Resource contains posters, bookmarks, activities

Transcription

q
Resource contains posters, bookmarks, activities,
discussion questions, graphic organizers, and
rubrics for each strategy.
Created by: J. Runde
1
Reading Comprehension Strategy Resources
Table of Contents
Resource
Asking Questions
Package Contents
Posters
Bookmarks
Class Activities
Reader Response Prompts
Cue Cards
Questions with Bloom‟s Taxonomy
Graphic Organizers
Rubric
Determining Importance
Package Contents
Posters
Bookmarks
Class Activities
Readers Response Prompts
Graphic Organizers
Rubric
Inferring
Package Contents
Posters
Bookmarks
Class Activities
Graphic Organizers
Rubric
Making Connections
Package Contents
Posters
Bookmarks
Class Activities
Graphic Organizers
Rubric
Pg. #
4 – 31
5–6
7–9
10
11
12
13 – 17
18
19 – 30
31
32 - 55
33 – 34
35 – 37
38
39
40
41 – 55
56
57 – 81
58 – 59
60 – 62
63
64
65
66 – 80
81
82 – 106
83 – 84
85 – 87
88
89
90
91 – 105
106
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Summarizing
Package Contents
Posters
Bookmarks
Class Activities
Graphic Organizers
Rubrics
Synthesizing
Package Contents
Posters
Bookmarks
Class Activities
Anchor Chart
Activity Handouts
Graphic Organizers
Rubric
Visualizing
Package Contents
Posters
Bookmarks
Class Activities
Anchor Chart
Graphic Organizers
Rubric
107 - 132
108 – 109
110 – 112
113
114
115
116 – 130
131 - 132
133 - 158
134 – 135
136 – 138
139
140
141
142
143 – 144
145 - 157
158
159 - 183
160 – 161
162 – 164
165
166
167
168
169 - 182
183
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Activities to use
for ANY text.
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Asking Questions: Activities to Use for Any Text
Package Contents
 Posters – 3 different posters to display in your classroom to give your
students a visual reference during language activities.
 Asking Questions Bookmarks – print out on cardstock and laminate for
students to use while studying the reading comprehension strategy.
 Class Activities – a full page of activity ideas to use while teaching the
comprehension strategy of Asking Questions.
 Reader Response Questions – a full page of reader response questions to
use for class discussions, guided reading groups, or reader response
journals.
 Asking Questions Cue Cards – 30 different cue cards to cut out and
laminate. Cue cards can be used as a language center activity, as random
reader response questions, or kept in a box or jar to be used during oral
discussions.
 Asking Questions – Bloom‟s Taxonomy – a chart of question prompts
organized into the 6 categories of Bloom‟s Taxonomy.
 Graphic Organizers – 11 different graphic organizers for students to use
to display their understanding of the comprehension strategy:
o Asking Thick and Thin Questions – an organizer for students to
record 4 thick and thin questions.
o Quote Questions – an organizer for students to write down two
quotes from the text. For each quote student must come up with a
thin and thick question, and possible answers for the questions.
o Question Tic Tac Toe – an organizer on which students write down
9 questions about their text. They then must answer three
questions in a tic tac toe pattern.
o QAR – Question Answer Relationship – Four types of questions are
explained (Right There, Think and Search, Author and You, On Your
Own). For each type, students must give a specific question
example.
o QAR – Question Answer Relationships – a graphic organizer on
which students list 5 different questions, tell how the questions can
be answered, and then give answers to their questions.
5
o OQI Chart – a graphic organizer on which students record their
observations, questions, and inferences while reading a text. This
can also be made on large chart paper for students to record their
thoughts on sticky notes and post them under the appropriate
columns.
o KWL Chart – a graphic organizer similar to above, but with Know,
Wonder, and Learn columns.
o Questioning – a question-mark shaped graphic organizer on which
students record 5W and 1H questions about their text.
o Question Web – a web organizer on which students record 8
questions about the text and give possible answers. This organizer
works well for students working in pairs.
o Questioning Before, During, and After Reading – a graphic
organizer for students to record 2 questions during each stage of
their reading, and record their possible answers.
o Asking Questions Before, During, and After Reading – a graphic
organizer similar to above, but with different prompts for the
stages of reading (great for differentiating education).
o Asking Questions Reflection – a metacognition graphic organizer
for students to use at the end of their study of the asking
questions strategy.
 Asking Questions Rubric – an example of a rubric you can use while
assessing students‟ questions and answers.
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 What would happen if …?
 Do you agree / disagree
with …?
 I wonder if …?
 Whose point of view is missing?
 Who is …?
 How do these characters relate
to …?
 What is the author’s intent?
 Can this be right?
 What would I do in this
situation?
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Who? Where? What? How many?
8
Why do you think…? Would you…?
How would you feel if…? What if…?
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Asking Questions Bookmarks
Thinkmarks
Asking Questions
Thinkmark
Asking Questions
Thinkmark
Asking Questions
Thinkmark
Good readers approach a
text with questions, and
develop new questions as
they read. This helps
deepen your
understanding. Use this
strategy before, during,
and after you read.
deepen your
and after you read.
deepen your
and after you read.
Look for Answers
Look for Answers
Look for Answers
Answers can be found in
the text or through your
prior knowledge (schema).
You often predict or infer
when looking for answers.
Sentence Starters
Sentence Starters
Sentence Starters
I wonder …
What did it mean when …
Who / What / Why …
What would happen if …
How does …
I was confused when …
I wonder …
How does …
I wonder …
How does …
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Asking Questions
Class Activities
 Think / Pair / Share – students think about the topic / text and come up with a
question. They then get together with a partner and share their ideas about
possible answers.
 Partner Questions – Partner A reads a portion of the text. Partner B asks a
question. Partner A answers. Reverse roles. Switch between thin and thick
questions.
 Trio Talk – Partner A reads a portion of the text. Partner B gives a summary.
Partner C asks a question. Partner A answers question. Reverse roles for next
portion of the text.
 Beach Ball Questions – have students come up with questions about a topic /
text, and write them on the coloured sections of a beach ball. Throw the
beach ball – the student that catches the beach ball has to answer the
question that his or her right thumb is on. Once the student answers the
question, he or she gets to throw the beach ball.
 Divide the class into small groups. Give each group a newspaper article and
sticky notes, and have them come up with questions about the article on the
sticky notes. Post the articles around the room and put the sticky notes under
the articles. Groups go around the classroom trying to answer all the
questions. The winning group is the first group to answer all the questions.
 Question Quiz – after reading a particular text or learning about a new topic,
give each student 2 sticky notes. Tell them they are going to come up with the
questions for a quiz. They need to write one thin and one thick question on the
sticky notes. Students hand in their questions, and the teacher picks from the
student-generated questions to make up the quiz.
 Make a question box. Students can write down questions and put them in the
box while studying a text. The teacher picks a few questions out of the box
after reading, and the class attempts to answer the questions.
 Copy reading response prompts onto note cards. Keep the note cards in a jar.
During reading activities, have students pick a question from the jar and
answer questions – either working in pairs or in reading response journals.
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Asking Questions
 Describe a character that you would like to meet. List 4
questions that you would ask the character. Each question must
start with a different „w‟ word (who, what, when, why, where).
 Draw a line down the centre of your page. On the left list
questions about what you read. On the right, write what you
believe to be the answers to your questions.
 If the author was here, what would you say and ask him or her?
 List three “thick” questions about you read today.
 What questions would you like answered about your reading?
Would you like the book / article better if you knew those
answers now? Why?
 Is there an idea that makes you stop and think or prompts
questions? Identify the idea and explain your responses.
 What questions is the author trying to answer in the text?
 What questions does the author leave you with after reading
the text?
 Pretend you are a talk show host and the main characters in
your text are your guests today. Make a list of questions you
would ask your guests.
 Was there a part of your book you didn‟t understand? What
questions did you have? How do you think you could find the
answers to your questions?
 Is there a part of your book that you question why the author
included it? Describe the part and discuss why you question its
inclusion in the text.
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Asking Questions Cue Cards
Describe a character that you
would like to meet. List 4
questions that you would ask
the character. Each question
must start with a different „w‟
word (who, what, when, why,
where).
List a who, what, when,
where, why, and how
question for the text you
are reading.
If the author of your text
was here, what are 5
questions you would ask him
or her?
List 3 thick questions for
your reading today.
List 5 thin questions for
your reading today.
What questions would you
like answered about your
reading? Would you like
the book / article better if
you knew those answers
now? Why?
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Is there an idea that
makes you stop and think
or prompts questions?
Identify the idea and
explain your responses.
What questions is the
author trying to answer in
the text? What makes you
think that?
What questions does the
author leave you with after
reading the text?
Pretend you are a talk show
host and the main
characters in your text are
your guests today. Make a
list of questions you would
ask your guests.
Was there a part of your book
you didn‟t understand? What
questions did you have? How
do you think you could find the
answers to your questions?
Make a question web for
the text you are reading.
Be sure to include a variety
of thin and thick questions.
14
Is there a part of your book
that you question why the
author included it? Describe
the part and discuss why you
question its inclusion in the
text.
What questions did you
have before you read the
text? Were these
questions answered in the
text?
What questions did you
have during your reading of
the text? Were these
questions answered as you
read?
What questions were you
left with after you read
the text? What could you
do to find these answers?
Choose a new book that you
haven‟t read before. Look
at the cover (and back)
illustration only. What
questions do you have
about the book?
Choose a new book that you
haven‟t read before. Read
the back cover. What
questions do you have
about the book?
15
Choose a friend who is
reading a book you haven‟t
read. What questions
about the book would you
like to ask your friend?
Think about a story that is
currently in the news. If
you were to interview a
witness to the event, what
would you ask?
Think about an event that
will be happening in your
community. What
questions do you have for
the organizer?
Recall a movie that you have
seen that you have also read
the book for. Was the movie
different from the book?
What questions do you have
for the producer or director?
You have been hired to create
an ad for the book you are
reading. What questions do
you have for the author to
ensure you are capturing the
most important details of the
text?
If your book had a sequel,
what questions do you have
that you hope would be
answered in the sequel? How
would you answer these
questions in the sequel?
16
List 5 questions you have
about your text‟s setting.
What are some questions
you have about the main
conflict / problem in your
text? List at least 3 thick
questions and give possible
answers for your questions.
What are some questions
you have for the main
character related to the
choices / decisions he or
she made in the text?
If you were auditioning actors
or actresses to get a lead role
in the movie for the book you
are reading, what are some
questions you would have for
them. What would you hope
their answers would be?
What are 5 questions you
would like to ask your
teacher about the text you
are reading. Why do you
want to ask these
questions?
What questions did you have
about some of the vocabulary
you read? Where did you find
the answers to your questions?
Give at least three examples.
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Asking Questions – Bloom’s Taxonomy
Knowledge
Comprehension
Application
What happened after …?
How many …?
Who was it that …? Describe
What happened at …?
Who spoke to …?
Can you tell me who …?
Find the meaning of …?
What is …?
Which is true or false …?
Can you write in your own
words …?
Write a brief outline …
What do you think could have
happened next …?
Who do you think …?
What was the main idea?
Who was the main character?
Can you distinguish between …?
What differences exist
between …?
Can you provide an example of
what you mean by …?
Can you provide a definition
for …?
Do you know another instance
where …?
Could this have happened in …?
What factors would you
change if …?
Can you apply the method used
to some experience of your
own …?
What questions would you ask
of …?
From the information given,
develop a set of instructions
about …?
Would this information be
useful if you had a …?
Analysis
Synthesis
Evaluation
Which event could not have
happened if …?
If … happened, what might
the ending have been?
How was this similar to …?
What was the underlying
theme of …?
What do you see as other
possible outcomes?
Why did … changes occur?
What must have happened
when …?
How is … similar to …?
What are some problems of
…?
Can you distinguish between
…?
What was the turning point of
the story?
What were some of the
motives behind …?
Can you design a … to …?
What is a possible solution to
…?
What would happen if …?
If you had access to all
resources, how would you deal
with …?
How would you devise your own
way to …?
How many ways can you …?
Can you create new and unusual
uses for …?
Can you develop a proposal
which would …?
How would you compose a song
about …?
Is there a better solution to
…?
Judge the value of …?
Defend your position about …?
Do you think … is a good or bad
thing? Explain.
How would you have handled
…?
What changes to … would you
recommend? Why?
Do you believe …?
Are you a … person? Why?
How would you feel if …?
How effective is …?
What do you think about …?
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Asking Thick and Thin Questions
Text:__________________________________
Thin Questions
Thick Questions
Text:
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Quote Questions
Text:___________________________________
Quote from Text:
Thin Question:
Thick Question:
Possible Answer:
Possible Answer:
Quote from Text:
Thin Question:
Thick Question:
Possible Answer:
Possible Answer:
20
Question Tic Tac Toe
Text:__________________________________
Write a question related to your text in each of the squares below. You must include
4 thin questions and 5 thick questions. Then choose 3 questions in a row (vertically,
horizontally, diagonally) to answer below. Shade the boxes of the questions you chose
to answer.
Answers:
1)__________________________________________________
___________________________________________________
___________________________________________________
2)__________________________________________________
___________________________________________________
___________________________________________________
3)__________________________________________________
___________________________________________________
___________________________________________________
21
QAR – Question – Answer Relationship
Text:________________________________________
For each of the following four types of questions, write a question that relates to your
text.
Type of Question
Your Question
Right There
Questions found right in the text that ask
students to find the one right answer
located in one place as a word or a sentence
in the passage.
Example: Who is Bob‟s friend?
Think and Search
Questions based on the recall of facts that
can be found directly in the text. Answers
are typically found in more than one place,
thus requiring students to "think" and
"search" through the passage to find the
answer.
Example: Why did Bob feel sad?
Author and You
Questions require students to use what they
already know, with what they have learned
from reading the text. Students must
understand the text and relate it to their
prior knowledge before answering the
question.
Example: How do you think Bob felt when he
found his friend?
On Your Own
Questions are answered based on a student‟s
prior knowledge and experiences. Reading
the text may not be helpful to them when
answering this type of question.
Example: How would you feel if your best
friend moved away?
22
QAR – Question Answer Relationships
Text:________________________________________
Questions can be answered in the following ways:
T – in the text, I – inferred, BK – from background knowledge, R - researched
Question About Text
How It’s
Answered
Your Answer
(T, I, BK, R)
23
OQI Chart (Observe, Question, Infer)
Text:____________________________________
Observe



