LITY CH 8-10

MACRO
VERY LARGE
STRUCTURE
SOMETHING ARRANGED IN A PATTERN
MACROSTRUCTURE

RUNNING SUMMARY OF TEXT

ORGANIZED ACCORDING TO IMPORTANCE

PREPOSITIONS
FORM A MACROSTRUCTURE
STORY ELEMENTS

PLOT

SETTING

CHARACTERS

SCHEMA

ORGANIZED PATTERN OF THOUGHT

 

RETELLING
TELLING A STORY THAT ONE HAS READ OR HEARD
EXPOSITORY TEXT

PROVIDE INFORMATION

EX: SCIENCE

NARRATIVE TEXT

PREDICTABLE;HOW WE TALK

EX: ROMANCE NOVEL

TEXT STRUCTURE
HOW THE WRITING IS ORGANIZED
EXPLANATORY TEXT
TELLS HOW SOMETHING WORKS
COMPARISON-CONTRAST
DIFFERENCES AND/OR SIMILARITIES
SIGNAL WORDS
BUT, ALTHOUGH, ON THE OTHER HAND
SEQUENCING WORDS
FIRST, LAST, SECOND, NEXT
PROBLEM-SOLUTION TEXT
STATEMENT OF SITUATION WITH SOLUTION
CAUSE-EFFECT
EFFECT PRESENTED WITH CAUSE(S)
CORE

CONNECT

ORGANIZE

REFLECT

EXTEND

PLANNING QUESTIONS
USED TO ESTAB. MAIN ELEMENTS IN STORY
TAXONOMY
CLASSIFICATION SYSTEM
WAIT TIME
SILENCE BETWEEN ASKING QUESTION AND NEXT STEP
RESPONSIVE ELABORATION
TEACHER ANALYZES STUDENTS THOUGHT PROCESSES IN ORDER TO ADJUST
DRA

DIRECT READING ACTIVITY

 

CLOZE PROCEDURE
WORDS REMOVED FROM TEXT
CRITICAL READING
READER EVALUATES AND JUDGES ACCURACY OF CONTENT
AUTHOR’S PURPOSE
PERSUADE, ENTERTAIN AND INFORM
ANTICIPATION GUIDE
DESIGNED TO ACTIVATE BACKGROUND KNOWLEDGE
WIRC
WRITING INTENSIVE READING COMPREHENSION
KWL
WHAT  I KNOW, WHAT I WANT TO KNOW, AND WHAT I LEARNED
LEARNING LOG
JOURNAL WHERE STUDENTS RECORD AND REFLECT ON CONCEPTS STUDYING
QUICKWRITE
BREIF WRITTEN RESPONSE TO LESSON
OVERLEARNING
STUDYING MATERIALS AFTER IS HAS BEEN LEARNED
CONCEPTUAL UNDERSTANDING
BEST WAYS TO UNDERSTAND CONCEPTS
REHEARSAL
MEMORIZATION
ACRONYMS
WORDS MADE FROM FIRST LETTER OF SERIES OF WORDS TO ASSIST MEMORY
SQ3R
SURVEY, QUESTION, READ, RECITE, REVIEW
RESPONSE JOURNAL
LITERARY LOG; FEELINGS
FOLKLORE
TALES, NURSERY RHYMES
FOLKTALES
FAIRY TALES, MYTHS, LEGENDS
DRAMA
ACTED OUT OR READ ORALLY

THERE ARE 3 THINGS OF MEMORY

ENCODING, ________, AND RETRIEVING

STORING
RETELLING IS USED TO CHECK
COMPREHENSION
RETELLING INVOLVES MEANING, COMPONENTS OF STORY, AND _______
ANALYZING
IN ORDER TO RETELL, YOU MUST HAVE ____
LANGUAGE
TO RETELL YOU MUST USE _____ WORDS
SEQUENCING

REENACTMENTS CAN BE USED WITH VERY _____

CHILDREN AND NO _____ IS REQ.

CHILDREN

READING

STORAGE WORKS BEST FOR MATERIAL THAT IS ____
MEANINGFUL
MOST COLLEGE AND CAREER ASSIGNED READING IS __
INFORMATIVE
CONTENT AREA READING IS MORE ____
COMPLEX

STORY _____ CAN BE USED AS A _____

FOR COMPOSING STORIES

STRUCTURE

FRAMEWORK

PLACEMENT OF QUESTIONS HAS AN IMPACT ON THIER

_______

EFFECT

STUDENTS DEVELOP AWARENESS OF CHARACTERS_____

BETWEEN AGES 9-11

EMOTIONS
CLOZE PROCEDURE FORCES STUDENTS TO USE BOTH SEMANTIC AND_______ CLUES
SYNTACTIC
CLOZE PROCEDURES ARE OR ARE NOT UNTIL STUDENTS ARE IN THE _____GRADE READING LEVEL
FOURTH
AUTHOR WRITES TO INFORM, _____, OR PERSUADE
ENTERTAIN
_______HAVE TO BE LOGICAL, HAVE SUFF. SUPPORT, AND CONSIDER ALL EVIDENCE
CONCLUSIONS
EXAMPLE OF EXPOSITORY TEXT

SCIENCE

HISTORY

EXAMPLE OF NARRATIV TEXT

FAIRYTALE

ROMANCE NOVEL

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