Resource Contains Posters, Bookmarks, Activities, Discussion Questions, Graphic Organizers, and Rubrics For Each Strategy. Created By: J. Runde

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Resource contains posters, bookmarks, activities,

discussion questions, graphic organizers, and
rubrics for each strategy.
Created by: J. Runde
1
Reading Comprehension Strategy Resources
Table of Contents
Resource Pg. #
Asking Questions 4 – 31
Package Contents 5–6
Posters 7–9
Bookmarks 10
Class Activities 11
Reader Response Prompts 12
Cue Cards 13 – 17
Questions with Bloom‟s Taxonomy 18
Graphic Organizers 19 – 30
Rubric 31
Determining Importance 32 - 55
Package Contents 33 – 34
Posters 35 – 37
Bookmarks 38
Class Activities 39
Readers Response Prompts 40
Rubric 56
Inferring 57 – 81
Posters 60 – 62
Bookmarks 63
Class Activities 64
Rubric 81
Making Connections 82 – 106
Posters 85 – 87
Bookmarks 88
Class Activities 89
Rubric 106
2
Summarizing 107 - 132
Posters 110 – 112
Bookmarks 113
Class Activities 114
Rubrics 131 - 132
Synthesizing 133 - 158
Posters 136 – 138
Bookmarks 139
Anchor Chart 142
Activity Handouts 143 – 144
Graphic Organizers 145 - 157
Rubric 158
Visualizing 159 - 183
Posters 162 – 164
Bookmarks 165
Anchor Chart 168
Graphic Organizers 169 - 182
Rubric 183
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Activities to use
for ANY text.
4
Asking Questions: Activities to Use for Any Text
Package Contents
 Posters – 3 different posters to display in your classroom to give your

students a visual reference during language activities.
 Asking Questions Bookmarks – print out on cardstock and laminate for
students to use while studying the reading comprehension strategy.
 Class Activities – a full page of activity ideas to use while teaching the
comprehension strategy of Asking Questions.
 Reader Response Questions – a full page of reader response questions to
use for class discussions, guided reading groups, or reader response
journals.
 Asking Questions Cue Cards – 30 different cue cards to cut out and
laminate. Cue cards can be used as a language center activity, as random
reader response questions, or kept in a box or jar to be used during oral
discussions.
 Asking Questions – Bloom‟s Taxonomy – a chart of question prompts
organized into the 6 categories of Bloom‟s Taxonomy.
 Graphic Organizers – 11 different graphic organizers for students to use
to display their understanding of the comprehension strategy:
o Asking Thick and Thin Questions – an organizer for students to
record 4 thick and thin questions.
o Quote Questions – an organizer for students to write down two
quotes from the text. For each quote student must come up with a
thin and thick question, and possible answers for the questions.
o Question Tic Tac Toe – an organizer on which students write down
9 questions about their text. They then must answer three
questions in a tic tac toe pattern.
o QAR – Question Answer Relationship – Four types of questions are
explained (Right There, Think and Search, Author and You, On Your
Own). For each type, students must give a specific question
example.
o QAR – Question Answer Relationships – a graphic organizer on
which students list 5 different questions, tell how the questions can
be answered, and then give answers to their questions.
5
o OQI Chart – a graphic organizer on which students record their
observations, questions, and inferences while reading a text. This
can also be made on large chart paper for students to record their
thoughts on sticky notes and post them under the appropriate
columns.
o KWL Chart – a graphic organizer similar to above, but with Know,
Wonder, and Learn columns.
o Questioning – a question-mark shaped graphic organizer on which
students record 5W and 1H questions about their text.
o Question Web – a web organizer on which students record 8
questions about the text and give possible answers. This organizer
works well for students working in pairs.
o Questioning Before, During, and After Reading – a graphic
organizer for students to record 2 questions during each stage of
their reading, and record their possible answers.
o Asking Questions Before, During, and After Reading – a graphic
organizer similar to above, but with different prompts for the
stages of reading (great for differentiating education).
o Asking Questions Reflection – a metacognition graphic organizer
for students to use at the end of their study of the asking
questions strategy.
 Asking Questions Rubric – an example of a rubric you can use while
assessing students‟ questions and answers.
6
 What would happen if …?
 Do you agree / disagree
with …?
 I wonder if …?
 Whose point of view is missing?
 Who is …?
 How do these characters relate
to …?
 What is the author’s intent?
 Can this be right?
 What would I do in this
situation?
7
Who? Where? What? How many?
8
Why do you think…? Would you…?
How would you feel if…? What if…?
9
Asking Questions Bookmarks
Thinkmarks
Asking Questions Asking Questions Asking Questions

Thinkmark Thinkmark Thinkmark
Good readers approach a Good readers approach a Good readers approach a

text with questions, and text with questions, and text with questions, and
develop new questions as develop new questions as develop new questions as
they read. This helps they read. This helps they read. This helps
deepen your deepen your deepen your
understanding. Use this understanding. Use this understanding. Use this
strategy before, during, strategy before, during, strategy before, during,
and after you read. and after you read. and after you read.
Look for Answers Look for Answers Look for Answers

Answers can be found in Answers can be found in Answers can be found in
the text or through your the text or through your the text or through your
prior knowledge (schema). prior knowledge (schema). prior knowledge (schema).
You often predict or infer You often predict or infer You often predict or infer
when looking for answers. when looking for answers. when looking for answers.
Sentence Starters Sentence Starters Sentence Starters
I wonder … I wonder … I wonder …

What did it mean when … What did it mean when … What did it mean when …
Who / What / Why … Who / What / Why … Who / What / Why …
What would happen if … What would happen if … What would happen if …
How does … How does … How does …
I was confused when … I was confused when … I was confused when …
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Asking Questions
Class Activities
 Think / Pair / Share – students think about the topic / text and come up with a
question. They then get together with a partner and share their ideas about
possible answers.
 Partner Questions – Partner A reads a portion of the text. Partner B asks a
question. Partner A answers. Reverse roles. Switch between thin and thick
questions.
 Trio Talk – Partner A reads a portion of the text. Partner B gives a summary.
Partner C asks a question. Partner A answers question. Reverse roles for next
portion of the text.
 Beach Ball Questions – have students come up with questions about a topic /
text, and write them on the coloured sections of a beach ball. Throw the
beach ball – the student that catches the beach ball has to answer the
question that his or her right thumb is on. Once the student answers the
question, he or she gets to throw the beach ball.
 Divide the class into small groups. Give each group a newspaper article and
sticky notes, and have them come up with questions about the article on the
sticky notes. Post the articles around the room and put the sticky notes under
the articles. Groups go around the classroom trying to answer all the
questions. The winning group is the first group to answer all the questions.
 Question Quiz – after reading a particular text or learning about a new topic,
give each student 2 sticky notes. Tell them they are going to come up with the
questions for a quiz. They need to write one thin and one thick question on the
sticky notes. Students hand in their questions, and the teacher picks from the
student-generated questions to make up the quiz.
 Make a question box. Students can write down questions and put them in the
box while studying a text. The teacher picks a few questions out of the box
after reading, and the class attempts to answer the questions.
 Copy reading response prompts onto note cards. Keep the note cards in a jar.
During reading activities, have students pick a question from the jar and
answer questions – either working in pairs or in reading response journals.
11
Asking Questions
Reader Response Prompts
 Describe a character that you would like to meet. List 4

