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Informational Text Comprehension

Examples

Anita L. Archer, PHD

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Name Article/Chapter

Word My Own Words Image/Representation

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Word Diagrams

Word What it is What it is like

Examples Non-Examples

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Math Vocabulary

(Chapter 1: Exploring expressions, equations, and functions)

Word Critical Attributes Examples Non-examples

variables - symbols - represent unspecified

numbers

x m y t a s

15 7 200

algebraic expressions

- one or more numbers - AND variables - WITH one or more

arithmetic operations

x – 2 a + 3 b

x 30

verbal expressions

- represents algebraic expression

- in words

The sum of 3 and b divided by y

Algebraic expression

equations - mathematical statement

- in which both sides are equal

15 = 15 a + b = b +a

15 = 17 a +b

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Four-Square Vocabulary

1. Dictate the word to be taught and have students record in square. 2. Describe the word. 3. Have students suggest examples of the word and record a number of

examples. 4. Have students provide non-examples of the concept and record of

number of non-examples. 5. Finally, have students write a definition of the concept.

(Adapted from Word Power by Steven Stahl & Barbara Kapinus, 2001)

Word soothing

Examples

music, a bath, a nap

Definition

comforting offering relief

Non-Examples

Tests, loud noises, being called on

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Word

1. Definition 2. Sentence 3. Personal clue

Word

4. Definition 5. Examples 6. Non-examples

Word

7. Definition 8. Sentence 9. Visual Representation

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Unknown word/Unknown concept Concept Map

Concept: Analysis of word: Part of Speech: Critical Attributes: •___________________________________ •___________________________________ •___________________________________ •___________________________________ •___________________________________

Examples Non-Examples

Associations: Synonyms:

Members of Word Family

Your Sentence

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Completed Concept Map Concept: genocide Analysis of word: genos = race or tribe (Greek) cide = killing (Latin) Part of Speech: noun Critical Attributes: • deliberate • systematic • destruction • of a group of people (in whole or part) • based on a specific characteristic (e.g., ethnicity, race, nationality, religion)

Examples Non-Examples Holocaust in WWII – killing of Jews

Killing of German and American troops in WWII

1994 – Killing of Tutsis by Hutus in Rwanda (Africa)

2004 – 168,000 killed in Indonesia tsunami

Associations: suicide infanticide homicide insecticide pesticide

Synonyms: Mass murder, massacre, annihilation, extermination, elimination, ethnic cleansing

Members of Word Family genocidal (adj.)

Your Sentence

During World War II, genocide occurred when the German government under Hitler killed millions of Jews.

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Germany Religion Killing Rwanda Ethnicity Massacre Bosnia Race Atrocities Darfur, Sudan Starvation Armenia Nationality Torture Congo Overwork Execution Crimes against humanity Ethnic Cleansing

Hatred United Nations Dehumanization Nuremburg Trials Propaganda International Laws Not fully human Denial

Death Annihilation Hitler Jews Extermination Third Reich Tutsis Elimination Pol Pot Serbians Ethnic Cleansing Khmer Rouge Regime

Genocide

Places Characteristics of Group Acts of

Genocide

Processes of Genocide Response to

Genocide

Results of Genocide

People associated with Genocide People killed

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Anticipation Guide

Student Chapter Directions: In the column labeled me, place a check next to any statement with which you agree. After reading the text, compare your opinions on these statements with information contained in the text. Me Text Statements 1. Mohammed, the prophet of Islam, was born

more than 500 years after Jesus. 2. Mohammed believed that there was only one

God, Allah. 3. Mohammed destroyed the idols that were in the

temple in Mecca. 4. The word Islam means “remission”.

Mohammed told his followers that they should seek remission of their sins.

5. Mohammed, like Jesus, is worshiped by his followers as God.

6. Five times a day, Muslims face the holy city of Medina and pray.

7. Islam teaches concern for the poor. 8. It takes many years to become a clergy member

in the Islam faith. Few people reach this level. 9. The Koran, the Muslim’s holy book, is written

in the original Greek language of Mohammed.

