The document provides information about key reading comprehension skills including theme, main idea vs. supporting details, drawing conclusions/inferring, author purpose, and vocabulary. It discusses how themes are central ideas or lessons conveyed in stories, and how themes can be revealed through characters' actions or conflicts in the story. It also differentiates between central ideas and supporting details in passages, and provides examples of identifying central ideas and distinguishing them from details.
The document provides guidance on identifying the main idea and supporting details of a text. It explains that every story or paragraph has a main idea, which is the most important part and tells what the story is about. Supporting details describe and provide examples for the main idea to make it stronger. Examples are provided of passages and questions are asked to identify the main idea and supporting details.
This document defines and discusses informational text, also known as non-fiction. It explains that informational text provides factual information and can be in the form of narrative text, resembling a story, or expository text, presenting general and detailed facts. The document emphasizes that text features, such as titles, headings, pictures, graphs and charts, help readers understand and find information in non-fiction works. These features include things like tables of contents, indexes, glossaries, and maps.
The document discusses features of instructional writing and provides examples. It begins by asking what was covered in the previous lesson, which included where to find instructional writing and its key features. It then mentions an activity where partners used verbal instructions to navigate an obstacle course. The next section lists "bossy verbs" as a feature of instructional writing, noting that they give commands in the present tense. It concludes by providing an example of how to do the moonwalk as further illustration of instructional writing.
The document discusses how to identify the main idea of a paragraph. It explains that the main idea is the most important concept and can be explicitly stated or implied. It provides examples of paragraphs and identifies the main idea in each case - whether it is stated in the first or last sentence or implied across multiple sentences. Readers are encouraged to look for what the paragraph is about and what aspect or idea the author is focusing on to determine the main idea.
The document discusses different types of context clues that can help readers determine the meaning of unfamiliar words. It identifies four main types of context clues: synonyms, antonyms, explanations, and examples. Readers can use other words or phrases in the same sentence or nearby sentences that are similar or opposite in meaning to the unfamiliar word to infer its definition based on context. The document provides multiple examples for each type of context clue to illustrate how authors provide hints about word meanings.
This document discusses main ideas and supporting details in stories and paragraphs. It defines a main idea as what a story is about, and supporting details as things that describe the main idea and make it stronger. Two examples are provided of passages with questions about their main ideas. The main idea of the first passage is that Niagara Falls is one of the most beautiful sights in North America. The main idea of the second passage is that the Statue of Liberty has become a universal symbol of freedom.
The document discusses author's purpose in writing, identifying three main categories: to persuade, inform, or entertain. It provides examples of each. Persuasive writing aims to convince the reader of an opinion. Informative writing provides facts on a topic. Entertaining writing includes stories, poetry, and descriptive pieces meant to engage the reader.
The document provides guidance on identifying the main idea and supporting details of a text. It explains that every story or paragraph has a main idea, which is the most important part and tells what the story is about. Supporting details describe and provide examples for the main idea to make it stronger. Examples are provided of passages and questions are asked to identify the main idea and supporting details.
This document defines and discusses informational text, also known as non-fiction. It explains that informational text provides factual information and can be in the form of narrative text, resembling a story, or expository text, presenting general and detailed facts. The document emphasizes that text features, such as titles, headings, pictures, graphs and charts, help readers understand and find information in non-fiction works. These features include things like tables of contents, indexes, glossaries, and maps.
The document discusses features of instructional writing and provides examples. It begins by asking what was covered in the previous lesson, which included where to find instructional writing and its key features. It then mentions an activity where partners used verbal instructions to navigate an obstacle course. The next section lists "bossy verbs" as a feature of instructional writing, noting that they give commands in the present tense. It concludes by providing an example of how to do the moonwalk as further illustration of instructional writing.
The document discusses how to identify the main idea of a paragraph. It explains that the main idea is the most important concept and can be explicitly stated or implied. It provides examples of paragraphs and identifies the main idea in each case - whether it is stated in the first or last sentence or implied across multiple sentences. Readers are encouraged to look for what the paragraph is about and what aspect or idea the author is focusing on to determine the main idea.
The document discusses different types of context clues that can help readers determine the meaning of unfamiliar words. It identifies four main types of context clues: synonyms, antonyms, explanations, and examples. Readers can use other words or phrases in the same sentence or nearby sentences that are similar or opposite in meaning to the unfamiliar word to infer its definition based on context. The document provides multiple examples for each type of context clue to illustrate how authors provide hints about word meanings.
This document discusses main ideas and supporting details in stories and paragraphs. It defines a main idea as what a story is about, and supporting details as things that describe the main idea and make it stronger. Two examples are provided of passages with questions about their main ideas. The main idea of the first passage is that Niagara Falls is one of the most beautiful sights in North America. The main idea of the second passage is that the Statue of Liberty has become a universal symbol of freedom.
The document discusses author's purpose in writing, identifying three main categories: to persuade, inform, or entertain. It provides examples of each. Persuasive writing aims to convince the reader of an opinion. Informative writing provides facts on a topic. Entertaining writing includes stories, poetry, and descriptive pieces meant to engage the reader.
The document discusses main ideas and supporting details. The main idea of a story is its overall topic, which can be summarized in one sentence. Supporting details provide extra information and examples that help explain the main idea. They give readers a better understanding of the story by engaging one or more of the five senses. Identifying both the main idea and supporting details of a passage is important for comprehension.
Teach students how to identify an author's purpose with this interactive presentation. Designed specifically for intermediate and middle school students.
This document discusses the elements of narrative writing and expository writing. Narrative writing tells a story and contains elements like exposition, rising action, climax, falling action and resolution. Expository writing explains or informs and has an introduction, three body paragraphs, and conclusion. Both types of writing should use transition words, be organized into paragraphs, and have a clear beginning, middle and end. Effective writing applies creativity skills regardless of whether it is narrative or expository.
This document provides guidance on writing an essay to convince others of an opinion. It recommends choosing a clear purpose and intended audience. The introduction should capture attention with a hook, then state the thesis. Main points should be presented in paragraphs with topic sentences and supporting examples. Transitions should link arguments. A conclusion should restate the thesis and leave the reader thinking with a memorable final sentence.
This presentation introduces point of view in stories. First person and third person are introduced, with review and questions. Suitable for students ages 8-12 or those learning English as a second language.
Find more stories and activities for teaching point of view here:
http://www.teacherspayteachers.com/Product/Exploring-Point-of-View-Stories-and-Activities-1632599
The document provides guidance on developing supporting details for a topic sentence. It discusses including primary and secondary support points that show, explain, or prove the main point. Examples of primary support could include attendance, experience, and being hardworking. Secondary details further explain the primary supports, such as never being late or having longevity at a job. The document encourages preparing a flowchart to organize ideas and developing a paragraph with complete sentences, specific details, and transitional phrases. Strategies are offered for generating supporting details, such as circling important words, freewriting, and selecting the clearest details that back up the topic sentence.
This document provides information about author's purpose and introduces three common purposes for writing: to inform, to entertain, and to persuade. It defines each purpose and provides examples. Students are instructed to create a chart listing the three purposes and their descriptions. The document then provides several passages and asks students to identify the purpose of each one as being to inform, entertain or persuade. This will help students to practice identifying an author's purpose.
The document discusses the difference between facts and opinions. Facts are statements that can be proven true or false through evidence, while opinions are statements that represent a personal view and cannot be proven. The document provides examples of facts like statistical claims and opinions like statements about taste preferences. It then presents statements for the reader to identify as either facts or opinions, explaining the reasoning.
The document discusses finding the main idea in paragraphs and longer texts. It explains that the main idea is the most important point the author wishes to make about the subject. To find the main idea, identify the subject and then determine what the author says about the subject. The main idea may be explicitly stated or implied. Details in the text support and explain the main idea.
This document provides information on using evidence and citing sources properly. It defines what evidence is, the different types of evidence, and the three main ways to use evidence - quoting, paraphrasing, and citing. It emphasizes the importance of citing sources to avoid plagiarism. It explains what information needs to be cited and how to format in-text citations, parenthetical citations, and create a Works Cited page in MLA style. It also provides examples of how to integrate quotes into writing and addresses special cases like long quotes or quotes within quotes.
A persuasive text aims to convince readers by appealing to their emotions and ability to reason. Some common types of persuasive texts include speeches, books, and essays that try to get readers to agree with a point of view. Writers use techniques like facts, repetition, and strong language to persuade. They may repeat phrases to draw attention and create rhythm, use facts to support their arguments, and choose strong words to effectively make their point. The goal is for the writing to reach readers emotionally and get them to believe something.
