Comprehension Cue Cards Prompts for better understanding What

Comprehension Cue Cards Prompts for better understanding

What is the Four-Step Process of Reading? • 1. Analyze the first paragraph. 2. Read the passage and get an idea of the main idea. 3. Identify the purpose of each paragraph and the structure of the passage. 4. Answer the questions and don't forget to refer to the passage.

What is the best way to skim the passage to get the author's main point? • 1. Focus on the first sentence of each paragraph. 2. Pay attention to the mood words, positive and negative. 3. Pay attention to the "counter-evidence" indicators, such as actually, despite, admittedly, except, even though, nonetheless, nevertheless, although, however, in spite of, do, and may. •

Finding the Main Idea • 1. Look in the first sentence of the paragraph. • 2. Look for words or phrases that are repeated in the whole paragraph or page (these may include synonyms) • 3. Ask yourself “What/Who is this mainly about? ” (noun) • 4. Ask yourself “What about it/them? ” (action)

Finding the Main Idea Detail Detail

Informational Retell Rubric Prompt Student Response Score Topic: What is the topic of this passage? Civil War ___/3 Main Ideas: What is the most important idea/author’s message in the passage? It was a was between the northern and southern states ___/3 Key Details: What are the key details in the passage? ___/3 -The war began as a result of a dispute regarding slavery and the taxation of cotton exports. Vocabulary: What is the meaning of ______(word) when used in this sentence? Taxation Surrender Total Score ___/3 ___/12 (10/12 is adequate)

Informational Retell Rubric Prompt Student Response Score Topic: What is the topic of this passage? ___/3 Main Ideas: What is the most important idea/author’s message in the passage? ___/3 Key Details: What are the key details in the passage? ___/3 Vocabulary: What is the meaning of ______(word) when used in this sentence? ___/3 Total Score ___/12 (10/12 is adequate)

Signal Words • • • Chronological Sequence afterward as soon as before during finally first following immediately Initially later meanwhile next not long after now on (date) preceding second soon then third today until when

Signal Words • • • Comparison/Contrast although as well as as opposed to both but compared with different from either. . . or even though however instead of in common on the other hand otherwise similar to similarly still yet

Signal Words • • • Description above across along appears to be as in behind below beside between down in back of in front of looks like near on top of onto outside over such as to the right/left under

Signal Words • • • Generalization/Principle additionally always because of clearly conclusively first for instance for example furthermore generally however if. . . then in fact it could be argued that moreover most convincing never not only. . . but also often second therefore third truly typically

Signal Words • • • Process/Cause accordingly as a result of because begins with consequently effects of finally first for this reason how to how if. . . then in order to is caused by leads/led to may be due to next so that steps involved therefore thus when. . . then

Signal Words • "counter-evidence" indicators • actually • despite, • admittedly • except • even though nonetheless nevertheless although however in spite of may.

Character Traits quiet curious witty fighter determined energetic cheerful thoughtful calm mannerly rude mean loving proud wild messy neat joyful respectful considerate imaginative inventive creative Independent studious intelligent honest mischievous friendly adventurous hard-working timid shy cooperative lovable ambitious unselfish generous

Character Traits humble brave courageous serious funny humorous sad resourceful bold stubborn daring loyal dainty gullible busy handsome lazy caring patriotic carefree fun-loving selfish successful self-confident responsible helpful dreamer happy disagreeable conceited leader demanding bossy gentle

Determining a Character • Does the person stay the same through the story? (Static character) • Does the person change during the story? (Dynamic character) • What does the author directly tell you about the character? (Direct characterization) • What does the author show through the character’s actions and dialogue? (Indirect characterization)

Determining Theme • • 1. Understand the main character 2. Identify the conflict 3. Understand how the conflict was resolved 4. Make a generalization

Finding a Theme in Two Steps • 1. When you finish reading a book, ask yourself to sum up the book in a single word. For example, a single word for the book Little Red Riding Hood could be deception. Deception is the subject of the book. • 2. Next, stretch that single word into a message: innocence can lead to deception. This is a theme for Little Red Riding Hood. *http: //homeworktips. about. com/od/writingabookreport/a/theme. htm

Symbols Can Be Clues to Your Themes • Sometimes an object such as a bridge or a large body of water will appear over and over in a book. The object could actually be a symbol or motif which represents or sheds light on theme. • If you notice that an object does seem to be a strong and meaningful symbol in a book, try to determine any possible deeper meaning of that object. • A bridge represents a crossover or change, doesn't it? If you notice a few bridges, and you notice that your main character is going through a big change, you can be sure that the bridge is being used as a symbol. http: //homeworktips. about. com/od/writingabookreport/a/theme. htm

Annotation Codes l – Important L- Learned Something New *- Interesting or important information or facts AHA!- Big Idea Surfaces S- Surprising! S!!!- Shocking !!!- Exciting * ? - I don’t understand this

Summarizing • • • pull out main ideas focus on key details use key words and phrases break down the larger ideas write only enough to convey the gist take succinct but complete notes

Get the GIST (Summarize) • • • • • Who: What: When: Where: Why: How: 3. Write a 20 -word GIST summary. __________ __________ __________ __________ __________

Summary Star 1 word for a new title 5 words to tell about the conclusion 4 words to state the problem 2 words about how it made you feel 3 words to tell about the setting

Reading Reasons • Reading is rewarding. • • • • Reading builds a mature vocabulary. Reading makes you a better writer. Reading is hard, and “hard is necessary. Reading makes you smarter. Reading prepares you for the world of work. Reading well is financially rewarding. Reading opens the door to college and beyond. Reading arms you against oppression.

Fix-Up Strategies • • • • Reread. Read ahead. Figure out the unknown words. Look at sentence structure. Make a mental image. Define your purpose for reading. Ask questions. Make predictions. Stop and think. Make connections to what you already know. Look at pictures, illustrations, charts, and graphs. Read the author’s note. Ask for help

Don� t Know A Word? What should you do? 1. Look at the pictures. 2. Try to sound out the word. 3. Look at the beginning letters. 4. Look at the ending letters. 5. Look for a smaller word in the word. 6. Skip the word and read the sentence to the end. 7. Try to guess! What word makes sense? Does your guess look like the word you see? 8. Use the words around it. 9. Go back and re-read. Does it sound right? 10. Put another word in its place. 11. Ask a friend or an adult. 12. Look in the dictionary.

Non fiction Rubric

NAEP Oral Fluency Scale

Problem and Solution Diagram Problem Event #1 Event #2 Solution Event #3

Problem Solution Outline • Problem Who is involved? What is the problem? Why is it a problem? • Attempts at solving Attempt #1: How do they try to fix it? Result #1: What happened? Attempt #2: How do they try to fix it next? Result #2: What happened? • Solution End Result

Setting Where does the story take place? _________________________________ When does the majority of the story take place? _________________________________ Changes in the setting during the story: At first__________________________________ But then_________________________________ Finally, __________________________________ Reason for the setting: _________________________________

Setting • Where Outside/Inside Country/City Apartment/House School/Business America/Europe Earth/Space • When Modern day Stone age 1800’s Medieval Times The Great Depression At night

Plot Climax: Where the problem reaches its high point Rising Action: What events happen around the problem Introduction: The background of the story or characters Falling Action: How the problem is solved Resolution: How everything finishes up

Plot

Compare and Contrast • Comparing how things are the same or different

Cause and Effect • Something causes something else to happen Cause Effect

O/I Chart • Observation (+ you) = Inference Words/ideas that are repeated Cause/effect Compare/contrast Beliefs/opinions Bold words/Italics Headings Deeper meaning about the text A drive toward the author’s purpose