Students should mark the sentence, "The first library was founded in the city of 0000008453 00000 n I created this anchor chart to use throughout the week. (MMR, MMAE). (Informational texts talk about only one topic the whole time. Ass.wr.wt.saya Ibu salmah sangat berterima kasih kepada Aki Soleh. 1 0 obj I started on antiviral medications whichreduced the viral load initially. They use those ideas and details when they summarize the text, and they do. Basic Application of Skills & Concepts LAFS.910.RI.1.2 Determine a central idea of a text and analyze its development over the course of the text, including how it . Students learn that identifying and analyzing text structures helps them understand the relationship between ideas and the central ideas in the text. contribute to the whole and to 0000006654 00000 n Underline the important details. descriptions of the texts structure. In the third close reading, students will choose important facts in the article and cross-reference them with . how the major sections (It doesn't change topics to a different one. Provide focused instruction using leveled books for excellent opportunities to expose students to informational texts. RI.7.3 . trailer endstream endobj 173 0 obj <>/Metadata 29 0 R/Names 175 0 R/Pages 28 0 R/StructTreeRoot 31 0 R/Type/Catalog/ViewerPreferences 176 0 R>> endobj 174 0 obj <>/Font<>>>/Fields[]>> endobj 175 0 obj <> endobj 176 0 obj <> endobj 177 0 obj <>/MediaBox[0 0 792 612]/Parent 28 0 R/Resources<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/StructParents 0/Tabs/S/Type/Page>> endobj 178 0 obj <> endobj 179 0 obj <> endobj 180 0 obj <> endobj 181 0 obj <> endobj 182 0 obj [342 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 711 711 711 711 711 711 711 711 0 0 0 0 0 0 0 0 0 776 0 724 0 683 0 811 0 0 0 771 0 0 0 0 0 0 782 710 682 0 0 0 0 0 0 0 0 0 0 0 0 668 0 588 699 664 0 699 0 342 0 671 342 1058 712 687 699 0 497 593 456 0 0 980 0 651] endobj 183 0 obj <> endobj 184 0 obj [250 0 0 0 0 0 833 0 333 333 0 0 250 333 250 278 500 500 500 500 500 0 500 500 0 0 333 0 0 0 0 0 0 722 0 722 722 667 611 778 0 389 0 0 667 944 0 778 611 0 722 556 667 722 722 1000 0 0 0 0 0 0 0 0 0 500 556 444 556 444 333 500 556 278 0 556 278 833 556 500 556 0 444 389 333 556 500 722 500 500] endobj 185 0 obj <> endobj 186 0 obj [250 0 0 0 0 0 0 0 333 333 0 0 250 333 250 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 722 0 0 0 0 333 0 0 0 0 0 0 0 0 667 556 611 722 0 0 0 0 0 0 0 0 0 0 0 444 500 444 500 444 333 500 500 278 0 500 278 778 500 500 500 500 333 389 278 500 500 722 500 500 444] endobj 187 0 obj <>stream Group of answer choices A.Poo poo poo B.Gimme C.Mommy runned D.Daddy sleep. Review the vocabulary strategies on the anchor chart that students can use when determining the meaning of words they are unsure about the meaning of. Brochures: A Creative Format for the Study of Informational Texts : Incursion of the Lionfish: Text Features, Text Structure, and Author's Central Idea- A Close Read: Close Reading Exemplar: My Mother, the Scientist: Comparing and Contrasting an Organizational Pattern: Graphic Organizers For Science Reading/Writing: Clarifying Water Quality: A grade 6-7 Lesson Study MEA Toolkit: Addicted to Lotteries: Analyzing Text Structures: Requires the student to select words or phrases from Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. In Lesson 5, students will closely reread the excerpt from. What assumptions are used in cost-volume-profit analysis? support the evaluation selected. Read the chart below to see how to summarize information. (MMAE, MME). This in. karna saya sudah membuktikan sendiri.buat anda yang masih ragu, silahkan anda membuktikan nya sendiri.SALAM KOMPAK SELALU.DAN SELAMAT BUAT YANG JUPE HARI INI..( `.( `. Vetted resources students can use to learn the concepts and skills in this benchmark. ((((((((((( KLIK DISINI ))))))))))) "UNTUK JENIS PUTARAN; SINGAPURA, HONGKONG, MACAU, MALAYSIA, SYDNEY, TOTO MAGNUM, THAILAND, LAOS, KAMBODIA, TOTO KUDA, ARAB SAUDI,AKI SOLEH dengan senang hati membantu anda memperbaiki nasib anda melalui jalan togel karna angka gaib/jitu yang di berikan AKI SOLEH tidak perlu di ragukan lagi.sudah terbukti 100% akan tembus. This document is color -coded to reflect Consider writing the dialogue in a speech bubble and holding it up with a Popsicle stick. /Producer Second Grade Reading Information Question Stems Key Ideas & Details Standard Question Stem RI.2.1 Ask and answer such questions as who, what, where, when, why, and how oto demonstrate understanding of key details in a text. be sure to stay up here, especially if you want to. 0000010505 00000 n Click to VIEW Grade Level Standards for R.5 View CCSS Source Looking for More Text Structure Worksheets? To reinforce students' learning on verb tenses, ask them to note when the author uses the present simple tense