A brief introduction to the parts of a paragraph (using the hamburger analogy) with a guided practice. (The formatting & animation got messed up during upload, but you get the idea.)
This document provides information about writing a compare and contrast essay. It explains that a compare and contrast essay analyzes two or more subjects by detailing their similarities, differences, or both. Transitional words are used to signal when switching between comparing and contrasting different elements. The structure of a successful compare and contrast essay is also outlined. Key elements like comparing similarities, contrasting differences, and using transitions to link ideas are essential components of this essay type.
The document discusses author's purpose, which is the goal or reason the author wrote a passage. There are three main purposes: to persuade, inform, or entertain. Persuasive passages try to convince the reader of a position, informative passages teach information objectively, and entertaining passages hold attention through description and sensory details. Examples of each purpose are provided such as advertisements to persuade, textbooks to inform, and novels to entertain.
Here are some examples of how text features could help understand an article:
Table of Contents: The table of contents lists the major sections and their page numbers, allowing me to quickly navigate to the parts most relevant to my interests or information I want to find.
Headings: Headings break the text into sections and indicate the topic of each part, helping me understand how the information is organized and what to expect.
Pictures/Illustrations: Images can convey information visually and clarify processes or concepts that may be difficult to explain with words alone.
Captions: Captions provide context for pictures, explaining who or what is shown and any other important details not stated in the surrounding text.
Glossary:
This presentation shows readers how to find the theme of a text. For a study guide for students, and stories and activities for finding themes, purchase my Teaching About Theme unit on TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Teaching-About-Theme-342213
This document defines and provides examples of hyperbole, which is a figure of speech using exaggerated statements not meant to be taken literally in order to emphasize a point. The examples given are saying you are so hungry you could eat a horse, hearing something a million times, nearly dying laughing, and someone being a hundred feet tall, all of which are impossible but used to emphasize hunger, how often something was heard, the intensity of laughter, and someone's height.
The document provides instructions for writing a summary. It explains that a summary is shorter than the original text, includes the main ideas and thesis, and is objective. It outlines a 7-step process: 1) read to understand main ideas and context, 2) annotate by highlighting key parts, 3) identify the introduction, conclusion, and stages of thought, 4) label each stage with its main idea, 5) write a 1-3 sentence summary of each section, 6) identify the overall thesis, and 7) draft the summary using the notes.
This document provides information and guidance about writing an informative process essay. It discusses the key elements of a process essay, including that it explains the steps of a process in order to help the reader understand how something is done or accomplished. The document emphasizes that a process essay needs to not only list the steps, but also explain why each step is important, the order they must be completed in, and any potential problems or variations. It provides questions for writers to consider to help explain the process effectively. The document also gives tips for writing the introduction, body paragraphs, and conclusion to clearly outline the steps and purpose of the process being described.
When drawing conclusions, you combine what you already know with clues from the text. The document provides examples of conclusions drawn from short passages: a baby is identified from clues about cribs, bottles, and abilities; shoes are chosen as the item worn in rain since they keep feet dry; a stamp is selected as the item pasted on an envelope for mailing; milk is determined from being white and drinkable, making a moustache; a doll is concluded as the toy that can be named and played with like a baby; and corn is decided as the item that grows on an ear and can be cooked or microwaved until puffed up.
The document discusses drawing conclusions from passages. It defines a conclusion as a sensible decision reached based on facts or details. When drawing a conclusion, you use what you already know combined with details from the story. Reading comprehension involves understanding details, making connections between details, and drawing conclusions. Two short passages are presented as examples, with questions prompting the reader to use clues and prior knowledge to draw conclusions about where Sarah is and why Laura and Mary are excited.
The document discusses main ideas and supporting details. The main idea of a story is its overall topic, which can be summarized in one sentence. Supporting details provide extra information and examples that help explain the main idea. They give readers a better understanding of the story by engaging one or more of the five senses. Identifying both the main idea and supporting details of a passage is important for comprehension.
Teach students how to identify an author's purpose with this interactive presentation. Designed specifically for intermediate and middle school students.
This document discusses the elements of narrative writing and expository writing. Narrative writing tells a story and contains elements like exposition, rising action, climax, falling action and resolution. Expository writing explains or informs and has an introduction, three body paragraphs, and conclusion. Both types of writing should use transition words, be organized into paragraphs, and have a clear beginning, middle and end. Effective writing applies creativity skills regardless of whether it is narrative or expository.
This document provides guidance on writing an essay to convince others of an opinion. It recommends choosing a clear purpose and intended audience. The introduction should capture attention with a hook, then state the thesis. Main points should be presented in paragraphs with topic sentences and supporting examples. Transitions should link arguments. A conclusion should restate the thesis and leave the reader thinking with a memorable final sentence.
This presentation introduces point of view in stories. First person and third person are introduced, with review and questions. Suitable for students ages 8-12 or those learning English as a second language.
Find more stories and activities for teaching point of view here:
http://www.teacherspayteachers.com/Product/Exploring-Point-of-View-Stories-and-Activities-1632599
The document provides guidance on developing supporting details for a topic sentence. It discusses including primary and secondary support points that show, explain, or prove the main point. Examples of primary support could include attendance, experience, and being hardworking. Secondary details further explain the primary supports, such as never being late or having longevity at a job. The document encourages preparing a flowchart to organize ideas and developing a paragraph with complete sentences, specific details, and transitional phrases. Strategies are offered for generating supporting details, such as circling important words, freewriting, and selecting the clearest details that back up the topic sentence.
This document provides information about author's purpose and introduces three common purposes for writing: to inform, to entertain, and to persuade. It defines each purpose and provides examples. Students are instructed to create a chart listing the three purposes and their descriptions. The document then provides several passages and asks students to identify the purpose of each one as being to inform, entertain or persuade. This will help students to practice identifying an author's purpose.
The document discusses the difference between facts and opinions. Facts are statements that can be proven true or false through evidence, while opinions are statements that represent a personal view and cannot be proven. The document provides examples of facts like statistical claims and opinions like statements about taste preferences. It then presents statements for the reader to identify as either facts or opinions, explaining the reasoning.
The document discusses finding the main idea in paragraphs and longer texts. It explains that the main idea is the most important point the author wishes to make about the subject. To find the main idea, identify the subject and then determine what the author says about the subject. The main idea may be explicitly stated or implied. Details in the text support and explain the main idea.
This document provides information on using evidence and citing sources properly. It defines what evidence is, the different types of evidence, and the three main ways to use evidence - quoting, paraphrasing, and citing. It emphasizes the importance of citing sources to avoid plagiarism. It explains what information needs to be cited and how to format in-text citations, parenthetical citations, and create a Works Cited page in MLA style. It also provides examples of how to integrate quotes into writing and addresses special cases like long quotes or quotes within quotes.
A persuasive text aims to convince readers by appealing to their emotions and ability to reason. Some common types of persuasive texts include speeches, books, and essays that try to get readers to agree with a point of view. Writers use techniques like facts, repetition, and strong language to persuade. They may repeat phrases to draw attention and create rhythm, use facts to support their arguments, and choose strong words to effectively make their point. The goal is for the writing to reach readers emotionally and get them to believe something.
A brief introduction to the parts of a paragraph (using the hamburger analogy) with a guided practice. (The formatting & animation got messed up during upload, but you get the idea.)
This document provides information about writing a compare and contrast essay. It explains that a compare and contrast essay analyzes two or more subjects by detailing their similarities, differences, or both. Transitional words are used to signal when switching between comparing and contrasting different elements. The structure of a successful compare and contrast essay is also outlined. Key elements like comparing similarities, contrasting differences, and using transitions to link ideas are essential components of this essay type.
The document discusses author's purpose, which is the goal or reason the author wrote a passage. There are three main purposes: to persuade, inform, or entertain. Persuasive passages try to convince the reader of a position, informative passages teach information objectively, and entertaining passages hold attention through description and sensory details. Examples of each purpose are provided such as advertisements to persuade, textbooks to inform, and novels to entertain.
Here are some examples of how text features could help understand an article:
Table of Contents: The table of contents lists the major sections and their page numbers, allowing me to quickly navigate to the parts most relevant to my interests or information I want to find.
Headings: Headings break the text into sections and indicate the topic of each part, helping me understand how the information is organized and what to expect.
Pictures/Illustrations: Images can convey information visually and clarify processes or concepts that may be difficult to explain with words alone.
