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| identifying text features worksheet: Recess at 20 Below Cindy Lou Aillaud, 2015-04-01 The temperature outside is 20 below zero. Is school cancelled? Nope. How about recess outside? No way! Learn from the kids point of view about what it is like playing during recess when it is really cold,,, how it sounds outside, how it tastes outside, how it looks, and even how it smells when the therometer says it's 20 below. What happens when you put on layer after layer of clothing to avoid frostbite and then hit the playground? Did you see the tiny ice crystals in the air and hear your boots make a loud crunch, crunch, crunch sound when you walked? Pictures and words in 32 pages make have made this book popular all over North America because all the kids want to know what happens at 20 below zero. |
| identifying text features worksheet: From Seed to Plant Gail Gibbons, 2018-01-01 Gail Gibbons is known for her ability to bring the nonfiction world into focus for young students. Through pictures, captions, and text, this book provides a window into the world of growing things...Erin Mallon complements Gibbonss text with a clear, clipped, and purposeful narration. -AudioFile Magazine |
| identifying text features worksheet: One Tiny Turtle Nicola Davies, 2024-04-02 Simple, lyrical words and bright, acrylic double-page pictures convey the astonishing facts about the Loggerhead sea turtle. . . . A powerful nature story for a young audience. —Booklist Far, far out at sea lives one of the world’s most mysterious creatures, the Loggerhead turtle. For thirty years she swims the oceans, wandering thousands of miles as she searches for food. Then, one summer night, she lands on a beach to lay her eggs—the very same beach where she herself was born. Nicola Davies’s lyrical text offers fascinating information about the journey of the tiny, endangered Loggerhead, while charming paintings by Jane Chapman vividly illustrate one turtle’s odyssey. |
| identifying text features worksheet: Animals Building Homes Wendy Perkins, 2004 Simple text explains the varied ways in which such animals as beavers, hummingbirds, termites, and bald eagles build their homes. |
| identifying text features worksheet: Guided Reading Irene C. Fountas, Gay Su Pinnell, 1996 This book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents. |
| identifying text features worksheet: Rosie's Walk Pat Hutchins, 2014-01-21 The Fox is after Rosie, but Rosie doesn't know it. Unwittingly, she leads him into one disaster after the other, each funnier than the last. To enjoy Rosie's walk as much as Rosie does, just look inside! |
| identifying text features worksheet: Teaching Reading Sourcebook Bill Honig, Linda Diamond, Linda Gutlohn, 2013 Prepare students for future success by using effective reading instruction that's proven to work. The Teaching Reading Sourcebook, updated second edition is an indispensable resource that combines evidence-based research with actionable instructional strategies. It is an essential addition to any educator's professional literacy library--elementary, secondary, university.--P. [4] of cover. |
| identifying text features worksheet: Black Snake Carole Wilkinson, 2014-02-01 Part of the award-winning Young Adult non-fiction series, The Drum. “Everyone looks on me like a black snake.” – Letter from Ned Kelly to Sergeant Babington, July 1870. Ned Kelly was a thief, a bank robber and a murderer. He was in trouble with the law from the age of 12. He stole hundreds of horses and cattle. He robbed two banks. He killed three men. Yet, when Ned was sentenced to death, thousands of people rallied to save his life. He stood up to the authorities and fought for what he believed in. He defended the rights of people who had no power. Was he a villain? Or a hero? What do you think? |
| identifying text features worksheet: Ottolenghi Simple Yotam Ottolenghi, 2018-10-16 JAMES BEARD AWARD FINALIST • The New York Times bestselling collection of 130 easy, flavor-forward recipes from beloved chef Yotam Ottolenghi. In Ottolenghi Simple, powerhouse author and chef Yotam Ottolenghi presents 130 streamlined recipes packed with his signature Middle Eastern–inspired flavors, all simple in at least (and often more than) one way: made in 30 minutes or less, with 10 or fewer ingredients, in a single pot, using pantry staples, or prepared ahead of time for brilliantly, deliciously simple meals. Brunch gets a make-over with Braised Eggs with Leeks and Za’atar; Cauliflower, Pomegranate, and Pistachio Salad refreshes the side-dish rotation; Lamb and Feta Meatballs bring ease to the weeknight table; and every sweet tooth is sure to be satisfied by the spectacular Fig and Thyme Clafoutis. With more than 130 photographs, this is elemental Ottolenghi for everyone. |
