RICA Chs.

12,13,14
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1. Analysis and Interpretation should be standards-based Teachers need to know for each standard, which students' level
of performance is
(a) below expectations,
(b) at expectations, or
(c) above expectations.
2. ANALYSIS AND INTERPRETATION SHOULD REVEAL WHY student needs to be taught
CHILDREN ARE PERFORMING BELOW EXPECTATIONS. (a) how to identify inferential questions, and
(b) the process of answering questions with answers that are not
in the book.
3. Analysis of Results (1) Incorporate Literary Elements
(2) Make Connections
(3) Provide Evidence from a Text
4. Assessment of Comprehension Teachers need to
*Determine each child's reading level
*gather data on each child's mastery of comprehension skills at
each level
*gather data on each child's mastery of reading comprehension
strategies
5. Automaticity Theory Theory states that reading requires the reader to perform two
main tasks.
(1) decode words
(2) understand the meaning of the text
6. Ballad A ballad is a form of poetry that tells a story and is usually set
to music.
7. Biography Biographies are information books that tell the story of a real
person's life.
8. Book Clubs, Literature Circles, and Author Studies Stimulate literary discussion
9. BUILDING ON CURRENT KNOWLEDGE AND SKILLS. Teachers should build on what Advanced Learners have learned
in order to create special challenges for them.
10. BUILDING WORD ANALYSIS SKILLS, FLUENCY, VOCABULARY, Struggling readers will become better readers when their
ACADEMIC LANGUAGE, AND BACKGROUND KNOWLEDGE. foundation skills and knowledge have increased.
11. CAPITALIZE ON TRANSFER OF COMPREHENSION STRATEGIES The focus then should not be on teaching the English Learner
FROM THE PRIMARY LANGUAGE. the English vocabulary necessary to implement those strategies.
12. Cause and effect One thing causes another.
13. Chapter 12 1-39
14. Chapter 13 41-83
15. Chapter 14 86-152
16. Character usually are people.
17. CLARIFYING CULTURAL CONTEXT OF TEXT. Some explanation of cultural norms in the United States will be
in order for English Learners.
18. Classifying comprehension questions (1) those w/ answers that are "in the book"
(2) those w/ answers that are "in your head"
19. Comparing and Contrasting Motivations and Reactions of Even our youngest students can begin to question why certain
Characters characters do things.
20. Comparions/Contrast Writer examines the similarities and differences among two or
more items.
21. Complex sentence Has one independent clause and one or more dependent clause.
22. Compound sentences Has two independent clauses, which is two sets of subjects and verbs.
23. Comprehension Understanding of what is being read.
24. Comprehension lessons Should be planned and implemented for a small group of children.
*Small group should have same instructional reading level
*material should be at their instructional reading level
*children will be regrouped as the years progress.
25. Contemporary Realistic Fiction Takes place in the present day in the real world. These stories can be humorous or quite serious.
26. Coordinators Words that join independent clauses.
ex: for, and, nor, but, yet, so
27. Couplet A couplet is a pair of lines in a poem that usually rhyme and have the same meter
28. Dependent Clause Not a complete thought, lacks a subject.
29. Description Author describes a topic by listing characteristics or features.
30. Determine Reading Levels (1) the percentage of words the child read aloud correctly and
(2) the percentage of compre- hension questions the child answered correctly.
31. Entry-Level Assessment Entry- level assessment will reveal who already knows how to do these things.
32. Entry-Level, Progress- The results should reveal whether the student has met or exceeded expectations in each of the
Monitoring, and Summative following areas:
Purposes 1. Recognizing the structure and characteristics of different literary genres
2. Understanding the literary elements that make a story grammar
3. Engaging in literary analysis and literary criticism
33. Epic An epic is a long poem telling a story, usually about heroic deeds.
34. Evaluate Comprehension Require reader to make judgements
questions
35. Evaluate Comprehension skills *Recognizing instances of bias
*Recognizing unsupported assumptions, propaganda, and faulty reasoning in texts
*Distinguishing facts and opinions in texts
*Judging a text's content, characters, and use of language-did the character do the right thing?
*Analyzing themes-does the author's theme make sense?
36. Evaluating the Relevance of the need to consider how the setting of the story relates to the other elements.
Setting
37. Evaluative Comprehension Skills Measures the ability of a reader to make judgements about what he or she has read.
38. EXPLICITLY TEACHING With English Learners, it is important that teachers complete a thorough assessment of the stu-
COMPREHENSION STRATEGIES dents' ability to implement essential reading strategies.
THAT ARE MISSING.
39. EXTENDING DEPTH AND Extending the depth of a comprehension lesson could involve asking Advanced Learners to
BREADTH OF ASSIGNMENTS. move away from the QAR system and, instead, classify questions using the grown-up categories
of literal, inferential, and evaluative.
40. EXTENDING THE DEPTH AND Advanced Learners can be asked to do more.
BREADTH OF ASSIGNMENTS. Ex: In addition to character, they can be challenged to respond to prompts about setting and
theme, for example.
41. Figurative language The use of words in a nonliteral way that gives them meaning beyond their everyday definition
and provides an extra dimension to the word's meaning.
42. Five Functions of setting in a story 1.To provide a basis for conflict between characters. For example, oil is discovered on a
property, and two brothers both want to control it.