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Example: Background Knowledge Reading Informational Article Changing Headings into Questions Edgar Allan Poe

Why was Poe labeled a “loner”? - orphaned by three - separated from siblings - conflict with foster family - unable to gain approval of foster father

What turmoil and grief did Poe face? - lost job - plagued with alcoholism & illness - wife died of tuberculosis Why is Poe considered a literary giant? - considered first modern writer - Poe’s stories continue to be read

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The Developing Child 9.1 Early Brain Development Application of Paragraph Shrinking in Secondary Classes 1. A baby’s brain develops rapidly in the first

year of life.

2. When baby is given quality experiences,

brain development accelerates.

3. Neural pathways form and control body functions and thinking.

4. The brain uses sensory input to build neural

pathways.

5. Most actions of newborns are instinctive

reflexes.

6. Baby gains many skills that result from development of brain.

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Interactive Science, 8th Grade Cornell Notes

Discovering Cells What are cells? • all  living  things  are  made  of  cells    

• cells  are  basic  unit  of  structure  and  function  

 

Cells and structure • structure  of  living  things  determined    

by how cells are put together

Cells and function • processes  to  live,  grow,  reproduce  

Summary All living things made of cells. Cells provide structure of organisms and cells carry out functions that allow organisms to live, grow, and reproduce.

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The Car Care Book, 4th Edition by Ron Haefner Marking the Text

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Specialized Note Taking - Problem – Action – Outcome Chapter ____________________________ Title_____________________________

Event Event _________________________________ Problem, Conflict, Goal Problem, Conflict, Goal Actions Actions Outcomes Outcomes

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Chapter 6_________________________ Title Go West! 1841 – 1854 The Nebraska Adventure – 4th Grade Event Oregon Trail Map Event Oregon Trail Problem, Conflict, Goal Problem, Conflict, Goal - Many people wanted to go to - Citizens wanted land in Oregon Country Oregon Territory. - There was no map of the trails leading to Oregon. Actions Actions - Government hired John - Many traveled 2000 miles to Fremont to explore and map Oregon (12 miles per day). trails to Oregon. - Traveled with others in - John Fremont and his team Wagon trains. traveled to Midwest including - Animals (horses, mules, oxen) Nebraska. pulled their covered wagons. - Fremont and his team mapped - Had many challenges on existing trails… mostly Native journey. American trails. - Fremont and his wife created a report on the trails and surrounding land. Outcomes Outcomes - The mapped trails became the - Many died on the journey. Oregon Trail. - Pioneers were able to claim - Many Americans traveled on land, farm it, and own it for the Oregon Trail to Oregon. a little money.

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Event Gold Rush Event Mormon Trail Problem, Conflict, Goal Problem, Conflict, Goal - Many people wanted to go to - Mormons wanted religious California to prospect for gold. freedom after being treated poorly in Ohio, Missouri, Illinois. Actions Actions - Some took ships to California. - Brigham Young lead 3000 - Others traveled in wagon Mormons to Utah. trains along the Oregon Trail. - Other Mormons followed the - Instead of going to Oregon, first group to Utah. went to California. - The Mormons established a new trail that went through Nebraska. Outcomes Outcomes - Very few of these pioneers - Many of the Mormon pioneers got rich because of gold. died during a harsh winter. - However, some of the pioneers - Remaining Mormon pioneers gained wealth by selling established settlements in Utah supplies. where they were free to practice their religion.

