Informational Reading You need to be informed, yo!

Why do I need to know this? We live in the “information age.” Approximately 96% of the sites on the World Wide Web are expository in form. The majority of reading and writing adults do is non-fiction, much of it informational. Academic achievement in a wide range of subjects depends in part on ability to read and write informational text. http://www.ciera.org/library/presos/2001/duke/duke-improvecomprehesion.pdf

Text features that signal importance Fonts and Effects Cue Words and Phrases Illustrations and Photographs Graphics Text Organizers Text Structures from Strategies that Work, Harvey and Goudvis, 2000

Fonts and Effects Titles, headings, boldface print, color print, italics, bullets, captions, labels from Strategies that Work, Harvey and Goudvis, 2000

Practice EOG test http://www.dpi.state.nc.us/docs/accountability/testing/releasedforms/grade8readingreleased.pdf Grade 8—Go to “Ear” selection, practice for text features

Graphics Diagrams, cross-sections, overlays, distribution maps, word bubbles, tables, graphs, charts from Strategies that Work, Harvey and Goudvis, 2000

Text organizers Index, preface, table of contents, glossary, appendix from Strategies that Work, Harvey and Goudvis, 2000

Text feature considerations What is the author's purpose for using this specialized text feature? What are the main ideas represented? Why did the author choose this type of feature to convey the meaning? Can you think of another way of conveying the same meaning? Pennsylvania Assessment System Classroom Connections, 2005

Tips Look for the most important idea in the selection. Note any signal words that indicate an overall organizational pattern. Locate additional important ideas. Identify their relationships to the most important one.

For your thinking and planning. . Why did the author write this article? What was the author trying to prove in writing this? What is the most important idea in this selection? What are the three main points made by the author? Are there other ideas the author could have included? What statements support the author's main idea? How does the author prove his/her main point? Can you think of additional ideas that would support this point? Do you agree with the author? Why? Why not? Pennsylvania Assessment System Classroom Connections, 2005

Text structure Chronological/Sequential Order: A main idea is supported by details that must be in a particular sequence. Enumeration/Description: A major idea is supported by a list of details or examples. Comparison/Contrast: The supporting details of two or more main ideas indicate how those concepts are similar or different. Cause/Effect: The supporting details give the causes of a main idea or the supporting details are the results produced by the main idea. Pennsylvania Assessment System Classroom Connections, 2005

Text structure: Chronological/Sequential Order Author's Purpose: To teach readers how to make lemonade. Major Idea: The steps in making lemonade Supporting Details: 1. Cut lemons 2. Squeeze lemons 3. Remove seeds 4. Add sugar and water 5. Stir 6. Refrigerate Pennsylvania Assessment System Classroom Connections, 2005

Signal Words and Phrases Associated with Chronological/Sequential Order first next then initially before after when finally preceding following Pennsylvania Assessment System Classroom Connections, 2005

How to change a flat tire: Watch the following video: http://www.ehow.com/video_1863_change-flat-tire.html Then answer these questions!..... See handout

Graphic Organizer Chronological/Sequential Order Author’s Purpose: Major Idea: Supporting Details: 1. 2. 3. 4. 5. Important Vocabulary: Important Text Features: Pennsylvania Assessment System Classroom Connections, 2005

Chronological/Sequential Order For your thinking and planning: What is being described in sequence? Why did a chronological order pattern emerge? What are the major steps in this sequence? Why is the sequence important? Pennsylvania Assessment System Classroom Connections, 2005

Signal Words and Phrases Associated with Enumeration for instance for example such as to illustrate most important in addition another furthermore first second Pennsylvania Assessment System Classroom Connections, 2005

Signal Words and Phrases Associated with Cause/Effect because of as a result of in order to may be due to effects of therefore consequently for this reason if ... then thus Pennsylvania Assessment System Classroom Connections, 2005

For your thinking and planning Cause and Effect What is the cause/effect process the author is describing? Why did a cause/effect structure emerge? What is the cause? What is the effect?

Signal Words and Phrases Associated with Comparison/Contrast different from same as similar to as opposed to instead of although however compared with as well as either... or Pennsylvania Assessment System Classroom Connections, 2005

Timetables and Schedules Activity You and your cousin are planning a trip to New York City, using Amtrak. Your cousin must take the train from Charlottesville to Richmond, and you must travel from Newport News to Richmond, where you will meet and travel together to New York’s Penn Station. You want to arrive in Richmond as close to the same time as possible. Upon your return to Richmond from New York, the two of you will part ways, with your cousin returning to Charlottesville and you going home to Newport News. Students will use timetables provided at http://www.amtrak.com to make travel plans for this trip. Students should begin by reviewing the online information for Using Schedules and Time Tables.

Student pairs will use the appropriate online timetables on the Amtrak Web site to determine the arrival and departure times for both travelers for all parts of the trip. Have them create a chart such as this:

Questions • What is the cost of each round-trip ticket? • What is the total cost of the tickets? • What trains will you ride? • How far in advance must you reserve your tickets to get the best price?

Informational Reading Selections “Yellow Stone Park” intermediate level http://englishforeveryone.org/PDFs/Informational%20Passages%20RC%20-%20Yellowstone.pdf “Mosquitoes” intermediate level http://englishforeveryone.org/PDFs/Informational%20Passages%20RC%20-%20Mosquitoes.pdf

Answer keys Yellowstone 1.. A 1.. D 2.. D 2.. C 3.. B 3.. D 4.. D 4.. A 5.. B 5.. A Mosquitoes 1.. D 1.. C 2.. B 2.. C 3.. E 3.. B 4.. A 4.. A 5.. E 5.. C 6.. C 7.. D

Final Assessment Get out a pencil and review your notes quietly while you wait for class to begin.