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FOR 10
| Question | Answer |
|---|---|
| levels of reading comprehension | literal, inferential, and evaluative |
| oral language and writing strategies: | purposeful literary discussions, summarizing texts, story maps and graphic organizers, and character analyses |
| a Socratic seminar is ______ | a structured discussion strategy in which students critically engage with a text, topic, or question through open-ended dialogue, guided by the teacher |
| literal comprehension | understanding the explicit meaning of the text (ask the 5 "W" questions) |
| inferential comprehension | drawing conclusions or making inferences based on textual clues (use think alouds to model making inferences) |
| evaluative comprehension | critically analyzing the text for themes, biases, or perspectives (encourage students to judge the text - "what message does the author want to convey and do you agree with it?") |
| strategies to promote critical thinking and higher-order thinking | model constructing questions and guide students in generating questions, |
| examples of graphic organizers for scaffolding comprehension and analysis of literary texts | story map, character analysis chart, Venn diagram, plot diagram, cause and effect organizer, theme organizer, question-answer relationship chart (QAR), T-chart, timeline, double-entry jouirnal |
| story map | this visually organizes the key elements of a story, such as setting, characters, problem/conflict, events, and resolution |
| character analysis chart | a graphic organizer that focuses on a character's traits, motivations, relationships, and changes over time |
| Venn diagram | a graphic organizer with overlapping circles used to compare and contrast elements such as characters, themes, or settings |
| plot diagram | a visual representation of a story's structure, including the exposition, rising action, climax, falling action, and resolution |
| cause and effect organizer | a chart that outlines events (causes) and their outcomes (effects) in a text |
| theme organizer | a chart that helps students identify and analyze a story's central message or theme |
| question-answer relationship chart (QAR) | a chart that helps students classify questions as literal, inferential, or evaluative based on the text |
| t-chart | a two-column chart used to organize ideas or evidence under 2 categories |
| timeline | a chronological organizer that allows students to sequence events in the order they occurred |
| double-entry journal | a two-column organizer where students record quotes or details from the text in one column and their responses or interpretations in the other |
| strategies to promote literal and inferential comprehension | character, setting, and event analysis, determining the central message or moral, retelling or summarizing, and making inferences |
| strategies to help with analyzing author's craft and structure | genre recognition (comparing two genres), analyzing word choice and figurative language (highlight similes, metaphors, etc), comparing 1st person and 3rd person, examining text structure |
| author's craft refers to _________ | the author's use of literary techniques, craft, and structure |
| narrative text structure | a structure used to tell a story, typically including elements such as characters, setting, conflict, events, and resolution (Charlotte's Web) |
| descriptive text structure | a structure that creates vivid imagery by describing people, places, objects, or events in detail (sight, sound, smell, taste, touch) |
| expository text structure | a structure that explains, informs, or describes a topic. Focuses on facts or logical explanations |
| argumentative or persuasive text structure | a structure that presents a claim or argument, supported by evidence to persuade the reader. Contains a clear thesis or position on a topic, |
| compare and contrast text structure | a structure that highlights similarities or differences between two or more characters, ideas, settings, or themes within a text. Uses words like similarly, however, on the other hand. |
| cause and effect text structure | a structure that explain the reasons (causes) something happens and the outcome (effects). Words like because, therefore, as a result |
| problem and solution text structure | a structure that presents a problem and describes one or more solutions to resolve it |
| sequence or chronological text structure | a structure that presents events or steps in a specific order, often following a timeline |
| literary elements in a text | denotation, connotation, and allusion |
| denotation | the formal, dictionary definition of a word |
| connotation | the ideas or feelings a word evokes beyond its literal meaning |
| allusion | an indirect or passing reference designed to call something to mind without mentioning it explicitly. Can be biblical, literary, or historical. |
Created by:
kristikee