| identifying text features worksheet: A Night Divided (Scholastic Gold) Jennifer A. Nielsen, 2015-08-25 From NYT bestselling author Jennifer A. Nielsen comes a stunning thriller about a girl who must escape to freedom after the Berlin Wall divides her family between east and west. A Night Divided joins the Scholastic Gold line, which features award-winning and beloved novels. Includes exclusive bonus content!With the rise of the Berlin Wall, Gerta finds her family suddenly divided. She, her mother, and her brother Fritz live on the eastern side, controlled by the Soviets. Her father and middle brother, who had gone west in search of work, cannot return home. Gerta knows it is dangerous to watch the wall, yet she can't help herself. She sees the East German soldiers with their guns trained on their own citizens; she, her family, her neighbors and friends are prisoners in their own city.But one day on her way to school, Gerta spots her father on a viewing platform on the western side, pantomiming a peculiar dance. Gerta concludes that her father wants her and Fritz to tunnel beneath the wall, out of East Berlin. However, if they are caught, the consequences will be deadly. No one can be trusted. Will Gerta and her family find their way to freedom? |
| identifying text features worksheet: Creature Features Steve Jenkins, Robin Page, 2014 Examines unusual animal facial features and how they help the animals survive. |
| identifying text features worksheet: Long Way Down Jason Reynolds, 2017-10-24 “An intense snapshot of the chain reaction caused by pulling a trigger.” —Booklist (starred review) “Astonishing.” —Kirkus Reviews (starred review) “A tour de force.” —Publishers Weekly (starred review) A Newbery Honor Book A Coretta Scott King Honor Book A Printz Honor Book A Time Best YA Book of All Time (2021) A Los Angeles Times Book Prize Winner for Young Adult Literature Longlisted for the National Book Award for Young People’s Literature Winner of the Walter Dean Myers Award An Edgar Award Winner for Best Young Adult Fiction Parents’ Choice Gold Award Winner An Entertainment Weekly Best YA Book of 2017 A Vulture Best YA Book of 2017 A Buzzfeed Best YA Book of 2017 An ode to Put the Damn Guns Down, this is New York Times bestselling author Jason Reynolds’s electrifying novel that takes place in sixty potent seconds—the time it takes a kid to decide whether or not he’s going to murder the guy who killed his brother. A cannon. A strap. A piece. A biscuit. A burner. A heater. A chopper. A gat. A hammer A tool for RULE Or, you can call it a gun. That’s what fifteen-year-old Will has shoved in the back waistband of his jeans. See, his brother Shawn was just murdered. And Will knows the rules. No crying. No snitching. Revenge. That’s where Will’s now heading, with that gun shoved in the back waistband of his jeans, the gun that was his brother’s gun. He gets on the elevator, seventh floor, stoked. He knows who he’s after. Or does he? As the elevator stops on the sixth floor, on comes Buck. Buck, Will finds out, is who gave Shawn the gun before Will took the gun. Buck tells Will to check that the gun is even loaded. And that’s when Will sees that one bullet is missing. And the only one who could have fired Shawn’s gun was Shawn. Huh. Will didn’t know that Shawn had ever actually USED his gun. Bigger huh. BUCK IS DEAD. But Buck’s in the elevator? Just as Will’s trying to think this through, the door to the next floor opens. A teenage girl gets on, waves away the smoke from Dead Buck’s cigarette. Will doesn’t know her, but she knew him. Knew. When they were eight. And stray bullets had cut through the playground, and Will had tried to cover her, but she was hit anyway, and so what she wants to know, on that fifth floor elevator stop, is, what if Will, Will with the gun shoved in the back waistband of his jeans, MISSES. And so it goes, the whole long way down, as the elevator stops on each floor, and at each stop someone connected to his brother gets on to give Will a piece to a bigger story than the one he thinks he knows. A story that might never know an END…if Will gets off that elevator. Told in short, fierce staccato narrative verse, Long Way Down is a fast and furious, dazzlingly brilliant look at teenage gun violence, as could only be told by Jason Reynolds. |
| identifying text features worksheet: Notice & Note G. Kylene Beers, Robert E. Probst, 2012 Examines the new emphasis on text-dependent questions, rigor, and text complexity, and what it means to be literate in the 21st century--P. [4] of cover. |
