Teaching Reading and Text Interpretation Flashcards

Terms Definitions
Fostering reading appreciation and motivation to learn
using trade books, electronic texts, and Internet
Using nonprint materials such as film, music, art, and advertisements
creating authentic literary experiences
connecting students' prior knowledge and interests with texts
reading aloud excerpts to students
selecting quality texts and other lesson materials
Teaching vocabulary
linking vocabulary with text themes or concepts
providing time to read and discuss quality texts
teaching students the role of "Word Finder" in a literature circle
teaching students structural cues such as common prefixes, suffixes, and roots
teaching students how to effectively use context cues to identify the meanings of words and phrases
using graphic organizers to help students see relationships among vocabulary words
Teaching Comprehension - Modeling
teachers and capable peers should model their comprehension processes in either oral or written form
teacher thinks or talks aloud to share his or her thought process while reading
Teaching Comprehesnion - Questioning
use Bloom's taxonomy of Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation
Teaching Comprehension - Scaffolding
provide strcutural supports to a student by, for example, reading aloud a portion of the text and then asking the student to repeat the same sentence
Bloom's taxonomy - Knowledge
remember, recognize, recall who, what, where
Bloom's taxonomy - Comprehension
interpret, retel, organize, select facts
Bloom's taxonomy - Application
subdivide information adn show how it can be put back together, how is this an example of that?
Bloom's taxonomy - Analysis
what are the feature of? How does this compare with?
Bloom's taxonomy - Synthesis
create a unique product that combines ideas from the lesson, what would you infer from?
Bloom's taxonomy - Evaluation
make a value decision about an issue in the lesson, what criteria would you use to assess?
Activating prior knowledge
use of a concrete experience or object
anticipation guides
Identifying text structures
analysis of an issue
identifying important information
predicting and verifyin
summarizing and note-taking
identifying cause and effect
visualizing and thinking aloud
ability to think about his or her own thinking and regulate his or her own things:
ask students what they do before, during, and after reading
teach students effective strategies to use before, during, and after reading in your content area
ask students to support their statements or responses with examples and text citations - ask why
encourage students to ask and create questions rather than just respond to the teacher's questions
allow time in class to discuss not only the content of your course, but also the thinking processes people are using
person who opposes or competes with the main character; often the villain in the story
person or being in a narrative
opposing elements or characters in a plot
type of conflict wherein a character has a problem with one or more of the other characters
Person v. person conflict
type of conflict wherein a character has a problem with an element of society: the school, an accepted way of doing things, the law, etc.
Person v. society
type of conflict wherein a character has a problem determining what to do in a situation
Person v. self
type of conflict wherein a character has a problem with nature: natural disasters, extreme heat, or freezing temperatures, for example
Person v. nature
type of conflict wherein a character has to battle what appears to be an uncontrollable problem that is attributed to fate or God
Person v. fate (God)
outcome or resolution of plot in a story
structure of a work of literature; sequence of events
main character or hero of a written work
time and place in which a story occurs
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