Language Arts and Reading: Study Topics Vicki Sterling Linda Venekamp

Understanding Literature Narratives Elements of a story (story grammar)

Plot elements -Rising action progressive, episodic, flashbacks Internal and external conflict - Complication, problem - Suspense, cliffhanger - Crisis - Climax or turning point - Resolution 2

Understanding Literature Narratives

      Characterization (through a character’s words, thoughts, actions, appearance, etc.) Setting established through description of scenes, colors, smells, etc.) Tone (manner of expression in speech or writing)  tongue in cheek, edgy, soft Theme Point of view (first person, third-person objective, third –person omniscient) Perspective (attitude of the narrator of the story) 3

Understanding Literature Narratives Literary devices and style elements

    Foreshadowing Figurative language (e.g., metaphor, simile, hyperbole, personification) Symbol Imagery Glossary of Terms 4

Understanding Literature Narratives Literary devices and style elements

 Word choice   Mechanics (e.g., punctuation, sentence structure) Use of dialect or slang 5

Understanding Literature Narratives Fiction genres

  Novel Short story      Science fiction Fable Myth Legend Folk tale In class we use •Fiction Fairy tale     Traditional Mystery Informational Adventure story Fantasy Genres in Children’s Literature 6

Nonfiction Comprehension of nonfiction

 Identify the author’s point of view or perspective   Identify the main idea, primary hypothesis, or primary purpose (e.g., to persuade, to inform, to analyze, or to evaluate) Evaluate the clarity of the information  Make valid inferences or conclusions based on the selection 7

Nonfiction

    Identify, where appropriate, an author’s appeal to reason, appeal to emotion, or appeal to authority Evaluate the relationship between stated generalizations and actual evidence given Evaluate organization of a selection For informational texts, evaluate the effectiveness of their organizational and graphic aids 8

Nonfiction genres

      Trade Book Biography Autobiography Essay News article Editorial      Professional journal articles Book review Political speech Technical manual Primary source material  Lewis and Clark 9

Poetry Construction of meaning in poetry

 Main idea or theme   Symbolism Tone, emotion 10

Poetry Poetic elements

 Verse, stanza  Meter   Line length Punctuation Roses are red, Violets are blue, Sugar is sweet And, so are you.

If

you

love

me

As

I

love

you

, No

knife

can

cut

Our

love

in

two

.

Tell

me

not

in

mourn

ful

num

bers My love for you Will never fail As long as pussy Has a tail. 11

Poetry

Rhyme and Sound Patterns

Rhyme scheme Onomatopoeia words such as

buzz

or refer to

murmur

that imitate the sounds associated with the objects or actions they Repetition of words Alliteration words same kinds of sounds at the beginning of Assonance sounds repetition of identical or similar vowel A goblin lives in our house, in our house, in our house, A goblin lives in our house all the year round.

He bumps And he jumps And he thumps (thump thump) And he stumps (stump stump.) He knocks (knock knock) And he rocks And he rattles at the locks.

A goblin lives in our house, in our house, in our house, A goblin lives in our house all the year round.

- Rose Fyleman 12

Poetry

Imagery and figures of speech

    Personification -

lawn Flowers danced about the

Metaphor -

All the world's a stage

Simile -

How like absence been

or

the winter hath my So are you to my thoughts as food to life

Hyperbole -

I could sleep for a year book weighs a ton.

or

This

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Poetry

Poetic types and forms

 Lyrical     Concrete Free verse Narrative Couplet     Elegy Sonnet Limerick Haiku This is the BEST review site: English Poetry http://www.leavingcert.net/skoool/junior.asp?id=1477 14

Resource and research material Reference works

 Dictionary   Encyclopedia Thesaurus   Atlas Almanac 15

Resource and research material Internet

 Keyword search   Databases Bulletin boards 16

Resource and research material Other sources

 Books     Newspapers and magazines Professional journals

Reader’s Guide to Periodical Literature

Primary sources, including reproductions of original documents 17

Resource and research material Using resources and reference material

 Appropriateness of various sources to the project    Quotations and paraphrases of experts Footnotes Bibliography 18

Text Structures and Organization in Reading and Writing Organizational patterns in text

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Patterns of expository writing

     Compare and contrast Chronological sequence Spatial sequence Cause and effect Problem and solution 20

Structural elements in text

Thesis statement Conclusion statement Transition words and phrases Supporting the thesis with the use of      Examples Quotations Paraphrases of excerpts’ statements Summaries of information found in research sources Analogies 21

The only real innovation during the Renaissance period in terms of transport was seen in the Americans. By the fifteenth century, the Incas had constructed a network of fine roads for couriers. Rivers were crossed by monkey bridges of cable of plaited agave fibre, or floating bridges, or pontoons of reeds. In addition, the Incas used caravans of llamas, bred as beasts of burden even though they could only carry a hundredweight, and could only travel fifteen miles a day. These were the only important domestic animals of the Americas before 1492, and they were quite inadequate.