I know that …
I learned that …
I found out that …
Question



I wonder why …
How does …
If …
Infer


I think …
Maybe …
24
KWL Chart – Know, Wonder, Learn
Text:____________________________________________
Know



I know that …
I already think …
Some facts are …
Wonder



I wonder why …
How does …
If …
Learn


I learned that …
Before I thought …
but now I know …
25
Questioning
Text:_______________________________________
26
Question Web
Text:_________________________________
Question:
Question:
Question:
Possible Answer:
Possible Answer:
Possible Answer:
Question:
Question:
Text or
Topic
Possible Answer:
Possible Answer:
Question:
Question:
Question:
Possible Answer:
Possible Answer:
Possible Answer:
27
Questioning Before, During, and After Reading
Text:_______________________________________
Questions Before I Read
Possible Answers
Questions During My Reading
Possible Answers
Questions After My Reading
Possible Answers
28
Asking Questions Before, During, and After Reading
Text:_______________________________________
Question Prompts
Questions (2)
Possible Answers
Before Reading:
What do I already know?
I wonder if …?
What do I need to know?
During Reading:
Does this make sense?
How does this information
connect to what I already
know?
What does the writer say
about …?
What does the writer
mean by …?
What do I still need to
find out more about …?
After Reading:
What does the writer
mean by …?
Why did/didn‟t …?
What have I learned?
I wonder if …?
Do I need to do further
research on …?
29
Asking Questions Reflection
Advice I would give someone for asking questions:_____________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________________________________________
These are the ways I use questioning:______________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
How questioning helps me as a reader:_____________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
30
Asking Questions Rubric
Text:_________________________________
Category
Asks
Questions
Provides
Rationale
Level 1
Level 2
Level 3
Level 4
Asks questions
that would likely
encourage a
response that is:
 irrelevant
 sketchy
 minimally
engaging
Asks questions
that would likely
encourage a
response that is:
 on-topic
 sufficient
 ordinary
Asks questions
that would likely
encourage a
response that is:
 focused
 detailed
 interesting
Asks
questions that
would likely
encourage a
response that is:
 pertinent
 comprehensive
 engaging
Provides
superficial
reasons when
using criteria to
evaluate
questions.
Provides
general reasons
when using
criteria to
evaluate
questions.
Provides relevant
reasons when
using criteria to
evaluate
questions.
Provides
pertinent reasons
when using
criteria to
evaluate
questions.
Comments:
31
Activities to
use for ANY
text.
32
Determining Importance: Activities to Use for ANY Text
Package Contents
 Determining Importance Bookmarks – print out on cardstock and laminate for
comprehension strategy of Determining Importance.
 Reader Response Questions – a full page of reader response questions to use
for class discussions, guided reading groups, or reader response journals.
 Graphic Organizers – 15 different graphic organizers for students to use to
display their understanding of the comprehension strategy:
o Secrets to Determining the Main Idea – this tool tells students the 4
secrets to finding the main idea. They then need to determine the main
idea of the text they are reading. The 4 secrets could be made into an
anchor chart and posted in the classroom for a valuable visual in the
classroom.
o V.I.P. (Very Important Points) – students write down the three most
important points from their reading and use only those three points to
write a short summary.
o Note-Taking – Important Ideas and Key Details – students write down
two important ideas and three key details for each important idea. A
great organizer for researching topics – each important idea and key
details could be then formed into a complete paragraph. This would also
be a useful organizer for students learning new concepts in science or
social studies.
o Determining Importance – Interesting or Important? – students
distinguish between interesting details and important facts in their
reading. At the bottom of the page, students must determine the main
idea from their reading.
o Determining Importance Web – a web organizer for students to record
the main idea, 4 important ideas, and 3 important details for each idea.
o Determining Importance – FQR Chart – a chart, similar to the KWL
chart, on which students record facts, questions, and responses about
their reading. This chart can also be reproduced on large chart paper
for students to post sticky notes under the appropriate columns during
oral reading activities.
33
o Determining Importance – 4 Corners – students record information
related to the main idea in the 4 boxes provided.
o Determining Importance – Important Vocabulary – Frayer Model – On the
Frayer model, students choose a vocabulary word and then define it, give
characteristics of it, and provide examples and non-examples for it. To
differentiate education, I sometimes have my struggling students draw a
picture related to the word instead of providing characteristics or nonexamples, as they sometimes have difficulty with those concepts.
o Determining Importance – Using Text Features – students record
important information from their texts, and then indicate what text
features helped them to determine the information was important. Very
useful for informative text readings.
o Determining Importance – Are You an Idea Thief – Using the acronym,
THIEVES, students are given tips as to where important information is
usually written in a text. Students then record three important ideas
from their text and include where they found it. The THIEVES acronym
could be made into an anchor chart for a useful visual in the classroom.
o Determining Importance – Words to Live By – students choose the three
most important quotes from their reading, and then record why it is
important to the text and how they will remember it.
o Determining Importance – Use Your Noodle – a graphic organizer which
compares determining importance to making pasta. Students then write
the important information from their reading in the box above the
strainer, and the unimportant information below the strainer.
o Determining Importance – The Power of 3 – students record 3 important
points, a 3 sentence summary, and 3 questions about their text.
o Determining Importance – 3-2-1 Organizer – students record 3
important facts, condense each fact into 2 words, and then determine
the overall main idea.
o Determining Importance – Problem-Solving – a useful tool for students to
use solving problems in mathematics. Students filter the important
information from the unimportant information to solve the problem.
 Determining Importance Rubric – an example of a rubric you can use while
assessing students‟ abilities to determine important information in a text.
34
 I think this is important
because …
 The change in font leads me
to believe that …
 The change is word size
leads me to believe that …
 I need to remember …
 The main points are …
 Most importantly …
 The author is trying to
emphasize …
35
Get the
to success
with Determining
Importance
KEY IDEA
KEY DETAILS
KEY WORDS
36
37
Determining Importance Bookmarks
Thinkmarks
Determining
Importance Thinkmark
Knowing the purpose for
reading helps to
determine what‟s
important. Good readers
can determine the most
important themes and
ideas in a text.
Be A Detective
When you use this
reading strategy, you are
like a detective
searching for the most
important information.
Sentence Starters
What‟s important here …
What matters to me …
One thing we should
notice …
I want to remember …
It‟s interesting that …
The most important
facts are …
I think the big idea /
main point is …
This is important
Determining
Determining
reading helps to
determine what‟s
ideas in a text.
reading helps to
determine what‟s
ideas in a text.
Be A Detective
Be A Detective
When you use this
like a detective
When you use this
like a detective
Sentence Starters
Sentence Starters
One thing we should
notice …
The most important
facts are …
main point is …
This is important
One thing we should
notice …
The most important
facts are …
main point is …
This is important
38
Class Activities
 Cross-out strategy – instead of having students highlight the
important details in a text (in which they often highlight too
much), have them cross out all unimportant words and phrases.
They can then write a summary from the text that is left.
 Think-Pair-Share Consensus – have students read a text and
independently determine the 3 main points. Students then pair
up with another student and discuss / defend their choices.
When they agree on three points, they then join with another
pair and discuss / defend their choices. When the whole group
agrees, they can share their three points with the whole class.
 Using old magazines, students cut out pictures that represent
the most important items in their lives. Students can use these
pictures to create a collage, or draw a suitcase on construction
paper and arrange these items inside the suitcase to show the
most important items they could not live without if they went
away on a trip.
 Write a “Main-Idea” or “Expert” Book. Students choose a
nonfiction topic of interest to them, and research it. They
must determine the most important details to include in their
books. Each page should include a generalized introduction,
main idea, and supporting details for the main idea.
 Commercial Catch-All – students watch a variety of
commercials. For each commercial, students must determine
what the three most important words were. Write these words
on a sticky note. The next day, ask students to read the three
words they wrote down (without telling what commercial it was
from). Have students guess what product was advertised from
the three words given.
39
 Select what you consider the most important event in the text.
Explain what happens, why you think it is important to the text,
your reaction to the event, and why you reacted this way.
 Describe the most important character. Give at least three
reasons why you think it is the most important character.
 List five major events in order from which happened first to
last.
 What are the two most important ideas from what you‟ve been
reading?
 What is the main idea of what you are reading and what are
your reasons for thinking it is the main idea?
 What is the most important part of the book? Why?
 What is the most important word in the book? The most
important passage? The most important event or feeling?
Explain.
 What are some unimportant details in your text? Why do you
think the author chose to include these details?
 What is the main problem in the text? How did the
character(s) solve it? Do you agree with how it was solved?
Why or why not?
 What is important to remember about your text?
 If you were the author of your text, what details / ideas would
you choose to leave out? Defend your choices.
 What new information did you learn from your reading today?
 What text features did the author use to help you identify
important information in your reading?
40
Secrets to Determining the Main Idea
Text:___________________________________
4 Secrets to Finding
the Main Idea
1. Put yourself in the
author’s place.
2. Examine the words
and phrases (details) for
clues as to what’s
important.
3. Ask questions about
what the clues combined
seem to say about what is
valued.
4. Decide what the main
idea is by asking
yourself, “If I had written
this, what would I think is
the most important idea I
want people to
understand?
What is the main idea of the text you are reading?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
41
V.I.P. (Very Important Points)
Text:__________________________________
Write down the most important points about the text you have read. You can only
include 3 points! When you are through, write a summary from your three points – you
may not add any other details to your summary.
1.
___________________________________________________________________________________
2.
___________________________________________________________________________________
3.
___________________________________________________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
____________________________________________
Summary:___________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
42
Note-Taking – Important Ideas and Key Details
Text:__________________________________________
Important Idea:
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
Important Idea:
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
Key Detail:___________________
____________________________
____________________________
Key Detail:___________________
____________________________
____________________________
Key Detail:___________________
____________________________
____________________________
Key Detail:___________________
____________________________
____________________________
Key Detail:___________________
____________________________
____________________________
Key Detail:___________________
____________________________
____________________________
43
Determining Importance – Interesting or Important?
Text:________________________________________
Interesting Details
Important Facts
Main Idea:
44
Important Detail
Important Detail
Determining Importance Web
Text:____________________________________
Important Idea
Important Idea
Important Idea
Important Idea
Important Detail
Important Detail
Main Idea
45
Determining Importance – FQR Chart
Text:____________________________________
Facts
Information from
the text
 Main ideas,
important details

