7 interactive notebooks language arts grade 7

Creating the Notebook Page Guide students through the following steps to complete the right-hand page in their notebooks.. Creating the Notebook Page Guide students through the following

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Interactive Notebooks

• Ideal for organizing information and applying learning

• Perfect for addressing the needs of individual learners

• Includes step-by-step instructions for each page

• Great for introducing new

Interactive notebooks are an engaging new way to teach and reinforce effective note

taking in a creative and personalized way Students are able to take an active role in

their learning as they create fun, interactive notebook pages for each new language

arts topic Students will learn organization, color-coding, summarizing, and other

useful skills while creating portfolios of individual learning that they will refer back to

all year long This book will guide you through setting up, creating, and maintaining

interactive notebooks throughout the year It is an invaluable resource for anyone

who wants to begin using this effective tool for skill retention in the classroom.

Look for these and other great Carson-Dellosa titles to support standards-based instruction in the classroom.

Interactive Notebooks

Interactive Notebooks Math

Grade 7 CD-104911

The 100+ Series Reading Comprehension Grade 7

CD-104857

Kelley Wingate Series Grammar

Grades 7-8 CD-3744

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Author: Pamela Walker McKenzie

Content Editors: Elise Craver, Julie B Killian, Chris Schwab, Angela Triplett

Visit carsondellosa.com for correlations to Common Core, state, national, and Canadian provincial standards Carson-Dellosa Publishing, LLC

PO Box 35665

Greensboro, NC 27425 USA

carsondellosa.com

to reproduce worksheets and activities for classroom use only—not for commercial resale No part of this document

978-1-4838-3179-4

Grade 7

or the related files m ay be reproduced (except as noted above) or transm itted in any form or by any m eans (electronic, photocopying, recording, or otherw ise) w ithout the prior w ritten consent of C arson-D ellosa Publishing, LLC.

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Table of Contents

What Are Interactive Notebooks? 3

Getting Started 4

What Type of Notebook Should I Use? 5

How to Organize an Interactive Notebook 6

Planning for the Year 8

Managing Interactive Notebooks in the Classroom 10

Interactive Notebook Grading Rubric 11

Reading Taking Notes While Close Reading .12

Tone and Mood 14

Reading: Literature Plot Diagram 16

Point of View 18

Determining Conflict 20

Reading: Informational Text Identifying Text Structures 22

Summarizing Information 24

Author’s Viewpoint 26

Writing Planning Writing .28

Using a Hook 30

Connecting Ideas 32

Supporting a Claim 34

Finding and Evaluating Sources 36

Revising and Editing .38

Language Abstract or Concrete? 40

Intensive, Interrogative, and Identifying Phrases 44

Using Appositives 46

Understanding Clauses 48

Adjective and Adverb Clauses 50

Types of Sentences 52

Misplaced and Dangling Modifiers .54

Using Context .56

Greek and Latin Roots .58

Understanding Roots and Affixes 60

Commonly Misspelled Words 62

Using Confusing Words 64

Figurative Language 66

Word Connotation 68

Identifying Allusions .70

Types of Reference Materials .72

Eliminating Wordiness and Redundancy 74

Analogies 76

Reproducibles Tabs .78

KWL Chart 79

Pockets 80

Shutter Folds 83

Flap Books and Flaps 85

Petal Folds 90

Accordion Folds 92

Clamshell Fold 94

Puzzle Pieces 95

Flip Book 96

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He asked himself if he could really win the race.

She thought she needed to make some money this summer

Her friend said to follow a few easy tips and she would

be on her way to making $100 a week.

I walked into the room and spotted my friend James from many years ago He walked over to me and said, "I saw you and thought you looked familiar."

I couldn t believe my luck! I had always wondered what

it would be like to win the lottery and now I know.

His travels have always taken him around the world, but

he has always come home to the mountains.

She was home alone when she heard the tornado early-warning signal go off What would she do, she thought?

I looked over at Larry and wondered if it was time to send in my secret weapon Larry refused to make eye contact with me He knew that this would be his last game.

I really admire the way the author has created such an eerie setting for his story I should tell him right after the reading.

A student’s interactive notebook for point of view

What Are Interactive Notebooks?

Interactive notebooks are a unique form of note taking Teachers guide students through creating pages of notes on new topics Instead of being in the traditional linear, handwritten format, notes are colorful and spread across the pages Notes also often include drawings, diagrams, and 3-D elements

to make the material understandable and relevant Students are encouraged to complete their

notebook pages in ways that make sense to them With this personalization, no two pages are exactly the same

Because of their creative nature, interactive notebooks allow students to be active participants

in their own learning Teachers can easily differentiate pages to address the levels and needs of each learner The notebooks are arranged sequentially, and students can create tables of contents as they create pages, making it simple for students to use their notebooks for reference throughout the year The interactive, easily personalized format makes interactive notebooks ideal for engaging students in learning new concepts

Using interactive notebooks can take as much or as little time as you like Students will initially take longer to create pages but will get faster as they become familiar with the process of creating

pages You may choose to only create a notebook page as a class at the beginning of each unit, or

you may choose to create a new page for each topic within a unit You can decide what works best for your students and schedule

ls h

ave tak

e a ro

e h om

e t

he m ou ntain

Third Person Limited Point of View

he, she, him, her, they, them

Does the character narrate the story using

or ?

