John Adams Abigail Adams Two Biographies
John Adams Abigail Adams Two Biographies John Adams Vocabulary
Level U/50
• Use descriptions to determine word meaning: What does the word protesters mean in this book? Let’s look for clues for the meaning of this word on pages 8 and 9. (Answer: people who strongly express their feelings against something; Clues/Evidence: five colonial protesters; he knew the protesters had threatened the soldiers and thrown rocks and ice at them.)
Find It! Level 1 Comprehension
• Identify facts and details: When did John marry Abigail Smith? (October 1764, page 8) • Identify facts and details: In 1796 Adams became the nation’s second . . . (president, page 13)
Look Closer! Level 2 Comprehension
refused to buy stamps
• Compare and contrast: How is what John’s father wanted him to do in the future different from what John planned to do in the future? (John’s father wanted him to go to college; John planned to be a farmer, page 7) • Identify cause and effect: What events occurred as a result of Great Britain passing the Stamp Act? Use a cause-and-effect chart for help in answering the question. (many colonists refused to use the stamps; British tax collectors were attacked; riots broke out in the streets, page 8)
Prove It! Level 3 Comprehension passed Stamp Act
collectors attacked
riots in streets
• Make inferences: What clue on page 9 tells you that John Adams did a good job defending the soldiers charged with shooting colonial protesters? (In the end, only two of the soldiers were found guilty of manslaughter.) • Identify unstated main idea: What is the third paragraph on page 10 mainly about? (Answer: the events that followed the Boston Tea Party; Clues/Evidence: The British government closed Boston’s port and shut off all trade; town meetings were made illegal; a British general arrived to govern Massachusetts; the colonies responded by planning a meeting of representatives from each colony.)
Take It Apart! Level 4 Comprehension
• Evaluate author’s purpose: Why did the author probably include the direct quotes on page 11? (to help readers understand more about John Adams) • Analyze text structure and organization: The author uses a sequence of events to tell about Adams’ activities during the War. Find words that tell you this on pages 12 and 13. (in February 1778; in 1779; Later that year; Finally; on October 19, 1781; September 3, 1783; in 1784)
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Abigail Adams Vocabulary • Use descriptions to determine word meaning: What does the word separations mean in this book? Let’s look for clues for the meaning of this word on pages 18 and 19. (Answer: a parting or division of two people; Clues/Evidence: she suffered many long separations from him; John also hated to be apart.)
Find It! Level 1 Comprehension • Identify facts and details: Abigail Smith’s father was a . . . (church minister, page 19) • Identify facts and details: When did Abigail and Nabby travel to Europe? (July 1784, page 25)
Look Closer! Level 2 Comprehension
encouraged her to read
father had great influence taught her to ask questions Readers’ & Writers’ Genre Workshop ©2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only.
• Identify stated main idea: Look at the fifth and final paragraph on page 26. What sentence tells the main idea for that paragraph? (her final job as first lady was to turn the White House in Washington, D.C. into a home) • Identify cause and effect: Why did the sight of enslaved people sadden Abigail? (she and John had long opposed slavery; she felt that African workers has “as good a right to freedom” as colonists did, page 27)
Prove It! Level 3 Comprehension • Make inferences: Her father has a great influence on Abigail. What clues on page 19 tell you this? Use a make-inferences chart for help in answering the question. (Her father also encouraged her to read the many books in his library; he taught her to ask questions about what she read and to discuss ideas.) • Analyze characters: What clues on page 19 tell you that Abigail was a person who was willing to let others know how she felt? (Abigail freely shared her strong opinions and stubbornly defended them.)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why did the author probably begin the biography with a direct quote from Abigail’s letter to John on page 18? (to help readers understand the person they will be reading about) • Evaluate author’s purpose: The author uses a direct quote to tell how Abigail felt about the rights of women. Find this on page 24. (“I desire you would remember the ladies and be more generous and favorable to them than your ancestors.”)
Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
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Level U/50
• Use descriptions to determine word meaning: What does the word protesters mean in this book? Let’s look for clues for the meaning of this word on pages 8 and 9. (Answer: people who strongly express their feelings against something; Clues/Evidence: five colonial protesters; he knew the protesters had threatened the soldiers and thrown rocks and ice at them.)
Find It! Level 1 Comprehension
• Identify facts and details: When did John marry Abigail Smith? (October 1764, page 8) • Identify facts and details: In 1796 Adams became the nation’s second . . . (president, page 13)
Look Closer! Level 2 Comprehension
refused to buy stamps
• Compare and contrast: How is what John’s father wanted him to do in the future different from what John planned to do in the future? (John’s father wanted him to go to college; John planned to be a farmer, page 7) • Identify cause and effect: What events occurred as a result of Great Britain passing the Stamp Act? Use a cause-and-effect chart for help in answering the question. (many colonists refused to use the stamps; British tax collectors were attacked; riots broke out in the streets, page 8)
Prove It! Level 3 Comprehension passed Stamp Act
collectors attacked
riots in streets
• Make inferences: What clue on page 9 tells you that John Adams did a good job defending the soldiers charged with shooting colonial protesters? (In the end, only two of the soldiers were found guilty of manslaughter.) • Identify unstated main idea: What is the third paragraph on page 10 mainly about? (Answer: the events that followed the Boston Tea Party; Clues/Evidence: The British government closed Boston’s port and shut off all trade; town meetings were made illegal; a British general arrived to govern Massachusetts; the colonies responded by planning a meeting of representatives from each colony.)
Take It Apart! Level 4 Comprehension
• Evaluate author’s purpose: Why did the author probably include the direct quotes on page 11? (to help readers understand more about John Adams) • Analyze text structure and organization: The author uses a sequence of events to tell about Adams’ activities during the War. Find words that tell you this on pages 12 and 13. (in February 1778; in 1779; Later that year; Finally; on October 19, 1781; September 3, 1783; in 1784)
Y07195_CTDR.indd 1
8/27/10 10:00:15 AM
Abigail Adams Vocabulary • Use descriptions to determine word meaning: What does the word separations mean in this book? Let’s look for clues for the meaning of this word on pages 18 and 19. (Answer: a parting or division of two people; Clues/Evidence: she suffered many long separations from him; John also hated to be apart.)
Find It! Level 1 Comprehension • Identify facts and details: Abigail Smith’s father was a . . . (church minister, page 19) • Identify facts and details: When did Abigail and Nabby travel to Europe? (July 1784, page 25)
Look Closer! Level 2 Comprehension
encouraged her to read
father had great influence taught her to ask questions Readers’ & Writers’ Genre Workshop ©2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only.
• Identify stated main idea: Look at the fifth and final paragraph on page 26. What sentence tells the main idea for that paragraph? (her final job as first lady was to turn the White House in Washington, D.C. into a home) • Identify cause and effect: Why did the sight of enslaved people sadden Abigail? (she and John had long opposed slavery; she felt that African workers has “as good a right to freedom” as colonists did, page 27)
Prove It! Level 3 Comprehension • Make inferences: Her father has a great influence on Abigail. What clues on page 19 tell you this? Use a make-inferences chart for help in answering the question. (Her father also encouraged her to read the many books in his library; he taught her to ask questions about what she read and to discuss ideas.) • Analyze characters: What clues on page 19 tell you that Abigail was a person who was willing to let others know how she felt? (Abigail freely shared her strong opinions and stubbornly defended them.)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why did the author probably begin the biography with a direct quote from Abigail’s letter to John on page 18? (to help readers understand the person they will be reading about) • Evaluate author’s purpose: The author uses a direct quote to tell how Abigail felt about the rights of women. Find this on page 24. (“I desire you would remember the ladies and be more generous and favorable to them than your ancestors.”)
Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
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8/27/10 10:00:16 AM
