1. Reading Classes SEMESTER REVIEW

2. Journeys III CLASS OBJECTIVES Students will: • Learn skills to enhance and improve reading experiences • Promote success in content classes • Learn to read for understanding • Learn to read for fun!

3. I can statements…. • I can use vocabulary strategies to identify unknown words • I can use reading strategies to improve my understanding and memory of content information • I can identify text structures to help my brain remember and organize content information • I can find the main idea of text so I can focus on the meaning of the text • I can identify expository and narrative texts so that I can focus on the purpose for reading

4. Vocabulary Strategies • CPR (context, parts, resources) • Context clues • REWARDS • Root words (structural analysis) • Antonym/synonym

5. Context Clues • Words (sentences) around the unknown word that tell reader what the word means • Examples • Definitions • Antonyms • Synonyms The protagonist, or the main character, in The Goblet of Fire is Harry Potter.

6. Word Parts/structural analysis • REWARDS—this strategy helps the reader “say” the word—uses parts • If you know the word part, you can make an inferences about the meaning of the word • Affixes: prefix or suffix • ‘re’ means again; ‘un’ means not, etc. • Root words: Greek and Latin words from which our language originated • ‘aero’ means air; ‘dur’ means sturdy

7. Antonym v. Synonym • I am the opposite of the word • I am a non-example of the word • One way to remember me is to think ANT is similar to “ain’t”….or “not” Antonym • I am similar or the same as the word • I am an example of the word • One way to remember me is to think SYN starts with an S just like similar or same Synonym

8. Reading Strategies Before reading: • Preview/predict • Questioning After reading: • Summarizing • Reader response During reading: • Stop/think • Connect • Predicting • Questioning • Visualizing • Inferences • Note-taking

9. Before reading strategies • Preview/predict • Look through the passage at the text features • Think in your head about the “topic” • Ask yourself: What am I going to need to remember or know after I read this? • Questioning • Turn the headings into questions to answer as you read • Ask yourself if the title of the passage gives you any ideas about the topic

10. During Reading Strategies • Inferences • Make inferences as you read to help you remember • information from text information you know = • new information • (an inference) • Connections • Use Connections to help you stay focused • Text-self • Text-text • Text-world • Visualizing • Create a picture or ‘movie’ in your mind of what is happening in the passage • Use pictures and captions to enhance your visualizing • Note-taking (Big Ideas) • Use the headings for your note outline • Use W-I-N skills to generalize information • Create ‘study’ questions that match your notes

11. After Reading Strategies • Summarizing • Focus on the key points • Use notes to organize thinking • Use W-I-N to help ‘shrink’ many paragraphs and/or pages into something shorter • Reader response • Often a book report or project • Reader responds to questions • Think about predictions and questions created during before reading • How did you feel after reading the passage? • Can you recall information from the passage?

12. Text Structures--/expository • Compare/contrast • Shows how 2 or more things are alike and different • Cause/effect • Shows how one thing make other things happen • Fact/opinion/details • Show how an author attempts to persuade someone to agree with his/her point-of-view • Problem/solution • Shows how a conflict can be resolved or cause something else to happen

13. Author’s purpose • Why does an author use a specific style? • Expository or Narrative • What is the author’s point of view? (opinion) • Does the author exhibit “bias?” • Bias is only expressing one-sided opinions. Example: The only college worth attending is KU. All other colleges are not acceptable. • Why did the author write this passage or story? (theme, message) • Reader must think about the what and why something has been written in order to engage with the text---for better understanding!

14. Text features • Purpose: to divide and organize information so reader can stay focused and enhance memory skills • Used in most textbooks and magazines • Examples: • Headings/title • Subheadings • Bulleted lists, italics, bold words • Pictures, captions • Charts, graphs, diagrams, maps • Sidebars

15. Expository v. Narrative • Expository Purpose: to inform and/or teach • Found in textbooks, brochures, magazines, newspapers • Uses text features to enhance organization of text • Has a “structure” to help with understanding • Narrative Purpose: to entertain or tell a story • Found in novels, magazines, biographies • Has characters, setting, plot • Uses literary devices to enhance the text • (example: figurative language forms—idioms)

16. Main Ideas • The main idea is the overall “message” of the passage • Some main ideas are “stated” while some are “unstated” • If the main idea is stated—the reader can find a sentence right in the passage • If the main idea is unstated—the reader must come up with their own sentence • W-I-N is helpful for finding the main idea

17. W-I-N

18. Narrative Elements • Characters • The people introduced in the story • Protagonist/antagonist • Supporting characters • Setting • Where/when does the story take place • Why is this important to the story? • Plot • Events that move the story along in sequence • Beginning, middle, end • Conflict, rising action, turning point, falling action, resolution

19. About the Final—10% of semester grade • It is a comprehensive assessment of the skills we have learned, relearned, and practiced this semester • It is 48 questions (11 vocabulary; 37 comprehension) • You will be presented with 3 passages (several paragraphs long) • There are about 10 questions for each passage • You will have the entire block to take the test (90 minutes) • If you finish early, you must stay in the library classroom until the end of block--bring other work to do just in case • You have learned a great deal this year—this is your time to “show off” what you know • You will do an awesome job!