Download Unit 3: Understanding Informational Text (Vocabulary and Concepts)

Unit 3: Understanding Informational Text (Vocabulary and Concepts)
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Academic Language / Academic Word
Friendly Letter – a letter written to friends or family to reflect an opinion, register a complaint, or request / give information
Business Letter – a letter dealing with business to reflect an opinion, register a complaint, or request / give information
Base word - a word that can stand alone and have its own meaning
Root - the basic part of a word that carries meaning
Prefixes - one or more sounds or letters placed before a root word or base word that changes the meaning of the word
Suffixes - one or more sounds or letters placed after the root or base word that may change the meaning of the word
Affix - a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning
(e.g., the prefix un and the suffix –able in unbelievable)
Context Clue - the words, sentences, or passages that precede or follow a specific word, sentence, or passage
Ambiguous - vague, unclear
Analogy - a vocabulary exercise in which an association or relationship between a concept and its attribute is present
(e.g., hot:cold as north:____.); Whole to Part relationship examples are: sentence:word as dictionary:entry,
continent:country as country:state, foot:toe as hand:finger ; Part to Whole relationship examples are: wheel:car as
wing:airplane, page:book as lead:pencil, hand:clock as screen:television
Vocabulary – Complex, Habeas Corpus; E pluribus Unum; Bona Fide; Nemesis; Pro Bono; Vice Versa; In Memoriam
Phonetic Spelling – representing the sounds of speech with a set of distinct symbols, each designating a single sound
Syllabication - forming or dividing words into syllables
Pronunciation - the manner in which someone utters a word
Part of speech - e.g., noun, pronoun, verb, adjective, adverb, conjunction, appositive, interjection
Appositive phrase - a phrase that appears directly after a noun or pronoun to describe or rename the noun or pronoun
(e.g., Mr. Jones, the Nobel prize winner for literature, is teaching the class)
Phrase - a sentence fragment that does not include a subject and a verb
Clause - a sentence fragment that contains a subject and a verb
Adjectival phrase - a prepositional or participle phrase that acts like an adjective and modifies a noun or a pronoun (e.g.,
the dog, showing off, is mine)
Adjectival clause - a group of words with a subject and a verb that acts as an adjective by describing a noun or pronoun
(e.g., the young man who is sitting near the door is my son). Relative pronouns (who, whom, whose, which, that) usually
introduce the adjectival clause but clauses may also begin with relative adverbs (when, where, why).
Adverbial phrase - a prepositional phrase that modifies a verb, adjective, or another adverb (e.g., the tennis courts stay
open late into the evening)
Adverbial clause - a group of words with a subject and a verb that acts as an adverb by modifying a verb, adjective, or
another adverb (e.g., I will go home when the party is over)
Conjunctive adverb - an adverb (e.g., however, nonetheless, therefore) that introduces or connects independent clauses
and that shows cause and effect, comparison, contrast, or some other relationship between clauses
When a prepositional phrase is between the subject and the verb, the verb must agree with the subject (e.g., The books
on the shelf are dusty.)
Preposition - a word that relates its object to another word in the sentence (e.g., at in at school or of in of your writing)
Prepositional phrase - a phrase that begins with a preposition and is followed by an object (e.g., on the road and by her)
Subordinating conjunction - introduces a dependent clause and connects it to an independent clause (e.g., because,
when, unless) Example of usage: Both students and teachers were at the assembly because of a special guest.
Independent clause - a group of words containing a subject and a verb that can stand alone as a complete sentence; also
called a main clause
Dependent clause - a group of words with a subject and a verb that modifies a main or independent clause to which it is
joined (e.g., until you leave in I will wait until you leave); also called a subordinate clause
Subordinate clause - a clause containing a subject and a verb that modifies a main or independent clause but cannot
stand alone; also called a dependent clause (e.g., until he goes in I will wait until he goes)
Simple sentence - a sentence with one clause (e.g., the chicken crossed the road)
Compound sentence - a sentence composed of at least two independent clauses linked with a conjunction (e.g., Sam
talked, and Emma listened)
Complex sentence - a sentence with an independent clause and at least one dependent clause (e.g., I cleaned the room
when the guests left)
Modifier - words that modify or make more specific the meanings of other words; includes words or phrases that act as
adjectives and adverbs (e.g., The tired child fell off the swing.). The modifying phrase is next to or in clear relation to the
intended word.
