|
D |
|
Use reference sources to
build background knowledge for reading. |
|
D |
|
Use previously learned
strategies to front load text (e.g., skimming and scanning, connecting
to prior knowledge). |
|
D |
|
Preview text, using
supports such as illustrations/pictures, captions, graphs, diagrams,
headings, subheadings, and footnotes. |
|
A |
T |
Use text features (e.g.,
sidebars, footnotes, and endnotes) to determine meaning. |
|
A |
T |
Locate information using
available text features (e.g., maps, charts, graphics, indexes,
glossaries, table of contents, and appendices). |
|
D |
|
Relate the significance of
the selections studied to students' life experiences. |
|
D |
|
Examine significant words
to be encountered in the text. |
|
D |
|
Make predictions about
text. |
|
D |
|
Relate selections studied
to prior experience, historical knowledge, current events, and cultural
background.
A Boy at War Powerpoint
Pearl Harbor Resources |
|
A |
MG |
Formulate appropriate
questions during the reading of the text.
ine inferences from
selected passages.
Making Inferences |
|
D |
|
Use self-monitoring and
self-correcting strategies while reading. |
|
D |
|
Engage in reading between
the lines. |
|
A |
MG |
Recognize a reasonable
prediction of future events of a passage. |
|
D |
|
Create mental pictures from
abstract information. |
|
A |
MG |
Determine inferences from
selected passages. |
|
A |
T |
Select information using
keywords and headings. |
|
D |
|
Verify or modify
pre-reading purposes as additional information is obtained. |
|
D |
|
Explore ways to interact
with text. |
|
D |
|
Indicate, analyze, and
evaluate the sequence of events. |
|
D |
|
Recognize and state the
main idea/central element in a given reading selection, noting
supporting details. |
|
D |
|
Identify the author’s
purpose and analyze to determine whether purpose is met. |
|
D |
|
Analyze the text to find
contextual support for ideas, opinions, and responses to questions.
|
|
A |
T |
Identify instances of bias
and stereotyping in print and nonprint contexts. |
|
A |
T |
Recognize and identify the
techniques of propaganda (i.e., bandwagon, loaded words, and
testimonials). |
|
A |
T |
Identify examples of sound
devices within context (e.g., rhyme, alliteration, assonance, slant
thyme, repetition, and internal rhyme). |
|
A |
T |
Identify individual written
selections as technical, narrative, persuasive, and/or descriptive in
mode.
Types of Text |
|
A |
MG |
Determine cause and effect
relationships in context. |
|
M |
|
Identify statements as fact
or opinion. |
|
D |
|
Reflect on comprehension
strategies utilized. |
|
A |
MG |
Identify an appropriate
title to reinforce the main idea of a passage or paragraph. |
|
D |
|
Read for a variety of
purposes: literary experience, information, enjoyment, and vocabulary. |
|
A |
MG |
Identify an appropriate
title to reinforce the main idea of a passage or paragraph. |
|
D |
|
Visit libraries/media
centers, book fairs, bookstores, and other print rich environments to
explore books. |
|
D |
|
Use personal criteria to
select reading material (e.g., personal interest, knowledge of authors,
text difficulty, text genres, and recommendation of others). |
|
D |
|
Relate literary experiences
(e.g., book discussions, literary circles, writing, oral presentations,
and artistic expressions). |
|
D |
|
Read daily from
self-selected materials. |
|
D |
|
Experience and develop an
awareness of literature that reflects a diverse society. |
|
D |
|
Maintain a personal reading
list or reading log/journal to reflect reading gains and
accomplishments. |
|
D |
|
Build vocabulary by
listening to literature, viewing films and documentaries, participating
in class discussions, and reading self-selected and assigned texts. |
|
D |
|
Build vocabulary by reading
and viewing from a wide variety of texts. |
|
D |
|
Analyze word meanings using
roots, prefixes, and suffixes. |
|
D |
|
Use context clues,
dictionaries, electronic sources, glossaries, and other resources as
aids in determining word meanings. |
|
A |
V |
Recognize and use grade
appropriate and/or content specific vocabulary. |
|
D |
|
Evaluate the use of
synonyms, antonyms, homonyms, and multiple meaning words, and determine
