Informational Text
Comprehension
Examples
Anita L. Archer, PHD
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Name
Article/Chapter
Word
My Own Words Image/Representation
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Word Diagrams
Word
What it is What it is Examples Nonlike
Examples
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Math Vocabulary
(Chapter 1: Exploring expressions, equations, and
functions)
Word
Critical Attributes Examples
Nonexamples
variables
- symbols
- represent unspecified
numbers
- one or more numbers
- AND variables
- WITH one or more
arithmetic operations
- represents algebraic
expression
- in words
- mathematical
statement
- in which both sides are
equal
x
m
y
t
a
s
x–2
15
7
200
x
a + 3
b
The sum of 3
and b divided
by y
15 = 15
a + b = b +a
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algebraic
expressions
verbal
expressions
equations
Algebraic
expression
15 = 17
a +b
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Four-Square Vocabulary
1.
2.
3.
4.
5.
Dictate the word to be taught and have students record in square.
Describe the word.
Have students suggest examples of the word and record a number of
examples.
Have students provide non-examples of the concept and record of
number of non-examples.
Finally, have students write a definition of the concept.
(Adapted from Word Power by Steven Stahl & Barbara Kapinus, 2001)
Word
Examples
soothing
Definition
comforting
offering relief
music, a bath, a nap
Non-Examples
Tests, loud noises,
being called on
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Word
1. Definition
2. Sentence
3. Personal clue
Word
4. Definition
5. Examples
6. Non-examples
Word
7. Definition
8. Sentence
9. Visual Representation
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Unknown word/Unknown concept
Concept Map
Concept:
Analysis of word:
Part of Speech:
Critical Attributes:
•___________________________________
•___________________________________
•___________________________________
•___________________________________
•___________________________________
Examples
Associations:
Non-Examples
Synonyms:
Members of Word Family
Your Sentence
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Completed Concept Map
Concept: genocide
Analysis of word: genos = race or tribe (Greek)
cide = killing (Latin)
Part of Speech: noun
Critical Attributes:
• deliberate
• systematic
• destruction
• of a group of people (in whole
or part)
• based on a specific characteristic
(e.g., ethnicity, race, nationality,
religion)
Examples
Non-Examples
Holocaust in WWII – killing Killing of German and
of Jews
American troops in WWII
1994 – Killing of Tutsis by
2004 – 168,000 killed in
Hutus in Rwanda (Africa)
Indonesia tsunami
Associations:
suicide
homicide
pesticide
Synonyms:
infanticide
Mass murder, massacre,
insecticide
annihilation,
extermination, elimination,
ethnic cleansing
Members of Word Family
genocidal (adj.)
Your Sentence
During World War II, genocide occurred when the
German government under Hitler killed millions of Jews.
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Places
Germany
Rwanda
Bosnia
Darfur, Sudan
Armenia
Congo
Processes of
Genocide
Hatred
Dehumanization
Propaganda
Not fully human
Denial
Results of
Genocide
Death
Annihilation
Extermination
Elimination
Ethnic Cleansing
Characteristics
of Group
Acts of
Genocide
Religion
Ethnicity
Race
Killing
Massacre
Atrocities
Starvation
Nationality
Torture
Overwork
Execution
Crimes against humanity
Ethnic Cleansing
Response to
Genocide
Genocide
United Nations
Nuremburg Trials
International Laws
People associated with
Genocide
Hitler
Third Reich
Pol Pot
Khmer Rouge Regime
People killed
Jews
Tutsis
Serbians
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Anticipation Guide
Student
Chapter
Directions: In the column labeled me, place a check next to any
statement with which you agree. After reading the text, compare
your opinions on these statements with information contained in the
text.
Me Text
Statements
1. Mohammed, the prophet of Islam, was born
more than 500 years after Jesus.
2. Mohammed believed that there was only one
God, Allah.
3. Mohammed destroyed the idols that were in the
temple in Mecca.
4. The word Islam means “remission”.
Mohammed told his followers that they should
seek remission of their sins.
5. Mohammed, like Jesus, is worshiped by his
followers as God.
6. Five times a day, Muslims face the holy city of
Medina and pray.
7. Islam teaches concern for the poor.
8. It takes many years to become a clergy member
in the Islam faith. Few people reach this level.
