PP 7th GRADE STAAR VOCABULARY DEVELOPMENT:...
Transcript of PP 7th GRADE STAAR VOCABULARY DEVELOPMENT:...
PP
7th GRADE STAAR
READING STUDY GUIDE
VOCABULARY DEVELOPMENT: ROOTS/AFFIXES
ROOT: Determine the meaning of grade-level academic English
words derived from Latin, Greek, or other linguistic roots and
affixes. The basic linguistic unit of a word; the base form of a
word after all affixes are detached.
EXAMPLES: 1. anti (against) + social (relating to society) = antisocial
(not sociable or opposing social norm)
2. super (above or beyond) + human (consisting of people)
= superhuman (people who are above average)
AFFIX: A word part (prefix or suffix) attached/joined before or
after a base word which changes the word’s meaning to form a new
word.
AFFIX
(Prefix or Suffix)
Meaning Examples
dis-, in-, im-, un-,
non-, a-, an-, il-, ir-
, -less
not, opposite, no,
without
unreliable, discover,
indirect, hopeless
mal-, mis- bad, badly or
wrong
malice, misconduct
pre- before preview, predetermine,
prefix
re- again rewrite, regain, redo
-able, -ible, - ile able to, can do, fit
to
affordable, sensible
-er, -or, - ist,
-ite, -an
one who does or
is
teacher, professor,
-ful, -ous, -ose, -
lent
full of, having helpful, courageous
-ness, -ship, -ance,
-ment, -age, -ism
quality of,
condition, result,
practice of
openness, resistance,
contentment, bondage
-ry, -ary, -ery, -ory relating to (adj.),
place where (n.),
quality (n)
bakery, primary,
ambulatory, library
-ion, -tion, -sion action, instance
of
abduction, admission
-ant, -ent, -er, -or, -
eer, -ier, -ine
one who acts clairvoyant, dependent,
farmer, sailor, auctioneer,
gondolier, heroine
-phobe fear arachnophobia
mis- wrong, not misconception,
misconceive,
misapprehend, misapply
multi- many multimedia, multifaceted,
multitude
VOCABULARY DEVELOPMENT: CONTEXT CLUES
CONTEXT CLUES: Use context to determine or clarify the
meaning of unfamiliar or ambiguous (unclear) words or words
with novel (new) meanings.
SENTENCE PART OF SPEECH ANALYSIS
Give me a round figure. round is an adjective
Shall we play another
round of cards?
round is a noun (thing and subject
of sentence.)
He had a look round
before he kept going.
round is an adverb (modifies the
verb look)
The floor function
rounds down. .
rounds is a verb (action)
VOCABULARY DEVELOPMENT: CONTEXT CLUES
Signal/Transition words such as because, such as, also, like,
unlike, and however show relationships such as cause/effect,
example, and or compare/contrast.
1. Sometimes a sentence will provide an EXAMPLE that will help
you understand the meaning of the word. Examples are often
SIGNALED by words such as: LIKE, FOR INSTANCE, THIS,
SUCH AS, ESPECIALLY, THESE, FOR EXAMPLE, OTHER,
INCLUDES.
EXAMPLE: He is known for his wittiness; for instance, he is always
able to think of a funny answer for everything.
2. Sometimes a writer will state the meaning of a difficult word
within a sentence by defining it for you. DEFINITIONS or
SYNONYMS are often SIGNALED by words or phrases such as:
OR, WHICH IS, THAT IS, ALSO CALLED, ALSO KNOWN AS,
IN OTHER WORDS.
3. Sometimes a sentence will provide an ANTONYM (opposite
meaning) that will help you understand the meaning of the word.
Signal words/phrases include:
COMPARISON SIGNALS: LIKE, SIMILAR TO, AS, ALSO,
RELATED, RESEMBLING
CONTRAST SIGNALS: BUT, ALTHOUGH, UNLIKE,
HOWEVER, RATHER THAN, ON THE OTHER HAND
EXAMPLE: HE WAS UNGRATEFUL and kept complaining
RATHER THAN SHOWING APPRECIATION for the gift.