Questions
Questions about
ideas or words
 Areas that may
need further
research

Responses
Reactions,
connections,
inferences to facts
 Responses from
research questions

46
Determining Importance – 4 Corners
Text:_________________________________
The Main Idea
The Most Important Thing I
Learned
A Picture or Diagram Related to
the Main Idea
Questions About the Main Idea
47
Determining Importance – Important Vocabulary – Frayer Model
Text:_________________________________________
Characteristics:
Definition:
Vocabulary Word
Examples:
Non-Examples:
48
Determining Importance – Using Text Features
Text:_________________________________________



Idea
Detail
word
Important!
How Do You Know It’s Important?
What text feature tells you it‟s important?
 Font type, size, subtitle, glossary,
picture/diagram, etc.
49
Determining Importance – Are You an Idea THIEF?
Text:__________________________________________
Good readers know where to find the “good stuff”.
Use the acronym, THIEVES, to help you remember
where important ideas are stated in a text.
T - Title
H - Headings
I – Introduction
E – Every first sentence
V – Visuals
E – Ending
S – So What?
Important Idea / Detail / Word
Where it’s Found
(include all places)
50
Determining Importance – Words to Live By
Text:________________________________________
As you are reading today, use sticky notes to mark important quotes.
Choose the 3 most important quotes from your reading.
Important Quote
Pg. #
Why is it Important to
the Text?
How Will You
Remember It?
51
Determining Importance – Use Your Noodle
Text:_____________________________________
Determining important ideas in a text is like straining spaghetti. You want
to remember the important details (just like you want to keep the
noodles), and forget the unimportant information (the water). On the
graphic organizer below, write the important information from your text
above the image, and the unimportant information below the image.
Important Information:
Unimportant Information:
52
Determining Importance – The Power of 3
Text:________________________________________
3 Important Points:



3 Sentence Summary:
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
3 Questions:
?
?
?
53
Determining Importance – 3-2-1 Organizer
Text:_______________________________________
3 FACTS, 2 WORDS, 1 MAIN IDEA
Important Fact:
Important Fact:
Important Fact:
2 Words:
2 Words:
2 Words:
________________
________________
________________
________________
________________
________________
One Main Idea:
54
Determining Importance – Problem-Solving
Problem:
K
N
W
S
What facts do I
Know?
What information
do I Not need?
What does the
What Strategy will
I use to solve the
problem?
problem ask me to
find out?
Solve the problem:
55
Determining Importance Rubric
Text:_____________________________________
Component
Determining
Importance
Conventions
Level 1
Level 2
Level 3
Level 4
Even when
prompted does
not determine and
state the most
important ideas or
information;
requires one-toone coaching to
offer a response
of this type.
With prompting
determines and
states important
ideas or
information
distinguishing this
from basic
details; the idea
of most important
may not be clear.
Without
prompting
determines and
clearly states
important ideas or
information,
pulling out those
of most
significance.
Many errors in
spelling, sentence
structure,
grammar. No
revising and / or
editing is evident.
Some errors in
spelling, sentence
structure,
grammar. Some
revising and / or
editing is evident.
Few errors in
spelling, sentence
structure,
grammar. Effort
in revising and /
or editing is
evident.
Without
prompting
determines and
clearly states
important ideas or
information,
pulling out those
of most
significance, and
articulates how
doing this
improved his/her
comprehension of
the text.
No errors in
spelling, sentence
structure,
grammar. Great
effort in revising
and / or editing is
evident.
Comments:
56
Activities to use
for ANY text.
57
Inferring: Activities to Use for Any Text
Package Contents
 Inferring Bookmarks – print out on cardstock and laminate for students to use
while studying the reading comprehension strategy.
comprehension strategy of Inferring.
o OQI Chart – A three column chart in which students fill in Observations,
Questions, and Inferences. This chart can also be recreated on large
chart paper for students to write down their ideas on sticky notes and
post on the chart during shared reading activities.
o Author‟s Message Venn Diagram – A Venn Diagram that examines what
the author says, what the author doesn‟t say (students‟ background
knowledge), and what is the author‟s main message.
o Inferring and Your Schema – A graphic organizer that asks students to
use author‟s words (a quote) from the text, and explain the meaning using
their schemas.
o Predict, Read, Check – Students record two predictions for their texts,
and then check their predictions following the reading. If their
predictions were correct, they must give proof from the story. If their
predictions were incorrect, they must tell what actually happened.
o Inferring Vocabulary – Students record 12 unfamiliar words from their
text (or texts), infer the meaning, and explain what helped them figure
out the meaning.
o Making Inferences – Reading to Understand – Students pose a question,
give information from the text and their own schemas, and then infer
the meaning of their question.
o Inferring from Informative Texts – Students record 5 facts from their
text, and then write down what the fact makes them think about and
why.
o Character Inference – Choosing a character from their text, students
record what the character says, thinks, and does. They also must draw a
58
picture of what they think the character looks like, and then write an
inference about the character.
o Inferring the Meaning of Author‟s Words – Students choose 5 quotes
from the text, and explain what they think the quote means.
o Predicting is Inferring – Using plot events, character actions, and setting
changes, students predict what will happen through the author‟s clues,
and then explain what actually happened after reading.
o Inferring Placemat – For groups of 4 (guided reading activities). The
group must decide on a quote, then each group member has a spot to
record what they infer the quote means.
o Inferring Cause and Effect – Students list 4 causes from the text, and
infer what they think the effect will be. A good activity to do after
finishing a text to extend the learning.
o Inferring Character Growth – Choosing a character from the text,
students record what the character was like at the beginning and end of
their text. They then must answer how the character changed, and infer
why they think the character changed.
o Inferring – Before, During, and After Reading – Before reading, students
pose a question they have about the text. During reading they collect
facts to help them answer the question. After reading, they answer the
question using the facts and their own schemas.
o Inferring – Literature Stretch – Students choose a quote from their
text, and “stretch” it using Retell, Relate, Reflect.
 Inferring Rubric – an example of a rubric you can use while assessing students‟
inferences.
59
 This makes me think that …
This makes
me think
that
 I think
that the
author
is …
 I think that the author is really
really
saying …
saying …
 At
first
I thought
… …but
 At
first
I thought
butnow
nowI I
think
think
… …
 This clue leads to believe
 Thisthat
clue… leads me to believe
that …
 After reading this chapter / page,
I suspect
… this chapter /
 After
reading
 I think
I understand
what the
page,
I suspect
…
authorI meant
when he
or the
she
 I think
understand
what
wrote
… when he or she
author
meant
wrote …
60
61
Inferring
is like
Reading between
the Lines
62
Inferring Bookmarks
Thinkmarks
Inferring Thinkmark
Inferring Thinkmark
Inferring Thinkmark
When you use clues
from the text and your
own schema, you are
inferring.
When you use clues from
the text and your own
schema, you are
inferring.
When you use clues from
the text and your own
schema, you are
inferring.
Sentence Starters
Sentence Starters
Sentence Starters
This makes me think
that …
I think that the author
is really saying …
At first I thought … but
now I think …
This clue leads me to
believe that …
After reading this
chapter / page, I
suspect that …
I think I understand
what the author meant
when he or she wrote …
Based on what I read I
predict that …
If I were the main
character, I would …
This makes me think
that …
now I think …
believe that …
After reading this
chapter / page, I
suspect that …
predict that …
If I were the main
This makes me think
that …
now I think …
believe that …
After reading this
chapter / page, I
suspect that …
predict that …
If I were the main
63
Inferring
Class Activities
 Collect some grocery store receipts. Give each group one or two
receipts and ask them to infer what kind of person did the
shopping (male or female, age, single or with kids, lifestyle, etc.)
 Show examples of magazine advertisements with the products
hidden. Ask students to infer what product is being advertised
from the other illustrations or words on the page.
 Have students share a quote said by the main character in their
independent reading books. Ask other students to infer what
character traits would best describe the character based on
what was shared.
 Read examples of lead paragraphs from newspaper articles. Ask
students in infer what the headline of the article would be.
 Give each student a card containing an emotion. The student
must display this emotion (without telling what it is) while
interacting with other students. At the end of the activity,
students must infer what emotions were displayed.
 Write inference poems. Using the cinquain format, write poems
about a certain thing, without naming what it is. Have students
read their cinquains to the class and have the students infer
who or what the poem is about.
 Display famous art portraits. Ask students to infer what
emotion is portrayed in the painting.
 White-out the speech bubbles from a comic strip. Ask students
to examine the pictures, and decide what each bubble should
say. Have students re-write the speech bubbles, and then allow
them to share their own versions of the comic strip with the
class.
64
Inferring
 Predict what will happen next. Use clues from the text to make
your prediction believable.
 What are two emotions the main character has felt? What do
you think made the main character feel that way?
 What ideas do you have about what is going to happen? What
clues have you read to give you those ideas?
 Identify four words from what you are reading that you had
difficulty understanding. Interpret what you think each word
means based on context clues (other words around that word
that might help you interpret what the author means).
 Which characters would you interpret to be „good‟? Which
would you interpret to be „bad‟? What has the author written
that leads you to those interpretations?
 What clues did the author use to help you predict what was
going to happen later?
 Did the book end the way you thought it would? What clues did
the author give you that made you think that? Did you think
these clues were important when you read them?
 Do you think the author is asking you to judge one of the
characters? Why?
 Do you think the author is asking you to cheer on one of the
characters? Why?
65
OQI Chart (Observe, Question, Infer)
Text:____________________________________
Observe