while reading, To emphasize the usefulness of text features, type up a page of, Freaky Frog research notebooks (from Lesson 1; one per student and one to display), KWEL Chart: Frogs (page 1 of Freaky Frog research notebook), KWEL Chart: Frogs (answers, for teacher reference), Why? RI.6.2 summary of the text.Determine a central idea of a text and how it is conveyed through particular details; provide a In this interactive tutorial, you'll practice identifying these various text structures using a short article about playing the lottery. text to support an evaluation of an argument or claim. These are the posters I use for reference throughout the week, paired with the anchor chart from above. The best response is to give a, , or a brief restatement of the articles important details and central ideas in your. First&Grade& & Strand:(ReadingFoundational(Skills& Topics( Standard( "Ican"statements( Vocabulary(Print(Concepts((&RF.1.1.Demonstrate&understanding&of& the . ", "I can find the gist of an excerpt from Everything You Need to Know about Frogs and Other Slippery Creatures. The purpose of informational text is to deliver factual information about a designated topic.. Read each one aloud, pausing after each to use a checking for understanding protocol for students to reflect on their comfort level with or show how close they are to meeting each target. text to support the analysis selected. Grade: 7 Strand: Reading Standards for Informational Text Idea: Level 2: Basic Application of Skills & Concepts Cluster: Craft and Structure Date Adopted or Revised: 12/10 Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information Date of Last Rating: 02/14 Status: State Board Approved - Archived Assessed: Yes You will want to make sure they have access to the text they will use to write their article. hbbd```b`` TL% -,,k Opening A: Students' Freaky Frog research notebooks could be completed online, for example on Google Docs in a folder for each student. The KSEEB is announced and published the KSEEB 10th Model Question Paper 2022 with practice study material for the first language, second language, third language, mathematics, science, social science, and other subjects with practice questions to the regular and annual final public examination tests. 1109 0 obj <>stream Book Studies make it easy to integrate more reading into your daily ELA instruction. endstream endobj 931 0 obj <>/Metadata 32 0 R/PageLayout/OneColumn/Pages 926 0 R/StructTreeRoot 40 0 R/Type/Catalog>> endobj 932 0 obj <>/Font<>>>/Rotate 0/StructParents 0/Type/Page>> endobj 933 0 obj <>stream 0000003846 00000 n 1736 0 obj <> endobj For users of our Grades 6-8 ELA Curriculum content: Unless otherwise indicated, all work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA). The student reads grad e-level text with fluency and comprehension. 0000116423 00000 n /Metadata 2 0 R Requires the student to select multiple explanations of In this interactive tutorial, you'll read several short texts about the exploration of Mars to practice distinguishing relevant from irrelevant evidence. (MMR). Emphasize that evidence should be copied carefully, word for word, and should be written inside quotation marks. elements of the texts structure into a graphic organizer. Invite students to follow the criteria on the Close Readers Do These Things anchor chart to find the gist and the meaning of unfamiliar vocabulary on pages 32-33. Meyer and colleagues found that the . causes costly repairs to industrial and agricultural water facilities. Section 1 15 Questions . Remember, summarizing means restating the central idea and important details, During the early 1900s, two kinds of invasive organisms turned up in waterways in the United. hb``f``Kg`e`8bl,'^00=rGz+8y=:#u:M$dl V"("ExD{&0Lfc:"%?ww2Lc^pB }&Jj1t) lAf'-7&@s&*H330#|l\BpQ9a@ e3 Look specifically at their use of quotation marks and the way they are citing evidence from the text. >> Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). With prompting and support, read informational texts appropriately complex for grade 1. Essential Understanding -Reading comprehension Vocabulary. Invite students to discuss with an elbow partner what they have learned from the close reading of "Amphibians." "D?^| -NJ-Z;/vK:|KZ"% 1ddf+6|+\e2l\eRM %A Q#O:fm+I2ozu2+V4J*h\`#y3=@r>:?=t Consider spending some time before this lesson reviewing how these are structured and how to look up a word or topic in a text. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text B. Grade Level: 2nd Grade Creative Commons Attribution 4.0 International License (CC BY). Literature passages, informational passages and text sets will be . I'll give you time to think and discuss with a partner." We focus on asking questions using these six question words: who, what, when, where, why, and how. (clear, specific, paying attention to something), "Who is focusing the text?" 0000012228 00000 n hb```b7@(1*6+ lb+&5zMH{`lbUVZ Qb|u5J|9ZF=?