EOG Stredigys
By Noah Stewart
Runners
Underline any important info in the questions
Number the passage
Number the parigraph
End the underline
Read the passege
Select the correct answer to the question
Words I know
Examples
Use Anilise
! Wow
+ I aggree
- I disagree
* This is important
? What dose it mean
First person Point of view
Monitoring comprehension
Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension.
Comprehension monitoring instruction teaches students to:
- Be aware of what they do understand
- Identify what they do not understand
- Use appropriate strategies to resolve problems in comprehension
Metacognition
Metacognition can be defined as "thinking about thinking." Good readers use metacognitive strategies to think about and have control over their reading. Before reading, they might clarify their purpose for reading and preview the text. During reading, they might monitor their understanding, adjusting their reading speed to fit the difficulty of the text and "fixing" any comprehension problems they have. After reading, they check their understanding of what they read.
Graphic and semantic organizers
Graphic organizers illustrate concepts and relationships between concepts in a text or using diagrams. Graphic organizers are known by different names, such as maps, webs, graphs, charts, frames, or clusters.
Regardless of the label, graphic organizers can help readers focus on concepts and how they are related to other concepts. Graphic organizers help students read and understand textbooks and picture books.
Graphic organizers can:
- Help students focus on text structure "differences between fiction and nonfiction" as they read
- Provide students with tools they can use to examine and show relationships in a text
- Help students write well-organized summaries of a text
Here are some examples of graphic organizers:
- Venn-Diagrams
- Used to compare or contrast information from two sources. For example, comparing two Dr. Seuss books.
- Storyboard/Chain of Events
Used to order or sequence events within a text. For example, listing the steps for brushing your teeth.
- Story Map
Used to chart the story structure. These can be organized into fiction and nonfiction text structures. For example, defining characters, setting, events, problem, resolution in a fiction story; however in a nonfiction story, main idea and details would be identified.
- Cause/Effect
Used to illustrate the cause and effects told within a text. For example, staying in the sun too long may lead to a painful sunburn.
Answering questions
Questions can be effective because they:
- Give students a purpose for reading
- Focus students' attention on what they are to learn
- Help students to think actively as they read
- Encourage students to monitor their comprehension
- Help students to review content and relate what they have learned to what they already know
The Question-Answer Relationship strategy (QAR) encourages students to learn how to answer questions better. Students are asked to indicate whether the information they used to answer questions about the text was textually explicit information (information that was directly stated in the text), textually implicit information (information that was implied in the text), or information entirely from the student's own background knowledge.
There are four different types of questions:
- "Right There"
Questions found right in the text that ask students to find the one right answer located in one place as a word or a sentence in the passage.
Example: Who is Frog's friend? Answer: Toad
- "Think and Search"
Questions based on the recall of facts that can be found directly in the text. Answers are typically found in more than one place, thus requiring students to "think" and "search" through the passage to find the answer.
Example: Why was Frog sad? Answer: His friend was leaving.
- "Author and You"
Questions require students to use what they already know, with what they have learned from reading the text. Student's must understand the text and relate it to their prior knowledge before answering the question.
Example: How do think Frog felt when he found Toad? Answer: I think that Frog felt happy because he had not seen Toad in a long time. I feel happy when I get to see my friend who lives far away.
- "On Your Own"
Questions are answered based on a students prior knowledge and experiences. Reading the text may not be helpful to them when answering this type of question.
Example: How would you feel if your best friend moved away? Answer: I would feel very sad if my best friend moved away because I would miss her.
Generating questions
Recognizing story structure
In story structure instruction, students learn to identify the categories of content (characters, setting, events, problem, resolution). Often, students learn to recognize story structure through the use of story maps. Instruction in story structure improves students' comprehension.
Summarizing
Summarizing requires students to determine what is important in what they are reading and to put it into their own words. Instruction in summarizing helps students:
- Identify or generate main ideas
- Connect the main or central ideas
- Eliminate unnecessary information
- Remember what they read
Effective comprehension strategy instruction is explicit
Research shows that explicit teaching techniques are particularly effective for comprehension strategy instruction. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them. The steps of explicit instruction typically include direct explanation, teacher modeling ("thinking aloud"), guided practice, and application.
Previewing
Previewing enables readers to get a sense of what the text is about and how it is organized before reading it closely. This simple strategy includes seeing what you can learn from the headnotes or other introductory material, skimming to get an overview of the content and organization, and identifying the rhetorical situation.
Simile
Metaphor
Metaphor- comparing two things that don’t use like or as
Ideom
Example:
It's raining cats and dogs. It is not LITERally raining cats and dogs.it is raining a lot.
Personification
giving an object or an animal human qualities or characteristics
Onomatopoeia
sound words
Alliteration
Mood
mood is how “ME” the reader feels after reading the text
Tone
how the author feels about the topic or the passage/ story/ etc
Author’s Purpose
persuade, entertain, inform
Denotative Meaning
dictionary definition of the word
Connotative Meaning
he way the word makes you feel
Text structures
prob/solution, chronological
prob/solution, chronological, compare and contrast, sequential, spatial, descriptive
Theme
The moral or the message of the story
Does the character change? How is the problem solved? These will help you figure out what the MESSAGE of the story or passage is.
Central Idea=main idea
what the passage is mostly about
Details
support the main/central idea
Plot
beginning, middle, and end of the story
Exposition
the beginning= characters, setting, conflict
Setting
when and where the story takes place
Characters
Climax
turning point
Rising Action
Falling Action
Conflict
problem
Types of conflict
Ex
man vs man
Ex
batman vs superman
man vs society