Page 381 - SpringBoard_ELA_Grade8_Flipbook

STRATEGY
DEFINITION
PURPOSE
OPTIC (continued)
C (Conclusion); Draw a conclusion about the visual as a whole. What does the visual mean? Summarize the message of the visual in one or two sentences.
Predicting
Making guesses about the text by using the title and pictures and/or thinking ahead about events which may occur based on evidence in the text
To help students become actively involved, interested, and mentally prepared to understand ideas
Previewing
Making guesses about the text by using the title and pictures and/or thinking ahead about events which may occur based on evidence in the text
To gain familiarity with the text, make connections to the text, and extend prior knowledge to set a purpose for reading
QHT
Expanding prior knowledge of vocabulary words by marking words with a Q, H, or T (Q signals words students
do not know; H signals words students have heard and might be able to identify; T signals words students know well enough to teach to their peers)
To allow students to build on their prior knowledge of words, to provide a forum for peer teaching and learning of new words, and to serve as a prereading exercise to aid in comprehension
Questioning the Text*
The AP Vertical Teams Guide for English (109–112)
Developing levels of questions about text; that is, literal, interpretive, and universal questions that prompt deeper thinking about a text
To engage more actively with texts, read with greater purpose and focus, and ultimately answer questions to gain greater insight into the text; helps students to comprehend and interpret
Paraphrasing
Restating in one’s own words the essential information expressed in a text, whether it be narration, dialogue, or informational text
To encourage and facilitate comprehension of challenging text.
RAFT
Primarily used to generate new text, this strategy can also be used to analyze a text by examining the role of the speaker (R), the intended audience (A), the format of the text (F), and the topic of the
text (T).
To initiate reader response; to facilitate an analysis of a text to gain focus prior to creating a new text
Rereading
Encountering the same text with more than one reading.
To identify additional details; to clarify meaning and/or reinforce comprehension of texts
SIFT*
The AP Vertical Teams Guide for English (17–20)
Analyzing a fictional text by examining stylistic elements, especially symbol, imagery, and figures of speech in order to show how all work together to reveal tone and theme
To focus and facilitate an analysis of a fictional text by examining the title and text for symbolism, identifying images and sensory details, analyzing figurative language and identifying how all these elements reveal tone and theme
Skimming/Scanning
Skimming by rapid or superficial reading of a text to form an overall impression or to obtain a general understanding of the material; scanning focuses on key words, phrases, or specific details and provides speedy recognition of information
To quickly form an overall impression prior to an in-depth study of a text; to answer specific questions or quickly locate targeted information or detail in a text
SMELL*
The AP Vertical Teams Guide for English (138–139)
• Sender-receiver relationship—What
is the sender-receiver relationship? Who are the images and language meant to attract? Describe the speaker of the text.
• Message—What is the message? Summarize the statement made in the text.
To analyze a persuasive speech or essay by focusing on five essential questions
354 SpringBoard® English Language Arts Grade 8
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