Captions: Captions provide context for pictures, explaining who or what is shown and any other important details not stated in the surrounding text.
Glossary:
This presentation shows readers how to find the theme of a text. For a study guide for students, and stories and activities for finding themes, purchase my Teaching About Theme unit on TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Teaching-About-Theme-342213
This document defines and provides examples of hyperbole, which is a figure of speech using exaggerated statements not meant to be taken literally in order to emphasize a point. The examples given are saying you are so hungry you could eat a horse, hearing something a million times, nearly dying laughing, and someone being a hundred feet tall, all of which are impossible but used to emphasize hunger, how often something was heard, the intensity of laughter, and someone's height.
The document provides instructions for writing a summary. It explains that a summary is shorter than the original text, includes the main ideas and thesis, and is objective. It outlines a 7-step process: 1) read to understand main ideas and context, 2) annotate by highlighting key parts, 3) identify the introduction, conclusion, and stages of thought, 4) label each stage with its main idea, 5) write a 1-3 sentence summary of each section, 6) identify the overall thesis, and 7) draft the summary using the notes.
This document provides information and guidance about writing an informative process essay. It discusses the key elements of a process essay, including that it explains the steps of a process in order to help the reader understand how something is done or accomplished. The document emphasizes that a process essay needs to not only list the steps, but also explain why each step is important, the order they must be completed in, and any potential problems or variations. It provides questions for writers to consider to help explain the process effectively. The document also gives tips for writing the introduction, body paragraphs, and conclusion to clearly outline the steps and purpose of the process being described.
When drawing conclusions, you combine what you already know with clues from the text. The document provides examples of conclusions drawn from short passages: a baby is identified from clues about cribs, bottles, and abilities; shoes are chosen as the item worn in rain since they keep feet dry; a stamp is selected as the item pasted on an envelope for mailing; milk is determined from being white and drinkable, making a moustache; a doll is concluded as the toy that can be named and played with like a baby; and corn is decided as the item that grows on an ear and can be cooked or microwaved until puffed up.
The document discusses drawing conclusions from passages. It defines a conclusion as a sensible decision reached based on facts or details. When drawing a conclusion, you use what you already know combined with details from the story. Reading comprehension involves understanding details, making connections between details, and drawing conclusions. Two short passages are presented as examples, with questions prompting the reader to use clues and prior knowledge to draw conclusions about where Sarah is and why Laura and Mary are excited.
This document discusses the four types of sentences: simple, compound, complex, and compound-complex. It defines each type and provides examples. A simple sentence contains one subject and one verb. A compound sentence contains two or more independent clauses joined with a comma and FANBOYS conjunction. A complex sentence contains one independent clause and one dependent clause. A compound-complex sentence contains at least one dependent clause and two or more independent clauses.
This document provides instructions for writing a news article. It recommends choosing an interesting topic that affects the world and researching it by answering who, what, when, where, why questions. The lead paragraph should hook the reader using a question or interesting fact. Sources should be cited and both sides of the story presented without bias using quotes. A picture should be included to keep readers engaged along with a headline, columns, and standard font.
Easy Article Writing – 4 Steps To Write Your ArticleJames Winter
The document outlines a 4-step process for writing articles: 1) Choose and research a topic that is familiar; 2) Write an outline including an introduction, 3 paragraphs for the main body, and a conclusion; 3) Use Microsoft Word for its spelling and grammar checking; 4) Start writing based on the outline and don't stop, then review the draft for mistakes.
This document provides guidance on writing a short article about a place visited. It recommends including a title, sub-headings to divide the article into paragraphs, interesting vocabulary, and linking words to connect ideas. The document also emphasizes answering the specific question, checking for errors, and planning before writing.
How to draw manga. vol. iv. dressing your characters in casual wearliteraturaycomic
La pandemia de COVID-19 ha tenido un impacto significativo en la economía mundial y las vidas de las personas. Muchos países han impuesto medidas de confinamiento que han cerrado negocios y escuelas, y han pedido a la gente que se quede en casa tanto como sea posible para frenar la propagación del virus. A medida que los países comienzan a reabrir gradualmente, los expertos advierten que es probable que se produzcan nuevos brotes a menos que se encuentre una vacuna o un tratamiento efectivo.
How to draw manga vol. 1 compiling charactersYovie Sopiandi
The document provides instructions and recommendations for the materials used in drawing manga such as types of paper, pencils, erasers, pens, and other tools. It discusses manuscript paper sizes, recommended pencil hardness, different types of erasers, light boxes, pen points from various manufacturers, pen holders, and other basic supplies for creating manga. The document aims to equip beginners and aspiring manga artists with knowledge of the essential materials and tools used in the manga art form.
La pandemia de COVID-19 ha tenido un impacto significativo en la economía mundial y las vidas de las personas. Muchos países han impuesto medidas de confinamiento que han cerrado negocios y escuelas, y han pedido a la gente que se quede en casa tanto como sea posible para frenar la propagación del virus. A medida que los países comienzan a reabrir gradualmente, los expertos advierten que es probable que se produzcan nuevos brotes a menos que se realicen pruebas generalizadas y se implementen medidas de rastreo de contactos efectivas.
More how to draw manga vol.1.the basics of character drawingliteraturaycomic
La pandemia de COVID-19 ha tenido un impacto significativo en la economía mundial. Muchos países experimentaron fuertes caídas en el PIB y aumentos en el desempleo a medida que se implementaron medidas de confinamiento. Ahora, a medida que se levantan las restricciones, los gobiernos y bancos centrales están implementando estímulos fiscales y monetarios masivos para acelerar la recuperación económica.
Geared toward 6th-9th grader students who must write a persuasive or argumentative essay for the new Common Core State Standards. Rigor incorporated. This is a nice overview of how to write and argumentative essay. It is ready to use in the classroom and has an academic vocabulary companion powerpoint. Find the full curriculum here: http://www.amazon.com/ARGUMENTATIVE-ESSAY-INSTRUCTIONAL-CURRICULUM-SIMULTANEOUSLY-ebook/dp/B00FKOTHWS/ref=sr_1_2?ie=UTF8&qid=1382463755&sr=8-2&keywords=argumentative+essay+curriculum
This document provides guidance on argumentative writing. It outlines the key steps which include reading the question carefully, planning by listing main points and sequencing ideas, using techniques like PEE (Point, Evidence, Explanation) and PAF (Purpose, Audience, Form), and structuring paragraphs with an introduction, alternative view, criticism of the alternative view, the writer's own view, and conclusion. It also provides examples of argumentative techniques to use like facts, opinions, rhetorical questions, expert statements, statistics, and triples. The document advises on targeting different grades, using connectives, and examples of exam style questions.
1. Reading comprehension and skills are increasingly important for academic and career success, but many people do not spend significant free time reading.
2. Comprehension involves understanding both the literal and implied meanings of text at different levels, from simple facts to complex analysis and application.
3. Key comprehension skills include identifying main ideas, details, patterns of organization, and interpreting different text types like graphs; comprehension levels range from literal to interpretive to applied.
The document discusses identifying the main idea in passages. It explains that the main idea is the most important point that the author wants to communicate. It may be explicitly stated in a topic sentence or implied based on the details. Supporting details in a paragraph should all relate back to the main idea. Identifying the main idea is important for comprehending what a passage is about.
The document discusses how to draw conclusions by using information that is already known combined with details learned from a story or situation. It provides examples of short passages and asks the reader to draw a conclusion based on contextual clues. In the examples, conclusions are correctly drawn that a hairy four-legged creature that likes walks is a dog, a round food covered in sauce and topped with meats is pizza, and a beach setting with people, seagulls, waves and smells of salt and food implies the location is a beach.
This document defines and provides examples of different types of sentences: simple sentences containing a subject and predicate, compound sentences joined by coordinating conjunctions, complex sentences containing an independent clause and dependent/subordinate clause, and compound-complex sentences containing two independent clauses and one dependent clause. It instructs the reader to identify subjects, predicates, conjunctions, and dependent clauses in example sentences of each type.
This document defines and provides examples of simple, compound, and complex sentences. A simple sentence contains one subject and one predicate. A compound sentence contains two or more simple sentences joined by a conjunction like "and" or "but." A complex sentence contains one simple sentence and one or more dependent clauses.
The passage discusses main ideas and supporting details. The main idea of a passage tells the overall topic in one sentence. Supporting details provide extra information to further explain the main idea and help the reader understand it better. An example paragraph is given about a girl, Sally, spending the weekend shopping for clothes and school supplies. The main idea is that Sally spent the weekend shopping, and supporting details include that she bought new outfits and school supplies. Supporting details give a more complete picture of the story.
