Reading and Vocabulary Strategies

Effective readers comprehend text through ____________between their prior knowledge and the new information presented in text. Activating each student’s prior knowledge before reading is important.

• predicting

• making connections

• scanning

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

The reading strategy of __________allows students to move beyond the literal text and to make assumptions about what is not precisely stated in the text. In addition, effective readers can also use this strategy to grasp the meaning of unknown words using context clues and pictures or diagrams.

• drawing inferences

• making conclusions

• creating images

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

When comprehending text, effective readers use the strategy of __________to bring together information that may come from a variety of sources. This strategy involves readers piecing information together, like putting together a jigsaw.

• synthesizing

• drawing conclusions

• creating images

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

This reading strategy used by learners help them to draw conclusions, make predictions, interpret information, remember details, and generally comprehend text. Students may need extra encouragement to __________with lots of detail or those that go beyond the literal information in the text.

• synthesize information

• create images

• connect ideas

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

Linked closely to the strategy of determining importance, the reading strategy of __________________are part of the process of identifying, recording, and writing the key ideas, main points, or most important information from a text into the reader’s own words.

• creating mental images

• summarizing and paraphrasing

• monitoring and revising comprehension

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

The use of word identification strategies such as sounding out or chunking may unlock both the pronunciation and meaning of words. However, if the word is not in a reader’s vocabulary, the reader will be unable to understand the meaning of the word. ____________is an additional reading strategy that enables students to unlock the meaning of a word.

• Using analogy

• Consulting a reference

• Adjusting reading rate

Readers use the strategy of ______when they refer to words they are familiar with to identify unknown words. They transfer what they know about familiar words to help them identify unfamiliar words.

• inferring

• scanning

• analogy

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

_____________are the ones that occur commonly in a particular text and that a reader must be able to recognize to understand the text. They are specific to a particular topic. For instance, students reading a text about butterflies are likely to encounter such words as cocoon, caterpillar, antenna, abdomen, thorax, chrysalis, and life cycle.

• Multi-meaning words

• High-frequency words

• Selection-critical words

Tags

CCSS.RI.11-12.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.9-10.4

It would be impossible to teach students the meanings of all the words they will encounter. The words that students need to know will vary from student to student as their language backgrounds differ. Thus, there are some strategies students can apply independently to determine what new vocabulary means. One of those strategies is____________, which deals with analyzing word parts and the meaning attached to each prefixes and suffixes, base words, including foreign roots and compound words.

• context clues

• morphemic analysis

• text features

Tags

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.8.4

CCSS.RL.9-10.4

_________are based on clues in the text, such as pictures, illustrations, subtitles, and plot. These are called text features. Such clues will also come from readers’ prior knowledge about the author, text form, or content.

• Predictions

• Comparisons

• Images

Tags

CCSS.RI.11-12.2

CCSS.RI.9-10.1

CCSS.RL.11-12.1

CCSS.RL.8.1

CCSS.RL.9-10.1