Rrf comprehension recognize literary elements
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This document provides guidance on teaching students to recognize literary elements in stories to improve comprehension. It defines common literary elements like characters, plot, setting, and theme. It explains that identifying these elements allows readers to infer what will happen and helps students remember and understand the story. The secret to success is combining literary elements to fully comprehend the story. Teachers should start with the most common elements and revisit them over multiple years of instruction. Questions should move from basic identification of elements to more sophisticated analysis of how elements enhance comprehension.
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This document discusses planning minilessons for teaching reading. It begins by emphasizing the importance of keeping the big picture goals in mind when planning minilessons. These goals include building lifelong readers and showing students that reading is a pursuit beyond just school skills. The document then lists some Ohio content standards that minilessons can support. Possible cycles or topics for minilesson include strategies, behaviors/habits, literary elements, genres, and management. Big questions for planning minilessons are discussed, focusing on alignment with overall goals and assessment. The document provides examples of minilesson topics like characters, plot, inferring, nonfiction text features, and biographies. It emphasizes making connections between lessons and
Schema handout by deb smith
This document provides information and strategies for teachers to help students activate and build on their background knowledge or schema when reading. It discusses the importance of making connections between what students already know and new information in a text. There are three types of connections: text to self, text to text, and text to world. Strategies described include think-alouds, talking drawings, and filling in charts to help students summarize what they read and make connections to their own lives and experiences. The goal is for students to understand how making connections can deepen their comprehension of what they read.
RED4348 CA#1 A.Lowman
This document outlines reading strategies that teachers can use before, during, and after reading with students. Some strategies mentioned for before reading include activating prior knowledge, setting a purpose, exploring new vocabulary, using K-W-L charts, and skimming. During reading strategies include finding "hot spots", using story maps, making inferences, visualizing, and partner reading. After reading strategies provided are timelines, Venn diagrams, retelling the story, completing the "L" section of the K-W-L chart, and think-alouds.
Lesson Plan 1 - Making Inferences
This lesson plan is for analyzing inferences in The Help. The objectives are for students to make inferences about the speaker Skeeter and her relationships, and to articulate their thinking process when making inferences. Students will complete a graphic organizer analyzing the text. The assessment is aligned to state standards for reading closely, interpreting words and phrases, and assessing point of view. The lesson includes building background about making inferences from photos. Students will read excerpts and discuss inferences about Skeeter's society and relationships through turn and talk. The teacher will model inference making and ask guiding questions to support comprehension.
Plot mini leson
This document provides a mini-lesson plan for teaching students about plot structure. It includes 5 days of instruction:
1) Explicit instruction on plot elements like rising action, climax, resolution using a familiar story example. Key vocabulary is introduced.
2) Modeling of a plot graphic organizer using a read-aloud text. The teacher models thinking aloud as filling it out.
3) Guided practice retelling stories and filling out plot organizers in pairs with teacher support. Formative assessments check understanding.
4) Independent practice where students read their own texts and complete plot organizers on their own.
5) A final assessment where students write everything they remember about plot in a "memory download" and share with
Developing Strategic Readers
How beginning teachers can help young readers to be more strategic about their efforts at meaning making
Strategies for reading instruction
This document discusses various strategies for reading instruction including graphic organizers, vocabulary building, journals, KWL charts, and the SQ3R reading method. Graphic organizers like story pyramids, Venn diagrams, and cause-and-effect diagrams can help structure information from stories. Building vocabulary through activities like word unscrambling, analogies, and understanding prefixes and roots is also discussed. Keeping journals allows students to reflect on stories and assess their progress. The KWL chart organizes what students already know, want to learn, and learned about a topic. Finally, the SQ3R reading method involves surveying, questioning, reading, reciting and reviewing content.
5th Skills
The document discusses several key reading comprehension strategies including identifying themes, steps in a process, cause and effect relationships, plot elements like conflict and climax, making judgments, visualizing, identifying fact and opinion, setting, author's viewpoint, drawing conclusions, summarizing, comparing and contrasting, determining main ideas and supporting details, using context clues, predicting, determining an author's purpose, generalizing, and paraphrasing. It provides definitions and examples for each strategy to help readers understand and apply them.
bulacan-LAC-Session-1-Lecture.pptx
This document discusses using graphic organizers to teach story elements to elementary students. It defines key story elements like characters, setting, plot, conflict, and theme. It also defines advanced elements like point of view, tone, and mood. Teachers are encouraged to create their own graphic organizers to help students visualize and understand these elements when analyzing stories. The document models examples of graphic organizers and recommends practicing developing graphic organizers in small groups to share ideas on effectively using this tool.