9. The Koran, the Muslim’s holy book, is written
in the original Greek language of Mohammed.
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Example: Background Knowledge
Reading Informational Article
Changing Headings into Questions
Edgar Allan Poe
Why was Poe
labeled a “loner”?
What turmoil and
grief did Poe face?
Why is Poe considered
a literary giant?
-
orphaned by three
separated from siblings
conflict with foster family
unable to gain approval
of foster father
- lost job
- plagued with alcoholism &
illness
- wife died of tuberculosis
- considered first modern writer
- Poe’s stories continue to be
read
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The Developing Child
9.1 Early Brain Development
Application of Paragraph Shrinking in Secondary Classes
1. A baby’s brain develops rapidly in the first
year of life.
2. When baby is given quality experiences,
brain development accelerates.
3. Neural pathways form and control body
functions and thinking.
4. The brain uses sensory input to build neural
pathways.
5. Most actions of newborns are instinctive
reflexes.
6. Baby gains many skills that result from
development of brain.
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Interactive Science, 8th Grade
Cornell Notes
Discovering Cells
What are cells?
• all living things are made of cells • cells are basic unit of structure and function Cells and structure
• structure of living things determined by how cells are put together
Cells and function
• processes to live, grow, reproduce Summary
All living things made of cells. Cells provide
structure of organisms and cells carry out functions
that allow organisms to live, grow, and reproduce.
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The Car Care Book, 4th Edition by Ron Haefner
Marking the Text
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Specialized Note Taking - Problem – Action – Outcome
Chapter ____________________________ Title_____________________________
Event
Event _________________________________
Problem, Conflict, Goal
Problem, Conflict, Goal
Actions
Actions
Outcomes
Outcomes
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Chapter 6_________________________
The Nebraska Adventure – 4th Grade
Event Oregon Trail Map
Problem, Conflict, Goal
- Many people wanted to go to
Oregon Country
Title Go West!
1841 – 1854
Event Oregon Trail
Problem, Conflict, Goal
- Citizens wanted land in
Oregon Territory.
- There was no map of the
trails leading to Oregon.
Actions
- Government hired John
Fremont to explore and map
trails to Oregon.
- John Fremont and his team
traveled to Midwest including
Nebraska.
- Fremont and his team mapped
existing trails… mostly Native
American trails.
- Fremont and his wife created
a report on the trails and
surrounding land.
Actions
- Many traveled 2000 miles to
Oregon (12 miles per day).
- Traveled with others in
Wagon trains.
- Animals (horses, mules, oxen)
pulled their covered wagons.
- Had many challenges on
journey.
Outcomes
- The mapped trails became the
Oregon Trail.
- Many Americans traveled on
the Oregon Trail to Oregon.
Outcomes
- Many died on the journey.
- Pioneers were able to claim
land, farm it, and own it for
a little money.
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Event Gold Rush
Problem, Conflict, Goal
- Many people wanted to go to
California to prospect for gold.
Event Mormon Trail
Problem, Conflict, Goal
- Mormons wanted religious
freedom after being treated
poorly in Ohio, Missouri, Illinois.
Actions
- Some took ships to California.
- Others traveled in wagon
trains along the Oregon Trail.
- Instead of going to Oregon,
went to California.
Actions
- Brigham Young lead 3000
Mormons to Utah.
- Other Mormons followed the
first group to Utah.
- The Mormons established a
new trail that went through
Nebraska.
Outcomes
- Very few of these pioneers
got rich because of gold.
- However, some of the pioneers
gained wealth by selling
supplies.
Outcomes
- Many of the Mormon pioneers
died during a harsh winter.
- Remaining Mormon pioneers
established settlements in Utah
where they were free to practice
their religion.
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Strategy for Story Problems
Read
Think and Mark
Paraphrase
Visualize and/or
Represent Visually
Create a number sentence /
equation
Solve
Check
Explain/Justify
Francesca and Sophie are going to the theater to see a
movie. The movie is 1 hour 59 minutes long. The
previews before the movie last 15 minutes. What is
the total length of the previews and the movie?
Explain how you found your
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Summary of Informational Text
Chapter: ___________ Topic:
_________________
In this section of the chapter, a number of critical
points were made about ……
First, the authors pointed out that….