| identifying text features worksheet: The Federalist Papers Alexander Hamilton, John Jay, James Madison, 2018-08-20 Classic Books Library presents this brand new edition of “The Federalist Papers”, a collection of separate essays and articles compiled in 1788 by Alexander Hamilton. Following the United States Declaration of Independence in 1776, the governing doctrines and policies of the States lacked cohesion. “The Federalist”, as it was previously known, was constructed by American statesman Alexander Hamilton, and was intended to catalyse the ratification of the United States Constitution. Hamilton recruited fellow statesmen James Madison Jr., and John Jay to write papers for the compendium, and the three are known as some of the Founding Fathers of the United States. Alexander Hamilton (c. 1755–1804) was an American lawyer, journalist and highly influential government official. He also served as a Senior Officer in the Army between 1799-1800 and founded the Federalist Party, the system that governed the nation’s finances. His contributions to the Constitution and leadership made a significant and lasting impact on the early development of the nation of the United States. |
| identifying text features worksheet: Writing, Grade 7 Frank Schaffer Publications, 2002-06-01 Spectrum Writing creates student interest and sparks writing creativity! The lessons, perfect for students in grade 7, strengthen writing skills by focusing on topic, parts of writing, dialogue, emotional appeals, and more! Each book provides an overview of the writing process, as well as a break down of the essential skills that build good writing. It features easy-to-understand directions, is aligned to national and state standards, and also includes a complete answer key. --Today, more than ever, students need to be equipped with the essential skills they need for school achievement and for success on proficiency tests. The Spectrum series has been designed to prepare students with these skills and to enhance student achievement. Developed by experts in the field of education, each title in the Spectrum workbook series offers grade-appropriate instruction and reinforcement in an effective sequence for learning success. Perfect for use at home or in school, and a favorite of parents, homeschoolers, and teachers worldwide, Spectrum is the learning partner students need for complete achievement. |
| identifying text features worksheet: Reading, Grade 2 Carson-Dellosa Publishing, 2015-06-26 Standards-Based Connections Reading for grade 2 offers focused skill practice in reading comprehension. A skill assessment will point out students' learning gaps. This allows teachers to choose appropriate student pages for individualized remediation. The student pages emphasize five important reading comprehension skills: summarizing, inferring, story elements, comparing and contrasting, and cause and effect. The book includes high-interest fiction and nonfiction, with texts about moving day, volcanoes, Laura Ingalls Wilder, planets, poetry, and more. --Each 96-page book in the Standards-Based Connections Reading series includes a skill assessment, an assessment analysis, targeted practice pages, and an answer key, making this series an ideal resource for differentiation and remediation. The skill assessments and assessment analyses help teachers determine individualized instructional needs. And, the focused, comprehensive practice pages and self-assessments guide students to reflection and exploration for deeper learning! |
| identifying text features worksheet: Spiders Laura F. Marsh, 2011 An introduction to spiders. |
| identifying text features worksheet: What If You Had Animal Hair? Sandra Markle, 2014-01-07 If you could have any animal's hair, whose would you choose? If you had a polar bear's double coat, you would never have to wear a hat when playing in the snow. If you had reindeer hair, it could help you stay afloat in water. And if you had a porcupine's hair, no bully would ever bother you again! WHAT IF YOU HAD ANIMAL HAIR? is a follow-up to the adorable WHAT IF YOU HAD ANIMAL TEETH? Each spread will feature a photographic image of the animal and its hair on the left and an illustration of a child with that animal's hair on the right. As in ANIMAL TEETH, the illustrations will be humorous and will accompany informative text. |
| identifying text features worksheet: Paul Revere's Ride Henry Wadsworth Longfellow, 1907 |
| identifying text features worksheet: Teaching Text Features to Support Comprehension Michelle Kelley, Nicki Clausen-Grace, 2015-05-26 When K-5 students understand how to read text features like diagrams, bullets, insets, and tables, they are reading the whole page--essential for deep comprehension of nonfiction and fiction text. In this revised edition of Reading the Whole Page: Teaching and Assessing Text Features to Meet K-5 Common Core Standards, seasoned educators Michelle Kelley and Nicki Clausen-Grace show you how to explicitly teach K-5 students to read text features, use them to navigate text, and include them in their own writing. The classroom-proven mini-lessons, activities, and assessment tools in Teaching Text Features to Support Comprehension help you: teach relevant Common Core State Standards and grade-level expectations; diagnose, monitor, and meet