Understanding and Responding to Texts: Unit Review

Science fiction: a future setting and technology that doesn't exist yet (robot dog, Mars colony).

A word or phrase repeated at the end of the second line of each couplet.

It's written for listeners, who can't reread; these features include the audience and help them follow and remember.

Creators from that community, because they share lived experience accurately.

The problem, its causes, and the solutions.

Drops down a list of pages under a heading so you can find a topic quickly.

Compare and contrast (signal word unlike).

A solution that fixes the real cause is more likely to solve the problem.

Small differences look much bigger; the graph is misleading.

It makes the subject look small, weak or helpless.

Each shows only part of the scene, so each audience notices different things.

Each form and design fits its audience and context.

Personal experience, other texts, other subjects.

Text clues and prior knowledge.

Revise your understanding using the new evidence.

She landed at the first stop before it hit and waited it out.

The robot fixes the station.

Visualize (sketch or act it out), or consult a diagram.

A contrast or change in direction.

Use context clues and word parts, or consult a glossary or dictionary.

The barrier (like stairs with no ramp) is in the environment; removing it lets the person take part.

Cautious: worried about the cost and whether the money should go elsewhere.

Example: My rink has steps too, so I understand how common this barrier is and how easy a ramp would be to add. (It explains what it helps you understand.)

The main idea and key details, in your own words, with no opinion.

It goes further than the evidence: seasons were short or cancelled, not ended forever.

Example: For two weeks, I'll stop after each chapter and write a one-sentence summary.

Visualizing, because it helps you picture how things move or change.

The ice-covered branch falling on the power line.

→ branch falls on power line → power goes out.

Ice storms can cause serious damage.

Stay far away, don't touch it, and tell an adult right away.

The store is closing = local; Kindness creates lasting connections = global (theme).

Explicit: stated directly.

It ignores evidence: he smiles, gives free candy and writes a kind card.

Tension: short pauses that feel like gasps.

Example: We skated, we sledded, we laughed.

Readers need clear, precise, trustworthy information.

My backpack weighs a tonne = hyperbole; raining cats and dogs = idiom (it's raining hard).

Help people feel comfortable when they first meet.

Readers might take them literally and be confused; clear, literal language suits that audience.

Second person (you).

Limited shows one character's thoughts; omniscient shows many.

We learned he was new, nervous and caring, not a rival.

Loaded words (tamed, wilderness) and omission: it leaves out the First Nations peoples who already lived there.

Any two: include affected voices; use neutral, accurate words; give facts from more than one side with sources; check your assumptions.

Asking whose voice is missing.

Values, rituals and ceremonies, architecture, art, dance.

The Filipino value of community members helping each other together.

Many families who celebrate Diwali, like Priya's, make a rangoli.

Rita Joe wasn't allowed to speak Mi'kmaw at Shubenacadie residential school; the poem is about losing her language.

How a story touches the mind, body, feelings and spirit.

A white infinity symbol on a blue background.

Any one: The Barren Grounds (David A. Robertson); I Lost My Talk (Rita Joe, illus. Pauline Young); I'm Finding My Talk (Rebecca Thomas, illus. Pauline Young); A Promise Is a Promise (Robert Munsch and Michael Kusugak, illus. Vladyana Krykorka); Fatty Legs (Christy Jordan-Fenton and Margaret Pokiak-Fenton); The Case of Windy Lake (Michael Hutchinson).

Yes: an accurate article about European restaurants 12 years ago doesn't help a Canadian school today.

Any two: jumbled text, strange details, no source, an exaggerated caption, too shocking to be true.

Ask their permission (and a teacher's or parent's).

Define → research → create → test → improve (with brainstorming and planning before creating).