The document provides guidance for writing good newspaper articles. It instructs writers to begin with a strong lead paragraph that summarizes the who, what, when, where, how and why of the article. It also advises using an inverted pyramid structure, where the most important facts are at the top. Writers should attribute all facts and claims to reliable sources to avoid publishing erroneous information. The conclusion should restate key points and provide next steps or contact information. Journalists must understand libel laws to avoid damaging claims that could harm individuals' reputations.
This document provides guidance on writing an informal article. It explains that an informal article should attract and retain readers' attention through amusing stories, reported speech, and descriptions. It should be written in an interesting or entertaining manner while also giving opinions, thoughts, and facts. The document outlines the key components of an informal article, including an introduction, main body with 2-5 paragraphs developing the topic in detail, and a conclusion. It also provides useful phrases for introducing points and opinions in an informal article. Finally, it includes a sample informal article on why some people are always late.
The document discusses several key reading comprehension concepts:
- Theme is the central idea or lesson conveyed by a work of literature. It may be directly stated or implied.
- The main idea is the most important concept in a nonfiction text, while supporting details provide explanation and examples.
- Drawing conclusions involves inferring meaning that is not directly stated by combining information from a text with one's own knowledge.
The document provides information about reading comprehension skills including theme, main idea vs. supporting details, and author's purpose. It defines theme as the central idea or message of a work of literature. It explains that themes are often implied rather than directly stated. Supporting details are specific facts and examples that explain the main idea, while the main idea is the central topic of a text that can be summarized in a sentence.
Theme, main idea and drawing conclusion (1)teachla19
The document provides information about key reading comprehension skills: theme, main idea vs. supporting details, drawing conclusions/inferring, and author purpose. It defines these concepts and provides examples to illustrate them. Theme is defined as the central idea or lesson of a work, while main idea is the most important topic addressed that supporting details explain. Drawing conclusions involves combining details with background knowledge to infer meaning not explicitly stated.
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Important Of English Language Essay. Importance Of English Language / Importa...Angela Dougherty
Importance of English Language Essay | Essay on Importance of English .... importance of english language | write essay on importance of english .... Importance of ENGLISH LANGUAGE || essay on English#short#shorts - YouTube. The importance of english as a second language. Importance Of English Language Essay | 500 Words Essay. Importance of English language essay in english - YouTube. Essay On "Importance of English Language" | writing | English writing .... Essay on importance of english language in 100 words - Brainly.in.
The document discusses main ideas and supporting details in passages. It explains that every story or paragraph has a main idea that tells what it is about. Supporting details describe and strengthen the main idea. Examples are provided of passages about Niagara Falls and the Statue of Liberty where the main ideas are identified. Another passage is about how the Erie Canal changed transportation, and its supporting details of how it connected cities and allowed for cheap goods transport are highlighted.
This document defines and provides examples of various figures of speech including simile, metaphor, personification, hyperbole, irony, and others. It examines how each figure of speech makes comparisons between objects, gives human traits to non-human things, exaggerates ideas, or involves contradictions to convey meaning in a vivid, interesting way.
The document discusses how to identify the main idea and supporting details of a text. It explains that the main idea is the most important part of a story or paragraph and tells what it is about. Supporting details describe and provide evidence for the main idea to make it stronger. Examples are provided of passages and questions are asked to help identify the main idea and supporting details.
Examples Of Argumentative Essays. Argumentative Essay Topics for College Assi...Ciara Hall
005 Argumentative Essay Sample Research Paper ~ Museumlegs. FREE 9+ Argumentative Essay Samples in PDF. Check my Essay: Argumentative essay writing examples. What Is an Argumentative Essay? Simple Examples To Guide You .... 005 Sample Essay Argument Example ~ Thatsnotus. argumentative paragraph examples. Expository essay: Argumentative essay practice. FREE 15+ Argumentative Essay Samples in PDF | MS Word. Example Of Argumentative Essay Paragraph Terbaru. Argumentative Essay Examples, Structure & Topics | Pro Essay Help. How to Write an Argumentative Essay – Samples and Topics. 017 Argumentative Essay Examples High School Printables Corner Samples .... Argumentative Essay Example. School Essay: Example of a short argumentative essay. 004 Paragraph Argumentative Essay Outline Onwebioinnovateco With Theme .... Argumentative Essay Examples For Middle School – Telegraph. Argumentative Essay Topics for College Assignments - Blog BuyEssayClub.com. 009 How To Write Claim For An Argumentative Essay Example Good .... 012 Argumentative Essay Topics Example ~ Thatsnotus. An Example Of Argumentative Essay Introduction | Sitedoct.org. Argumentative Writing - 6+ Examples, Format, Pdf | Examples. Sample Argumentative Essay. FREE 16+ Argumentative Writing Samples & Templates in PDF | MS Word. 007 Argumentative Essays 8th Grade Printables Corner Pertaining To .... Argumentative essay. Sample Argumentative Essay.doc. 8+ Argumentative Essay Examples. Argumentative Essay.docx | Higher Education | Government | Free 30-day .... Argumentative essay examples | Argumentative essay, Essay writing, Best .... 004 Essay Example Ideas For Argumentative ~ Thatsnotus Examples Of Argumentative Essays
005 Argumentative Essay Sample Research Paper ~ Museumlegs. FREE 9+ Argumentative Essay Samples in PDF. Check my Essay: Argumentative essay writing examples. What Is an Argumentative Essay? Simple Examples To Guide You .... 005 Sample Essay Argument Example ~ Thatsnotus. argumentative paragraph examples. Expository essay: Argumentative es
Turning Curator Drafts into Compelling TextWest Muse
It’s fine to talk about what makes for good text, but in the real world, we rarely get to write it from scratch. In this session, experienced rewriters walk you through their process of turning curatorial or scientific essays into compelling interpretive text. This session begins with a research-supported overview of what makes good exhibit text. Next, we’ll show you how to turn academic essays into words visitors will want to read. Then, join the conversation to discuss strategies for getting the team on board with visitor-friendly text.
Moderator: Dana Whitelaw, Vice President of Programs, High Desert Museum
Presenters: Jessica Brier, Photography Curatorial Assistant, San Francisco Museum of Modern Art
Maraya Cornell, Principal, The Nature of Story
Laura F. Fry, Haub Curator of Western American Art, Tacoma Art Museum
The document provides an outline for a lesson plan on Native American folk tales and poetry. It includes activities for students such as analyzing coyote stories, reading poems, examining the use of repetition, and creating their own poem in the Native American style. The document also includes discussion questions about the stories and poems, as well as a review of Colonial America and a related project for students.
This document defines and provides examples of various literary devices used in poetry:
- Word stress refers to prominent syllables in words like "PHOTOgraph".
- Rhyme is the repetition of similar sounding words at the end of lines, like "wool" and "full".
- Alliteration is the repetition of beginning consonant sounds, like "Sally sells seashells".
- Onomatopoeia uses words that imitate sounds, such as "buzz" for bees.
- Assonance repeats vowel sounds within words, while consonance repeats consonant sounds.
- Imagery appeals to the senses through descriptive language.
This document provides an overview of symbolism in literature and discusses different types of symbols. It begins by explaining that nearly every work of literature contains symbols and understanding their meanings can enhance appreciation and comprehension of the piece. It then describes four types of symbols: 1) Universal symbols that have shared meanings across cultures, 2) Cultural/conventional symbols that are specific to a particular society or group, 3) Personal symbols with meanings derived from individual experiences, and 4) Literary symbols intentionally used by authors. The document analyzes examples of symbols and encourages readers to identify symbols in their own lives and in works studied in class.
The document discusses the dropping of the atomic bomb on Nagasaki, Japan by the United States on August 9, 1945. It was the second nuclear weapon used in wartime, nicknamed "Fat Man." It was dropped by the B-29 bomber Bock's Car at 11:02 AM from 1650 feet above the city. The bomb, equivalent to 22,000 tons of TNT, killed between 60,000-80,000 people. Its detonation came after the bombing of Hiroshima failed to convince Japan to surrender unconditionally.
The document provides an overview of literary theory, specifically archetypal literary theory. It defines key terms like archetype and explains how archetypes are recurring patterns found across different cultures' mythology and stories. The document then gives examples of common character archetypes and has students brainstorm examples from different works. It also includes background on Carl Jung who first applied the concept of archetypes to literature.
