Tazewell County
K-5 Workshop Reference Document
Comprehension Skill—Author’s Purpose
Explicit Instruction
Introduction www.slideshare.net/gracie0412/authors-purpose-9262276
Graphic Organizers: Provided
TEXT APPLICATION
FOR ALL STUDENTS
The goal is to make students aware that author’s write for different reasons and all writing should have a purpose.
The three main categories of writing are to persuade, inform, and entertain (PIE).
Instructional Resources for Guided Practice
First Taught
English Learner
Support Activities
English Learner
Support Guide
Support Activities
Skills Practice 1
Skills Practice 2
Reteach
Challenge Activities
Kindergarten
(Red)
Unit -
1st Grade
(Orange)
Unit -
2nd Grade
(Green)
Unit 2
-
3rd Grade
(Blue)
Unit 1
-
-
77, 78, 229-230,
231, 322-323
-
-
37-38
85-86
135-136
35-36, 150-151
32, 137
138-139, 140,
223-224, 225,
293-294, 295
41-42
25-26, 91-92
102-103, 126-127
93, 115
-
4th Grade
(Purple)
Unit 1
-
5th Grade
(Aqua)
Unit 1
-
57-58, 59, 331332
8-9, 93-94, 95,
107, 108, 379380, 381
19-20
133-134
131-132
19-20
43-44
55-56
19-20, 102-103
17, 90
Instructional Language/Signal Words or Phrases
author most likely, author includes/included/added, author’s main purpose
If the author added information…
Example Question Stems
Why did the author most likely include…
The author most likely wrote this article/story…
This article would most likely be found…
The author includes paragraph 3 in the story to…
Why did the author most likely write…
The author’s main purpose…
The author included the last paragraph to…
Do
Do
Do
Do
Do
Do
Do
Do
Do
Do
Do
Do
Do
Do
Do
Don’t
Don’t
Guidelines for Use of Instructional Resources
Use a balance of literature and informational texts.
Address text features and their purposes. (headings, subheadings, bold and italic print, maps, graphs, charts, etc.)
Make connections between Imagine It! text and science and social studies SOL objectives. Reference the “Inquiry” piece. The
Activities Across the Curriculum is another resource.
Use the English Learner Support Guide for direct instruction of comprehension skills. (referenced above)
Model and think-aloud to make “visible” the thought processes that lead to understanding. Reference the English Learner Support
Guide for direct instruction of comprehension skills.
Combine complex text with effective instruction and scaffolding.
Establish a clear purpose for reading. Tell students specifically what they are to know and/or be able to do as a result of instruction.
Model annotating text at grades K-2. Require students in grades 2-5 to “read with pen in hand” annotating the text as they read.
Model as necessary.
Require students to read and re-read to consider meaning more deeply.
Require students to re-read for different purposes.
Utilize a variety of read aloud strategies.
Use text sets—texts from different genres that address the same subject matter.
Begin instruction at the current level of instruction (below, on or above) and steadily increase text complexity as indicated by
performance data.
Practice fluency prior to reading challenging text as necessary. This is particularly needed with students who struggle with grade
level text.
Monitor students as they work independently. Be prepared to provide modeling and think-aloud support.
Copy the instructional resources to pass out as a worksheet packet.
Avoid difficult text or make tasks easier—both are less likely to result in stronger, more independent readers.