grade levels, provides support for students to help them move toward literacy independence |
| Sharing Reading | students reading along while an expert reads fluently |
| Sharing Writing | a composition of a text created by the teacher and the students |
| Sight Words | words that students should be able to recognize as soon as the student sees them in print |
| Social Interaction | the importance of the surrounding environment in literacy development |
| Reader Response | puts the focus on the reader of a text and his or her experience with it |
| Metacognition | thinking about thinking, thinking about how the text affects them directly |
| Text Innovation/Rewrites | strategy to help struggling readers with existing text materials that may be too challenging for them |
| Word Wall | collection of words organized in a system and displayed visibly in a classroom |
| Phonology | system of sounds in a language |
| Phoneme | each of these single sounds |
| Sound Segmentation | requires students to separate the sounds in a word by speaking each of the sounds separately in the order in which they appear in the world |
| Syllable | a unit that is larger than a phoneme, they have at least one vowel sound |
| Syllabication | the process of splitting a word into its separate syllables (or putting syllables together to form new words) |
| Running Record | one of the most common and efficient tools to track a student’s ability to recognize words |
| Accuracy Rate | determine whether the text is easy enough or too frustrating for the reader, expressed as a percentage, the rate can be calculated using the formula (accuracy rate= {total words read |
| Independent | the accuracy rate is between 95% to 100%, the student can read the text on his or her own |
| Instructional | the accuracy rate is between 90% to 95% the student can read with help |
| Frustrational | the accuracy rate is below 90%, the students can’t read the book yet |
| Error Frequency Rate | an approximation for the number of words read correctly compared to the number of incorrectly read words |
| Rereading/Repeating Reading | helpful for readers of every age |
| Making Connections | one of the most proficient ways to improve comprehension of a text |
| 3 Basic Ways a Student can make a Connection with a Text | text to self, text to text, text to world |
| Text to Self | require students to apply the information in the book to their own personal experience in their lives |
| Text to Text | require students to relate the text that they have read to other texts |
| Text to World | require students to think about how a text relates to the world in a larger context |
| Prior Knowledge | proven to be a critical element for a student’s comprehension |
| Retell a Story | his or her own words is one of the most basic methods to ensure comprehension of the story |
| Guided Reading | a student or students reading a book that was carefully and thoughtfully selected for their level by the teacher |
| KWL (Know, Want to Learn, Learned) Chart | incredibly effective study tool to aid in a student’s comprehension |
| Graphic Organizers | provide students with a tool for comprehension, helping a student map out the main idea and supporting details of a passage to helping them visualize the time line of events from a text |
| Survey, Question, Read, Recite, Review (SQ3R) | strategy is intended to help a student’s comprehension of a text using five steps |
| 5 Steps of SQ3R | skim, what information the chapter is trying to provide to the reader or determine what questions should be answered by the text, read through the text, say or write their own phrase that sums up the section and answers the questions posed earlier |
| 2 Basic Parts of a Sentence | subject and its predicate |
| Subject | person, place, or thinking in a sentence that is performing the action |
| Predicate | the action that is being done by the subject in the sentence |
| Complete Predicate | the action of what she or he is doing |
| Simple Predicate | main verb in the sentence |
| Noun | a person, place, thing or idea |
| Proper Noun | a noun that names a specific person, place, thing, or idea, they are always capitalized |
| Verb | action word of a sentence, past/present/future |
| Adjectives and Adverbs | add spice to writing, they are words that describe or modify other words |
| Pronoun | a word that takes the place of a noun or another pronoun |
| Personal Pronouns | they are taking place of a noun |
| Possessive Pronouns | they are simply referring to the noun |
| Prepositions | that express the relationship in time or space between words in a sentence |
| Conjunction | a part of a sentence that joins two words, such as and/or |
| Dependent Clauses | part of a sentence that has its own subject and verb |
| Independent Clauses | part of a sentence with their own subject and verb, they can stand by themselves as sentences |
| Phrase | group of two or more words that cannot stand by itself as a sentence but adds to an existing sentence |
| Participial Phrase | short descriptive phrase at the beginning or end of a sentence |
| Prepositional Phrase | short phrase that helps describes a verb or adjective within a sentence |
| Appositive Phrase | short phrase that modifies a noun or pronoun using other nouns |
| Participle | a word that is usually associated as a verb but is used as an adjective |
| Infinitive | a verb in the form to + verb |
| Simple Sentence | one independent clause and no depended clauses |
| Compound Sentence | multiple independent clauses in the sentence, but it has no dependent clauses |
| Complex Sentence | one independent clause and at least one dependent clause |
| Compound Complex Sentence | multiple independent clauses in the sentence, as well as at least one dependent clause |
| Sentence Fragment | its name suggests, an incomplete sentence |
| Declarative Sentence | makes a declaration, ends in a period |
| Interrogative Sentence | asks a question, ends in a question mark |
| Exclamatory Sentence | includes an exclamation, ends in an exclamation mark |
| Imperative Sentence | gives a command, ends with a period or an exclamation mark |
| Orthography | the proper way to use a written system of language, including proper spelling |
| Morphology | describes the structure of words and their parts |
| Morpheme | smallest unit of sound with meaning |
| Affix | morpheme that is attached to the stem of a word, creating an entirely new word |
| 2 Types of Affixes | prefixes and suffixes |
| Prefix | the beginning part of the word that helps identify its meaning |
| Suffix | the ending part of the word that helps identify its meaning |
| Root | a word is the main part of a word that gives it the meaning, without any prefixes or suffixes |
| Semantics | the specific meaning or meanings of a word in a written language |
| Antonym | word that has an opposite meaning |
| Synonym | a word that has the same meaning as another word |
| Idiom | a word or group of words that cannot be interpreted literally |
| Homonym | a word that sounds like another but has a different spelling and meaning |
| Context | ability to determine the meaning of a word |
| Simile | comparison using like or as |
| Metaphor | more powerful, makes a comparison directly |
| Personification | the attribution of human characteristics to animals or objects |
| Imagery | the representation of sensory experience through language |
| Symbolism | convey the themes of their stories |
| Symbol | a person, place, or thing invested with special meaning or significance |
| Style | more than just a figurative language |
| Picture/Writing Drawing | students begin to express their thoughts via drawings and pictures |
| Random Letter | students begin to string letters together with their pictures |
| Invented Spelling | may use the beginning letter to represent a word |
| Phonetic Stage | begins to write words with correct beginning and ending sounds |
| Transitional Stage | students are beginning to write words based on the way that they sound |
| Conventional Writing Stage | able to spell most words correctly even if they spell some longer words phonetically |
Created by:
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