The Greenville Gazette Five Informational Texts
The Greenville Gazette Five Informational Texts Locker-Room Phantom Strikes Again Rookie QB Leads Eagles to Finals Eagles Marching Band Nabs Four Trophies Level S/44
Vocabulary • Use synonyms to determine word meaning: What does the word victory mean in this book? Look for clues for the meaning of this word on page 10. (Answer: a win; Clues/evidence: a one-touchdown win over the Ravens; the victory puts the Eagles into the finals)
Find It! Level 1 Comprehension • Identify facts and details: The Eagles Marching Band won best overall performance and . . . (best drum line; best drum majors; best drill choreography, page 13)
• Identify facts and details: Where were the band competitions held? (in the football arena of State University, page 14)
Look Closer! Level 2 Comprehension • Compare and contrast: Look at page 9. How is the way the Principal feels about
monitoring locker-room area
the pranks different than the way some members of the student body feel about them? (the Principal thinks the pranks are immature and destructive, and could be dangerous; some members of the student body say the pranks are funny)
• Identify cause and effect: See page 9. What might cause the pranks to stop? pranks might stop
students helping
Use a cause-and-effect chart for help in answering the question. (teachers and coaches will be taking turns monitoring the locker-room area; Principal Lakhi is asking for all students to help)
Prove It! Level 3 Comprehension • Summarize information: Write a summary sentence for the second paragraph on page 6. (Answer: The ninth graders left their shoes in the locker room and when they came back the shoes were gone; Clues/evidence: we left them under the benches when we put on our tennis sneakers; when we came back to change they were all gone)
• Identify main idea: The second paragraph on page 10 is mainly about . . . (Answer: the events of the first half of the Eagle’s game; Clues/evidence: the Ravens intercepted their passes and kept our boys behind their fifty-yard line; the Ravens racked up five more touchdowns for a staggering total of forty-three points)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why does the writer probably include the information that the gym class had a surprise in the first paragraph on page 6? (to provide a strong lead to the article about the Locker-Room Phantom)
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• Analyze text structure and organization: What order does the writer use to tell about the football game on pages 10 to 12? (chronological order)
School Council Presidential Race Neck and Neck Weekly Profile: The History of Bob the Orange Blob Vocabulary • Use description to determine word meaning: What does the word extend mean in this book? Look for clues for the meaning of this word on page 19. (Answer: to make longer; Clues/evidence: promises to extend the number of minutes between classes; need more time to use the restroom and visit their lockers) Find It! Level 1 Comprehension • Identify facts and details: Who are the frontrunners for class president? (Jose Cruz and Alice Chen, page 18)
• Identify facts and details: What color did the art club paint the sculpture? (orange, page 25) Chen better food in cafeteria Spend money on athletic equipment
Both See need for fundraising
Cruz Extend minutes between classes spend funds on piano tuning
Look Closer! Level 2 Comprehension • Compare and contrast: Look at page 19. In what ways are the ideas of Cruz and Chen the same? How are they different? Use a Venn diagram for help in answering the question. (they agree on the need for more student fundraising; Cruz promised to extend the number of minutes between classes; he wants funds to tune the pianos; Chen promised a better selection of food; she would buy new athletic equipment)
• Identify cause and effect: See page 26. The school had to renovate the courtyard in order to . . . (make more space)
Prove It! Level 3 Comprehension • Using graphic features to interpret information: What can you tell about the number
Readers’ & Writers’ Genre Workshop ©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.