4. RESTATEMENT- States again in different words.
EXAMPLE: John Adams grew up on ancestral land that had first been
farmed by his great-grandfather.
VOCABULARY DEVELOPMENT: DICTIONARY,
THESAURUS, AND GLOSSARY
DICTIONARY ENTRY: Use a dictionary, a glossary, or a thesaurus
(printed or electronic) to determine the meanings, pronunciation,
syllabication, spelling, part of speech, root(s), etymology, and meaning(s);
or alternative word choices
EXAMPLES: There are different words with the spelling s-t-a-t-e.
Definition: state \ˈstāt\ n 1. a way of living or existing 2. the overall physical condition of something : the ability of something to be used, enjoyed, etc. 3. the
things that affect the way you think or feel : your physical or mental condition
Definition: state \ˈstāt\ | v 1. to express (something) formally in speech or
writing. 2. to give (specific information, instructions, rules, etc.) in writing
THESAURUS ENTRY: a dictionary that lists synonyms or antonyms; helpful
for improving word choice and repetition in your writing
EXAMPLE: Distinctive: extraordinary, specialized, significant, etc.
GLOSSARY ENTRY: is an alphabetical list of terms in a particular domain of
knowledge with the definitions for those terms. Traditionally glossaries are
located at the end of the book.
LITERARY TEXTS: THEME AND GENRE
GENRE: There are three major categories of genres (group or text with
similar characteristics): Fiction/Non-Fiction/Poetry/Drama. Fiction/Non-
Fiction can be further broken down into sub-genres or sub-categories.
FICTION/LITERARY
GENRES
NON-FICTION/INFORMATIONAL
GENRES
Short Story Expository
Fable Persuasive
Fairy tale Autobiography
Fantasy Biography
Drama Essay
Folklore or Folktale Newspaper Articles
Historical Fiction Speech
Horror Informational
Mystery Narrative
Legend Technical/Procedural
Mythology/Myth Textbook
Science Fiction Encyclopedia
Realistic Fiction Media
Adventure Memoir
Tall tale Cookbook
Mystery Magazine Articles
THEME: Analyze literary works that share similar themes across cultures.
Theme is the text’s underlying message or idea (the moral or life lesson learned); usually not stated but implied through character’s thoughts,
actions, or images; different texts can share a similar theme.
Here is a few common themes:
Human beings all have the same basic needs The importance of family
Man struggles against nature
LITERARY & POETIC DEVICES IN SPEECHES, POEMS, AND OTHER
LITERARY TEXTS
TECHNIQUES/DEVICES: Analyze passages in well-known speeches &
literary works for the author’s use of literary devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience. TECHNIQUE DESCRIPTION
Imagery (I) The author’s use of sensory language (5 senses) creates mental pictures in reader’s minds
Idiom (I) A set expression of two or more words that means
something other than the literal meanings of its individual words. Does not mean what is says. “At the
end of my rope”
Irony (I) The actual intent is expresses in words which carry the
opposite meaning. (Situational, Dramatic, &Verbal)
Simile (S) Comparison of unlike things that uses like, as, or than.
“Her smile was as wide as the vast sky”
Symbolism (S) Something that is simultaneously itself and a sign of
something else. Such as cold and darkness are symbols of death.
Hyperbole (H) A figure of speech in which exaggeration is used for
emphasis or effect; an extravagant statement. ’My teacher assigned a ton of homework.”
Alliteration (A) The repetition of an initial consonant sound, as in "a
peck of pickled peppers."
Metaphor (M) A trope or figure of speech in which an implied comparison
is made between two unlike things that actually have something in common without using like, as, or than. “I
was lost in a sea of nameless faces.”