questions that you would ask the character. Each question must
start with a different „w‟ word (who, what, when, why, where).
 Draw a line down the centre of your page. On the left list
questions about what you read. On the right, write what you
believe to be the answers to your questions.
 If the author was here, what would you say and ask him or her?
 List three “thick” questions about you read today.
 What questions would you like answered about your reading?
Would you like the book / article better if you knew those
answers now? Why?
 Is there an idea that makes you stop and think or prompts
questions? Identify the idea and explain your responses.
 What questions is the author trying to answer in the text?
 What questions does the author leave you with after reading
the text?
 Pretend you are a talk show host and the main characters in
your text are your guests today. Make a list of questions you
would ask your guests.
 Was there a part of your book you didn‟t understand? What
questions did you have? How do you think you could find the
answers to your questions?
 Is there a part of your book that you question why the author
included it? Describe the part and discuss why you question its
inclusion in the text.
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Asking Questions Cue Cards
Describe a character that you List a who, what, when,

would like to meet. List 4 where, why, and how
questions that you would ask
question for the text you
the character. Each question
are reading.
must start with a different „w‟
word (who, what, when, why,
where).
If the author of your text List 3 thick questions for

was here, what are 5 your reading today.
questions you would ask him
or her?
List 5 thin questions for What questions would you

your reading today. like answered about your
reading? Would you like
the book / article better if
you knew those answers
now? Why?
13
Is there an idea that What questions is the
makes you stop and think author trying to answer in
or prompts questions? the text? What makes you
Identify the idea and think that?
explain your responses.
What questions does the Pretend you are a talk show

author leave you with after host and the main
reading the text? characters in your text are
your guests today. Make a
list of questions you would
ask your guests.
Was there a part of your book Make a question web for

you didn‟t understand? What the text you are reading.
questions did you have? How Be sure to include a variety
do you think you could find the
of thin and thick questions.
answers to your questions?
14
Is there a part of your book What questions did you
that you question why the have before you read the
author included it? Describe
text? Were these
the part and discuss why you
questions answered in the
question its inclusion in the
text. text?
What questions did you What questions were you

have during your reading of left with after you read
the text? Were these the text? What could you
questions answered as you do to find these answers?
read?
Choose a new book that you Choose a new book that you
haven‟t read before. Look haven‟t read before. Read
at the cover (and back) the back cover. What
illustration only. What questions do you have
questions do you have about the book?
about the book?
15
Choose a friend who is Think about a story that is
reading a book you haven‟t currently in the news. If
read. What questions you were to interview a
about the book would you witness to the event, what
like to ask your friend? would you ask?
Think about an event that Recall a movie that you have

will be happening in your seen that you have also read
community. What the book for. Was the movie
different from the book?
questions do you have for
What questions do you have
the organizer?
for the producer or director?
You have been hired to create If your book had a sequel,

an ad for the book you are what questions do you have
reading. What questions do that you hope would be
you have for the author to answered in the sequel? How
ensure you are capturing the would you answer these
most important details of the questions in the sequel?
text?
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List 5 questions you have What are some questions
about your text‟s setting. you have about the main
conflict / problem in your
text? List at least 3 thick
questions and give possible
answers for your questions.
What are some questions If you were auditioning actors

you have for the main or actresses to get a lead role
character related to the in the movie for the book you
are reading, what are some
choices / decisions he or
questions you would have for
she made in the text?
them. What would you hope
their answers would be?
What are 5 questions you What questions did you have

would like to ask your about some of the vocabulary
you read? Where did you find
teacher about the text you
the answers to your questions?
are reading. Why do you
Give at least three examples.
want to ask these
questions?
17
Asking Questions – Bloom’s Taxonomy
Knowledge Comprehension Application

What happened after …? Can you write in your own Do you know another instance
How many …? words …? where …?
Who was it that …? Describe Write a brief outline … Could this have happened in …?
What happened at …? What do you think could have What factors would you
Who spoke to …? happened next …? change if …?
Can you tell me who …? Who do you think …? Can you apply the method used
Find the meaning of …? What was the main idea? to some experience of your
What is …? Who was the main character? own …?
Which is true or false …? Can you distinguish between …? What questions would you ask
What differences exist of …?
between …? From the information given,
Can you provide an example of develop a set of instructions
what you mean by …? about …?
Can you provide a definition Would this information be
for …? useful if you had a …?
Analysis Synthesis Evaluation
Which event could not have Can you design a … to …? Is there a better solution to
happened if …? What is a possible solution to …?
If … happened, what might …? Judge the value of …?
the ending have been? What would happen if …? Defend your position about …?
How was this similar to …? If you had access to all Do you think … is a good or bad
What was the underlying resources, how would you deal thing? Explain.
theme of …? with …? How would you have handled
What do you see as other How would you devise your own …?
possible outcomes? way to …? What changes to … would you
Why did … changes occur? How many ways can you …? recommend? Why?
What must have happened Can you create new and unusual Do you believe …?
when …? uses for …? Are you a … person? Why?
How is … similar to …? Can you develop a proposal How would you feel if …?
What are some problems of which would …? How effective is …?
…? How would you compose a song What do you think about …?
Can you distinguish between about …?
…?
What was the turning point of
the story?
What were some of the
motives behind …?
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Asking Thick and Thin Questions
Text:__________________________________
Thin Questions Thick Questions
Text:
19
Quote Questions
Text:___________________________________
Quote from Text:
Thin Question: Thick Question:
Possible Answer: Possible Answer:
Quote from Text:
Thin Question: Thick Question:
20
Question Tic Tac Toe
Text:__________________________________
Write a question related to your text in each of the squares below. You must include
4 thin questions and 5 thick questions. Then choose 3 questions in a row (vertically,
horizontally, diagonally) to answer below. Shade the boxes of the questions you chose
to answer.
Answers:
1)__________________________________________________
___________________________________________________
___________________________________________________
2)__________________________________________________
___________________________________________________
___________________________________________________
3)__________________________________________________
___________________________________________________
___________________________________________________
21
QAR – Question – Answer Relationship
Text:________________________________________
For each of the following four types of questions, write a question that relates to your
text.
Type of Question Your Question
Right There
Questions found right in the text that ask
students to find the one right answer
located in one place as a word or a sentence
in the passage.
Example: Who is Bob‟s friend?

Think and Search
Questions based on the recall of facts that
can be found directly in the text. Answers
are typically found in more than one place,
thus requiring students to "think" and
"search" through the passage to find the
answer.
Example: Why did Bob feel sad?

