CST 221

Using periods with parantheses

- place the period INSIDE the ( ) or [ ] if they enclose a COMPLETE SENTENCE that is INDEPENDENT of the other sentences around it. - If the parenthetical expression is a STATEMENT INSERTED WITHIN ANOTHER STATEMENT the period in the enclosure is OMITTED.

Stops

- places in a poem where the punctuation REQUIRES a PAUSE.

How to evaluate the quality of information

- teachers should model for students how decisions are made in the judging process. The teacher can do a 'think-aloud' where she expresses an opinion about the whether the information demonstrates quality or lack thereof.

The Pattern of the Sound and Rhythm

- we are referring to two things: 1. VERSE FORM: the rhythmic pattern of a SINGLE VERSE 2. STANZA FORM: a group of a certain number of verse/lines having a RHYME SCHEME.

Student Empowerment Before Writing

- what is my topic? My purpose? - who is my audience? - what should I say? - what form should I use? - how should I organize my ideas?

Short Story

A terse narrative - less developmental background about characters - contains description, point of view and tone

Fables

Animals that act like humans and reveal human foibles or SOMETIMES TEACH A LESSON

Terminal Refrain

Follows a stanza in a ballad - five-line stanza occur - not frequently - six-line stanzas - more frequently

Word Knowledge

Information about words and letters. One's knowledge about word meanings is lexical knowledge (the words you know are part of your lexicon). Knowledge about spelling patterns and pronunciation is orthographic knowledge.

Storybook reading

This is the most strongly supported across the emergent literacy literature as a strategy to promote growth in literacy acquisition.

Decode

This means to change communication signals into messages. Reading comprehension requires that: the reader will learn the code within which a message is written and be able to decode it to get the message.

Listening Purpose

When we understand the purpose of listening in various contexts then comprehension will be much easier, - When we know the purpose of listening we can better adjust our COMPREHENSION STRATEGIES.

Subject-Verb Agreement

a very agrees in number with its subject. - two singular subjects are connected by and = the verb must be plural - two singular subjects are connected by or/nor = singular verb - a singular subject and one plural subject are connected by or/nor=the verb agrees with the subject NEAREST to the verb - noun that represent a group or unit = singular verb - noun that represents individuals = plural verb

Folktales/Fairy tales

Adventures of animals or humans and the supernatural characterize these storylines. - the story focuses on GOOD AND EVIL and REWARD AND PUNISHMENT

Sonnet

A fourteen-line poem in iambic pentameter

Informational Books

- ways to learn about something you are interested in or something you know knowthing about - encyclopedias etc...

Children's Literature

A genre of its own because educators realized that children are different from adults in many respects

How many facts do you need to support and argument?

Three strong supporting facts are sufficient to establish the thesis of an argument. - sometimes, more than three arguments are too many. - however, it is not unusual to hear public speakers etc. use a long litany of facts to support their positions

Conclusions are drawn as a result of a:

line of reasoning

Identify the audience

- as part of the prewriting have the students identify the audience - it is not necessary to identify all the specifics of the audience in the initial stage of the writing process

Sentence Completeness

- avoid fragments and run-on sentences. - ensure proper use of independent and dependent clauses.

Deductive Reasoning

- begins with the generalization - supports that generalization with the specifics

Various reasons why people read

- people read for pleasure: can decide to skim through quickly for the content or read slowly to savor ideas and language - people read to find information quickly: will skim or scan - for some texts people may reread in order to fully comprehend the information

Fiction vs. Nonfiction

- PRIMARY DIFFERENCE: fiction is made up by the other and nonfiction is generally true-or an opinion. - nonfiction ENTAILS an enormous range of material from textbooks to true stories to newspapers etc. while fiction is fairly simple - made up stories, novels etc. - it is important to know that most of fiction throughout history has been based on TRUE EVENTS. authors use their own life experiences to help them create works of fiction. - the more fanciful or unrealistic a text/story is - the more likely it is fiction

Colons

- place a colon at the beginning of a list of items. - do not use a colon if the list is PRECEDED by a verb

Expressing point of view

- In writing, students can be taught to express their p.o.v. IMPLICITLY OR EXPLICITLY.

Oral language conventions varied in social situations

- Informal and formal language is a distinction made on the basis of the occasion as well as the audience.

Cause and Effect

- Linking cause to effect seems to be INGRAINED in human thinking. - If a cause and effect reasoning is not reliable, it is called a FALLACY.

Appropriate Listening Strategies

- Listening is a VERY SPECIFIC SKILL for specific circumstances. - There are two aspects of listening that warrant attention. 1. COMPREHENSION: simply understanding what someone says, the purpose behind the message, and the context in which it is said. 2. PURPOSE: someone may completely understand a message, BUT what is the listener supposed to do with it?

Traditional Literature

- Opens up a world where right wins out over wrong, where hard work and perseverance are rewarded, and where helpless victims find vindication. * these are worthwhile values that children identify with even as early as kindergarten

Dash

- place dashes to denote sudden breaks in though - use dashes instead of commas if commas are already used elsewhere in the sentence for amplification or explanantion

Logical Organization for SUPPORTIVE AUDIENCE

- argument - weak example - adequate example - strong example The writer CLEARLY STATES THE OPINION UP FRONT. then the writer arranges the arguments from weakest to strongest so that there will be a strong, emphasis-filled conclusion

Various graphic organizers include:

* Venn diagrams of interlocking circles * KWL charts

Characteristics of good readers:

* they think about the information that they will read in the text * formulate questions that they reduce will be answered in the text * confirm those predictions from the information in the text * attempt to pronounce unfamiliar words using analogies to familiar words * establish a purpose for reading * as they read they continually test and confirm their predictions, go back when something does not make sense and make new predictions.

Skills involved in writing a research paper

- A research paper begins with an idea. - then one must collect data and evaluate that data in connection with the proposed topic. - The thesis: the controlling statement that is analyzed throughout the paper. It is SUPPORTED using electronic and print RESOURCES.

Analyzing Features of Spoken Language and Nonverbal Cues

- Analyzing the speech of others is a VERY GOOD TECHNIQUE for helping students improve their own PUBLIC SPEAKING ABILITIES. - When students get the opportunity to critique, question and analyze other's speeches: they begin to learn what works and what doesn't work in effective public speaking.

Punctuation: Quotation Marks

- In a quoted statement that is either DECLARATIVE or IMPERATIVE, place the period INSIDE the closing quotation marks. - if the quotation is FOLLOWED BY OTHER WORDS in the sentence, place a comma INSIDE the closing quotation marks and a period at the end of the sentence. - A quoted title or expression: this will occur at the END of a sentence and the PERIOD is placed before either the single or double quotation marks. * "hkjljljlj 'jkhkjlk.'" * jkljkfljlj "jkljljlk." - Interrogatory or exclamatory sentences: the question mark or exclamation point should be OUTSIDE the closing quotation marks if the quote itself is a statement, command or cited title. - Declarative sentences where the quotation is a question or exclamation: place the question mark or exclamation point INSIDE THE QUOTATION marks.