Reading Strategies.pptx
This document provides strategies for improving reading comprehension. It discusses modeling comprehension strategies for students like predicting, questioning, inferring, and summarizing. Different strategies are described for narrative texts like story maps and retelling, and for expository texts like identifying text structure, using graphic organizers, and the KWL strategy. Several Read Naturally programs are also summarized that focus on fluency, phonics, and vocabulary with teacher-led small group instruction.
Critical assignment 2 Kimberly Demusz
This document provides an overview of strategies to use before, during, and after reading to improve student comprehension. Some strategies outlined include using a K-W-L chart to activate prior knowledge before reading, having students ask questions while reading with the ReQuest strategy, and using exit slips as an informal assessment after reading to evaluate student understanding. The document also describes graphic organizers like story maps, umbrellas, and sequence charts to help students organize information from texts.
Creative Writing Powerpoint
Another Lewington production, this time it's my 'Creative Writing' powerpoint for you to enjoy and share.
Reading and Writing Skills Q3 M1-1.docx
This document provides a lesson on writing patterns across disciplines, focusing on narration. It includes:
1) An example of rewriting a set of events in chronological order to create a story, with follow up questions about transition words.
2) Another example paragraph with questions about location, time transitions, event sequence, and content.
3) Information on using strategies like narration and signal words to create a unified story with a clear sequence of events.
The document then moves to a lesson on using description, including describing subjects using sensory details in a table, and identifying objective vs. subjective description in sample paragraphs.
Guided reading pp
This document provides guidance on implementing guided reading in elementary classrooms. It discusses forming reading groups based on student ability levels, assessing students using running records, focusing lessons on reading strategies, and differentiating instruction for different grade levels. Suggestions are given for structuring guided reading lessons with a before, during, and after reading structure and selecting appropriate leveled books.
Teaching With Urgency Without Teaching to the Test Handouts
Handouts to go with slides for the presentation, Teaching With Urgency Without Teaching to the Test. http://www.slideshare.net/hellojenjones/teaching-with-urgency-without-teaching-to-the-test
There are many of childrens books out there, but its important t.docx
There are many of children's books out there, but it's important to evaluate children's literature critically before introducing it. Suffice it to say that not all books are created equal. Students read many types of literature throughout school. To appreciate a variety of literature and to complete assignments involving these works, students need to understand how to read critically. Learn how to read literature critically to evaluate and interpret an author’s work.
In literature, readers must pay attention to plot, or the events that take place to create meaning. The plot takes place in the setting, which also adds to the meaning of the story. When reading, ask yourself how the setting adds to the different situations and important events of the story.
In most plots, characters are introduced and usually depict traits of human nature. Characters may represent only a few traits, or they may represent very complex conflicts and emotions. A character can be the narrator, or a person (or more than one person) who tells the story. The narrator or narrators will see events from a certain perspective and have attitudes toward the events and other characters. This is called point of view, and this perspective is a key issue in figuring out the meaning of the work.
Fiction will have figurative language, too, which will be used to describe and understand characters. Fiction attempts to represent reality in some way. Often, reality is represented in different ways through symbols and codes of human meaning and systems. Fiction, for example, may represent every day events and stick closely to place and time. Then again, fiction may represent moral or spiritual aspects through symbols, characters, or improbable events. Authors use fiction to offer a complex understanding of the world. As you read fiction, try to notice the differences and similarities between the world the author creates and the world you inhabit.
Critical thinking in literature also develops a keen awareness of the use of
language, not merely from the aesthetic point of view but keeping in mind today’s
world and its developments, the inevitable political point of view. Students realize that
language is not a neutral phenomenon explaining some already existing reality but
words weave layers of meanings creating and generating their own reality.
Examining Figurative Language
Figurative language, sometimes difficult to teach, can be taught easily with games. Students can learn how to analyze figurative language by middle school, whether it occurs in prose or poetry. Types of figurative language and their definitions.
Alliteration is the repetition of consonants in the first letter of words
Hyperbole is an exaggeration
Idiom means sayings or expressions that have figurative meaning
Imagery involves using one or more of the five senses (sight, touch, taste, hearing, and smell) to describe characters, places or things in literature or poems
Metaphor is the comparison of two unlike thing ...
SLAC-Reading-Comprehension.pptx
The document discusses strategies for developing listening and reading comprehension. It describes comprehension as an active process requiring interaction between the listener/reader and the text. Key factors that affect comprehension are schema/prior knowledge and vocabulary. Several pre-, during-, and post-listening strategies are outlined, as well as strategies for developing reading comprehension, such as activating prior knowledge, predicting, and summarizing. The document also discusses gradual psychological unfolding, a strategy where the story is slowly revealed through questions.