Antecedent - a noun that a pronoun refers to (e.g., Iris is the antecedent of she in Iris tried, but she couldn't find the book)
Parallel structure - the use of the same grammatical structure (i.e., noun phrases, verb phrases) within a sentence or in a
bulleted list. Example of parallel structure: I like to swim, to dance, and to camp. Example of non-parallel structure: I like to
swim, to dance, and go camping.
Consistent tense - using the same verb tense throughout a sentence, paragraph, or essay. Shifting from one verb tense to
another should be done only when demonstrating a shift in time.
Use of Semicolons – Between independent clauses in a compound sentence without coordinating conjunction Example:
We bought a house on the west side of town; they bought theirs on the east side.; Before a conjunctive adverb (e.g.,
however, otherwise, therefore, also, consequently, etc.) used to connect independent clauses. A comma goes after the
conjunctive adverb. Example: It is late; otherwise, I would go to the movies.; To separate a series of phrases or clauses
that have punctuation, like commas, in them Example: The winning team included three boys from the same school: Joe
Smith, the catcher; Jose Martinez, the short stop; and Dave Larsen, the right fielder.
Unit 3: Understanding Informational Text (Vocabulary and Concepts)
40. Use of Colons – After an independent clause that introduces a list that follows Example: On vacation, we traveled through
three states: Texas, New Mexico, and Arizona.; After the salutation in a business letter Example: To whom it may
concern:
41. Use of Hyphens – In a compound adjective (two adjectives joined together to describe the same noun) Example: Gary
Paulsen is a well-known author.; In compound numbers Example: The president must be thirty-five years old.; With prefix
ex- (meaning former), self-, and all- (e.g., ex-husband, self-righteous, all-inclusive); with the suffix -elect (e.g., presidentelect) Example: The mayor-elect was self-confident he would do a good job for the city.; To divide words at the end of line
when space is limited (make the breaks at syllable junctures) Example: The intelligent boy was re-warded for his courage.
42. Use guide words and/or knowledge of alphabetical order to locate words in print resources; use search features to find
words in electronic resources
43. Use of Resources – Personal dictionary; Printed or electronic dictionary; Printed or electronic thesaurus; Glossary
44. Evaluate Presentations – Point of view; Shift in point of view; Organization; Purpose; Eye contact; Speaking rate;
Speaking volume; Enunciation; Tone; Natural gestures; Conventions of language (grammar, sentence structure,
pronunciation); Word choice; Clear communication of ideas; Respond appropriately; Ask questions or make comments
about how the speaker supported his/her claim
45. Verbal Cues – word choice, tone
46. Non-verbal Cues – posture, gestures, facial expressions
47. Purpose for reading: To learn; To interpret or follow directions; To solve problems; For enjoyment
48. Literal question - knowledge level, fact-based question (e.g., who, what, when, where, why, and how questions),
questions asked for clarification
49. Interpretive question - may have more than one answer and requires that the answer(s) be supported with evidence from
the text (e.g., What does this mean?)
50. Evaluative question - asks for an opinion, a belief, or a point of view. Responses may represent different perspectives and
should be supported with evidence from the text. (e.g., Do you agree or disagree? What do you feel about this? What do
you believe about this? What is your opinion about this?)
51. Universal question - an open-ended question that is raised by ideas in the text and transcend social and cultural
boundaries and speak to a common human experience (e.g., What does the character believe in? What is the main
character willing to fight for? How does this story give you a better understanding of human nature?)
52. Make connections - Personal connections, World connections, Text connections (refer to 7.Fig19F)
53. Create sensory images (pictures created by using the five senses- sight, smell, sound, touch, taste)
54. Complex inference - goes beyond the explicit text. A complex inference can be a subtle inference.
55. Subtle inference - is one in which the bits of information are not as easily connected
56. Generalization - a conclusion about a group of persons, places, or things
57. Draw Conclusions - a form of inference in which the reader (or listener) gathers information, considers the general
thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more
than one piece of information.
58. Inductive reasoning - the process of determining general principles by logic or observation from specific data; reasoning
from parts to whole (e.g., all ice I’ve ever felt is cold; therefore, all ice is cold)
59. Deductive reasoning - the process of logical reasoning from general principles to specific instances based on the
assumed truth of the principle; reasoning from wholes to parts.
60. Textual evidence - specific details or facts found in the text that support what is inferred
61. Summarize - to reduce large sections of text to their essential points (in logical order from beginning, middle, and end)
and main idea. Note: It is still important to attribute summarized ideas to the original source.