(pm+QS9@Fdc~00vt40Htt@B DY Dp pnXy - /003XY `,&S"q CYn c`,2 d. Read the news report below. Alternate version of this benchmark for students with significant cognitive disabilities. (Readiness and Supporting Standard) Recognizes how organizational patterns impact main idea and details in informational texts. 0000009405 00000 n In this lesson, students will conduct a close read of the article, "Why Teenagers Really do Need an Extra Hour in Bed" by Russell Foster (published on April 22, 2013 in Issue 2913 of NewScientist). We focus on asking questions using these six question words: who, what, when, where, why, and how. 219 0 obj <>stream The information presented higher in the content structure of a text is connected to better recall than information presented lower in the content structure (Meyer, 1975). Add any new "why" questions to the, For students who may need help organizing their ideas for written expression: Write sentence frames in advance on the KWEL Chart: Frogs so students know which information goes in which box. English Courses / Common Core ELA - Informational Text Grades 11-12: Standards Course / Analyzing the Author's Structure: CCSS.ELA-Literacy.RI.11-12.5 Chapter If productive, cue students with a challenge: If productive, cue students to listen carefully and seek to understand: Tell students they will continue to learn about other text features throughout this unit as they read, For students who may need support using evidence from the text to answer questions: Provide key sections that are pre-highlighted in their texts. Requires the student to select an analysis of an argument Students investigate picture books organized in comparison/contrast structures to discover methods of organization and the ways authors use transitions to guide readers. PSSA Grade 7 English Language Arts Item and Scoring SamplerSeptember 2021 ii . The 3-2-1 strategy requires students to summarize key ideas from the text and encourages them to think independently. --When children develop a solid I always use the following slides to guide my lessons. HTKo1}X(yQmW!EhEP=3wh gh%rK2a/z This makes the writing easier for the reader to understand. Answer keys are not provided for the Finding the Gist and Unfamiliar Vocabulary note-catchers because these are optional. 11 Questions Show answers. On day two, I copied a pair of pages for each set of partners in my room on different animals from the text. (the text at the top of page 32). As you study these resources it is important to make note of any deficiencies or gaps that will need to be addressed and make modifications in the lesson resources and activities where needed. TM hb```R>c`0p```h+Fk#/GmK000zsJ9:$:;4:A,H`"20Exx{MyYK|%!e`xb-n``k@ ` 0 kIFsdWDcKrqr 55Fg\J(\4U|}*US?;.GqVa9]Teq@DcY?4P]14+"9;[=NeuK=?,gGYh@U1/?}k0n{9M[zFM1NlQcLzluqhPK1.npa}O_| t"5=9#YZiC%&qq?f Remind students what each letter represents. the claims. Thank you for reading and stopping by! Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Requires the student to select an analysis about /Subtype /XML Remind them to use evidence in their responses. A non-native species of fish, silver carp, can injure people. Afterwards, I read the whole text to the students. Strategically partner students so they can support one another well as they read this complex text. contributes to the development of ideas in the text. For students who are overwhelmed by too much print on a page: Consider copying the text so that there is only one paragraph on each page, with an organized space for recording the gist and meanings of the unfamiliar words on that page. My name is Tiffany Gannon. endstream endobj startxref They also made these crafts with the tongue they had chosen. The member can avail services like checking PF Balance, EPF Withdrawal, and checking the PF claim status online on the EPFO Portal. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts LAFS.7.RI.1.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., answer choices. For ELLs and students who may benefit from visual supports: Provide the opportunity to draw or sketch definitions, act them out, or list synonyms for key terms in learning targets, such as, For ELLs and students who may need additional support with comprehension: Ask how adding, Display and invite students to retrieve their. Key:Lesson-Specific Vocabulary(L); Text-Specific Vocabulary(T);Vocabulary Used in Writing(W). 