Retelling



LAA122 Retelling

|Focus Skill |Test Taking Tips |

|Definition: description of what happened in previously read text. |LA.A.1.2.2 |

| |The student selects from a variety of simple strategies, including the use of phonics, word |

|Purpose: |structure, context clues, self-questioning, confirming simple predictions, retelling, and using |

|Retelling helps students remember a story. A student should recall, in his or her own words, |visual cues to identify words and construct meaning from various texts, illustrations, graphics, |

|details about character, setting, plot, conflict, and information. |and charts. |

|Retelling encourages students to reread passages and discover new things. | |

|Retelling is a form of paraphrasing. It helps students synthesize information as they put it in |Graphic Organizers |

|their own words. |Conceptual Map |

| |Sequential Map |

|Prompts for retelling expository text |Hierarchical Map |

|What is the topic? |Cyclical Map |

|What are the most important ideas to remember? | |

|What did you learn that you didn’t already know? |Key words and components of a retell |

|What is the setting for this information? |Most important events |

|What did you notice about the organization and text structure? |Problem/Solution |

|What did you notice about the visuals such as graphs, charts, and pictures? |Characters |

|Can you summarize what you learned? |Setting |

|What do you think was the author’s purpose for writing this article? |Plot |

| |Main Idea |

|Prompts for retelling narrative text |Primary/Secondary Characters |

|Who was in the story? |Setting |

|Where did the story take place? |Point of Idea |

|Was there a problem? What was it? How was it solved? |Reflections |

|What were the most important things that happened? |Observations |

|What did you think of the story? | |

Sequential Map

Cyclical Map

|Hierarchical Map |

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Antonyms

Words that are the OPPOSITE of other words

LA.A.1.2.3

Classification

Dividing things into groups based on features, traits, or characteristics

LA.A.1.2.3

Compare and Contrast

Find examples showing how things are similar and different with greater emphasis on similarities - “like” and “as” clue words for comparisons

LA.A.1.2.3

Context Clues

Use the words and sentences around a word –context –

to find a word’s meaning

LA.A.1.2.3

Example

Words, phrases, or graphics

that illustrate or model something

An illustrative problem or exercise with its solution

LA.A.1.2.3

Operation

A process or series of acts performed to effect a

Certain purpose or result

LA.A.1.2.3

Structure

How something is

organized or put together

LA.A.1.2.3

Synonyms

A Word that means the same

as another word

Antonyms

A word that means the opposite

of another word

LA.A.1.2.3

Synonyms

A word that means the

same or almost the same

as another word

LA.A.1.2.3

Vocabulary

Development

LA.A1.2.3

The meanings of

Words and phrases

|Focus Skill |Test Teaching Tips |

|Summarizing |Key Words: |

|Definition: finds the main points of descriptive, explanation, instruction, and persuasive |first |

|text without details, illustrations, examples or personal opinions. |next |

| |then |

|To summarize a student uses their own words to combine, or synthesize the important parts of |finally |

|the text. A summary is short and tells only the most important ideas. |the most important ideas in this text are |

| |the story takes place |

|When summarizing fiction, students: |the main characters are |

|give only key points in a short one-four sentence summary, |a problem occurs when |

|summarize in logical order |a key event is when |

|reread to remember main ideas, and/or |this part is about |

|refer to illustrations to summarize the text. |this book is about |

| |Graphic Organizers (see attached): |

|When summarizing nonfiction, students: | |

|give only key points in a short one-or two sentence summary, |Organizer |

|leave out unnecessary details, |When to use |

|summarize in a logical order, |Text |

|reread to remember main ideas, and/or | |

|refer to illustrations, headings, and other text features to summarize the text. | |

|LA.A.1.2.4 |Before |

|The student clarifies understanding by rereading, self-correction, summarizing, checking other |During |

|sources, and class or group discussion. |After |

| |Narrative |

| |Expository |

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| |Bio-Pyramid |

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| |X |

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| |X |

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| |Lyric Summary |

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| |X |

| |X |

| |X |

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| |Narrative Pyramid |

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| |X |

| |X |

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| |QuIP (Questions Into Paragraphs) |

| |X |

| |X |

| |X |

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| |X |

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| |Story Map |

| |X |

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| |X |

| |X |

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| |Summary Cube |

| |X |

| |X |

| |X |

| |X |

| |X |

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| |Key Word Strategy |

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| |X |

| |X |

| |X |

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Bio-Pyramid

Purposes: To summarize a person’s life; to provide a format for summary writing.

Procedure:

1. After reading about a person’s life, show students the format for writing Bio-Pyramids.

Line 1-person’s name

Line 2-two words describing the person

Line 3 three words indicating a problem the person had to overcome

Line 4-four words indicating a problem the person had to overcome

Line 5-five words stating one of his or her accomplishments

Line 6-six words stating a second accomplishment

Line 7-seven words stating a third accomplishment

Line 8-eight words stating how mankind benefited from the accomplishments

2. Create a Bio-Pyramid as a class.

3. In small groups or pairs, have students create Bio-Pyramids.

4. Use the completed pyramids to promote discussion.

Lyric Summary

Purposes: To provide an alternative format for narrative or expository text summaries, to provide opportunities to use multiple modalities when creating summaries: to link content learning and the arts.

Procedure:

1. Review summarizing with the students depending on the type of text. Ask them to note the types of information that comprise narrative or expository summaries.

