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Main Idea and Supporting Details / Summary

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Inferring Within Text / Cohesion

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Comparing and Contrasting

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Analyzing Author's Craft

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In other words . . .

That is . . .

The important thing about this is . . .

As I say this, I’m realizing...

This is giving me the idea that . . .

An example of this is . . .

This shows . . .

Another example of this is...

This connects to . . .

I see . . .

The thought I have about this is . . .

To add on . . .

I used to think that . . . but now I think that . . .

What surprises me about this is . . .

Many people think . . . but I think . . .

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To Synthesize Across Subtopics, Researchers...

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To Synthesize Across Subtopics, Researchers...

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Identify a subtopic to study further, reminding themselves what they already know about it

Read a subsection of a text to learn about the subtopic and ask how it connects to what they already know

Read another section of text and ask, "How does this connect to what I already know?" and "Why is this part important?"

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Reading a part and thinking, "What does this part teach?"

Reading the next part and thinking, "How does this part fit with the part I read before?" and "How are they similar and different?"

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Think about other texts, topics, or concepts that might be related to your study

Brainstorm keywords that could help you in your research

Consider other sides or perspectives to the question

Use our "Webb's Depth of Knowledge Questions" chart to make your questions stronger

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Scientists work in incredibly different ways

Scientists often have a research focus -- a topic they know really well

Many scientists work for universities

Scientists ask a lot of questions, and they do research to answer them

Scientists work hard, often encountering failure, on their way to discoveries

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...notice features and meaningful patterns of information that are not noticed by novices.
...have acquired a great deal of content knowledge that is organized in ways that reflect a deep understanding of their subject matter.

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Lenses to Carry When Reading Scientific and Technical Texts

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Lenses to Carry When Reading Scientific and Technical Texts

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What: parts

What are the parts of the topic?

Are any of the parts especially important?

How do the parts impact one another?

Why: consequences

What changes in this text (people, ideas, numbers, animals, and so on)?

What do those changes reveal?

What are the successes? Challenges?

What are the results of these events?

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To Acknowledge the Author in Our Summaries, We Might Write...

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To Acknowledge the Author in Our Summaries, We Might Write...

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- According to (author)...
- (Author) goes on to
explain/share/claim...
- The author writes/shows/gives   evidence to support/state...

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- Too many main ideas or main
ideas overlap
- Confused main ideas and
details
- No connection between main
ideas
- Details don't fit with main ideas
- Too many supporting details
- Author is absent from
summary

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Who: people, relationships
- Who are the players?
- What are their relationships?
- Who holds power? Who
doesn't?
Where: geography
- How does the geography
affect big events?
- How does the geography
affect people's lives?
When: timeline
- What is the sequence of big
events?
- Are there cause and effect
links?

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Chronological: first, then, next, after that, finally, before, after

Problem/Solution: a problem is, a solution is, if...then..., so that

Cause and Effect: because, since, reasons, then, therefore, so, in order

Compare/Contrast: different, same, alike, similar, although, but, yet, or

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Figuring Out the Meaning of Unknown Words

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Figuring Out the Meaning of Unknown Words

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Look around...
- What do you picture?
- What's happening?
- Is it positive or negative?
- What type of word is it?
Look in...
- Root words
- Suffixes
- Prefixes

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- Use the text structure to
organize your teaching
- Know the main ideas and
supporting details
- Use an explaining voice
- Use gestures
- Use a teaching finger to point
to charts, illustrations, and
diagrams to help explain

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- Read a chunk and find the main   idea
- Read the next chunk
* Is this the same idea?
* Is this a new idea?
- Group chunks that teach the
same thing together

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- The headings and subheadings   don't help or are misleading
- There are several main ideas
- The central ideas and main
ideas are implicit (hidden)
- The vocabulary is hard and
technical
- There are many complex/
hybrid structures
- Subtopics may each be broken
into multiple parts
- Parts can shift in structure
- Sentences are longer and may
deliver more information

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Nonfiction Readers Know it Pays Off to Think About...

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Nonfiction Readers Know it Pays Off to Think About...

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- Main ideas and their supports
- Text structure (notice signal
words that suggest structure)
- Parts of the text and how they
fit together