I know that …
I learned that …
I found out that …
Question



I wonder why …
How does …
If …
Infer


I think …
Maybe …
66
Author’s Message Venn Diagram
Text:_______________________________
What the Author
Says
What the Author
Doesn’t Say
What is
the Author’s
Main Message?
67
Inferring and Your Schema
Text:___________________________________
Author’s Words:
Author’s Words:
Use your schema to
explain what you
think this means:
Use your schema to
explain what you
think this means:
Author’s Words:
Author’s Words:
Use your schema to
explain what you
think this means:
Use your schema to
explain what you
think this means:
68
Predict, Read, Check
Text:___________________________________
Make a prediction about what you are going to read. After you’ve read
the selection, put a checkmark in the “Read” column. Then, check your
understanding. If you were correct, under the “Check” column give proof
using the author’s words. If you were incorrect, write about the actual
events.
Prediction
Read
Check
69
Inferring Vocabulary
Text:________________________________
New Word
What I Infer it Means
What Helped Me
70
Making Inferences – Reading to Understand
Text:______________________________________
My Question:
_______________________________________
_______________________________________
_______________________________________
_______________________________________
What I know from the text:
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
_
What I know from my brain:
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
My Inference (be sure to use at least 2 sentences and one
because:__________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
71
Inferring from Informative Texts
Text:_____________________________________
For 5 facts you find in the book, write down what the fact makes you think
about and why. Remember to use complete sentences.
Fact
What does this make
me think?
Example: People didn‟t have Example: Life for children
electricity in the 1700s.
must have been very
different.
Why?
Example: They didn‟t have
television, computers, video
games, etc.
72
Character Inferences
Text:___________________________________
What the Character Says:
What the Character Thinks / Feels:
Character Name:
What the Character Does:
Draw What You Think the
Character Looks Like:
What I Can Infer About the Character:_______________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
________
73
Inferring the Meaning of Author’s Words
Text:___________________________________________
Quote from Text
Pg. #
What You Think This Means
74
Predicting is Inferring
Text:_______________________________
What You Think Will
Happen
Plot Events:
Author’s Clues
What Actually
Happened
Character Actions:
Setting Changes:
75
Inferring Placemat
Text:____________________________________
Group Member:
What you think the quote means:
Group Member:
Quote:
Group
Member:
Group
Member:
Member:
76
Inferring Cause and Effect
Text:___________________________________
CAUSE
What do you think the
EFFECT will be?
77
Inferring Character Growth
Text:______________________________
What the Character was
Like at the Beginning of
the Text
What the Character was
Like at the End of the
Text
How did the Character
Change?
Why Do You Think the Character Changed?
78
Inferring – Before, During, and After Reading
Text:_____________________________________
Before Reading – What is a question you have about the text you are about
to read?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
During Reading – Collect facts from the text that will help you answer your
question.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
After Reading – Using the facts you collected and your own schema, infer
the answer to your question.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
79
Inferring – Literature Stretch
Text:_____________________________________
Choose a quote from your book. Write the quote on the lines below. Remember to copy the
quote exactly and use quotation marks around it. Include the page number as well.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Retell – explain what the quote is about, using the author‟s words and clues
from the story. ___________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
__
Relate – using your background knowledge (schema), connect to the quote.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
__
Reflect – using the author‟s words and your schema, explain what you think
the quote means, and its importance to the story.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
80
Inferring Rubric
Text:______________________________
APE
A
(Answer the
question)
P
(Proof)
E
(Extend the
Answer)
Level 1
Limited
effectiveness
Attempted to
answer the
question
(unlikely).
Evidence from
the text does not
support the
inference.
No connection or
attempted a
connection which
does not support
the inference.
Level 2
Some
effectiveness
Answered the
question correctly
(somewhat
likely).
Evidence from
the text
adequately
supports the
inference.
Somewhat
meaningful
quotations or
paraphrases are
included.
Attempted a
connection to
support the
inference.
Level 3
Considerable
effectiveness
Answered the
question correctly
(likely).
Level 4
High degree of
effectiveness
Answered the
question correctly
(highly likely).
Evidence from
the text supports
the inference.
Meaningful
quotations or
paraphrases are
included.
Evidence from the
text strongly
supports the
inference. Highly
meaningful
quotations or
paraphrases are
included.
Connection
and/or opinion
supports the
inference and
shows
understanding
of a big idea in
the text.
Connection and/or
opinion which
strongly supports
the inference and
clearly shows
understanding of
a big idea in the
text.
Comments:
81
Activities to use
for ANY text.
82
Making Connections: Activities to Use for Any Text
Package Contents
 Posters – 3 different posters to display in your classroom to give
 Making Connections Bookmarks – print out on cardstock and laminate for
comprehension strategy of Making Connections.
 Reading Response Prompts – a full page of reading response prompts to
journals.
o Connection Web – students write about their connection to the text
and provide four supporting details from the text.
o Making Connections Puzzle – students explain their connection using
the subtitles in the four puzzle pieces.
o Character Connections – students describe 4 different characters
from their text (using traits, thoughts, feelings, etc.) and then
write about their connection to one of the characters.
o Schema and Making Connections – students write about 4 different
connections to their text and explain how their schema (background
knowledge) helps them make these connections.
o ACCU Chart – A four column chart in which students fill in Author‟s
Words, My Connection, Connection Type, and How it Helps Me
Understand the Text. This chart can also be recreated on large
chart paper to have the students write down their thoughts on
sticky notes and place in the appropriate columns.
o Text-to-Text, Text-to-Self, Text-to-World Organizers – 3
different organizers that focus on each type of connection.
o Making Connections – A three column organizer that contains
columns for making all three types of connections. This is a good
chart to use for assessments.
83
o Text-to-Text, Text-to-Self, Text-to-World Venn Diagrams – 3
different Venn diagrams that focus on each type of connection.
Each organizer also contains a section at the bottom where
students explain how their connection helps them better
understand the story.
o Making Connections Vocabulary Sort – Students record words from
their text under the appropriate headings. When the chart is
complete, they have to use context clues and a dictionary to find
the meanings of 8 different words.
o Making Connections Literature Stretch – Students choose a quote
from their text and “stretch” it using Retell, Relate, and Reflect.
o Tic Tac Toe Connections – Students choose three connections from
the Tic Tac Toe board, draw symbols of their connections, and
explain their connections in writing.
 Making Connections Rubric – an example of a rubric you can use when
assessing students‟ connections.
84
This reminds me of …
I know another …
I’ve read another …
I’ve watched another …
I remember when …
This part is like ..
The character is like …
This is similar to / different
from …
 I can relate to this character
because …
 I have had a similar experience
when …