student needs with one of two level-appropriate assessments; evaluate knowledge with a unique picture book that can be downloaded that illustrates all the text features; and monitor and guide differentiated instruction with a convenient class profile. Sixty mini-lessons for teaching print, graphic, and organizational features provide ample choices for meeting the standards while adapting to students' needs. Flexible lessons, which follow the gradual release of responsibility model and increase in difficulty, can be used within the typical 90-minute reading block, during content-area instruction, in small groups, and as part of independent practice opportunities like literacy centers. Each lesson offers concept review, suggestions for differentiation, assessment options, and technology connections, requiring students to find, explore, manipulate, and create text features in their own writing. Even more activities--from text feature walks to scavenger hunts--help students integrate text feature knowledge as they read. The downloadable materials provided online include important resources and convenient lesson supports, such as interactive thinksheets that can be filled out directly on the computer, visual examples of each text feature, rubrics, the assessment picture book, and readers' theatre scripts. |
| identifying text features worksheet: Comprehending Functional Text, Grades 6 - 8 Schyrlet Cameron, Suzanne Myers, 2013-01-02 Comprehending Functional Text is designed to help students successfully deal with everyday reading of nonfiction materials. This dynamic book teaches students to understand purpose, gather key ideas, make inference, and evaluate the information they are reading. It is aligned to Common Core State Standards and includes practice activities, learning station ideas, assessment prep, and more! |
| identifying text features worksheet: Froggy Goes to School Jonathan London, 1998-09-01 Froggy's mother knows that everyone's nervous on the first day of school. Not me! says Froggy, and together they leapfrog to the bus stop -- flop flop flop. Froggy's exuberant antics will delight his many fans and reassure them that school can be fun.This is a great read-aloud with sounds and words that encourage active participation....A charming story to calm those pre-school jitters. -- School Library JournalJonathan London is the author of many books for children, including I See the Moon and the Moon Sees Me, Like Butter on Pancakes and four other books about Froggy. |
| identifying text features worksheet: The Comprehension Toolkit Stephanie Harvey, Anne Goudvis, 2005 Grades 3-6 Active literacy is the means to deeper understanding and diverse, flexible thinking, and is the hallmark of our approach to teaching and learning. Reading, writing, talking, listening, and investigating are the cornerstones of active literacy. The Toolkit captures the language of thinking we use to explicitly teach kids to comprehend the wide variety of informational text they encounter. Through the Toolkit lessons, we demonstrate how the kids adopt and adapt our teaching language as their learning language. - Stephanie Harvey and Anne Goudvis In The Comprehension Toolkit, Stephanie Harvey and Anne Goudvis have created an intensive curricular resource designed to help students understand, respond to, and learn from nonfiction text. By actively engaging students in reading, talking, and writing about information and ideas, The Comprehension Toolkit provides a foundation for developing independent readers and learners across the curriculum and throughout the school year. Framed around the Gradual Release of Responsibility approach, The Comprehension Toolkit provides scaffolded comprehension strategy instruction. First through modeling and guided practice, then releasing responsibility to students through collaborative practice, independent practice, and application, the Toolkit's lessons teach students to use comprehension strategies flexibly in a variety of texts, topics, and subject areas. Professional Support A series of resources introduce, support, and extend the Toolkit's core lessons. The Teacher's Guide outlines the thinking behind the Toolkit and describes its components, instructional design, and assessment options. The Resources for The Comprehension Toolkit CD-ROM provides an array of print and video resources including a photographic overview of an Active Literacy Classroom, downloadable research articles, templates, assessment masters, and full-colour lesson text. Extend and Investigate helps you extend the Toolkit's comprehension strategies across the curriculum and throughout the year. It provides strategies for content area reading and research, textbook reading, test reading, and a variety of practical bibliographies. 6 Strategy Clusters The 26 strategy lessons in The Comprehension Toolkit are organized into six Strategy Cluster books. Informational Text A series of short, engaging, real-world informational texts provide an effective context for using and practising the Toolkit's comprehension strategies. The Source Book of Short Text provides two kinds of nonfiction text: Lesson Text, 24 articles from children's magazines; and Nonfiction Short Text, 43 short informational articles specially written for the Toolkit. |
