I make connections between different things I read using prior knowledge

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I make connections between different things I read using prior knowledge.

text to text text to self text to world

How did my connections help me understand the

text? C

  • I ask questions about the story before,

during, and after reading

  • I wonder... I was confused when...
    How could that be? Why do you think?
    Who... What... Where... When...

  • QAR

I see what I read.
I feel what I read.
It's like a movie in my mind.


Dig through the text.

  • The text was mostly about...

  • The author is trying to tell us that...
  • I learned...

  • The important details were...


  • I use clues, illustrations, and captions from the text to figure out or guess what is really happening.

  • I can support my inference with evidence.


  • I asked what are the Key Ideas/Points?

  • Characters, Setting, Problem, Solution

  • My retell is in sequence (First, Next, Last)


  • Wait a minute that doesn’t make sense, I should…

    • Summarize, adjust my rate, reread, read on, skim and scan, ask for help

    • Who is the story about?

    • What is happening in the story?

    • What is the author trying to tell me? E

  • I am a voracious reader because I read, read, read, as much as I can so I can learn more words and be a better reader!


It’s as easy as PIE!

P-Persuade-to convince a reader of a certain point of view

I- Inform-to give information to the reader

E-Entertain-to provide enjoyment to the reader


  • I choose a book based on:

  • Purpose – Why do I want to read it?

  • Interest – Does it interest me?

  • Comprehension – Am I understanding what I read?

  • Knowledge – Do I know most of the words? A

  • Interesting words and use new vocabulary in my speaking and writing.


  • I understand and read a variety of genres
  • I know how the genre of a text affects the way I will read it.


  • I use punctuation to enhance phrasing and prosody.

  • End marks, quotes, commas,

paragraphing, etc. F

  • I adjust and apply different reading rates to match text and audience.

  • I might run, walk, or jog, as appropriate.


I can tell the difference between facts and opinions in text.

I recognize propaganda.

Look for key words like:

Maybe probably

Most likely best/worst

I think I believe


I can compare and contrast within AND between texts.

  • Comparison refers to how two things are alike. (similar, also, too, like, both)

  • Contrast refers to how the two things are different. (however, but, different, unlike, on the other hand)


  • I stop often and ask

    • Who did I just read about?

    • What just happened?

  • Do this after a sentence, paragraph, a page, a chapter.


  • What might happen in the story?

  • Were your predictions true, partially true or way off?

  • Change predictions as you gain more information.

  • Use pictures, words, background knowledge. C

  • Characters-Do they change throughout the story?

  • What is the setting? Is it stated or inferred?

  • What is the problem and how was it resolved?

  • Where was the Climax? (most exciting part)

  • Theme-What is the underlying message?


  • I paint a picture of the most important information from the selection.

  • What information is essential to understanding what is going on?


  • Events happen (effects), along with the reason why they happened (causes)

  • Look for clue words as to what has happened.

    • because, if, then, since, so, therefore, as a result of

  • If you Give a Mouse a Cookie he will Ask you for Some Milk. C

  • Compound words (baseball, hotdog)

  • Prefixes (re, in, extra, un, dis, non)

  • Suffixes (-ed, -ing, -less, -ly, -ful)

  • Abbreviations (etc., Dr., Mr., Wed.)

Help us break down the word’s meaning!

  • Slow down, blend sounds together, and reread the word.

  • Try flipping vowel sounds, trying both the short and the long sounds, until it sounds right.

  • Chunk letters and sounds together.


Emperor Penguin

  • Nonfiction contains titles, headings, subheadings, captions, maps, diagrams, charts, graphs, legends, bold and italicized print, glossaries, indexes and cutaways.

  • Use these features to help you understand the text.


  • Does what I just read sound like it looks? Does it sound right?

  • Do the words match the pictures?

  • Do the words match the rest of what I’ve read? Do they make sense?


I read carefully and understand that words can have more than one meaning. Word meaning affects comprehension

  • Homophones – sound alike but have different meanings

  • Homographs – look alike, but have different meanings E

Use context clues to predict and confirm word meaning.


Identify, understand, and use figurative language like similes, metaphors, and idioms.


Use correct tools to support reading vocabulary, including a dictionary, thesaurus, glossary, and table of contents


Identify characteristics of different text types and apply different strategies appropriately

Narrative Expository

Persuasive Technical


Understand the way different texts are built and how that affects meaning.

Compare and Contrast Cause and Effect



Problem - Solution


When meaning breaks down I go back and read it again!


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