85
TEXT
SELF
TEXT
WORLD
TEXT
TEXT
86
87
Making Connections
Thinkmarks
Making Connections
Thinkmark
Making Connections
Thinkmark
Making Connections
Thinkmark
Connection Types:
T-T (text to text)
T-S (text to self)
T-W (text to world)
Connection Types:
T-T (text to text)
T-S (text to self)
T-W (text to world)
Connection Types:
T-T (text to text)
T-S (text to self)
T-W (text to world)
Sentence Starters:
Sentence Starters:
Sentence Starters:
I know another …
I remember when …
This part is like …
This character is like …
I can connect to this
character because …
This is similar to …
This is different from …
I have had a similar
experience when …
My connection helps me
understand the text better
because …
This text relates to my life
because …
This quote from the text
reminds me of …
I know another …
I remember when …
experience when …
understand the text better
because …
This text relates to my life
because …
reminds me of …
I know another …
I remember when …
experience when …
understand the text
better because …
This text relates to my
life because …
reminds me of …
88
Making Connections
Class Activities
 Read about and discuss current events / news stories and try to
connect to text(s) being read.
 Pair a fiction text with a nonfiction text and try to connect the two.
 Have a student fully describe a character from his or her text.
Have other students try to make connections to that character
using characters from their books.
 Cut 2 inch by 8 inch strips of construction paper in three different
colours (one colour for text to text, one colour for text to self, one
colour for text to world). Give each student one strip of each
colour. During a read aloud story, have students write their
connections on the strips – one text to text, one text to self, one
text to world. After the story, make a staple or tape the strips
together to make a link chain of connections, and hang in the
classroom.
 Make a student connection chain. The first student starts out by
explaining the plot and/or characters from his or her book. If
another student can make a connection to that, he or she links arms
with the first student and explains the connection. Keep going
through the class and see how long your connection chain can grow.
 Using old magazines, have students cut out images that remind them
of the text(s) they are reading. Students then create a collage with
these images. On the back of the collage, have students explain why
the images connect to their text.
 Connect concepts learned in content areas (science / social studies)
to texts read.
 Title a large piece of chart paper, “My Connections”. Each time
students make a connection to what they are reading, have them
write the connection on a sticky note and post it on the chart.
 Have each student choose a song that connects to his or her text.
They can then play the song or display the (appropriate) lyrics and
explain why their text(s) connect to the song.
89
Making Connections
 Describe something you have read that is similar to this.
 What would be your reaction to having to adapt to the character‟s
environment. Why?
 Describe the similarities and differences between the main
character and you.
 Compare yourself to a main character. Point out your similarities
and try to account for differences between you and him/her.
Considering what you have discovered, what is your reaction to this
character? Why? How do you think the character would feel about
you?
 Compare a character from your text to a character from another
work of fiction. What are their similarities? What are their
differences? Which character do you admire more? Why?
 How did the reading make you feel? Why? Have your feelings
changed as you‟ve been reading?
 If you could talk to the author, what would you want to tell them
about yourself? Why? How does that relate to what you‟ve been
reading?
 If you were a character in this book, who would you be? Why?
 This text relates to my life because …
 What passage describes how you want to live your life? Why?
 Who is the most important character to you? Why?
 Would you be friends with the main character? Why or why not?
Support with evidence from your reading.
 Write a quote from your reading that connects to your life. What
did it mean to what you‟ve been reading? What does it mean to your
life?
 Write about a situation a character experiences. Write about a
similar situation you experienced. How does this connection help you
understand the actions of the character?
 Compare the plot of what you are reading with your favourite book.
90
Connection Web
Text:______________________________
Supporting detail from the
text:_________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_______
text:_________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_______
This text reminds me of _________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
_
text:_________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_______
text:_________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_______
91
Making Connections Puzzle
Text:_______________________________________
The part I am thinking about is …
It helps me understand the novel by …
This part reminds me of …
What kind of connection did you
make: T-S, T-T, T-W?
92
Character Connections
Text:______________________________
I can connect to ________________________ because ____________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_____________________
93
Schema and Making Connections
Text:___________________________________
Part in text you
connect to:
Part in text you
connect to:
Use your schema to
fully explain your
connection:
Use your schema to
fully explain your
connection:
Part in text you
connect to:
Part in text you
connect to:
Use your schema to
fully explain your
connection:
Use your schema to
fully explain your
connection:
94
Making Connections - ACCU Chart
Text:____________________________________
Author‟s Words
My Connection
Connection
Type
How it Helps Me
Understand the Text
95
Text to Text Connections
Text:_______________________________________
In this text it says …
This is like another text I read
because …
96
Text to Self Connections
Text:_______________________________________
This is like my life because …
97
Text to World Connections
Text:_______________________________________
This is like the real world because …
98
Making Connections
Text:______________________________________
Text to Text
Connection
Text to Self
Connection
Text to World
Connection
How I connected to
the book …
How I connected to
the book …
How I connected to the
book …
99
Text to Self Venn Diagram – Examining the Main Character
Text:___________________________________
Main Character
You
This helps me understand the text or character better because
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
__
100
Text to Text Venn Diagram – Examining Plots
Text:___________________________________
Text Plot
Plot from Another
Text
This helps me understand the text or plot better because…
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
__
101
Text to World Venn Diagram – Examining the Setting
Text:___________________________________
Text Setting
Our own Surroundings
This helps me understand the text or setting better because…
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
__
102
Making Connections – Vocabulary Sort
Text:________________________________________
Words You Know and
Can Make a Connection
To
Words You Think You
Know but Don’t Have a
Connection To
Words You Have Never
Heard Before
Choose 3 words from the middle column and 5 words from the right column
and use context clues and a dictionary to find the meaning. Write the
words and their meanings on the back of this page.
103
Making Connections – Literature Stretch
Text:_______________________________________________
Choose a quote from your text you can make a connection to. Write the quote on the
lines below. Remember to copy the quote exactly and use quotation marks around it.
Include the page number for your quote.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Retell – explain what the quote is about.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Relate – make a connection to the quote.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Reflect – explain how the quote and your connection deepen your
understanding of the text.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_____
104
Making Connections
Tic Tac Toe Connections
Text:____________________________________
Choose three connection starters in a row (vertical, horizontal, or diagonal). Draw a
picture in the box that explains (symbolizes) your connection. On the lines provided
below, write your connection.
My Life
My Feelings
My Friends
My Family
My Surroundings
My Hobbies
My Thoughts
My Education
My Likes / Dislikes
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
105
Making Connections Rubric
Text:___________________________________
Criteria
Application:
Extending
Understanding –
extend
understanding of
texts by
connecting,
comparing, and
contrasting the
ideas in them to
their own
knowledge,
experience, and
insights, to other
familiar texts, and
to the world
around them.
Thinking:
The use of critical
/ creative thinking
processes.
Using evidence to
support thinking.
Level 1
Level 2
Level 3
Level 4
Limited
effectiveness;
has difficulty
making simple
connections.
Some
effectiveness;
makes at least
one, simple,
logical
connection.
Considerable
effectiveness;
makes one or
more clear and
logical
connections.
High degree of
effectiveness;
makes one or
more
connections with
insight or depth;
varies types of
connections.
Uses critical /
creative
thinking skills
with limited
effectiveness;
offers little
reasonable
support or
explanations.
Uses critical /
Uses critical /
Uses critical /
creative thinking creative thinking creative thinking
skills with some
skills with
skills with a high
effectiveness;
considerable
degree of
offers some
effectiveness;
effectiveness;
reasonable
offers adequate offers effective
support or
support or
support or
explanations.
explanations.
explanations.
Comments:
106
Activities to
use for ANY
text.
107
Summarizing: Activities to Use for ANY Text
Package Contents
 Summarizing Bookmarks – print out on cardstock and laminate for students to
use while studying the reading comprehension strategy.
comprehension strategy of Summarizing.
o Summarizing – Main Idea and Important Details – Students record the
main idea in the center of the organizer, and 4 important details related
to the main idea.
o Main Idea Summarizing Chart for Nonfiction – Students record the
topic, main idea, and 3 supporting details from their reading. They then
turn that information into a paragraph summary.
o Summarizing Informational Text – A two-column chart for note-taking.
Students record the paragraph number and topic in one column, and
write a one-sentence summary for the paragraph. 5 sections are
included, but the sheet could be photocopied to accommodate larger
reading selections.
o Summarizing – 5 Words or Less – A two-column chart in which students
write down details (quotes) from the reading in the author‟s words. They
then write down the 5 most important words from the quote.
o Honeycomb Summary – A honeycomb-shaped graphic organizer for
students to record details from the fictional reading. Students need to
infer to find the moral of the story.
o Give Me Five Summary – A hand-shaped graphic organizer for students
to record the 5Ws and 1H of their reading. This visual works great for
108
oral summary sharing, as well. Students turn their points into a 5
sentence summary at the bottom of the page.
o Starring: The 5W Summary for Media – A graphic organizer for
summarizing media texts (movies, television shows, etc.) Students
record point form notes for the 5Ws in the star shape, and then turn
the information into a one-paragraph summary at the bottom of the
page.
o Summarizing – GIST Strategy – Nonfiction – Students record the 5Ws
and 1H in the boxes provided, and then turn that information into a 20
word summary.
o Writing a GIST Summary – Students are given space to record 20 key
words from their reading. Using those 20 words, they then need to
write a complete summary. Success criteria is provided on the organizer.
o Summarizing Important Details – A graphic organizer that includes space
for point-form notes on the main idea, 3 important details, and
conclusion sentence. Students then need to turn their notes into a 5
sentence summary.
o Summarizing Fiction: Somebody Wanted But So Then … - A graphic
organizer for students to record information from their fiction reading.
The point form notes are then turned into a 5 sentence summary.
o Summarizing: Keys to Unlocking Summaries – Students are given 3 keys
to record 3 key points. They then use that information to write a
complete summary, including an introduction and conclusion sentence.
o Building A Summary – A triangle-shaped organizer in which students
record the main idea, supporting details, and a full summary of their
reading.
o Bullseye Summary – A bullseye-shaped summary where students record
the topic in the centre of the organizer, key terms in the middle
sections, and complete summary sentences in the outer sections.
o Summarizing – Topic Sentences – Name It, Verb It, Finish It – A graphic
organizer to help students write topic sentences. The organizer also
includes a verb word list to help students with word choice.
 Summarizing Rubrics – 2 different examples of rubrics you can use for
assessing students‟ summaries for fiction and nonfiction.
109
Writing a
Summary
Start with the main
idea
Include only the
MOST important
details – keep it
brief
End with a
conclusion sentence
110
This Just In…
Who
What
When
Where
Why
How
Writing a summary
just got easier.
When you use the
GIST strategy,
summaries write
themselves!
Summarize pages
of information by
writing one
sentence for each
of the 5Ws and
1H. Done!
111
Name It
Verb It
Finish It
It
112
Summarizing Bookmarks
Thinkmarks
Summarizing Thinkmark
When you summarize,
you take a large section
of text and reduce it to
its main points and key
ideas.
When you summarize,
ideas.
When you summarize,
ideas.
What You Want to Do:
Pull out the main ideas.
Focus on key details.
Use key words and
phrases.
Break down larger ideas.
Be clear and concise –
only include enough to
get the gist of the
article.
Use key words and
phrases.
get the gist of the
article.
Use key words and
phrases.
get the gist of the
article.
GIST Strategy
GIST Strategy
GIST Strategy
Include only enough
information to cover the
5 Ws and 1 H (who,
what, when, where, why,
and how).
Include only enough
5 Ws and 1 H (who,
and how).
Include only enough
5 Ws and 1 H (who,
and how).
113
Summarizing
Class Activities
 Post pictures from magazines or newspaper articles around the
class. Have students write a one sentence summary of what is
happening in the picture on a sticky note and post the note under
the picture.
 Have an oral sharing time in the class where students give a
summary of a family/sports/extra-curricular activity they have just
participated in. Ask students to give a short summary of what the
activity was, using the 5Ws.
 During content areas, when completing a KWL chart, have students
write a summary paragraph using the points in the „K‟ column.
 Select part of an informative piece of writing. Have a race to see
who can cross out all of the unimportant / redundant words or
sentences in the quickest amount of time.
 Select part of an informative piece of writing. Have a race to see
who can highlight or underline the most important ideas in the
quickest amount of time.
 Find examples of summary writing (travel brochures, game
instructions, chapter summaries, etc.). Using large chart paper,
create a list of similar features of all summaries (topic sentences,
linking words, powerful verbs, etc.).
 Read a biography of a famous deceased person. Write a newspaper
obituary for this person. Remember, you pay by the word when
submitting to the newspaper. Include the important details from
this person‟s life, but keep it brief!
 Cut out current event articles from the newspaper. Have students
read the articles, and come up with titles and subtitles for the
articles.
114
Summarizing
 In 4 – 6 sentences, summarize what you read today.
 Write a short summary for your book. Make me want to read it!
 Without using complete sentences or paragraphs, reflect on today‟s
reading.
 Write a review of what you just read (summary plus personal
opinions).
 Outline the important events of what you are reading.
 Write a short summary explaining what would happen if your book
had an imaginary sequel.
 What are the 5Ws (who, what, when, where, why) from what you
read today?
 Complete a “Somebody Wanted But So Then” summary for your
reading today.
 Write a “Name it, Verb it, Finish it” topic sentence for your reading
today.
 If your main character died at the end of the novel, what would you
write for his or her eulogy?
 Turn an event from your book into a short news article. Come up
with a headline, and be sure to include the 5Ws.
 Write a commercial for the book you are reading. Remember, you
want people to buy the book. Be sure to include all the important
and exciting details – without giving away too much information.
 List the 20 most important words from your reading today. Why did
you choose these words?
115
Summarizing – Main Idea and Important Details
Text:________________________________________
Important Detail
Important Detail
Main Idea:
Important Detail
Important Detail
116
Main Idea Summarizing Chart for Nonfiction
Text:_____________________________________________
Topic:
Main Idea:
Supporting Detail
Supporting Detail
Supporting Detail
Summary:
117
Summarizing Informational Text
Text:_________________________________________
Paragraph Main Idea
One Sentence Summary
Paragraph #
Topic:
Paragraph #
Topic:
Paragraph #
Topic:
Paragraph #
Topic:
Paragraph #
Topic:
118
Summarizing – 5 Words or Less
Text:__________________________________
Important Detail in Author’s Words
Summarize in 5 Words or Less
119
Honeycomb Summary
Text:__________________________________
Title
Solution
Characters
Moral of Story
Problem
Time
Place
120
Give Me Five Summary
Text:___________________________________
Where?
How?
Now, give me five! A five sentence summary, that is …
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
121
Starring: The 5W Summary for Media
Media Text:_____________________________________
When
What
Turn your “starring” information into a one paragraph summary:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
122
Summarizing: GIST Strategy – Nonfiction
Text:_________________________________
GIST: Generating Interactions between Schema and Text
Do you get the gist?
Who?
What?
When?
Where?
Why?
How?
Now, using 20 words or less and complete sentences, turn the above information into
a GIST summary:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
123
Writing a GIST Summary
Text:___________________________________
Write 20 GIST words that will help you summarize the text (KEY WORDS).
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
Now, write a summary of the text using the 20 GIST words. Remember to ask yourself the
following questions:
 Did I include the title of the text?
 Did I include the main idea or author‟s message in one sentence? (the topic sentence)
 What information can I omit? (unimportant events/ideas/details)
 What is the purpose of the text? (to inform, to persuade, to entertain)
 Did I use my own words? (DON‟T directly copy sentences out of the text!)
 Is the information in a logical order?
 Did I include a conclusion sentence?
 Does my summary make sense? (i.e. will readers get the „gist‟ of the story)
______________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
124
Summarizing Important Details
Text:__________________________________
Main Idea
(Topic
Sentence)
Important
Detail #1
Important
Detail #2
Important
Detail #3
Conclusion
Sentence
Write a 5 sentence summary (in your own words) using the information
you collected above.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
125
Summarizing Fiction: Somebody Wanted But So Then
Text:_____________________________________________
Somebody
Wanted
Who is the main
character?
What did the
character want or
want to do?
But
What is the problem
in the story?
So
How did the
character try to
solve the problem?
Then
How was the problem
solved? What was
the resolution?
Now turn the information above into a 5 sentence summary:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
126
Summarizing: Keys to Unlocking Summaries
Text:_______________________________________
Key Point #1
+
Key Point #2
Key Point #3
Now use these keys to “unlock” the summary.
Don’t forget to include an introduction and conclusion
sentence.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
___________
127
Building a Summary
Text:__________________________________
Main Idea
Supporting
Details
Summary
128
Bullseye Summary
Text:___________________________________
Directions:
 Write the topic in the center of the bullseye.
 In the middle sections, write the key terms for the supporting
details (4 sections = 4 supporting details).
 In the outer sections, write a complete sentence using the key terms
for the supporting details (4 sections = 4 complete sentences for
supporting details).
129
Summarizing Topic Sentences – NAME IT, VERB IT, FINISH IT
Text:_____________________________________________
Name It
Verb It
Finish It
Identify the text
Select a verb (see list below)
Finish your sentence
Verb List
acknowledges
evaluates
supports
adds
explores
confuses
advises
expresses
defends
asserts
features
depicts
teaches
furnishes
encourages
confirms
names
illustrates
confronts offends
invites
considers
offers
judges contrasts
predicts
misjudges
critiques
proposes
praises
demonstrates
provides
recommends
denounces
traces
simplifies
discourages
answers
solves
Rewrite your information so that it reads like a proper topic sentence.
Use your new topic sentence to write a summary of your text.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
130
Summary Rubric - Fiction
Text:________________________________
Criteria
Level 1
Level 2
Level 3
Main Idea
Attempts to
include a main
idea.
Somewhat
effectively
includes a main
idea.
Describes the
main idea
effectively.
Supporting
Details
Tells parts of who
the story was
about and parts of
where and when it
took place.
Tells most of who
the story was
about and most of
where and when it
took place.
Describes who the
story was about
and where and
when it took
place.
Sequencing
Attempts to
sequence what
happened in the
story.
Somewhat
accurately
sequences what
happened in the
story.
Accurately and
briefly sequences
what happened in
the story.
Concluding
Sentence
Attempts to write
a concluding
sentence that
does not relate to
the main idea.
There is little
evidence of
paragraph
structure
and many spelling
errors.
Writes a
concluding
sentence that
somewhat relates
to the main idea.
There is some
evidence of
paragraph
structure
and some spelling
errors.
Writes a
concluding
sentence that
relates to the
main idea.
Uses correct
paragraph
structure with
few spelling
errors.
Conventions
Level 4
Describes the
main idea very
effectively and
includes
interesting details
that enhance.
Effectively and
descriptively tells
who the story was
about and where
and when it took
place.
Accurately,
briefly and
descriptively
sequences what
happened in the
story.
Effectively writes
a concluding
sentence that
restates the main
idea of the story.
Effectively uses
paragraph
structure with no
spelling errors.
Comments:
131
Summary Writing – Nonfiction
Text:_____________________________________
Criteria
Main Idea
Level 1
Main idea is not
present in the
first sentence.
Level 2
Main idea is not
clear in the first
sentence-not
specifically
stated.
Some critical
information is
missing.
Details
Contains only
some details.
Order
Ideas are not in
logical order.
Ideas are in
random order.
Paraphrase
Student does
not use his or
her own words
to write
summary.
Conventions
5 or more
spelling,
grammar and
conventions
errors are
found.
Student uses a
few sentences
that sound too
similar to the
text and not
enough of his or
her own words.
3-4 spelling,
grammar and
conventions
errors are
found.
Level 3
Level 4
Mostly clear
main idea in the
first sentence.
Clear main idea
in the first
sentence.
Important
details are
included but
some might be
missing.
Ideas are in
logical order.
All important
details are
included.
Student uses his
or her own
words to write
summary.
1-2 spelling,
grammar and
conventions
errors are
found.
Ideas are
connected to
make the writing
Flow.
Student uses his
or her own
words to create
a summary
that includes
great word
choice.
No spelling,
grammar and
conventions
errors.
Comments:
132
Activities to
use for ANY
text.
133
Synthesizing: Activities to Use for ANY Text
Package Contents

