Writers use certain types of sentences, phrases, and word choices to make their writing sound unique. Doing so creates the author’s voice, a way of writing that is individual and noticeable. Often, the author’s voice reveals a tone— his or her feelings or attitude about the topic.

The author’s voice also creates a mood, the reaction or feeling that readers experience. Explain that a text’s genre may affect its mood.

Practice analyzing author’s craft to gain a deeper understanding of This Is Your Life Cycle.

Authors most often write to persuade, to inform, or to entertain. The author’s purpose helps readers better understand the author’s message.

An author may have more than one purpose. For example, an author who is writing to inform may also want to entertain readers.

Practice identifying the author’s purpose to gain a deeper understanding of This Is Your Life Cycle in ED (katycloud).

Summarizing means restating the most important information, or main ideas, in a text in your own words.

• Authors of narrative nonfiction may include illustrations and diagrams to support the information in the text. Point out that these graphic features may include details that should be part of a good summary.

  
  

• Practice summarizing when they read This Is Your Life Cycle (in ED in katycloud).

Narrative nonfiction gives factual information by telling a story. Students can ask and answer questions to help them better understand the text.

Anchor Chart 1: Ask and Answer Questions. Readers can ask questions and the types of questions they might ask.

Practice asking and answering questions when they read Octopus Escapes Again.

I can identify real life connections between words and their use.

I can use newly acquired vocabulary expressively.

I can monitor comprehension and make adjustments to improve understanding when needed.

I can articulate strategies for clarifying comprehension.

I can recognize a variety of text structures. I can analyze the use of text structures to achieve specific purposes.

I can identify text and graphic features.

I can explain the author's purpose for using text and graphic features.

I can recognize the central, or main, ideas in a text.

I can identify supporting evidence for the central ideas.

I can evaluate details to determine key ideas that support the central ideas.

Good readers pause at times to monitor, or check their understanding of a text. Review that if a text is confusing or unclear, there are strategies to clarify whatever they do not understand.

Practice monitoring and clarifying when they read T.J. The Siberian Tiger Cub.

Transition words provide clues to the structure of a text. Recognizing text structure helps reader connect ideas and events.

To show how things are alike or different, an author would use a comparison/contrast text structure.

To explain what happened and why it happened, an author would use a cause/ effect text structure.

To show how to solve a problem, an author would use a problem/solution text structure.

Practice identifying text structure to gain a deeper understanding of T.J. The Siberian Tiger Cub.

Authors provide captions to give information about photographs and illustrations.

A graph shows information in a way that is easy to understand at a glance. For example, authors use line graphs to show how things have changed over time or to compare things.

Practice using text and graphic features to gain a deeper understanding of T.J. The Siberian Tiger Cub.

The central idea of a text is what that text is mostly about. An author may state a text’s central idea, but often readers need to look for clues to infer it.

Titles, headings, and visuals often suggest what the central, or main, idea of a text may be.

Details, such as facts and examples, provide evidence that supports or tells more about the main idea. Readers need to evaluate how these details support the central idea.

Practice looking for central, or main, ideas and supporting details to gain a deeper understanding of T.J. The Siberian Tiger Cub