Académique Documents
Professionnel Documents
Culture Documents
15-20Days
NonfictionPart2:LookingatTextStructure
TeacherBackground:
1. Linktoaselectionaboutstrategiestodeterminemainideasfromnonfictioncharts,graphs,tables,timelinesandcaptions
2. Linktoaselectionaboutnonfictiontextstructures
3. WordWork
EssentialQuestions:
Howdorelevantdetailsandkeyvocabularyrelatetothemainidea?
Whatisthevalueintextstructuresforwritersandreaders?
Whysummarize?
Studentswillbeableto:
Scanatexttolocatespecificinformation
Takenotesusingavarietyofnote-takingstrategiestiedtorelevantdetailsandkeyvocabulary
Provideanoral/writtensummaryofthetextreaddistinctfrompersonalopinionsorjudgment
Usearangeofsourcestolocateinformationtoanswerresearchquestions
ComprehensionStrategies:inferring,determiningimportance,visualizingsummarizing
MainideasanddetailstheAUTHORthoughtwereimportant/relevant
Keyvocabulary
Summarize
Useknowledgeoforganizationalstructurestounderstandandanalyzefactualinformationandrepresentthesegraphically
Causeandeffect
Compareandcontrast
Sequentialorder
Logicalorder
Classificationschemes
WordWork
EssentialQuestions:
1. Isadictionaryenough?
2. Whatistherelationshipbetweenthemeaningandtheoriginofwordswithsimilarparts?
Studentswillbeableto:
Classifyinformationthroughconceptsortsasitrelatestoaspecifictopicorpurposetobuildvocabularyandwordsolvingstrategies
Flexiblyselectfromarangeofreferencematerials,suchasdictionaries,glossaries,thesauruses,bothprintanddigitaltofindthe
pronunciationofawordordetermineorclarifyitsprecisemeaningoritspartofspeech
Recognizeandspellcorrectlywordswithconsonantalternations
TextIdeas:
1. GreatWall
2. AmeliaEarhart (Whowasreally?)FirstinFlight
3. Wolves-Thisis anEngageNewYorkUoS
AssessmentIdea:
FranklinR.Chang-Diaz
WordWork VowelAlternations
LongtoShort
1. precise/precision
2. provide/provision
3. brief/brevity
4. succeed/succession
5. nation/national
6. receive/reception
7. precise/prescription
8. profane/profanity
9. recede/recession
10. microscope/microscopic
1. inflame/inflammable
2. convene/convention
3. dream/dreamt
4. meter/metric
5. conspire/conspiracy
6. divine/divinity
7. assume/assumption
8. decide/decision
9. humane/humanity
10. suffice/sufficient
WordWork VowelAlternations
LongtoSchwa
1. divide/dividend
2. gene/genetic
3. oppose/opposition
4. comedian/comedy
5. recite/recitation
6. narrate/narration
7. famous/infamous
8. admire/admiration
9. custodian/custody
10. deprive/deprivation
Shared
Reading~
Use
Scholastic
News
Magazines
Day1 ReviewTextSTructures
IdentifyTextStructuregivenrandomNFtexts
usingaguiding-questionstool
#2ClassDiscussionandSummarizing
- Leadadiscussionabouteachgroup's
noticings
- Discussthattheseare
text-specificquestions:
- Emergefrom
lookingcloselyat
animage
- Promptthemto
lookformore
details
- Leadtogreater
understandingof
theimage
#3Studentslist3detailstheythinkarekeyfor
theminunderstandingsomethingthatisgoing
oninoneoftheseimages
#4Studentswriteacaptionthatsummarizes
whattheythinktheimageisaboutandshare
andcomparetheircaptions/titles,notingthe
detailsthathaveledtowhattheyhavewritten
MakecopiestheReadingClosely
Checklist
Shared LT Vocabulary:
Reading Icancitetextualevidenceto nutritionalvalue
Day1 supportanalysisofwhatthetext Exposure(Whatcontextdoyoutypically
Attackof saysexplicitlyaswellasinferences associatethistermwith?)
theAds drawnfromthetext. Overwhelming
from SC Obesity
Scholastic Icanidentifythegenre,text
News structure,authorspurposeusing
textevidencetosupportmy
inference.
Day2 LT IdentifyaThinkingMapthatcanbeutilizedto
Icancitetextualevidenceto determineandrecordthetextsmostvital
supportanalysisofwhatthetext details.
saysexplicitlyaswellasinferences
drawnfromthe
text.
SC
Icanutilizewhatthetextsays
explicitlytodetermineimportance.