Mood (M) The overall feelings or atmosphere created by a work of
literature. Influenced by the setting, characters, and their
actions. Writers use adjectives to describe mood. (Reader/audience centered)
Personification
(P)
A trope or figure of speech in which an inanimate object
or abstraction is given human qualities or abilities.
“The rock flew down the cliff like a maniac.”
Oxymoron (O) A figure of speech in which incongruous or seemingly
contradictory terms appear side by side; a compressed
paradox. “It was a bitter sweet ending.”
Onomatopoeia
(O)
The formation of a word, as cuckoo, meow, honk, or
boom, by imitation of a sound made by or associated
with its referent. “bang, ring, rang, boom.”
Flashback An interruption in the sequence of events to relate events
that occurred in the past.
Foreshadowing The use of clues to hint at events that will occur later in
the lot.
Repetition Repeated words or phrases. Example: “…we allowed them to dress us in prison clothes; we allowed them to
put us in solitary confinement; we allowed them…”
Rhyme The occurrence of the same or similar sounds at the end of two or more words.
Rhyme
Scheme
The rhyme patterns in a poem can be analyzed by using
letters at the end of lines to denote similar vowel sounds Example: ABAB
Tone The attitude a write/author/poet takes towards the
subject/character or reader. To recognize tone look for
author’s choice of words. Creates MOOD. (Author/writer
centered)
LITERARY TEXT: PLOT IN FICTION
FICTION: Analyze linear plot developments (e.g., conflict, rising action,
falling action, resolution, subplots) to determine whether and how
conflicts are resolved. PLOT: The events/action that makes up a story with a beginning, a
middle and an end. They move from one place or event to another in
order to form a pattern, usually with the purpose of overcoming a conflict.
EXPOSITION: Introduces the character, setting, and problem (s). Example: Introduction to the Finch family’s history; background information about Maycomb and its newest arrival, Dill; later we learn
how Arthur Radley comes to be known as "Boo." Later, Miss Maudie is
introduced along with other neighbors of the Finches.
RISING ACTION: The series of events that build up and create
tension and suspense. Example: The children's attempts to make contact with Boo, including the Radley Game, the raid on the Radley's
back porch, the gifts found in the secret knothole, and Boo's presence on
the night of Miss Maudie's house fire.
CLIMAX: The Turning Point of the story; the most exciting or
intense part of a story or drama. Example: Miss Maudie's house burns down, and Atticus discovers the blanket placed upon Scout's shoulders
realizing it was Boo who put it on her. Jem reveals all of their secret
activities to Atticus, and both of the children realize that Boo's acts of kindness are not those of an evil man.
FALLING ACTION: The action shifts away from Boo Radley and begins to introduce elements of the upcoming trial of Tom Robinson.
Atticus's killing of the mad dog shows evidence of Atticus's past
marksmanship and killing skills--deadly skills that he will be forced to implement in a much different manner during his verbal assaults on Bob
and Mayella Ewell during the trial..
RESOLUTION: Jem's maturity and the change that is about to occur
within the Finch family. The false illusions--surrounding Boo at the end,
author Harper Lee turns to another character who has been misunderstood by the children: Mrs. Dubose. Both of the children get another lesson that
people are not always what they seem
CHARACTERIZATION: How characters are revealed through the
author’s descriptions of what they say do, and think. (Direct/Indirect)
Think STEAL (Speech, Thoughts, Effect on Others, Actions, Looks)
CONFLICT or PROBLEM- Internal Conflict takes place within a
character. Example: a character struggles with his or her conscience. External Conflict is a struggle between a character and an outside force
such as another character, nature, society, machine, or technology.
(man vs, man, man vs self, man vs nature, man vs society, man vs
machine, man vs technology, man vs fate)
LITERARY TEXT: CHARACTERS IN FICTION
CENTRAL CHARACTERS- analyze how the central character’s qualities
influence the theme of a fictional work and resolution of the central conflict.
EXAMPLE: In Lois Lowry’s The Giver the story of Jonas’s development
into an individual, maturing from a child dependent upon his community into
a young man with unique abilities, dreams, and desires. Theme of Importance of the individual and uniqueness.