Common Elements in Fiction

- Plot: the series of events in a story. Plot moves in a predictable fashion: 1. EXPOSITION: characters and their situations are introduced 2. RISING ACTION: the point at which conflict starts to occur 3. CLIMAX: the highest point of conflict - often a turning point - once a work has hit the climax the story is working its way to a conclusion. 4. FALLING ACTION: the result of the climax - most works of fiction and drama will not provide too much falling action because that might be considered giving away too much. Most works like to allow readers to imagine some of the consequences. 5. DENOUEMENT: the final resolution of the plot. After the conclusion everything is left to the reader's imagination. - Character: when we examine the characters of a story we look to see who they are and how their traits contribute to the story. Because of characteristics of characters the plot elements become more interesting. - Setting: the place or location where a story occurs. The setting serves as a reason for various conflicts to occur. - Theme: the underlying message that writers want to convey. Themes are NEVER EXPLICITLY STATED, rather they are the result of the portrayal of characters, settings, and plots. - Mood: the atmosphere or attitude the writer conveys through descriptive language. Mood simply helps us better understand the writer's theme and intentions through descriptive, stylistic language.

Rhyme and Free Verse

- Poets use devices to establish form that will underscore the meanings of their poems. - When poetry was ONLY RHYMED it was easy to define it. - FREE VERSE: poetry written in FLEXIBLE FORM

English Sonnet

- Sometimes called a Shakespearean sonnet - Rhymed in four clusters: Abab, cdcd, feed, gg

Revision Techniques

- Students working in pairs analyze sentences for variety - students work in pairs/groups to ask questions about unclear areas in the writing or to help students add details/information

Use of technology to plan, create, revise, edit, publish, present:

- There are many uses of technology for each of the steps of the writing process. * multimedia elements: photography, short video, music, poetry, narration - Technology is very instrumental in the writing and learning process * things can be easily cut, moved, deleted and modified by the movement of a mouse - Technology has assisted writers in feeling more confident with making spontaneous changes to text. * must remember that a first draft looks nothing like a good final draft

Devices within Drama

- These devices enhance the viewers' understanding of the plot: SUSPENSE: this occurs when the audience knows something that a character on stage does not which will cause the character adverse effects. SOLILOQUY: this is a speech to oneself. The character shares his or her feelings to the audience - the character is thinking out loud. ASIDE: Soliloquies may occur in an aside. Not all asides contain soliloquies. An aside is where 'real' time in the drama stops so that the character can address the audience - or addresses his thoughts aloud so that the audience hears them.

Reading Comprehension

- This is not a passive process. When we read to understand, we CONSCIOUSLY focus on obtaining meaning through a variety f methods. - when when apply various strategies to make sense of a text, we also have to monitor our comprehension levels. We have to know when we aren't actually understanding what we are reading anymore.

A Basic Writer's Workshop

- a block of classroom time is committed to writing various projects - students use this time to write, meet with others to review/edit writing, make comments on writing, revise their own work, proofread, meet with the teacher and publish their work.

Meter

- a measurement. A line of a foot(s)

KWL Charts

- aid reading comprehension by outlining what students KNOW, what they WANT to know, and what they've LEARNED - a KWL chart serves to support the children's comprehension of a particular expository text. - it models for children a format of note taking - it provides excellent outlines and question introductions for at least three paragraphs of a report - KWL provides the teacher with a concrete format to ASSESS how well children have absorbed pertinent new knowledge within the passage.

Major Literary Genres

- allegory - ballad - drama - epic - epistle - essay - fable - legend - Myth - novel - poem - romance - short story - children's literature

Ways Literary Texts Reflect the Time and Place where they were written

- an author can use the genre of fantasy to manipulate and create settings to fit a constructive narrative and storyline - fairy tales, folklore and myths are literary genres that reflect a historical perspective of tradition and meaning - current literature explores current times and is reflective of the historical decades * the authors incorporate the themes of the time into literature work that spans the ages - historical writings create a world that is rich in character development and plots. Plots written during those eras mirror the plots of today and the past. - a good writer is able to manipulate historical facts into current fiction that ENGAGES AND TRANSFORMS the reader.

Understanding Fiction

- an author's choice in a work of fiction is for the SOLE PURPOSE of conveying a viewpoint

Book Clubs

- another excellent opportunity for students to discuss reading in an open setting - they promote reading in an enjoyable setting not attached to traditional homework assignments and book reports

Focused Free Writing Techniques

- brainstorming: make a list of all ideas connected with the topic - ask the Who, What, When, Where, Why and How. This helps the writer approach a topic from several perspectives - create a visual map on paper to gather ideas - cluster circles and lines connect ideas - observe details of sight, hearing, taste, touch, and smell - visualize by making mental images of something and write down the details in a list

Capitalization

- capitalize all PROPER NAMES of people, places and things. - capitalize proper adjectives and titles used with proper names * some words that represent titles are not capitalized unless attached to a proper name - capitalize all main words in titles of works of literature, art, and music

Awareness of voice in writing

- children literature can enlighten students on the various aspects of THEME and STYLE as well as many other literacy elements - VOICE includes: * point of view, originality, authenticity, and individuality * the piece of writing needs to be written in such a way that the INDIVIDUALITY of the author shows through - written in a way that only that author would write it. * use your own words. * originality: the ideas belong to the writer * authenticity: the piece sounds like the author wrote it.

Story book reading affects:

- children's knowledge about - strategies for - and attitudes towards reading

P.O.V. Expressed Explicitly

- clear-cut argumentative essay: students should portray their points of view and opinions explicitly. They should make it very clear what their belief or argument is.

Listening in large and small group conversation

- conversation requires MORE THAN JUST LISTENING. It involves feedback and active involvement. - students need to learn how listening carefully to others in discussions actually PROMOTES better responses on the part of subsequent speaker.. - teachers can encourage students in group discussions to respond directly to the previous student's comments before moving ahead with their own new comments. This will encourage them to pose their comments IN LIGHT of the comments that came USA before them.

Teacher-Guided Before Writing

- discovering what to say about a particular topic - considering the variables of purpose, audience and for - planning

Teacher-Guided During Revising

- editing for ideas and organization - proofreading for conventions other than content

Logical Organization for NONSUPPORTIVE AUDIENCE

- example - example - example - argument OR - argument (stated very slightly - implicitly) - strong example - adequate example - weak example In this case, we want the audience to be drawn in by the facts of the case first. then once they believe the examples you ease in the argument. - this approach works for persuasive writing, argumentation, critical analysis and evaluation. In these writings, we are trying to convince the reader of our theses.

Italian or Petrarchan Sonnet

- first eight lines (the octave): abbaabba - then the sestet - the last six lines add new rhyme sounds in almost any variation - does not end in a couplet

Primary Sources

- first person interviews and original resources that can provide direct citations for reports. * novels, diaries, speeches, survey results, films, music etc....

