Ready lesson 2 summarizing informational texts answer key


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Two courses in the same language, which can be satisfied by successfully completing two years in the same language in high school. Arizona State University offers an expanding list of courses, taught by leading experts in their respective fields. The catalog provides announcements for the academic year.Over the next two days we'll be learning how to summarize nonfiction text by using the text structures. I like using structure summary frames to help the kids get all of the information into their summaries.

We tell them that knowing the structures help them become better readers, so now is the time to put the theory to the test. The kids should be able to use their knowledge of the structures to summarize without depending on Who, What, When, Where, Why and How. Although that strategy works for some kids, it doesn't fit every kind of nonfiction text.

I also like that the kids can apply what we've learned in other parts of reading to a new skill. This helps solidify the lessons I've taught previously. Day 1 will be modeling and guided practice on using the frames. Day 2 will be set aside for students to read a few texts and practice summarizing on their own. Just to get the kids thinking about summaries, I'll pose a few quick discussion questions.

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These kids have been writing summaries for a few years now, so I don't need to do too much to teach what a summary actually is. I'll use their background knowledge to activate the lesson today. Be ready to share in about 3 minutes. Once they've shared out a few thoughts, I'll quick chat about summaries and lead into the lesson for today.

A summary is a brief statement or account of the main points of a text. I want a quick version. In fiction, we used Somebody, Wanted, But, So, Then as a sentence frame to help you get started on summaries. For nonfiction, we'll use sentence frames as well, but they'll be linked to the structures we just learned about.

I don't usually do modeling twice in a lesson, but today I'll be reading two pieces, modeling my thinking about both, and using the sentence frames to write summaries for both. I wanted to make sure I give the students a good amount of modeling with identifying the text structures and then using the summary frames since this is something completely new. I'll be using a compare and contrast passage from this site compiled by Readwritethink. I chose this one to start because it's about killer bees and honey bees, and I figured my kids would like that.

They're into "killer" anything right now. I also chose it because it's a compare and contrast article, and since my kids did so well with that structure, I wanted to use it to start a lesson on something new. I like the kids to feel confident when we start off so that can be more engaged. Sometimes when I give them something new and difficult, they shut down a little.

The next passage I'm going to use will be a sequence structure because some of my students thought that structure was descriptive in previous formative assessments, so I want to keep pulling that back in to keep them exposed to the skills. I like the Jane Goodall passage because I know the kids will think the passage is description when, in fact, it's sequence. As I'm modeling using the summarizing sentence frames, I'm also going to take the opportunity to review text structures by thinking aloud about key words and ideas while reading.

The compare and contrast read aloud will be obvious, but it's still important to me to let the kids "see" what I'm thinking.

LAFS.4.RI.1.2

The Jane Goodall modeling is where I really need to place emphasis. I know kids will say it's description because it's "describing Jane Goodall. I need to specify the key words in this text to point out why it's not descriptive.

Once I've completed the read alouds, I'll move onto the nonfiction summary frames.Reading Aloud: Pages of Venom 5 minutes. Analyzing a Model Summary 15 minutes. Reading "Fight to Survive!

Closing and Assessment. Sharing Gist Statements 5 minutes. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. Purpose of lesson and alignment to standards:. Areas where students may need additional support:. Assessment Guidance:. Each unit in the Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit induzione del parto con gel. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

When and why are summaries useful? It is useful when providing someone who hasn't read the text with an overview of it because it gives them a quick idea of what the text is about and whether they should read it.

If something is effective, what do we know about it? Why is it helpful to find the gist on a first read of a text? It is useful to find the gist because it gives the reader an idea of what the text is about and also an idea of the structure, so that when they look for information later they can locate it quickly.

Forms-- summary nounsummarize verb. Collocations-- short summary, brief summary, effective summary, concise summary, write a brief summary, prepare a summary, provide a short summary. What do you notice about the summary? What does that mean? When you add the prefix im- to penetrableyou get impenetrable.

What does this mean? Note that in this infinitive structure, to has been omitted after the verb helpwhich is a common practice in English. You might point out to students that this infinitive structure is similar to the one discussed from Venom. Example of vocabulary: structures as in Some animals have special internal and external physical structures that help them survive Skip to main content. Subscribe Sign Up.Played 9 times.

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Delete Quiz. Question 1. Which of the following is NOT part of a summary? When you give a summary of an informational text. Tomorrow is Jill's birthday. She is excited because she gets to pick where she will eat dinner. Will it be Mexican food at the Big Enchilada House? She just couldn't decide. Then there was always the Pizza Shop with that great pepperoni pizza. How would she ever decide?

Maybe she would just flip a coin. The Summary of this passage is:. Jill has many restaurants to choose from for her birthday. Jill loves Mexican food. The Pizza Shop has the best pizza in town. Jill will choose a place by flipping a coin. It started when they got to the bears. Peter felt tired and his stomach hurt. He dragged himself over to see the elephants, which were eating from a stack of hay. Normally, the elephants were his favorite. Without much interest, Peter followed his classmates to the camels, which were busy swatting flies with their tails.