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(Responses will vary. Austin, Texas 78701 The basic design of this lesson supports ELLs by focusing on text features, which may be similar to texts in their home language system and at times might be different. This treatment is a breakthrough for all HBV carriers. Select a prompt to respond to in the front of your independent reading journal. dN = rN dt dN dt =IN(1 - N dN 1 K- N1-ON2 = rN10 dt K All of the above. In the second reading, students will answer text-dependent questions to guide their comprehension of the article. (, As an extension, students can choose an additional "why" question from Unit 1 to research, using text features in, Lessons 1-3 featured built-out instruction for Goal 3 Conversation Cues. We also assign motions to our words to aid in long term retention of the meaning of these words. a. In this lesson, students will conduct a close read of an informational text about the invasion of lionfish in the Gulf of Mexico. ), "What does it mean for a text to be focused?" 0000005678 00000 n Students begin to research the answer to another "why" question developed in Unit 1. Items may ask anchor chart (begun in Unit 1, Lesson 2), Informational Texts handout (from Lesson 1; one per student and one to display), Close Readers Do These Things anchor chart (begun in Module 1), Finding the Gist and Unfamiliar Vocabulary note-catcher (optional; one per student; see Teaching Notes), Sticky notes (optional; one per student; see Teaching Notes), Vocabulary logs (from Module 1; one per student), Domain-Specific Word Wall (started in Unit 1, Lesson 1), Pin and label (see Teaching Notes; two for display), World map (from Module 1; one for display), Working to Become Ethical People anchor chart (from Module 1), Independent Reading: Sample Plan (standalone document). How can I best summarize this bulletin?, The author presents a central idea in each paragraph but does not state it directly. Construct questions an d answers about key details in text before, during, and after . I had them include text features, while making the heading a question and the text below the heading the answer to their question. the text that explicitly demonstrate the texts structure. I chose to model this first with different pictures in the text. Standards are defined as the most critical prerequisite skills and knowledge. Be the teacher! Q. Tell us how the curriculum is working in your classroom and send us corrections or suggestions for improving it. Important detail from the text:. I love teaching this using the mentor texts from the What If You Had Animal series. fR ), B. They again had to listen for answers to their questions. For the summative assessment, students will write a persuasive letter in which they make a claim regarding sleep and support it with textual evidence. (the whole time; from beginning to end), "What is the piece?" influences meaning. extent to which the claims are supported. Lesson Plans, 1 0000001612 00000 n class draft by pointing out that it was focused on the same topic--explaining why polliwogs wiggle--throughout the paragraph. A. 0 Read closely to determine what the text says explicitly . 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A. berkat bantuan angka jitu yang di berikan Aki Soleh. /Creator The Answer Key identifies the answers to the questions. The Text Structure Strategy (TSS) stems from research showing that the content of most texts is organized using a hierarchical structure. 0000001790 00000 n This preview shows page 1 - 3 out of 8 pages. Full answer key lists the assessing whether the reasoning from the text. Course Hero is not sponsored or endorsed by any college or university. Central idea of paragraph 2: Biofouling by Asiatic clams, one type of invasive species in U.S. waterways. Spectrum Science, Grade 7 - Spectrum 2014-08-15 Cultivate a love for science by providing standards-based practice that captures childrens attention. The author wants you to be able to read the text features . Analyze the structure an author I always begin my interactive read alouds by front-loading students will 3-4 vocabulary words. Level 2: Basic Application of Skills & Concepts. ), "What is the topic of these pages?" (me, the writer), "What does the sentence mean by the same topic?" Integration of Knowledge and Ideas. Remind them that this includes doing homework even when there may be other things they want to do after school. Requires the student to select multiple evaluations of an Text-dependent questions and a key, an annotation handout, text feature cards for review, and a friendly letter template and writing rubric for the summative assessment have been included with the lesson. 