1. Key ideas and details in informational text
Eng 7 unit 2
Key ideas and details in informational text

2. How to take notes Title the page “How to Take Notes.”
Number each type of Note-Taking
Record the name and draw a diagram of how to take notes in this way or write
down notes about the process..
Subtitle: “When to Use:”
Record when to use.
How to Take Notes
List
When to use:
When taking notes on terms, definitions or facts
Topic 1. 2. 3. 4.

3. When taking notes on terms, definitions or facts
How to take notes
1. List
When to use:
When taking notes on terms, definitions or facts
Topic 1. 2. 3. 4.

4. 2. Sketches or Diagrams When to use:
How to take notes:
2. Sketches or Diagrams
When to use:
When it is easier to draw an object or scene to show parts than to describe it

5. 3. Boxes and Bullets When to use:
How to take notes:
3. Boxes and Bullets   
· Supporting Detail
When to use:
For informational reading when you will be looking at main ideas and breaking them down into smaller components
Main Idea

6. 4. Timeline How to use: How to take notes:  
How to use:
Choose the most important events (6-10).
Start with the first event (time of day, date, or event) and put the time and event in the first box.
Repeat for the rest of the events in order.

7. How to take notes:
4. Timeline   
When to use:
Use to sequence events, compare and contrast or identify cause and effect

8. How to take notes:
5. Summaries   
  What is a summary?
When to use:
Anytime you take notes to sum up the most important information. (We will practice this in parts in the coming weeks.)
A brief statement that presents the main points of a body of material in a concise, condensed form

9. 6. Cornell Notes (The Best One)
How to take notes:
6. Cornell Notes (The Best One)
 Add questions to Keywords in
Left Column.
Can be used when reading or
When listening to a teacher’s lesson.
When to use:
Anytime you take notes.

10. 7. Graphs When to use: When you are keeping track
How to take notes:
7. Graphs
When to use:
When you are keeping track
of some kind of data. You
may use this more often
in Science or Math.

11. 8. Web When to use: How to take notes:
 This format helps you to visually track the ideas in your
Reading or in the lesson regardless of conditions.
Little thinking is needed and relationships can easily be seen.
It is also easy to edit your notes by adding numbers, marks,
and color coding.
Disadvantages
You may not hear changes in content from major points to
facts.
When to use:
Use when the content is heavy and well-organized. May also be used effectively when you have a guest speaker and have no idea how the content is going to be presented.

12. When you need to compare and contrast two things.
How to take notes:
9. T-Chart
When to use:
When you need to compare and
contrast two things.

13. When you need to compare and
How to take notes:
10. Venn Diagram
When to use:
When you need to compare and
contrast two things. Better than a T-Chart, because it allows you to record likenesses and differences.

14. When you can’t annotate or
How to take notes:
11. Post Its
When to use:
When you can’t annotate or
write directly on the text or when you want notes on the text or in the book right where you saw the information.

15. Ri 7.2
Rcc lesson 1

16. Ri 7.2
I can determine two or more explicit or implied central ideas of an informational text.
Explicit
Implied
Central Idea
Informational Text

17. (adj.) Very clearly stated; precise.
explicit
(adj.) Very clearly stated; precise.
We received explicit instructions for the assignment.

18. (adj.) Not stated but understood in what is said; implied.
implicit
(adj.) Not stated but understood in what is said; implied.
It was implicit from the instructions that the assignment was important and should be done carefully.

19. Central idea
(noun) The information that tells you what a whole paragraph or section is mainly about.

20. Informational reading
(noun) - nonfiction writing, written with the intention of informing the reader about a specific topic.
It is typically found in magazines, science or history books, autobiographies and instruction manuals.
It is written using special text features that allow the reader to easily find key information and understand the main topic. The author will do this by providing headers over certain sections, by placing important vocabulary in bold type, and by using visual representations with captions. These visual representations can be pictures or even infographics that include tables, diagrams, graphs and charts. In some cases the author will even provide the reader with a table of contents or a glossary to assist them in finding the information easily.

21. biography
(noun) - an informational text that tells about the events in the life of a real person, written by another person
CHARACTERISTICS:
Includes facts, anecdotes, and details about all or part of the person's life history
May tell about a famous person who achieved great things or may tell about anyone
Highlights important experiences in a person's life to reveal more about his or her personality, thoughts, opinions, and motivations

22. Informational reading

23. Stand up, hand up, pair up students stand up, put their hands up, and quickly find a partner with whom to share or discuss.
1. Teacher says, when I say go, you will "stand up, hand up, and pair up!"
Teacher pauses, then says, "Go!"
2. Students stand up and keep one hand high in the air until they find the
closest parner who's not a teammate. Students do a "high five" and put
their hands down. (Make sure everyone has a partner.)
3. Teacher mays ask a questions or give an assignment, and provides think
Time.
4. Partners interact using:
Rally Robin (List)
Times Pair Share (Open-Ended)
5. Return to your seat, when finished.

