Term
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Definition
| prereading strategy designed to activate students' knowledge about a topic and provide purpose for reading. Students are asked to react to teacher-prepared statements with which students can agree or disagree and that students will have enough background knowledge to form an opinion: designed to focus their attention on the topic to be learned. Provides a purpose by serving as a guide for subsequent reading. |
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Term
| Directed Reading Activity (DRA) |
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Definition
| 1. a step-by-step process for presenting a reading lesson; developmental reading lesson, especially in the content fields. 2. a reading lesson plan involving; a. preparation and motivation for reading. b. silent reading. c. vocabulary and skills development. d. silent or oral rereading. e. follow-up or culminating activities. |
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Term
| Directed Reading Thinking Activity (DRTA) |
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Definition
| a further step in the process in the _____ _____ ______ ______ in which the chief elements are prediction and verification. In the prereading stage, students set their own purposes for reading by making predictions; during reading, they verify their predictions; and in the postreading discussion stage, they check their verifications. |
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Term
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Definition
| Strategy uses a graphic organizer. Students consider and support different sides of an issue before drawing a conclusion. Uses a think-pair-share discussion cycle in paired, small-group, and large-group situations; all students are encouraged to examine multiple points of view. Provides students with a graphic aid to help them clarify their thinking by eliminating inconsistencies and contradictions in their thought processes. |
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Term
| Directed Listening Thinking Activity (DLTA) |
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Definition
| like DRTA but for listening to a story. |
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Term
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Definition
| reading instruction in which the teacher provides the structure and purpose for reading and for responding to the material read. Most basal reading programs have these. |
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Term
| KWL (What I know, what I want to know, and what I learned). |
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Definition
| a strategy that is especially useful for identifying purpose for reading expository text. |
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Term
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Definition
| Having students identify what they know, what they want to know, and what they learned, and following up with the teacher asking the students to then categorize the information they recorded in the L (what I've learned) column. |
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Term
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Definition
| that part of a literature-based reading program in which students meet to discuss books they are reading independently; usually of the same title and author, or same author different title, or same subject matter. |
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Term
| Question Answer Relationships (QAR) |
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Definition
| Students become aware that there are two major types of questions (In my Head, and In the Book), that can be put into four categories.provides a systematic approach for analyzing task demands using; text implicit and explicit and script implicit-"right there", "think and search", "on my own", and "author and me". Enhances ability to answer comprehension questions. |
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Term
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Definition
| metacognitive strategy in which students are involved in summarizing, question generating, clarifying and predicting as they read texts. Both teacher and students share, or share in partners, or small or large groups. Teacher/student involvement. |
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Term
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Definition
| students ask their own questions about what they are reading. Students develop metacognitive strategies by learning how to ask their own questions; students adopt inquiring attitude about reading, develop purpose for reading. Students only, no direct teacher involvment |
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Term
| Semantic Feature Analysis (SFA) |
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Definition
| in vocabulary instruction, the use of grid or matrix with target words on the vertical axis and possible features or attributes on the horizontal axis to determine relevant meaning relationships. |
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Term
| Semantic Web/Map/Organizer |
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Definition
| a graphic display of a cluster of words that are meaningfully related; is especially valuable in the prereading and vocabulary-building phases of content area reading. Note: is a diagram or a graphic picture of concepts which use lines and ovals or boxes containing information related to the word under study; the visual relationship between parts enables some students to see how words relate to one another. |
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Term
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Definition
| complex sentence chunks are built from basic sentences. |
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Term
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Definition
| a prereading writing activity that involves students' using key concepts from a story to develop their own story or inferences of how these key concepts might fit together. |
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Term
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Definition
| a strategy that gives students an auditory or visual stimulus to bring up or create background knowledge on a topic before learning about it in class. The three parts include: initial association with a key concept; reflections on initial association; reformulation of knowledge. Note: 1.the teacher chooses a key concept on which to focus: a. finding a picture, recording, or object to stimulate interest and reflect concept. b. ask "tell me anything that comes to mind..." and refer to hearing, seeing, or thinking. c. record students responses on overhead, along with their names. 2. go back and have students explain their initial responses: "Mary what made you think of..." 3. ask students, "Based on our discussion, do you have any new ideas about...?" 4. Introduce and guide students into reading or presentation. "We are about to read...What do you think we might find in the story?" |
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Term
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Definition
| a way to graphically represent the elements in a narrative story. 1. Used for reading as the students read, or after they are finished reading, they fill it in; also called story grammar, include the beginning, middle, end, setting, characters-major and minor, events, problem, solution, climax, resolution, etc. 2. and for writing; students fill out the elements in it as a pre-writing exercise to help them develop their story line. |
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Term
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Definition
| use an index card or square of paper, divided into quadrants, to show different aspects of a vocabulary word. If used as a prereading activity, students will need support to explore the words and definitions in the form of class discussion, reading portions of the text book or trade books, encyclopedias, dictionaries, etc. Workind in groups may be helpful as students can share and explain information. Teachers should check definitions to see that they are accurate and not too technical. |
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Term
| Survey Question Read Recite Review (SQ3R) |
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Definition
| 1. Students skim the text. 2. They develop questions that can be answered in the next passage. 3. Then they read the section aloud or silently. 4. They answer the question that was posed, reciting the passage. (Repeat steps 2-4 for each section.) 5. After the last section is read, they go back over the questions and answers for the entire text and try to relate the information to an overall framework. Note: This is a before, during, and after reading strategy (integrated) which splits the text into manageable pieces for better comprehension. This strategy works well for individual students, pairs, or small groups. As with all strategies, it should be modeled multiple times by the teacher with the class before students use independently. |
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Term
| Concept Definition Word Map |
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Definition
| a type of semantic word map with a definiton of teh word and specific criteria. 1. teacher chooses a word relevant to the reading to be mapped. 2. look for clues in the text, dictionary, encyclopedia, etc. about the word. 3. write the word on the board, and in another section, ask students for contributions about what they know about the word-other words that might connect with the word, or ideas they might have. 4. Look at the words and try to group them into three categories: What is our definition? What is is like: What are some examples? 5. Fill in the boxes will the newly discovered information and the original word and definition. |
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