of undecided students compared to the number of students who prefer Chen and Cruz from the graphic on page 20? (Answer: there are more students undecided than there are students who prefer Chen or Cruz; Clues/evidence: the graphic shows that 17% and 15% of the students prefer Chen or Cruz; 17% and 15% equals 32%; the graphic shows that 68% of the students are undecided; 68% is more than 32%)
• Make inferences: What clues on pages 26 and 27 support the inference that there are people who think that Bob is important to the community? (Clues/ evidence: the school board said that Bob was too distinctive, too historical, and too much a part of the school community to remove; “Besides, Bob is part of our community, even if he is blobby”)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why did the writer provide the information in the final paragraph on page 21? (to give readers information about where and when to vote)
• Evaluate author’s purpose: Why does the writer probably start the article on page 23 with a description? (to provide a strong lead that gets readers interested in what they will be reading)
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Vocabulary • Use synonyms to determine word meaning: What does the word victory mean in this book? Look for clues for the meaning of this word on page 10. (Answer: a win; Clues/evidence: a one-touchdown win over the Ravens; the victory puts the Eagles into the finals)
Find It! Level 1 Comprehension • Identify facts and details: The Eagles Marching Band won best overall performance and . . . (best drum line; best drum majors; best drill choreography, page 13)
• Identify facts and details: Where were the band competitions held? (in the football arena of State University, page 14)
Look Closer! Level 2 Comprehension • Compare and contrast: Look at page 9. How is the way the Principal feels about
monitoring locker-room area
the pranks different than the way some members of the student body feel about them? (the Principal thinks the pranks are immature and destructive, and could be dangerous; some members of the student body say the pranks are funny)
• Identify cause and effect: See page 9. What might cause the pranks to stop? pranks might stop
students helping
Use a cause-and-effect chart for help in answering the question. (teachers and coaches will be taking turns monitoring the locker-room area; Principal Lakhi is asking for all students to help)
Prove It! Level 3 Comprehension • Summarize information: Write a summary sentence for the second paragraph on page 6. (Answer: The ninth graders left their shoes in the locker room and when they came back the shoes were gone; Clues/evidence: we left them under the benches when we put on our tennis sneakers; when we came back to change they were all gone)
• Identify main idea: The second paragraph on page 10 is mainly about . . . (Answer: the events of the first half of the Eagle’s game; Clues/evidence: the Ravens intercepted their passes and kept our boys behind their fifty-yard line; the Ravens racked up five more touchdowns for a staggering total of forty-three points)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why does the writer probably include the information that the gym class had a surprise in the first paragraph on page 6? (to provide a strong lead to the article about the Locker-Room Phantom)
G5_CTDR_Newspaper.indd 1
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• Analyze text structure and organization: What order does the writer use to tell about the football game on pages 10 to 12? (chronological order)
School Council Presidential Race Neck and Neck Weekly Profile: The History of Bob the Orange Blob Vocabulary • Use description to determine word meaning: What does the word extend mean in this book? Look for clues for the meaning of this word on page 19. (Answer: to make longer; Clues/evidence: promises to extend the number of minutes between classes; need more time to use the restroom and visit their lockers) Find It! Level 1 Comprehension • Identify facts and details: Who are the frontrunners for class president? (Jose Cruz and Alice Chen, page 18)
• Identify facts and details: What color did the art club paint the sculpture? (orange, page 25) Chen better food in cafeteria Spend money on athletic equipment
Both See need for fundraising
Cruz Extend minutes between classes spend funds on piano tuning
Look Closer! Level 2 Comprehension • Compare and contrast: Look at page 19. In what ways are the ideas of Cruz and Chen the same? How are they different? Use a Venn diagram for help in answering the question. (they agree on the need for more student fundraising; Cruz promised to extend the number of minutes between classes; he wants funds to tune the pianos; Chen promised a better selection of food; she would buy new athletic equipment)
• Identify cause and effect: See page 26. The school had to renovate the courtyard in order to . . . (make more space)
Prove It! Level 3 Comprehension • Using graphic features to interpret information: What can you tell about the number
Readers’ & Writers’ Genre Workshop ©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.
of undecided students compared to the number of students who prefer Chen and Cruz from the graphic on page 20? (Answer: there are more students undecided than there are students who prefer Chen or Cruz; Clues/evidence: the graphic shows that 17% and 15% of the students prefer Chen or Cruz; 17% and 15% equals 32%; the graphic shows that 68% of the students are undecided; 68% is more than 32%)
• Make inferences: What clues on pages 26 and 27 support the inference that there are people who think that Bob is important to the community? (Clues/ evidence: the school board said that Bob was too distinctive, too historical, and too much a part of the school community to remove; “Besides, Bob is part of our community, even if he is blobby”)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why did the writer provide the information in the final paragraph on page 21? (to give readers information about where and when to vote)
• Evaluate author’s purpose: Why does the writer probably start the article on page 23 with a description? (to provide a strong lead that gets readers interested in what they will be reading)
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