Day3 LT Usingoneormoresenses,explaintheauthors
Icandeterminetheauthorspoint purpose.Whatallowsyoutomakethis
ofvieworpurposeinatextand inference?
explainhowitisconveyedinthe
text. Whydothebracketstellthereaderinthe
SC followingquote?
Icaninfertheauthorspurpose [unhealthyfoods]arenotthingsweshouldbe
usingtextevidencetoexplainhow encouragingkidstoeatmoreoften,...
itsconveyedinthearticle.
Thebracketstypicallyinferthatthe
authorsubstitutedaspecificnounfor
apronountoclarifymeaningina
quote.
Day4 LT Identifythefollowingpeoples/companys
Icancitetextualevidenceto perspectives:
supportanalysisofwhatthetext Theauthor
saysexplicitlyaswellasinferences ResearchersatMcMasterUniversityin
drawnfromthetext Canada
SC NielsenCompany
Usingtheauthorswords,Ican USCentersforDiseaseControland
identifypeoples/companys Prevention
perspectives.
Day5 LT Writeaparagraphthatexplainsthetextsclaim
Icanwriteasummaryofthetext andsupportingevidence.
distinctfrompersonalopinionsor Requirements:
judgements. CSIQtopicsentence
SC 3reasonsjustifyingtheclaimwithtext
Icanwriteasynthesizingparagraph evidence
usingonlythetextsevidenceto Explainthecounterclaimin1
explaintheprompt. sentence
Conclusionsentence
Shared LT 1. Annotateforthefollowing2elements:
Reading Icancitetextualevidenceto a. Genre
Scholastic supportanalysisofwhatthetext b. Structure
NewsArticle saysexplicitlyaswellasinferences Becausethegenreofthisarticleis______,Ican
Takinga drawnfromthetext. expecttouse__________tounderstandwhatit
Stand SC saysliterallyandinferentially.
Day1 Icanidentifythegenre,text
structureandsetexpectations
basedupontheseattributes. Vocabulary:
Controversial
Indigenous
Day2 LT Becausethegenreofthistextis__________,a
Icancitetextualevidenceto ThinkingMapthatIcanusetorecorditsmost
supportanalysisofwhatthetext importantelementsis_____________________.
saysexplicitlyaswellasinferences
drawnfromthetext. CreateandcompletetheThinkingMapbased
SC uponthisinformation.
Icanutilizewhatthetextsays
explicitlytodetermineimportance.
Day3 LT Useoneofyoursensestoidentifyandconvey
Icandetermineatextsthemeor thearticles,TheSioux'sShrinkingLand.
centralideaandidentifyhowitis
conveyedthroughparticulardetails.
SC
Byconnectingoneofmysenseto
theauthorswords,Icanidentifythe
centralideaofthearticle.
Day4 LT UseaThinkingMaptoshowtheeventschange
Icancitetextualevidenceto overtimesequentially.
supportanalysisofwhatthetext
saysexplicitlyaswellasinferences Baseduponthetextschangeovertime,infer
drawnfromthetext. itstheme.
SC:
Icaninferchangeovertimeusing Thetextsthemeis__________.Theevidence
theauthorsintentional thatsupportsthisinferenceis__________.
paragraphingandwordchoice.
Day5 LT DefendYourPosition
Icancitetextualevidenceto AsacitizenoftheUSA,doesthisevent,ora
supportanalysisofwhatthetext similarone,inspireyoutobecomeanactivist?
saysexplicitlyaswellasinferences Whyorwhynot?
drawnfromthetext
SC Requirements:
Icanwriteaparagraphthat Topicsentencethatstatesaclaim
identifiesanddefendsmyposition, (theissue)
baseduponthearticleTakinga Supportyourstancewith3
Stand. reasons/examples
Use1pieceoftextevidence
Conclusionsentence
Vocabulary:
Protest
Shared LT 1. Identifythetextsgenre.
Reading Icancitetextualevidenceto 2. Identifythetextsstructure
Scholastic supportanalysisofwhatthetext 3. Usethegenretosetexpectationsfor
News saysexplicitlyaswellasinferences thisthetexttosupportliteraland
The drawnfromthetext. inferentialcomprehension.
Earthquake SC
State Icanidentifythegenre,text
Day1 structureandsetexpectationsby Vocabulary:
usingtextevidencetosupportmy Extracted
inference. Dispose
Howdoesthequestion,whyhasthenumberof
earthquakesinOklahomaskyrocketedin
recentyears?helpyousetthepurposeand
focusforreading?
Day2 LT UseaThinkingMaptorecordthetextsmost
Icancitetextualevidenceto importantdetailsusingthegenreandtext
Combine supportanalysisofwhatthetext structureasthebasisforyourThinkingMap
Days2and saysexplicitlyaswellasinferences selection.