Proofreading, Revising, and Editing Strategies

- guide sheets of forms for students to use during peer response - have students work in pairs - model the use of the guide sheet or form - give the students a time limit or number of written pieces to be completed in a specific time amount - have the students read their partner's paper and ask at least three questions - a mini lesson that focuses on problems students might be having may be appropriate - provide students with a series of questions that will assist in revising writing After students have revised their writing, it is time for the final editing and proofreading.

Student Empowerment During Revising

- have I edited and proofread? - have I practiced a variety of editing and proofreading methods? Which works best for me?

A writer makes choices about which facts will be used and which will be discarded in developing an argument.

- he may exclude anything that is not supportive of the point of view that he is taking. - therefore, the reader should do some research to identify the omission and to consider whether they affect the point of view presented in the argument.

Biography

- helps children to see that one person can make a difference - open new vistas for children to think about when they choose an occupation to fantasize about

Student Empowerment During Writing

- how can I introduce the topic? - how can I develop each part? How can I conclude the topic?

Poetry

- people read poetry for many reasons and they may be the very same reasons poets would have for writing the poem. - good poetry constantly surprises - the MAJOR PURPOSE a writer has for writing poems is the SHARING OF AN EXPERIENCE, FEELING, EMOTION. That is also the reason a reader will turn to poetry rather than prose. - poets are interpreters of life. they often bring understanding to life's big (or not-so-big) questions

P.O.V Expressed Implicitly

- persuasive/critical essay: intended to slowly draw someone from one perspective to the student's perspective. Here it is a better idea to hide the argument within the examples and other areas of support.

How to incorporate graphic representations into writing

- ideas should be conveyed in the best possible manner. The results of a survey might be better understood in a graph/chart than in words. * the important point is that the information is conveyed effectively - students can learn how to incorporate multiple representations of information into written text. * They can learn to do this in three primary ways: 1. Explanation: students need to have clear explanations from teachers on appropriate forms of graphical representation in text 2. Observation/Modeling: they need to be able to see teacher-modeled examples where text has been replaced or enhanced by graphical representation 3. Practice: they need to get a chance to practice incorporating graphical representation in their writing. This will obviously require technology and feedback.

Balanced Argument

- if we want to write either for or against an idea we don't want to utilize biased language. Therefore, we must write as much as possible in an ACTIVE VOICE and be CONCISE. * remove biases by putting yourself in the frames of mind of various people for or against the issue. * reread the essay.

Outlining Information

- in outline information, it is crucial to identify the headings and subheadings for the top being researched.

Varied Speaking Strategies

- in public speaking, not all speeches requires the same type of speaking style - during group discussions, it is important for speakers to ensure that they are listening to other speakers carefully and tailoring their messages so that the messages fit into the general mood and locations f the discussion at hand. - students should receive guidance and modeling from video of various types of speeches appropriate to the types they are giving themselves. - communication is not just good or bad. We have to adjust communication styles for various audiences. - all communications should be tailored so that it conveys appropriate messages and tones to listeners.

Maps

- information can be gained by looking at a map that might take hundreds of words to explain otherwise. - maps are made in different ways so maps must be understood in order to make the best sense of them. - maps provide a meaningful and useful tool in communicating a particular point of view.

Interpreting Information from Sources

- information sources are often opinionated, embedded in other ideas or works, part of a greater dialogue, or highly slanted. - to teach students how to interpret nonfiction sources, one must have them focus on the components of the work

Literature Circles

- involves a group discussion with no more than six children who have read the same work of literature. - they talk about key parts of the work, relate it to their own experiences, listen to the response of others and discuss how parts of the text relate to the whole. - literature circles are excellent for the classroom setting because they mimic BOOK CLUBS while providing a format for the discussion meeting for students who are learning to discuss literature.

Writing Conclusions

- it is easier to write a conclusion after the decisions regarding the introduction have been made. - a conclusion should strive to do five things: 1. Inspire the reader with a favorable opinion of the writer 2. Amplify the force of the points made in the body of paper 3. Reinforce the points made in the body 4. Rouse appropriate emotions in the reader 5. Restate in a summary what what has been said An effective conclusion: recapitulation, a brief restatement of the main points or certainly of the thesis

Prewriting strategies

- keep an idea book so that they can jot down ideas that come to mind - write in daily journal - write down what comes to mind - free writing (written stream of consciousness) - a variation of this is focused free writing - writing on a specific top

Basic Unit of Rhythm

- known as a foot and is usually one stressed syllable with one or two unstressed ones. Or two stressed syllables with one unstressed one.

Trochaic and dactylic

- known as falling. Moving from stressed to unstressed syllables

iambic and anapestic

- known as rising because the movement is from SLACK TO STRESSED syllables

Animation of voice and body language

- listeners can also better comprehend the underlying intents of authors when they notice nonverbal cues. - a good way to follow oral speech is to take notes ad outline major points. It can be of great assistance to keep track of an author's message.

Specific Strategies During Writing

- mapping thoughts - writing off a lead - fast or free writing - personal letter - conferencing - reflecting and questioning self

Science Fiction

- most presume ADVANCES IN SCIENCE on other planets or in future time

Inductive Reasoning

- moves from specific to general - is usually based on observations

Spenserian Stanza

- nine lines - rhyme for eight lines: ABABBCBCC - concludes with an alexandrine

Nonfiction comes in a variety of styles

- nonfiction can include opinion and perspective - expose students to a variety of types of nonfiction and discuss how those types are similar and different from one another. In other words when teaching students about nonfiction - the key is EXPOSURE.

Classroom methods for good listening skills

- practice following complex directions - have students orally retell stories These activities give students DIRECT PRACTICE in the very important skills of listening. The students are provided with outlets where they can slow improve their abilities to comprehend oral language and take decisive action based on oral speech.

Historical Fiction

- presented in a historically accurate setting - provides a good opportunity to introduce younger children to history in a beneficial way

Literacy response skills are dependent on:

- prior knowledge - schemata - and background

Interviewing

- provides opportunities for students to apply expository and informative communication - teaches them how to structure questions to evoke fact filled responses.

Specific Strategies During Revising

- reading aloud to another - using revision checklists - check and question marks - use a 'pass' strategy - self-monitoring - peer conferencing

Modern Realistic Fiction

- real problems that real children face - young children can find insight into their own problems. - children also tend to experience a broadening of interests as the result of this kind of reading

Understanding Nonfiction

- realize what is truth and what is perspective. - realize that an opinion is very different from a truth.

Revising Written Texts

- revision is probably the most important step for the writer in the writing process - students should be encouraged to develop, change, and enhance their righting as they go. - revision and editing go hand-in hand. - students must learn to analyze and improve their own works as well as the works of their peers.