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La res txt_struc_ors_module text structures lessons
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Teaching With Urgency Without Teaching to the Test Handouts
Teaching With Urgency Without Teaching to the Test Handouts
There are many of childrens books out there, but its important t.docx
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More from Kate Todd
Homework grid week 2 Term 3
This document outlines the homework tasks and activities for a student over the course of one week during their third term. It includes instructions to read for 15-20 minutes each night, complete math and spelling work, engage in physical activity, play word and board games with family, and create a digital project about themselves. Students are asked to fill out a homework log and obtain parent and student signatures once the tasks are completed.
Homework grid
This document outlines homework tasks for a student over the course of one week. It includes instructions to read for 15-20 minutes each night, either from a book from school or the library or being read to. It also provides examples of mathematics, physical activity, word work, spelling, teaching parents something new, playing games with adults, using a computer for schoolwork, and hints for completing the assignments. Students and parents are asked to sign upon completion of the homework grid for the week.
Homework grid week 4
This document outlines homework tasks for a student over the course of one week. It includes instructions to read for 15-20 minutes each night, either from a book from school or the library or being read to. It also provides examples of mathematics, physical activity, word work, spelling, teaching parents, playing games with adults, using a computer for school work, and hints for completing the tasks. The document is meant to help structure the student's week of homework and provides boxes to check off completed tasks which require both parent and student signatures.
Take home challenge note
The document is a letter from the Tinkertime Team at MACC Primary informing families about a new "Tinkertime Take Home Challenge" activity called "My Place in Space". It encourages families to work together to design "Your Place in Outta Space" using materials provided in a take home pack. Families are asked to consider how their design will help them live in space and whether it will exist on another planet or float in space. Completed designs should be 2D, using provided components, and returned to school to be displayed as part of a planetarium exhibit.
Homework grid Week 2 Term 2
This document outlines homework tasks for a student over the course of one week. It includes instructions to read for 15-20 minutes each night, either from a book from school or the library or being read to. It also lists tasks for mathematics like completing Mathletics tasks, physical activities like running or riding a bike, word work like speed sorting and finding related words, spelling practice on Studyladder, teaching parents a skill or game, playing a board game with family, and writing a blog comment about holidays. It notes the tasks should be completed within a week and signed off by parents and students once finished.
Homework grid Week 1
This document outlines homework tasks for a student over the course of one week. It includes instructions to read for 15-20 minutes each night, either from a book from school or the library or being read to. It also provides examples of mathematics, physical activity, word, and spelling work to complete, as well as suggestions to teach parents something new, play a game with an adult, and use a computer for schoolwork. The document notes that the homework grid should be completed within a week and that activities may be substituted but should be done for at least 15 minutes, with a parent and student signature required at the end.
Anzac day memo
Mount Annan Christian College will hold its annual Anzac Day Ceremony on April 26th, 2016 at 8:50 am in the Primary Quad or Multi-Purpose Hall. Parents and friends are invited to attend this significant event, which will include special guests speaking and students wearing any service medals from relatives or friends. Students are asked to bring photographs or images from relatives to display at the front of the assembly to commemorate Anzac Day.
Tinkertime note to Parents
The document introduces Tinkertime, a new program at Mount Annan Christian College that seeks to inspire primary students through hands-on experiences with technologies like 3D printing, programming, and more. Tinkertime will officially launch on April 26th with an afternoon maker event for students, where they will complete challenges using provided materials. Parents are invited to observe and volunteer to assist students. The program aims to develop students' appreciation for innovation and problem solving.
Hyde park memorial excursion booklet
The Hyde Park Anzac Memorial in Sydney was opened in 1934 to honor Australia's soldiers from World War 1. It features sculptures representing sacrifice and loss, as well as spaces for quiet contemplation like the Hall of Memory with its Four Niches of Remembrance and the Pool of Reflection. The Memorial aims to remember the courage, endurance, and sacrifice of those who fought rather than the glory of war through its simple yet dignified design.
Making easter hat note 2016 (1)
Year 3 students are invited to create unique Easter hats to wear in the Easter Hat Parade on March 24th. Students should bring craft supplies like stickers, feathers, and ribbons to school on March 23rd to make their hats with help from teachers and parent volunteers. Suggested inexpensive items can be purchased at dollar stores and sent to school labeled with the child's name.
Camden show permission note
Mount Annan Christian College is organizing a visit for students to experience the Camden Show on Friday, March 11th. Students will travel by bus, leaving school at 8:45am and returning around 2:45pm. Students should bring their college sports uniform, hat, lunch in a disposable bag, water and no more than $20 if they wish to purchase a showbag or rides. Parents who are interested in volunteering to help supervise classes should indicate their name and contact details on the consent form to be returned by March 4th.