Posters – 3 different posters to display in your classroom to give your students a
visual reference during language activities.

Synthesizing Bookmarks – print out on cardstock and laminate for students to use
while studying the reading comprehension strategy.

Class Activities – a full page of activity ideas to use while teaching the comprehension
strategy of Synthesizing.

Reader Response Questions – a full page of reader response questions to use for
class discussions, guided reading groups, or reader response journals.

Anchor Chart – Using the P.A.R. (Prepare, Assist, Reflect) strategy when synthesizing
information. This sheet can be reproduced for students to keep in their notes, or
enlarged onto chart paper or 11 x 17 paper to be displayed in the classroom.

Lesson Activity Handouts:
o Synthesis Poem – described on Class Activities sheet. A line-by-line organizer
for students to follow when writing a synthesis poem.
o Multi-Genre Text – described on Class Activities sheet. An organizer for
students to follow to complete a multi-genre writing project about a particular
topic. This organizer works best when reproduced on 11 x 17 paper.
o Differences Between Summarizing and Synthesizing – Useful to introduce the
strategy of synthesizing. Handout lists the differences between the two
strategies and asks students to create a Venn diagram to compare and
contrast on the back of the sheet.

A collection of 12 different graphic organizers to use while studying the reading
strategy of Synthesizing:
o Understanding Synthesizing – An organizer which lists 8 boxes explaining what
you are doing when you are synthesizing. Students fill in the boxes to explain
how their minds are changing as they read.
o Synthesizing Egg – A three-oval organizer on which students record point form
notes or words about their prior knowledge, new information, and synthesis.
o Synthesizing Venn Diagram – a Venn diagram on which students record
information from text, background knowledge, and new thoughts or opinions.
At the bottom of the page they are asked to explain how they synthesized the
text.
o RAPS Chart – A 4-column organizer on which students record information
under the categories: Read, Ask Questions, Prior Knowledge, Synthesis. This
134
organizer could be reproduced on chart paper for students to record their
thoughts on sticky notes and post them under the appropriate columns during
oral reading activities.
o Daily Independent Reading Log – a Monday to Friday reading log for students
to record their daily reading, and what information they synthesized by
answering two questions: At first I thought …, But now I think …
o Synthesizing Before, During, and After Reading – an organizer for students to
use to show how their thinking changes during the three stages of reading.
o Synthesizing Spiral – a fun organizer on which students record their thinking
at the beginning of the text in the middle of the spiral, and work outwards as
their thinking changes.
o Think / Pair / Share – an organizer for students to record their independent
thinking, then record how their thoughts change as they discuss with a
partner, a group, and the class.
o Problem – Solution Map – an organizer on which students record the problem
for the text, then list three possible solutions and the possible outcomes from
the proposed solutions.
o So What? Book Review – a book review organizer on which students
write about the author‟s message, recommend the book to a friend and explain
their recommendation, and answer the “so what” question.
o Synthesizing Quotes – an organizer on which students record two quotes from
their reading and explain what they think it means. They then meet with their
groups and discuss the meaning of the quotes. After talking with the group,
students write down how their thinking changed.
o Synthesizing on the Internet – an organizer on which students find three
different informative websites. They need to record the key idea, and then
explain it their own words and explain why the key idea is important.

