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| A morpheme that underlies an inflectional or derivational paradigm, as dance, the root in danced, dancer, or ten-, and the root of Latin tendered "To Stretch" |
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| An affix that follow the element to which it is added, as -ly in kindly. |
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| A subject of conversation or discussion, to provide a topic for discussion. |
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| Important information that tells more about the overall idea of a paragraph or section of a text. |
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| Unstated (Implied) Main Idea |
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| Not stated in the paragraph or passage. It is inferred by the various details therein. Implied main idea signals include title, topic, subtopics, and details. |
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| A sentence that expresses the essential idea of a paragraph or larger section, usually appearing at the beginning. |
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| An explanation of the topic or purpose of a research paper. |
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| A proposition stated or put forward for consideration, esp. one to be discussed and prove or to be maintained against objection: He vigorously defended his thesis on the causes of war. |
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| Minor Supporting Details vs. Major Supporting Details |
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| One provides more information than the other. |
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| Highlighting Strategies (15% of the page) |
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| Highlight anything that repeats, themes, thesis statements, or over topic of the paper or article. |
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| A critical or explanatory note or body of notes added to a text. |
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| Shift accordingly the purpose at the moment, to the difficulty of the material, and their familiarity with the subject. |
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| Persuasive, Expository, and Narrative. |
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| Monitoring your comprehension |
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| Evaluating your understanding as you read and correct the problem whenever you realize that you are not "comprehending". |
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| Activating Prior Knowledge |
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| Activation of prior knowledge can develop pupils' understanding by helping them to see links between what they already know and knew. |
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| To state, or make something known in advance, especially using inference or special knowledge, to foretell or prophesy. |
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| To lead or bring (a person) to a decision; to settle or decide (a dispute, question, etc) by an authoritative or conclusive decision. |
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| Be Alert, attentive and interested. |
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| Basically be alert and aware of your surroundings, pay attention, and some how keep interest what you're learning. |
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| Look up or make a theory of something new, look into something you haven't learned about, etc. |
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| Connect New Knowledge to prev. Knowledge |
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| Basically join all knowledge together, bring the recent and old together, and be intoned to them. |
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| Select Facts/concepts you need to know |
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| Select things that you're already aware of and that you've previously learned, and be intoned. |
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| Use the Material You Have Selected |
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| Simply use what is before you whether it be textbooks, magazines, novels, binders, or dictionaries. |
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| Re-read, and dictate to yourself so you can memorize better. |
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| Examine yourself by reviewing. |
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| A process for determining how to handle text on surrounding characters. |
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| Information from text that helps identify a word or word group. Hints or suggestions that may surround unfamiliar words or phrases and clarify their meaning. |
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| Process of using knowledge of root words, endings, and affixes to decode words. |
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| An affix placed before a base or another prefix, as un- in unkind, un- and re- in rewarding. Or it is to fix or put before or in front, of one's name. |
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