First Person Point of View

I, me, mine, myself, we, us

Does the narrator use

or ? AND Does the narrator

of more than one character?

Third Person Omniscient Point of View

Second Person Point of View

vels hav

e t ak

e a ro un

d t

he w or

but I aay

s c om

e h om

e t

he m ou ntain

or ?

you your

but I aay

s c om

e h om

e t

he m ou ntain

M ra

vels hav

e t ak

e a ro un

d t

he w or

He asked himself if he could really win the race.

She thought she needed to make some money this summer

Her friend said to follow a few easy tips and she would

be on her way to making $100 a week.

I walked into the room and spotted my friend James from many years ago He walked over to me and said, "I saw you and thought you looked familiar."

I couldn t believe my luck! I had always wondered what

it would be like to win the lottery and now I know.

His travels have always taken him around the world, but

he has always come home to the mountains.

She was home alone when she heard the tornado early-warning signal go off What would she do, she thought?

me money this s ummer Just follow these tips, and you are on your w

ay to making $1 00 a week.

She walked into t he room and spotted James, her friend from ma

ny years ago James saw her and th

ought that she lo oked familiar.

Cal couldn’t believe his luck He h

what it would be like to win the lottery, and now h

e knew.

My travels have taken me around the world,

ountains.

early-warning s ignal go off What do you do?

Coach looked o ver at Larry and wondered if it wa

s time to send in his secret weapon Larry

, refusing to ma ke eye contact with the coach, knew tha

t this would be h is last game.

Rita admired the way the author had created s

uch an eerie setting for his story She planned to tell him afte

r the reading

Does the character narrate the story using or ?

Does the author address you, the y using and ?

or ? AND Does the narrator know the thoughts of only one character?

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Getting Started

You can start using interactive notebooks at any point in the school year Use the following

guidelines to help you get started in your classroom (For more specific details, management ideas,

and tips, see page 10.)

1 Plan each notebook.

Use the planning template (page 9) to lay out a general plan for the topics you plan to cover

in each notebook for the year

2 Choose a notebook type.

Interactive notebooks are usually either single-subject, spiral-bound notebooks, composition books, or three-ring binders with loose-leaf paper Each type presents pros and cons See page 5 for a more in-depth look at each type of notebook

3 Allow students to personalize their notebooks.

Have students decorate their notebook covers, as well as add their names and subjects

This provides a sense of ownership and emphasizes the personalized nature of the notebooks

4 Number the pages and create the table of contents.

Have students number the bottom outside corner of each page, front and back When completing a new page, adding a table of contents entry will be easy Have students title the first page of each notebook “Table of Contents.” Have them leave several blank pages

at the front of each notebook for the table of contents Refer to your general plan for an idea of about how many entries students will be creating

5 Start creating pages.

Always begin a new page by adding an entry to the table of contents Create the first notebook pages along with students to model proper format and expectations

This book contains individual topics for you to introduce Use the pages in the order that best

fits your curriculum You may also choose to alter the content presented to better match your school’s

curriculum The provided lesson plans often do not instruct students to add color Students should

make their own choices about personalizing the content in ways that make sense to them Encourage

students to highlight and color the pages as they desire while creating them

After introducing topics, you may choose to add more practice pages Use the reproducibles

(pages 78−96) to easily create new notebook pages for practice or to introduce topics not addressed

in this book

Use the grading rubric (page 11) to grade students’ interactive notebooks at various points

throughout the year Provide students copies of the rubric to glue into their notebooks and refer to as

they create pages

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• Notebook can be folded in half.

• Page size is larger

• It is inexpensive

• It often comes with pockets for storing materials

Cons

• Pages can easily fall out

• Spirals can snag or become misshapen

• Page count and size vary widely

• It is not as durable as a binder

Tips

• Encase the spiral in duct tape to make it more durable

• Keep the notebooks in a central place to prevent them from getting damaged in desks

Composition Notebook

Pros

• Pages don’t easily fall out

• Page size and page count are standard

• It is inexpensive

Cons

• Notebook cannot be folded in half

• Page size is smaller

• It is not as durable as a binder

• You can add full-page printed handouts

• It has durable covers

Cons

• Pages can easily fall out

• Pages aren’t durable

• It is more expensive than a notebook

• Students can easily misplace or lose pages

• Larger size makes it more difficult to store

Tips

• Provide hole reinforcers for damaged pages

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How to Organize an Interactive Notebook

You may organize an interactive notebook in many different ways You may choose to organize

it by unit and work sequentially through the book Or, you may choose to create different sections

that you will revisit and add to throughout the year Choose the format that works best for your

students and subject

An interactive notebook includes different types of pages in addition to the pages students

create Non-content pages you may want to add include the following:

Title Page

This page is useful for quickly identifying notebooks It is especially helpful in classrooms that use multiple interactive notebooks for different subjects Have students write the subject (such as “Language Arts”) on the title page of each interactive notebook They should also include their full names You may choose to have them include other information such as the teacher’s name, classroom number, or class period

Table of Contents

The table of contents is an integral part of the interactive notebook It makes referencing previously created pages quick and easy for students Make sure that students leave several pages at the beginning of each notebook for a table of contents