Synthesizing Rubric – a sample of a rubric you can use while assessing students‟
ability to synthesize.
135
 To sum this up, I would say …
 This new information has
helped me to …
 I used to think … but now I
know …
 In conclusion …
 From the information, I
learned that …
 Putting it all together …
 When I examined all the
information , I found that …
136
137
Information
from
the
text
+
Information
from
your
head
=
Deeper
understanding
of the
text
138
Synthesizing Bookmarks
Thinkmarks
Synthesizing
Thinkmark
Synthesizing
Thinkmark
Synthesizing
Thinkmark
When you synthesize,
you take new
information and combine
it with things you
already know to create a
new understanding or
perspective of the text.
you take new
it with things you
you take new
it with things you
“Synthesizing is like
baking a cake. All the
different ingredients
mixed together make a
whole new thing.”
whole new thing.”
whole new thing.”
Sentence Starters
Sentence Starters
Sentence Starters
I‟m thinking the text is
about …
now I think …
Now I understand …
The part that made me
change my mind was …
My opinion now is that …
A new thought I had is
that …
about …
now I think …
that …
about …
now I think …
that …
139
Synthesizing
Class Activities
 After reading a particular text, have students pretend they are
illustrators and decide how they would illustrate that particular
piece.
 Write a script for a play from a text read orally in class.
 Take the facts from an informative text, and have students write a
persuasive letter to someone convincing them of their point of view.
 Research a particular topic and use the facts to write a synthesis
poem – organizer included in this package.
 Write a fractured fairy tale – students take a well-known fairy tale
and change some elements – the characters, plot events, or setting.
 Write a multi-genre text – students choose one particular topic and
write about the topic using three different genres (poem, recipe,
anecdote, procedure writing, comic, essay, letter, etc). The three
different pieces of writing must fit on one page with an illustration.
An organizer for this is included in this package – it works best for
students when enlarged to 11 x 17 size. Students use the organizer
to plan their work, then complete their final copies on blank paper or
construction paper.
 Demonstrate that synthesizing is like putting puzzle pieces together
– all the pieces combine to make something new. Using the backs of
puzzle pieces, write down ideas / facts from the text you are
reading. Discuss that as each student adds a new piece of
information, our understanding of the text may change. When the
puzzle is put back together, have the class synthesize their learning
on chart paper.
140
Synthesizing
 Describe the major conflict. What side are you on?
 Describe what was either believable or unbelievable about your text.
Defend your opinion.
 Examine a character‟s actions, values, behaviour, etc. with which you
disagree. What is happening? Why is the character thinking/acting
that way? What do you see wrong with it? What would you suggest
as a preferable response/behaviour?
 Did any of the characters‟ feelings change as you read? Explain why
or why not.
 Explain how you may have been surprised by what you are reading.
 What have you learned about life from what you‟ve been reading?
 What is something you‟ve learned from your reading?
 Analyze the author‟s ability to write. What does the author do most
effectively? What does the author do least effectively?
 This book helps me understand the problem of ___________
better because …
 If you were to turn your text into a play, what real life actors and
actresses would you cast as your main characters? Fully explain the
reasons for your choices.
 Describe a conflict in the text. What were some of the effects of
that conflict?
 How has reading the text changed your life? What are you
motivated to do or do differently?
 What was a major change a character made in your text? Could you
make that same change? Explain.
141
Synthesizing Information
P.A.R. Strategy
Prepare
Assist
Reflect
Get Your Brain Ready!
What can I do to
HELP me understand
and remember what I
read?
What have I learned,
how do I feel, and
what do I understand
after reading?
 What do I already
know?
 Does this remind
me of something?
 What questions do
I have?
 What do I predict
is going to
happen?
 What can I
preview before I
read? (titles,
pictures, graphs,
etc.)
 Re-read
 Use strategies to
solve difficult
words.
 Keep notes.
 Picture it in my
mind.
 Re-predict
 Don‟t accept
nonsense.
 Stop every so
often and check
your
understanding.
 Read between the
lines (infer).
 Look for
connections (T-T,
T-S, T-W).
 Ask yourself
questions.
 Ask someone else
if all other
strategies haven‟t
worked.
 Talk about it with
someone else.
 Write or give a
response on your
thoughts, opinions
and feelings.
 Write or give a
summary.
 Re-visit your
original questions
and see if you
found the answers
you were looking
for.
 Go back to your
first predictions
and see if you
were on track.
 Come up with
more questions.
142
Synthesis Poem
Research a particular topic and use the facts you collected to write a synthesis poem.
Write your lines in phrases, not complete sentences. Remember, choose your words carefully. Word choice is very important when writing a poem. When you have completed this
organizer (and have revised and edited), write your poem on blank paper and illustrate it.
Title (Name of Topic):_________________________________
Line 1 (Describe It):___________________________________
___________________________________________________
Line 2 (Rename It):____________________________________
___________________________________________________
Line 3 (Tell Where It Can Be Found):_____________________
___________________________________________________
Line 4 (Give More Descriptive Details/Add Facts):____________
___________________________________________________
Line 5 (Use Emotion Words to Tell How You Feel About It):____
___________________________________________________
Line 6 (Explain Why You Used the Emotion Words):___________
___________________________________________________
Line 7 (Name of Topic):________________________________
___________________________________________________
143
Multi-Genre Text
Choose a topic you are interested in. You must write about this topic using three different genres (poem, procedure,
letter, essay, narrative, comic, recipe, fable, script, etc.) Match the length of your pieces to the size of the boxes (e.g.
your shortest piece will go in Box A). You must also include an illustration for your multi-genre text. When you have
finished the organizer (and revised and edited), complete your final copy on the paper provided to you.
Illustration
Text A
Text B
Text C
144
Differences Between Summarizing and Synthesizing
Summarizing
Synthesizing
 A basic reading technique.
 An advanced reading technique.
 Pulls together information in
order to highlight the most
important points.
 Pulls together information not
only to highlight the most
important points, but also to
draw your own conclusions.
 Re-iterates the information.
 Combines and contrasts
information from different
sources.
 Shows what the original
authors wrote.
 Not only reflects your
knowledge about what the
original authors wrote, but also
creates something new out of
two or more pieces of writing.
 Addresses one set of
information (e.g. article,
chapter, document) at a time.
Each source remains distinct.
 Combines parts and elements
from a variety of sources into
one unified piece of writing.
 Presents a cursory overview.
 Focuses on both main ideas and
details.
 Demonstrates an understanding
of the overall meaning.
 Achieves new insight.
On the back of this sheet, draw a two-circle Venn diagram. On the
Venn diagram, show the differences and similarities between
summarizing and synthesizing.
145
Understanding Synthesizing
Text:______________________________________
When you synthesize during reading activities, your mind is doing many activities all at
once. After you read your text, fill in the sections below to explain how your mind is
synthesizing the information.
Read to find the main idea and themes:
Find evidence to support opinions:
Change perspectives/change your thinking:
Develop new ideas:
Form a deep understanding of text:
Apply new information to your life:
Be willing to change your mind when
presented with new facts:
Change the world!:
146
Synthesizing Egg
Text:______________________________
Synthesis
New Information
Prior
Knowledge
147
Synthesizing Venn Diagram
Text:____________________________________
Information
from Text:
Background
Knowledge:
New
Thoughts
Or Opinions:
Explain how you synthesized the text information with your background knowledge
to form new thoughts or opinions:_____________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________ 148
Synthesizing – RAPS Chart
Read
Write down ideas /
facts / points / key
words from your
reading.
Ask Questions
What do you
wonder?
What do you still
need to find out?
Prior Knowledge
What does this
remind you of?
Have you read /
learned about
anything like this
before?
Synthesize
What do you think /
feel about what you
read?
Did you change your
mind about
anything?
What do you think
now?
149
Synthesizing - Daily Independent Reading Log
Synthesizing is like putting puzzle pieces together. You combine new ideas from the text with
information you already know to come up with a new and deeper understanding of the text.
Day
Monday
Text and Pages
Read
Synthesis
At first I thought …
But now I think …
Tuesday
But now I think …
Wednesday
But now I think …
Thursday
But now I think …
Friday
But now I think …
150
Synthesizing – Before, During, and After Reading
Text:__________________________________________
Before reading the
While I was reading
text I thought that … the text I started to
think that …
After I was finished
reading the text I
thought that …
151
Synthesizing Spiral
Text:______________________________________
When you begin reading a text, your ideas start out small. As you read through the
text, your ideas grow and get bigger as you add more ideas and background knowledge.
Your thinking changes as it grows. Start by writing your original ideas in the center
of the spiral and work outwards as your thinking changes.
152
Synthesizing – Think / Pair / Share
Text:________________________________________
After reading, I first thought …
After talking with my partner, then I thought …
After talking with my group, then I thought …
After talking with my class, finally I thought …
153
Synthesis – Problem / Solution Map
Text:____________________________________
Topic:
Problem:
Possible Solution:
Possible Solution:
Possible Solution:
Outcome:
Outcome:
Outcome:
154
Synthesizing – So What? Book Review
Text:_______________________________________
What text did you read? What was it about? What was the
author’s message?
Who would you recommend this book to? Why?
So What? Now that you have read this book, how will your life be
different? What does it motivate you to want to do?
155
Synthesizing Quotes
Text:________________________________________
Choose two quotes from your text and copy them down in the left column. In the middle
column, write down your thoughts about what the quote means. Then get together with
your group to discuss the quotes. Read your quotes to your group and ask them what they
think it means. After listening to your group members, use the right column to record any
changes to your thinking after your discussions.
Quote
At first I thought it
meant …
But now I think it
means …
156
Synthesizing on the Internet
Find 3 different informative websites that discuss topics you are interested in.
Think about how you would explain the most important ideas to someone who has
not seen the websites.
Website and URL
Key Idea
Put the Idea into
your Own Words
Explain Why it’s
Important
157
Synthesizing Rubric
Text:__________________________________
Category
Level 1
Evidence of Identifies
Synthesizing some text
events random or
illogical.
Level 2
Synthesizes
with some
awareness of
event sequencebeginning,
middle, end, or
the chronology
of the text.
Some
understanding
that the
sequence
appears to aid
comprehension.
Level 3
Synthesizes
with
considerable
awareness of
event sequence.
Understands
that the
sequence
appears to aid
comprehension.
Discusses how
he/she changed
mind about
overall story
meaning during
reading.
Synthesize
Ideas from
Reading into
Writing
Synthesizes the
ideas and/or
information
sufficiently to
adequately
respond to the
writing task.
Accurately and
concisely
synthesizes
ideas and/or
information
from a reading
task for a
thoughtful
response to a
writing task.
Synthesizes
the ideas
and/or
information
imprecisely,
insufficiently,
or awkwardly
while
responding to
the writing
task.
Level 4
Enhances
meaning in text
with synthesis.
Incorporates
own schema.
Uses story
elements or
structures to
enhance
synthesis.
Identifies key
themes and
describes how
thinking evolved
from the
beginning to the
end of the
passage.
Uses a creative
and unique
approach to
accurately
and effectively
synthesize
information
and/or ideas
for an in depth
response to the
task.
Comments:
158
Activities to
use for ANY
text.
159
Visualizing: Activities to Use for ANY Text
Package Contents
 Visualizing Bookmarks – print out on cardstock and laminate for students
to use while studying the reading comprehension strategy.
comprehension strategy of Visualizing.
 Reader Response Questions – a full page of reader response questions to
journals.
 Anchor Chart – Visualizing is a Memory Saver – can be posted as is, or
reproduced on chart paper to hang in the classroom.
o Visualizing – Making Mind Pictures – Give students a photocopy of a
short text (newspaper article, science or social studies passage,
short story, etc.). Students work in pairs to discuss the questions
and create an image.
o Visualizing – Sense Chart – Students list details from their text
that relate to the 5 senses.
o Visualizing Quotes – Students choose 3 quotes from their text and
