Reading Comprehension Flip Chart Intermediate Grades

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1 Reading Comprehension Flip Chart Intermediate Grades Congratulations on your purchase of the Really Good Stuff Reading Comprehension Flip Chart Intermediate Grades, an interactive tool for developing students reading comprehension skills. Meeting Common Core State Standards The Really Good Stuff Reading Comprehension Flip Chart Intermediate Grades is aligned with the Common Core State Standards for English Language Arts. Specific standards are listed throughout this guide. This Really Good Stuff product includes: Reading Comprehension Flip Chart This Really Good Stuff Teaching Guide The dry erase graphic organizers in the Reading Comprehension Flip Chart Intermediate Grades provide a large, visible format for intermediate level students to learn reading comprehension skills for both literature and informational text. The flip chart helps you meet many important reading comprehension standards. Managing the Reading Comprehension Flip Chart The Reading Comprehension Flip Chart has three holes at the top, so you can hang it on most pocket chart stands. Another option is to purchase magnetic hooks that allow the chart to hang from a magnetic whiteboard. Or you can display the chart on an easel. In advance of your demonstration, photocopy the included reproducible organizers that you want to distribute as classwork or homework. If you decide to fill in vocabulary words or headings before photocopying reproducibles for the students, remember to first set aside clean copies of all reproducibles. You can laminate copies of the reproducibles and provide them, along with reading materials and dry erase pens, as simple vocabulary center activities. When using the organizers at a literacy center, demonstrate how to store the materials and tidy the center when the activity is complete. Visit our Web site at to download Really Good Stuff Teaching Guides. The instructions in this guide, often stated in the brief language of do this, do that are meant to suggest what you do with the students. For example, record details means record details that you have generated with the students input or that a student dictates as you write. A reproducible version of every graphic-organizer is included in this guide. Students can follow along using the reproducible their own smaller version of the graphic organizer as you fill in the dry erase chart, or they can complete their own graphic organizers later as classwork or homework. The graphic organizers are open ended, providing many opportunities to explore a variety of writing formats and genres, including stories, articles, poetry, and more. The Graphic Organizers Inference is an important skill in intermediate reading comprehension as well as critical thinking in general. Readers call on information they already know, which they bring to their reading (their schema) when interpreting text. This previous knowledge informs how they interpret details in the text and make conclusions or assumptions, also known as inferences. Inferring is also known as reading between the lines. The organizer Inference Makes the Difference! treats inference as an addition problem. In the first box in each row, fill in a detail that provides a clue from the story. In the second box, write related knowledge the students already have. Following discussion, use the third box to record the inference that is formed from the two pieces of information. Sometimes it is more effective to work in reverse order: When a student makes an assumption about the text, record it in the third box and then ask questions about where that assumption came from, filling in the first and second boxes as you go. Introducing the Reading Comprehension Flip Chart The flip chart provides a stimulating interactive experience, so keep it creative! Using dry erase pen(s), fill in the organizers with content generated from open-ended questioning about what students have read. The organizers provide a space to jot down ideas in brief language that students can use to write well-organized papers. All teaching guides can be found online. Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305519