2. To serve as the antagonist. For example, the protagonists are stuck on an island and battle
hunger, thirst, beasts, and storms.

3. To amplify character. For example, we do not realize a character is a hero until he risks his
life to save others during a hurricane.

4. To establish mood. This is a central function of setting. Scary places create scary moods.
Warm and fuzzy settings generate warm and fuzzy feelings in readers.

5. To serve as a symbol. As all of us learned in our high school and college English classes,
so often a river is not a river—it is a symbol for the flow of time. Or a deep, dark forest is not
just a forest—it is symbolic for the great unknown.
43. FOCUSING ON KEY ELEMENTS OF When Struggling Readers are reading literature, the teacher should plan lessons that explicitly
STORY GRAMMAR. highlight key literary ele- ments.
44. Foreshadowing Is a literary device in which the author drops hints about what might happen later.
45. Format: Discussions, Writing, Should be challenging for students
Visual/Graphic
46. Format: Essays Literary analysis prompts will require children to write some of their first essays.
47. Format: Literature Journals Require students to keep a journal dedicated to their reading experiences with literature.
48. Formats for Assessment of *Student Read and Teacher Read-Aloud
Comprehension of Literary Texts *Oral and Written
and Literary Response Skills *Free and Focused
49. Free and Focused *Free response requires the use of open-ended prompts
*Focused prompts tend to use the literary elements as a basis for questions.
50. Genre Category or type of literature
51. Gradual Release of Responsibility *Implemented over a sequence of lessons.
*Teacher gradually releases the responsibility of the work to the students.
52. High Fantasy Has a struggle between good and evil set in a fantastic world
53. Historical Fiction Includes realistic stories that are set in the past.
54. How academic language affects A lack of "nontechnical" academic language, will be a huge problem.
comprehension.
Lack of knowledge of the technical academic language, could also block comprehension.
55. How background knowledge Lack of background knowledge causes a poor comprehension.
affects comprehension.
56. How paragraph structure facilitates Students will become better readers if they understand the structure of paragraphs.
comprehension. This will help students understand the role of topic sentences and, consequently, give them a
better chance of understanding the meaning of paragraphs.
57. How sentence structure facilitates Failure to understand compound and complex sentences will be a barrier to comprehension in
comprehension. the upper grades.
58. How text structures facilitate Students with experience working with expository text structures can use that knowledge to
comprehension. better comprehend the information-based texts they are asked to read.
59. How to Analyze, Interpret, and (1) Analysis and Interpretation Should be Standards-Based
Use Results (2) Analysis and Interpretation Should Reveal Why Children Are Performing Below
Expectations
(3) Teachers Should Use Results to Create Standards-Based Individual Profiles for Each
Student
(4) Teachers Should Use Results to Create Standards-Based Class Profiles
60. How vocabulary affects If student does not know the meaning of several words in a text, there is little chance that the
comprehension. student will comprehend what she or he is reading.
61. How word analysis and fluency Readers that have poor word analysis skills and do not read frequently get bogged down on the
affect comprehension. decoding tasks, and are then unable to focus on getting the meaning of the text.
62. Hyperbole An exaggerated comparison
63. Identifying Recurring Themes Teachers should introduce students to books with common themes.
64. Identifying the Structural *Typically involves using a Story Map.
Elements of a Plot *The teacher and students list the important events of a story and try to understand how they
relate to each other.
65. Imagery Imagery is when the author appeals to the reader's senses—sound, smell, taste, sight, touch.
66. Incorporate Literary Elements Teachers should ensure that students are famil- iar with and understand all the literary elements.
67. INCREASING THE PACE OR Advanced Learners, however, may need few lessons to master these processes, and those
COMPLEXITY OF INSTRUCTION. lessons that are planned can involve less teacher modeling.
68. Independent Reading Helps students reinforce their reading comprehension skills.
69. Inferential Comprehension Require the reader to interpret what has been read.
Questions
70. Inferential Comprehension Skills *Inferring main ideas
*Making comparisons
*Identifying cause-and-effect relationships not explicitly stated in the text
*Drawing conclusions
*Making generalizations
*making predictions using evidence from the text
*Inferring themes, if theme is not clearly stated
71. Inferential Comprehension Skills Measures the ability of a reader to interpret what he or she has read.
72. Instructional conversations During and after students read a selection, the teacher leads a discussion.
GOAL: to promote more complex language by asking students questions.
ex: "Tell me more about _____"
73. Irony irony occurs when there is incongruity between what a charac- ter says or does and reality.
74. KWL Know, Want to know, and what you learned.
*Activate background knowledge
75. Levels of Comprehension literal, inferential, and evaluative
76. Listening comprehension Help children have better comprehension when they read.
activities
77. Literal Comprehension have clearly verifiable answers in the text.
Questions
78. Literal Comprehension Skills Measures the ability of a reader to understand the surface meaning of a text.
79. Literal Comprehension Skills Identifying...
*explicitly stated main ideas
*details and sequences of events
*clearly stated cause-and-effect relationships
*components of story grammar
80. Literary elements Character, plot, setting, mood, theme, and style.
81. Lyric A lyric poem is one that expresses personal feelings. A sonnet is a type of lyric poetry.
82. Make Connections *Text-to-text: Teachers should know if their students are able to see the relation- ship between a
book they are reading and other books.
*Test-to-self: Do children, in their oral and written responses, make connections between the
books they are reading and their own lives?
*Text-to-world: Teachers should determine whether their students are able to see the
relationship between a book they are reading and events and people in the real world.
83. Metacognitive strategies (1)VISUALIZING: "seeing" the action of the story in your head