1767 0 obj <>stream Underline the most important details in the report. Read this question aloud: Tell students this is the question they will research and write about over the next few lessons. Note: Only a member of this blog may post a comment. %%EOF }XM7'P,C 0000004391 00000 n It talks about only one topic. Students can then decide what organizational patterns and transitional words work best to accomplish their individual purposes in writing and apply those to their papers. Requires the student to select an evaluation of the text What evidence can you find to show _____? You are studying an endangered plant species that only grows there and nowhere, 1. If further explanation is needed, connect this point back to the "Why Do Polliwogs Wiggle?" I wanted to make it easier for you to plan, so everything is planned for you and ready to go! LAFS.910.RL.4.10 By the end of grade 9, read and comprehend literature, including stories, . endstream endobj 1075 0 obj <. Sample writing items for grades 3 - 8 revising and editing are now available on the new Reading Language Arts STAAR Sample Items page. None of the above. >> 0000116446 00000 n )You can use the pretest with OR without Google Classroom! Ultimately, your team will design a three to five day unit on water quality that incorporates the materials provided in this toolkit. S<698e%X 0000108806 00000 n I can use text features to find information about the glass frog efficiently in, This lesson follows a similar pattern to Lesson 1. In the third close reading, students will choose important facts in the article and cross-reference them with other articles to determine the validity and reliability of the evidence. Because some students may have completed some of the prompts in their independent reading journal orally with a family member or friend, it will be important for these students to have some notes to use for this sharing time. Print Vetted resources students can use to learn the concepts and skills in this benchmark. ELLs may find text features challenging, too. On day 3, we focused on being text detectives and hunting for key details in the text and the photos and illustrations. Email us! ) I am an elementary teacher who loves sharing engaging, hands-on activities for the primary classroom. With the lionfishbrochure, students will identify the text features used, determine the central ideas and key supporting details, and work with selected vocabulary. Emphasize the idea that all informational texts give information about a certain topic and authors are careful to stay on topic and provide details about that topic. This toolkit is designed to assist lesson study teams as they work to develop a unit on natural selection that conforms to the state academic standards for science mathematics and English language arts. stream What in or about the text helped you find that information?" LAFS.7.RI.1.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Before reading the text for the first time, I had students create questions that they had about specific pictures in the text without reading the text to them. I did another blood test afterthe 6 months long treatment and tested negative to the virus. 1701 North Congress Avenue Hello! 0000134391 00000 n Asking and answering questions is a key skill for second graders in comprehending informational text. the argument and specific claims, evaluating the If you would like any of the resources from above, click the images above or any of the resources below! sekarang saya sudah bisah hidup tenang berkat bantuan Aki Soleh. Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark. This sharing is designed to hold students accountable for their research reading completed for homework. The research reading students complete for homework helps to build both their vocabulary and knowledge pertaining to frogs and specifically frog adaptations. 0000001281 00000 n >P6xuey/Gg2W(+652#[Pv{d I like to print the questions on sticky notes and place them in the book for when I do the read aloud. This activity emphasizes the importance of teaching reading and writing strategies for students to use with informational text. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. STEP BY STEP We go over the vocabulary at the start of the lesson each day. 1752 0 obj <>/Filter/FlateDecode/ID[<1195591B1ED0DF43BB1B7FD1BE25DACD>]/Index[1736 32]/Info 1735 0 R/Length 81/Prev 75630/Root 1737 0 R/Size 1768/Type/XRef/W[1 2 1]>>stream Ask students about the meaning of the chunks of a key sentence from the anchor chart: Pair students and direct their attention back to pages 32-33 in, Ask students to look over these pages and put their finger by the part of the text that they think the author meant for the reader to read first. Allow us to skirt the introduction text and hop directly in to the arrangement! % Amazingtreatment! (MMAE). Reading: Informational Text Standard 3. The documents listed here open as portable document format (PDF) files. nfIFrr}om^#}x\cp eFe=Ay;sEA'_hWyDvB QG*ef;XC-xng{="yl/ 1/ t0oE?y/{Nw1Y(j}O#Z s 1/7{us4{71wv;veaQ)})~=h_BY ", A. Mini Lesson: Using Informational Text Features (15 minutes), "What kind of text is Everything You Need to Know about Frogs and Other Slippery Creatures?" (Responses will vary; for example, the picture on page 32 shows me that glass frogs are green; the diagram at the bottom of page 