Subha’s name is ironic because it means “sweetly speaking,” and since she was born deaf and mute, she would never be able to speak. A more appropiate name for her would have been “Mauna” which means “silence” in Hindu and is the name of a Hindu philosophy which refers to peace of mind and inner quietude.

It refers to poetic expression that not only defines but names an individual. Praise poetry is written with bold imagery, expressed in the most distinct or carefully selected language. Writing a praise poem is to write about your life and the events or sacrifices that have brought you to the moment you are in today.

“She possibly suffered from bipolar disorder” is the one aspect of Virginia Woolf’s background among the choices given in the question that is useful in determining her purpose in writing A Room of One’s Own.

Answer Expert Verified. This is irony. It is irony because war is anything but kind. Alliteration would be if both words started with the same letter.

The connection that reader can make to text help the person to understand better the information, the reader is able to connect the text in three ways, to self, the relation found between the material and the person who is reading, to text that is link the writing to another work similar, from the same author or about …

Making Connections – Reading Strategy

1. text to self, which could sounds like: This reminds me of my own life… I can relate to this character because…
2. text to text, which could sounds like: This reminds me of another book I’ve read/movie I’ve watched…
3. text to world, which could sounds like: This reminds me of _______ in history…

Using the Making Connections Posters (Text-to-Self Connection, Text-to-Text Connection, and Text-to-World Connection) as visual aids, introduce the three types of connections: Text-to-Self Connection, Text-to-Text Connection, and Text-to-World Connection.

Text-to-self connections are highly personal connections that a reader makes between a piece of reading material and the reader’s own experiences or life. An example of a text-to-self connection might be, “This story reminds me of a vacation we took to my grandfather’s farm.”

Text-to-world connections: These are connections between events in the story and things that I’ve seen or read about occurring in the real world. Students connect to the text in relation to the world. They no longer connect with only personal information or experiences.

When readers connect something new to something known, they are more apt to understand and remember it. Text-to-self connections occur when something in the text reminds the reader of a personal experience. Text-to-text connections occur when something in the text reminds the reader of a previously read text.

Knowledge of text type helps children organize their thoughts when receiving, retelling or reporting on a particular reading. Children unaware of text types may become confused or include unnecessary details in reports or retellings of a read aloud.

Text features include all the components of a story or article that are not the main body of text. These include the table of contents, index, glossary, headings, bold words, sidebars, pictures and captions, and labeled diagrams.

Examples of text structures include: sequence/process, description, time order/chronology, proposition/support, compare/contrast, problem/solution, cause/effect, inductive/deductive, and investigation.

Knowledge of text type helps children organize their thoughts when receiving, retelling or reporting on a particular reading. Explicit instruction of text type is vital to understanding how letters form words, words form sentences and sentences form paragraphs and they form meaning.

Reading comprehension involves various factors such as background knowledge, vocabulary and fluency, active reading skills and critical thinking that must work together.

• Background Knowledge. Background knowledge plays an essential role in reading comprehension.
• Vocabulary.
• Fluency.
• Active Reading.
• Critical Thinking.

In the broadest sense, a picture could be any visual image of something described in the text. Writers can place any of these alongside a text to help readers understand what the text is trying to communicate, or say. Illustrations work together with the words in a text to help readers comprehend, or understand.

Mini-Lessons for Teaching DETERMINING IMPORTANCE Simple with FREEBIE!

1. Good readers know the difference between fiction and non-fiction text.
2. Good readers use non-fiction text features to help them understand the text better.
3. Good readers think about why the author chose that particular non-fiction text feature.

Explicitly teaching reading strategies provides students with the tools needed to become aware of their thinking, provide confidence in their ability to think and analyze text and, most importantly, makes thinking visible and audible.

For something to be important, it has to change your life. If something doesn’t affect your life, it’s hard to call it important. And something changing your life means you do something different than you would have done otherwise. In other words, something important changes your motivations — it motivates you.

Comprehension is affected by the reader’s knowledge of the topic, knowledge of language structures, knowledge of text structures and genres, knowledge of cognitive and metacognitive strategies, their reasoning abilities, their motivation, and their level of engagement.