Language Arts and Reading: Study Topics Vicki Sterling Linda Venekamp

Language Arts and Reading: Study Topics

Vicki Sterling

Linda Venekamp

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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

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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)

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Understanding Literature Narratives

Literary devices and style elements Foreshadowing Figurative language (e.g., metaphor, simile,

hyperbole, personification) Symbol Imagery

Glossary of Terms

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Understanding Literature Narratives

Literary devices and style elements Word choice Mechanics (e.g., punctuation, sentence

structure) Use of dialect or slang

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Understanding Literature Narratives

Fiction genres Novel Short story Science fiction Fable Myth Legend Folk tale

Fairy tale Play (comedy,

tragedy) Mystery Historical fiction Adventure story Fantasy

Genres in Children’s Literature

In class we use•Fiction

RealisticFantasy

Traditional •Non-fiction

Biography

Informational •Poetry

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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

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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

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Nonfiction genres

Trade Book Biography Autobiography Essay News article Editorial

Professional journal articles

Book review Political speech Technical manual Primary source mat

erial Lewis and Clark

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Poetry

Construction of meaning in poetry Main idea or theme Symbolism Tone, emotion

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Poetry

Poetic elements Verse, stanza Meter Line length Punctuation

Roses are red,Violets are blue, Sugar is sweetAnd, so are you.

If you love meAs I love you,No knife can cutOur love in two.

Tell me not in mournful numbers

My love for youWill never failAs long as pussyHas

atail.

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PoetryRhyme and Sound PatternsRhyme schemeOnomatopoeia - words such as

buzz or murmur that imitate the sounds associated with the objects or actions they refer to

Repetition of wordsAlliteration - same kinds of

sounds at the beginning of words

Assonance - repetition of identical or similar vowel sounds

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 jumpsAnd he thumps (thump thump)And he stumps (stump stump.)

He knocks (knock knock)And he rocksAnd 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

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Poetry

Imagery and figures of speech

Personification - Flowers danced about the lawn

Metaphor - All the world's a stage Simile - How like the winter hath my

absence been or So are you to my thoughts as food to life

Hyperbole - I could sleep for a year or This book weighs a ton.

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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

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Resource and research material

Reference works Dictionary Encyclopedia Thesaurus Atlas Almanac

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Resource and research material

Internet Keyword search Databases Bulletin boards

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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

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Resource and research material

Using resources and reference material

Appropriateness of various sources to the project

Quotations and paraphrases of experts Footnotes Bibliography

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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

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Structural elements in text

Thesis statementConclusion statementTransition words and phrasesSupporting the thesis with the use of Examples Quotations Paraphrases of excerpts’ statements Summaries of information found in research

sources Analogies

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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

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Language in WritingGrammar and Usage

Parts of speech Noun: proper, common, collective Pronoun Verb Adjective Adverb PrepositionDefinitions and quizzes:http://webster.commnet.edu/grammar/definitions.htm

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Language in WritingGrammar 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 WritingGrammar 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

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Sentence types and sentence structure

Sentence types Declarative Interrogative Exclamatory Imperative

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Sentence types and sentence structure

Sentence Structure Simple Compound Complex Compound-complex Sentence fragmenthttp://www.english.uiuc.edu/cws/wworkshop/grammar/sentence_types.htm

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Orthography and MorphologySpelling & Study of Word Formation

Affixes: prefix, suffix Roots Inflectional endings -indicate tense, number, possession or

comparisonMost words-walks, walked, walkingWords ending in e-come, comingWords ending in y-carry carried carryingWords ending in a single vowel & a consonant-hop, hopping, hopped

Clusters (combining clusters to make compound words)

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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

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Literacy Acquisition and Reading Instruction

Theories and concepts concerning

reading development

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

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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

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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)

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Literacy Acquisition and Reading Instruction

Frequent experiences with print Prior knowledge (schema) Motivation Fluency

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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

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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

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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

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Children’s literature

Additional criteria for these genres of fiction

Realistic story Mystery

Historical fiction Modern fantasy

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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.”

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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

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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

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Children's LiteratureStrategies for comprehension Solving words Adjusting reading according to purpose

and context Metacognition Maintaining fluency Making connections (personal, world,

text)

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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

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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 SkillsStages 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

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Communication Skills

Spelling development Constructive nature of the development stages-Scribble-Prephonemic-Early phonics-Letter name-Transitional-Derivational-Conventional

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Communication Skills

Elements of speaking Purpose Audience Inclusion of visuals Tone Opening and closing

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Communication Skills

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

view

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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

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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