CHARACTER TYPE
QUALITIES
Protagonist Is the central person in a story, and is often referred to as
the story's main character. He or she (or they) is faced with a conflict that must be resolved.
Antagonist Is the character(s) (or situation) that represents the
opposition against which the protagonist must contend.
In other words, the antagonist is an obstacle that the protagonist must overcome.
Major or
Central
Characters that are vital to the development and
resolution of the conflict
Minor
characters
Serve to complement the major characters and help move the plot events forward.
Dynamic Is a person who changes over time, usually as a result
of resolving a central conflict or facing a major crisis
Static Is someone who does not change over time; his or her personality does not transform or evolve.
Round Is anyone who has a complex personality; he or she is
often portrayed as a conflicted and contradictory person.
Flat Flat Character is the opposite of a round character. This literary personality is notable for one kind of
personality trait or characteristic.
LITERARY TEXT: POINT-OF-VIEW IN FICTION
NARRATOR’S POINT OF VIEW: Analyze different forms of point of view,
including limited, versus omniscient, subjective versus objective. . A NARRATOR: a person who narrates an account or tells the story of events,
experiences. In other words, the “voice” behind the work; the author’s point of
view/standpoint affects how information is revealed to the reader
POINT-OF-
VIEW
DESCRIPTION
First-person;
Main Participant of the story
Uses words like I, me, my, we, etc.; narrator is a
character (usually the protagonist); subjective knowledge
Third-person; an outside Observer
Uses he, she, they, etc.
1) Omniscient –all knowing (Godlike). Is able to reveal subjective and objective information about multiple
characters
2). Limited – one person’s perspective. The narrator has no subjective knowledge of any of the other characters
(limited to one or two)
EXAMPLE: Third Person Limited The Giver by Lois Lowry – “It was almost December, and Jonas was beginning to
be frightened. No. Wrong word, Jonas thought…. Frightened was the way he had
felt a year ago when an unidentified aircraft had over flown the community twice.”
EXAMPLE: Third Person Omniscient Tuck Everlasting by Natalie Babbitt – “At dawn, Mae Tuck set out on her horse
for the wood at the edge of the village of Treegap. She was going there, as she did once every ten years, to meet her two sons, Miles and Jesse, and she was feeling at
ease. At noon time, Winnie Foster, whose family owned the Treegap wood, lost
her patience at last and decided to think about running away.”
INFORMATIONAL TEXTS: Author’s Purpose
AUTHOR’S PURPOSE: (PIE). Analyze works written on the same
topic and compare how the authors achieved similar or different
purposes.
P- PERSUASDE
I- INFORM
E- ENTERTAIN / EXPLAIN
EXAMPLE: Two articles of Martin Luther King, Jr. share the same topic
(King’s life). One author’s purpose is to inform the reader about how
King spearheaded the Civil Rights Movement in the United States. The
second author’s purpose is to explain King’s persona and principles.
INFORMATIONAL TEXTS: PERSUASIVE TEXTS
CONCLUSIONS & TEXT EVIDENCE: Compare and contrast
persuasive texts that reached different conclusions about the same
issue and explain how the authors reached their conclusions through
analyzing the evidence each presents. Persuasion influences people’s
choices.
Relevance: Evidence that has direct/pertinent bearing to the
author’s position/conclusion.
Credibility: Evidence is believable or worth of trust,
considering the bias and the reliability of the source where
it was obtained.
Quality: Evidence is important, distinct, worthy, and vital
to support the author’s position/conclusion.
Current- The information being given is current and not
outdated.
EXAMPLE: Two authors draw different conclusions on the same
issue of whether or not to support the “Dream Act.” The table below
compares some of the textual evidence provided by both sides. After
reading facts/information, readers will determine the relevance,
credibility, quality, and most up to date information to draw a
conclusion.