This was important because….
Next, the authors mentioned that….
Furthermore, they indicated …
This was critical because….
Finally, the authors suggested that….
Summary of Informational Text
Chapter: Drifting Continents Topic: Wegener's Theory
In this section of the chapter, a number of critical points were
made about Alfred Wegener's theory of continental drift. First, the
authors pointed out that Wegener believed that all the continents
were once joined together in a single land mass that he called
Pangaea that drifted apart forming the continents of today. This was
important because it explained why the outline of the continents as
they are today fit together. Next, the authors mentioned that Wegener
argued that there were many pieces of evidence supporting his
theory of continental drift. Furthermore, they indicated that Wegener
used evidence of similar landforms and fossils on different continents
to prove his theory. This was critical because this evidence could be
validated by other scientists. Finally, the authors suggested that
despite this evidence, other scientists did not accept Wegener's
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theory because he could not explain the force that pushes and pulls
the continents.
Summary of Opinion Article
Name of Article:…
Author: ……
Topic: ………
In this article, …………………. discusses…
The author's primary claim is ……..
First, she/he states….
She/he then points out that ….
In addition, ……. indicates that……
Finally, she/he conclude
Summary of Opinion Article
Name of Article: The Writing Revolution
Magazine/Journal: the Atlantic (September, 2012)
Author: Peg Tyre
Topic: Writing Instruction
In this article, Peg Tyre discusses writing instruction in today's schools. The
author's primary claim is that a return to traditional, explicit instruction on
the fundamentals of writing could be the answer to poor writing exhibited in
schools. First, she states that teachers at New Dorp High School determined
that their students poor performance was due to the fact that they could not
express their ideas on paper. She then points out that when New Dorp
adopted intense, explicit instruction on the skills of analytic writing, test
scores and graduation rates improved. In addition, Tyre indicates that
thinking, speaking, and reading skills are strengthened through writing
instruction. Finally, she concludes that a return to traditional writing
instruction may be the key to improving the writing skills of failing students.
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Writing Frame - Comprehension
Opinion
Topic Many people believe that….
However, I believe that….
One reason for my opinion is that ….
Another reason is ….
An additional reason for my opinion is that ….
In conclusion, ….
Opinion
Topic - Jackson as President for the Common Man
Many people believe that Andrew Jackson was the
President for the common man as he declared during the
election. However, I believe that Andrew Jackson was not
the President for the common man but rather the president
for some of the people. One reason for my opinion is that
Andrew Jackson ordered the removal of Native Americans
from Georgia and Florida, their homelands. Another
reason is that during Andrew Jackson's presidency,
suffrage, the right to vote, was only afforded to white men
in the United States. An additional reason for my opinion is
that Andrew Jackson owned 150 slaves on his plantation.
In conclusion, many of Jackson's "common men" were
denied the rights of others including the right to their own
land.
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Writing Strategy – Summary
Step 1: LIST (List the details that are important enough to
include in the summary.)
Step 2: CROSS OUT (Reread the details. Cross out any that
you decide not to include.)
Step 3: CONNECT (Connect any details that could go into
one sentence.)
Step 4: NUMBER (Number the details in a logical order.)
Step 5: WRITE (Write your summary.)
Step 6: EDIT (Revise and proofread your summary.)
Rewards Plus published by Sopris West
Prompt: Summarize some of the major results of the collapse
of the Roman Empire and the absence of a central government.
Results of collapse of Roman Empire
1- no central government
3- rise of new leaders such as Charlemagne
4- increase in role of Catholic Church in
providing services
- monks lived in monasteries & nuns lived
in convents
- development of new systems of
government 5 such as Feudalism
- Feudalism led to lesser nobles obtaining
land
2- people living in the country rather than in
cities
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There were many important results of the
collapse of the Roman Empire. The major result
was the destruction of the central government
that previously maintained roads, water systems,
and buildings. Without a protective government,
people fled to the countryside. New leaders such
as Charlemagne emerged. In addition, the
Catholic Church participated in the governance
of the people and provided services such as care
of the sick and elderly. But the most striking
result of the collapse of the Roman Empire was
the emergence of new systems of government
including Feudalism in which lesser nobles
obtained land in exchange for providing services,
particularly military protection, to the higher
nobles.
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