Author and You
Questions require students to use what they
already know, with what they have learned
from reading the text. Students must
understand the text and relate it to their
prior knowledge before answering the
question.
Example: How do you think Bob felt when he

found his friend?
On Your Own
Questions are answered based on a student‟s
prior knowledge and experiences. Reading
the text may not be helpful to them when
answering this type of question.
Example: How would you feel if your best

friend moved away?
22
QAR – Question Answer Relationships
Text:________________________________________
Questions can be answered in the following ways:

T – in the text, I – inferred, BK – from background knowledge, R - researched
How It’s
Question About Text Answered Your Answer
(T, I, BK, R)
23
OQI Chart (Observe, Question, Infer)
Text:____________________________________
Observe Question Infer
 I know that …  I wonder why …  I think …

 I learned that …  How does …  Maybe …
 I found out that …  If …
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KWL Chart – Know, Wonder, Learn
Text:____________________________________________
Know Wonder Learn
 I know that …  I wonder why …  I learned that …

 I already think …  How does …  Before I thought …
 Some facts are …  If … but now I know …
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Questioning
Text:_______________________________________
26
Question Web
Text:_________________________________
Question:
Question: Question:
Possible Answer:
Possible Answer:
Possible Answer:
Question: Question:
Text or
Topic
Possible Answer:
Possible Answer:
Question:
Question: Question:
Possible Answer:
27
Questioning Before, During, and After Reading
Text:_______________________________________
Questions Before I Read Possible Answers
Questions During My Reading Possible Answers
Questions After My Reading Possible Answers
28
Asking Questions Before, During, and After Reading
Text:_______________________________________
Question Prompts Questions (2) Possible Answers
Before Reading:
What do I already know?
I wonder if …?
What do I need to know?
During Reading:
Does this make sense?
How does this information
connect to what I already
know?
What does the writer say
about …?
What does the writer
mean by …?
What do I still need to
find out more about …?
After Reading:
What does the writer
mean by …?
Why did/didn‟t …?
What have I learned?
I wonder if …?
Do I need to do further
research on …?
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Asking Questions Reflection
Advice I would give someone for asking questions:_____________

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________________________________________
These are the ways I use questioning:______________________

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
How questioning helps me as a reader:_____________________

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
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Asking Questions Rubric
Text:_________________________________
Category Level 1 Level 2 Level 3 Level 4

Asks questions Asks questions Asks questions Asks
that would likely that would likely that would likely questions that
Asks encourage a encourage a encourage a would likely
Questions response that is: response that is: response that is: encourage a
 irrelevant  on-topic  focused response that is:
 sketchy  sufficient  detailed  pertinent
 minimally  ordinary  interesting  comprehensive
engaging  engaging
Provides Provides Provides relevant Provides

superficial general reasons reasons when pertinent reasons
Provides reasons when when using using criteria to when using
Rationale using criteria to criteria to evaluate criteria to
evaluate evaluate questions. evaluate
questions. questions. questions.
Comments:
31
Activities to
use for ANY
text.
32
Determining Importance: Activities to Use for ANY Text
Package Contents

 Determining Importance Bookmarks – print out on cardstock and laminate for
comprehension strategy of Determining Importance.
 Reader Response Questions – a full page of reader response questions to use
for class discussions, guided reading groups, or reader response journals.
 Graphic Organizers – 15 different graphic organizers for students to use to
display their understanding of the comprehension strategy:
o Secrets to Determining the Main Idea – this tool tells students the 4
secrets to finding the main idea. They then need to determine the main
idea of the text they are reading. The 4 secrets could be made into an
anchor chart and posted in the classroom for a valuable visual in the
classroom.
o V.I.P. (Very Important Points) – students write down the three most
important points from their reading and use only those three points to
write a short summary.
o Note-Taking – Important Ideas and Key Details – students write down
two important ideas and three key details for each important idea. A
great organizer for researching topics – each important idea and key
details could be then formed into a complete paragraph. This would also
be a useful organizer for students learning new concepts in science or
social studies.
o Determining Importance – Interesting or Important? – students
distinguish between interesting details and important facts in their
reading. At the bottom of the page, students must determine the main
idea from their reading.
o Determining Importance Web – a web organizer for students to record
the main idea, 4 important ideas, and 3 important details for each idea.
o Determining Importance – FQR Chart – a chart, similar to the KWL
chart, on which students record facts, questions, and responses about
their reading. This chart can also be reproduced on large chart paper
for students to post sticky notes under the appropriate columns during
oral reading activities.
33
o Determining Importance – 4 Corners – students record information
related to the main idea in the 4 boxes provided.
o Determining Importance – Important Vocabulary – Frayer Model – On the
Frayer model, students choose a vocabulary word and then define it, give
characteristics of it, and provide examples and non-examples for it. To
differentiate education, I sometimes have my struggling students draw a
picture related to the word instead of providing characteristics or non-
examples, as they sometimes have difficulty with those concepts.
o Determining Importance – Using Text Features – students record
important information from their texts, and then indicate what text
features helped them to determine the information was important. Very
useful for informative text readings.
o Determining Importance – Are You an Idea Thief – Using the acronym,
THIEVES, students are given tips as to where important information is
usually written in a text. Students then record three important ideas
from their text and include where they found it. The THIEVES acronym
could be made into an anchor chart for a useful visual in the classroom.
o Determining Importance – Words to Live By – students choose the three
most important quotes from their reading, and then record why it is
important to the text and how they will remember it.
o Determining Importance – Use Your Noodle – a graphic organizer which
compares determining importance to making pasta. Students then write
the important information from their reading in the box above the
strainer, and the unimportant information below the strainer.
o Determining Importance – The Power of 3 – students record 3 important
points, a 3 sentence summary, and 3 questions about their text.
o Determining Importance – 3-2-1 Organizer – students record 3
important facts, condense each fact into 2 words, and then determine
the overall main idea.
o Determining Importance – Problem-Solving – a useful tool for students to
use solving problems in mathematics. Students filter the important
information from the unimportant information to solve the problem.
 Determining Importance Rubric – an example of a rubric you can use while
assessing students‟ abilities to determine important information in a text.
34
 I think this is important
because …
 The change in font leads me
to believe that …
 The change is word size
leads me to believe that …
 I need to remember …
 The main points are …
 Most importantly …
 The author is trying to
emphasize …
35
Get the to success
with Determining
Importance
KEY IDEA
KEY DETAILS
KEY WORDS
36
37
Determining Importance Bookmarks
Thinkmarks
Determining Determining Determining

Importance Thinkmark Importance Thinkmark Importance Thinkmark
Knowing the purpose for Knowing the purpose for Knowing the purpose for
reading helps to reading helps to reading helps to
determine what‟s determine what‟s determine what‟s
important. Good readers important. Good readers important. Good readers
can determine the most can determine the most can determine the most
important themes and important themes and important themes and
ideas in a text. ideas in a text. ideas in a text.
Be A Detective Be A Detective Be A Detective

When you use this When you use this When you use this
reading strategy, you are reading strategy, you are reading strategy, you are
like a detective like a detective like a detective
searching for the most searching for the most searching for the most
important information. important information. important information.