| identifying text features worksheet: A Practical Guide to Reciprocal Teaching Shira Lubliner, 2001 |
| identifying text features worksheet: Just-Right Reading Response Activity Sheets for Young Learners Erica Bohrer, 2010-05 These comprehension-boosting graphic organizers are designed for use with fiction and nonfiction books. The simple formats help young readers really think about what they read, then record their thoughts in an organized, meaningful way.--[book cover]. |
| identifying text features worksheet: Occupational Therapy Practice Framework: Domain and Process Aota, 2014 As occupational therapy celebrates its centennial in 2017, attention returns to the profession's founding belief in the value of therapeutic occupations as a way to remediate illness and maintain health. The founders emphasized the importance of establishing a therapeutic relationship with each client and designing an intervention plan based on the knowledge about a client's context and environment, values, goals, and needs. Using today's lexicon, the profession's founders proposed a vision for the profession that was occupation based, client centered, and evidence based--the vision articulated in the third edition of the Occupational Therapy Practice Framework: Domain and Process. The Framework is a must-have official document from the American Occupational Therapy Association. Intended for occupational therapy practitioners and students, other health care professionals, educators, researchers, payers, and consumers, the Framework summarizes the interrelated constructs that describe occupational therapy practice. In addition to the creation of a new preface to set the tone for the work, this new edition includes the following highlights: a redefinition of the overarching statement describing occupational therapy's domain; a new definition of clients that includes persons, groups, and populations; further delineation of the profession's relationship to organizations; inclusion of activity demands as part of the process; and even more up-to-date analysis and guidance for today's occupational therapy practitioners. Achieving health, well-being, and participation in life through engagement in occupation is the overarching statement that describes the domain and process of occupational therapy in the fullest sense. The Framework can provide the structure and guidance that practitioners can use to meet this important goal. |
| identifying text features worksheet: What Will the Weather Be? Lynda DeWitt, 2015-08-04 Will it be warm or cold? Should we wear shorts or pants? Shoes or rain boots? This picture book explores why the weather can be so hard to predict. Now rebranded with a new cover look, this classic picture book uses colorful, simple diagrams to explain meteorology in a fun, engaging way. Perfect for young readers and budding meteorologists, this bestseller is filled with rich climate vocabulary and clear explanations of everyday weather instruments like thermometers and barometers. Both text and artwork were vetted for accuracy by Dr. Sean Birkel of the Climate Change Institute at the University of Maine. This is a Level 2 Let's-Read-and-Find-Out, which means the book explores more challenging concepts perfect for children in the primary grades and supports the Common Core Learning Standards and Next Generation Science Standards. Let's-Read-and-Find-Out is the winner of the American Association for the Advancement of Science/Subaru Science Books & Films Prize for Outstanding Science Series. |
| identifying text features worksheet: A Tree is Growing , 1997 Tells about the structure of trees and how they grow, as well as their uses. |
| identifying text features worksheet: Sea Turtles Laura F. Marsh, 2011 Presents the life of sea turtles, including where they travel, how they build nests, and what they eat. |