tell what senses are triggered by the quote and why.
o Visualizing – Creating Mental Images – Students list key words and
phrases from the text that create images, and then describe their
images. At the bottom of the page, students are asked to reflect
on how they can incorporate these kinds of words into their own
writing.
o Visualizing – Stretch your Sketch – Students are asked to draw an
image from their text and then describe the image and why they
chose to draw that particular image.
160
o Visualizing Changes – Students become aware of how their
visualization changes as they draw their mind images before, during,
and after reading.
o Visualizing – Create a Story Strip – Students are asked to choose 9
key events from their text, draw an image for each event, and
write a caption under each image. This handout can be enlarged to
11 x 17 size to provide students with more room to draw their
images.
o Visualizing – Make a Movie – Students choose 12 key events from
the text to turn into images for movie scenes. This handout can be
enlarged to 11 x 17 size to provide students with more room to draw
their images.
o Visualizing Figurative Language – Students choose 3 different
examples of figurative language from their text and complete the 4
column chart.
o Visualizing Idioms – What do you See? – One of my students‟ alltime favourite activities. Students find an idiom in their text and
draw the literal translation of the idiom.
o Visualizing Characters – Students draw their visualizations of three
different characters from their text and record the words or
phrases from their text that helped them visualize the characters.
o Visualizing Setting – Students draw their visualization of the
setting in their text, then answer the questions below.
o Visualizing Definitions – Students choose 4 words from a science or
social studies unit, or the word wall. For each word, they must
write the term, draw a picture, and write the definition. A useful
tool for studying definitions.
o Visualizing Reflection – At the completion of your study of
visualization, students complete this metacognitive reflection.
 Visualizing Rubric – an example of a rubric you can use when assessing
students‟ use of visualization.
161
 This description really helped
me to see …
 I could / couldn’t really
imagine …
 When I close my eyes, I
see …
 I think that the main
character resembles …
 If I were to describe the …
I would say it looks like …
 To me, the setting …
 I see …
162
If I Can’t
Picture it,
I Can’t
understand it!
Albert Einstein
163
164
Visualizing Bookmarks
Thinkmarks
Visualizing Thinkmark
Visualizing is creating
pictures in your mind
while you read. You can
include sights, sounds,
and smells. Visualizing
helps you recall events
and better understand
the text.
the text.
the text.
Sentence Starters
Sentence Starters
Sentence Starters
I can picture …
In my mind I see …
If this were a movie …
I visualized that …
Visualizing this helps me
understand the text
because …
I can picture …
understand the text
because …
I can picture …
understand the text
because …
Visualizing Images
Visualizing Images
Visualizing Images
Action (plot events)
Characters
Setting (time period and
places)
Characters
places)
Characters
places)
165
Visualizing
Class Activities
 Turn a chapter book into a picture book. Draw a picture for each
chapter and write about the most important events.
 Turn a chapter book into a comic strip. Draw a 4 – 8 panel comic for
each chapter and write about the most important events through
speech bubbles.
 Draw a new book cover for a text and write a caption for it.
 I See What You Say – students work in pairs. Student A writes a
descriptive paragraph and reads it to student B. Student B draws
what he or she hears. Then partners switch roles.
 Mystery Boxes - Place an object in a box. Students have to rely on
their sense of touch to help them visualize and infer what the
object may be.
 Listen to the lyrics from a song. Have students close their eyes and
really listen to the song – lyrics, tone, mood, etc. Then have them
draw what they have visualized.
 Have students dramatize part of a text they have read to give them
the chance to play out the “movie that‟s in their minds”.
 Students can build a diorama for a particular setting in their texts.
 Visualize math word problems. Students draw a picture to
represent the problem and then explain how the image helps them to
better understand the problem.
 Make a movie proposal. Students write a movie proposal for a text
they are reading. The proposal must include real life setting
suggestions, real actors and actresses and their roles, and key
scenes with examples of how they will be brought to life.
166
Visualizing
 When you were reading the text, did you make any pictures or
images in your head? Describe them to me.
 Describe the pictures or images you made while you were reading.
 How do the images help you understand the text?
 How does imaging help you read better?
 Describe the setting‟s time and place. Draw it.
 Draw a comic strip or graphic novel page for what you‟ve just read.
 Draw 4 objects that represent your reading. Write a sentence for
each, telling what each item says about what you‟ve been reading.
 Is the setting described well enough that you can create a picture
of it in your mind? Why or why not?
 Create a magazine ad for the book you are reading.
 Thinking about what you just read, draw the picture that appears in
your mind.
 What object is important in your book? Draw it. Write an
explanation for why you feel it is important.
 If your book was being made into a movie, who do you see as the
main actors and actresses? Why? Where do you see it taking
place? Why?
 Choose two characters from your book. What do you think they look
like? Use examples from your text to justify your thinking.
 What senses were triggered during your reading today? Explain the
passages that triggered these senses.
167
Visualizing – A Memory SAVER
S
A
V
E
R
Seeing the image in the mind’s eye.
Associate the image to an action.
Be vivid! The more colourful it is,
the easier the recall.
Exaggerate! The more
extraordinary the better.
Review the image periodically.
168
Visualizing – Making Mind Pictures
Text:______________________________________
Read the passage given to you and answer the following questions:
1.
With a partner, describe the pictures that you each created in your mind‟s eye from
the sample text provided by the teacher.
What did you like about your own and your partner‟s mind pictures?
2.
Read the passage again for ideas or feelings which add details to your own mind
pictures.
Circle the words in the text that best help you to form great mind pictures about the text.
What ideas of your own did you add which make the picture vivid or more interesting but
which were not in the text itself?
3.
Discuss your mind pictures again with your partner.
What new details or ideas appear in your mind pictures as a result of the second reading?
4.
How are your and your partner‟s mind pictures similar?
How are your and your partner‟s mind pictures different?
How do you explain the similarities and differences in your mind pictures?
5.
Create a key mind picture in the space below.
Create a caption which includes words from the text that inspired your mind picture.
169
Visualizing – Sense Chart
Text:_______________________________
While reading through your text, list details that relate to your senses.
Sense
Describe Event in Book
Sensory Words / Details
170
Visualizing Quotes
Text:________________________________
Choose 3 quotes from your text and write them in the left column. In the middle
column tell what senses are triggered by the quote. In the right column tell why your
senses were triggered by the quote.
Quote
What Senses Does the
Quote Trigger?
Why Does the Quote
Trigger These Senses?
171
Visualizing – Creating Mental Images
Text:_____________________________________
Key Words and
Phrases
from your Text
Creates an Image
About: characters,
setting, events, etc.
Describe Your Image
Why do authors choose words that help create images? How can you use
this in your writing?_________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
______
172
Visualizing – Stretch Your Sketch
Text:___________________________________
After reading the text, draw what you are visualizing.
Describe what you visualized below. Why did you choose this
image to draw?___________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
173
Visualizing Changes
Text:________________________________________
1) My visualization at the
beginning of the text:
2) Then it changed to:
3) Then it changed to:
4) By the end of the text my
visualization looked like this:
174
Visualizing – Create a Story Strip
Text:____________________________________
Draw pictures that represent key events in your text. Write a caption under each box
to explain each event. Draw the pictures in the order the events occurred.
175
Visualizing – Make a Movie!
Text:_____________________________________
Make a movie! Choose the most important events from your text and turn
them into scenes from a movie. Draw a sketch in the individual frames of
what would be included in the movie scene. Remember to draw your
scenes in the order you would have them happen in your movie.
176
Visualizing Figurative Language
Text:___________________________________
Choose 3 different examples of figurative language from your text
and complete the chart.
Example of
Figurative
Language
Type of
Figurative
Language
What is Being
Compared?
What Do You
Envision?
177
Visualizing Idioms – What Do You See?
Text:____________________________________________
An idiom is a figure of speech. Some examples are: head in the clouds, break a leg,
sick as a dog, in hot water, etc. Find an idiom from your text and write it in the
box. Use the rest of the page to illustrate the literal translation of your idiom.
Idiom:
Illustration:
178
Visualizing Characters
Text:_________________________________
Choose 3 characters from your text and draw what you think they look like.
Beside each picture, write down words and phrases from your text that
helped you visualize the character.
Visualization Image
Words / Phrases from the Text
179
Visualizing Setting
Text:_____________________________________
Visualize one of the settings in your text. Draw a picture of it in the box below.
Then answer the questions below the box.
Draw a picture of the setting:
What words / phrases in the text made you visualize the setting
like you did? _______________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Is the way you visualized the setting like any real place you know?
Explain. ___________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
180
Visualizing Definitions
Unit:___________________________________
Choose 4 definitions from your unit of study or word wall. For each definition,
write the name on the line, draw a picture in the box, and write the
definition on the lines below the picture.
_____________________
_____________________
_______________________
_______________________
_______________________
_______________________
_____________________
_____________________
_______________________
_______________________
_______________________
_______________________
181
Visualizing Reflection
This is what I’d tell someone creating sensory images means:______
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________________________________________
This is what I do when I create a sensory image:________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________________________________________
Creating sensory images helps me as a reader because:___________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________________________________________
182
Visualizing Rubric
Text:_____________________________________
Category
Level 1
Level 2
Level 3
Level 4
Preparation
Rarely
prepared with
images to
share from the
reading.
Rarely shares
images from
the reading or
reactions to
others‟
comments
about the book.
Sometimes
prepared with
images to
share from the
reading.
Sometimes
shares images
from the
reading or
reactions to
others‟
comments
about the book.
Sometimes
writes about
and explains
any images
from the text.
Sometimes
relates images
to the senses
and emotions.
Usually
prepared with
images to
share from the
reading.
Usually shares
images from
the reading or
reactions to
others‟
comments
about the book.
Always
prepared with
images to
share from the
reading.
Always shares
images from
the reading or
reactions to
others‟
comments
about the book.
Usually writes
about and
explains any
images from
the text.
Usually relates
images to the
senses and
emotions.
Always writes
about and
explains any
images from
the text.
Always relates
images to the
senses and
emotions.
Participation
and Active
Listening
Written
Response
For Mental
Pictures
Creates
Sensory
Images
Rarely writes
about and
explains any
images from
the text.
Rarely relates
images to the
senses and
emotions.
Comments:
183
Runde’s Room
http://www.teacherspayteachers.com/Store/Rundes-Room/Products
Thank-you for taking the time to visit my store and download
one of my products. All of my products have been used in my
classroom with great success. I sincerely hope you find this
product a useful tool for your classroom.
I have a large collection of products for your SMARTboard,
including language lessons, math lessons, math games, music
lessons and mini-units, and many more.
I also have a large collection of language and math resources
suitable for grades between 4 and 10.
If you are looking for novel unit ideas, I have an extensive
unit plan for Chris Van Allsburg (an inferring unit focussing on six
of his books), as well as a novel unit for Joey Pigza Swallowed
the Key. I also have bundles of materials to use while studying
the reading comprehension strategies.
Check back often as more products are being
added all the time!
Runde’s Room
http://www.teacherspayteachers.com/Store/Rundes-Room/Products
184

Resource contains posters, bookmarks, activities

Transcription

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