62. Paraphrase – restate the meaning of something in different words. Paraphrasing alters the exact wording of the source
and transmits its ideas or information without evaluation or interpretation.
63. Summary – a shortened version of a text that highlights its key points (from beginning, middle, and end)
64. Main Idea – the most important or central thought of a paragraph or larger section of text, which tells the reader what the
text is about; the overall message of a text or section of a text
65. Supporting Details – the ideas that explain more about the main idea
66. Factual claim - a statement that claims truth and contains no value language
67. Assertion - an opinion or declaration stated with conviction
68. Opinion - a personal view or belief based on emotions or interpretation of facts
69. Theme - the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Themes are ideas or
concepts that relate to morals and values and speak to the human experience.
70. Synthesize - combine elements and parts to form a coherent whole
71. Use varied sentences, both simple and compound, that are purposeful and well controlled to enhance the effectiveness of
the piece; Use transitions and sentence-to-sentence connections to enhance the flow of the piece
72. Text and Media: Fiction, Literary nonfiction, Poetry, Film (drama), Play (drama), Expository text, Persuasive text, Webbased article, Documentary, Advertisement
73. Multi-dimensional instruction - adding another dimension (not just more steps) to the task (e.g., visuals with written words
are examples of multi-dimensional instructions)
74. Procedural text - a type of informational text that is written with the intent to explain the steps in the procedure, as in a
recipe. Procedural text could house data that requires reader interpretation.
75. Expository Text - a type of informational text that clarifies or explains something (i.e. News articles, Brochures, Textbooks,
Trade books, Reference and Research materials, Periodicals
76. Complex instructions - instructions with a number of intricate parts
77. An effective introduction establishes the controlling idea or thesis.
78. An effective conclusion provides closure to the essay.
Unit 3: Understanding Informational Text (Vocabulary and Concepts)
79. Graphical components – To clarify information; To summarize information; To aid in visualization; To provide additional
information (Diagram, Illustration, Photo, Map, Chart, Graph, Timeline, Table)
80. Explicit message - specific, clear, detailed (leaves little room for interpretation)
81. Implicit message - uses visuals, body language, etc. to communicate meaning. The meaning must be inferred.
82. Media: Advertisement - print and electronic (e.g., flyers, brochures, posters, signs), Newspaper, Magazine, Radio
program (songs, lyrical music), Web page - online information, Televised news, Documentary, Commercial, Product label,
Grade-appropriate political cartoon, Educational cartoon
83. Visual Techniques: Special effects - illusions used to simulate imagined events, Camera angles (e.g., close-ups, multiple
exposures, digital composing), Lighting, Movement, Graphics, Shape, Color, Bold words, Word position
84. Sound Techniques: Music (e.g., background music), Sound effects - simulate imagined events
85. Steps in Media Interpretation – Identify the visual and sound technique(s); Identify the intended message; Identify the
intended audience; Explain the influence of the specific techniques on message
86. Steps in Media Evaluation – determine the purpose; identify the technique(s) used by media to influence and inform
audiences; identify the intended audience; determine whether the media informs and/or influences the audience and
explain its effectiveness
87. Purpose - the intended goal of a piece of writing; the reason a person writes
88. Author’s Purpose – to inform; to explain
89. Audience - the intended target group for a message, regardless of the medium
90. Genre - the type or class of a work, usually categorized by form, technique, or content
91. Examples of purposes for writing: To entertain, To explain, To describe, To inform, To persuade, To respond
92. Thesis - a statement or premise supported by arguments; the subject or theme of a speech or composition
93. Steps in Summary Evaluation - verify the information in the summary for accuracy; determine if the supporting details
included in the; summary relate to the main idea(s) of the text; confirm that the summary does not include extraneous
information; determine if the summary conveys the overall meaning of the text; evaluate a wide range of strong and weak
summaries
94. Controlling idea - the main point or underlying direction of a piece of writing A controlling idea makes the reader ask a
question that will be answered by reading more or helps the reader understand the author’s purpose for writing the
paragraph or essay.
95. Stated purpose - the stated goal of a piece of writing
96. Organizational Patterns (Strategies): Sequential order, Logical Order, Classification Schemes, Proposition-and-Support,
Chronological order, Order of importance, Cause-and-effect, Compare and contrast, Problem/solution, Main Idea and
Details, Description
97. Organizational pattern (strategy) - the pattern an author constructs as he organizes his or her ideas and provides
supporting details; Note: This is the second step in the writing process, often referred to as drafting. The focus is on
developing ideas and the message not on mechanics.