LITERARY TEXT: DRAMA TECHNIQUES
DRAMA: Analyze how different playwrights characterize their
protagonists and antagonists through the dialogue and staging of
their plays. Playwrights use dramatic conventions to develop the
play’s characters.
DRAMA: A Play intended to be performed in front of an
audience. Uses dramatic conventions to move the play’s action.
PLAYWRIGHT: the writer of the play
PROTAGONIST: main character; action revolves around him
or her; usually experiences a conflict and is often a hero
ANTAGONIST: character who opposes the protagonist
CONFLICT: is a struggle or clash between opposing
characters or forces
COMEDY: is a play that ends happily. The plot usually
centers on a romantic conflict. Humor comes from the dialogue
and situations.
TRAGEDY: a play that ends unhappily and deal with serious
themes such as life/death or right/wrong
CONVENTION DESCRIPTION
Cast of
Characters
A list of characters presented before the
action begins
Characterization Is the playwright’s technique for creating
believable characters (direct/indirect)
Dialogue Conversation between or among characters
Set Everything on stage, such as the positioning
of furniture and characters, the set serves as a
visual so that the audience can understand
Stage Directions Are a playwright’s written instructions about
how the actors are to move, facial
expressions, how to speak a line, how to
behave, etc.; They appear inside
brackets [ …] and are italicized.
Act A division of the play much like chapters in a
novel
Scene A division of an act into smaller parts
Staging The stages visual details
Stages Thrust (audience surrounds the stage on three
sides); Round (audience surrounds all sides);
Proscenium (opening arch; audience sits on
one side looking into the action)
Props Props is short for properties- are items that
the characters carry or handle onstage
ORGANIZATIONAL PATTERNS AND INFERENCES IN
EXPOSITORY TEXTS
ORGANIZATIONAL PATTERNS: Make subtle inferences and draw complex conclusions about the ideas in text and their organizational
patterns. The structure/organization of a text are: chronological, cause and
effect, comparison and contrast, problem and solution, or listing. To find the
Organizational Pattern look for SIGNAL WORDS.
EXAMPLE: “Many people think that they can get sick by going into cold
weather improperly dressed; however, illnesses are not caused by
temperature- they are caused by germs. So while shivering outside in the cold probably won’t strengthen your immune system, you’re more likely to
contract an illness indoors because you will have a greater exposure to
germs.” Cause & Effect Structure
INFERENCE: Make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns An inference can be
made by taking the original idea(s) of what was read then adding the reader’s
experience and coming up with a conclusion or prediction.
LITERARY TEXT: SKILLS - SUMMARY, PARAPHRASE, AND
SYNTHESIS CONT’D
PHARAPHRASE: Restating text in one’s own words the main
idea or essential information expressed in a text, whether it be
narration, dialogue, or informational text. Does not include original
ideas, inferences, conclusions, or predictions
SYNTHESIS: Combining a number of different parts or ideas to
come up with a new idea, inference, or theory. Example: You have
read several books and use all of the information to come up with a
thesis on the subject.
EXAMPLE: In Guy de Maupassant’s “The Necklace” and Kate
Chopin’s “The Story of an Hour” both female protagonists are
unhappy with their life which leads to their downfall.
Understanding and Analysis or Informational Text
INFORMATIONAL & EXPOSITORY TEXTS (non-fiction)
EXPOSITORY TEXT: Summarize the main ideas, supporting
details, and relationships among ideas in text succinctly in ways
that maintain meaning and logical order. Informational text
informs or explains
EXAMPLES: Magazine article, manual, newspaper, biography,
autobiography, etc.
AUTHOR’S PURPOSE: The main reason an author decides to
write about a specific topic. It might be to entertain people and
make the laugh, to persuade or convince them to believe in
something, or to inform about something.
MAIN IDEAS: The important info that tells more about the
overall idea/controlling idea of a paragraph/section of a text.
SUPPORTING DETAILS: Are the phrases, sentences, or
paragraphs that help strengthen a reader’s understanding of the
main idea such as examples, details, quotes, and explanations
which support the text (who, what, when, where, how, and why).