2. Introduce the musical aspect of the Lyric Summary by explaining that summaries can also be written as song lyrics to familiar tunes (popular, rock, jazz, disco, children’s songs).

3. Choose a melody with which students are familiar and use it as the background for writing a Lyric Summary. Write the first line and then encourage pairs of students to suggest subsequent lines. When the Lyric Summary is completed, sing it with the class.

4. Have small groups of students choose a melody they know and a topic they have recently studied to create their own Lyric Summaries. The topic may be a story they have recently read or information from a content area.

5. Have the students sing their completed retellings or summaries for the class.

Narrative Pyramid

Purposes: To summarize a narrative text; to provide a format for summary writing.

Procedure:

1. After reading a story, show students the format for writing narrative pyramids.

Line 1 – character’s name

Line 2 – two words describing the character

Line 3 – three words describing the setting

Line 4 – four words stating the problem

Line 5 – five words describing one event

Line 6 – six words describing another event

Line 7 – seven words describing a third event

Line 8 – eight words describing the solution to the problem

2. Create a Narrative Pyramid as a class.

3. Have students create Narrative Pyramids in small groups or pairs for a story they have read.

4. Use the completed pyramids as the basis for discussion.

QuIP (Questions into Paragraphs)

Purpose: To provide a framework for initiating research and structuring writing.

Procedure:

1. Students choose a topic to explore and write the topic at the top of the QuIP grid.

2. Students generate three broad questions related to the topic.

3. Students locate and read two sources to find the answers to their questions. They write the titles of the sources in spaces provided on the grid.

4. Students record answers to the questions in the spaces provided on the grid.

5. Students synthesize information into a paragraph.

6. Students share their paragraphs in pairs or small groups.

Story Map

Purposes: To promote understanding of the narrative elements; to encourage summarizing using narrative text structure.

Procedure:

1. Explain to the students the purpose of summarizing and the narrative elements that are included (characters, setting, problem, attempts to resolve, solution) when summarizing a story.

2. Demonstrate completing a Story Map after reading a story aloud. Discuss the components you included. (A story map or other visual cues may help.) Use the completed Story Map to briefly summarize the story.

3. Read another story to the students and in small groups, have them complete a story map.

4. Share and discuss the completed Story Maps. Use them to summarize the story.

Summary Cube

Purpose: To provide a structure for summarizing factual information or retelling key

points of a story.

Procedure: (Begin by explaining and modeling Summary Cubes.)

1. Explain the idea of cubing to the students. Describe the information that goes on each

side of the cube.

2. Demonstrate through read-aloud and think-aloud the process of determining key

ideas about either narrative or expository text to write on the cube. Show the students

how to assemble the cube.

3. In small groups, guide the students to read a text and create Summary Cubes.

4. Share ideas with the class. Display Summary Cubes.

5. Encourage students to create their own cubes as follow-ups to reading narrative and

expository texts.

Information for cubes:

| |Option 1 |Option 2 |Option 3 |Option 4 |

|Side 1 |Who? |Title |Animal |Topic |

|Side 2 |What? |Characters |Habitat |Subtopic 1 and details |

|Side 3 |Where? |Setting |Food |Subtopic 2 and details |

|Side 4 |When? |Problem |Physical Description |Subtopic 3 and details |

|Side 5 |Why? |Solution |Classification |Summary |

|Side 6 |How? |Theme |Illustration |Illustration |

Key Word Strategy

Purpose: To provide a structure for summarizing factual information or key points of a story:

Procedure: (student directions)

1. Read a story.

2. Reread it with the goal of trying to select a few key words that seem especially

important to the story. Make a list of these words. Be selective. You want the MOST

IMPORTANT words.

3. Cut your list apart so that each word can be moved separately.

4. Arrange the words in a way that supports you as you retell the story in your head.

(For example, in Cinderella “fireplace: and “cinders” would probably come before

“pumpkin.”)

5. Use your words to get you started writing a summary of the story.

Bio-Pyramid

1. ___________

Person’s name

2. __________ __________

Two words describing the person

3. __________ __________ __________

Three words describing the person’s childhood

4. __________ __________ ___________ __________

Four words indicating a problem the person had to overcome

5. __________ ___________ __________ __________ __________

Five words stating one of his or her accomplishments

6. __________ __________ ___________ __________ __________ __________

Six words stating a second accomplishment

7. __________ ___________ __________ ___________ ___________ ___________

Seven words stating a third accomplishment

8. __________ __________ ___________ __________ ___________ ___________ ___________

Eight words stating how mankind benefited from his or her accomplishments

Lyric Summary

Text: _________________________________________________________________________________________________________

Tune: _________________________________________________________________________________________________________

Verse 1:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Verse 2:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Refrain

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Narrative-Pyramid

1. ___________

Character’s name

2. __________ __________

Two words describing the character

3. __________ __________ __________

Three words describing the setting

4. __________ __________ ___________ __________

Four words stating the problem

5. __________ ___________ __________ __________ __________

Five words describing one event

6. __________ __________ ___________ __________ __________ __________

Six words describing another event

7. __________ ___________ __________ ___________ ___________ ___________

Seven words describing a third event

8. __________ __________ ___________ __________ ___________ ___________ ___________

Eight words describing a solution to the problem

QuIP

|Topic: |

|Questions |Answers |

| |Source: |Source: |

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Key Word Strategy

1. Read a story.

2. Reread it with the goal of trying to select a few key words that seem especially important to the

story. Make a list of these words. Be selective. You want the MOST IMPORTANT words.