Teacher-Guided During Writing

- saying what is meant as directly and clearly as possible - finding an appropriate voice and point of view - telling the reader about the topic

Commas

- separate two or more COORDINATE ADJECTIVES modifying the same word - used to separate three or more mounds, phrases, or clauses in a list - used to separate ANTITHETICAL OR COMPLIMENTARY EXPRESSIONS from the rest of the sentence

Legends

- similar to myths, but tend to deal with events that happened more RECENTLY

Sestina

- six six-line stanzas and a tercet. - repeats in each stanza the same six end-word words in a different order

Strategies of Careful Reading

- sounding out words - focusing on fluency - obtaining meaning

Modern Fantasy

- start out based in reality which makes it easier for reader to suspend disbelief and enter worlds of reality - helps elementary grade children develop their senses of imagination

Listening is often done for the purpose of enjoyment

- students are captivated by the reading aloud of good literature. - we must teach students how to listen and enjoy such work.

Prewriting

- students gather ideas before writing - prewriting may include: clustering, listing, brainstorming, mapping, free writing and charting - during prewriting remind students that they need to consider their audience - not all prewriting must eventually produce a FINISHED piece of writing

Graphs

- students should be taught to evaluate all the features of the graph - once students have evaluated the axes and titles - they then can begin to asses the results of the experiments - useful when one wishes to demonstrate the sequential increase or decrease of a variable or to show specific correlations between two or more variables in a given circumstance

Students will have to learn how to analyze and interpret information in texts displayed in:

- tables - charts - graphs - maps - and other illustions

Specific Strategies Before Writing

- talking, interviewing, reading, researching - brainstorming, listing, clustering, mapping, webbing, flowcharting, outlining - focused free writing - heuristics - questions, prompts, leads - Reading and examining models - Viewing, visualization, guided imagery - Journal writing

Key Points for Proofreading and Editing

- teach students grammar in context of the writing process - check for specific errors like using a subordinate clause as a sentence - provide students with a proofreading checklist as a guideline

Writer's Workshop

- teachers introduce their students to this to maximize learning about the writing process. - the main idea is for students to become comfortable with the writing process to produce written work.

The art of debating, discussion and conversation

- the ability to use language and logic to convince the audience to accept your reasoning and to side with you is an art. - This form of writing/speaking is extremely confined/structured and logically sequenced with supporting reasons and evidence. - highest form of propaganda

Supportive Audience

- the audience already agree's with the author's perspective and so it is useful to CLEARLY STATE THE ARGUMENT.

Writing Introductions

- the introduction should be written last. - the basic purpose of the introduction is to lead the audience into the discourse. It can let the reader know what the purpose of the discourse is. - the introduction often ends with the thesis - the point or purpose of the paper. - the purpose and structure of the introduction should be DELIBERATE if it is to serve the purpose of leading the reader into the discussion.

Meter

- the pattern of the rhythm - this should be analyzed in terms of its overall relationship to the message and impression of the poem.

Charts/Pie Chart

- the process is similar to interpreting bar or line graphs. - graphs and charts are interrelated - pie charts get a lot of use especially for illustrating the difference in percentage among various items or when divisions of a whole are being demonstrated.

Rhythm

- the recurrences of stresses at equal intervals. - made up of stressed and relatively unstressed syllables - a STRESS is a greater amount of force given to one syllable in speaking than is given to another. - the unstressed/unaccounted syllable is a SLACK SYLLABLE. - indicating where stresses occur is to SCAN. The act of doing it is called SCANSION. - the rhythm is dependent on words to convey meaning. when examining the rhythm and meaning of the poem - ask yourself whether the rhythm is appropriate to the theme.

Important Works and Authors of Literature for Children and Adolescents

- the social changes of post WWII significantly affected adolescent literature. * CONTEMPORARY FICTION: helped adolescents understand and cope with the world they live in. - popular books for preadolescents deal more with establishing relationships with members of the opposite sex and learning to cope with their changing bodies, personalities, or life situations. - Adolescents are still interested in the fantasy and science fiction genres as well as popular juvenile fiction. - Classic and contemporary works combine the characteristics of multiple theories

Literary works reflect and express cultural values and ideas

- there are inherent lessons and issues that move the plot and theme of a fiction/nonfiction work - cultural values and ideas are actually the point of view of works that focus on a particular cultural theme/resolve - the characters and protagonists reflect the cultural values of the writing - understanding the audience targeted for the writing is important if the writer wants to target a specific age group or gender - the POINT of many cultural pieces is to IMMERSE the reader into a world different from their own worldview. * the reader's world is broadened/expanded from a cultural sense

Literature for Seventh and Eighth Graders

- these students are still functioning cognitively, psychologically, and morally as sixth graders. * they are becoming concerned with establishing INDIVIDUAL AND PEER GROUP IDENTITIES that presents conflicts with BREAKING FROM AUTHORITY AND THE RIGIDITY OF FULES. - ENRICHMENT READING for this group must help them COPE with life's rapid changes or provide ESCAPE and thus must be realistic or fantastic depending on the child's needs.

Nonsupportive Audience

- this audience may not agree with the writer's perspective so it is safer to ease the audience into the argument with examples and support first.

Writing about Literature / Response to a Literary Selection

- this is a very tough task. you must fully comprehend the text. therefore, you have to understand the UNSTATED ELEMENTS of the text (character motive). - you must make connections between the written work and the author's intentions. - consider other works of literature to help explain literary conventions and issues.

Simple Sentence with a compound subject

- this is not a compound sentence. It is a simple sentence with compound elements. Joyce and Dot wrote letters.

Gathering of Information

- this requires students to be competent with everything from a traditional library catalog system to Web-based collections. - the best way to get students comfortable with sources of information is simply to have to spear her for specific items with PROPER TEACHER GUIDANCE.

Literature Specifically for Children

- traditional literature - folktales/fairy tales - fables - myths - legends - tall tales - modern fantasy - science fiction - modern realistic fiction - historical fiction - biography - informational books

Italics

- use italics to punctuate the titles of long works of literature, art, music, motion picture. - if unable to write in italics then underline

Informal Language

- used during a cocktail party or a golf game - bible lessons - speeches made to fellow employees

Semicolons

- used to separate INDEPENDENT CLAUSES when the semiconductor clause is introduced by a transitional adverb * The Elixabethans....; thus, ..... . - used to SEPARATE ITMES IN A SERIES that are long and complex, or have internal punctuation.

Formal Language

- uses fewer or no contractions, less slang, longer sentences and more organization in longer segments - used during a meeting of executives, or of government officials - speeches delivered to executives etc. - Sermons

Tips for writing about literature

- utilizing GRAPHIC ORGANIZERS will help students make VISUAL SENSE of various literary elements - give students a more AUTHENTIC TASK than simply writing about literature in an abstract sense. * give students SPECIFIC WRITING TASKS - build students up to the task by having them experiment with writing about the literature in fun, authentic, natural ways.

Analyzing and Interpreting Oral Information

- what is the author's most important point? - how do the figures of speech impact meaning? - how are conclusions arrived at? When we focus on extracting the meaning, message and speaker's purpose rather than just listening, when we are more ACTIVE in our listening, then we will have greater success in interpreting speeches.

Note-taking

- when information is collected and categorized the user can begin to take notes on the gathered information. - note-taking involves identification of specific resources including the author's/organization's name, year of publication, title, publisher location and publisher.

