Please log in like this: Your first name_ last initial_ and your CAVA teacher’s name For example, Catherine_ P_Ms. Warren If you didn’t log in that way, please log out and log in again with the format above. Complete Audio Setup Tools>Audio>Audio Set Up Mrs. Fisher’s E-Class Welcome to Please have paper and a pencil ready. Lesson Reading Comprehension: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).

A Friendly Welcome There’s someone I would like you to meet. Follow the link to meet Rosie Reader. Rosie has a message

Standard: 2.0 Reading Comprehension: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). Objectives for lesson series: The student will improve comprehension scores in three key areas for comprehension: Identify cause & effect, compare & contrast when reading expository text, and identify fact and opinion.

Standard: 2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension. Today we will learn to identify cause and effect in an expository text.

What is cause and effect? Cause: Identifies why something happened. Effect: Identifies the results.

Here’s an example: The little boy went to the dentist because his tooth hurt. Cause: The little boy’s tooth hurt. The cause identifies why the little boy did something. Effect: He went to the dentist. The effect tells what he did.

Let’s practice matching cause and effect. 1. _____ It is a building a nest. 2. _____ I am going fishing with Grandpa. 3. _____ The electricity is out. 4. _____ The sun shone after the rain. A. A rainbow appeared. B. We will collect some earthworms for bait. C. The bird flew by with straw in its beak. D. The screen on my computer went blank.

Team work is terrific! Now we will be going into breakout rooms with a partner where you will be able to practice your new skill. Partner 1: Write a cause on the board. Partner 2: Write a possible effect. Take turns practicing together for 15 minutes. How many can you come up with?

Look at the effect listed. Can you think of a possible cause? 1. Effect: The flower began to droop. Cause: ____________________________________ 2. Effect: The blaze was soon under control. Cause: ____________________________________ 3. Effect: The vehicles were backed up for miles. Cause: ____________________________________ 4. Effect: The clothes were piled all around. Cause: ____________________________________

Thank you for your hard work! I look forward to seeing you for your next session where we will learn skill 2, comparing and contrasting.