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FOR 11
| Question | Answer |
|---|---|
| figurative language | words or expressions that go beyond their literal meaning to create imagery, emphasize an idea, or evoke emotions |
| types of figurative language | simile, imagery, metaphor, personification, onomatopoeia, hyperbole, idioms, alliteration, irony, foreshadow |
| simile | using "like" or "as" |
| imagery | a description that conveys a clear picture to the reader |
| metaphor | applying words or phrase to an individual or thing (example - he was a lion filled with rage) |
| personification | attributing human characteristics to something not human (the cat judged me from across the room) |
| onomatopoeia | the formation of a word from a sound associated with it (sizzle, pow, bam) |
| hyperbole | exaggerated statements or claims not meant to be taken literally (the cake must have weighed 500 pounds!) |
| idioms | a word or phrase that means something different than its literal meaning (it's raining cats and dogs) |
| alliteration | when words start with the same sound (Paul picked purple pickles in purple pants) |
| irony | expression of one's meaning by using language that normally signifies the opposite (It was raining on National Picnic Day). |
| foreshadow | when the author uses clues or imagery to express what might happen next |
| evidence based strategies for comprehension | think alouds, close reading, reciprocal teaching, annotating text, self-monitoring strategies |
| think alouds | models how skilled readers think through a text, promoting metacognition "I wonder why that happened" |
| close reading | encourages students to reread texts to analyze language, details, and structure |
| reciprocal teaching | in small groups, students take turns leading a discussion |
| annotating texts | students highlight unknown vocabulary, underline main ideas, and write comments or questions in the margins |
| self-monitoring strategies | teaches students to stop periodically and ask themselves "do I understand this?" |
| strategic reading skills | skimming, scanning, adjusting reading rate, and comprehension monitoring |
| skimming | scan the heading, first sentences, concluding paragraphs to locate key ideas |
| scanning | finding particular quotes, character names, or evidence to answer comprehension questions |
| adjusting reading rate | slowing down to analyze complex texts and speeding up for familiar material |
| comprehension monitoring | students evaluating if they understand what they are reading (using comprehension checklists) |
| strategies to support comprehension and analysis | strategic, purposeful read-alouds, text-based discussions, lit circles, graphic organizers, literary response journals |
| first person POV | a narrator in the story recounts his or her own perspective (I, we, me, us) |
| second person POV | the story is written in the perspective of YOU |
| third person objective POV | the narrator remains a detached observer, telling only the action and dialogue |
| third person limited POV | the narrator tells the story from the viewpoint of one character in the story |
| third person omniscient POV | the narrator has unlimited knowledge and can describe every character's thoughts and interpret their behavior. Omniscient means "all knowing" |
| evidence based DI strategies for ELs | pre-teaching vocabulary, cultural connections, sentence frames and language supports, bilingual glossaries/COGNATES |
| evidence based DI strategies for SWDs | graphic organizers, explicit instruction, multisensory approaches, chunking texts, read alouds and audiobooks, visual and tactile supports |
| evidence based DI strategies for struggling readers | INTERVENTIONS, guided reading, repeated readings, close reading with scaffolding, explicit instruction in story elements |
| evidence based DI strategies for on-grade level students | lit circles, text-based discussions, comparing and contrasting texts, writing literary responses |
| evidence based DI strategies for highly proficient students | analyzing author's craft, comparing literary works across cultures, independent literary projects, constructing higher-ordered questions |
| DI for ALL learners | flexible grouping, leveled texts, choice and voice |
Created by:
kristikee