3because drawnfromthe
ofnoschool text.
wednesday SC
Icanutilizewhatthetextsays
explicitlytodetermineimportance.
Day3 LT Whatstheinferredmeaningofthephrase,Oh
Icancitetextualevidenceto well,therewasanotherone?Whatevidence
supportanalysisofwhatthetext fromtheparagraphsupportsyourinference?
saysexplicitlyaswellasinferences
drawnfromthetext Whydoreadersattendtofigurativelanguage
SC suchasidioms?
Icaninferthemeaningoffigurative
languagetoenhancearticle
comprehension.
Day4 LT Identifyeachpersonspointofviewwith
Icanexplainhowanauthor evidence(words/phrases/sentences).
developsthepointofviewofthe Author
narratororspeakerinatext. CadenKennedy
SC OklahomaCorporationCommission
Icanusetheauthors
words/phrases/sentencestoinfer
pointofview.
Day5 LT Inawell-developedparagraph,explainhow
Icanwriteasummaryofthetext drillingforoilandgasarelikelyrelatedto
distinctfrompersonalopinionsor increaseearthquakes.
judgments. Requirements:
SC 1. CSIQtopicsentence
Icanwritewell-developed 2. 3bodysentencesexplainingthe
paragraphthataccurately paragraphsmainidea
respondstoapromptwithout 3. 1pieceofquotedtextevidence.
personalopinionsorjudgments. 4. Concludingsentence
Shared LT Identifythetextsgenre,itsstructureand
Reading Icancitetextualevidenceto features.
Scholastic supportanalysisofwhatthetext
News saysexplicitlyaswellasinferences Vocabulary:
TheRaceto drawnfromthetext. Dire
Save SC Optimistic
Elephants Icanidentifythegenre,text Smuggled
Day1 structureandsetexpectationsby Vanishing
usingtextevidencetosupportmy
inference.
Day2 LT UseaThinkingMaprelatedtothetexts
Icancitetextualevidenceto structuretodeterminewhatsimportant.Add
supportanalysisofwhatthetext thosedetails.
saysexplicitlyaswellasinferences
drawnfromthe
text.
SC
Icanutilizewhatthetextsays
explicitlytodetermineimportance.
Day3 LT Useoneormoresensestodescribethearticles
Icancitetextualevidenceto setting,theelephantsand/orthepoachers.
supportanalysisofwhatthetext
saysexplicitlyaswellasinferences Howdoesconnectingsensoryinputandthe
drawnfromthetext. author'sdescriptivedetailssupportadeeper
SC levelofmeaningregardingtheelephants
Usingthetextslanguage,Ican plight?
describeoneofthetextselements
usingsensoryinput.
Day4 LT Usetheauthorswordchoicetoinfertoneand
Icancitetextualevidenceto overallconnotativemeaning.
supportanalysisofwhatthetext Provide3examplesfromthetextsbeginning,
saysexplicitlyaswellasinferences middleandendtosupportyourinference.
drawnfromthetext.
SC
Icanusetheauthorswordchoice
tomakeaninferenceabouttone
andconnotativemeaning.
Day5 LT Writeaparagraphexplainthestepscountries
Icanwriteasummaryofthetext aretakingtoendtheivorytrade.
distinctfrompersonalopinionsor
judgements. Requirements:
SC 1. CSIQtopicsentence
Icanwriteanexplanatory 2. 3explicitexamplesfromthetext
paragraphthatclearly 3. 1pieceofquotetextevidence
communicatesthetexts 4. Conclusion
informationandisfreefromopinion 5. Accurategrammar,spellingand
orbias. punctuation
Day12 LT AnalyzingDetails~Part3
Icancitetextualevidenceto
supportanalysisofwhatthetext
saysexplicitlyaswellasinferences
drawnfromthetext
LT
Icandetermineatextsthemeor
centralideaandidentifyhowitis
conveyedthroughparticulardetails.
LT
Icanwriteasummaryofthetext
distinctfrompersonalopinionsor
judgements.
LT
Icandeterminetheauthorspoint
ofvieworpurposeinatextand
explainhowitisconveyedinthe
text.
LT
Icancompareandcontrastone
authorspresentationofeventswith
thatofanother.
LT
Icancitetextualevidenceto
supportanalysisofwhatthetext
saysexplicitlyaswellasinferences
drawnfromthetext
LT
Icanexplainhowanauthor
developsthepointofviewofthe
narratororspeakerinatext.
LT
Icancompareandcontrasttextsin
differentformsorgenresintermsof
theirapproachestosimilarthemes
andtopics.