The document discusses the key components of writing: a topic, main idea, and supporting details. It explains that every story or paragraph has a topic and main idea. The main idea is the most important part and tells what the story is about. Supporting details describe and strengthen the main idea.
This document provides an overview of archetypal literary theory and examples of its application. It discusses how archetypes are recurring patterns found across different cultures' mythology, religion, and storytelling. Carl Jung first applied the concept of archetypes to literature. Examples of common archetypes discussed include the hero archetype. The document also presents information on Ernest Hemingway's writing style and code hero archetype through analyzing his short story "A Clean, Well-Lighted Place."
Similar to Theme, main idea and drawing conclusion (20)
Epcon is One of the World's leading Manufacturing Companies.EpconLP
Epcon is One of the World's leading Manufacturing Companies. With over 4000 installations worldwide, EPCON has been pioneering new techniques since 1977 that have become industry standards now. Founded in 1977, Epcon has grown from a one-man operation to a global leader in developing and manufacturing innovative air pollution control technology and industrial heating equipment.
Climate Change All over the World .pptxsairaanwer024
Climate change refers to significant and lasting changes in the average weather patterns over periods ranging from decades to millions of years. It encompasses both global warming driven by human emissions of greenhouse gases and the resulting large-scale shifts in weather patterns. While climate change is a natural phenomenon, human activities, particularly since the Industrial Revolution, have accelerated its pace and intensity
Microbial characterisation and identification, and potability of River Kuywa ...Open Access Research Paper
Water contamination is one of the major causes of water borne diseases worldwide. In Kenya, approximately 43% of people lack access to potable water due to human contamination. River Kuywa water is currently experiencing contamination due to human activities. Its water is widely used for domestic, agricultural, industrial and recreational purposes. This study aimed at characterizing bacteria and fungi in river Kuywa water. Water samples were randomly collected from four sites of the river: site A (Matisi), site B (Ngwelo), site C (Nzoia water pump) and site D (Chalicha), during the dry season (January-March 2018) and wet season (April-July 2018) and were transported to Maseno University Microbiology and plant pathology laboratory for analysis. The characterization and identification of bacteria and fungi were carried out using standard microbiological techniques. Nine bacterial genera and three fungi were identified from Kuywa river water. Clostridium spp., Staphylococcus spp., Enterobacter spp., Streptococcus spp., E. coli, Klebsiella spp., Shigella spp., Proteus spp. and Salmonella spp. Fungi were Fusarium oxysporum, Aspergillus flavus complex and Penicillium species. Wet season recorded highest bacterial and fungal counts (6.61-7.66 and 3.83-6.75cfu/ml) respectively. The results indicated that the river Kuywa water is polluted and therefore unsafe for human consumption before treatment. It is therefore recommended that the communities to ensure that they boil water especially for drinking.
Recycling and Disposal on SWM Raymond Einyu pptxRayLetai1
Increasing urbanization, rural–urban migration, rising standards of living, and rapid development associated with population growth have resulted in increased solid waste generation by industrial, domestic and other activities in Nairobi City. It has been noted in other contexts too that increasing population, changing consumption patterns, economic development, changing income, urbanization and industrialization all contribute to the increased generation of waste.
With the increasing urban population in Kenya, which is estimated to be growing at a rate higher than that of the country’s general population, waste generation and management is already a major challenge. The industrialization and urbanization process in the country, dominated by one major city – Nairobi, which has around four times the population of the next largest urban centre (Mombasa) – has witnessed an exponential increase in the generation of solid waste. It is projected that by 2030, about 50 per cent of the Kenyan population will be urban.
Aim:
A healthy, safe, secure and sustainable solid waste management system fit for a world – class city.
Improve and protect the public health of Nairobi residents and visitors.
Ecological health, diversity and productivity and maximize resource recovery through the participatory approach.
Goals:
Build awareness and capacity for source separation as essential components of sustainable waste management.
Build new environmentally sound infrastructure and systems for safe disposal of residual waste and replacing current dumpsites which should be commissioned.
Current solid waste management situation:
The status.
Solid waste generation rate is at 2240 tones / day
collection efficiently is at about 50%.
Actors i.e. city authorities, CBO’s , private firms and self-disposal
Current SWM Situation in Nairobi City:
Solid waste generation – collection – dumping
Good Practices:
• Separation – recycling – marketing.
• Open dumpsite dandora dump site through public education on source separation of waste, of which the situation can be reversed.
• Nairobi is one of the C40 cities in this respect , various actors in the solid waste management space have adopted a variety of technologies to reduce short lived climate pollutants including source separation , recycling , marketing of the recycled products.
• Through the network, it should expect to benefit from expertise of the different actors in the network in terms of applicable technologies and practices in reducing the short-lived climate pollutants.
Good practices:
Despite the dismal collection of solid waste in Nairobi city, there are practices and activities of informal actors (CBOs, CBO-SACCOs and yard shop operators) and other formal industrial actors on solid waste collection, recycling and waste reduction.
Practices and activities of these actor groups are viewed as innovations with the potential to change the way solid waste is handled.
CHALLENGES:
• Resource Allocation.
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In 2022, the first commercial application of MetaArray™ was performed at the site. MetaArray™ utilizes statistical analysis, such as principal component analysis and multivariate analysis to provide evidence that reductive dechlorination is active or even that it is slowing. This creates actionable data allowing users to save money by making important site management decisions earlier.
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The incorporation of a 3DCSM and completion of HRSC provided a tool for enhanced, data-driven, decisions to support a change in remediation closure strategies. Currently, an approved pilot study has been obtained to shut-down the remediation systems (ISCO, P&T) and conduct a hydraulic study under non-pumping conditions. A separate micro-biological bench scale treatability study was competed that yielded positive results for an emerging innovative technology. As a result, a field pilot study has commenced with results expected in nine-twelve months. With the results of the hydraulic study, field pilot studies and an updated risk assessment leading site monitoring optimization cost lifecycle savings upwards of $15MM towards an alternatively evolved best available technology remediation closure strategy.
ENVIRONMENT~ Renewable Energy Sources and their future prospects.tiwarimanvi3129
This presentation is for us to know that how our Environment need Attention for protection of our natural resources which are depleted day by day that's why we need to take time and shift our attention to renewable energy sources instead of non-renewable sources which are better and Eco-friendly for our environment. these renewable energy sources are so helpful for our planet and for every living organism which depends on environment.
ENVIRONMENT~ Renewable Energy Sources and their future prospects.
Theme, main idea and drawing conclusion
1. Reading Comprehension
Theme
Main Idea vs. Supporting
Details
Drawing
Conclusions/Inferring
Author Purpose
Vocabulary
2. Theme
o Themes exist in fictional stories.
o A theme is the message or lesson that
an author is conveying through the story.
o Theme is the central or main idea of a
literary work.
What am I
trying to teach
you?
3. Themes are often what make a story memorable.
Long after reading a story, we may forget the
characters’ names or the plot, but we will always
remember what we learned from reading the story.
That lesson is what we call the theme in literature.
Living a simple life
leads to greater
personal freedom.
Themes are built on the understanding that life
experiences are common to all of us. Readers
build connections to stories through universal
themes.
Appearances can
be deceiving.
True friends
are hard to
find.
4. Theme vs. Topic
Be careful that you do not confuse the theme with
the general topic of a passage.
The topic can usually be identified with one or two
words.
Eastern Europe, pretzels, bike riding, Abraham
Lincoln
The theme is usually expressed in a sentence that
reveals the story’s message.
Always be satisfied with what you have.
There is no substitute for hard work.
5. Revealing Theme
Themes can be revealed through a
character’s actions.
Themes can be revealed through conflict in
the story.
Do not disturb what
is meant to be
peaceful.
Problem:
Two friends
find a wallet.
One friend
wants to
return it
while the
other wants
Solution:
They return
the wallet and
share a small
reward.
Theme:
Making the
right
decisions can
lead to
rewards.
6. Read the following passage:
In a field one summer's day a Grasshopper was hopping
about, chirping and singing to its heart's content. An Ant
passed by bearing along with great toil an ear of corn he
was taking to the nest.
"Why not come and chat with me," said the Grasshopper,
"instead of toiling and moiling in that way?"
"I am helping to lay up food for the winter," said the Ant,
“and recommend you to do the same."
"Why bother about winter?" said the Grasshopper. “We
have got plenty of food at present."
But the Ant went on its way and continued its toil. When
the winter came the Grasshopper had no food and found
itself dying of hunger, while it saw the ants distributing
every day corn and grain from the stores they had
collected in the summer. Then the Grasshopper knew: It is
best to prepare for the days of necessity.
