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BATTLES OF THE AMERICAN REVOLUTION: SARATOGA INTRODUCTION, CHAPTERS 1 & 2 Vocabulary • Use synonyms to determine word meaning: What does the word columns mean in this book? Let’s look for clues for the meaning of this word on page 4. (groups)
Find It! Level 1 Comprehension • Identify facts and details: When did General Burgoyne set off from Canada? (June of 1777, page 7) • Identify facts and details: When was the Continental army created? (after the Battle of Bunker Hill, page 10)
Look Closer! Level 2 Comprehension
LEVEL T/44
M
CAUSE
CAUSE
Divide army into three columns.
Lead one column down the Hudson River.
CAUSE
CAUSE
Send another column north from New York City.
A third column would travel down the Mohawk River.
M
M
• Identify cause and effect: How did General Burgoyne plan to cut New England off from the rest of the country? Use a cause-and-effect chart for help in answering the question. (Divide his army into three columns. Lead one column down the Hudson River. Send another column north from New York City. A third column would travel down the Mohawk River. page 4) • Identify cause and effect: Since the distances between towns was so great, the British did not . . . (understand how big America was, page 6)
Prove It! Level 3 Comprehension • Identify main idea: What is the text in Soldiers of the War on page 6 mostly about? (Answer: the use of German soldiers in the American Revolution; Clues/Evidence: They were known as “Hessians.” The soldiers were hired by the British. The British did not have enough soldiers of their own. 20,000 German soldiers served in the American Revolution. Their official name was Brunswickers.)
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Take It Apart! Level 4 Comprehension EFFECT New England would be cut off.
• Evaluate author’s purpose: Why did the author probably include the information in the third paragraph of the Introduction on page 3? (to tell readers what they will learn in the book) • Analyze text structure and organization: What text structure does the author use to tell about dead and injured troops on page 9? (compare and contrast)
CHAPTER 3
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Vocabulary • Use descriptions to determine word meaning: What does the word plain mean in this book? Let’s look for clues for the meaning of the word on page 12. (without either embroidery or lace)
Find It! Level 1 Comprehension • Identify facts and details: Who was in charge of American troops in Saratoga? (Major General Horatio Gates, page 17) • Identify facts and details: Where did Major General Horatio Gates’s soldiers come from? (New York, Massachusetts, New Jersey, New Hampshire, Connecticut, and Pennsylvania, page 18)
Look Closer! Level 2 Comprehension continue along the east bank of the both Hudson; dangerous; cross the both involved Hudson crossing the where the Hudson River Hudson and Mohawk Rivers join
cross the Hudson River first; go down the west side of the river
• Compare and contrast: How were Burgoyne’s two ways to get to Albany the same? How were they different? Use a Venn diagram for help in answering the question. (They were both dangerous. They both involved crossing the Hudson River. In one plan they would continue along the east bank of the Hudson River and cross it where the Hudson and Mohawk Rivers joined; in the other plan they would cross the Hudson River first and then go down the west side of the river. page 11) • Identify cause and effect: American soldiers were not all dressed alike because . . . (they came from different militia; there was little money for fancy uniforms, page 13)
Prove It! Level 3 Comprehension • Analyze character: From the information in Soldiers of War on page 18, readers can tell that Daniel Morgan . . . (Answer: served his country well; Clues/Evidence: When he was seventeen he drove wagons of supplies to settlers. When the Revolutionary War began he was chosen to command one of two rifle regiments. In August of 1777, he and his rifle company were sent to help General Gates. They were critical in the battle against Burgoyne. After the war Morgan served a term in Congress.)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: The author probably included the map on page 11 to show . . . (the path that Burgoyne took to Albany) • Analyze text structure and organization: What text structure does the author use to tell about the British trip to Albany on page 14? (chronological order or the order of events) • Analyze text structure and organization: The author uses description to tell about British soldiers as they marched along the Hudson River. Find an example of this on page 15. (They were hungry, ragged, and tired of war.)
CHAPTER 4 & CONCLUSION Vocabulary
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• Use descriptions to determine word meaning: What does the word hotheaded mean in this book? Let’s look for clues for the meaning of this word on page 21. (always ready to take action)
Find It! Level 1 Comprehension • Identify facts and details: In what year was the American Revolution over? (1781, page 29)
Look Closer! Level 2 Comprehension • Identify sequence of events: First Arnold was ordered by Gates to stay away, but then . . . Use a sequence-of-events chart for help in answering the question. (He rushed out, grabbed a horse, charged into the battlefield, took command of the troops, attacked fiercely, and won the day for the Americans. page 26) • Identify summary statements: What sentence on page 28 best summarizes the information on page 29? (The battles of Saratoga changed the course of the American Revolution.)
Prove It! Level 3 Comprehension • Identify main idea: What is the information in Soldiers of War on page 26 mainly about? (Answer: why Benedict Arnold is not considered a hero; Clues/Evidence: If he had died at Saratoga he would be remembered as a hero, but later in the war he became a spy for the British. He planned to hand the keys to the fort at West Point to the British. The plot was uncovered. Arnold managed to escape. His place in history is as a traitor, not a hero.)
Arnold ordered by Gates to stay away M
rushed out
M
grabbed a horse
M
charged into the battlefield
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: What organization does the author use to tell about events in Chapter 4? (sequential order or the order of events) • Evaluate author’s purpose: The author probably included the information in Primary Sources on page 27 to . . . (give readers a first-hand account of the events of the battle) • Analyze text structure and organization: The author uses chronological order to tell about the surrender of General Burgoyne on page 28. Find words in the text that tell you this. (“then” and “next”)
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attacked fiercely
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won the day for the Americans
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TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You’ll have to be a detective. You won’t find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did she/he write the book?”
Navigators Grade 5 Set C Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.