Synthesizing Information of Multiple Sources

- when multiple sources mention the same concept the students can outline the main points of each source and look at how the pieces DIFFER. - graphic organizer can be very helpful in the synthesis of a variety of sources.

Poetry vs. Prose

- when poetry was no longer defined as piece of of writing arranged in verses that had rhyme-scheme of some sort, distinguishing poetry from prose became a point of discussion. - definition of poetry: "....arranged to create a specific emotional response through its meaning, sound, and rhythm."

Analyzing the needs of the audience

- why is the audience reading my writing? Do they expect to be informed, amused or persuaded? - what does my audience already know about my topic? - What does the audience want or need to know? What will interest them? - what type of language suits my readers?

Writing for a variety of reasons

- will help students be meaningfully engaged in their writing - writing for different audiences and aims allows student to be more involved in their writing

Writing in creative and critical ways

- write letters to the editor, college, friend, student - write stories that would be read aloud to a group or published in a literary magazine or class anthology - write plays that would be performed - discuss the parallels between the different speech styles we use and writing styles for different readers - write a particular piece for different audiences

Secondary Sources

- writings about primary sources that include reviews and interpretations of events. *reviews, biographies, reports, evaluation of reports, analysis of test results etc.

Phonemic Awareness Tasks

1. Ability to hear rhymes and alliterations 2. Ability to do oddity tasks (recognize the member of a set that is different, or odd, among the group) 3. Ability to orally blend words and split syllables 4. Ability to orally segment words 5. Ability to do phonics manipulation tasks

Factors to consider when judging whether facts that support and argument are accurate

1. Are the facts current or are they out of date? 2. Where was the data obtained, and is that source reliable? 3. Are the calculations on which the facts are based reliable?

Pros of technology when writing

1. Forms of technology allow us to create and revise and give us the opportunity to create rough sketches and constantly modify the sketches. 2. Editing is so simple through technology - so we can genuinely focus on content for the majority of the time. - editing can be done at the end once the content is the way we want it. 3. Publish and sharing work through technology does not have to be an 'end-product' activity. - we can share work with others before we consider it to be a final draft

Types of Nonfiction

1. Informational Texts: these books explain concepts or phenomena. These texts are based on research 2. Newspaper Articles: these rely completely on factual information. the PURPOSE of these texts is to present information to readers in a quick and efficient manner 3. Essays: essays take an option and describe how the option was arrived at or why the opinion is a good one. 4. Biographies: explain the lives of individuals. Based on extensive research 5. Memoirs: a memoir is like an autobiography - usually based on a specific idea, concept, issue or event in life 6. Letters: students are generally studying the writer's style or the writer's true deep-down options and feelings about certain events. 7. Journals: present very personal ideas. Gives students an opportunity to see peoples' thought processes about various events or issues

The Developmental Stages of Spelling

1. Prephonemic Spelling: children know that letters stand for a message. They don't know the relationship between spelling and pronunciation. They can't decode or encode yet. 2. Early Phonemic Spelling: children are beginning to understand spelling. They usually write the beginning letter correctly, followed by consonants or long vowels. 3. Letter-Name Spelling: some words are consistently spelled correctly. The student is developing a sight vocabulary and a stable understanding of letters as representing sound. - Long vowels are used accurately - Silent vowels are omitted - Unknown words are spelled by the child attempting to match the name of the letter to the sound. 4. Transitional Spelling: this phase is typically entered in late elementary school. Short vowel sounds are mastered and some spelling rules are known. They are developing a sense of which spellings are correct and which are not. 5. Derivational Spelling: This is usually reached from high school to adulthood. this is the stage where spelling rules are being mastered.

Components of a Nonfiction Source

1. Purpose: the author's intended purpose in writing the piece 2. Audience: the author's intended audience 3. Argument: determine if the author has an argument and what the argument is. all the information in the piece will be cleared when you figure this out.

Reading Strategies

1. Skimming: readers read quickly, paying little attention to specific words. Done when want a full picture of a text and don't want to focus on details. Skimming can be done as a preview or review. 2. Scanning: readers go straight to specific ideas, words, sections or examples. They pick and choose what they will read within a text. Done when the reader does not need to know everything from a text. 3. In-Depth Reading: most people think this is the only legitimate type of reading. Done when when readers want to enjoy a text or learn from it thoroughly. Readers move through the text quickly and don't stop to focus on a specific word or idea. Readers don't skip over or read fast to get information. They read everything carefully and thoroughly.

Four Basic Features of the Alphabetic Principle

1. Students need to be able to take spoken words apart and blend different sounds together to make new words 2. Students need to apply letter sounds to all their reading 3. Teachers need to use a systematic effective program in order to teach children to read 4. The teaching of the alphabetic principle usually begins in kindergarten

Authors portray ideas in very subtle ways through their skillful use of language: Ways to Convey Ideas:

1. Style: how the author writes something. The artful adaptation of language to meet various purposes. Authors modify their word choice, sentence structure and organization in order to convey certain ideas. 2. Tone: the attitude an author takes toward his or her subject. The tone is exemplified in the language of the text. Tones reveal through language different options and attitudes about the subject. 3. Point of View: the perspective through witch the story is told. Point of view also helps explain a lot of language and presentation of ideas in nonfiction and fiction texts. Three points of view are represented, and each creates a different style of language. - Students need to learn that language and text is CHANGED DRAMATICALLY by tone, style and point of view.

Common Methods of Teaching Instruction

1. Summarization: students go over the main point along with strategically chosen details that highlight the main point. Teaching students how to summarize will help them look for the most critical areas in a text. 2. Question Answering: students answer questions regarding a text. the best questions are those that cause students to have to think about the text. 3. Question Generating: opposite of question answering. We want students to constantly question texts as they read. it causes students to become more critical readers. 4. Graphic Organizers: graphical representations of content within a text. - Venn diagrams: highlight the difference between two characters etc. - Flowcharts: used to talk bout the steps in a process/chronological events - Semantic organizers: focus on words or concepts. A word web is a semantic organizer 5. Text Structure: text structures will give important clues to readers about what to look for. Interpreting text structure will give students tools in which to tackle other texts. 6. Monitoring Comprehension: it is important to teach students what to do when the text stops making sense. 7. Textual Marking: the students interact with the text as they read. It helps students focus on the importance of the small things especially when reading large works. It gives students a reference point on which to go back into the text when reviewing the text. 8. Discussion: this stimulates thoughts about texts and gives students a larger picture of the impact of those texts.

Teaching-Learning Strategies

1. Teacher-Guided 2. Student Empowerment 3. Specific Strategies

Tips for finding the topic sentence

1. The topic sentence is usually first. 2. A topic sentence is usually more general than other sentences. 3. Detail sentences are usually more specific than the topic. 4. Most of the detail sentences support, give examples, prove, talk about or point toward the topic in some way.