Peter knew he should be having fun at the zoo, but he just felt terrible and all he wanted to do was lie down and rest. Even the lions and tigers did not interest him now. Peter's favorite animals were the elephants. The camels were swatting flies with their tails. It was really hot at the zoo. Peter didn't enjoy the zoo because he felt really bad. For the walls, Jenny thought she would use a bright yellow paint. She would pick a border that had mostly bright red and green colors, and maybe a little bit of blue.

She already had found some curtains that were sky blue with streaks of red, blue and yellow that she thought would go great with the walls. And finally, she had picked a carpet that was mostly blue with specks of red and yellow.For the walls, Jenny thought she would use a bright yellow paint.

She would pick a border that had mostly bright red and green colors, and maybe a little bit of blue. She already had found some curtains that were sky blue with streaks of red, blue and yellow that she thought would go great with the walls. And finally, she had picked a carpet that was mostly blue with specks of red and yellow. Jenny couldn't wait till she was done decorating her room.

It was really going to look awesome. Played 0 times. Print Share Edit Delete. Live Game Live. Finish Editing. This quiz is incomplete! To play this quiz, please finish editing it. Delete Quiz. Question 1. A summary should include many story details. A summary is always found in the first sentence of a paragraph or chapter. A summary should always be fiction. A summary is what the passage is mostly about. Which best describes what a summary is? The main or most important idea of the text.

A really long detailed piece of writing. A dumb thing teachers make you write. The entire text in your own words. Which sentence best summarizes the passage? Jenny likes bright colors. Jenny was going to paint her room. Jenny was picking out colors and materials to decorate her room. Yellow is a good color to paint your walls. Right now Jason was playing right field. He really wanted to play third base. Earlier this year, coach had put him in left field and second base in a game, but never at third base.

Once in practice, coach let him play third base, but he kept missing ground balls. When he did stop one, he made a bad throw to first base. Maybe if he kept practicing, Jason would be good enough to play third base.Muchiri, J. Data structures, variables, and basic data collection techniques. All are available for free reading online without registration.

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IREADY Lesson 5- Summarizing Informational Text- Grade...

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ISBN: Book Description. We always check high standards of excellence of English textbooks in this paper will concentrate on those used in the secondary schools. The textbooks listed below are available for students to download in pdf format. The notes are in PDF and you can download these notes.This is a PowerPoint that can be used to go through the iReady lesson together with your class or to allow the students to go through independently.

ELA G4:M2:U1:L7

It is interactive and allows the students to gauge and understand their learning of each individual concept. There will be some changes if converting it to a Google Slide. Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials.

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Buy licenses to share. Add to Wish List. Learning Target. Introduction. Summarizing. Informational Texts. Lesson 2 main idea organizer below, add two key details from the passage “Let's Play. Summarizing Informational Texts. Lesson 2. You've read a great article. Explore how to answer this question: “What information should be included in a. Summarize Informational Text. Reteach. Ready Reading Prerequisite Lesson. Grade 3. • Lesson 1 Ask and Answer Questions About. Key Ideas.

• Lesson 2 Finding. The best response is to give a Summarizing Informational Texts. Lesson 2 Explore how to answer this question: “How can I best summarize this. CCSS. Unit 1: Key Ideas and Details in Informational Text. 1. Lesson 1: Analyzing the Development of a Central Idea. 3. RI 8 2. Lesson 2: Summarizing. Lesson 5 Summarizing Informational Texts To summarize a text, briefly restate the main idea and key details about the topic. Key Detail 2. Theme: Links in the Food Chain.

Summarizing Informational Texts. Lesson 2 Explore how to answer this question: “How can I best summarize this part of. There will be some changes if converting it to a Google Slide. Total Pages. 13 pages. Answer Key. N/A. Start studying Summarizing Informational Texts (Lesson 2).

Learn vocabulary, terms, and more with flashcards, games, and other study tools. These are the CCS Standards addressed in this lesson: RI Determine the main idea of a text and explain how it is supported by key details.

Which best describes what a summary is? answer choices. The main or most important idea of the text. 12 QuestionsShow answers. Question 1 When you give a summary of an informational text Which of the following statements about SUMMARIZING is false? i-Ready. Reading - 30 minutes. Ready Skills. Finding Main Ideas and Key Summarizing Informational. Texts. Text. Cesar Chavez pg. 4/1. 4/2. 2. Lesson. Resource. Instructions. Answer Key. Page(s) informational text to read together with students, and model how to fill in the.

2. Lesson. Resource. Instructions. Answer Key. Page(s) Grade 8, Ready Reading. Lesson 8 or drought, and other important information. In this lesson, students will read an informational text that has a All Rights Reserved. NYS Common Core ELA Curriculum • G4:M4:U1:L3 • June • 2. Instruction: Watch the I-Ready video “Summarizing Informational Texts.

Day 2, RI Use main ideas and key details to summarize informational text. In this lesson, students review the various informational nonfiction text structures. They will apply this knowledge to the skill of summarizing. In an informational text, the summary should only include the text's main idea and key details in a student's own words. Therefore, a summary will not include a.

Plan your minute lesson in English / Language Arts or Comprehension Over the next two days we'll be learning how to summarize nonfiction text by.