3. Cut your list apart so that each word can be moved separately.

4. Arrange the words in a way that supports you as you retell the story in your head. (For example, in

Cinderella “fireplace: and “cinders” would probably come before “pumpkin.”)

5. Use your words to get you started writing a summary of the story.

The Reader ________________________________________________________________________________________ Date ____________

The Book __________________________________________________________________________________________________________

Key Word List

My summary:

How many of your key words appeared in your summary?

Summary Cube

Name: _________________________________________ Date:_____________

Realism and Fantasy

Realism:

Things that could happen in real life.

Fantasy:

Things that might happen and/or

things that could never happen

in real life.

La.a.2.2.1/la.a.2.2.8

Chronological

Order

The order things happen, -1st, 2nd, next, last, etc.

LA.A.2.2.1

Details

Specific facts, examples, and words that support an idea

LA.A.2.2.1

Main Idea

.The central thought or the point

the author is making

about a topic, expressed or implied,

supported by details and explanation.

In informational or expository text, the most important thought or overall position

LA.A.2.2.1

Making Judgments

Use details from the story to support your ideas about the story.

la.a.2.2.1

Sequence

The order things happen

la.a. 2.2.1

Steps in a Process

The order of actions in

recipes,instructions,directions

Clue words: like first, next, then, finally, etc., help to find the order of steps.

La.a. 2.2.1

Chronological Order

|Focus Skill |FCAT |

|Definition: events described in the order they happened in time. |LA.A.2.2.1 |

|Sequence of events: gives the order of action in a narrative or details in nonfiction. |Response Attributes: |

|Key Questions: |3rd & 5th: |

|Tell the big events of the story/article in the order that they happened. |Distractors may include, but are not limited to, the following: |

|List the key events in order. Jot down phrases to remember. |*events that are drawn from the passage and presented out of order, |

|What happened in each part of the story? |*plausible but incorrect responses based on the text. |

|What happened just before __(event)? After__(event)? | |

|What word(s) tells you that __(event) happened before___? After___? |4th: Multiple Choice: |

|What are the steps in the process described___(story/article)? Trace the journey of ___ (person/animal)|Distractors may include, but are not limited to, the following: |

|from __ to __(time/location). |*facts or details that are drawn from the passage but are not main ideas, |

|Name one important thing that happens early in the story/article. What is the next important thing? |* facts or details that are drawn from the passage but are not significant, |

|What is the next important thing after that? |*events that are drawn from the passage and presented out of order, |

|Tell 3 (or more) important events in the life story of ___. |*inferences not supported by the text, |

|What did ____ do to solve his/her problems, step by step? |*plausible but incorrect responses based on the text. |

|Where does the climax of the story come? |Short Response/Extended Response: |

|What did__ do to become a hero? |*SR/ER items will be scored with a holistic rubric that defines the performance criteria for each |

| |score point. |

|Words that SHOW TIME: |*An example of a top-score response for each SR/ER item will be included. |

|about first then | |

|after immediately third |Key Words: |

|afterward later till |What happened FIRST |

|as soon as meanwhile today |What happened NEXT |

|at next tomorrow |What happened AFTER |

|before next week until |What step is LAST |

|during second when |How do you… |

|finally soon yesterday |What steps are taken to … |

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|Graphic Organizers: |Item Type: |

|Story map |3rd & 5th Multiple Choice |

|Timeline |4th: Multiple Choice, Short Response/ Extended Response |

| | |

| |Sample: |

| |What happens AFTER Mrs. Whipple brings Chilly Bones to Jordy’s house? |

| |Mrs. Whipple asks to have her slipper back. |

| |Bloocher takes Jordy’s shoe away from him. |

| |Jordy thinks that Bloocher might be allowed to stay. |

| |Jordy’s mother thinks she might send Bloocher away. |

Drawing Conclusions/Inferencing

|Focus Skill | FCAT |

|Definition: |LA.A.2.2.1 |

|Draw Conclusions: uses background knowledge and text information to form an |Response Attributes |

|opinion regarding information not given in a text; specifically able to draw conclusion, when, why, or |3rd |

|something happened or who was involved in an action. |Multiple Choice: |

| |Distractors may include, but are not limited to, the following: |

|Infers: combines prior knowledge and information found in texts to predict or make a judgment. |* facts or details that are drawn from the passage but are not main ideas |

| |* events that are drawn from the passage and presented out of order |

|Good readers often make inferences or draw conclusions based on the information they have. If they see|* plausible but incorrect responses based on the text. |

|a big tent and there are clowns standing outside, they would probably think that there is a circus in |4th |

|town. What they think is happening may not always be correct, but they make the best guesses-or |Multiple Choice, short response/extended response |

|inferences-they can from the information they have. |Distractors may include, but are not limited to the following: |

| |* facts or details that are drawn from the passage but are not main ideas, |

| |* facts or details that are drawn from the passage but are not significant, |

| |* events that are drawn from the passage and presented out of order, |

|Graphic Organizers: |* inferences not supported by the text, |

| |* plausible but incorrect responses based on the text. |

|What I Know |5th |

|Details from the Story |Multiple Choice: |

|Conclusions I can Draw |Distractors may include, but are not limited to the following: |

| |* facts or details that are drawn from the passage but are not main ideas, |

| |* facts or details that are drawn fro the passage but are not significant, |

| |* events that are drawn from the passage and presented out of order, |

| |* inferences not supported by the text, |

| |* plausible but incorrect responses based on the text. |

| |Passage Attributes: |

| |Passages may be literary text or informational text. The passage will include one or more of the |