2 Reading Comprehension Flip Chart Intermediate Grades Point out that we all make inferences in everyday conversations, when watching TV and movies, and when reading. This activity helps students hone an important skill that will heighten their awareness and enjoyment while reading and listening. Inference Makes the Difference! Key Ideas and Details RL Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Main Ideas & Details provides an open-ended format for analyzing a central message or concept in literature or informational text as well as supporting main ideas and the details that flesh them out. When studying informational text, use the center circle to record the central topic, concept, lesson, or argument. When studying literature, record a theme, moral, lesson, or message that the author may be trying to convey through a story, play, or poem. In the section labeled Culture, record relevant cultural facts, or simply name the culture(s) described in the reading. For example, if you ve read the life story of a Buddhist woman in Tibet, this information is likely relevant to an interpretation of the story s themes. Details about the location and time period, of course, go under Setting. At the intermediate grade levels, texts usually have more than one main idea. On some or all of the four stems, describe main ideas from the text and list details that support those ideas. When studying literature, the main ideas can be events or themes. Take a look at the completed web and discuss how the details feed the main ideas and how the ideas, setting, and cultural details feed the central concept, theme, or message. Use the Outline to report on an informational text in a linear format. This is a great way to teach students to identify the topic, main ideas, and key details and turn those into a solid written report or summary. Before students begin writing their summary, add an outline-editing step. Question students if you think they haven t successfully identified the main ideas that relate to the central topic or if the details don t actually support the main ideas. Creating outlines, an important skill in advanced writing, helps students become more conscious readers, and improves their ability to organize thoughts. Alternatively, students can use this format to create an outline of an original piece they plan to write. As they research and identify information that supports their main ideas, they record this information on the numbered lines. Sometimes, their approach to the topic will change as they get an overview of the planned paper. Outline Key Ideas and Details RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL Determine a theme of a story, drama, or poem from details in the text; summarize the text. RI Determine the main idea of a text and explain how it is supported by key details; summarize the text. Main Ideas and Details Key Ideas and Details RL Determine a theme of a story, drama, or poem from details in the text; summarize the text. RI Determine the main idea of a text and explain how it is supported by key details; summarize the text. Outline ideas and details in text before writing about them. 2 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305519

3 Reading Comprehension Flip Chart Intermediate Grades Here s a different take on the ten-finger summary that will get students attention. They get ten dollars to spend on key words that they will use to write a summary about a piece of literature or informational text. The limitation of ten words compels students to choose their words carefully, or spend wisely. An enjoyable variation is to have students use the Questionnaire to interview each other. One student plays a journalist doing a story about the interviewee. Students can choose words directly from the text or from their interpretation of the text. For example, a word such as grateful might describe the experience of a character in a story though the actual word doesn t appear anywhere in the text. Students may also change words as they write their summary. Making it mandatory to use key words verbatim limits the writing process and misses the point of the activity. Summarizing often involves rewording terminologies in order to convey the big picture. Select ten key words and turn them into a summary. Ten-Buck Summary Key Ideas and Details RL Determine a theme of a story, drama, or poem from details in the text; summarize the text. RI Determine the main idea of a text and explain how it is supported by key details; summarize the text. The Questionnaire asks students to use their imaginations to examine the circumstances, relationships, and/or events in the life story of a character or a real person they have read about. The first-person format offers a fun way to get students thinking critically about biographical or autobiographical text, and it s a jumping-off point for writing. They are compelled to empathize with the person whether or not they agree with his or her actions. Students look at the historical setting and identify the most significant event or achievement in the person s life (whether true or fictional). They also must surmise the person s motivations and self-image. This is not just a recounting of facts but a thoughtful reading of a life story that should spark discussion. Questionnaire Key Ideas and Details RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character s thoughts, words, or actions). RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Do an in-depth compare/contrast exercise using the Character Comparison Chart. Challenge students to identify details and character traits that are most relevant to a story s plot. They also must give a brief explanation of how these traits are revealed in the text. This challenges students to provide evidence for their conclusions. In the purple bottom sections, students practice comparing and contrasting characters within the story. Alternatively, they can make comparisons with characters in other stories Character Comparison Chart Key Ideas and Details RL Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character s thoughts, words, or actions). RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). All teaching guides can be found online. Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

