Questions (Main Idea and Supporting Details): What is corandic? What does corandicgrank from? How do garkersexcarp the tarances from the corite? What does the slorp finally frast? What is coranda? Caros, Jason. This garkers finally thrap a glick, bracht, glupousgrapant, corandic, which granks in many starps. The corandic is nacerated from the borigen by means of loracity. Coranda is a cargurt, grinklingcorandic and borigten. This storp is garped through several other corusees, finally frasting a pragety, blickantcrankle: coranda. The tarancesstarp a chark, which is expanged with wortes, branking a storp. Knowledge and background can also affect the interpretation: Corandic Corandic is an emurientgrof with many fribs it granks from corite, which garkers excarp by glarcking the corite and starping it in tranker-clarpedstorbs. Sixth, Seventh and Eighth Grades main ideas supporting details explain analyze Interpret information evaluate distinguish argument delineate

Third, Fourth, and Fifth Grades visually, quantitatively, orally paraphrase summarize logical fallacies? Example from Donna Jo Napoli and Vera Lee-Schoenfeld, Language Matters, 2nd edition. The table was so festive, I expected her to serve turkey. What does it mean to be a scrooge, or a prodigal son? Why wouldn’t you want a Trojan Horseas a gift? Why would it be bad for someone to meet their Waterloo? What does it mean to wash your hands of something? Why are draconian measures disliked? If someone is fiddling while Rome burns is that a good thing? What does it mean to be sold down the river, or to call someone a Benedict Arnold? If someone or something is as old as Methuselah is that very young or very old? What does the world is a stage mean? How do we translate these? A few examples of famous allusions follow. How do readers deal with allusions in texts? Without broad background knowledge readers will find it difficult to make sense of the many historical and literary allusions that appear in readings. “Well, shoot” means “too bad we missed it.”

A grouse that has flown from cover is gone. Read this example: The hunter said “There’s a grouse across that field maybe 100 yards away.” His friend said, “well, shoot.” The sentence does not mean “fire your gun.” Background knowledge = shotguns aren’t accurate at 100 yards. How do readers make sense of ambiguity in language? With background knowledge. Philadelphia, PA: John BenjaminsĪnd intonation along with stress can affect a lot of things PreTeena, PreTeena, So, we must be aware-we must monitor-how we are interpreting And understanding-across media, modalities, and languages Because that is the territory that our students are navigating, as well. Languages are “fuzzy.” They need to be, because we use them-these finite systems-with infinite applications. But if it’s read aloud in the same language, it may be read in different ways- by different people or for different meanings. If the text is signed, it is also translated.

Kindergarten, First, and Second Grades A text read aloud? confirm understanding Follow directions Recount or describe key ideasĪn English (or Spanish?) text read aloud or signed.

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