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
    C





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


C



Dig through the text.

  • The text was mostly about...

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


  • The important details were...

    C








  • 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.

C





  • I asked what are the Key Ideas/Points?

  • Characters, Setting, Problem, Solution

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

C






  • 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!


E







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

A






  • 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.

E






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

A









  • 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.

F



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

C


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)


C










  • I stop often and ask

    • Who did I just read about?

    • What just happened?

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

C





  • 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?

C



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

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

C





  • 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!
E








  • 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.

F

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.

A








  • 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?

F

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.

E

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

E




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


E


Identify characteristics of different text types and apply different strategies appropriately

Narrative Expository

Persuasive Technical

A



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



Compare and Contrast Cause and Effect

Sequence

Description

Problem - Solution

A


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



C





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