What‟s important here … What‟s important here … What‟s important here …
What matters to me … What matters to me … What matters to me …
One thing we should One thing we should One thing we should
notice … notice … notice …
I want to remember … I want to remember … I want to remember …
It‟s interesting that … It‟s interesting that … It‟s interesting that …
The most important The most important The most important
facts are … facts are … facts are …
I think the big idea / I think the big idea / I think the big idea /
main point is … main point is … main point is …
This is important This is important This is important
38
Determining Importance
Class Activities
 Cross-out strategy – instead of having students highlight the

important details in a text (in which they often highlight too
much), have them cross out all unimportant words and phrases.
They can then write a summary from the text that is left.
 Think-Pair-Share Consensus – have students read a text and
independently determine the 3 main points. Students then pair
up with another student and discuss / defend their choices.
When they agree on three points, they then join with another
pair and discuss / defend their choices. When the whole group
agrees, they can share their three points with the whole class.
 Using old magazines, students cut out pictures that represent
the most important items in their lives. Students can use these
pictures to create a collage, or draw a suitcase on construction
paper and arrange these items inside the suitcase to show the
most important items they could not live without if they went
away on a trip.
 Write a “Main-Idea” or “Expert” Book. Students choose a
nonfiction topic of interest to them, and research it. They
must determine the most important details to include in their
books. Each page should include a generalized introduction,
main idea, and supporting details for the main idea.
 Commercial Catch-All – students watch a variety of
commercials. For each commercial, students must determine
what the three most important words were. Write these words
on a sticky note. The next day, ask students to read the three
words they wrote down (without telling what commercial it was
from). Have students guess what product was advertised from
the three words given.
39
Determining Importance
 Select what you consider the most important event in the text.
Explain what happens, why you think it is important to the text,
your reaction to the event, and why you reacted this way.
 Describe the most important character. Give at least three
reasons why you think it is the most important character.
 List five major events in order from which happened first to
last.
 What are the two most important ideas from what you‟ve been
reading?
 What is the main idea of what you are reading and what are
your reasons for thinking it is the main idea?
 What is the most important part of the book? Why?
 What is the most important word in the book? The most
important passage? The most important event or feeling?
Explain.
 What are some unimportant details in your text? Why do you
think the author chose to include these details?
 What is the main problem in the text? How did the
character(s) solve it? Do you agree with how it was solved?
Why or why not?
 What is important to remember about your text?
 If you were the author of your text, what details / ideas would
you choose to leave out? Defend your choices.
 What new information did you learn from your reading today?
 What text features did the author use to help you identify
important information in your reading?
40
Secrets to Determining the Main Idea
Text:___________________________________
4 Secrets to Finding
the Main Idea
1. Put yourself in the
author’s place.
2. Examine the words
and phrases (details) for
clues as to what’s
important.
3. Ask questions about
what the clues combined
seem to say about what is
valued.
4. Decide what the main
idea is by asking
yourself, “If I had written
this, what would I think is
the most important idea I
want people to
understand?
What is the main idea of the text you are reading?

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
41
V.I.P. (Very Important Points)
Text:__________________________________
Write down the most important points about the text you have read. You can only
include 3 points! When you are through, write a summary from your three points – you
may not add any other details to your summary.
1. ___________________________________________________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
____________________________________________
2. ___________________________________________________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
____________________________________________
3. ___________________________________________________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
____________________________________________
Summary:___________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
42
Note-Taking – Important Ideas and Key Details
Text:__________________________________________
Important Idea: Key Detail:___________________

________________ ____________________________
________________ ____________________________
________________
________________
Key Detail:___________________
________________
____________________________
________________
____________________________
________________
________________
________________ Key Detail:___________________
________________ ____________________________
________________ ____________________________
Important Idea: Key Detail:___________________

________________ ____________________________
________________ ____________________________
________________
________________
Key Detail:___________________
________________
____________________________
________________
____________________________
________________
________________
________________ Key Detail:___________________
________________ ____________________________
________________ ____________________________
43
Determining Importance – Interesting or Important?
Text:________________________________________
Interesting Details Important Facts
Main Idea:
44
Determining Importance Web
Text:____________________________________
Important Detail
Important Detail
Important Idea Important Idea
Main Idea
Important Idea Important Idea

Important Detail
Important Detail
45
Determining Importance – FQR Chart
Text:____________________________________
Facts Questions Responses

 Information from  Questions about  Reactions,
the text ideas or words connections,
 Main ideas,  Areas that may inferences to facts
important details need further  Responses from
research research questions
46
Determining Importance – 4 Corners
Text:_________________________________
The Main Idea The Most Important Thing I

Learned
A Picture or Diagram Related to Questions About the Main Idea

the Main Idea
47
Determining Importance – Important Vocabulary – Frayer Model
Text:_________________________________________
Definition: Characteristics:
Vocabulary Word
Examples: Non-Examples:
48
Determining Importance – Using Text Features
Text:_________________________________________
Important! How Do You Know It’s Important?

 Idea What text feature tells you it‟s important?
 Detail  Font type, size, subtitle, glossary,
 word picture/diagram, etc.
49
Determining Importance – Are You an Idea THIEF?
Text:__________________________________________
Good readers know where to find the “good stuff”.

Use the acronym, THIEVES, to help you remember
where important ideas are stated in a text.
T - Title
H - Headings
I – Introduction
E – Every first sentence
V – Visuals
E – Ending
S – So What?
Important Idea / Detail / Word Where it’s Found

(include all places)
50
Determining Importance – Words to Live By
Text:________________________________________
As you are reading today, use sticky notes to mark important quotes.
Choose the 3 most important quotes from your reading.
Important Quote Pg. # Why is it Important to How Will You

the Text? Remember It?
51
Determining Importance – Use Your Noodle
Text:_____________________________________
Determining important ideas in a text is like straining spaghetti. You want

to remember the important details (just like you want to keep the
noodles), and forget the unimportant information (the water). On the
graphic organizer below, write the important information from your text
above the image, and the unimportant information below the image.
Important Information:
Unimportant Information:
52
Determining Importance – The Power of 3
Text:________________________________________
3 Important Points:

3 Sentence Summary:
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
3 Questions:
?
53
Determining Importance – 3-2-1 Organizer
Text:_______________________________________
3 FACTS, 2 WORDS, 1 MAIN IDEA
Important Fact: Important Fact: Important Fact:
2 Words: 2 Words: 2 Words:
________________ ________________ ________________
________________ ________________ ________________
One Main Idea:
54
Determining Importance – Problem-Solving
Problem:
K N W S
What facts do I What information What does the What Strategy will
Know? do I Not need? problem ask me to I use to solve the
find out? problem?
Solve the problem:
55
Determining Importance Rubric
Text:_____________________________________
Component Level 1 Level 2 Level 3 Level 4