Expectations and Grading Rubric

It is helpful for each student to have a copy of the expectations for creating interactive notebook pages You may choose to include a list of expectations for parents and students

to sign, as well as a grading rubric (page 11)

Unit Title Pages

Consider using a single page at the beginning of each section to separate it Title the page with the unit name Add a tab (page 78) to the edge of the page to make it easy to flip to the unit Add a table of contents for only the pages in that unit

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Formatting Student Notebook Pages

The other major consideration for planning an interactive notebook is how to treat the left and right sides of a notebook spread Interactive journals are usually viewed with the notebook open fl at This creates a left side and a right side You have several options for how to treat the two sides of the spread

Traditionally, the right side is used for the teacher-directed part of the lesson, and the left side

is used for students to interact with the lesson content The lessons in this book use this format

However, you may prefer to switch the order for your class so that the teacher-directed learning is on the left and the student input is on the right

It can also be important to include standards, learning objectives, or essential questions in interactive notebooks You may choose to write these on the top-left side of each page before

completing the teacher-directed page on the right side You may also choose to have students include the “Introduction” part of each lesson in that same top-left section This is the in, through, out

method Students enter in the lesson on the top left of the page, go through the lesson on the right

page, and exit out of the lesson on the bottom left with a refl ection activity

The following chart details different types of items and activities that you could include on each side

• drawings and diagrams

• vocabulary and defi nitions

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Planning for the Year

Making a general plan for interactive notebooks will help with planning, grading, and testing

throughout the year You do not need to plan every single page, but knowing what topics you will

cover and in what order can be helpful in many ways

Use the Interactive Notebook Plan (page 9) to plan your units and topics and where they should

be placed in the notebooks Remember to include enough pages at the beginning for the non-content

pages, such as the title page, table of contents, and grading rubric You may also want to leave a page

at the beginning of each unit to place a mini table of contents for just that section

In addition, when planning new pages, it can be helpful to sketch the pieces you will need to

create Use the following notebook template and notes to plan new pages

Notes

_

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Interactive Notebook Plan

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Managing Interactive Notebooks in the Classroom

Working with Younger Students

• Use your yearly plan to preprogram a table of contents that you can copy and give to

students to glue into their notebooks, instead of writing individual entries

• Have assistants or parent volunteers precut pieces

• Create glue sponges to make gluing easier Place large sponges in plastic containers with

white glue The sponges will absorb the glue Students can wipe the backs of pieces across

the sponges to apply the glue with less mess

Creating Notebook Pages

• For storing loose pieces, add a pocket to the inside back cover Use the envelope pattern

(page 81), an envelope, a jumbo library pocket, or a resealable plastic bag Or, tape the

bottom and side edges of the two last pages of the notebook together to create a large

pocket

• When writing under flaps, have students trace the outline of each flap so that they can

visualize the writing boundary

• Where the dashed line will be hidden on the inside of the fold, have students first fold the

piece in the opposite direction so that they can see the dashed line Then, students should

fold the piece back the other way along the same fold line to create the fold in the correct

direction

• To avoid losing pieces, have students keep all of their scraps on their desks until they have

finished each page

• To contain paper scraps and avoid multiple trips to the trash can, provide small groups with

small buckets or tubs

• For students who run out of room, keep full and half sheets available Students can glue these

to the bottom of the pages and fold them up when not in use

Dealing with Absences

• Create a model notebook for absent students to reference when they return to school

• Have students cut a second set of pieces as they work on their own pages

Using the Notebook

• To organize sections of the notebook, provide each student with a sheet of tabs (page 78)

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Interactive Notebook Grading Rubric

4

Table of contents is complete

All notebook pages are included

All notebook pages are complete

Notebook pages are neat and organized

Information is correct

Pages show personalization, evidence of learning, and original ideas

3

Table of contents is mostly complete

One notebook page is missing

Notebook pages are mostly complete

Notebook pages are mostly neat and organized

Information is mostly correct

Pages show some personalization, evidence of learning, and original ideas

2

Table of contents is missing a few entries

A few notebook pages are missing

A few notebook pages are incomplete

Notebook pages are somewhat messy and unorganized

Information has several errors

Pages show little personalization, evidence of learning, or original ideas

1

Table of contents is incomplete

Many notebook pages are missing

Many notebook pages are incomplete

Notebook pages are too messy and unorganized to use

Information is incorrect

Pages show no personalization, evidence of learning, or original ideas

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Taking Notes While Close Reading

Introduction

Before class, prepare a short, high-interest passage for students

Give them time to read the passage one time Then, ask them to

read it a second time This time, have students raise one fi nger

when they reach any point in the passage where they feel they

should stop and take notes about what they’ve just read After the

second read-through, discuss reasons why they stopped to raise a

fi nger Ask: Did you raise a fi nger when you came to something

important? when you made a connection to something in the

text? when you could visualize an event or information?

