Constructing Meaning for Praxis 7812: Reading and Language Arts

Activating prior knowledge

This pre-reading strategy asks students what they already know about a topic to provide a framework, or schema, to tie the new information to.

Schema

Stored clusters of concepts or knowledge from previous experiences.

KWL chart

What do you know (K), what do you want to know (W), what did you learn (L)- is helpful for this strategy.

Fix up strategy

Also called the 'fix up' strategy, this is a during-reading strategy where students monitor their comprehension by asking questions, re-reading, and searching for context clues when the text is confusing.

Generating questions

Students ask and answer questions at key points in the text in this during-reading strategy.

Paraphrasing

Rewording what the author said to ensure understanding.

Analyzing

Analysis happens during close reads and after the reading is over.

Summarizing

This after-reading strategy requires the student to synthesize the details and information presented in the text into a statement that sums up the main idea.

Graphic organizers

A visual and graphic display that depicts the relationships between facts, terms, and ideas within a text.

Comprehension

A high-level cognitive skill essential in analyzing text.

Critical thinking

Involves moving beyond memorization; it involves evaluating all elements of the text and deriving meaning from them.

Questioning

Having students ask questions based on what they are reading.

Summarizing (again)

Asking students to summarize what they just read in their own words.

Predicting

Asking students what they think will happen next.

Modeling

An effective practice for helping students comprehend complex text by demonstrating the thought process.

Read aloud/think aloud

When teachers model how to approach difficult text and demonstrate their thought process to students.

Visual learners

Students who benefit especially from graphic organizers.

Deep thinking

Involves making connections, accessing and applying prior knowledge, and thinking deeply about the text.

Context clues

Hints found within the text that help clarify its meaning.

Formative assessment

An easy method to guide future instructional support based on student understanding.

Close reads

Rereading key pieces of text with a specific task or question in mind.

Semantic structures

Semantics is the study of meaning in language.

Syntactic structures

Grammatical/sentence structure.

Imagery

Appealing to a reader's senses by using descriptive, sensory language.

Diction

The style of speaking and writing; the choice of words.

Schema building

The process of developing a framework to understand new information.

Graphic organizer

A visual tool used to organize and represent ideas and information.

Think-Pair-Share

A cooperative learning activity where students think, discuss in pairs, and share with the class.

Reading Response Journals

A writing activity where students react to what they read by expressing feelings and questions.

Evidence-Based Discussion

A discussion format where students use text evidence to support their claims.

Literature Circles

A small-group, cooperative learning activity where students discuss a piece of literature/text.

Reciprocal Teaching

An instructional activity in which students take turns being the teacher in small group reading sessions.

Question-Answer Relationships (QAR)

A strategy that helps students understand the relationship between questions and the text.

Classroom Scenario

A practical example illustrating how to apply reading strategies in a classroom setting.

Connotative meaning

The implied or associated meaning of a word beyond its literal definition.

Repetition

The use of the same word or phrase multiple times to emphasize a point.

Sentence length

The number of words in a sentence, which can affect the tone and pacing of the text.

QAR

A strategy that categorizes questions into four types: Right there, Think and search, Author and you, and On my own.

Right there

Literal questions with answers that can be found directly in the text.

Think and search

Questions that require answers gathered from several parts of the text.

Author and you

Questions that require students to relate their own experience to the reading, also known as text-to-self.

On my own

Questions that require students to use their background or prior knowledge to answer.

SQ3R

A comprehensive reading activity that includes Survey, Question, Read, Recite, and Review.

Survey

Students scan titles and headings before reading.

Question

Students turn the headings into questions as they read.

Read

Students read the text for understanding.

Recite

Students begin to answer questions based on the text.

Review

Students summarize what they have read.

Cooperative learning

A structured approach where students work together to enhance learning.

Close reading

A strategy that requires students to read a piece of text multiple times for deeper understanding.

Analysis

A high-level skill involving a complex process of comprehension.

Metacognition

Thinking about one's own thinking processes to understand text better.

Jigsaw

A cooperative learning activity where students read and analyze a small piece of information and share it with the class.

Chunking

A reading activity that involves breaking down a difficult text into manageable pieces.

Evidence-based comprehension strategies

Strategies that involve using textual evidence in teacher-guided discussions.

Key Ideas and Details

Skills that involve determining explicit meaning from text and making logical inferences.

Author's Craft and Text Structure

Understanding how an author constructs a text and the techniques used.

Integration and Application of Knowledge

The ability to combine and use knowledge from various sources.

Text Types

Different categories of texts, such as expository and persuasive.

Text Production

The process of creating written texts.

Research Skills

Skills necessary for conducting effective research.

Discussion and Collaboration

Skills that involve engaging in conversations and working together with others.

Presenting Ideas and Knowledge

The ability to effectively communicate and share information with others.

Read Aloud/Think Aloud Strategy

A teaching method where the teacher verbalizes their thought process while reading, helping students understand complex vocabulary and connections.

Expository Text

A type of writing that explains, informs, or presents information.

Persuasive Text

A type of writing that aims to convince the reader of a particular point of view.

Narrative Text

A type of writing that tells a story or recounts events.

Descriptive Text

A type of writing that provides detailed descriptions to create a vivid picture in the reader's mind.

Guiding Questions

Questions posed to students to direct their reading and analysis of the text.

Prosody

The rhythm, stress, and intonation of speech, important for fluent reading.

Automaticity

The ability to read without having to think about decoding words, allowing for smoother reading.

Complex Vocabulary

Words that are difficult to understand and may require context or explanation.

Text Comprehension

The ability to understand and interpret what is being read.

Reading Aloud

The practice of reading text out loud to enhance understanding and engagement.

Rereading

The act of reading a text again to deepen understanding or clarify meaning.

Scanning

The process of quickly looking over a text to identify key elements such as headings and bolded words.

Teacher Modeling

When a teacher demonstrates a reading strategy or thought process to help students learn.

Comprehension Strategies

Techniques used to enhance understanding of a text, including questioning and summarizing.

Active Listening

Engaging in conversation through questions and restatement.

Comprehension

Understanding the speaker's message and emotions.

Feedback

Responses that indicate listening and understanding.

Verbal Signals

Spoken affirmations like 'I'm listening'.

Non-Verbal Signals

Body language indicating attentiveness, like nodding.

Eye Contact

Maintaining visual engagement with the speaker.

Facial Expressions

Using expressions to show understanding or empathy.

Support Statements

Verbal affirmations that validate the speaker's feelings.

Reflecting Statements

Mirroring the speaker's message for clarity.

Technology Integration

Using tech to enhance analytical skills in students.

Collaborative Activities

Group tasks using tools like Google Docs.

Virtual Field Trips

Online experiences to enhance background knowledge.

Digital Publishing Tools

Software for creating yearbooks and school newspapers.

Effective Presentation

Organizing information for clarity and audience engagement.

Logical Sequencing

Arranging ideas in a coherent order.

Textual Evidence

Using text to support claims and opinions.

Clear Speech

Articulating ideas at an understandable pace.

Appropriate Register

Adapting speaking style to the audience.

Visual Media

Using images and videos to enhance presentations.

Articulation

Clear formation of sounds in speech.

Target Sounds

Specific sounds highlighted for articulation practice.

Rhyming Poems

Using poetry to practice sound articulation.