FACT vs. OPINION: A FACT is a statement that can be proven
true. An OPINION expresses one person’s feelings about a topic
or idea.
SUMMARY: Summarize, paraphrase, and synthesize texts in ways
that maintain meaning and logical order within a text and across
texts. Restating text in one’s own words the main idea or essential
information expressed in a text, whether it be narration, dialogue,
or informational text. Summarized text is written in your own
words as succinctly (briefly) as possible. Does not include original
ideas, inferences, conclusions, or predictions.
SUMMARIZING STEPS
Determine the main ideas and crucial details that support them
such as the story’s plot (conflict and resolution)
Retell the main events in the same order in which they happened
in the story using your own words
Identify the central characters and tell how their actions beliefs,
conflicts, and relationships were important to the plot
Keep your summary concise by stripping away the redundant and
extraneous examples
Seek key words and phrases that manage to capture the gist
Check to make sure your summary makes sense and has the same
meaning as the original text
INFORMATIONAL & EXPOSITORY TEXT/PERSUASIVE TEXT
PERSUASIVE TEXT: Analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false assumptions,
and incorrect premises in persuasive texts.
RHETORIC: The art of effectively using language/speech to influence or
persuade the reader or audience of your claim (your argument). Examine texts for rhetorical devices that intentionally sway the readers or audience’s
opinions. Rhetorical Devices fall under three major categories/techniques:
RHETORICAL
DEVICE DESCRIPTION EXAMPLE
Loaded
Terms
Words (or phrases) which have strong emotional
connotations and which evoke strongly positive (or
negative) reactions beyond
their literal meaning.
The patriots who fought for our country deserve
our respect. (Using “patriots” is stronger
than saying “men and
women”)
Leading
Questions
Questions that are worded to suggest a certain answer or
fact
Don’t you think the new football uniforms are the
ugliest ones you’ve ever
seen?
Repetition Restatement of a point made
several times
“Head On – apply
directly to the forehead.
Head On – apply directly to the forehead.
Bandwagon An attempt to strengthen an
argument by convincing the
audience that accepting the writer’s or speaker’s view
will put them on the popular
or winning side
If everybody is doing it,
then I should too.
Distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in text.
INFORMATION DESCRIPTION EXAMPLE
Rhetoric The art of
effectively using
language to
persuade in writing,
speaking or
presenting
Upon approaching a
cashier at the grocery
store she asks, "Will you
help starving children
today by adding $3 to
your grocery bill?
Factual Claim or
Assertion
Can be proven to be
true or false
The current temperature
is above 0° Fahrenheit
Opinion Cannot be proven
to be true or false
I am without a doubt, the
most handsome man on
the face of this earth.
Commonplace
Assertions
A statement
generally accepted
to be true
One bad apple spoils the
rest
Premise, Claim, Assertion, Assumption = A Statement or Fact
PARAPHRASING INFORMATIONAL/EXPOSITORY
TEXTS
PARAPHRASE: Summarize, paraphrase, and synthesize texts in
ways that maintain meaning and logical order within a text and
across texts.
PARAPHRASE: Is a restatement of the meaning of a text or
passage using other words not using original ideas, inferences,
conclusions, or predictions. When paraphrasing, it is important to
keep the original meaning and to present it in a new form.
INFERENCES AND EVIDENCE IN INFORAMTIONAL
TEXTS
INFERENCES AND EVIDENCE: Make complex inferences
about text and use textual evidence to support understanding.
Inferences must be supported with textual evidence such facts,
examples, or quotes from text.
EXAMPLE: “A recent report concludes that cats kill between 1.4
billion and 3.7 billion birds every year in the United States alone.