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Approaching one’s topic with the purpose with the purpose of

  Criticizing Analyzing  Evaluating pros and cons 23

Language in Writing Grammar and Usage Parts of speech

  Noun: proper, common, collective Pronoun    Verb Adjective Adverb  Preposition Definitions and quizzes: http://webster.commnet.edu/grammar/definitions.htm

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Language in Writing Grammar and Usage

   Conjunction Phrase  Participial phrase   Prepositional phrase Appositive phrase Clause  Independent clause  Dependent clause http://grammar.uoregon.edu/toc.html

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Language in Writing Grammar and Usage Syntactical Systems

 Subject-verb agreement   Verb tenses: present, past, present perfect, past perfect, future, and future perfect Voice of verb: active or passive   Pronoun-antecedent agreement and weak reference Correct use of infinitive and participle 26

Sentence types and sentence structure Sentence types

 Declarative    Interrogative Exclamatory Imperative 27

Sentence types and sentence structure Sentence Structure

 Simple    Compound Complex Compound-complex  Sentence fragment http://www.english.uiuc.edu/cws/wworksh op/grammar/sentence_types.htm

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Orthography and Morphology Spelling & Study of Word Formation

 Affixes: prefix, suffix   Inflectional endings comparison -indicate tense, number, possession or Most words-walks, walked, walking Words ending in e-come, coming Words ending in y-carry carried carrying Words ending in a single vowel & a consonant-hop, hopping, hopped  Roots Clusters (combining clusters to make compound words) 29

Semantics

      Homonyms Antonyms Synonyms Multiple-meaning words Words used figuratively or idiomatically (e.g., he “wolfed” down his food) Meaning-shifts due to alternative word order or punctuation 30

L

iteracy Acquisition and Reading Instruction Theories and concepts concerning reading development

Major elements of the emergent literacy theory and major conclusions of recent research 31

Major elements of the emergent literacy theory and major conclusions of recent research        Acting like a reader is part of becoming a reader Reading & writing are closely related process-not taught in isolation Social process Preschoolers know a great deal about printed language Becoming literate is a continuous, developmental process Need to read authentic & natural texts Need to write for personal reasons 32

Literacy Acquisition and Reading Instruction Factors influencing the development of emergent reading

 Concepts about print   Sight vocabulary Phonemic awareness   Alphabetic principle Social interaction (support by adults and peers) 33

Literacy Acquisition and Reading Instruction

    Frequent experiences with print Prior knowledge (schema) Motivation Fluency 34

Literacy Acquisition and Reading Instruction Experiences that support emergent readers

  Direct instruction Social interaction    Shared reading Repeated readings Reader response    Word walls Text innovation (rewrites) Shared writing 35

What are some of the major relationships between and among reading, writing, speaking, listening, and viewing, and why are these relationships important for teacher of emergent readers to understand?

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Children’s literature

Selection of materials

 Who selects and in what situations?

  Quality of material Appropriate content    Needs and interests of children School curriculum Balance in the collection 37

Children’s literature

Traditional criteria for evaluating fiction

 Plot   Character Theme

Specialized criteria for these types of literature

  Picture books Poetry   Informational books Biography Newbery and Caldecott Awards 38

Children’s literature

Additional criteria for these genres of fiction

   Realistic story  Mystery Historical fiction Modern fantasy 39

Strategies for Word study/solving

Cues and how students use them



Semantic

(refers to the meaning of language-the words and parts of words that convey meaning as well as the way sentences, paragraphs, & whole texts are interpreted by listeners and readers.) 

Syntactic systems

(refers to the patterns of rules by which words are put together in meaningful phrases & sentences) “Mary ran of to see her friends.” 40

Strategies for Word study/solving 

Phonological system (the way listeners construct meaning from streams of sounds)



Visual information (what you see when you read)

-Relationship to print -Recognizing whole words -Word patterns -Syllables -Letters in sequence 41

Samuel and his cousin John Adams felt the

indenture

same way about American’s independence.

operations racing

Yet they had different opinions about riding

agreed

horses like other men did. Samuel argued

cannon

that walking or riding in a carriage suited him better.

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Children's Literature Strategies for Comprehension

Use of prior knowledge Retelling Guided reading Fluency Reader response 43

Children's Literature

Strategies for comprehension

 Solving words  Adjusting reading according to purpose and context    Metacognition Maintaining fluency Making connections (personal, world, text) 44

A class is reading a book that has chapter numbers but no chapter titles. The teacher asks the students to think of an appropriate title for each chapter. What is the main purpose in choosing this activity? Why is it a useful activity?

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Children's Literature

Study skills and tools

  SQ3R KWL     Note taking Marking and coding Graphic organizers Finding information in charts, tables, graphs 46

What are some effective ways to use graphic organizers if students understand most of the details in a unit, but not the central idea of the unit?

What are some effective ways of guiding students to understand articles that feature text and variety of graphics?

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Communication Skills Stages of writing development Phase

 Picture writing   Scribble writing Random letter   Invented spelling Conventional writing

Concurrent development with reading

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Communication Skills Stages of the writing process

Recursive nature of the process   Explore/Prewrite Draft   Edit Publish 52

Communication Skills Spelling development Constructive nature of the development stages

-Scribble -Prephonemic -Early phonics -Letter name -Transitional -Derivational -Conventional 53

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Communication Skills

Elements of speaking

 Purpose   Audience Inclusion of visuals   Tone Opening and closing 57

Communication Skills

     Details and anecdotes Volume, pitch, pace, gestures Eye contact Voice modulation Focus, organization, structure, point of view 58

Communication Skills Elements of listening

     Listening to and following directions Responding to literature read aloud Agreeing or disagreeing with the ideas in a speech Asking for clarification Expanding on an idea 59

Communication Skills

     Repeating or paraphrasing to verify one’s understanding Calling for evidence Summarizing major ideas and supporting evidence Interpreting volume, pitch, pace, gestures Evaluating mood or tone 60