| |following: |

| |*a stated or implied main idea, |

| |*a stated or implied essential message, |

| |*details or facts that support the main idea or essential message, |

| |*chronological order or other sequence of events. |

|SQ3R |Key question phrases: |

|Two-column notes |Which sentence best tells what the story is about? |

|QAR |What is the FIRST… |

|Mind mapping |What happens AFTER… |

|Power Notes |What is the MOST important lesson… |

|Semantic feature analysis |What happens to… |

| |Which step is LAST… |

| |This article is mostly about… |

| |If the article ______needs a new title, which would be BEST? |

Main Idea

|Focus Skill |FCAT |

|Definition: the specific part of a subject a writer chooses to concentrate on. |LA.A.2.2.1 |

| |3rd |

|Benchmark clarification – The student identifies main idea or essential message either implied or |Item Type – multiple choice |

|not implied in literary text or informational text. |Passage Attributes |

| |*Passages maybe literary text or informational text, |

|Strategies and Tips: |*The passage will include one or more of the following: |

|After you read a selection ask, “What was the story about?” Try to sum up your answer in a single|a stated or strongly implied main idea, |

|sentence. |a stated or strongly implied essential message, |

|Don’t confuse a story detail with the main idea. Details help tell you about the main idea. |details or facts that support the main idea or essential message, |

|Use selective underling to underline key ideas in a text. It helps with organization and |chronological order or other sequence of events. |

|remembering information. |Response Attributes |

|Graphic Organizers: |Multiple Choice Distractors may include, but or not limited to, the following: |

|Semantic Mapping Numbering notes |*facts or details that are drawn from the passage but are not main ideas, |

| |*events that are drawn from the passage and presented out of order, |

| |*plausible but incorrect responses based on the text. |

| |4th |

| |Item Type – multiple choice, short response/extended response |

|Main Idea Pyramid SQ3R Summary Blueprints |Passage Attributes: Same as 3rd Grade |

| | |

|[pic] [pic] [pic] |Response Attributes |

| |Multiple Choice Distractors may include, but or not limited to, the following: |

| |*facts or details that are drawn from the passage but are not main ideas, |

| |*facts or details that are drawn from the passage but are not significant, |

| |*events that are drawn from the passage and presented out of order, |

| |*inferences not supported by the text, |

| |*plausible but incorrect responses based on the text. |

| |Short Response /Extended Response items will be scored with a holistic rubric that identifies |

| |the performance criteria for each score point. |

| |5th |

| |Item Type – multiple choice |

| |Passage Attributes: Same as 3rd and 4th grades |

| | |

| |Response Attributes |

| |Multiple Choice: Same as 4th grade |

| | |

| |Key question phrases: |

| |What is the main idea of this story or article? |

| |What is the best title for the story? |

| |What is this story mostly about? |

| |What is the most important lesson…? |

| |What would be a good summary of this story? |

Author’s Purpose

The intent of the passage-

to describe

to explain

to give instructions

to tell a story

to persuade

to recount an event

LA.A 2.2.2

Author’s Purpose

|Focus Skill |FCAT |

|Definition: the social or communicative intent of a piece of writing (to describe, to explain, to |LA.2.2.2 |

|give instruction, to tell a story, to persuade, or to recount an event). |Response Attributes |

| |3rd |

|Students who recognize there is a purpose for reading a selection will read the text with a |Distractors may include, but are not limited to, the following: |

|different level of intensity depending on the purpose in mind. They either read the text more |*facts or details from the passage that do not represent the author’s purpose, |

|carefully or just for entertainment purposes. A student needs to recognize purpose, know why the |*incorrect interpretations of the author’s purpose. |

|author wrote the story, and to read for meaning. Without knowing the purpose the selection, they | |

|themselves will have no purpose for reading. |4th |

| |Multiple Choice: |

|Strategies and Tips: |Distractors may include, but are not limited to, the following: |

|Look for negative or positive words that indicate how the author regards the topic under |*facts or details from the passage that do not represent the author’s purpose, |

|discussion. |*incorrect interpretations of the author’s purpose. |

|When you have no word clues, read the passage carefully and decide on your overall impression. Ask|Distractors should NOT be a list of general categories (e.g., to inform, to persuade). |

|yourself if you feel impressed, or surprised, or shocked. This may help you understand the |Short Response: |

|author’s viewpoint. |*SR items will be scored with a holistic rubric that defines the performance criteria for each |

|The main reason authors write nonfictional passages is to inform. They may also hope to instruct, |score point. |

|persuade, or entertain their readers. |*An example of a top-score response for each SR item will be included. |

|Where you read a selection can provide an important clue as to an author’s purpose. Newspaper | |

|editorials are usually intended to persuade. School texts are intended to instruct. |5th |

|It may help if you know who the author is. Humorous writers, for example, probably want to amuse |Distractors may include, but are not limited to , the following: |

|and entertain you. |*facts or details from the passage that do not represent the author’s purpose, |

| |*incorrect interpretations of the author’s purpose. |

|Graphic Organizer: | |

|Genre Author’s purpose | |

| |Key question phrases: |

| |Why did the author write ____? |

| |What was the author’s purpose for writing this ___? |

| |With which statement would the author of ____ MOST likely agree? |

| |The author would probably agree that ____? |

| |Why did the author include this paragraph? |

| | |

| |Item Type: |

| |3rd and 5th: Multiple Choice |

| |4th: Multiple Choice and Short Response |

| | |

| |Sample: |

| |What is the best thing to do if you smell smoke? |

| |First of all, don’t panic. Feel your door to see if it is warm. If so, call 911 and tell them |

| |there is a fire and you are trapped in your apartment. If the door is not warm to the touch, |

| |open it carefully and walk into the corridor. Do not take the elevator. Use the stairs to |

| |reach the ground floor. |

| | |

| |The author wrote this to |

| |explain what to do if there is a fire |

| |instruct people on the dangers of fire |

| |list the different kinds of fires |

| |describe how fires get started |

| | |

| | |

FACT & OPINION

Fact - a statement supported by evidence and facts such as numbers or data; can be proven; facts aren’t opinions – but support them