| identifying text features worksheet: Leveled Books (K-8) Irene C. Fountas, Gay Su Pinnell, 2006 For ten years and in two classic books, Irene Fountas and Gay Su Pinnell have described how to analyze the characteristics of texts and select just-right books to use for guided reading instruction. Now, for the first time, all of their thinking and research has been updated and brought together into Leveled Books, K-8 to form the ultimate guide to choosing and using books from kindergarten through middle school. Fountas and Pinnell take you through every aspect of leveled books, describing how to select and use them for different purposes in your literacy program and offering prototype descriptions of fiction and nonfiction books at each level. They share advice on: the role of leveled books in reading instruction, analyzing the characteristics of fiction and nonfiction texts, using benchmark books to assess instructional levels for guided reading, selecting books for both guided and independent reading, organizing high-quality classroom libraries, acquiring books and writing proposals to fund classroom-library purchases, creating a school book room. In addition, Fountas and Pinnell explain the leveling process in detail so that you can tentatively level any appropriate book that you want to use in your instruction. Best of all, Leveled Books, K-8 is one half of a new duo of resources that will change how you look at leveled books. Its companion-www.FountasandPinnellLeveledBooks.com-is a searchable and frequently updated website that includes more than 18,000 titles. With Leveled Books, K-8 you'll know how and why to choose books for your readers, and with www.FountasandPinnellLeveledBooks.com, you'll have the ideal tool at your fingertips for finding appropriate books for guided reading. Book jacket. |
| identifying text features worksheet: Summarizing, Paraphrasing, and Retelling Emily Kissner, 2006 What's the big idea? That's a question students are asked all the time in papers, assessments, and standardized writing tests of every sort. Whether summarizing research sources or synopsizing the plot of a two-hundred page novel, the ability to cut through extraneous details and describe the major themes and highlights of a text is key to success in school and in life. Until now, however, summarization has been difficult to teach and learn, but with Summarizing, Paraphrasing, and Retelling, you'll discover a powerful and practical way to teach these vital skills. Summarizing, Paraphrasing, and Retelling is a slim, do-it-all guide that presents everything you need for teaching kids to separate out trivial items in their reading and then identify and communicate the main ideas and crucial details. Emily Kissner breaks summarization down into smaller, more manageable skills-such as paraphrasing, writing synopses, retelling, and restating the main-idea-illustrating what good summarization looks like and how to adjust your teaching to fit your students' needs. She offers not only methods for individual and group instruction, but also handy, reproducible resources, such as assessment checklists, forms for group work, peer-response sheets, and sample passages for students to practice with. Best of all, Kissner's approach is a student-centered alternative to more traditional skill-and-drill preparations. Supported by research and tested in classrooms, Summarizing, Paraphrasing, and Retelling gives you both big ideas for powerful teaching and important particulars to help you plan instruction and analyze your students' progress. What's the big idea behind teaching summarizing? Read Summarizing, Paraphrasing, and Retelling and find out. |
| identifying text features worksheet: Quiz Whiz 2 National Geographic Society, 2014-02-07 Loaded with all-new color photos, maps, and even a survival guide, Quiz Whiz 2 is the ultimate brain-busting book about everything from giant gorillas to high-tech dragons, ancient knights to pop culture stars, weird science to math madness. |
| identifying text features worksheet: The Seven Habits of Highly Effective People Stephen R. Covey, 1997 A revolutionary guidebook to achieving peace of mind by seeking the roots of human behavior in character and by learning principles rather than just practices. Covey's method is a pathway to wisdom and power. |
| identifying text features worksheet: The Laundry List Tony A., Hamilton Adler A., Dan F., 1990-01-01 The originator of the ACoA Laundry Lists gives an insider's view of the early days of the ACoA movement. Tony A. discusses what it means to be an adult child of an alcoholic parent and what the self-help group can do for its members. Includes stories, history and helpful information for the ACoA. |
| identifying text features worksheet: Mush! Joe Funk, 2013 A 40th anniversary tribute to the Last Great Race on Earth describes the brutal natural elements that challenge competitors, profiling the intrepid dogs whose history dates back to the famous Balto while sharing historical facts and offering insigh |
| identifying text features worksheet: Molecular Biology of the Cell , 2002 |
| identifying text features worksheet: Vocabulary Expanders McDonald Publishing Co, 1992-01-01 Provides a variety of activities designed to help students expand their spoken and written vocabulary. |