Creating the Notebook Page

Guide students through the following steps to complete the

right-hand page in their notebooks

1 Add a Table of Contents entry for the Taking Notes

While Close Reading pages

2 Cut out the title and glue it to the top of the page

3 Cut out the 10 pencil fl aps Apply glue to the back of the left section of each fl ap and attach

it to the page

4 Look at each symbol and phrase Discuss how to use each symbol to take notes while close

reading Under each fl ap, write an example from a current text you are reading

5 Cut out the Read with a Pencil! bookmark Glue it to a piece of construction paper for

durability and keep it in the book you are currently reading Use it as a reference when

making notes in your interactive reading journal

Reflect on Learning

To complete the left-hand page, have students write a persuasive paragraph about the importance of

taking notes while reading, giving examples of specifi c benefi ts for readers Have students exchange

notebooks with partners and write a few comments about which examples were most persuasive

Maria realizes that Lisa feels the same about their friendship.

Taking Notes While Close Reading

I I can make an inference here.

N This is new information.

I made a prediction.

I can visualize this.

LOL

!

*

Funny Part Confusing Part Favorite Part Exciting Part Important Part Prediction Visualize Inference

Connection

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This is my favorite part.

I can

visu aliz

e th is.

Thi

s is i mpo rta

13

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Tone and Mood

Introduction

Tell students that an author creates tone with word choice Write

the following sentences on the board: 1) The fans leaped to

their feet and roared as the musician sprinted onto the glittering

stage 2) A quiet hush descended on the crowd as the musician

stepped into a soft pool of light on the darkened stage Have

students work with partners to analyze the sentences to determine

how word choice affects the tone of each sentence Then, ask

students to demonstrate the mood of each sentence by using facial

expressions and body language Point out that mood is how a

writer’s words affect readers

1 Add a Table of Contents entry for the Tone and Mood

pages

3 Complete the defi nitions for tone and mood (Tone is the author’s attitude toward a topic or

subject Authors can create tone with their choice of words Mood is the reader’s feelings

about the author’s words.)

4 Cut out the Mood circle and glue it to the middle of the page

5 Cut out the Tone circle fl ap book Cut on the solid lines to create four fl aps Apply glue to the

back of the center section and attach it to the center of the Mood circle Make sure to align

the fl aps with the lines on the Mood circle

6 Discuss the tone of each passage Underline the words and phrases that set the tone Under

each fl ap, describe the mood of each passage

To complete the left-hand page, have students rewrite each of the four passages to refl ect a different

tone Then, write a sentence for each explaining how the tone changed the mood

worried scared

author's

attitude

Tone and Mood

Tone is the _ _ toward a topic or subject

Authors can create tone with their _ of _

MO

O D

en land

With st ooped shoulder

s,

Jim began w alking.

The f inish line w

as within sight no

w

Connor’s legs burned, but he pushed on, t elling himself that if the unthink able happened and he collapsed, he w ould dr

ag himself acr oss the line one w

ay or ano ther

cro

wd of thousands cheer

ed, their

smiling f ace

s turned t ow ard

Lady Liberty lif ting high her lant ern of fr eedom

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Tone and Mood

Tone is the _ _ toward a topic or subject

Authors can create tone with their _ of _ Mood is the _ _ about the author’s words

MO

O D

TO

NE T

s,

Jim began w alking.

The f inish line w

as within sight no

w

elling himself that if the unthink

Jagged lightning lit the

dr enched tr ee

s My

a tr embled,

under standing the danger of st

aying wher

e

she w

as The cav

e may be her only

hope of surviving the night, but ther

e w

as no mist aking the

low gr owl she heard from within.

As f irework

s glit tered

acr oss the sky , a f lag-w aving

ed, their

smiling f ace

s turned t

oward

Lady Liberty lif

ting high her

lant ern of fr eedom

15

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Plot Diagram

Introduction

Provide students with a copy of a familiar story, such as a fairy tale

or fable Have students work in small groups to analyze the events

in the story Ask them to use different colors to highlight events

that happen in the beginning, middle, and end of the story Discuss

how the events at the beginning of the story led to a turning point

in the middle Have students tell how the events led to the story’s

resolution Allow time for groups to share their ideas with their

classmates

1 Add a Table of Contents entry for the Plot Diagram

pages

3 Complete the explanation of a plot diagram (A plot diagram helps readers visualize the

events in a story from beginning to end.)

4 Cut out the Exposition/Rising Action piece and glue it to the middle of the page You may

choose to create the notebook page sideways for more space Discuss the fi ve elements of a

plot diagram and what happens at each stage

5 Cut out the the fi ve element fl aps Apply glue to the back of the narrow section of each fl ap

and attach it to the page above or below the matching element on the plot diagram

6 Under each fl ap, write one to two sentences to describe specifi c examples of each plot

element in a story you have read recently

To complete the left-hand page, have students use the sentences they wrote under the fl aps of the plot

diagram on the right-hand page to write a summary of the story they have recently read

visualize

Jessica and her sister stare into their empty rooms, dreading moving away.

FALLING A CTION

The story ends The conclusion reveals the solution to the conflict.

The main character faces conflict Events build interest and/

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FALLING A

CTION

The story ends The conclusion reveals the solution to the conflict.

The story begins

Characters and setting are introduced.