Opinion - something that someone believes, thinks, etc.

LA.A.2.2.6

Fact and Opinion

|Focus Skill | Test Taking Tips |

| |LA.A.2.2.6 |

|Definition: |The student recognizes the difference between fact and opinion. |

|Fact- statement which can be proven to be true; used to support an opinion; must be supported by| |

|evidence |Key Words: |

|Opinion- something that someone believes |always right |

|Statements of obligation, belief, judgment, or value |boring |

| |easy |

|Key Question: |glorious |

|Which statement is an opinion? | |

|Which is an opinion? |amazed |

|Which statement contains a fact? |colorful |

|Can the statement be checked or proved? |enjoyed |

|Does this tell a thought or feeling? |great |

|Would the statement be true all of the time? | |

| |beautiful |

|A fact is a statement that is true by definition or can be proved by observation or by checking |dangerous |

|with a reliable source. Facts are things that are true. The Brooklyn Bridge is in New York City|excellent |

|is true. You can prove it. |hard |

| | |

|Opinions are statements that cannot be proved to be true. People can disagree about opinions. |best |

|Some types of opinion include statements of belief, judgments about worth or value, and |delicious |

|statements about what people should or should not do. When a person makes a prediction, even if|exciting |

|it is based on some facts, it is still an opinion. Predictions are opinions because they are |helpful |

|about events that have not happened yet. | |

| |better |

| |difficult |

| |expert |

| |important |

| | |

| | |

| |Strategies and Tips for Distinguishing Facts from Opinion |

| |To spot FACTS (as opposed to opinions), ask yourself: Can this statement be checked or proved? If|

| |so, it is a fact. |

| |Here are some ways to spot OPINIONS: |

| |Does this statement express the writer’s personal feelings or judgment? If so, it is an opinion. |

| |Does this statement contain verbs that show emotions, like feel or fear or hope? |

| |Does it contain adjectives that show values, like good or bad? If so, it is an opinion. |

| | |

| |Test Taking Strategy |

| |Label each answer choice either “fact” or “opinion. |

| |Typically, there will be 2 facts and 2 opinions. |

| |If the question asks, “Which is a fact….”, |

| |MARK OUT THE OPINIONS. |

| |If the question asks, “which is an opinion….”, |

| |MARK OUT THE FACT STATEMENTS. |

| |3. Decide which of the two remaining answers is in the |

| |passage. |

Compare

and

Contrast

Compare: find examples of how things are alike or similar

code words:

like, such as, similarly

Contrast: find examples of how things are different in important ways

code words:

unlike, although, but, on the other hand, on the contrary

LA.A.2.2.7 LA.E.2.2.3

Compare and Contrast

|Focus Skill |FCAT |

|Definition: Compare means to find examples showing how things are similar and different with |LA.A.2.2.7 |

|greater emphasis in similarities (“like” and “as” signal comparisons). |3rd |

| |Item Type – Multiple Choice |

|Contrast means to find examples showing how things are different in important ways (“although”, |Passage Attributes |

|“but”, “on the other hand”, or “on the contrary” signal contrasts). |*Passages maybe literary text or informational text, |

| |*Passages must include clear elements that can be compared and/or contrasted. |

|Strategies and Tips: to become more familiar with structure and signal words while reading. |Response Attributes |

|Key Words: |Multiple Choice |

|similarities |Distractors may include, but or not limited to, the following: |

|contrast |*Incorrect comparisons, |

| |*Incorrect contrasts, |

|is similar to both |*Incorrect identifications of compared or contrasted elements, |

|nevertheless nonetheless |*Plausible but incorrect responses based on text. |

| |4th |

|also too |Item Type – Multiple Choice |

|yet on the contrary |Passage Attributes |

| |*Passages may be literary text or informational text, |

|as well in the same way |*Passages must include elements that can be compared and/or contrasted, |

|rather on the other hand |*To assess this benchmark across text, items should be based on one of the following: |

| |Two passages related in theme or topic, |

|in comparison like |One passage consisting of selections that contain elements that can be compared or contrasted. |

|however but |Response Attributes |

| |Multiple Choice |

|still at the same time |Distractors may include, but or not limited to, the following: |

|in contrast differs from |Incorrect comparisons, |

| |Incorrect contrasts, |

|likewise in the same manner |Incorrect identifications of compared or contrasted elements, |

|while unlike |Plausible but incorrect responses based on the text. |

| |Short Answer Response – These items will be scored with a holistic rubric that defines the |

| |performance criteria for each score point. . |

|conversely | |

| |5th |

| |Item Type – Multiple Choice |

| |Passage Attributes: Same as 4th |

|Graphic Organizers: |Response Attributes |

| |Multiple Choice |

|Venn Diagram |Distractors may include, but or not limited to, the following: |

|Three column notes |Incorrect comparisons, |

|Character mapping |Incorrect contrasts, |

|Character frames |Incorrect identifications of compared or contrasted elements, |

|Semantic Feature Analysis |Plausible but incorrect responses based on the text. |

| | |

| |Key Questions: |

| |How are ___ and ___ alike? |

| |How re you like ___ (person)? |

| |How is your family like ___’s (person’s) family? |

| |What did ___ and ___ (person or animal) do that is alike? ( can compare 3) |

| |Think about ___ and ___ (people) in the story. How are they alike? How are they different? |