| identifying text features worksheet: Teaching Text Features to Support Comprehension Michelle Kelley, Nicki Clausen-Grace, 2015-05-26 When K-5 students understand how to read text features like diagrams, bullets, insets, and tables, they are reading the whole page--essential for deep comprehension of nonfiction and fiction text. In this revised edition of Reading the Whole Page: Teaching and Assessing Text Features to Meet K-5 Common Core Standards, seasoned educators Michelle Kelley and Nicki Clausen-Grace show you how to explicitly teach K-5 students to read text features, use them to navigate text, and include them in their own writing. The classroom-proven mini-lessons, activities, and assessment tools in Teaching Text Features to Support Comprehension help you: teach relevant Common Core State Standards and grade-level expectations; diagnose, monitor, and meet student needs with one of two level-appropriate assessments; evaluate knowledge with a unique picture book that can be downloaded that illustrates all the text features; and monitor and guide differentiated instruction with a convenient class profile. Sixty mini-lessons for teaching print, graphic, and organizational features provide ample choices for meeting the standards while adapting to students' needs. Flexible lessons, which follow the gradual release of responsibility model and increase in difficulty, can be used within the typical 90-minute reading block, during content-area instruction, in small groups, and as part of independent practice opportunities like literacy centers. Each lesson offers concept review, suggestions for differentiation, assessment options, and technology connections, requiring students to find, explore, manipulate, and create text features in their own writing. Even more activities--from text feature walks to scavenger hunts--help students integrate text feature knowledge as they read. The downloadable materials provided online include important resources and convenient lesson supports, such as interactive thinksheets that can be filled out directly on the computer, visual examples of each text feature, rubrics, the assessment picture book, and readers' theatre scripts. |
| identifying text features worksheet: The Big6 Curriculum Michael B. Eisenberg, Janet Murray, Colet Bartow, 2016-05-26 This practical, hands-on book explains how to ensure that your students are information and communication technology literate—that is, competent with a range of tools, technologies, and techniques for seeking out and applying information. The importance of teaching information and communication technology (ICT) literacy is clear: without it, students will be ill-equipped to find and use information in all its forms as well as produce and present information in all forms. Unfortunately, most ICT literacy educational programs are irregular, incomplete, or arbitrary. Classroom teachers, teacher librarians, and technology teachers need a complete ICT program—one with clearly defined goals and objectives, planned and coordinated instruction, regular and objective assessment of learning, and formal reporting of results. This book explains how to integrate the objectives of ICT literacy into your school's established curricular structure. The book explains the rationale for a having a comprehensive ICT program, describes how to develop a Big6 by the Month program, and defines the challenges in the areas of information-seeking strategies, location and access, use of information, synthesis, and evaluation. It also includes templates for grade-level objectives; a scenario plan, program plan, lesson plan, and unit plan; summary evidence and criteria; performance descriptors; a presentation readiness checklist; and Big6 by the Month checklists for instructional leaders, teachers, and teacher librarians. |
| identifying text features worksheet: Grade 4 Teacher's Resource Guide Nancy Boyles, 2017-07-01 In this Grade 4 Teacher's Resource Guide, you will find:10 best practices for close reading applied to small group instruction; Strategies for differentiating instruction for on grade level, approaching grade level, above grade level, and English Language Learners; Mini-lessons to teach the process of independent close reading; A launching lesson for each unit; Lessons for all six books (3 literary sources and 3 informational sources) that include independent close reading, follow-up text-dependent questions, and a skill matched to the selected passages; A text-to-text lesson at the end of the unit integrating all sources; Assessment tasks aligned to Common Core Standards and Depth of Knowledge; Rubrics, checklists, annotation sheets, skill targets, answer frames, and more to help you scaffold student learning. |
IDENTIFY Definition & Meaning - Merriam-Webster
Police have identified a person of interest. Dr. McGovern explains that "identifying the cause of the disease is a breakthrough. …" The Chronicle of the Horse. We were able to identify the …
IDENTIFYING | English meaning - Cambridge Dictionary
IDENTIFYING definition: 1. present participle of identify 2. to recognize someone or something and say or prove who or what…. Learn more.