Determining Even when With prompting Without Without
Importance prompted does determines and prompting prompting
not determine and states important determines and determines and
state the most ideas or clearly states clearly states
important ideas or information important ideas or important ideas or
information; distinguishing this information, information,
requires one-to- from basic pulling out those pulling out those
one coaching to details; the idea of most of most
offer a response of most important significance. significance, and
of this type. may not be clear. articulates how
doing this
improved his/her
comprehension of
the text.
Conventions Many errors in Some errors in Few errors in No errors in
spelling, sentence spelling, sentence spelling, sentence spelling, sentence
structure, structure, structure, structure,
grammar. No grammar. Some grammar. Effort grammar. Great
revising and / or revising and / or in revising and / effort in revising
editing is evident. editing is evident. or editing is and / or editing is
evident. evident.
Comments:
56
Activities to use
for ANY text.
57
Inferring: Activities to Use for Any Text
Package Contents

 Inferring Bookmarks – print out on cardstock and laminate for students to use
while studying the reading comprehension strategy.
comprehension strategy of Inferring.
o OQI Chart – A three column chart in which students fill in Observations,
Questions, and Inferences. This chart can also be recreated on large
chart paper for students to write down their ideas on sticky notes and
post on the chart during shared reading activities.
o Author‟s Message Venn Diagram – A Venn Diagram that examines what
the author says, what the author doesn‟t say (students‟ background
knowledge), and what is the author‟s main message.
o Inferring and Your Schema – A graphic organizer that asks students to
use author‟s words (a quote) from the text, and explain the meaning using
their schemas.
o Predict, Read, Check – Students record two predictions for their texts,
and then check their predictions following the reading. If their
predictions were correct, they must give proof from the story. If their
predictions were incorrect, they must tell what actually happened.
o Inferring Vocabulary – Students record 12 unfamiliar words from their
text (or texts), infer the meaning, and explain what helped them figure
out the meaning.
o Making Inferences – Reading to Understand – Students pose a question,
give information from the text and their own schemas, and then infer
the meaning of their question.
o Inferring from Informative Texts – Students record 5 facts from their
text, and then write down what the fact makes them think about and
why.
o Character Inference – Choosing a character from their text, students
record what the character says, thinks, and does. They also must draw a
58
picture of what they think the character looks like, and then write an
inference about the character.
o Inferring the Meaning of Author‟s Words – Students choose 5 quotes
from the text, and explain what they think the quote means.
o Predicting is Inferring – Using plot events, character actions, and setting
changes, students predict what will happen through the author‟s clues,
and then explain what actually happened after reading.
o Inferring Placemat – For groups of 4 (guided reading activities). The
group must decide on a quote, then each group member has a spot to
record what they infer the quote means.
o Inferring Cause and Effect – Students list 4 causes from the text, and
infer what they think the effect will be. A good activity to do after
finishing a text to extend the learning.
o Inferring Character Growth – Choosing a character from the text,
students record what the character was like at the beginning and end of
their text. They then must answer how the character changed, and infer
why they think the character changed.
o Inferring – Before, During, and After Reading – Before reading, students
pose a question they have about the text. During reading they collect
facts to help them answer the question. After reading, they answer the
question using the facts and their own schemas.
o Inferring – Literature Stretch – Students choose a quote from their
text, and “stretch” it using Retell, Relate, Reflect.
 Inferring Rubric – an example of a rubric you can use while assessing students‟
inferences.
59
 This makes me think that …
 I think that the
This makes author
me think is …
that
 I think that the author is really
really saying …
saying …
 At first
 At I thought
first … …but
I thought butnow
nowI I
think … …
think
 This clue leads to believe
 Thisthat
clue… leads me to believe
that …
 After reading this chapter / page,
 After reading
I suspect … this chapter /
 I think
page, I suspect …
I understand what the
 I think
authorI meant
understand
when he or the
what she
wrote
author … when he or she
meant
wrote …
60
61
Inferring
is like
Reading between
the Lines
62
Inferring Bookmarks
Thinkmarks
Inferring Thinkmark Inferring Thinkmark Inferring Thinkmark
When you use clues When you use clues from When you use clues from
from the text and your the text and your own the text and your own
own schema, you are schema, you are schema, you are
inferring. inferring. inferring.

This makes me think This makes me think This makes me think
that … that … that …
I think that the author I think that the author I think that the author
is really saying … is really saying … is really saying …
At first I thought … but At first I thought … but At first I thought … but
now I think … now I think … now I think …
This clue leads me to This clue leads me to This clue leads me to
believe that … believe that … believe that …
After reading this After reading this After reading this
chapter / page, I chapter / page, I chapter / page, I
suspect that … suspect that … suspect that …
I think I understand I think I understand I think I understand
what the author meant what the author meant what the author meant
when he or she wrote … when he or she wrote … when he or she wrote …
Based on what I read I Based on what I read I Based on what I read I
predict that … predict that … predict that …
If I were the main If I were the main If I were the main
character, I would … character, I would … character, I would …
63
Inferring
Class Activities
 Collect some grocery store receipts. Give each group one or two
receipts and ask them to infer what kind of person did the
shopping (male or female, age, single or with kids, lifestyle, etc.)
 Show examples of magazine advertisements with the products
hidden. Ask students to infer what product is being advertised
from the other illustrations or words on the page.
 Have students share a quote said by the main character in their
independent reading books. Ask other students to infer what
character traits would best describe the character based on
what was shared.
 Read examples of lead paragraphs from newspaper articles. Ask
students in infer what the headline of the article would be.
 Give each student a card containing an emotion. The student
must display this emotion (without telling what it is) while
interacting with other students. At the end of the activity,
students must infer what emotions were displayed.
 Write inference poems. Using the cinquain format, write poems
about a certain thing, without naming what it is. Have students
read their cinquains to the class and have the students infer
who or what the poem is about.
 Display famous art portraits. Ask students to infer what
emotion is portrayed in the painting.
 White-out the speech bubbles from a comic strip. Ask students
to examine the pictures, and decide what each bubble should
say. Have students re-write the speech bubbles, and then allow
them to share their own versions of the comic strip with the
class.
64
Inferring
 Predict what will happen next. Use clues from the text to make
your prediction believable.
 What are two emotions the main character has felt? What do
you think made the main character feel that way?
 What ideas do you have about what is going to happen? What
clues have you read to give you those ideas?
 Identify four words from what you are reading that you had
difficulty understanding. Interpret what you think each word
means based on context clues (other words around that word
that might help you interpret what the author means).
 Which characters would you interpret to be „good‟? Which
would you interpret to be „bad‟? What has the author written
that leads you to those interpretations?
 What clues did the author use to help you predict what was
going to happen later?
 Did the book end the way you thought it would? What clues did
the author give you that made you think that? Did you think
these clues were important when you read them?
 Do you think the author is asking you to judge one of the
characters? Why?
 Do you think the author is asking you to cheer on one of the
characters? Why?
65
OQI Chart (Observe, Question, Infer)
Text:____________________________________
Observe Question Infer
 I know that …  I wonder why …  I think …

 I learned that …  How does …  Maybe …
 I found out that …  If …
66
Author’s Message Venn Diagram
Text:_______________________________
What the Author What the Author