Graphic Sources

An arrangement of information for comparison

BE SURE TO READ THE TITLE, HEADING, LABELS AND NUMBERS ON GRAPHS AND CHARTS

Research Skills

|Focus Skills |FCAT |

|Definition: reading for the purpose of sharing information learned from an intensive study. |LA.A.2.2.8 |

|Benchmark Clarification – The student identifies meanings through the process of selecting and/or |Passage Attributes |

|organizing information from text that contains multiple representations of information. Representations |Passages must focus on one or more topics and include a variety of grade-appropriate information sources. |

|may include maps, charts, and photos. The complexity of the presentation will be appropriate to each |The stimulus may be text, maps, charts, photos, or excerpts from one or more reference materials, such as |

|grade level. |dictionary or encyclopedia. |

| |Reference materials on which items are based must look like those found in textbooks or library reference |

|Possible sources tested: |materials at the appropriate grade. |

|* Atlases – collections of map and other geographical information. Road |3rd: |

|atlases provide rode maps of a specific area. |Item Type – Multiple Choice |

|* Encyclopedia – provide information about the whole range of knowledge; |Response Attributes |

|some encyclopedias deal only with a particular field. |Distractors may include, but are not limited to, the following: |

|* Dictionaries – tell us about what words mean, and how to spell and |*incorrect use of reference materials, |

|pronounce them. |*incorrect or irrelevant information from the resource material, |

|* Almanac – book of facts and statistics about many subjects; published each |*incorrect conclusions or generalizations based on the stimulus. |

|year. |4th |

|*Thesaurus – book containing synonyms and antonyms. |Item Type – Multiple Choice, SR, and ER |

|* Table of contents and indexes let you know if a book contains the |Response Attributes |

|information you want and help you find it. |Multiple Choice |

|Strategies and Tips: |Distractors may include, but are not limited to, the following: |

|Look carefully at the title and labels on maps, graphs, and charts |*incorrect use of reference materials, |

|Graphs- often have numbers at the bottom or along the side. Be sure you understand what the numbers stand|*Incorrect or irrelevant information from the resource material, |

|for. |*incorrect conclusions or generalizations based on the stimulus. |

|Map keys – tell you the meaning of symbols used in the map. |Short Response/Extended Response: |

|Map scales – tell you how far apart places on a map are. |* These items will be scored with a holistic rubric that defines the performance criteria for each score |

|Map compass – tell you which direction is north, south, east, or west. |point. |

|For more information reference Margaret Mooney-Text, Forms and Features- A Resource for Intentional |5th |

|Teaching |Item Type – Multiple Choice |

| |Response Attributes |

|Graphic Organizer: |Distractors may include, but are not limited to, the following: |

|KWL Research Outline (see attached) |*incorrect use of reference materials, |

| |*Incorrect or irrelevant information from the resource material, |

| |*incorrect conclusions or generalizations based on the stimulus. |

| |Key Question Phrases: |

| |Which meaning of the word ________ is used in this sentence? |

| |Look at this table of contents. In what kind of book would these topics appear? |

| |The map shows an area in ________. The map key explains what the map’s symbols mean. Where in _________ are|

| |cattle raised? |

| |Read this _________ train schedule carefully. Suppose your class was traveling from _______ to _______, |

| |which train would get you to _______in early afternoon? |

| |According to the pie chart, which _______ is the LEAST popular? |

| |Which two topics can you learn about by reading page _____ of this _____book? |

| |What kind of ________ would you be likely to read about on page ______? |

___________________________

(Title of Research)

|Topic |What I Know |What I Want to Learn |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

Title of Article or Book: ________________________________________________

Topic I would like to research: __________________________________________

Why I chose this topic: _____________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Subtopic 1: _______________________________________________________________________

Why I chose this subtopic: __________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Subtopic 2: _______________________________________________________________________

Why I chose this subtopic: __________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Subtopic 3: _______________________________________________________________________

Why I chose this subtopic: __________________________________________________________

____________________________________________________________________________________________________________________________________________________________________

Conflict

A problem or struggle that triggers the action of the story

Person vs. person

Person vs. self

Person vs. society

Person vs. nature

Person vs. fate

LA.E.1.2.2

Predict

Use prior knowledge to anticipate what is coming next

Use what you know and what you read

to predict what will happen.