(2)PARAPHRASING: stating in you own words something that happened in the story.

(3)CLARIFYING: stopping when you are confused and doing something to bring clarity to the
reading act.

(4)PREDICTING: making an educated guess as to what will happen next

(5)GENERATING QUESTIONS: stating questions that will be answered in subsequent sections of

the text

(6)SUMMARIZING: reducing what has been read to a few sentences containing the main events
of the story and its theme

(7)ADJUSTING READING RATE: changing the pace of reading according to the difficulty of the
text.
84. Metaphor An implied comparison
85. Modern Fantasy Includes those stories that play with the laws of nature and have known authors.
*Includes animal fantasy, stories with toys and dolls that act like people, stories with tiny
humans
86. Mood the feeling you have when you are reading the story.
87. Oral and Written Teachers evaluate students' analysis through oral and written assessments.
88. Oral Language Activities with *Plan Discussions About Literature on a Regular Basis
Literature *Book Clubs, Literature Circles, and Author Studies
*Questioning the Author
*Think-Pair-Share
89. Oral Language and Oral language activities will enhance a child's vocabulary which will aid with comprehension
Comprehension
90. Oral Think-Aloud to Assess Think-alouds can be used as a tool to assess which students monitor their reading, reread what
Reading Comprehension they don't understand, and are able to implement the other reading strategies.
Strategies
91. Personification Giving human traits to nonhuman beings or inanimate objects
92. Picture Walk (Younger Readers)
Teacher and students look at illustrations that appear in the story before they read.
*Can also be used to teach vocabulary if targeted words are illustrated
93. Plan Discussions About Literature Usually the goal of the teacher is to facilitate, not dominate, any discussion.
on a Regular Basis
94. Plot The sequence of events in a story
95. Poetry poetic genres next...
96. Pre-reading Plan (PreP) Strategy teachers can use to help students call to mind what they know about the topic.
3 steps
(1) Associations: Teacher says: "Tell me anything you think of when you hear the word
penguins". Teacher records these initial associations
(2) Reflections on the associations: Teacher asks some of the students who responded,
"What made you think of (whatever the child said about penguins)?"
(3) Organizing associations: Teacher then asks, "Do any of you have new or different ideas
or thoughts about penguins?"
97. PRETEACHING KEY VOCABULARY English Learners will benefit greatly from well- designed vocabulary instruction on key
words.
98. Previewing the text Prereading activity that a teacher may choose to implement would be to preview the text
99. Problem and Solution Author presents a problem and then provides and explanation for the reader
100. Progress-Monitoring Assessment progress-monitoring assessment of comprehension skills and strategies will be less for- mal
and depend on teacher observation and analysis of daily written work.
101. Provide Evidence from a Text are children able to cite specific events or descriptions in a story to support the
perspectives they have stated or written?
102. PROVIDING ACCESS TO GRADE- Teacher will have to read grade level text around struggling readers so they can participate