Ways to teach students how to monitor their comprehension

1. Think-aloud 2. Self-questioning

Two good reasons for using a graph

1. To present a model or theory visually in order to show how two or more variables interrelate 2. To present real world data visually in order to show how two or more variables interrelate

Four sources of background information to comprehend the meaning behind the literal text:

1. Word Knowledge 2. Syntax and Contextual Information 3. Semantic Knowledge 4. Text Organization

Caesura

A definite pause within a line - indicated by a double line //

Iam

A foot made up of one unstressed syllable and one stressed one

Stanza

A group of a certain number of lines with a rhyme scheme or a particular rhythm or both

Romance

A highly imaginative tale set in a fantastical realm dealing with the conflicts between heroes, villains, and monsters

Epistle

A letter that is not always originally intended for public distribution but due to the fame of the sender/recipient becomes public domain.

Essay

A limited length prose work FOCUSING on a topic and producing a DEFINITE POINT OF VIEW and authoritative tone

Iambic Pentameter

A line made up of five iambs.

The Alexandrine

A line of iambic hexameter (of line of six feet)

Refrain

A line or lines repeated in a ballad (a chorus)

End stopped line

A line that ends in a pause

Run-on

A line that has no punctuation at its end and is read with only a slight pause at its end

Allegory

A short story in erase or prose with characters REPRESENTING VIRTUES AND VICES. - there are two meanings: symbolic and literal

Listening Comprehension

A significant skill in itself that deserves a lot of focus in the classroom

Pronunciation

A speaker should make sure words are spoken clearly.

Volume

A speaker should use an appropriate volume

Tercet

A three lined stanza - if it rhymes it usually keeps to one rhyme sound

Legend

A traditional narrative or collection or related narratives. a mixture of fact and fiction.

Ballad

An in media's res story, told or sung USUALLY IN VERSE AND ACCOMPANIED BY MUSIC.

An INFERENCE is drawn from

An inductive line of reasoning. An example of this: based on the line of reasoning that all men are mortal than an inference is drawn that everyone a person knows has died or will die and everyone concurs with this judgement. - sometimes the inferences is assumed to be proven when it is not reliably true in all cases. For instance an inference is that aging brings physical and mental infirmity. Due to that inference, many companies won't hire anyone above a certain age. However, this inference is not true in all areas.

Phonological awareness instruction should be:

An integral component of early reading programs.

Phonemic Awareness

An understanding that words are composed of sounds. to be phonemically aware means that the reader and the listener can recognize and manipulate specific sounds in spoken words.

Schemata

Are this structures that represent generic concepts stored in our memory. - Readers who effectively comprehend text use bother their SCHEMATA AND PRIOR KNOWLEDGE plus the ideas from the printed text for reading compression.

The conceptual knowledge that printed words convey a message helps children:

Bridge the gap between oral and written language.

Functions of print

Children discover that print can be used for a variety of purposes and functions, including entertainment and information.

Word Consciousness

Children who have access to books can first tell the story through the pictures. They then begin to realize the connection between the spoken words and the printed words. They realize that the written words tell a story.

Themes and Elements in Literature for Children and Adolescents

Children's literature often contain themes RELATED TO MORAL ISSUES. This literature is a vehicle for VARIOUS CULTURES to instill PROPER VALUES IN CHILDREN. - Themes in children's literature are not difficult to figure out. - when themes are presented in children's literature, typically, they are much easier to pick up on. - children's literature does indeed FOCUS GREATLY on themes that PERTAIN to choices, morals and values. * they are intended to instruct students while also promoting an interest in the very act of reading itself.

Most educators believe that children learn:

Cognitively

Fluency is a good predictor of:

Comprehension

Early language development follows a:

Continuum. Early language development is important to later reading development.

The purpose of reading is to

Convert visual images (the letters and words) into a message. Pronouncing the words IS NOT ENOUGH. The reader MUST be able to extract the meaning of the texts. When people read, they utilize four sources of background information to comprehend the meaning behind the literal text.

Discussing the text

DISCUSSION is an activity in which the children CONSIDER A PARTICULAR TEXT. - the children might focus on words of interest they encountered in the text - they may also be asked to share something funny or upsetting or unusual about the words they ave read. Because of the focus on words, the peers will become more interested in word study.

Experiences with print will help preschool children:

Develop an understanding of the: - conventions - purposes - and functions of print.

Language and conventions of print

During this stage, children learn how to: - hold a book - where to begin to read - the left-to-right motion - continue from one line to another

Ottawa Rima

Eight-line stanza of iambic pentameter rhyming ABABABCC

Ballad stanza

Four iambic feet in lines one and three Three in lines two and four Rhyme is: ABCB

Quatrain

Four lined stanza - most popular in English

Text Organization

Good readers are able to differentiate types of text structure such as: - story narrative, exposition, compare-contrast or time sequence. Readers will use knowledge of text to build expectations and construct a framework of ideas on which to build meanings.

Quantitative data is often easily presented in

Graphs and charts - information can clearly be displayed in a graph or chart form and therefor accurate interpretation of the information is an important skill for students.

The best way to test for fluently:

Have a student read something ALOUD - preferably a few sentences in a row.

Inferences and Conclusions

In order to draw inferences and make conclusions, a reader must USE PRIOR KNOWLEDGE and apply it to the current situation. A conclusion or inference is NEVER STATED. You must rely on COMMON SENSE.

The topic of a paragraph/story

Is what the paragraph or story is about

Reading fluently is important because:

It enables students to comprehend what they are reading.

Real-world experiences

It is important for students to connect learning with real-world experiences.

Simple Sentence

Joyce wrote a letter

Compound Sentence

Joyce wrote a letter, and Dot drew a picture.

Simple Sentence with Compound Predicate

Joyce wrote letters and drew pictures.

Linguistic Approach

Language ability is innate and develops through natural human maturation as environmental stimuli trigger acquisition of syntactical structures appropriate to each exposure level. In other words, language is innate and stimulated by triggers. According to this approach, linguists attributed language development to biological rather than cognitive or social influences.

Learning Approach

Language development evolved from learning the rules of language structure and applying them through imitation and reinforcement. According to this approach: language, cognitive and social development were independent of each other. Children were expected to learn language from patterning and imitating adults who spoke and wrote Standard English.

Sociocognitive Approach

Language development results from sociolinguistic competence. - language, cognitive, and social competence are interactive elements of total human development The sociocognitive approach allowed that determining the appropriateness of of language in given situations for specific listeners is as important as understanding semantic and syntactic structures. - by engaging in conversation, children at all stages of development have the opportunities to test their language skills, receive feedback and make modifications. According to this theory: Language is a result of social reasons. You need language to communicate when in social settings - therefore you must learn language. Children are constantly applying cognitive skills to using language in social interactions. If the capacity to acquire language is inborn without an environment to practice it in then a child would not be able to communicate beyond grunts and gestures.

Cognitive Approach

Language knowledge derives from both syntactic and semantic structures. Supporters of the cognitive approach maintained that: Children acquire knowledge of linguistic structures after they have acquired the cognitive structures necessary to process language. One must understand and process an idea or object cognitively before being able to produce it verbally. - One must recognize objects before having the ability to verbally name them.