The main character faces conflict Events build interest and/

17

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Point of View

Introduction

Provide several pieces of writing that represent fi rst-, second-,

and third-person points of view Have small groups of students

highlight the pronouns in each piece of writing Discuss how the

presence of personal pronouns, such as I, me, my, and mine,

indicate a fi rst-person point of view, while pronouns such as he,

she, him, and her indicate a third-person point of view Point

out that the second-person point of view uses the pronouns you

and your but isn’t used very often in writing Have students tell

the difference between third-person limited and third-person

omniscient narrators

1 Add a Table of Contents entry for the Point of View

pages

3 Cut out the pockets Apply glue to the back of the tabs Attach the First Person Point of View

pocket and the Second Person Point of View pocket side-by-side below the title Attach the

two third person pockets side-by-side at the bottom of the page

4 Discuss the question(s) on each pocket Tell how the questions can help readers determine

point of view

5 Cut out the sentence pieces Read each sentence and underline the pronouns Use the

pronouns to determine the point of view Sort the sentences into the correct pockets

To complete the left-hand page, have students rewrite each of the eight sentences from the right-hand

page using a different point of view

vels hav

e t ak

e a ro

s c om

e h om

e t

he m ou nta

or ?

you your

bu

t I a ay

s c om

e h om

e t

he m ou nta

M ra

vels hav

e t ak

e a ro

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I asked myself if I really thought I could win the race.

You know you need to make some money this summer Just follow these tips, and you are on your way to making $100 a week.

She walked into the room and spotted James, her friend from many years ago James saw her and thought that she looked familiar.

Cal couldn’t believe his luck He had always wondered what it would be like to win the lottery, and now he knew.

My travels have taken me around the world, but I always come home to the mountains.

You are home alone when you hear the tornado early-warning signal go off What do you do?

Coach looked over at Larry and wondered if it was time to send in his secret weapon Larry, refusing to make eye contact with the coach, knew that this would be his last game.

Rita admired the way the author had created such an eerie setting for his story She planned to tell him after the reading

or ?

Does the author address you, the reader, directly by

ANDDoes the narrator know the thoughts of only one character?

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Determining Conflict

Introduction

Tell students that the main problem in a story is called the central

confl ict Point out that confl ict develops as the story progresses

and is solved at the end Write the following story titles on the

board: Maria Takes on Washington, Maria and Meg—Friends No

More, A Tough Choice for Maria, and Maria and the Blizzard

Have students work with partners to discuss the possible confl ict

in each of the stories and then share their ideas with the class

1 Add a Table of Contents entry for the Determining

Confl ict pages

3 Cut out the Four Types of Confl ict fl ap book Cut on the

solid lines to create four fl aps Apply glue to the back of the middle section and attach it to

the center of the page

4 Cut out the four confl ict labels Discuss the characteristics of each type of confl ict on the fl ap

book Glue each confl ict label to the correct fl ap

5 Cut out the sentence pieces Discuss the type of confl ict in each sentence Glue it under the

correct fl ap, leaving space above or below to write an additional sentence

6 Under each fl ap, write an additional sentence to represent each type of confl ict

To complete the left-hand page, have students create a visual symbol for each of the four types of

confl ict For example, Person vs Nature might be symbolized by a person leaning into a wind gust Ask

students to label each symbol Then, have students write sentences to describe a story that each confl ict

might represent

Answer Key

Person vs Self: A young person feels torn between covering up for a friend who is in trouble and getting help for the friend from

an adult Person vs Person: Two neighbors disagree over a property line Person vs Society: An employee blows the whistle on his

company after discovering they are dumping toxic waste Person vs Nature: A man ignores hurricane warnings and evacuation orders

and decides to stay in his home during the storm.

A boy's older sister always bosses him around.

Determining Conflict

Two neighbors disagree over a property line.

Person vs Nature Person vs Self

A struggle between a character and a larger group, community, or society

Four Types of Conflict

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Two neighbors disagree over a property line.

An employee blows the whistle on his company after discovering the company is dumping toxic waste.

A young person feels torn between covering up for a friend who is in trouble and getting help for the friend from an adult.

A man ignores hurricane warnings and evacuation orders and decides to stay in his home during the storm.

A struggle between a character and his/her conscience

A struggle between a character and natural elements beyond

his/her control

A struggle between two characters

A struggle between a character and a larger group, community, or society

21

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Identifying Text Structures

Introduction

Tell students that writers make decisions about how to organize

informational text Ask pairs of students to role-play, taking

turns being authors and interviewers Have the interviewers ask

the authors questions to determine what type of organizational

structure they used when writing about the following: a

bird-watching trip, a time line of events leading up to the Revolutionary

War, differences between reptiles and amphibians, ways to prevent

fl ooding, and the causes of summer blackouts

1 Add a Table of Contents entry for the Identifying Text

Structures pages

3 Cut out the clipboard fl aps Apply glue to the back of the top sections and attach them in any

order below the title

4 Discuss the diagram for each text structure Talk about how writers make decisions about

which organizational structure to use

5 Cut out the defi nitions and signal words pieces

6 Under each clipboard fl ap, glue the defi nition and signal word label that match the text

structure

To complete the left-hand page, provide students with a copy of an informational text and have

them to glue it in their notebooks Have students highlight the signal words that determine the text’s

organizational structure Then, have students write a paragraph to tell how the text is organized

Answer Key

Sequence and Order: Presents events or series of directions; after, before until; Compare and Contrast: Shows similarities and

differences or ideas; compared with similar to; Problem and Solution: Introduces and describes a problem solutions; as a

result, issue solution; Description: Presents descriptive details information; characteristics, including to illustrate; Cause and

