Post Reading Strategies

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Megan Dixon
5 years ago
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1 Post Reading Strategies These strategies help the student to: *Clarify confusing information *Identify main ideas *Adjust faulty inferences *Identify causal connections, compare/contrast, fact vs opinion * Synthesize to summarize

2 SWBS Name: 1 1 Somebody... Wanted... But... So... JAdams/AciamsEducConsulting/2006

3 Name: Date: Cause & Effect Chart Cause Effect Turn & Talk response: Turn & Talk response: Turn & Talk response: Turn & Talk response: I> Turn & Talk response: L.Bui & J.Adams/EPAA/201 1

4 Name: Cause:;andEffect: Write one sentence in each box expla'ning each cause and effect. Sketch a picture underneath each sentence. Cause Why did it happen? Effect What happened? Why did it happen? What happened? Why did it happen? What happened? J. Adams/AdamsEducConsulting/05

5 Cause and Effect Wheel #1 Topic: Name: Date: Effect #1 Effect #2 Cause Effect #3 Effect #4 J.Adams/AdamsEducConsulting/05

6 Cause and Effect Wheel #2 Topic: Name: Date: Cause #1 Cause #2 Effect Cause #3 Cause #4 J.Adams/AdamsEducConsultmg/OS

7 Name: Cause and Effect: Events and Consequences Event #1 Happened because.. Consequence I Event #2 Happened because Consequence I J. Adams/AdamsEducConsulting/05

8 Writing Frame - A Summary of Informational Text In the (genre: article, essay, editorial, report) entitled (title) (author's complete name) (verb: explores, investigates, discusses) (topic and main idea/thesis) First, (author's last name) (verb) The writer/author/journalist (verb) In addition, s/he points out that Moreover, s/he emphasizes that Finally, (author's last name) concludes that (Kate Kinsella, San Francisco State University, 6/02)

9 Why Do I Get A Headache When I Eat Ice Cream? 1) I scream, you scream, we all scream for... ow! That cone of vanilla fudge swirl has done it again: the sweet treat has quickly given you a bad headache. But don't blame the chocolate chip cookie dough or punish the mint chocolate chip flavors quite yet. It's not the ice cream's fault. Instead, it's the roof of your mouth, your nerves, and your blood vessels (blood vessels are tiny tubes that carry blood through your body) that are to blame! 2) Here's the scoop on what happens. When you eat or drink, food or liquid touches your palate ( pah-lit) before you swallow. Your palate is also known as the roof of your mouth. You can feel your palate by using your tongue to feel the top of the inside of your mouth. Headaches and Nerves 3) When something very cold touches the center of the palate, the cold temperature can set off certain nerves that control how much blood flows to your head. When that taste of triplechocolate brownie sets off the nerves, the nerves respond by causing the blood vessels in the head to swell up. This quick swelling of the blood vessels is what causes your head to pound and hurt. Some people call this a "brain freeze," even though nothing is really happening in the brain - it's all in the blood vessels of the head. 4) And ice cream isn't the only food that can make your head hurt! Anything that's very cold, like ice pops, slushy frozen drinks, and even cold soda, water, milk, or juice can make the blood vessels swell. 5) A headache from ice cream or another cold food usually lasts about a minute or so, although it can feel much longer! This kind of headache almost never lasts more than 5 minutes, and it goes away on its own. And although you may feel pain, it's not dangerous and doesn't mean that anything is wrong in your body. Ways to End the Headaches 6) Want to lick your ice-cream headaches? Some doctors say that simply eating cold foods more slowly can help prevent brain freeze. You can also try warming foods up a tiny bit in the front of your mouth before swallowing them. But if you just can't eat that banana split slowly and start to feel a headache coming on, you may be able to slow it down by holding your tongue against your palate. This will warm up your palate a little and you'll be ready for your next bite of banana split in no time. Written by Kim Rutherford, MD Rev'd by J.Adams

10 Summary of Informational Text Scaffolded Paragraph Peer-Editing Rubric Student Name Peer Editor Name Please read your partner's summary carefully and score accordingly. **If you choose "No" or "Needs More," please explain. 1. Are the title and author's name provided in the summary? No Needs More Yes Explain: 2. Is the main idea of the article correctly identified? No Needs More Yes Explain: 3. Are the supporting facts listed in a chronological or logical order? No Needs More Yes Explain: 4. Each body sentence is fully explained, not short or choppy. No Needs More Yes Explain: 5. Does the last sentence summarize the whole article and make sense? No Needs More Yes Explain: 6. The summary is neatly written with no spelling, grammar and/or punctuation errors. No Needs Work Yes Explain: One positive comment: One area that needs improvement: J. Adams/AEC/06

11 Name Claim, Evidence, Summary CLAIM: EVIDENCE: Provide 3-5 facts/quotes to support the Claim. * * * * SUMMARY: Combine the Claim and Evidence to form a summary sentence. J.Adams/Adams Educational Consulting/06

12 "Fortunately-Unfortunately" & "If-Then" Text Retellings These strategies are valuable tools when students need to identify cause and effect. Fortunately Unfortunately--contrasting positive/negative events for cause and effect. Fortunately, the colonial patriots rallied to work together. Unfortunately, the British military was more organized and better funded at the beginning of the Revolutionary War. Fortunately, Unfortunately, Fortunately, Unfortunately, If Then--cause and effect If the British impose unfair taxes, then the colonists will rebel. If the colonists rebel, then the British will want to go to war. If then If then J.Adams/AEC/2006

13 Who, What, When, Where, Why, & How? Name Title of Chapter Section Vocabulary: Subheading Who What When Where Why How Subheading Who What When Where Why How Subheading Who What When Where Why How

14 Subheading Who What When Where Why How Subheading Who What When Where Why How Subheading Who What When Where Why How Turn Objectives into questions and answer them #1 #2 #3 J.Adams/AEC/05

15 Name 3-24 Three facts learned from this lesson are... Two new vocabulary words and definitions learned today are... One prediction I have is... J.Adams/AEC/2007 Name Three events/steps from today's lesson are... Two predictions I have are... One question I have is... J.Adams/AEC/2007

Lesson 8 Using Medicines in Safe Ways

Lesson 8 Using Medicines in Safe Ways Overview Students identify symptoms or signals the body sends when a person is sick. They define medicine and learn the difference between prescription and over-the-counter