Epic

Long poem usually of book length REFLECTING VALUES inherent in the generative society

Factors that affect the ability to listen

Many of the skills and strategies that help us in reading comprehension can help us in listening comprehension: - as we listen to something new, we should tap into our PRIOR KNOWLEDGE - we can also look for TRANSITION BETWEEN IDEAS. Listeners should notice how the speaker changers character and voice in order to signal a transition of ideas

Revising: Misplace/Dangling Modifiers

Misplaced modifiers: phrases that are not placed near the word they modify Dangling modifier: phrases that do not relate to the subject being modified

Free Verse

No conventional patterns of rhyme, stanza or meter

Note Taking

Older children take notes in their reading journals, while younger children (and those in need of explicit teacher support) will contribute their ideas and response as part of the discussion in class. - their responses are recorded on the EXPERIENTIAL CHART.

Reading aloud to young children is:

One of the most important things that an adult can do because they are teaching children how to: 1. Monitor 2. Question 3. Predict 4. And confirm what they hear in in the stories

Tall Tales

Purposely exaggerated account of individuals with superhuman strength

Spelling

PLURAL FORMS: -plurals of hounds that end in a hard consonant/silent e - add an s. * finger=fingers, gate=gates - some words ending in vowels = only add s - mounds that end in soft consonant sounds = es. * dress=dresses, wax=waxes - some nouns ending in o = add es - mounds ending in y preceded by a VOWEL = add s * boy=boys - nouns ending in y preceded by a CONSONANT = change the y to i an add es * baby = babies - some nouns plurals are formed irregularly or remain the same * sheep, fish etc.

Phonological awareness leads to:

Phonics: a method for teaching children to read. It helps children 'sound out words'.

Phonological awareness and knowledge of print-speech relations:

Play an important role in facilitating reading acquisition

Drama

Plays: comedy, modern, or tragedy typically in five acts

Children learn about print and come to an understanding that:

Print carries the story.

The Supporting Sentences

Provide more information and details about the topic and the main idea

Major Literary Genres

SCIENCE FICTION: relies on the suspension of disbelief to creat world BEYOND TODAY that are sometimes SURREAL. Takes scientific knowledge to CREATE imaginary life worlds FANTASY: must suspend belief to enter into a world that includes mythical creatures and fairies that deal with PARALLEL issues in the current world. The origins of these stories have are from old traditions and have been handed down historically. HORROR AND GHOST STORIES: grounded in reality. Developed upon the FEARS AND PHOBIAS OF THE READERS. Makes the reader SECOND GUESS REALITY. ACTION AND ADVENTURE: elicits the adventure spirit fo the reader with plots that are busy and dangerous. HISTORICAL FICTION: based on real-life events and people who have overcome adversity and left a mark on society in DEEDS AND EVENTS. The themes are BASED IN HISTORICAL EVENTS and teach the reader something about history. BIOGRAPHY: take true-life people and create real life drama about their lives or relevant segments of their lives. EDUCATIONAL BOOKS: core subject books used in teaching students ACADEMIC FACTS AND REQUIRED KNOWLEDGE.

Forms of Poetry

SLANT RHYME: occurs when the final consonant sounds are the same but the vowels are different ALLITERATION: the initial sounds of a word are repeated in close succession. The FUNCTION of alliteration is to accentuate the beauty of language in a given context, or to unite words or concepts through a kind of repetition. ASSONANCE: assonance takes the middle territory. The vowel sounds within a word matches the same sound in a nearby word. The FUNCTION of assonance: serves to give a sense of continuity or fluidity to the verse. This does not much determine the structure or form of a poem - it is merely ornamental. ONOMATOPOEIA: words used to EVOKE the sound in its meaning.

Methods in analyzing and assessing a writer's credibility and objectivity

STRAIGHTFOWARD METHODS * investigating the background of the author * looking for the levels of details provided * examining the extent to which various dies of an issue are presented SUBTLE METHODS * the analysis of the author's references * investigating the sources of the text

Myth

Shared within a culture to explain its history and traditions

Critical Literacy Related Activity

Searching for information from printed and electronic sources. - it is impossible to memorize or even be exposed to the majority of basic facts in our world today. Therefore, one must know how to: - access, judge, and synthesize information and it will help students throughout their life's.

Self-Questioning

Self-questioning strategies are ACTIVE READING CUES - reminders to the students that they can keep comprehension visible as they read by asking themselves common questions about their text. - students can be trained to self predict about a section in a story. - they can continuously ask themselves why? These questions assist in comprehension of the text because they force reader to be more aware of what is going on in the text.

Rime Royal

Seven-line stanza in iambic pentameter with rhyme ABABBCC

Why do children need a strong background in phonemic awareness?

So that phonics instruction (sound-spelling relationship - printed materials) will be effective.

Graphic Organizers

Solidify in a CHART/DIAGRAM format a VISUAL RELATIONSHIP among various reading and writing ideas. These visual relationships will include: - sequence - timelines - character traits - fact and opinion - main idea and details - differences and likenesses

Students who are not fluent in reading would:

Sound out each letter or word slowly and pay more attention t the phonics of each word.

Text Organization

Stages of Writing * a discovery stage when ideas, materials, supporting details are collected * organization stage: the purpose, thesis and supporting points are determined * Writing of the paper * editing stage: this takes place once the paper is written. Is probably the most IMPORTANT stage. decisions must be made regarding whether the reasoning is COHESIVE. - best writers engage in all of these stages recursively. - a teacher needs to give students adequate practice in the various stages and encourage them to engage deliberately in the creative thinking that makes writers successful.

Facts

Statements that are verifiable - can be proven to be true - Facts report what happened or exists and come from: - observation, measurement, or calculation. - Facts can be tested and verified while opinions and judgements cannot. Judgements and opinions can only be supported by facts.

Opinions

Statements that must be SUPPORTED in order to be accepted. - Facts are used to support options. - judgements are OPINIONS (decisions/declarations based on observation or reasoning) that express approval or disapproval. Judgements are not usually firm. They are rather plausible opinions that provoke thought or lead to factual development.

The main idea of a paragraph/story

States the important ideas that the author wants the reader to know about a topic. - Sometimes the topic/main idea are directly stated and other times they are simply implied. - you can find the main ideas by examining how paragraphs are written.

Myth

Stories about events from the earliest times

'

Stressed syllable

How can you be sure that you have a topic sentence?

Switch the sentence you think is the topic sentence into a question. If the other sentences seem to 'answer' the question then you've got the right topic sentence.

Word Recognition

The process of automatically determining the pronunciation and some degree of the meaning of an unknown word. - fluent readers will recognize most written words easily and correctly. they unconsciously decode or break down words.

Fable

Terse tale offering up a MORAL OR EXEMPLUM. Animals speak and act characteristically human illustrating human foibles.

Novel

The longest form of fictional prose - contains characterizations, settings, local color, and regionalism. - has comps plots, expanded description and attention to detail

Semantics

The meaning expressed when words are arranged in a specific way. this is where connotation and denotation of words eventually will have a role with readers.