7. What is the theme of “The Ant and the
Grasshopper”?
Sometimes, the theme of a story is stated
directly. Many of Aesop’s fables, including this
one, state the theme as part of the story. Many
times, however, the theme is implied. As a reader,
you must summarize the author’s ideas into one
central idea.
It is best to prepare for the days of necessity.
8. Read the following passage:
Because of a feud over a piece of land, Ulrich and
Georg are bitter enemies. One night they
encounter each other on the disputed land. Each
thinks of killing the other. Suddenly a huge tree
falls and pins them both under its weight.
At first the men threaten each other. After a
while, however, they notice each other’s
suffering, make a pact of friendship, and look
forward to being rescued and living in peace. Then
they are attacked by wolves.
9. What is the theme of this passage?
If you are having trouble finding a sentence
within the passage that identifies the
theme, that is because the theme is
IMPLIED. You need to figure it out for
yourself based on the events of the story.
What was the conflict in this story?
Ulrich and Georg were fighting over land
and were even thinking about killing one
another. Then a tree fell on them both,
trapping them.How was the conflict solved?
Ulrich and Georg put their feud
behind them and vowed that they
would become friends if they were
rescued.
10. So now, can you figure out the theme for
yourself?
Friendship is more valuable than material
items.
Money is not worth fighting over.
Do not let possessions come between
friendships.Any one of
these themes
can apply to
this story,
and you may
be able to
think of even
more themes
that could fit
this story.
One story may
have several
themes and not
everyone will
always agree on a
theme. Each
story is
interpreted
differently, so
the lessons that
11. Central Idea vs. Supporting
Detailo A central idea is the central topic of a text.
central idea exist in nonfiction texts.
o To find the central idea, think about how you
would summarize the entire text into one
sentence.
Supporting details are the sentences,
facts, and examples that explain the
central idea. Details are only pieces of the entire puzzle.
12. Read the following passage:
Ugh! My camera is all slimy. I was
trying to photograph a humpback
whale as he blew from his blow hole. It
was too close! When a humpback whale breathes, it
blows air and water vapor out of its blow hole on
the top of its head. The whale's breath, forced out
of the hole at 450 kph, is composed of air and
water vapor; it can reach 5 meters high and can be
seen from 2 kilometers away on a clear day. It
contains a fishy smell and oily substance, which can
leave a residue on a camera lens, if too close.
Whale's breathing or 'the blow' is usually the first
sign that a whale is present.This sure was
a whale of a
tale!
13. What is the central idea of this passage?
A) Whale breath can leave a residue on
camera lenses
B) Whale breath is composed of air and
water vapor
C) Whales breathe through blow holes on
the tops of their heads
D) Whale's breathing or 'the blow' is usually
the first sign that a whale is presentWhich of the following is a supporting
detail?A) The whale's breath is forced out of the hole at
450 kph
B) A whale’s blow can reach 5 meters high
C) A whale’s blow can be seen from 2 kilometers
away on a clear day
D) The whale’s breath contains a fishy smell and
14. What is the main idea of this passage?
A) Whale breath can leave a residue on
camera lenses
B) Whale breath is composed of air and
water vapor
C) Whales breathe through blow holes on
the tops of their heads
D) Whale's breathing or 'the blow' is usually
the first sign that a whale is presentWhich of the following is a supporting
detail?A) The whale's breath is forced out of the hole at
450 kph
B) A whale’s blow can reach 5 meters high
C) A whale’s blow can be seen from 2 kilometers
away on a clear day
15. Read the following passage:
Niagara Falls is one of the most beautiful sights
in North America. It is on the Niagara
River halfway between Lake Ontario and
Lake Erie. Niagara Falls is located on the
American and Canadian border. The American
Falls is 167 feet high. On the Canadian side, the
Horseshoe Falls is 161 feet high.
16. What is the central idea of this passage?
A) Niagara Falls is located on the American and
Canadian border
B) Niagara Falls is one of the most beautiful
sights in North America
C) Niagara Falls has both the American and
Horseshoe Falls
D) Niagara Falls is extremely highWhich of the following is a supporting
detail?A) Niagara Falls is located on the American /
Canadian border
B) Niagara Falls is on the Niagara River halfway
between Lake Ontario and Lake Erie
C) The Horseshoe Falls is 161 feet high
D) The American Falls is 167 feet high
17. What is the central idea of this passage?
A) Niagara Falls is located on the American and
Canadian border
B) Niagara Falls is one of the most beautiful
sights in North America
C) Niagara Falls has both the American and
Horseshoe Falls
D) Niagara Falls is extremely highWhich of the following is a supporting
detail?A) Niagara Falls is located on the American /
Canadian border
B) Niagara Falls is on the Niagara River halfway
between Lake Ontario and Lake Erie
C) The Horseshoe Falls is 161 feet high
D) The American Falls is 167 feet high
18. Read the following passage:
The Statue of Liberty is visited by
thousands of people every year. The
Statue of Liberty is a 151 foot
statue of a woman holding
a book and a torch. It was
a gift of friendship from the people
of France. It has become the universal
symbol for freedom.
19. What is the central idea of this passage?
A) The Statue of Liberty is an important symbol
for Americans
B) The Statue of Liberty is visited by thousands of
people
C) The Statue of Liberty is a 151 foot statue
D) The Statue of Liberty has become the universal
symbol for freedomWhich of the following is a supporting
detail?A) The Statue of Liberty is a 151 foot statue
B) The Statue of Liberty has become the
universal symbol for freedom
C) The Statue of Liberty is visited by
thousands of people
D) The Statue of Liberty was a gift of
20. What is the central idea of this passage?
A) The Statue of Liberty is an important symbol
for Americans
B) The Statue of Liberty is visited by thousands of
people
C) The Statue of Liberty is a 151 foot statue
D) The Statue of Liberty has become the universal
symbol for freedomWhich of the following is a supporting
detail?A) The Statue of Liberty is a 151 foot statue
B) The Statue of Liberty has become the
universal symbol for freedom
C) The Statue of Liberty is visited by
thousands of people
D) The Statue of Liberty was a gift of
21. Read the following passage:
The Erie Canal changed the way
people moved goods in the 1800’s.
The 363 mile canal
connected Albany, New York to Lake Erie
in Buffalo for the first time. When the Canal
opened in 1825, building supplies and goods could
be transported quickly and cheaply across New
York State. Canal boats pulled by mules carried
people and supplies across New York.
22. What is the central idea this passage?
A) Canal boats pulled by mules carried people and
supplies
B) The Erie Canal opened in 1825
C) Building supplies and goods could be transported
quickly and cheaply across New York State
D) The Erie Canal changed the way people moved
goods
Which of the following is a supporting
detail?A) Building supplies and goods could be transported
quickly and cheaply across New York State
B) Canal boats pulled by mules carried people and
supplies
C) The Erie Canal opened in 1825
23. What is the central idea of this passage?
A) Canal boats pulled by mules carried people and
supplies
B) The Erie Canal opened in 1825
C) Building supplies and goods could be transported
quickly and cheaply across New York State
D) The Erie Canal changed the way people moved
goods
Which of the following is a supporting
detail?A) Building supplies and goods could be transported
quickly and cheaply across New York State
B) Canal boats pulled by mules carried people and
supplies
C) The Erie Canal opened in 1825
24. Drawing Conclusions /
Inferringo Drawing conclusions or Inferring is your
ability to figure out what an author means
even when he/she does not actually say it.
o When you make an inference, you are
combining information from the text with
your own knowledge to draw a conclusion.
INFEREN
CE
25. Micah frowned as he
stared out the window at
the cars all headed in the
same direction. “What’s
wrong?” I asked him.
“Nothing,” he said, but he
kept watching the cars
and did not change his
expression. I watched
the cars, too. Every year,
hundreds of vehicles
drove through our small
town on their way to the
best circus on the east
coast. This year was no
different, except that
when Micah and I went
with our parents to buy
tickets, the circus was
“We can go next
year,” I told Micah.
“Yeah,” he said. “I
don’t really care all
that much.” He
sighed and looked up
at me. Though he
said he didn’t care,
his eyes told a
different story.
They were puffy as if
he was about to cry.
He tried to smile, but
he could not fool me.
26. Was something bothering Micah?
Did you get the feeling that Micah was upset?
Do you think you know what upset Micah?
If you were able to figure out the answers to
these questions, then you made an inference.
When you are able to “read between the lines”,
you can draw conclusions about the text even
when the author does not come right out and tell
you exactly what is happening.