LEVEL TEXTS THROUGH ORAL in discussions appropriate for their grade level
PRESENTATION.
103. PROVIDING ACCESS TO GRADE- A good alternative is to let Struggling Readers listen to audio recordings of the literature
LEVEL TEXTS THROUGH ORAL that the class is reading and studying.
PRESENTATION.
104. Question-Answer Relationship(QAR) (Good for grades 2 through 6)
4 types
(1) RIGHT THERE. The answer to the question is in the text in a single identifiable sentence.
These are literal questions

(2)THINK AND SEARCH. The answer is in the text, but it is in two different parts of the text.
The complete answer is not in a single sentence. That is a different type of literal question.

(3)AUTHOR AND YOU. The answer is not in the text. You need to think about what you
already know and what the author said and put it together. These may be inferential or
evaluative questions

(4)ON MY OWN. The answer is not in the story. You can answer the question without
reading the story. These may be inferential or evaluative questions.
105. Question Classification/Answer Teacher asks question, Children are challenged to first determine which type of question is
Verification being asked. Students should then be challenged to verify their answer and explain how
they came up with it.
106. Questioning the Author This format works well with literature-based discussions.
107. Questioning the author Students read one or more paragraphs and then attempt to analyze the author's intent, craft,
and clarity.
Questions:
1) What is the author trying to tell you?
2) Why is the author telling you that?
3) Does the author say it clearly?
4) How could the author have said things more clearly?
5) What would you say instead?
108. Reciprocal Teaching *Follows the gradual release model.
Uses strategies:
*Predicting
*Generating questions
*Clarifying
*Summarizing
109. RETEACHING, ADDITIONAL Struggling readers will need more opportunities to practice what they have learned
PRACTICE, CONCRETE
EXAMPLES
110. RETEACHING SKILLS AND It is best if the retaught lessons feature concrete examples.
STRATEGIES/USING
CONCRETE EXAMPLES.
111. Science Fiction Genre of time machines, spaceships that travel at the speed of light, and holographic worlds
112. Sequence Author lists items or events in numerical or chronological order.
113. Setting is both the time and the place of the story.
114. Setting a Purpose for Reading Can focus on the theme of a story, have and instructional focus
115. Sharing personal perspectives Teachers may ask to personal perspectives about what the students have read
116. Simile One of the simplest figurative devices, a stated comparison between unlike things using the words
like or as
117. Simple sentence One subject one verb.
Simple sentences are also called independent clauses.
118. Sonnet A sonnet is form of lyric poetry with 14 lines.
119. Story Grammar Outline challenges students to identify the specifics of each literary element.
120. Story Maps provides a visual representation of certain elements of the story.
121. Strategic Read-Alouds 1. Teacher chooses a text to read aloud. (should be interesting to the children)

2. Text is divided into sections of about 250 words, depending on age of students. For each
section the teacher identifies three or four target vocabulary words and writes both literal and
inferential comprehension questions.