Effect: Presents a relationship in which an event for the event; as a result, because, for this reason therefore

Presents events in

a sequence from beginning to end or as

a series of directions Signal Words:

after, before, finally, first, next, now, previously, then, until

Identifying Text Structures

Description

Compare and Contrast

Cause and Effect

Problem and Solution

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Identifying Text Structures

Presents events in

a sequence from beginning to end or as

a series of directions

Presents a relationship

in which an event is described and identifies the reasons or causes for the event

Introduces and describes a problem and then presents one or more solutions

Presents descriptive details to help readers visualize ideas and information

Compare and Contrast

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Summarizing Information

Introduction

Review main idea and supporting details Provide small groups of

students with copies of a short informational text Ask the groups

to read the text and then underline the main idea and circle the

supporting details Then, ask them to mark through the rest of the

text Have students summarize the text using the main idea and

supporting details Ask them to circle any key words from the text

that they used

1 Add a Table of Contents entry for the Summarizing

Information pages

3 Complete the explanation (A summary is a shortened

version of a text When you summarize, fi rst identify the main idea and the details that

support it Then, use key words from the text and your own words to write the summary.)

4 Cut out the Healthy eating is passage and below the title, leaving some space around it

5 Cut out the Main Idea and the three Supporting Detail fl aps Apply glue to the back of the top

sections and glue the Main Idea and one of the Supporting Detail fl aps on the left side of the

passage and glue the other two Supporting Detail fl aps on he right side of the passage The

fl aps should cover the passage when closed and form a circle in the middle

6 Read the passage carefully Read the passage a second time and record the main idea and the

supporting details on the correct fl aps

7 Cut out the My Summary piece and glue it to the bottom of the page

8 Write a summary of the passage, using the main idea and details that you identifi ed

Remember to include key words from the text and your own words when writing the

summary

To complete the left-hand page, provide students with copies of a short speech Ask them to imagine

that they were present when the speech was delivered Then, have them write a letter to a friend who

missed the speech, summarizing the most important information

Summarizing Information

A summary is a _ version of a text When you summarize, first identify the _ and the _ that support it Then, use _ words from the text and your own _ to write the summary.

Healthy eating is a key component in living a healthy life

Healthy eating refers to choosing the food we eat, as well as to the amount of food, and when we eat it.

Eating food that comes from several food groups is important for good health because one food group alone does not provide all of little nutritional value and can be replaced by healthy alternatives.

When it comes to the amount of food we eat, moderation is key Eating only as much as we need for the amount of energy we expend sustains a healthy body It is best to strive to feel satisfied after

a meal instead of stuffed

The time of day that we eat can also play a role in healthy eating Studies have shown that eating a healthy breakfast plays an important part in maintaining our energy level throughout the day

Avoiding late-night snacking gives your digestive system a needed break and can help regulate weight.

much-Everyone wants to live a more healthy life Paying attention to what we eat, how much we eat, and when we eat it are three simple steps on the path to healthy living.

Eating from several food groups is important for good health.

Eating breakfast helps regulate energy.

Eating only as much

as we need sustains

a healthy body.

It is important to eat healthy foods

to be healthy This includes choosing foods from all of the food groups and eating at the right times of day

The better food choices and timing

of eating will help regulate energy and keep you healthier overall.

Healthy eating

is key to living a healthy life.

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25

Trang 28

Author’s Viewpoint

Introduction

Tell students that when reading informational text, readers can

use strategies and language prompts to help them determine an

author’s viewpoint or perspective about his or her topic Provide

pairs of students with two articles that contain differing viewpoints

on the same topic Ask students to fi rst identify the two differing

viewpoints Then, ask them to highlight words, phrases, and

sentences used by each of the authors that led them to understand

the differing viewpoints

1 Add a Table of Contents entry for the Author’s

Viewpoint pages

3 Complete the explanation (Author's viewpoint refers to the perspective an author has about

the topic that he or she is writing about.)

4 Cut out the fl ower fl ap book Cut on the solid lines to create fi ve fl aps Apply glue to the back

of the middle section and attach it below the title

5 Discuss each strategy and how it can help readers explore nonfi ction text and determine the

author’s point of view about a topic

6 Cut out the fi ve language prompt pieces Match each prompt with the correct strategy and

glue it under the fl ap

7 Use the page as a reference when reading informational text to help you determine the

author’s point of view

To complete the left-hand page, have students write a paragraph about a topic or issue that is

important to them Ask them to highlight or underline words, phrases, and sentences that indicate

their points of view

factual the story

The author used the word _ , which makes me think

he believes _

Author’s Viewpoint

refers to the an author has about the that he or she is writing about.

Pay attention to facts, numbers, and statistics and determine what they prove or show about the topic.

Ask:

Read more than one text on the same topic to help you discover differing viewpoints

Ask:

Then, ask yourself why the author left out the information.

In a debate

on this topic, which side would the author take?

What information is missing?

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makes me think

he believes _

In a debate, I think the author would take the side of _

After reading a second text on this topic, I see that a different author feels _

The author doesn’t mention _ , which means that he likely thinks _

The author uses a statistic that shows _ , which probably means that she believes _

ut

ho r’s

vi

ew po in

t?