Terza Rima

The middle line of the tercet rhymes with the first and third lines of of the next tercet

Poem

The only requirement is rhythm

Knowledge about the conventions of print enables children to understand:

The physical structure of language

Word Analysis/Phonics/Decoding

The process readers use to figure out unfamiliar words based on written pattern

Pace

The rate at which words are spoken should be appropriate

Syntax

The rules or patterned relationships that correctly create phrases and sentences from words. When you have an understanding of syntax then you will begin to understand the structure of how sentences are built and ultimately the beginning of grammar.

Enjambment

The running on of its thought into the next line

Phonics

The study of phonics must be done with the eyes opened. It is the connection between the sounds and letters on a page. This is sound to written letter correspondence - in other words, the connection of oral and written language. - When students learn phonics, they will see the word 'bad' and sound each letter out slowly until they recognize that they just said the word.

Morphology

The study of word structure. - Morphemic skills: an ability to understand the patterns within words. For instance, cat, cats, and caterpillar all have similarities in structure. - Readers are able to recognize words at a faster and easier rate because they don't have to decode each individual word.

The Alphabetic Principle/Graphophonemic Awareness

The theory that written words are composed of patterns of letters that represent the sounds of spoken letters - this is sound-letter correspondence

Word Choice

The words speakers choose should be consistent with their intended purpose and the audience.

Visual aids

These should enhance a message and not distract and detract from the message.

An Analogy

This can be useful in making a point, BUT: - the comparison MUST MATCH up in all characteristics or IT WILL NOT BE RELEVANT. Analogies should be used very carefully - it is often just as likely to destroy an argument as it is to strengthen it.

When students practice fluency:

They practice by reading connected pieces of text. they don't read word by word - they will read a sentence straight through.

Semantic Knowledge

This includes the reader's background knowledge about a topic, which is combined with the text information as the reader tries to comprehend the material. New information is compared the background information and incorporated into the reader's schema.

Topic Sentence

This indicates what the passage is about. It is the subject of that portion of the narrative. - the ability to identify the topic sentence will enable the student to focus on the concept being discussed and better comprehend the information provided.

Endode

This involves changing a message into symbols. Encoding an oral language into writing = spelling. Encoding a mathematical idea = you must use appropriate mathematical symbols.

Think-Alouds

This is a deliberate explanation of comprehension strategies provided to students out-loud by the teacher. The teacher will model to the student his or her own compression strategies as he or she will read aloud from the text. - this strategy helps students in a few ways: 1. The students will see that reading is not necessarily a continuous process - it takes multiple strategies to successfully understand the passage. 2. It gives students specific strategies they can use when they come across similar situations

An Argument

This is a generalization that is proven or supported with facts. - if the facts ARE NOT ACCURATE, the generalization remains unproven. - Using inaccurate facts to support and argument is called a FALLACY in reasoning. - even if facts are true and have a profound effect on the argument, may not be relevant to the case at hand.

Paragraph

This is a group of sentences about one main idea. paragraphs usually have two types of sentences: 1. A topic sentence - contains the main idea 2. Two or more Detail sentences - support, prove, provide more information, explain or give examples.

Author's Tone

This is the author's attitude as reflected in the statement or passage. - The author's choice of words will help the reader determine the overall tone of that statement or passage.

Making Predictions/Asking Inferential and Critical Thinking Questions

This is a theory/approach to the teaching of reading. This strategy of asking inferential and critical thinking questions would CHALLENGE AND ENGAGE the children to read text. - this approach to reading went BEYOND THE LITERAL LEVEL of what was stated in the text to and INFERENTIAL LEVEL of using text clues to MAKE PREDICTIONS and to a CRITICAL LEVEL of involving the child in EVALUATING THE TEXT.

Prior Knowledge

This is defined as all of an individual's PRIOR EXPERIENCES, learning, and development that PRECEDE his or her entering a specific learning situation or attempting to comprehend a specific text. - sometimes, prior knowledge can be erroneous or incomplete. Whatever prior knowledge that the child brings to the school setting, the independent reading and writing the child does in school IMMEASURABLY EXPANDS HIS PRIOR KNOWLEDGE and broadens that child's reading comprehension capabilities.

Phonological Awareness

This is the ability of the reader to recognize the sounds of spoken language. this includes how sounds can be: - blended together - segmented - and manipulated

Constructing Meaning

This phrase is synonymous with reading comprehension with regard to to the balanced literacy approach.

The purpose of comprehension instruction:

To help students learn strategies that they can use independently with any text - not just the one their are focusing on at the point of instruction.

Heroic couplet/closed couplet

Two rhymed lines of iambic pentameter - the first ends in a light pause - the second in a more heavily end-stopped

Knowledge of Strategies to Promote Literacy Response Skills

Two sides regarding the construction of meaning and the application of strategies: 1. Behavioral Learning Theory: suggest that people learn socially or through some sort of stimulation or repetition 2. Cognitive Learning Theory: suggest that learning takes place in the mind and that the mind processes ideas through brain mapping and connections with other materials and experiences. - learning is internal.

Couplet

Two-lined stanza, usually rhymed

Blank verse

Unrhymed iambic pentameter

-

Unstressed (slack) syllable

Features of Spoken Language

Voice: people will either use a monotone or talk too fast. These are caused by anxiety. Monotone: restricts your natural inflection. Talking fast: not necessarily a bad thing if the speaker is exceptionally articulate. Don't be afraid of brief silences. The audience needs TIME to absorb what you are saying. Volume: problems with volume can usually be combated with practice. Suitable volume is beneficial for both you and the audience. Pitch: this refers to the length, tension and thickness of a person's vocal bands. In ORAL PERFORMANCE, pitch reflects upon the EMOTIONAL AROUSAL LEVEL. Posture: maintain a straight but not stiff posture. Movement: don't stay glued to one spot. Take maybe a step to the side every once in a while. AVOID DISTANCING yourself from the audience - you want them to feel involved and connected Gestures: Gestures are a great way to keep a natural atmosphere when speaking publicly. They should be utilized for ADDED EMPHASIS. Eye Contact: eye contact usually helps the speaker overcome speech anxiety by connecting with their attentive audience and easing feelings of isolation.

Compound/Complex Sentence

When Mother asked the girls to demonstrate their new-found skills, Joyce wrote a letter, and Dot drew a picture.

Syntax and Contextual Information

When children encounter unknown words in a sentence they rely on their background knowledge to choose a word that makes sense.

Complex Sentence

While Joyce wrote a letter, Dot drew a picture.

Body Language

While animated body language can help a speech too much of it is distracting. Body language should help convey the message and not detract from it.

Fluent readers:

Will read a sentence aloud using appropriate intonations.

Major Themes and Characteristics of Works

Young readers respond to themes that reflect their lives: - the world is black or white - different is fine but hard - good guys always win, bad guys are simply bad

Author's Purpose

an author may have MORE THAN ONE purpose in writing. An author's purpose may be to: - entertain, persuade, inform, describe, or narrate. It is up to the reader to use his judgement in order to determine the author's purpose.