La.e. 1.2.2

|Focus Skill |FCAT |

|Plot |LA.E.1.2.2 |

|Definition: the pattern of related episodes in a story (initiating |3rd >Item Type - Multiple Choice |

|circumstance, rising action, problem, falling action, solution, |Passage Attributes |

|and resolution). |*Passages must be literary text, and have a well-defined plot, conflict, or |

|Benchmark Clarification – The student identifies the plot of a story or part of the story that |resolution, and/or must contain sufficient context for the student to make an |

|tells us what happens in it. A plot may be simple, or it may be complex. |inference or draw a conclusion. |

|Strategies and Tips: |Response Attributes |

|Students should: |Multiple Choice |

|try to figure out the central problem or conflict in a passage. See if you can find the event |Distractors may include, but are not limited to, the following: |

|that caused this problem. |*specific facts or events in the passage that are not related to plot development or conflict resolution, |

|notice how a story ends. Many stories end by resolving their central problems. |*inferences or conclusions not appropriate to the text, |

| |*plausible but incorrect responses bases on the text. |

| |4th :Item Type - Multiple Choice and Short Response |

| |Passage Attributes |

|Graphic Organizers: |* Same as 3rd grade |

|[pic] [pic] |Response Attributes |

|Two Column Notes Story Mapping |Multiple Choice |

|for plot |*Same as 3rd grade |

| |Short Response |

| |* These items will be scored with a holistic rubric that defines the performance |

|Plot Chart |criteria for each score point. |

|somebody |5th :Item Type - Multiple Choice |

| |Passage Attributes: |

| |* Same as 3rd & 4th grade |

|wanted |Response Attributes |

| |Multiple Choice |

| |*Same as 3rd grade |

|but |Key questions phrases: |

| |What is _______’s BIGGEST problem in the story? |

| |How was _________’s problem solved? |

|so |Which problem did _________ expect to have when she ________? |

| |________ calls herself ________ at the _________because she wants… |

| |_______ decides to tell ________her full name because… |

| | |

|Plot Story Wheel | |

|(see attached) | |

Story Plot Wheel

(Items to be placed on Large Wheel Chart)

Parts of a Plot:

Problem

Action related to problem

Climax

Resolution

Explain each plot element, giving an example from a book which has been shared during story time.

After the students have read a selection from texts explain that the students may individually spin the wheel. They may be given paper plates on which they will illustrate the part of the plot of the book read indicated by the spin of the wheel.

The students may spin the wheel and draw the appropriate part of the story. The plates may be place on the bulletin board with the titles of the books and names of the students.

Evaluation:

The student will identify the elements of the plot of a book which has been read and illustrate at least one part

Follow-up:

The students may:

• Make a set of plates to represent each part of the story plot.

Characters

Participants in a story

LA.E.1.2.3

Characters

|Focus Skill |FCAT |

|Definition: the participants in the story |LA.E.1.2.3 |

| |3rd |

|Benchmark Clarification: The student identifies an explanation or a simple analysis of similarities or |Item Type – multiple choice |

|differences between no more than two characters, within one character over time, between settings, or |Passage Attributes |

|between events in a single text. |*Passages maybe literary text or informational text that permits comparison and/or contrast of |

| |characters, setting, and /or events. |

|Strategies and Tips: |Response Attributes |

|When the FCAT asks you questions about people in a story, it will often ask you to compare one person to |Distractors may include, but or not limited to, the following: |

|another. Try to see in what ways the characters are alike and in what ways they are different. How the |*facts and inferences based on the text but not related to the question, |

|characters differ from each other may be an important part of the story. |*incorrect comparisons, |

|A character is a person in a story or a poem. Look for parts of the story that tell you how the character|*incorrect contrasts, |

|acts. |*plausible but incorrect responses based on the text. |

|Sometimes a story has several important characters. Decide how they are similar and how they are |4th |

|different. |Item Type – multiple choice, short response/extended response |

|Decide what word or words describe the character. |Passage Attributes: |

|Graphic Organizers: |Passages maybe literary text or informational text that permits comparison and/or contrast of characters,|

|Describe a Character |setting, and /or events. |

|Character Info |To assess this benchmark across texts, items should be based on one of the following: |

|Character Traits |*Two passages related in theme or topic, |

|[pic] [pic] [pic] |*One passage consisting of sections that contain characters, settings, and/or events that can be compared|

| |or contrasted. |

| |Multiple Choice: |

| |Distractors may include, but or not limited to, the following: |

| |*Same as 3rd grade |

| |Short Response/Extended Response: |

| |*These items will be scored with a holistic rubric that defines the performance criteria for each score |

| |point. |

| |5h |

| |Item Type – multiple choice |

| |Passage Attributes: |

| |Same as 4th grade |

| |Response Attributes |

| |Multiple Choice: Same as 3rd & 4th grade |

| | |

Setting

Times & places story occurs

La.e. 1.2.3

Setting

|Focus Skill |FCAT |

|Definition: the time and place in which a story occurs. |LA.E.1.2.3 |

| |3rd Item Type – multiple choice |

|Benchmark clarification: The student identifies an explanation or a simple analysis of similarities or |Passage Attributes |

|differences between no more than two characters, within one character over time, between settings, or |*Passages maybe literary text or informational text that permits comparison and/or contrast of |

|between events in a single text. |characters, setting, and /or events. |

| |Response Attributes |

|Strategies and Tips: When you have to compare settings, look out for clues that tell you where events take|Distractors may include, but or not limited to, the following: |

|place and also when they take place. For example: |*facts and inferences based on the text but not related to the question, |

|Are there words like light or dark, or hot or cold, to suggest the time of year or the time of day? |*incorrect comparisons, |

|Look for clues to help you figure out where the story takes place. Your own experiences and what you know|*incorrect contrasts, |

|about the world will help you. |*plausible but incorrect responses based on the text. |

|Look for clues that tell when the story takes place. Is it before or after something? Are there clues |4th Item Type – multiple choice, short response/extended response |