Making Inferences
27. Making an inference means figuring out what’s
going on in a story even when the author does not
come right out and actually tell you.
Mr. Carleton, your usually cheerful teacher, stands
stiffly in front of his desk. He’s holding his arm
outstretched; a crumpled piece of paper is pinched
between his fingers like the tail of a dead rat. He
glares at each student in turn. Nobody dares to
move. It’s so quiet you can almost hear the guppies
swim in the fishtank. You glance at Jasmine. The
confused look on your face asks, “What’s going on?”
Jasmine shrugs as if to say, “I don’t know.” Then
she starts to whisper, “Mr. Carleton is…” But one
look from the teacher stops her in mid-sentence.
You didn’t quite catch Jasmine’s last word, but
there’s no mistaking her message.
28. What is Jasmine trying to tell you?
A) Jasmine thinks Mr. Carleton is happy.
B) Jasmine thinks Mr. Carleton is bored.
C) Jasmine thinks Mr. Carleton is terrified.
D) Jasmine thinks Mr. Carleton is furious.
Hopefully you realized that Mr. Carleton is
furious, answer D. How were you able to
figure that out?
I’ll be marching
into Mrs.
Lagunovich’s
office with this
note next!
29. Mr. Carleton, your usually cheerful teacher, standsMr. Carleton, your usually cheerful teacher, stands
stiffly in front of his deskstiffly in front of his desk. He’s holding his arm
outstretched; a crumpled piece of paper is pinched
between his fingers like the tail of a dead rat. HeHe
glares at each studentglares at each student in turnin turn. Nobody dares toNobody dares to
movemove. It’s so quiet you can almost hear the guppiesIt’s so quiet you can almost hear the guppies
swim in the fishtankswim in the fishtank. You glance at Jasmine. The
confused look on your face asks, “What’s going on?”
Jasmine shrugs as if to say, “I don’t know.” Then
she starts to whisper, “Mr. Carleton is…” But one
look from the teacher stops her in mid-sentence.
You didn’t quite catch Jasmine’s last word, but
there’s no mistaking her message.
Clues from the author will help you make your
inference, but you are also relying on your own
experience to help you draw conclusions.
Steve
helps ME
draw!
30. Justin grabbed the leash and quickly put it around
Tooli's neck. He stormed out the door with Tooli
coming right behind. He said, "Hurry up, Tooli.
You're always so slow." Justin kept his head down
and walked quickly down the road, not speaking to
anyone that he saw.
What was true about Justin?
A) He was very worried that someone might
see him.
B) He was angry that he had to walk the dog.
C) He was feeling sick and wanted to lie down.
D) He was very excited and wanted to hurry.
If you don’t let go of
this leash soon, I’ll be
taking YOU for a
walk!
31. Jeff filled up a big bowl with fresh, cold water
and set it on
the floor. He brought out a big comforter and put
it on the
floor next to the low window. He opened a
package, took out a big bone and placed it on
the floor next to the comforter. Then he
opened the window so that the gentle breeze
could blow into the room.
What was Jeff doing?
A) He was getting ready for a camping trip.
B) He was cleaning out the closet.
C) He was getting things ready for his dog.
This home is
much better
than my old
dumpster!
32. The shelves were piled high with boxes of every
size and shape. Each group had a different picture
and different bright colors. There were so many
people - men and women, mothers with little
children, teenagers putting more boxes on the
shelves. Some of the people were talking together
as they chose the boxes and cans that they
wanted. Jeff was having a hard time remembering
which one to buy. He knew that Tooli wouldn't be
happy if he brought home the wrong brand! He also
knew that Tooli was probably getting very hungry!
Where is Jeff?
A) Jeff was at school in his son's classroom.
B) Jeff was at the zoo watching the animals eat
lunch.
C) Jeff was buying a pet.
33. Due to their incredible force and unpredictability,
floods can cause tremendous damage. They can ruin
houses, roads and buildings. Floods can take down
trees and cause mudslides. They often leave mud,
sand and debris behind. It can take months to clean
up after a flood.
Based on what you have read, you can infer or
conclude that:
A) Cleaning up after a flood can be expensive and
timely.
B) Floods only occur along the coast.
C) Floods are not that dangerous.
D) After flood waters dry up then the problem is
over.
Well bird, I
guess it’s just
you and me.
34. "Mama, is it time to go?“ I hadn't planned to cry,
but the tears came suddenly, and I wiped them away
with the back of my hand. I didn't want my older sister
to see me crying.
"It's almost time, Ruri," my mother said gently. Her
face was filled with a kind of sadness I had never seen
before.
I looked around at my empty room. The clothes that
Mama always told me to hang up in the closet, the junk
piled on my dresser, the old rag doll I could never bear
to part with--they were all gone. There was nothing
left in the rest of the house. The rugs and furniture
were gone, the pictures and drapes were down, and the
closets and cupboards were empty. The house was like
a gift box after the nice thing inside was gone; just a
lot of nothingness.
What conclusion can the reader draw after reading
this passage?
35. Author Purpose
o An author’s purpose is the reason why he/she
has chosen to write a story.
o You may need to identify why the author wrote
the entire story, or you may be asked to analyze
why the author included certain elements within
the story.
36. When you are having a conversation with your
friends, you can usually tell how they are feeling by
their tone of voice or their body language.
Excited chatter, a smile from ear to
ear, and an extra skip in their step
means that they can’t wait to get to
Mrs. Pope’s room to experience yet
another life-changing and thrilling
NJASK lesson.
Slowly sulking through the
hallway means they’re tired and
don’t want to go to another gut-
wrenchingly boring class.
A frown on their face
means they’ve just gotten
in trouble at lunch with
Mr. Kelly for throwing
food across the table.
37. On paper, it is much harder to figure out how
people are feeling. With every piece of writing, an
author is challenged to communicate using only
words. There are no voices or body movements to
help the reader understand. The words are the
clues that can lead you to the author’s purpose.
An author’s purpose influences what they write
and how they write it. First, figure out why they
decided to sit down and write in the first place!
38. Authors write for a variety of reasons, but here
are the most popular:
o To entertain you
o To inform you
o To persuade you
o To teach you
o To scare you
o To emotionally touch you
Can you figure out what type of writing an
author would be working on for each of the
above reasons?
39. These are the most common types of writing:
o To entertain you – a fiction story, library book
o To inform you – a nonfiction story, flyer,
encyclopedia,
magazine article, newspaper
clipping
o To persuade you – an advertisement, letter,
essay,
editorial column
o To teach you – a nonfiction story, textbook
article,
magazine article, how-to guide
o To scare you – a fiction/non-fiction story
40. In addition to figuring out why an author decided
to write in the first place, you can figure out why
an author chooses to include certain elements
within the story.
Why is Shelby going out to
milk the cow in the middle of
the night?
What does the author want us to know
about Carlo when he tells us that Carlo
ignored his best friend’s text messages on
the night of the big party?
Why does this story take
place at an amusement
park?
Why does the author include the
section “Baby Bites” in an article about
41. With the help of your inferring strategy, you can
figure out why an author writes what they write.
Use the clues and your own knowledge to put the
pieces together.
Part of understanding an author’s purpose is
identifying the mood that the author is trying to
convey. Generally speaking, an author’s mood is
positive, negative, or neutral.
Positive mood – happy, proud, joyful, silly,
thoughtful, delighted, humorous,
loving, etc…
Negative mood – unhappy, sad, angry, bitter, tired,
irritated, hateful, scared, mean, etc…
42. Selection 1
As a high-school student, I spend two hours a day
riding the bus to and from school. I am in classes for another
seven hours. After school, I have to take care of my little
sister until my parents get home from work at 6:00 pm.
Sometimes I have to make dinner for my family. Adults
probably think that kids my age have nothing to do but goof
off, but that's just not true. I think I have a lot of
responsibilities for a teenager, and I know a lot of my friends
do, too.
I can handle what’s expected of me by my family
because I know it’s important to pitch in wherever I can.
What I can’t handle is the amount of work my teachers expect
me to finish each night. How would teachers like it if they
had two more hours worth of work to do at home after an
eight hour day at school? They just keep piling it on us.
It seems as if all of the teachers give us homework on
the same days. Teachers shouldn’t be allowed to hand out
assignments on the same days. If it were spread out so that I
could give my attention to one subject a night, I think I would
43. Selection 2
In response to the letter from a high-school student, I would
like to commend him on helping out his family. As a teacher, I realize
that students have many demands placed on them. Both junior high and
high school can often be a shock for students because their teachers
expect more from them than in the lower grades. Teachers have a
responsibility to make sure their students are ready to move on to the
next grade. There is an enormous amount of information to cover in a
very short time. In order for us to prepare students for adulthood –
including jobs, college, or technical school – it’s important to assign
homework outside of school.