“That’s nearly a billion birds — at least — than estimated by some
previous studies,” Peter Marra told Science News. This research
scientist, who works at the Smithsonian Conservation Biology
Institute in Washington, D.C., led the new study. Any long –term
solution will be controversial. Some people propose catching wild
cats and neutering them, which means performing minor surgery to
make them unable to reproduce. That won’t make them kill fewer
animals, but it will slow the increase in number of these natural-born
killers. Other people have proposed catching and killing feral cats.”
INFERENCES AND EVIDENCE ACROSS TEXTS
INFERENCE: Make complex inferences (not directly stated) about
text and use textual evidence to support understanding. As reader’s we
must form an opinion by using textual evidence such as facts, examples,
quotes from the selection and prior knowledge to draw a conclusion.
INTERTEXTUAL LINK: Make INTERTEXTUAL LINKS among
and across texts, including other media (e.g. film, play), and provide
textual evidence between two texts.
EXAMPLES:
The setting for Guy de Maupassant’s “The Necklace” and Kate Chopin’s “The Story of an Hour” take place during the 1800s when men played the
dominant role over women. In both stories the protagonists each yearn for a
better life and each struggle to find it in a slightly different way.
ANNOTATING and Reading Drama
Think about drama as performance literature. The playwright uses the tools available to him or her through
stage direction, actors, dialogue, sets and props to bring a
story to life. Consider all these as you annotate. As with a short story or novel, you need to address plot
structure, characters, and other literary devices. Think about why the story is told in this genre: why is a play
more effective than a novel, short story, or poem? How
would an audience react to what is performed and how does
the playwright want to affect the audience? As with fiction literature, annotate for characters, conflict,
foreshadowing, plot structure, and the rest. Summarization of plot
ANNOTATING SPEECHES OR POETRY
Important Questions: Speaker Whose voice is telling the story? Whether this voice
belongs to a fictional character or to writers themselves, readers must determine the various attributes of the speaker since it influences the meaning of the text. Remember that it is not enough to simply name the speaker. What can you say about the speaker based on references to the text?
Setting What is the time, place, current situations, context that prompted the writing to occur? Be certain to discuss and record both the larger occasion, that is, those issues or ideas that must have made the speaker think about this issue, as well as the immediate occasion.
Audience Who is the intended audience for the piece? At whom is this text directed? The choice of the audience affects how the text is written. How does the speaker want the audience to react? It’s not enough to say “Anyone who read it.” You will want to identify a certain audience by describing some of its characteristics.
Purpose Why is the author writing? The reason behind the text. The purpose could be purely a personal one; i.e. to assuage guilt, to encourage action. But it could also be directed at the audience; you will have to decide what the message is and how the author wants this audience to respond.
Subject Briefly state the main idea(s) of the piece. The general topic, content, and ideas contained in the text. You should be able to state the subject in a few words or a very short phrase.
Tone What is the feeling or manner of expression used by the author? The tone is conveyed through the author’s choice of words which includes figures of speech and literary devices. Try to choose a description of the tone that fits the piece as a whole. Include specific words or phrases from the text and explain how they support your statement.
Style How does the author write? What kinds of literary elements (metaphor, simile, personification, etc.) are used? What effect do these elements have on the poem?
PLOT SUMMARY
SIFT Method for Analyzing Fiction/Poetry
S – SYMBOL
An object, person, or place that has meaning within itself but stands for
something else in the context of the story
I – IMAGERY
When an image is evoked through the use of descriptive language
F – FIGURATIVE LANGUAGE
Includes (but is not limited to) simile, metaphor, hyperbole, repetition,
alliteration, etc.
T – TONE AND THEME
Tone is the attitude and author takes on the subject he/she is writing about
Theme = Plot + Tone
Multiple-choice questions are constructed with the following parts:
stem- the sentence or phrase that poses a question;
right answer- the element that provides the correct information to the stem question;
distractions- wrong or misleading answers to the stem
questions.
ANNOTATING FICTION TEXT
PRE- READING Examine the front and back covers (if book).
Read the titles and any subtitles.
o What will this be about or prove?
Look at the author’s name (does it give you any historical
background?).