Pay attention to facts, numbers, and statistics and determine what they prove or show about the topic

Ask:

Read more than one text on the same topic to help you discover differing viewpoints

Ask:

Then, ask yourself why the author left out the information

Pay attention to an author’s words and phrases These can

be clues to the author’s feelings about a topic

In a debate

on this topic, which side would the author take?

What information is missing?

27

Trang 30

Planning Writing

Introduction

Tell students to imagine that they want to build a structure Ask

students to brainstorm the types of questions they would need to

answer before they begin the actual building process For example,

What is the purpose of the structure? Is it a home? An offi ce? A

factory? How do I want to organize this structure? Is it a one-story?

A skyscraper? Have small groups of students work together to

compare the planning of a building project to that of writing Allow

time for groups to share their comparisons

1 Add a Table of Contents entry for the Planning Writing

pages

3 Cut out the four puzzle piece fl aps Apply glue to the back of the narrow section on each fl ap

and attach the fl aps to the page below the title so that they fi t together in a four-piece puzzle

4 Under each fl ap, elaborate on each question and include some examples

5 Cut out the Graphic Organizers accordion fold Fold on the dashed lines, alternating the fold

direction Apply glue to the back of the left section and the back of the Outline section and

attach it to the bottom of the page

6 On each section of the accordion fold, draw an example of the graphic organizer and

list some types of writing that it works best for For example, a Venn diagram is helpful in

organizing writing that compares and contrasts but not for a set of instructions

To complete the left-hand page, have students review or recall a text that they have read recently Ask

them to imagine the questions the author asked and answered when planning his or her writing Have

students list the possible questions and answers

baseball dogs karate

Planning Writing

What do you want your writing to do?

1.

3.

Outline

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Planning Writing

What topics are you interested in?

What do you want your writing to do?

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Using a Hook

Each student will need a brass paper fastener to complete this page

Introduction

Distribute a variety of reading passages, including articles, essays,

short stories, etc Have small groups of students critique the lead

sentences of each piece Ask students to share the leads with the

class and tell whether they feel each is an effective hook or not If

not, ask them to tell how each hook could be improved

1 Add a Table of Contents entry for the Using a Hook

pages

3 Cut out the The purpose of piece and glue it below the

title

4 Complete the explanation (The purpose of an engaging hook is to grab readers so that they

keep reading.)

5 Cut out the 10 hook pieces and the circle Place the pieces on top of each other so that the

hooks are all on the same end, facing up Push a brass paper fastener through the dots to attach them It may be helpful to create the hole in each piece separately fi rst Finally, push the brass paper fastener through the center of the circle on the bottom of the stack Apply glue to the back of the circle and attach it to the center of the page

6 Discuss each type of hook and why it would be an effective lead Write one or more example

sentences for each hook on the piece

7 Choose the hook that you fi nd the most interesting At the bottom of the page, use that hook

to write a short paragraph

8 Use the page as a reference when writing a lead

To complete the left-hand page, have students write a statement for each of the 10 hooks, telling what

type of writing the hook might be best used for

with a scene

Using a Hook

The purpose of an engaging hook is to grab _ so that they keep _ readers reading

My family is like an open book Dad tells everyone about his golf game

Mom can't stop talking about her shoe collection And, my sister always blabs about her grades I wish everyone would just be quiet!

with a definition with a dilemma with advice with an anecdo

with a st

stion How are w

e going t

o ge

The sky w as

as dark as

a crow's inky f eathers.

with a quo

"They'll ne ver

find me now ,"

she whispered.

Trang 34

Connecting Ideas

Introduction

Write the following phrases on three different cards: the invention

of television; people’s leisure time; and reading books Give the

cards to three different students and allow them a few minutes

to think about how the three ideas may be related or could

be connected One example might be, Before the invention of

television, people spent their leisure time reading books, or As

a result of the invention of television, people no longer use their

leisure time to read books Point out that writers use transitional

words to connect their ideas and show relationships

1 Add a Table of Contents entry for the Connecting Ideas

pages

3 Complete the explanation (Writers use transitional words and phrases to show the

connections between their ideas.)

4 Cut out the toolbox fl aps Apply glue to the back of the top sections and attach them to the

page in a 2 by 3 grid

5 Cut out the transitional words and phrases pieces Glue each piece to the top of a toolbox

fl ap, matching the word or phrase to the correct category shown

6 Under each fl ap, write one or more example sentences using one of the transitional words or

phrases to connect ideas in your sentences

To complete the left-hand page, have students review a recent piece of their own writing and evaluate

their use of transitional words and phrases Ask them to determine the types of transitional words and

phrases they used to connect the ideas in their writing Have them assign a different color for each

category, for example, blue for sequence, yellow for compare and contrast, etc Ask them to highlight

the transitional words and phrases in their pieces using the different colors

transitional

Neither cat was striped nor black Similarly, neither cat was long-haired.

along with

afterward

for this in

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33

Trang 36

Supporting a Claim

Introduction

Provide students with a variety of magazines and newspapers

Have students work in small groups to identify print ads that make

claims about the products they are advertising Ask students to list

the claims made and any evidence and/or reasoning included in

the ads that support the claims Have students share their lists with

the class and discuss the ads that were more effective than others

at supporting the claims made

1 Add a Table of Contents entry for the Supporting a

Claim pages

3 Complete the explanation (Supporting a claim means

that a writer fi rst makes a claim about a topic, then provides evidence to support the claim,

and fi nally provides a reason to explain how the evidence supports the claim.)

