Its a feeling' An opinion' An attitude

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Its a feeling.An opinion.An attitude!
Its a fact. Its a fact. Its a real fact!

• Sentence Power!!!!!

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Why Are Sentences So Important?

• The sentence is the basic means of written
  communication.
• In order to be literate and articulate, students
  need to master sentence power.

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Text Comprehension
Sentences
Words
Sounds
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Ten Important Sentences
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Ten Important Sentences

• Present key events in a story or narrative
  nonfiction selection such as a biography or
  autobiography.
• Give the stated main ideas and details in an
  essay or informational selection.
• Demonstrate a predictable pattern in a selection,
  for example in a song, poem, or nonsense story.

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Ten Important Sentences Build Comprehension

• Recalling facts and details
• Finding and distinguishing between facts and
  opinions
• Arranging events in sequence
• Recognizing cause and effect relationships
• Identifying main idea and supporting details.

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Activity Locate Sentences

• Read the selection aloud to students or have
  students read all or parts of the selection
  silently.
• Have students locate each of the Ten Important
  Sentences. Discuss whether students agree with
  the choice of sentences. Which could they add or
  delete?

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Activity Determine Main Idea

• After reading, focus on the selection and talk
  with students about the big ideas.
• Have students locate the sentences that provide
  the five elements of the main idea Who? Did
  what? Where? When? And why? Help students as
  they write the answers to these important
  question in one sentence of their own.

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Activity The Main Idea Glove

• Use the main idea glove to talk about the five
  elements of main idea.

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FACT AND OPINION
Comprehension

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Why Teach Fact and Opinion?

• Children should distinguish between statements of
  fact and statements of opinion to learn to
  evaluate each and to avoid being misled.

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Expectations

• A statement of fact can be proved true or false
  a statement of opinion is someones belief or
  idea about something.
• Clue words to statements of opinion include
  think, believe, probably, best, worst, beautiful,
  and so on.
• Students explain the difference between
  statements of fact and opinion.

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Expectations

• Students identify statements of fact and cite
  methods for checking.
• Students identify valid and faulty statements of
  opinion.
• Students separate statements of fact and opinion
  found in one sentence.

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Teach Smarter!

• Introduce Basic Terms
• A statement of fact tells something that can be
  proven true or false.
• A statement of opinion tells a persons ideas or
  feelings. It cannot be proven true or false.

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Teach Smarter!

• Model the Skill
• Statements of opinion will usually contain clue
  words such as think, believe, feel, best, worst,
  and so on.

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Teach Smarter!

• Provide guided and independent practice.
• Ask students to explain the difference between
  fact and opinion while providing them with
  guidance and support.

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Teach Smarter!

• Apply and Assess.
• Check childrens understanding of the skill by
  providing them with a piece of text.

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Teach Smarter!

• Maintain the Skill.
• Encourage the children to find statements of fact
  and statements of opinion as they read nonfiction
  texts.

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TIP!

• Model the process of identifying statements of
  fact and opinion by thinking aloud and answering
  these questions
• Can the statement be proven true or
  false?
• How can you check the statement of fact?
• Do any of the statements begin with the words I
  think, I believe, or In my Opinion?

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Everyday IDEAS!

• Check It Out!
• Call out statements of fact and have children
  tell how they would check them.
• Distinguishing Facts and Opinions
• Make statements of fact and opinion about a
  subject the class is studying. Have children
  tell which is which!

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Activity Distinguish Facts and Opinions

• Read the selection aloud to students or have
  students read all or parts of the selection
  silently. Discuss the selection, emphasizing
  sentences that arts and sentences that are
  opinions.
• Have students mark each of the Ten Important
  Sentences F for fact or O for opinion.

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SEQUENCE
Comprehension

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Why Teach Sequence?

• Identifying a sequence of events helps students
  understand events and time relationships as they
  are presented in a selection.

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Expectations

• Students identify the sequence of events, using
  clue words that signal sequential order, such as
  first, then, finally.
• Students identify the sequence of events in
  selections that do not have clue words.