Identifying - definition of identifying by The Free Dictionary
To establish or recognize the identity of; ascertain as a certain person or thing: Can you identify what kind of plane that is? I identified the man at the next table as a famous actor. b. Biology …
88 Synonyms & Antonyms for IDENTIFYING - Thesaurus.com
Find 88 different ways to say IDENTIFYING, along with antonyms, related words, and example sentences at Thesaurus.com.
IDENTIFY Definition & Meaning | Dictionary.com
identified, identifying. to recognize or establish as being a particular person or thing; verify the identity none of: to identify handwriting; to identify the bearer of a check.
IDENTIFY definition and meaning | Collins English Dictionary
If you can identify someone or something, you are able to recognize them or distinguish them from others. There are a number of distinguishing characteristics by which you can identify a …
identify verb - Definition, pictures, pronunciation and usage notes ...
Definition of identify verb in Oxford Advanced American Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
What does Identifying mean? - Definitions.net
Information and translations of Identifying in the most comprehensive dictionary definitions resource on the web.
Identify - Definition, Meaning & Synonyms | Vocabulary.com
Whatever it is, when you recognize the identity of someone or something, you identify it. The word identify is easy to...well...identify when you notice how much it looks like the word identity (a …
IDENTIFYING Synonyms: 85 Similar and Opposite Words - Merriam-Webster
Synonyms for IDENTIFYING: distinguishing, distinctive, characteristic, distinct, typical, diagnostic, individual, discriminating; Antonyms of IDENTIFYING: atypical, uncharacteristic, untypical, …
IDENTIFY Definition & Meaning - Merriam-Webster
Police have identified a person of interest. Dr. McGovern explains that "identifying the cause of the disease is a breakthrough. …" The Chronicle of the Horse. We were able to identify the …
IDENTIFYING | English meaning - Cambridge Dictionary
IDENTIFYING definition: 1. present participle of identify 2. to recognize someone or something and say or prove who or what…. Learn more.
Identifying - definition of identifying by The Free Dictionary
To establish or recognize the identity of; ascertain as a certain person or thing: Can you identify what kind of plane that is? I identified the man at the next table as a famous actor. b. Biology …
88 Synonyms & Antonyms for IDENTIFYING - Thesaurus.com
Find 88 different ways to say IDENTIFYING, along with antonyms, related words, and example sentences at Thesaurus.com.
IDENTIFY Definition & Meaning | Dictionary.com
identified, identifying. to recognize or establish as being a particular person or thing; verify the identity none of: to identify handwriting; to identify the bearer of a check.
IDENTIFY definition and meaning | Collins English Dictionary
If you can identify someone or something, you are able to recognize them or distinguish them from others. There are a number of distinguishing characteristics by which you can identify a …
identify verb - Definition, pictures, pronunciation and usage notes ...
Definition of identify verb in Oxford Advanced American Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
What does Identifying mean? - Definitions.net
Information and translations of Identifying in the most comprehensive dictionary definitions resource on the web.
Identify - Definition, Meaning & Synonyms | Vocabulary.com
Whatever it is, when you recognize the identity of someone or something, you identify it. The word identify is easy to...well...identify when you notice how much it looks like the word identity (a …
IDENTIFYING Synonyms: 85 Similar and Opposite Words - Merriam-Webster
Synonyms for IDENTIFYING: distinguishing, distinctive, characteristic, distinct, typical, diagnostic, individual, discriminating; Antonyms of IDENTIFYING: atypical, uncharacteristic, untypical, …