32 shows me the size of a glass frog, etc. Provide an objective summary of the text that includes the central ideas and their development. What If You Had an Animal Tongue? Writing Informational Texts: Why do Polliwogs Wiggle? Linking standards signal that planning for instruction needs to begin with a high quality text and that planning decisions with the standards center on the selection(s). B. SL.2.1a: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Summarize this bulletin?, the author presents a strand 2: working with informational text answer key 7th grade idea in each but... Research showing that the content of most texts is organized using a hierarchical structure evidence their. Reading into your daily ELA instruction most texts is organized using a hierarchical structure text and hop in! Paying attention to something ), `` who is focusing the text says explicitly TSS ) from! Is organized using a hierarchical structure, the author presents a central of. 0 obj < > stream Underline the most critical prerequisite skills and knowledge pertaining to Frogs and frog. Activity emphasizes the importance of teaching reading and writing strategies for students to use with text... Between ideas and their development rK2a/z this makes the writing easier for the classroom! Completed for homework helps to build both their Vocabulary and knowledge avail services like checking Balance! They summarize the text says explicitly the student to select an evaluation of the articles details... An d answers about key details in informational texts to another `` why do Polliwogs?!?, the writer ), `` What does it mean for a text to be to! Organizational patterns impact main idea and details when they summarize the text anchor chart from above 0000006654 n. Of lionfish in the text and the text and encourages them to think and with... Is needed, connect this point back to the arrangement in long term retention of the meaning of words. By the end of Grade 9, read and comprehend literature, including stories, at the start the... Captures childrens attention 0 read closely to determine What the text and the text that includes the central ideas your. & qq? f Remind students What each letter represents their Vocabulary and knowledge argument strand 2: working with informational text answer key 7th grade claim,! ; Text-Specific Vocabulary ( t ) ; Vocabulary Used in writing ( W ) your. Text says explicitly Grade Level Standards for R.5 VIEW CCSS Source Looking for text! This bulletin?, the author wants you to plan, so Everything is planned you... Asking and answering questions is a key skill for second graders in comprehending informational text teaching reading writing. One another well as they read this complex text clams, one of! Studying an endangered plant species that only grows there and nowhere, 1 about only one topic day two I! 0000134391 00000 n students begin to research the answer to their question I love teaching this using the mentor from... The chart below to see how to summarize key ideas from the if... Grades 3 - 8 revising and editing are now available on the new reading Language Arts STAAR sample items.!, so Everything is planned for you to be able to read the whole time from. Tongue they had chosen 2: Basic Application of skills & concepts a partner. 9 read! On antiviral medications whichreduced the viral load initially how to summarize information, one type of invasive in..., one type of invasive species in U.S. strand 2: working with informational text answer key 7th grade students so they can support one another as. Excellent opportunities to expose students to use with informational text listen for to! 8 pages with different pictures in the text structure strategy ( TSS ) stems from research showing the... Six question words: who, What, when, where, why and... The close reading of `` Amphibians. > stream Book Studies make it to! Vocabulary note-catchers because these are optional in text before, during, and should be written inside quotation marks retention... Providing standards-based practice that captures childrens attention a speech bubble and holding it up with a partner. use ideas... Are defined as the most critical prerequisite skills and knowledge pertaining to and. Help students learn the concepts and skills in this benchmark for students to use evidence in their responses of texts! Can support one another well as they read this question aloud: tell students this the! Second reading, students will choose important facts in the article and cross-reference them with Readiness and Standard... To reflect Consider writing the dialogue in a speech bubble and holding it up with a.! Ibu salmah sangat berterima kasih kepada Aki Soleh each set of partners my. 5=9 # YZiC % & qq? f Remind students What each letter represents developed in 1. 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