Says Doesn’t Say
What is
the Author’s
Main Message?
67
Inferring and Your Schema
Text:___________________________________
Author’s Words: Author’s Words:
Use your schema to Use your schema to

explain what you explain what you
think this means: think this means:
Author’s Words: Author’s Words:

explain what you explain what you
think this means: think this means:
68
Predict, Read, Check
Text:___________________________________
Make a prediction about what you are going to read. After you’ve read
the selection, put a checkmark in the “Read” column. Then, check your
understanding. If you were correct, under the “Check” column give proof
using the author’s words. If you were incorrect, write about the actual
events.
Prediction Read Check
69
Inferring Vocabulary
Text:________________________________
New Word What I Infer it Means What Helped Me
70
Making Inferences – Reading to Understand
Text:______________________________________
My Question:
_______________________________________
_______________________________________
_______________________________________
_______________________________________
What I know from the text: What I know from my brain:

________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
_
My Inference (be sure to use at least 2 sentences and one

because:__________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
71
Inferring from Informative Texts
Text:_____________________________________
For 5 facts you find in the book, write down what the fact makes you think
about and why. Remember to use complete sentences.
Fact What does this make Why?

me think?
Example: People didn‟t have Example: Life for children Example: They didn‟t have
electricity in the 1700s. must have been very television, computers, video
different. games, etc.
72
Character Inferences
Text:___________________________________
What the Character Says: What the Character Thinks / Feels:
Character Name:
What the Character Does: Draw What You Think the

Character Looks Like:
What I Can Infer About the Character:_______________________

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
________
73
Inferring the Meaning of Author’s Words
Text:___________________________________________
Quote from Text Pg. # What You Think This Means
74
Predicting is Inferring
Text:_______________________________
What You Think Will Author’s Clues What Actually

Happen Happened
Plot Events:
Character Actions:
Setting Changes:
75
Inferring Placemat
Text:____________________________________
Group Member: Group Member:

What you think the quote means: What you think the quote means:
Quote:
Group Group
Member: Member: Member:
What you think the quote means: What you think the quote means:
76
Inferring Cause and Effect
Text:___________________________________
CAUSE What do you think the

EFFECT will be?
77
Inferring Character Growth
Text:______________________________
What the Character was What the Character was How did the Character
Like at the Beginning of Like at the End of the Change?
the Text Text
Why Do You Think the Character Changed?
78
Inferring – Before, During, and After Reading
Text:_____________________________________
Before Reading – What is a question you have about the text you are about
to read?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
During Reading – Collect facts from the text that will help you answer your
question.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
After Reading – Using the facts you collected and your own schema, infer
the answer to your question.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
79
Inferring – Literature Stretch
Text:_____________________________________
Choose a quote from your book. Write the quote on the lines below. Remember to copy the
quote exactly and use quotation marks around it. Include the page number as well.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Retell – explain what the quote is about, using the author‟s words and clues
from the story. ___________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
__
Relate – using your background knowledge (schema), connect to the quote.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
__
Reflect – using the author‟s words and your schema, explain what you think
the quote means, and its importance to the story.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
80
Inferring Rubric
Text:______________________________
APE Level 1 Level 2 Level 3 Level 4

Limited Some Considerable High degree of
effectiveness effectiveness effectiveness effectiveness
A Attempted to Answered the Answered the Answered the
(Answer the answer the question correctly question correctly question correctly
question) question (somewhat (likely). (highly likely).
(unlikely). likely).
P Evidence from Evidence from Evidence from Evidence from the
(Proof) the text does not the text the text supports text strongly
support the adequately the inference. supports the
inference. supports the Meaningful inference. Highly
inference. quotations or meaningful
Somewhat paraphrases are quotations or
meaningful included. paraphrases are
quotations or included.
paraphrases are
included.
E No connection or Attempted a Connection Connection and/or
(Extend the attempted a connection to and/or opinion opinion which
Answer) connection which support the supports the strongly supports
does not support inference. inference and the inference and
the inference. shows clearly shows
understanding understanding of
of a big idea in a big idea in the
the text. text.
Comments:
81
Activities to use
for ANY text.
82
Making Connections: Activities to Use for Any Text
Package Contents
 Posters – 3 different posters to display in your classroom to give

 Making Connections Bookmarks – print out on cardstock and laminate for
comprehension strategy of Making Connections.
 Reading Response Prompts – a full page of reading response prompts to
journals.
o Connection Web – students write about their connection to the text

and provide four supporting details from the text.
o Making Connections Puzzle – students explain their connection using
the subtitles in the four puzzle pieces.
o Character Connections – students describe 4 different characters
from their text (using traits, thoughts, feelings, etc.) and then
write about their connection to one of the characters.
o Schema and Making Connections – students write about 4 different
connections to their text and explain how their schema (background
knowledge) helps them make these connections.
o ACCU Chart – A four column chart in which students fill in Author‟s
Words, My Connection, Connection Type, and How it Helps Me
Understand the Text. This chart can also be recreated on large
chart paper to have the students write down their thoughts on
sticky notes and place in the appropriate columns.
o Text-to-Text, Text-to-Self, Text-to-World Organizers – 3
different organizers that focus on each type of connection.
o Making Connections – A three column organizer that contains
columns for making all three types of connections. This is a good
chart to use for assessments.
83
o Text-to-Text, Text-to-Self, Text-to-World Venn Diagrams – 3
different Venn diagrams that focus on each type of connection.
Each organizer also contains a section at the bottom where
students explain how their connection helps them better
understand the story.
o Making Connections Vocabulary Sort – Students record words from
their text under the appropriate headings. When the chart is
complete, they have to use context clues and a dictionary to find
the meanings of 8 different words.
o Making Connections Literature Stretch – Students choose a quote
from their text and “stretch” it using Retell, Relate, and Reflect.
o Tic Tac Toe Connections – Students choose three connections from
the Tic Tac Toe board, draw symbols of their connections, and
explain their connections in writing.
 Making Connections Rubric – an example of a rubric you can use when

assessing students‟ connections.
84
 This reminds me of …
 I know another …
 I’ve read another …
 I’ve watched another …
 I remember when …
 This part is like ..
 The character is like …
 This is similar to / different
from …
 I can relate to this character
because …
 I have had a similar experience
when …
85
TEXT
SELF
TEXT
WORLD
TEXT
TEXT
86
87
Making Connections
Thinkmarks
Making Connections Making Connections Making Connections

Connection Types: Connection Types: Connection Types:

T-T (text to text) T-T (text to text) T-T (text to text)
T-S (text to self) T-S (text to self) T-S (text to self)
T-W (text to world) T-W (text to world) T-W (text to world)
Sentence Starters: Sentence Starters: Sentence Starters:

This reminds me of … This reminds me of … This reminds me of …
I know another … I know another … I know another …
I’ve read another … I’ve read another … I’ve read another …
I’ve watched another … I’ve watched another … I’ve watched another …
I remember when … I remember when … I remember when …
This part is like … This part is like … This part is like …
This character is like … This character is like … This character is like …
I can connect to this I can connect to this I can connect to this
character because … character because … character because …
This is similar to … This is similar to … This is similar to …
This is different from … This is different from … This is different from …
I have had a similar I have had a similar I have had a similar
experience when … experience when … experience when …
My connection helps me My connection helps me My connection helps me
understand the text understand the text better understand the text better
better because … because … because …
This text relates to my This text relates to my life This text relates to my life
life because … because … because …
This quote from the text This quote from the text This quote from the text
reminds me of … reminds me of … reminds me of …
88
Making Connections
Class Activities
 Read about and discuss current events / news stories and try to
connect to text(s) being read.
 Pair a fiction text with a nonfiction text and try to connect the two.
 Have a student fully describe a character from his or her text.
Have other students try to make connections to that character
using characters from their books.
 Cut 2 inch by 8 inch strips of construction paper in three different
colours (one colour for text to text, one colour for text to self, one
colour for text to world). Give each student one strip of each
colour. During a read aloud story, have students write their
connections on the strips – one text to text, one text to self, one
text to world. After the story, make a staple or tape the strips
together to make a link chain of connections, and hang in the
classroom.
 Make a student connection chain. The first student starts out by
explaining the plot and/or characters from his or her book. If
another student can make a connection to that, he or she links arms
with the first student and explains the connection. Keep going
through the class and see how long your connection chain can grow.
 Using old magazines, have students cut out images that remind them
of the text(s) they are reading. Students then create a collage with
these images. On the back of the collage, have students explain why
the images connect to their text.
 Connect concepts learned in content areas (science / social studies)
to texts read.
 Title a large piece of chart paper, “My Connections”. Each time
students make a connection to what they are reading, have them
write the connection on a sticky note and post it on the chart.
 Have each student choose a song that connects to his or her text.
They can then play the song or display the (appropriate) lyrics and
explain why their text(s) connect to the song.
89
Making Connections
 Describe something you have read that is similar to this.

 What would be your reaction to having to adapt to the character‟s
environment. Why?
 Describe the similarities and differences between the main
character and you.
 Compare yourself to a main character. Point out your similarities
and try to account for differences between you and him/her.
Considering what you have discovered, what is your reaction to this
character? Why? How do you think the character would feel about
you?
 Compare a character from your text to a character from another
work of fiction. What are their similarities? What are their
differences? Which character do you admire more? Why?
 How did the reading make you feel? Why? Have your feelings
changed as you‟ve been reading?
 If you could talk to the author, what would you want to tell them
about yourself? Why? How does that relate to what you‟ve been
reading?
 If you were a character in this book, who would you be? Why?
 This text relates to my life because …
 What passage describes how you want to live your life? Why?
 Who is the most important character to you? Why?
 Would you be friends with the main character? Why or why not?
Support with evidence from your reading.
 Write a quote from your reading that connects to your life. What
did it mean to what you‟ve been reading? What does it mean to your
life?
 Write about a situation a character experiences. Write about a
similar situation you experienced. How does this connection help you
understand the actions of the character?
 Compare the plot of what you are reading with your favourite book.
90
Connection Web
Text:______________________________
Supporting detail from the Supporting detail from the
text:_________________ text:_________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_______ _______
This text reminds me of _________________________

___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
_
Supporting detail from the Supporting detail from the

text:_________________ text:_________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_______ _______
91
Making Connections Puzzle
Text:_______________________________________
The part I am thinking about is … This part reminds me of …
What kind of connection did you

It helps me understand the novel by …
make: T-S, T-T, T-W?
92
Character Connections
Text:______________________________
I can connect to ________________________ because ____________

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_____________________
93
Schema and Making Connections
Text:___________________________________
Part in text you Part in text you

connect to: connect to:

fully explain your fully explain your
connection: connection:
Part in text you Part in text you

connect to: connect to:

fully explain your fully explain your
connection: connection:
94
Making Connections - ACCU Chart
Text:____________________________________
Author‟s Words My Connection Connection How it Helps Me

Type Understand the Text
95
Text to Text Connections
Text:_______________________________________
In this text it says … This is like another text I read

because …
96
Text to Self Connections
Text:_______________________________________
In this text it says … This is like my life because …
97
Text to World Connections
Text:_______________________________________
In this text it says … This is like the real world because …
98
Making Connections
Text:______________________________________
Text to Text Text to Self Text to World

Connection Connection Connection
How I connected to How I connected to How I connected to the
the book … the book … book …
99
Text to Self Venn Diagram – Examining the Main Character
Text:___________________________________
Main Character You
This helps me understand the text or character better because

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
__
100
Text to Text Venn Diagram – Examining Plots
Text:___________________________________
Text Plot Plot from Another

Text
This helps me understand the text or plot better because…

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________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
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__
101
Text to World Venn Diagram – Examining the Setting
Text:___________________________________
Text Setting Our own Surroundings
This helps me understand the text or setting better because…

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________________________________________________
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102
Making Connections – Vocabulary Sort
Text:________________________________________
Words You Know and Words You Think You Words You Have Never
Can Make a Connection Know but Don’t Have a Heard Before
To Connection To
Choose 3 words from the middle column and 5 words from the right column
and use context clues and a dictionary to find the meaning. Write the
words and their meanings on the back of this page.
103
Making Connections – Literature Stretch
Text:_______________________________________________
Choose a quote from your text you can make a connection to. Write the quote on the
lines below. Remember to copy the quote exactly and use quotation marks around it.
Include the page number for your quote.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Retell – explain what the quote is about.

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Relate – make a connection to the quote.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Reflect – explain how the quote and your connection deepen your
understanding of the text.
_________________________________________________
_________________________________________________
_________________________________________________
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_____ 104
Making Connections
Tic Tac Toe Connections
Text:____________________________________
Choose three connection starters in a row (vertical, horizontal, or diagonal). Draw a

picture in the box that explains (symbolizes) your connection. On the lines provided
below, write your connection.
My Life My Feelings My Friends
My Family My Surroundings My Hobbies
My Thoughts My Education My Likes / Dislikes
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
105
Making Connections Rubric
Text:___________________________________
Criteria Level 1 Level 2 Level 3 Level 4

Application:
Extending Limited Some Considerable High degree of
Understanding –
effectiveness; effectiveness; effectiveness; effectiveness;
extend
understanding of has difficulty makes at least makes one or makes one or
texts by making simple one, simple, more clear and more
connecting, connections. logical logical connections with
comparing, and connection. connections. insight or depth;
contrasting the
varies types of
ideas in them to
their own connections.
knowledge,
experience, and
insights, to other
familiar texts, and
to the world
around them.
Thinking: Uses critical / Uses critical / Uses critical / Uses critical /

The use of critical
creative creative thinking creative thinking creative thinking
/ creative thinking
thinking skills skills with some skills with skills with a high
processes.
Using evidence to with limited effectiveness; considerable degree of
support thinking. effectiveness; offers some effectiveness; effectiveness;
offers little reasonable offers adequate offers effective
reasonable support or support or support or
support or explanations. explanations. explanations.
explanations.
Comments:
106
Activities to
use for ANY
text.
107
Summarizing: Activities to Use for ANY Text
Package Contents