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Strategy for Story Problems

Read Think and Mark Paraphrase Visualize and/or Represent Visually Create a number sentence / equation Solve Check Explain/Justify

Francesca and Sophie are going to the theater to see a movie. The movie is 1 hour 59 minutes long. The previews before the movie last 15 minutes. What is the total length of the previews and the movie? Explain how you found your

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Summary of Informational Text Chapter: ___________ Topic: _________________ In this section of the chapter, a number of critical points were made about …… First, the authors pointed out that…. This was important because…. Next, the authors mentioned that…. Furthermore, they indicated … This was critical because…. Finally, the authors suggested that…. Summary of Informational Text Chapter: Drifting Continents Topic: Wegener's Theory In this section of the chapter, a number of critical points were made about Alfred Wegener's theory of continental drift. First, the authors pointed out that Wegener believed that all the continents were once joined together in a single land mass that he called Pangaea that drifted apart forming the continents of today. This was important because it explained why the outline of the continents as they are today fit together. Next, the authors mentioned that Wegener argued that there were many pieces of evidence supporting his theory of continental drift. Furthermore, they indicated that Wegener used evidence of similar landforms and fossils on different continents to prove his theory. This was critical because this evidence could be validated by other scientists. Finally, the authors suggested that despite this evidence, other scientists did not accept Wegener's

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theory because he could not explain the force that pushes and pulls the continents.

Summary of Opinion Article Name of Article:… Author: …… Topic: ……… In this article, …………………. discusses… The author's primary claim is …….. First, she/he states…. She/he then points out that …. In addition, ……. indicates that…… Finally, she/he conclude Summary of Opinion Article Name of Article: The Writing Revolution Magazine/Journal: the Atlantic (September, 2012) Author: Peg Tyre Topic: Writing Instruction In this article, Peg Tyre discusses writing instruction in today's schools. The author's primary claim is that a return to traditional, explicit instruction on the fundamentals of writing could be the answer to poor writing exhibited in schools. First, she states that teachers at New Dorp High School determined that their students poor performance was due to the fact that they could not express their ideas on paper. She then points out that when New Dorp adopted intense, explicit instruction on the skills of analytic writing, test scores and graduation rates improved. In addition, Tyre indicates that thinking, speaking, and reading skills are strengthened through writing instruction. Finally, she concludes that a return to traditional writing instruction may be the key to improving the writing skills of failing students.

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Writing Frame - Comprehension Opinion Topic - Many people believe that…. However, I believe that…. One reason for my opinion is that …. Another reason is …. An additional reason for my opinion is that …. In conclusion, …. Opinion Topic - Jackson as President for the Common Man Many people believe that Andrew Jackson was the President for the common man as he declared during the election. However, I believe that Andrew Jackson was not the President for the common man but rather the president for some of the people. One reason for my opinion is that Andrew Jackson ordered the removal of Native Americans from Georgia and Florida, their homelands. Another reason is that during Andrew Jackson's presidency, suffrage, the right to vote, was only afforded to white men in the United States. An additional reason for my opinion is that Andrew Jackson owned 150 slaves on his plantation. In conclusion, many of Jackson's "common men" were denied the rights of others including the right to their own land.

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Writing Strategy – Summary

Step 1: LIST (List the details that are important enough to include in the summary.) Step 2: CROSS OUT (Reread the details. Cross out any that you decide not to include.) Step 3: CONNECT (Connect any details that could go into one sentence.) Step 4: NUMBER (Number the details in a logical order.) Step 5: WRITE (Write your summary.) Step 6: EDIT (Revise and proofread your summary.) Rewards Plus published by Sopris West Prompt: Summarize some of the major results of the collapse of the Roman Empire and the absence of a central government.

Results of collapse of Roman Empire

1- no central government 3- rise of new leaders such as Charlemagne 4- increase in role of Catholic Church in providing services - monks lived in monasteries & nuns lived in convents - development of new systems of government 5 such as Feudalism - Feudalism led to lesser nobles obtaining land 2- people living in the country rather than in cities

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There were many important results of the collapse of the Roman Empire. The major result was the destruction of the central government that previously maintained roads, water systems, and buildings. Without a protective government, people fled to the countryside. New leaders such as Charlemagne emerged. In addition, the Catholic Church participated in the governance of the people and provided services such as care of the sick and elderly. But the most striking result of the collapse of the Roman Empire was the emergence of new systems of government including Feudalism in which lesser nobles obtained land in exchange for providing services, particularly military protection, to the higher nobles.