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Expectations

• Students identify the sequence of events in
  selections with and without clue words.
• Students recognize simultaneous events signaled
  with clue words such as meanwhile, while, and
  during.

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Review Basic Terms

• Defining Sequence
• Sequencethe order in which things happen. It
  can also mean the steps we follow to do things
• Clue Wordssignal words such as first, last, and
  after that can help you understand the order of
  events.
• Clue words such as while and during signal events
  that are happening simultaneously.

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Model the Skill

• Understanding sequence can help students
  comprehend and remember important ideas in a
  text.
• Tell students to visualize what is happening as
  they put events in order.
• Point out that dates or times are also clues.

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Provide Guided and Independent Practice

• Create a sequence chart of time line and work
  with students to list important events or steps
  in order on the chart.

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Apply and Assess

• Check students understanding of the skill by
  providing them with a new piece of text that
  includes simultaneous events but that may or may
  not include clue words.
• Have students use a graphic organizer to list the
  important events in order and explain how they
  determine the sequence.

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Maintain the Skill

• Encourage students to identify sequence as they
  read biographies, historical selections, and
  steps in a process from appropriate nonfiction
  texts.

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TIP!

• Model the process of identifying sequence by
  thinking aloud and answering these questions
• What is the order of events in this selection?
  How do you know?
• What clue words helped you understand the
  sequence?
• Are there illustrations or other clues to help
  you understand the sequence? How can they help?
• Do any events happen at the same time?

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Everyday Ideas!

• Reinforce Sequence
• Clue Words invite volunteers to tell a sentence
  with clue words that signal events that happen
  before or after other events or at the seam time.
• Sequence Fix-Up
• Provide students with a list of events from a
  selection just read. List the events in the
  wrong order and have students rewrite them in the
  correct order.

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Activity Sequence Events

• Read the selection aloud to students or have
  students read all or parts of the selection
  silently. Discuss the sequence of events,
  thoughts, or ideas in the selection.
• Have students cut apart the Ten Important
  Sentences and mix the sentences in random order.
  Then have students order them correctly.

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Cause and Effect
Comprehension

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Why Teach Cause and Effect?

• Research supports the need for understanding
  cause and effect as a basic thinking skill in all
  subject areas including science and social
  studies.

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Expectations

• Children identify what happens and why it
  happens.
• Children understand that sometimes
  cause-and-effect relationships are signaled by
  clue words such as because or so.
• Students define cause and effect.
• Students identify cause-and-effect relationships
• Students speculate on related scenarios and their
  causes and effects after reading.

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Teach Smarter!

• Review basic terms and previous instruction.
• Defining Cause and Effect
• An effect is something that happens
• A cause is why that thing happens

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Teach Smarter!

• Model the Skill
• Being able to identify and understand cause and
  effect is an important skill that students will
  use when they read stories, study school
  subjects, and watch TV and movies.

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Teach Smarter!

• Provide guided and independent practice.
• Ask students to explain the difference between
  fact and opinion while providing them with
  guidance and support.

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Teach Smarter!

• Apply and Assess.
• Check childrens understanding of the skill by
  providing them with a piece of text.

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Teach Smarter!

• Maintain the Skill.
• Encourage the children to find statements of fact
  and statements of opinion as they read nonfiction
  texts.

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TIP!

• Model the process of identifying statements of
  fact and opinion by thinking aloud and answering
  these questions
• Can the statement be proven true or false?
• How can you check the statement of fact?
• Do any of the statements begin with the words I
  think, I believe, or In my Opinion?

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Everyday IDEAS!

• Check It Out!
• Call out statements of fact and have children
  tell how they would check them.
• Distinguishing Facts and Opinions
• Make statements of fact and opinion about a
  subject the class is studying. Have children
  tell which is which!

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Activity Link Cause and Effect

• Read the selection aloud to students or have
  students read all or parts of the selection
  silently. Talk about events in the story and
  what causes them to happen.
• Have students look at the Ten Important Sentences
  and find one or more pairs of sentences in which
  one sentence tells what happens and the other
  tells why it happens.

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Sentence Power!!!!!