how they assist with understanding. |
|
M |
|
Foster word consciousness
(e.g., word play, word walls, graphic organizers, nuances of words, and
power words). |
|
D |
|
Analyze and use useful
mnemonic devices (e.g., rhyming words, vocabulary cartoons, and
kinesthetic activities) to acquire new vocabulary. |
|
A |
V |
Choose a logical word or
phrase to complete an analogy, using scrambled words and homophones in
addition to previously learned analogies. |
|
D |
|
Recognize the historical
influences on and changes to the English language as part of vocabulary
study. |
|
A |
V |
Recognize commonly used
foreign phrases (e.g., e pluribus unum, c’est la vie, bon
jour, hasta la vista, bon voyage, mi casa es su casa). |
|
D |
|
Distinguish between the
connotation and denotation of words. |
|
D |
|
Recognize that word choices
help to create a mood. |
|
D |
|
Discover ways by which a
language acquires new words (e.g., brand names, acronyms). |
|
D |
|
Identify the base/root word
of a word having affixes. |
|
D |
|
Determine the meaning of
prefixes and suffixes through identification and usage. |
|
A |
V |
Choose the correct
meaning/usage of a multi-meaning word by replacing the word in context
with an appropriate synonym or antonym. |
|
A |
V |
Recognize the effect of
stressed and unstressed syllables to aid in identifying the meaning of
multiple meaning words. |
|
D |
|
Decode unknown grade level
words utilizing previous learned strategies and verify the word’s
meaning within the context of the selection. |
|
A |
C |
Determine an author’s
purpose for writing or a student’s purpose for reading.
Skills for life; Reading for a Purpose |
|
D |
|
Identify themes, stated,
implied, and recurring. |
|
A |
C |
Identify an implied theme
from a selection or related selections. |
|
D |
|
Read, view, and recognize
various literary types. |
|
D |
|
Recognize the elements of
various literary and media types. |
|
I |
|
Explore the elements that
determine types of fiction (e.g., suspense/mystery, comedy/humor, drama,
historical fiction, romance, legends, and myths). |
|
I |
|
Connect recurring themes to
previously read materials and current readings. |
|
A |
C |
Recognize literacy elements
that shape meaning within context (e.g., symbolism, foreshadowing,
flashback, irony, mood, and tone). |
|
A |
C |
Identify how the author
reveals character (e.g., physical characteristics, dialog, what others
say about him, and what he does). |
|
D |
|
Evaluate strategies and
devices used by authors to create mood. |
|
D |
|
Explain the exposition,
rising action, climax, falling action, and resolution/denouement.
|
|
D |
|
Distinguish among varying
types of conflict (e.g., man vs. man, man vs. nature, and man vs.
himself). |
|
A |
C |
Identify on a graphic
organizer the points at which various plot elements occur. |
|
I |
|
Explore subplots in
literary selections and films. |
|
D |
|
Compare and contrast plot
elements between or among stories. |
|
D |
|
Determine whether the
characters are stereotypical or realistic. |
|
A |
C |
Recognize the author’s
point of view (i.e., first person, third person, limited, or
omniscient). |
|
A |
C |
Determine how a story
changes if the point of view is changed. |
|
D |
|
Summarize, paraphrase, and
evaluate selected passages. |
|
D |
|
Use deductive reasoning to
facilitate and to extend understanding of texts. |
|
D |
|
Examine the differences
among nonfiction materials (e.g., letters; memoirs; diaries; journals;
documentaries; autobiographies; biographies; and educational,
informational, and technical texts). |
|
A |
MG |
Recognize and identify
words within context that reveal particular time periods and cultures. |
|
A |
MG |
Determine the influence of
culture and ethnicity on the themes and issues of literary texts. |
|
A |
T |
Identify examples within
context of similes, metaphors, alliteration, onomatopoeia,
personification, and hyperbole.
Learning Vocabulary can be fun |
|
D |
|
Demonstrate knowledge of
literary elements that shape meaning and determine tone, such as
symbolism, idioms, puns, flashback, foreshadowing, irony, mood, and
tone. |
|
I |
|
Explore the concept of
allusion. |
|