98. Organization of a paper - the development of ideas in a coherent manner. In a well-organized paper, main points should
be supported, each idea should flow sequentially and logically to the next idea, transitions should connect ideas, and
extraneous sentences should not be included.
99. Transitional words and phrases - words or phrases that help to sustain a thought or idea through the writing. They link
sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.
100. Rhetorical device - a technique that an author or speaker uses to influence or persuade an audience
101. Drafting – determine appropriate topics through a range of strategies (e.g., discussion, background reading, personal
interests, interviews, etc.); select a focused topic; determine the purpose or intended meaning of the topic; determine an
appropriate audience; generate and categorize ideas and details about the selected topic (e.g., webbing, graphic
organizer, listing, etc.); Note: This is the first step in the writing process, often referred to as prewriting or planning.
102. Word choice - the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader.
103. Revise - changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the message to ensure
the purpose, audience, and genre have been addressed; ensure precise word choice and vivid images; maintain
consistent point of view; use varied sentences, simple, compound, and complex, that are purposeful and well controlled to
enhance the effectiveness of the piece; check internal (within the paragraph) and external (within the complete piece)
coherence; Improve transitions and sentence-to-sentence connections to enhance the flow of the piece; Note: While this
is considered the third step in the writing process, revision may be ongoing throughout the writing process.
104. Coherent - logically ordered, with consistent relations of parts to the whole (e.g., a coherent essay)
105. Internal coherence - a logical organization and fluid progression of ideas and /or sentences; a piece of writing with internal
coherence does not contradict itself
106. External coherence - organizing the major components of a written composition- introduction, body, conclusion, or in the
case of a multi-paragraph essay, the paragraphs- in a logical sequence so that they flow easily and progress from one
idea to another while still holding true to the central idea of the composition
107. Editing: check usage of Conventions/Grammar (refer to 7.19Ai,iv,vii-iii), Capitalization (refer to 7.20A), Punctuation (refer
to 7.20Bi), Spelling (refer to 7.21A), Previously taught expectations in grammar, capitalization, punctuation, and spelling;
Note: This is the fourth step in the writing process. The focus is on grammar, capitalization, punctuation, and spelling.
108. Publish final draft: Use legible handwriting with appropriate spacing and/or use available technology to publish written
work, Share published work with an appropriate audience; Note: This is the last step in the writing process often referred
to as publishing. Publishing can be done in many forms including producing a final written product or by orally sharing with
others.
109. Sustained evidence - textual evidence or argumentation in support of the thesis that is unflawed and remains strong
throughout the paper
Unit 3: Understanding Informational Text (Vocabulary and Concepts)
Phonemic / Phonetic Symbols (Consonants)
p
pen, copy, happen
b
back, baby, job
t
tea, tight, button
d
day, ladder, odd
k
key, clock, school
g
get, giggle, ghost
tʃ
church, match, nature
dʒ
judge, age, soldier
f
fat, coffee, rough, photo
v
view, heavy, move
θ
thing, author, path
ð
this, other, smooth
s
soon, cease, sister
z
zero, music, roses, buzz
ʃ
ship, sure, national
ʒ
pleasure, vision
h
hot, whole, ahead
m
more, hammer, sum
n
nice, know, funny, sun
ŋ
ring, anger, thanks, sung
l
light, valley, feel
r
right, wrong, sorry, arrange
j
yet, use, beauty, few
w
wet, one, when, queen
ʔ
(glottal stop) department, football
Phonemic / Phonetic Symbols (Vowels)
ɪ
kit, bid, hymn, minute
e
dress, bed, head, many
æ
trap, bad
ɒ
lot, odd, wash
ʌ
strut, mud, love, blood
ʊ
foot, good, put
iː
fleece, sea, machine
eɪ
face, day, break
aɪ
price, high, try
ɔɪ
choice, boy
uː
goose, two, blue, group
əʊ
goat, show, no
aʊ
mouth, now
ɪə
near, here, weary
eə
square. fair, various
ɑː
start, father
ɔː
thought, law, north, war
ʊə
poor, jury, cure
ɜː
nurse, stir, learn, refer
ə
about, common, standard
i
happy, radiate. glorious
u
thank you, influence, situation
n̩
suddenly, cotton
l̩
middle, metalˈ(stress mark)