|that tell the time of day, the time of the year, or a time in the past or future? |Passage Attributes: |

|Graphic Organizers: |*Passages maybe literary text or informational text that permits comparison and/or contrast of |

|Setting Comparison |characters, setting, and /or events. |

|Setting the Stage |*To assess this benchmark across texts, items should be based on one of the following: |

| |two passages related in theme or topic, |

| |one passage consisting of sections that contain characters, settings, and/or events that can be compared |

| |or contrasted. |

| |Multiple Choice: |

| |Distractors may include, but or not limited to, the following: |

| |*Same as 3rd grade |

| |Short Response/Extended Response: |

| |*These items will be scored with a holistic rubric that defines the performance criteria for each score |

| |point. |

| |5h Item Type – multiple choice |

| |Passage Attributes: Same as4th grade |

| | |

| |Response Attributes |

| |Multiple Choice: Same as 3rd & 4th grade |

Cause

and

EFFECT

WHY? Because…

Relationship between events and their results

LA.E.2.2.1

Cause and Effect

|Focus Skill |FCAT |

|Definition: relationship between events and their results |LA.E.2.2.1 |

| |3rd |

|Benchmark Clarification – The student identifies cause and effect relationships, stated or strongly |Item Type – Multiple Choice |

|implied in literary text or informational text. |Passage Attributes |

| |*Passages maybe literary text or informational text, |

|Strategies and Tips: |*Passages must include a cause and effect relationship. The relationship maybe stated or implied. |

|The cause is why it happened. The effect is what happened. |Response Attributes |

|Key words: |Multiple Choice |

|Signal words that a cause is coming up: |Distractors may include, but or not limited to, the following: |

|Signal words that an effect is coming up: |*Incorrect causes or effects, |

| |*Plausible but incorrect responses based on the text. |

|since | |

|because |4th |

|because of |Item Type – Multiple Choice |

|if |Passage Attributes |

| |*Passages may be literary text or informational text, |

|consequently |*Passages must include a cause and effect relationship. The relationship maybe stated or implied. |

|as a result |Response Attributes |

|therefore |Multiple Choice |

|for this reason |Distractors may include, but or not limited to, the following: |

|so |*Incorrect causes or effects, |

|due to |*Plausible but incorrect responses based on the text. |

|then |Short Answer Response – These items will be scored with a holistic rubric that defines the performance |

| |criteria for each score point. An example of a top-score response for the specific item will be |

|Graphic Organizers: |included. |

|Cause and Effect Tree: This strategy helps students identify cause and effect relationships. It is | |

|important to stress that sometimes one cause may have several effects, or several causes may lead to one |5th |

|effect. There is not always a one-to-one relationship in cause and effect. |Item Type – Multiple Choice |

|The students read an informational or literary text. |Passage Attributes |

|The students brainstorm cause and effect relationships found in the text. |*Passages maybe literary text or informational text, |

|The teacher introduces a visual aid of a tree with many branches either on the board or chart paper, as |*Passages must include a cause and effect relationship. The relationship maybe stated or implied. |

|well as on worksheets for each student. |Response Attributes |

|The students write the cause on the trunk of the tree. |Multiple Choice |

|On each branch the students write the effects of the cause. If there is more than one cause and effect |Distractors may include, but or not limited to, the following: |

|relationship in the text, use another tree. |*Incorrect causes or effects, |

|The students share their cause and effect trees and/or extend them into paragraph form. |*Plausible but incorrect responses based on the text. |

|Other Organizers: | |

|T-Chart |Key question phrases: |

|Fish Bone |Why do…….? |

|Star (1 cause, 5 or 6 effects) |Why does……? |

|Cause and effect train |Why did……? |

| |What happened to make……? |

Major Theme

|Focus Skill |Test Taking Tips |

|efinition: theme is something the story teaches you. It is an important idea about life. |L.A.E.2.2.4 |

|Benchmark Clarification- the student will identify the lesson learned or the important idea about life | |

|from a story. |Common Topics For Themes |

|Strategies and Tips: | |

|Follow these steps to identify the theme of the story: |childhood |

|usually, the main character has a problem. Identify this problem. |growing up |

|then follow how character solves the problem. |loyalty |

|notice what the character learns from solving the problem. |self-reliance |

|finally, connect this o life. Identify the big idea you learn about life from reading this story. | |

|Usually the author doesn’t tell the reader what the theme. The reader has to figure it out. |courage |

| |hate |

|Graphic Organizer |nature |

| |success |

| | |

| |death |

| |hope |

| |patience |

| |trust |

| | |

| |faith |

| |identity |

| |patriotism |

| |truth |

| | |

| |family |

| |independence |

| |prejudice |

| |unhappiness |

| | |

| |freedom |

| |justice |

| |race relations |

| |violence |

| | |

| |friendship |

| |love |

| |self-improvement |

| |war |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| |Key questions phrases: |

| |What lesson did ________ learn in this story? |

| |What lesson does this story teach? |

| |Which saying BEST expresses the lesson, or moral of this fable? |

-----------------------

Comparison Alley

Similarities

Comparison Alley

fold

fold

fold

fold

fold

Subject

Subject

Differences

Differences

Where?

When?

[pic]

[pic]

Land

1. Big idea or topic:

2. What characters say or do:

3. What is important to learn:

Papa always talks about how important land is.

Logan’s risk their lives to hold on to it.

Land is important and worth fighting for.

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