Primary student management policy staff (1)
The document outlines Mount Annan Christian College's primary student management policy. It aims to provide a safe and supportive learning environment where students' welfare is prioritized. The policy emphasizes positive behavior through whole-school practices and discipline procedures. It prohibits corporal punishment and ensures procedural fairness in disciplinary actions. Suspensions and expulsions are used as a last resort for serious or persistent misconduct.
Term 1 2016 primary staff calendar 2015
Term 1 of the primary school calendar includes important dates like Australia Day, staff development days, and the return of students. It outlines events such as swimming carnivals, Meet the Teacher night, zone swimming, Milo cricket, church services, assemblies, and camp/excursion dates. The term concludes with the submission of student work samples and the end of term.
Primary homework policy
The document outlines Mount Annan Christian College's homework policy for primary students. It states that homework should be appropriate for students' ages and abilities, relevant to their needs, and designed to meet specific learning goals. Teachers will inform parents about homework requirements and set minimum homework standards each week while being mindful of guidelines for time spent on homework. Parents are responsible for directing what schoolwork is completed at home and should alert teachers to any difficulties.
Blogging guidelines
Personal information such as names, addresses, and birth dates will not be published on class blogs. The teacher will screen all comments before adding them to ensure they are positive, respectful, and academic in nature. Parents are asked to proofread their child's comments or posts before publishing and sources must be credited if pictures or information from elsewhere are used.
2016 college swim permission note (2)
The annual Mount Annan Christian College Swimming Carnival will be held on Monday February 8th, 2016 at Gordon Fetterplace Aquatic Centre in Bradbury. It is compulsory for students in Years 3-12. Transportation will be provided by the College. Students are encouraged to dress in their House colors and participate in spirit activities. The Carnival aims to be a fun community event for students, families, and supporters of the College houses.
Welcome to school letter
Mrs. Todd introduces herself as the new teacher and says she is excited for the fun learning activities planned for the year. She hopes the students enjoyed their holiday and looks forward to getting to know them. She provides some personal details about her favorite colors, foods, books, drinks, hobbies, and activities to help the students learn more about her.
Dreamtime stories-rubric
This document contains an assessment rubric for evaluating Dreamtime stories created by students. The rubric evaluates students on their use of Aboriginal Dreamtime culture, meaning and understanding of Dreamtime stories, creativity, and presentation skills. For each category, the rubric provides descriptors to differentiate between excellent, good, satisfactory, and limited performance.
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Rrf comprehension recognize literary elements
- 1. Ready Reference Form Goal: Comprehension Strategy: Recognize Literary Elements (Genre, Plot, Character, Setting, Problem/Resolution, Theme) Definition Readers identify common elements of a story as they read that include plot, character, setting, and theme. Using these elements helps readers infer what will happen next. Why Children Need This Strategy Identifying and understanding the main literary elements of a story such as character, setting, plot, and problem/resolution gives readers a process for storing information to remember and to comprehend what the story is about. This knowledge will also help students as they are writing stories. Secret to Success Literary elements work together to form and enhance the story. We learn literary elements separately, and then combine them in our mind for better understanding of the story. How We Teach It Teaching literary elements does not happen in one day, or even in one week. We start by teaching our youngest learners about these elements, revisiting these lessons over the years. It is helpful to know the most common elements. Literary Elements Characters: Who or what the story is about, based on the actions or words used. Plot: The important events in the story, which include the conflict, or problem, of the story, and resolution, or how the problem was solved. Setting: Where and when the story occurs. The author may also convey mood through the setting, leading the reader to feel a certain way, such as sad, scared, or happy. Theme: The underlying message, or meaning, of the story. This can be stated or inferred. There are many other literary elements that add to a unified story, such as foreshadowing, flashback, point of view, irony, symbolism, and figurative language (to name a few). We start with the most common elements as stated above, and add others as students become more sophisticated readers. Through our read-alouds and thinking aloud, we identify each of the elements of the story. We begin with basic understanding of the elements, and then move to deeper thinking to not just identify each element, but to start using them together to enhance our comprehension. For example, the questions below are more sophisticated than the beginning questions such as “Who are the characters?” Now we think about how the characters have changed during the story, giving examples and saying why we came to that decision. Language we use: “Does the character change during the story? Give examples.” “What is the setting in the story? Is it stated or do you have to infer?” “How is the mood described in the story based on the setting?” “What is the problem of the story? Give text evidence to support this.” “How has the problem been resolved? Support your thinking.” Troubleshooting As readers encounter more sophisticated text, they need to be taught and exposed to other literary elements to understand stories more completely. Ask the students to tell you how they determined the literary elements in the story by giving details from the story to support their thinking. A graphic organizer such as a story map can help students visually organize a story’s elements. The CAFE Book: Engaging All Students in Daily Literacy Assessment and Instruction by Gail Boushey and Joan Moser, “The Sisters.” Copyright © 2009. Stenhouse Publishers.