Reading and Language Arts · 3 min read
Reading Comprehension · Prose, Poetry, and Drama
Comprehension Strategies
Skilled readers use multiple strategies before, during, and after reading to construct meaning.
| Strategy | WhattheReaderDoes |
|---|---|
| Predicting | Usestextfeatures priorknowledge andcontexttoanticipatewhatcomesnext thenconfirmsor , , , |
| revisesthepredictionwhilereading | |
| Questioning | Generates questions before during and after reading; self -questioning promotes engagement and , , |
| monitoring | |
| Visualizing | Createsmentalimagesfromtextdescriptions strengtheningengagementandmemory , |
| Makingconnections | Relates the text to personal experience (text-to-self) other texts (text-to-text) and world knowledge , , |
| (text-to-world) | |
| Inferring | Combinestextinformationwithbackgroundknowledgetounderstandmeaningthatisnotdirectly |
| stated | |
| Determiningimportance | Identifiesmainideasandkeydetailsandseparatesthemfromlessimportantinformation |
| Synthesizing | Combinesinformationfromdifferentpartsofatextorfrommultiplesourcestoformanew |
| understanding | |
| Monitoringcomprehension | Notices when meaning breaks down and applies fix-up strategies such as rereading reading ahead , , orusingcontextclues |
Text Structure
Understanding how texts are organized helps readers locate information, follow ideas, and remember content. Narrative structure includes the setting (when and where), characters, plot (a problem, rising action, climax, and resolution), theme (the underlying message), and point of view (first person, third person limited, or third person omniscient).
| Structure | Purpose | SignalWords |
|---|---|---|
| Description | Givesinformationaboutatopicthroughdetailsand | forexample suchas characteristicsinclude , , |
| examples | ||
| Sequence/chronological | Presentseventsorstepsintimeorder | first next then finally , , , |
| Compareandcontrast | Showssimilaritiesanddifferences | similarly however incontrast ontheotherhand , , , |
| Causeandeffect | Explainswhysomethinghappensanditsresults | because therefore asaresult consequently , , , |
| Problemandsolution | Presentsaproblemandoneormoresolutions | theproblemis onesolution asaresult , , |
Levels of Comprehension
Vocabulary and Comprehension
Vocabulary knowledge is strongly correlated with reading comprehension; readers need to know approximately 95% of the words in a text for adequate comprehension.
| Tier | Description | Examples |
|---|---|---|
| TierOne | Basic everydaywordsthatrarelyrequireinstruction , | run happy house , , |
| TierTwo | High -frequency academic words used across content areas; | analyze contrast significant , , |
| theywarrantexplicitinstruction | ||
| TierThree | Domain-specific technical terms taught within content areas | photosynthesis legislature denominator , , |
Effective vocabulary instruction combines direct instruction (definitions, examples, and discussion), context clues, morphemic analysis (prefixes, suffixes, and roots), multiple exposures in varied contexts, and word consciousness, an ongoing curiosity about words.
Elements of Fiction
| Term | Defi nition |
|---|---|
| Characterization | Howanauthorrevealscharacters:directdescription dialogue actions thoughts andother , , , , |
| characters'reactions | |
| Roundcharacter | Complex withmultipletraits;undergoesdevelopment , |
| Flatcharacter | One-dimensional; serves a limited purpose |
| Dynamiccharacter | Changessignificantlyoverthecourseofthestory |
| Staticcharacter | Remainsunchangedthroughoutthenarrative |
| Protagonist/antagonist | Themaincharacter/thecharacterorforcethatopposestheprotagonist |
Plotstructure(Freytag'Spyramid)
3 Climax
turning point; highest tension
2 Rising Action
4 Falling Action
events after the climax
complications build
characters, setting,
loose ends tied up
initial situation
(denouement)
1 Exposition
5 Resolution
Simplified schematic for study purposes. The same five-part structure applies to dramatic structure in plays.
| Confil ct | Struggle |
|---|---|
| Charactervs character . | Betweentwocharacters |
| Charactervs nature . | Againstnaturalforces |
| Charactervs society . | Againstsocialexpectationsorinstitutions |
| Charactervs self . | Aninternalstrugglewithinacharacter |
| Charactervs technology . | Againstmachinesortechnologicalforces |
| Charactervs fate . | Againstdestinyorsupernaturalforces |
Setting includes time (historical period, season, time of day) and place (geographic location and specific locale). Setting can create mood, influence the plot, and reveal character, and historical fiction requires accurate setting details. Theme is the underlying message or insight about life; it is stated as a complete sentence, not a single word. Common themes include good versus evil, coming of age, the power of love, and the importance of perseverance.
Pointofview
| PointofView | Pronouns | Narrator'sAccess |
|---|---|---|
| Firstperson | I we , | Thenarratorisacharacterinthestory |
| Secondperson | you | Addressesthereaderdirectly;rareinfiction |
| Thirdpersonlimited | he she they , , | Thoughtsofonecharacteronly |
| Thirdpersonomniscient | he she they , , | Thoughtsofallcharacters |
Poetry
| Term | Defi nitionandExample |
|---|---|
| Rhythm | Thepatternofstressedandunstressedsyllables |
| Meter | Aregularrhythmicpattern(iambic trochaic anapestic dactylic) , , , |
| Rhymescheme | Thepatternofendrhymes labeledwithletters(ABAB AABB ABBA) , , , |
| Freeverse | Poetrywithoutaregularmeter rhymescheme orlinelength , , |
| Alliteration | Repetitionofinitialconsonantsounds:PeterPiperpicked |
| Assonance | Repetitionofvowelsounds:theraininSpain |
| Consonance | Repetitionofconsonantsoundsinthemiddleorattheendofwords |
| Onomatopoeia | Wordsthatimitatesounds:buzz splash whisper , , |
| Device | Defi nition |
|---|---|
| Simile | Comparestwounlikethingsusinglikeoras |
| Metaphor | Directlyequatestwounlikethingswithoutlikeoras |
| Personification | Giveshumanqualitiestononhumanthings |
| Hyperbole | Extremeexaggerationforeffect |
| Idiom | Aphrasewhosemeaningdiffersfromitsliteralwords |
| Symbolism | Anobjectthatrepresentsanabstractidea |
Poetryforms
| Form | Features |
|---|---|
| Haiku | Threelineswitha5-7-5syllablepattern |
| Limerick | Fivelines AABBArhymescheme humorouscontent , , |
| Sonnet | Fourteenlineswithasetrhymescheme(ShakespeareanorPetrarchan) |
| Freeverse | Nofixedpatternofmeter rhyme orlinelength , , |
| Narrativepoetry | Tellsastory |
| Lyricpoetry | Expressespersonalfeelings |
Drama
| Element | Defi nition |
|---|---|
| Actsandscenes | Actsarethemajordivisionsofaplay;scenessubdivideacts oftenmarkingachangeintimeorplace , |
| Dialogue | Conversationbetweencharacters |
| Monologue | Alongspeechbyonecharactertoothers |
| Soliloquy | Aspeechrevealingacharacter'sthoughts deliveredaloneonstage , |
| Aside | Abriefcommenttotheaudience unheardbytheothercharacters , |
| Stagedirections | Notesindicatingmovement expression ortechnicalelements , , |
| Tragedy | Comedy | Tragicomedy | Melodrama | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Endsunhappily oftenwith , | Endshappily oftenwith , | Blendstragicandcomic | Sensationalplotand | ||||||||||||
| theprotagonist'sdownfall . | humorandcelebration . | elements . | exaggeratedemotion . |
Informational Texts
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