4 Cut out the Our school district is piece and glue it to the right side of the page below the title

Read the passage Discuss how the writer made and supported a claim

5 Cut out the arrow fl aps Apply glue to the left or right sections of each one Attach the fl aps

to the left or right sides of the passage so that each arrow points to the correct word, phrase,

or sentence in the passage It may be helpful to fi rst highlight the different parts of the passage

and color the corresponding arrows accordingly

6 Cut out the Phrases to introduce fl ap book Cut on the solid lines to create three fl aps Apply

glue to the left section and attach it to the bottom of the page

7 Write the phrases in the passage that were used to introduce the claim, evidence, and

reason Under the fl aps, write ideas for other phrases that could be used to introduce claims,

evidence, and reasons

To complete the left-hand page, have students cut out one of the print ads used in the introduction and

glue it to the page Ask students to draw arrows and label the parts of the ad that make claims, provide

evidence, and state reasons Below the ad, have students write a paragraph to tell how they think the ad

Researchers claim that Some people think that

For this reason, I do not believe year-round school is beneficial for students.

Reason

Claim

Evidence Topic

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Finding and Evaluating Sources

Introduction

Provide students with several copies of photos from the Library

of Congress archives that represent both primary and secondary

sources Some examples might include a painting of Christopher

Columbus (a secondary source) and a photograph of Laddie, a

White House pet (primary source) Have students sort the photos

into primary and secondary source categories Ask students to rank

the photos in terms of their reliability as sources

1 Add a Table of Contents entry for the Finding and

Evaluating Sources pages

3 Cut out the Where should you look fl ap Apply glue to

the back of the top section and attach it below the title

4 Under the fl ap, write a list of sources that you could use to plan a research project Include

both primary and secondary sources Discuss why it is important to gather information from a

variety of sources

5 Cut out the fl ap book Cut on the solid lines to create 10 fl aps Apply glue to the back of the

center section and attach it to the page

6 Read the questions and discuss why it is important to evaluate sources before you use them

Under each fl ap on the left, elaborate on the question by giving details and an example

Under each fl ap on the right, tell why the question is important in evaluating sources

To complete the left-hand page, have students create a scale to evaluate sources that goes from 0 to 5

Ask them to write a rubric for each score For example, 0 could be a secondary source that is not an

expert Have students take another look at the sources they listed under the Where should you look fl ap

and score each source based on their scales

online encyclopaedia research papers journals magazine articles

photographs interviews

a reliable source will provide accurate information

Finding and Evaluating Sources

Evaluate your sources before you use them!

Ask these

IMPORTANT questions!

Is the source a primary or a secondary source?

This is

IMPORTANT

because This is

IMPORTANT

because

Is the source biased?

Is the source reliable?

Is the information accurate?

Is the information current?

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Finding and Evaluating Sources

Where should you

for sources?

LOOK

Evaluate your sources before you use them!

Ask these

IMPORTANT questions!

Is the source a primary or a

Is the source biased?

Is the source reliable?

Is the information accurate?

Is the information current?

37

Trang 40

Revising and Editing

Introduction

Provide pairs of students with copies of a piece of writing that

is both unedited and unrevised Have students read the piece

and discuss how the errors affect their comprehension and their

impressions of the author Then, give students a revised and edited

version of the same piece Discuss the importance of the revising

and editing step in the writing process

1 Add a Table of Contents entry for the Revising and

Editing pages

3 Cut out the When revising and When editing accordion

folds Fold on the dashed lines, alternating the fold

direction Apply glue to the back of the top sections and attach them to the left side of the

page below the title

4 Discuss the differences between revising and editing Editing generally means taking care of

any errors such as spelling, grammar, punctuation, and usage Revising has to do with making

it easier for your reader to understand the content of your writing

5 Cut out the Proofreaders’ Marks piece Glue it to the right side of the page below the title

6 Cut out the A black hole fl ap Apply glue to the back of the top section and attach it to the

bottom of the page

7 Use the information on the When revising and When editing accordion folds, as well as the

Proofreaders’ Marks piece, to help you revise and edit the passage

8 Under the fl ap, rewrite the corrected passage

To complete the left-hand page, have students take another look at the When revising accordion piece

on the right-hand page Ask them to write an explanation and give examples of when it would be useful

to add new text, move text around, and cut text from a piece For example, it could be useful to add

text if more description would help the reader understand a concept

A black hole is one of the mysteries of the universe It is

a region in space with such intense gravity that it pulls

in any matter that comes close Even light cannot escape the pull of the black hole A physicist from the United States, John Wheeler, is credited with giving the name "black holes" to these dark voids in space

Dr Kay Lee, a science professor at Wheeler College,

is an expert on black holes "Even though they are invisible, "Dr Lee explains, "we know black holes exist because of the way they affect nearby matter."

How do black holes form? How big are black holes? How do they grow? Scientists continue to study these fascinating objects, looking for answers.

Revising and Editing

use uppercase letter use lowercase letter add end punctuation insert a comma insert quotation marks correct spelling error insert a word or phrase here delete this begin paragraph

add new text.

move text around.

cut out text.

leave text alone.

When editing pay attention to

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