3. Before reading aloud, the teacher provides a preview of the section and teaches the meaning of
the target words.

4. The teacher reads the section aloud.

5. After reading, the teacher asks the comprehension questions.

6. the text is then reread, and the children listen for the target words.

7. The next day, before starting a new section, the target words are reviewed.
122. Student Read and Teacher Teachers should assess literary under- standing by asking students to analyze books that children
Read-Aloud have read themselves and books that the teacher reads aloud.
123. Style how it is written,
124. Subordinators Words that link independent and dependent clauses.
ex: because, since, after, although, when.
125. Summarizing and Retelling Teacher should follow gradual release of responsibility.
*Should challenge students to summarizing what they have read.
126. Summative Assessment it is essential to test the students on all three forms of comprehension: literal, inferential, and
evaluative.
127. Symbol A person, object, situation, or action that operates on two levels of mean- ing,
the literal and the symbolic.
128. TEACHERS SHOULD USE RESULTS TO CREATE the class profile for this standard will allow the teacher to decide whether the
STANDARDS-BASED CLASS PROFILES. entire class needs to work more on making inferences or, if only a few
individuals need help
129. TEACHERS SHOULD USE RESULTS TO CREATE the teacher should not mark that any stu- dent has met or is beyond
STANDARDS-BASED INDIVIDUAL PRO- FILES expectations unless the students consistently can make inferences and support
FOR EACH STUDENT. them with textual evidence
130. Teaching Literary Genres Lessons will then show the unique characteristics of that genre for each
literary ele- ment.
131. Text-based discussion Well-planned discussions and after students read a text can facilitate reading
comprehension.
132. Text-toSelf Finding relationships between what they read and themselves.
*Prompts challenge students to discover if they have had similar experiences
to something in the story.
133. Text-to-Text Ask students if they have ever read another story with similarities to the one
they just read.
134. Text-to-World Connections Asks children to find the connections between the story and the real world.
135. Theme its important message,
136. Think-Pair-Share Think-Pair-Share is a cooperative learning format that can be used for any
thought- provoking topic.
137. Topics: Features of the Genres Other written prompts can focus on the features or characteristics of a book's
genre.
138. Topics: The Literary Elements the prompts students write to are focused on the literary elements of
character, plot, setting, theme, mood, and style.
139. Traditional Literature or Folktales have their origins in oral storytelling and have survived through generations.
140. Using Graphic Features (Older Readers)
Preview of the text will focus on graphic features.
ex: title, subtitles, illustrations
141. USING MORE ADVANCED TEXTS Advanced Learners should be asked to read and work with texts well beyond
their grade level.
142. USING MORE ADVANCED TEXTS. Advanced Learners should be challenged to engage in the literary analysis of
books that are too difficult for their classmates.
143. USING QUESTION-ANSWER RELATIONSHIPS using the QAR to determine a student's ability to answer literal, inferential, and
(QARS) to Assess Comprehension Skills evalua- tive questions
144. Using Retellings to Assess the Literal Again, it is important to note that retellings test literal comprehension. Unless
Comprehension of Young Readers they have been prompted by a question, children rarely make inferences or
evaluate what they have read.
145. USING STORY MAPS Struggling Readers need graphic representations of things, including the plots
of the stories they are reading or listening to.
146. Visual/Graphic Representations of what was read Create an illustrations
Create their own semantic maps
147. Vocabulary Instruction Prereading phase of directed reading instruction will include teaching the
meaning of key words in the text that the students will read.
148. While Children Read: Question Enhances the effectiveness of lessons
Classification/Answer Verification.
149. While Children Read: Strategic Reading Help students understand why they are reading
150. Writing Activities Writing activities can help support students' understanding of text.
Ex: writing summaries, identify important parts of the text.
151. Writing Activities with Literature *Format: Literature Journals
*Format: Essays
*Topics: The Literary Elements
*Topics: Features of the Genres
152. Written Assessments of Reading It is possible to gather data on students' ability to implement reading strategies
Comprehension Strategies through writing assignments