Teachers don’t randomly assign homework to make life more
difficult for their students. Homework is assigned to reinforce the
ideas discussed in class and to give teachers a better idea of their
students’ understanding of a subject. For most teachers, this means
giving assignments on a timely basis to correspond with what is being
covered in the classroom. Therefore, it would be very difficult for
teachers to take turns assigning homework. However, teachers do
make an effort to schedule tests on different days so that students
can focus on one test at a time.
Before you give up on doing your homework, see if there are
other times in the day when you can fit it in. Try to do some of your
work on the bus – it might be difficult at first to concentrate,but it’s
44. What was the writer’s mood in Selection 1?
A) sad
B) proud
C) scared
D) irritated
The writer is not very happy about the homework
situation. In fact, he is pretty upset. Which
answer best describes him?
D) irritated
45. In Selection 1, what was the author’s attitude
toward the amount of homework given by teachers?
A) strong approval
B) strong disapproval
C) mild approval
D) mild disapproval
Clearly, the author’s attitude is negative when it
comes to homework. He is not happy about the
amount of homework given, so which choice best
fits his attitude?
B) strong disapproval
46. In the first paragraph of Selection 2, what was
the author’s attitude toward the student?
A) understanding
B) anger
C) amusement
D) humor
The author takes a more positive approach, which
should help you eliminate some of the choices to
figure out the best attitude.A) understanding
47. What was the author’s purpose in writing Selection
1?
A) to amuse the reader with childhood
memories
B) to strongly criticize all teachers
C) to describe methods of teaching
D) to protest the amount of homework
teachers give
What was the author’s purpose in writing paragraph 1 of
Sel. 1?
A) to prove that students have to ride the bus
too long
B) to complain about family responsibilities
C) to show what teenagers are capable of doing
D) to support the argument that teachers should
give less homework
48. What was the author’s purpose in writing Selection
1?
A) to amuse the reader with childhood
memories
B) to strongly criticize all teachers
C) to describe methods of teaching
D) to protest the amount of homework
teachers give
What was the author’s purpose in writing paragraph 1 of
Sel. 1?
A) to prove that students have to ride the bus
too long
B) to complain about family responsibilities
C) to show what teenagers are capable of doing
D) to support the argument that teachers should
give less homework
49. What was the author’s purpose in writing Selection
2?
A) to amuse other teachers
B) to tease teenagers and make them feel bad
C) to report facts about teaching high school
D) to support the importance of homeworkWhich sentence from Selection 2 is most important to
the author’s purpose?
A) “As a teacher, I realize that students have many
demands placed on them.”
B) “Try to do some of your work on the bus – it might
difficult at first to concentrate…”
C) “…finding time for your homework will be
worthwhile…you’ll be fully prepared for life after
graduation.”
D) “Teachers don’t randomly assign homework to make
50. What was the author’s purpose in writing Selection
2?
A) to amuse other teachers
B) to tease teenagers and make them feel bad
C) to report facts about teaching high school
D) to support the importance of homeworkWhich sentence from Selection 2 is most important to
the author’s purpose?
A) “As a teacher, I realize that students have many
demands placed on them.”
B) “Try to do some of your work on the bus – it might
difficult at first to concentrate…”
C) “…finding time for your homework will be
worthwhile…you’ll be fully prepared for life after
graduation.”
D) “Teachers don’t randomly assign homework to make
51. What is the author’s purpose in the following scenarios?
1. It was a glorious morning in Alabama. The sun was
shining through the trees. Alan couldn’t wait to find his
fishing pole and call his friend Sam to go fishing. They
had a great time on these early morning fishing trips.
They took their dogs with them and the dogs would
swim in the lake while they fished.
3. The Underground Railroad was a secret organization
which helped slaves escape to freedom. Many slaves were
able to escape because of the conductors and station
masters. The northern states were free states and
slaves were free once they arrived in the north. Secret
codes and signals were used to identify the conductors
2. The Slim-O-Matic will cause you to lose pounds and
inches from your body in one month. This amazing
machine helps you to exercise correctly and provides an
easy video to show you the proper way to exercise.
Send $75.99 and begin exercising today.
TO
ENTERTAIN
TO
PERSUADE
TO INFORM
52. Vocabulary
o Vocabulary is the words that an author uses
within a story.o Use context clues to figure out vocabulary
words that you do not already know.
o Use your knowledge of other words to figure
out what any unfamiliar words mean. Focus on
prefixes, bases, and suffixes that you already
know from familiar words.
53. …judicious…exclude…nomadic…intolerant…liberate…
There are over one million words in the English
language. How are you supposed to know the
meaning of every single word that might show up in
a vocabulary question?
The very thought of trying to learn all of those
words might leave you petrified!
Well relax, because you have plenty of help only
inches away! The words that surround your monster
of a vocabulary word can help you! It’s called using
Never fear…your
context clues
crusaders are
here!
54. Context Clues
Context clues surround the unfamiliar vocabulary
word and can be used to unlock the meaning of
new words. Context clues commonly come in the
following forms:Clue Type Signal words Example
definition also called, also known as,
in other words, or
The villagers feared a
hundred-foot-tall wave, also
called a tsunami.
synonym or The wall was held up by
buttresses, or supports.
antonym but, not, unlike, than Domestic cars are cheap,
unlike foreign ones.
restateme
nt
for example, such as, in
other words
Many of the gifts were
rescinded; for example, they
took back the free movie
tickets.
compare
and
contrast
however, in contrast, but,
while, on the other hand,
than, like
Jill’s paper airplane stayed
aloft, while mine hit the
floor.
55. Open Wide and Say, “Roar!”
Dr. David Sullivan, pediatric dentist, is just
wild about teeth. So are some of his patients. Wild,
that is. Really wild.
You see, Dr. David, as many people call him,
has some unusual patients. They aren't the children
he typically sees each day. They're, well, big.., and
hairy ... and sometimes weigh more than four
hundred pounds. They're real animals--zoo animals.
On most days, Dr. Sullivan tends to his human
patients, teaching them how to brush and floss and
care for their teeth. A few patients cry.
Occasionally one may bite. But, all in all, there isn't
much for Dr. Sullivan to be wary of in his practice.A dentist who treats
animals or an animal
dentist?
56. What does the word pediatric mean when Dr.
Sullivan is referred to as a pediatric dentist?
If you aren’t sure, try using context clues!
What clues from the text could help you
figure out the meaning of pediatric?
“They aren't the children he typically sees
each day.”
So if a pediatric dentist typically sees children
each day, then pediatric must mean children.
Come here kid…
this won’t hurt a
bit! I promise…
mwhaha!
57. What does wary mean when the article says that
Dr. Sullivan does not have much to be wary of in
his practice?
Which context clues will help you uncover the
meaning?
“A few patients cry. Occasionally one
may bite. But, all in all…”
So if sometimes, patients cry and bite, but all in
all, Dr. Sullivan has nothing to be wary of, then
we can assume that wary must mean afraid or
Something
is
definitely
wrong
here…
58. Check out some other examples.
Kramer usually carried such an abundant supply of
junk food that we were surprised to find him without
even a single Gob-O-Goo candy bar in his coat pocket.
1. As used in the sentence, the word abundant most
closely means
A) delicious
B) small
C) big
D) secret
The fat guy
trying to eat
me was THIS
wide!
59. If you ask me, Larry’s story was pretty
farfetched. How could he expect the teacher
to believe that a werewolf had eaten his
homework?
2. In this sentence, farfetched most closely
means
A) incredible
B) funny
C) scary
D) unlikely
Give me
your
homework
…NOW!
60. We had expected summer camp to be
intolerable, but it was one of the best times we
ever had.
3. In the sentence above, intolerable most
closely means
A) pleasant
B) crowded
C) painful
D) noisy
Tonight’s
special is
chicken leg
with tater
rots…I mean…
tots.
61. Alice wanted to liberate all the frogs, snakes,
and mice in the science lab.
4. In the sentence above, liberate means
A) question
B) free
C) deliver
D) search
Hey!
What
about
me?
62. The hero steered his small craft past the open
mouth of the sea monster.
5. In this sentence, craft means
A) cleverness
B) a small boat
C) a special skill
D) a spaceship
I’m the
king of
the
world!