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| Reading with good rate, accuracy (aka automaticity) and with good intonation (aka prosody). Accurate, fast word recognition contributes to automaticity and fluency. Fluency is necessary but not sufficient for comprehension. |
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| Language that is not literal, e.g. similies, metaphors, idioms, use of symbolism and often imagery, and usually requires making inferences to understand. |
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| Language that is right there, explicit, no inferencing needed. |
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| Language that requires readers to combine literal language with prior knowledge or to make connections that are not explicit. If the author writes, Mary felt sick. She went to bed. The author implied and the reader should infer that Mary went to bed BECAUSE she was sick. This cause/affect relationship is inferred. |
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| Goes beyond the text. The reader makes a judgement or draws an original conclusion when using evaluative thinking. It is open ended and high level. It requires creative or critical thinking. (e.g. when we decide that a particular author is a racist it is often based on evaluative thinking vs. literal thinking.) |
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| The components that make a story a story: characterization, setting, theme, plot, and also style and point of view (or voice). |
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| The time and place where the story takes place, the setting can be the antagonist of the story. |
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| Typically the problem solution structure that begins with an initiating event and contains episodes that climax and then resolve. Typically plots for children result in satisfying, happy endings. Flashbacks and foreshadowing disrupt the linear, time sequential nature of plots. |
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| The central, underlying important idea of the story; stories may have one or more themes. The theme is often the reason the author wrote the story. |
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| Authors characterize by telling about the character, by presenting the character's thoughts, or by showing the interaction of the character with other characters. Characters must be believable even in fantasies. |
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| The perspective from which the story is told (aka voice). |
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| The techniques the author uses to write, e.g. use of figurative language such as imagery, metaphor, simile, symbolism or use of poetic language, rhyme, length of sentences, or use of discriptive language. |
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| Many traditional stories are based on three of something, three wishes, three pigs, three blind mice, three little kittens. |
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| A category of literature: fantasy, realistic fiction, historical fiction. Traditional literature such as folk tales, fables, fairy tales, myths, legends. |
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| Traditional stories in which the characters are animals and there is an explicit moral or lesson. |
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| The overall feeling of a story. |
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| A backward literary reference from the story you are reading now to a classic story or the Bible. E.g. Cher in the movie, Clueless, is an allusion ot the character, Emma, in the Jane Austen novel. |
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| Simply, books you can find in a book store or library. They are authentic texts written and illustrated by real authors and illustrators. They are not basals. |
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| Reading materials, often anthologies of bound together stories, prepared by publishers and sold to school systems to teach reading. They come with bery big teachers' manuals that guide teachers' instruction and assessment of students. |
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| Literally, text that is connected, including sentences, paragraphs, whole stories or chapters. It is not just separate words. |
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| A relationship between ideas where one idea is caused by another, these can be present in boht narrative/literary texts and in expository texts. |
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| A relationship between ideas where two or more ideas are compared: What do they have in common? Where are they different? |
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| A time line of events, what happened first, second, etc. A flashback in a story disrupts the chronological, linear pattern. |
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| Problem-Solution Structures |
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| The type of structure most used in narrative/literary texts. Story grammars and maps are built on problem-solution structures. |
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| Rapid reading for which the reader obtains a gist or general idea. |
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| Rapid reading where the reader already knows the word/phrase s/he is trying to locate. E.g. use a phone book, dictionary or index. |
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| Informative text, typical of textbooks and nonfiction. |
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| Books one finds in the library or in book stores; books written by real authors (no bound anthologies or basal readers). |
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| A bound reader published with the purpose of teaching children to read, carefully leveled to be readable for a particular age/level of learner. |
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| Texts that have been carefully suquenced in order based on known elements that determine ease of difficulty of reading such as picture support, length of sentences or words, vocabulary, concept load, prior knowledge needed, number of characters, symbolism, etc. |
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| Reading that is usually found in textbooks in the separate disciplines such as social studies, science, math, health, etc. It is not literature. |
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