Examine the illustrations/layout.
Examine the print (bold, italics, capitalization, underlined words, etc.)
Examine the way the text is set up/structured (book, short story, diary, dialogue, article, etc.).
As you examine and read these, write questions and make predictions and/or
connections near each of these parts of the text (annotate in the margins).
DURING READING Mark in the text:
Characters (who)
Setting (when & where)
Unfamiliar words/vocabulary ~~~~~~~
Important information ______
Write in the margins (work on adding variety): Ask and answer questions
Summarize text succinctly(briefly and concisely)
Make predictions
Formulate opinions; write reflections, reactions, and comments
Make connections to real-life or previous knowledge
Analyze the author’s craft / style (sentence structure, diction,
figurative language, tone, character development, tone, dialogue,
etc).
Look for patterns & repetition
Identify the Point of view
Look for internal and external Conflicts
Identify literary devices the author uses and what they mean or how they function
Label examples of themes/messages as you read (inference)
Plot the story (draw the linear plot diagram and jot down the
exposition, rising action, climax, falling action, and resolution.)
Characters & Development: Jot down indication of how
characters are developing and what affects change or growth
POST- READING Reread annotations – draw conclusions.
Reread introduction & conclusion – try to discover something new.
Examine patterns/repetitions – determine possible meanings or reasons for them.
ANNOTATING POETRY
TITLE: Ponder the title before reading the poem
PARAPHRASE: Translate the poem into your own words and determine
the poetic form, rhyme scheme (annotate)
CONNOTATION: Contemplate the poem for meaning beyond
the literal (look for all figurative language)
ATTITUDE/TONE: Observe both the speaker's and the poet's attitude
SHIFTS: Note shifts/progressions in speakers and in attitudes by looking
for the following:
Key words (but, yet, however, although, etc.)
Punctuation such as (dashes, periods, colons, ellipsis)
Stanza or paragraph divisions: Changes in line or stanza
length or both
Irony (sometimes irony hides shifts)
Structure (how the work is written can affect its meaning)
Changes in sound (may indicate changes in meaning)
Changes in diction (ex: slang to formal language)
TITLE: Examine the title again, this time on an interpretive level
THEME: Determine what the poet is saying (Message about Life).
ANNOTATING NON-FICTION TEXT
T TITLE: Read the title of the chapter and think about
what you already know that relates to the topic. Then
predict what the chapter/story will be about.
H HEADING: Look at all headings and subheadings and
turn them into questions that the text will answer.
I INTRODUCTION: Read the introduction or first
paragraph and any questions or summaries at the
beginning. Predict the main idea. Look for thesis statement/controlling idea.
E EVERYTHING I know about it: Think of everything
you have seen, read, or done that may relate to this text. Using your background knowledge to figure out the
information given.
V VISUALS: Look at pictures, graphs, diagrams, quotes, or
maps, and read their captions. Read all the notes
in the margins and notice bold, italicized words, or CAPATALIZED words.
E END-OF-CHAPTER OR TEXT
QUESTIONS:
Read end-of- chapter questions or questions at the end of the
selection. Circle or underline any key, boldfaced, italicized, or
capitalized words. Then use the process of elimination to answer question. Be careful with the distraction question. Go
back to passage to prove your answers before deciding on
the correct answer.
S Summary: Read each paragraph to look for topic
sentences, supporting details, and main ideas.
Highlight or underline text that contains key/main ideas,
topic sentences, supporting details, central themes, thesis
statement, repetition, controversial statements, or ideas
with which you strongly agree or disagree.
Look for extended stories or explanations that connect to
thesis. Ask yourself what the purpose and who the intended
audience is.
In the margins, annotate your text. Write a bit about why you
marked it. Write questions you have about the passage.
Draw a squiggly line under words or concepts that you do
not know or understand and define them. If the definition contains a word you don’t understand, define that one as well.
Do not answer questions until you are absolutely sure you
understand what you are reading and or answering.