Below you can learn more about which areas of reading we are currently focusing on:
are tools readers use WHILE reading in order to enhance and monitor their understanding of the text.
Activating Schema- This can also be referred to as background knowledge. Each reader brings their own ideas and previous knowledge to the texts they are reading. By connecting new ideas to our existing schema, readers are able to better understand the text and form new ideas. Ask your child how their schema is like a lint roller!
Making Connections- We use our background knowledge to make connections to the texts we read. Connections are made when the story reminds you of something else. We will learn about three different types of connections:
Text-to-Self- the text reminds you of something in your life
Text-to-World- the text reminds you of something in the world
Text-to-Text- the text reminds you of something else you have read
Visualizing- Visualizing helps readers see what is happening the story they are reading. Readers make mental pictures as they read. The camera should be running in our minds at all times to help us make these pictures.
Predicting- When you make predictions, you use clues that the author has given to make a guess about what will happen next. Sometimes our predictions are confirmed (What we predicted is what actually happened) and sometimes our predictions are contradicted (What we predicted is not what actually happened). We use background knowledge and clues from the author to make predictions and confirm or contradict them as we read.
Questioning- Asking questions as we read helps us to better understand the story. We should constantly be asking ourselves questions and then reading to find the answers.
Inferring- Sometimes when we read, the author does not come right out and tell us everything. We need to use our own background knowledge, along with clues from the story, in order to form new ideas. BOOK + BRAIN = NEW IDEA
Monitoring- As we read, we need to monitor our reading to be sure it makes sense and we understand what is happening. When comprehension breaks down, readers need to stop and adjust their reading. This often means going back to reread something more closely so that we understand it.
are used AFTER reading to show that a reader understands what was read.
Main Idea- tells what the text is mostly about. Can often be found in the introductory paragraph and hinted to in the title.
Details- support the main idea, provide more information about the main idea of the text.
Summary- When you summarize a text, you briefly retell it in your own words, focusing on the main characters, ideas, and events.
Cause and Effect- The CAUSE is why something happened. The EFFECT is the result, or what happened.
**KEY WORDS: since, because, if, due to, as a result of, so, then, consequently
Compare and Contrast- tells how two or more things are alike (compare) or different (contrast).
**KEY WORDS: similar, alike, just like, both, different, in contrast, on the other hand
Sequence- describes items or events in order or tells the steps in a process.
**KEY WORDS: first, next, then, after that, finally
Problem and Solution- describes a problem and then provides one or more possible solutions to the problem.
**KEY WORDS: problem, cause, since, therefore, as a result, because of, leads to, solve
Description- A topic, idea, person, or place is described using details about its characteristics or features.
**KEY WORDS: for example, for instance, characteristics include
the ability to read a text accurately, at an appropriate speed, and with expression.
Because fluent readers do not have to concentrate as hard on reading the words,
they can focus more attention on what the text means (comprehension).
There are 6 components of fluency:
Phrasing- reading smoothly, chunking words together into phrases
Accuracy- reading the words correctly
Rate- reading speed; not too fast and not too slow. We should read like we talk.
Punctuation- attending to punctuation as we read; stopping at periods, pausing at commas, etc.
Expression- showing emotion and feeling in your tone according to what you are reading.
Automaticity- able to quickly and accurately identify and read the words.
Reading and writing go hand in hand.
We must be able to write about what we have read to show what we know.
RADD Writing- a strategy used to fully answer short response questions.
R- Restate or echo the question.
A- Answer the question.
D- Detail from the text to support your answer.
D- Detail from the text to support your answer.
Readers and Writers PROVE their answers.
To be a TEXT DETECTIVE we must use evidence from the text to support or back up the answer to a question.
Strong Sentence Stems:
On page ___ it said...
In paragraph ___ it said...
I know because...
The author said...
Based on the text...
From what I read, I know...