4 Reading Comprehension Flip Chart Intermediate Grades and with real people they know. Discuss which characters the students do or do not sympathize with, and have them explain. This all adds up to a deeper awareness of character development. A plot diagram is a helpful tool for noticing the story structure that a narrative generally follows. Before completing Plot s Peak, teach the terms exposition, rising action, climax, falling action, and resolution. Review a previously read story or one that is simple and universally familiar, such as The Three Little Pigs, and have students help you name each part of the story. Students will have fun realizing that the climax occurs when the wolf can t blow the third house down. Discuss a story the class has just read as you fill in Plot s Peak. As you proceed, have students refer to chapters, scenes, or stanzas practicing this terminology as they review details and identify important moments. Look at foreshadowing in light of how the plot is eventually resolved, and determine how the various parts of the story fit together to create a satisfying whole. Ask what is the most interesting or exciting moment in the story. Students will likely agree it s the climax. With Sequence of Events you can chronologically track events described in literature or informational text. Identify the most important moments, and label them according to the chapter, scene, or stanza in which they occur. Another approach is to devote one box to a brief summary of each chapter. For a book of more than eight chapters, start on the flip chart, and have students continue the activity on their own, using the reproducible included in this guide. Compare and contrast characters and their traits. Learn story structure by filling in a plot diagram. Plot s Peak Craft and Structure RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 4 Helping Teachers Make A Difference Sequence of Events Key Ideas and Details RI Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Craft and Structure RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Integration of Knowledge and Ideas RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) Really Good Stuff Made in China #305519

5 Reading Comprehension Flip Chart Intermediate Grades Creating a timeline provides an overview of related historical events. Timelines are a common text feature used in newspaper and magazine articles and in social studies texts. Timelines can cover topics as broad as evolution or as specific as the settling of Jamestown. Note: Timelines are often presented in a horizontal orientation, but the constraints of this flip chart s design called for a vertical timeline. Fill in the Timeline with events from a journalistic piece, a biography, or a work of historical fiction. In some cases, additional research will be necessary. For example, when reading about a man who fought in World War II, a timeline of the war offers perspective on that man s role in the war, however big or small. Timeline Key Ideas and Details RI Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Integration of Knowledge and Ideas RI.3.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. Identify historical moments explored in a text and record them chronologically. Compare & Contrast is the most open-ended organizer in the flip chart. As shown in the box below, many reading standards can be addressed in this format. For literature, use the organizer to compare and contrast two novels, poems, plays, characters, settings, events, or themes. When studying nonfiction, compare and contrast two different accounts of a similar event. Or compare and contrast two news stories. The possibilities are nearly endless. In the blue boxes, write the two things that are being compared. In the green box, list similarities on the left and supporting evidence from the text on the right. In each of the two red boxes, list differences on the left and evidence on the right. It may be helpful to include bullet points and align items in the two boxes to make the contrast clear for students. See the sample graphic: Set in New York and Set in a fantasy world, phrases describing different settings in different works of literature, are lined up horizontally. Compare/contrast characters, settings, plots, images, points of view, etc. Compare & Contrast Key Ideas and Details RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Craft and Structure RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and thirdperson narrations. RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. All teaching guides can be found online. Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

6 Reading Comprehension Flip Chart Intermediate Grades RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Integration of Knowledge and Ideas RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. What s the Problem? has students identify a problem in their reading material either factual or fictional and take a critical look at how it is solved. After recording the problem in the box at the top, fill in three possible solutions. Ideas for solutions might be presented in the reading and then recorded. Or you can pause the reading and have students brainstorm ways that the problem might be solved. Continue reading and determine which, if any, of the solutions work. Once the solution is determined, review and record what happens. Draw a line from any successful solutions to the bottom box. Sometimes a combination of solutions produces the best results. Then discuss and analyze: What works and what doesn t? Why? Does more than one person solve the problem? What challenges does he or she overcome in the process? Answer the questions at the bottom of the organizer. What s the Problem? Key Ideas and Details RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character s thoughts, words, or actions). Integration of Knowledge and Ideas RI.3.7 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Identify the problem, possible solutions, and the solution(s) that worked. Take a word (or phrase) from the reading and put it through its paces. Word Investigation is a detailed analysis of a word as its used in the context of literature or informational text. Students can compare their previous understanding of the word to the dictionary definition and draw or describe what the word makes them think of. Make sure they have identified the dictionary definition that matches the word s usage in the text. Discuss whether the word is being used in a literal or figurative sense. Subject areas of academic vocabulary or other classifications can be recorded on the file folder labeled Category or subject. The yellow tablet labeled Other information provides a free space for whatever skills your students are practicing in the curriculum. For example, record forms of the word, such as inflections or additional parts of speech. Or fill in this space with an original sentence. Delve into the meaning, context, and origin of a word or phrase. 6 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305519

