Literal & Figurative Language, Poetic Devices & Structure & Reading Strategies

Strategies During Reading

Clarifying during a close read Questioning during a close read Organizing the main ideas and supporting details Summarizaring the text effectively

text to self

Connections made between the text and the reader's personal experience.

5 standard types of poetic feet

Iamb Trochee Spondee Anapest Dactyl

Foreshawdowing

giving an indication that something is going to happen later in the story:Ex: I was'nt aware at the time, but I would come to regret those words

Before reading a text passage , a reader can enhance his or her ability to conmprehend material by

previewing the text for clues: making careful note of any titles, headings, graphics, notes, introductions, important summaries and conclusions

Pre-reading clues are used to determine the main idea and organization:

1st any titles, sub-headings, chapter headings should be read make note of the author's crendentials if they are listed It is important to deduce what these clues may indicate as it pertains to the focus of the text and how its organized

Imagery

Appealing to the senses by using descriptive language : Ex: The sky was painted with red and pink and streaked with orange

K-W-L Chart

Can be used to document what students know, what they want to know, and what they learned (an effective way of collecting data on students' prior knowledge in order to effectively plan instruction that meets curricular objectives.

Metaphor

Compares two things as if they are the same: He was a giant teddy bear

Common research based strategies for reading instruction REVIEW ONLINE RESOURCES

Comprehension Connections: Bridges to Strategic Reading Unraveling Reading Comprehension I Read it, but I don't Get it: Comprehension Strategies for Adolescent Readers Improving Comprehension wih Think-Aloud Strategies pg 27)

Active Reading

Involves reading with a purpose and determinationto not only understand, but evaluate text using critical reading skills. Critical reading skills need to be fostered in a way that allows students to read and retain information and then gain interactive feedback experience with peers and with an instructor Employing multiple reading strategie, either through assigned, independent reading with followup or through a shared experience aids this

During pre-reading, readers should also take special note of how text features contribute to the central idea or thesis of the passage:

Is there an index? Is there a glossary? What headings, footnotes, or other visuals are included and how do they relate to the details within the passage?

Iamb

Pattern : unstressed/stressed Rhythm: buh Buh

Spondee

Pattern: stressed/stressed Rhythm: Buh Buh

Trochee

Pattern: stressed/unstressed Rhythm: Buh buh

Dactyl

Pattern: stressed/unstressed/unstressed Rhythm: Buh buh buh

Anapest

Pattern: unstressed/unstressed/stressed Rhythm: buh buh Buh

Pre-reading strategies

Previewing the text for clues Skimming the text for context Scanning for unfamiliar words in context Formulating questions on sight Making predictions Recognizing needed prior knowledge

Aliteration

Repeating the same beginning sound or letter in a phrase for emphasis ex: The busy babby babbled

Examples of figurative language

Simile Metaphor Idiom Alliteration Personificatiom Forshadowing Symbolism Onomatopoeia Imagery Hyperbole

Hyperbole

Using exaggeration not meant to be taken literally: The girl weighed less than a feather

Symbolism

Using symbols to represent ideas and provide a different meaning: Ex:The ring represented the bond between us

Onomatopoeia

Using words that imitate sound: Ex: The tire went off with a bang and a crunch

Idiom

Using words with predictable meanings to create a phrase with a different meaning ex: The world is your oyster"

3 main types of poetic structures

Verse Blank verse Free verse

A reader should quickly scan the text for unfamiliar words.

When reading a print text, hightlighting these words or making other marginal notation is helpful when going back to read text critically. A reader should look at the words surrounding any unfamiliar ones to see what contextual clues unfamiliar words carry. Being able to define unfamiliar terms through contextual meaning is a critical skill in reading comprehension

Questioning

a critical read is closely related to to clarifying. A reader must be able to ask questions in general about what he or she is reading and questioning regarding the author's supporting ideas. Also involves a readers abliity to self-question.

Post reading strategies

after completing a text a reader should be able to summarize the authors theme and supporting details in order to fully understand the passage. Being able to effectively restate the authors message, subthemes and pertinent supporting ideas will help a reader gain an advantage when addressing standardized test questions

Metacognitive Practices

ask the student to decode text passages. Require student to preview text be able to recognize unfamiliar words then use context cluesto define them for greater understanding employ skills such as being able to decode imagery being able to predict and being able to summarize using phrases : Im noticinng, I'm thinking, and I'm wondering

Personification

attributing human characteristics to an object or an animal: The house glowered menacingly with a dark smile

Meter

combination of stressed and unstressed syllables to create sound effect for the reader develops rhythm

Simile

compares two things using like or as Ex: her hair was like gold

Figurature language

deviates from precise meaning and word definition-often in conjuction with other familiar words and phrases- to paint a picture for the reader less explicit and more open to reader interpretation

A reader should skim the text for general ideas and content:

does not involve close reading: rather it involves looking for important words within the passage itself These words may have something to do with the author's theme may have to do with structure: words such as first, next, therefore, last

Skimming

helps a reader understand the overall structure of a passage and in turn this helps him or her understan the author's theme or message

In demonstrating one's ability to use comon research strategies for reading instruction, a potential test taker should be able to show his or her awarness theory regarding how to activate student's prior knowledge

how to activate student's prior knowledge, how to model meta-cognitive practices, and how to employ multiple reading strategies for a variety of situations for the most comprehensive student exerience

Poetic feet

individual rhythmic units made up of the combination of stressed and unstressed syllables

Making predictions

involves using information from the text and personal experiences to make a thoughtful guess as to what will happen in the story and what outcomes can be expected

Rhyme

is the poet's use of corresponding word sounds in order to create an effect. Occurs at the ends of a poem's lines

Rhythm

metered patterns within poetry verses: Pattern of stressed and unstressed syllables

Reading strategies

modeling prediction modeling inference asking students to connect text to self, the world and to other text asking students to visualize what they read (playing the video in their head) asking students to partner in their reading experiences helping students determine the importance of ideas in what they read modeling the critical thinking process modeling analyzation modeling summarization

Verse poetry

most often developed in the form of stanzas (groups of word lines) Stanzas can also be considered verses structure is usually formulaic and adheres to the protocols for the form. Ex:the English sonnet form uses a structure of fourteen lines and a variety of different rhyming patterns. The English ode typically uses three ten line stanzas and has a particular rhyming pattern

Verse

poetry with a consistent meter and rhyme scheme

Blank verse

poetry with consistent meter but inconsistent rhyme scheme

Free verse

poetry with inconsistent meter or rhyme

Activating Prior Knowledge

sometimes referred to as schemas-means being able to get students to ascertain what they already know so they can apply it to their reading

Literal language

the author's use of precise words, proper meanings, definitions and phrases that mean exactly what they say

rhyme scheme

the ordered pattern of rhymes at the ends of the lines of a poem or verse. Each line has a coresponding rhyming sound is assigned a letter-A,B,C and so on

text to world

the reader made a connection from the reading to a topic or an event that has taken place in the world.

Reading strategy

the way a reader interacts with the text in order to understand its meaning employs a reader's ability to use prior knowledge addressing literature and utilizes a set of methods in order to analyze text

text to text

when you relate what you are reading to something else that you have read