24. RALLY COACH partners take turns, one solving a problem while the other coaches.
EACH PAIR NEEDS ONE SET OF PROBLEMS AND ONE PENCIL.
1. Partner A solves the first problem.
2. Partner B watches, and listens, checks, coaches if necessary,
and praises.
3. Partner B solves the next problem.
4. Partner A wathces and listens, checks, coaches if necessary,
5. Partners repeat taking turns solving successive problems.

25. 1. Teacher provides the interview topic, states the duration of the
Three-Step Interview INTERVIEWYOUR PARTNER AND THEN SHARE WITH TEAMMATES WHAT YOU LEARN.
1. Teacher provides the interview topic, states the duration of the
interview and provides Think Time.
2. In pairs, student A interviews student B.
3. Pairs switch roles: student B interviews student A.
4. Round Robin: Pairs pairup to form groups of four.
Each student, in turn, shares with the team what
he/she learned in the interview.

26. From Immigrant kids by russell freedman pp
From Immigrant kids by russell freedman pp , ENG 7 Literature book
A Nation of Immigrants
The United States is called a nation of immigrants because most Americans' ancestors came from other countries.
Until the middle of the 20th century, the majority of immigrants came from Europe.

27. From Immigrant kids by russell freedman pp
From Immigrant kids by russell freedman pp , ENG 7 Literature book

28. From Immigrant kids by russell freedman pp
From Immigrant kids by russell freedman pp , ENG 7 Literature book
A Nation of Immigrants
In 2014, 1.3 million foreign-born individuals moved to the United States, an 11 percent increase from 1.2 million in India was the leading country of origin for new immigrants, with 147,500 arriving in 2014, followed by China with 131,800, Mexico with 130,000, Canada with 41,200, and the Philippines with 40,500.
Note: The Census Bureau defines recent immigrants here as foreign-born individuals who resided abroad one year prior, including lawful permanent residents, temporary nonimmigrants, and unauthorized immigrants.
Taken from the Migration Policy Institute, "Frequently Requested Statistics on Immigrants and Immigration in the United States," migrationpolicy.org, 08/20/16

29. From Immigrant kids by russell freedman pp
From Immigrant kids by russell freedman pp , ENG 7 Literature book
INFORMATIVE NONFICTION -
a piece of writing that provides factual information about real people, places, and events
uses information from both primary and secondary sources
PRIMARY SOURCES -
original, firsthand account of information
SECONDARY SOURCES -
descriptions based on primary sources

30. From Immigrant kids by russell freedman pp
From Immigrant kids by russell freedman pp , ENG 7 Literature book

31. Primary and Secondary Sources Analogy
From Immigrant kids by russell freedman pp , ENG 7 Literature book
Primary and Secondary Sources Analogy

32. Think-write-Round robin record responses before round robin
1. Teacher poses a problem to which there are multiple possible responses or solutions.
2. Think Time. Re-read and think about possible answers and write them down.
3. Students take turns stating responses or solutions. Formulate Team List.

33. TEAM sTAND-N-SHARE TEAMS CHECK OFF OR ADD EACH IDEA AS IT SHARED BY OTHER TEAMS, SITTING DOWN TO SHOW EVERY TEAMS' IDEAS HAVE BEEN SHARED.
1. All students stand near their teammates.
2. Teacher calls on one student in team.
3. Selected student states one idea from the team list.
4. The student in each team, who is holding the team list, either adds the item to the list, or if it is already on the list, checks it off.
5.. Students pass their team lists one teammate clockwise.
6. Steps 2-5 are repeated.
7. Teams sit when all their items are shared. While seated, they add each new item using Round Table. When all teams are seated, all items have been shared the Team Stand –N-Share is complete.

34. QUIZ-QUIZ-TRADE STUDENTS QUIZ A PARTNER, GET QUIZZED BY A PARTNER, AND THEN TRADE CARDS TO REPEAT THE PROCESS WITH A NEW PARTNER
1. The teacher passes out Quiz Cards.
2. The teacher tells the students to "Stand up, put a hand up, and pair up."
3. Partner A quizzes B.
4. Partner B answers.
5. Partner B coaches (Tip, Tip, Teach, Try Again) or praises if Partner is correct.
6. Partners switch roles.
7. Partners trade cards and thank each other.
8. Repeat steps 2-7 a number of times.