7 Reading Comprehension Flip Chart Intermediate Grades Word Investigation Craft and Structure RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RI Determine the meaning of general academic and domain-specific words and phrases in a text. Creating bubble maps, or webs, is a great way to explore and classify language. Genre Web offers practice in the labeling of genres. In second grade, students learn two major literary genres: fiction and nonfiction. Here you can explore the various subgenres that fit within these vast categories. Then brainstorm titles in each subgenre and record them in the green boxes. Under nonfiction are the genres of biography, autobiography, true crime, etc. Under fiction, genres include science fiction, mystery, folklore, etc. The titles you record can be from literature in any format: book, short story, poem, article, and so on. Students get a closer understanding of each genre using Genre and Reasons. Display a description of each genre as you work on this organizer. In the pink tier of the layer cake record the aspects of the genre that describe the text students are reading. Students may take these word-for-word from the genre descriptions you provide. The point is that they know how to apply the description to their study of the text. In the bottom (blue) tier, they summarize how they concluded that the text falls into whichever genre. Use this format to discuss how certain works of literature fit into more than one genre or subgenre. For example, Frankenstein by Mary Shelley can be considered horror because it is about a monster, but it is also science fiction because Frankenstein creates the monster through a science experiment. Genre and Reasons Integration of Knowledge and Ideas RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. Genre Web Integration of Knowledge and Ideas RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Explore a genre, its subgenres, and titles that exemplify them. Get to know the reasons a book falls into one genre or another. Understanding text features is an important skill in comprehending informational text. Sometimes this skill can also be useful in reading literature. At the bottom of What Do Text Features Tell Me? is a guide to the major text features that readers encounter. Discuss these features and look at plenty of examples before completing the organizer. All teaching guides can be found online. Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

8 Reading Comprehension Flip Chart Intermediate Grades First have students present questions they had as they were reading and record the questions in the first column. Together, find the answers and have students name the text features used to find them. Record the answers and text features in the second and third columns. Have students repeat the activity, this time providing questions that will have them look at different text features. What Do Text Features Tell Me? Integration of Knowledge and Ideas RL Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Whose Point of View? Craft and Structure RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. RL.5.6 Describe how a narrator s or speaker s point of view influences how events are described. RI.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Point of view pertains to many different areas of reading comprehension. Point of view influences how people describe events and give opinions. Students can use Whose Point of View? to compare and contrast the points of view of different characters in a story (as shown in the example). They can also compare and contrast the points of view of different authors or those represented by different texts. They can even use this organizer to distinguish their own point of view from that of an author or character before they write about a text. Another aspect of point of view explored here is writing in the first person vs. third person. Students fill in quoted material from the reading in the quote bubbles. Then they mark the box for 1st person or 3rd person depending on the speaker. Practice finding answers quickly using text features. Distinguish points of view, analyze them, and identify first and third person. For example, if the quote is by the narrator and the narrator is omniscient, then the student should check the 3rd person box. However, quotes that come from dialogue in the same book may be spoken in the first person or third person. Related Really Good Stuff Products Reading Comprehension Flip Chart (Primary) (#304362) Vocabulary Flip Chart (#305635) Really Good Comprehension Literacy Center Complete Kit (#305516) 8 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305519

9 Inference Makes the Difference! Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

10 Main Ideas & Details Reproducible 10 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305519

11 Outline Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

12 Ten-Buck Summary Reproducible 12 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305519

13 Questionnaire Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

14 Character Comparison Chart Reproducible 14 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305519

15 Plot s Peak Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

16 Sequence of Events Reproducible 16 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305519

17 Timeline Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

18 Compare & Contrast Reproducible 18 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305519

19 What s the Problem? Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

20 Word Investigation Reproducible 20 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305519

21 Genre Web Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

22 Genre and Reasons Reproducible 22 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305519

23 What Do Text Features Tell Me? Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

24 Whose Point of View Reproducible 24 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305519