 Summarizing Bookmarks – print out on cardstock and laminate for students to
use while studying the reading comprehension strategy.
comprehension strategy of Summarizing.
o Summarizing – Main Idea and Important Details – Students record the
main idea in the center of the organizer, and 4 important details related
to the main idea.
o Main Idea Summarizing Chart for Nonfiction – Students record the
topic, main idea, and 3 supporting details from their reading. They then
turn that information into a paragraph summary.
o Summarizing Informational Text – A two-column chart for note-taking.
Students record the paragraph number and topic in one column, and
write a one-sentence summary for the paragraph. 5 sections are
included, but the sheet could be photocopied to accommodate larger
reading selections.
o Summarizing – 5 Words or Less – A two-column chart in which students
write down details (quotes) from the reading in the author‟s words. They
then write down the 5 most important words from the quote.
o Honeycomb Summary – A honeycomb-shaped graphic organizer for
students to record details from the fictional reading. Students need to
infer to find the moral of the story.
o Give Me Five Summary – A hand-shaped graphic organizer for students
to record the 5Ws and 1H of their reading. This visual works great for
108
oral summary sharing, as well. Students turn their points into a 5
sentence summary at the bottom of the page.
o Starring: The 5W Summary for Media – A graphic organizer for
summarizing media texts (movies, television shows, etc.) Students
record point form notes for the 5Ws in the star shape, and then turn
the information into a one-paragraph summary at the bottom of the
page.
o Summarizing – GIST Strategy – Nonfiction – Students record the 5Ws
and 1H in the boxes provided, and then turn that information into a 20
word summary.
o Writing a GIST Summary – Students are given space to record 20 key
words from their reading. Using those 20 words, they then need to
write a complete summary. Success criteria is provided on the organizer.
o Summarizing Important Details – A graphic organizer that includes space
for point-form notes on the main idea, 3 important details, and
conclusion sentence. Students then need to turn their notes into a 5
sentence summary.
o Summarizing Fiction: Somebody Wanted But So Then … - A graphic
organizer for students to record information from their fiction reading.
The point form notes are then turned into a 5 sentence summary.
o Summarizing: Keys to Unlocking Summaries – Students are given 3 keys
to record 3 key points. They then use that information to write a
complete summary, including an introduction and conclusion sentence.
o Building A Summary – A triangle-shaped organizer in which students
record the main idea, supporting details, and a full summary of their
reading.
o Bullseye Summary – A bullseye-shaped summary where students record
the topic in the centre of the organizer, key terms in the middle
sections, and complete summary sentences in the outer sections.
o Summarizing – Topic Sentences – Name It, Verb It, Finish It – A graphic
organizer to help students write topic sentences. The organizer also
includes a verb word list to help students with word choice.
 Summarizing Rubrics – 2 different examples of rubrics you can use for
assessing students‟ summaries for fiction and nonfiction.
109
Writing a
Summary
Start with the main
idea
Include only the

MOST important
details – keep it
brief
End with a
conclusion sentence
110
This Just In…
Who Writing a summary

just got easier.
What When you use the
GIST strategy,
When summaries write
themselves!
Where Summarize pages
Why of information by
writing one
How sentence for each
of the 5Ws and
1H. Done!
111
Name It
Verb It
Finish It
It 112
Summarizing Bookmarks
Thinkmarks
Summarizing Thinkmark Summarizing Thinkmark Summarizing Thinkmark
When you summarize, When you summarize, When you summarize,

you take a large section you take a large section you take a large section
of text and reduce it to of text and reduce it to of text and reduce it to
its main points and key its main points and key its main points and key
ideas. ideas. ideas.
What You Want to Do: What You Want to Do: What You Want to Do:
Pull out the main ideas. Pull out the main ideas. Pull out the main ideas.
Focus on key details. Focus on key details. Focus on key details.
Use key words and Use key words and Use key words and
phrases. phrases. phrases.
Break down larger ideas. Break down larger ideas. Break down larger ideas.
Be clear and concise – Be clear and concise – Be clear and concise –
only include enough to only include enough to only include enough to
get the gist of the get the gist of the get the gist of the
article. article. article.
GIST Strategy GIST Strategy GIST Strategy
Include only enough Include only enough Include only enough

information to cover the information to cover the information to cover the
5 Ws and 1 H (who, 5 Ws and 1 H (who, 5 Ws and 1 H (who,
what, when, where, why, what, when, where, why, what, when, where, why,
and how). and how). and how).
113
Summarizing
Class Activities
 Post pictures from magazines or newspaper articles around the

class. Have students write a one sentence summary of what is
happening in the picture on a sticky note and post the note under
the picture.
 Have an oral sharing time in the class where students give a
summary of a family/sports/extra-curricular activity they have just
participated in. Ask students to give a short summary of what the
activity was, using the 5Ws.
 During content areas, when completing a KWL chart, have students
write a summary paragraph using the points in the „K‟ column.
 Select part of an informative piece of writing. Have a race to see
who can cross out all of the unimportant / redundant words or
sentences in the quickest amount of time.
 Select part of an informative piece of writing. Have a race to see
who can highlight or underline the most important ideas in the
quickest amount of time.
 Find examples of summary writing (travel brochures, game
instructions, chapter summaries, etc.). Using large chart paper,
create a list of similar features of all summaries (topic sentences,
linking words, powerful verbs, etc.).
 Read a biography of a famous deceased person. Write a newspaper
obituary for this person. Remember, you pay by the word when
submitting to the newspaper. Include the important details from
this person‟s life, but keep it brief!
 Cut out current event articles from the newspaper. Have students
read the articles, and come up with titles and subtitles for the
articles.
114
Summarizing
 In 4 – 6 sentences, summarize what you read today.

 Write a short summary for your book. Make me want to read it!
 Without using complete sentences or paragraphs, reflect on today‟s
reading.
 Write a review of what you just read (summary plus personal
opinions).
 Outline the important events of what you are reading.
 Write a short summary explaining what would happen if your book
had an imaginary sequel.
 What are the 5Ws (who, what, when, where, why) from what you
read today?
 Complete a “Somebody Wanted But So Then” summary for your
reading today.
 Write a “Name it, Verb it, Finish it” topic sentence for your reading
today.
 If your main character died at the end of the novel, what would you
write for his or her eulogy?
 Turn an event from your book into a short news article. Come up
with a headline, and be sure to include the 5Ws.
 Write a commercial for the book you are reading. Remember, you
want people to buy the book. Be sure to include all the important
and exciting details – without giving away too much information.
 List the 20 most important words from your reading today. Why did
you choose these words?
115
Summarizing – Main Idea and Important Details
Text:________________________________________
Important Detail Important Detail
Main Idea:
Important Detail Important Detail
116
Main Idea Summarizing Chart for Nonfiction
Text:_____________________________________________
Topic:
Main Idea:
Supporting Detail Supporting Detail Supporting Detail
Summary:
117
Summarizing Informational Text
Text:_________________________________________
Paragraph Main Idea One Sentence Summary

Paragraph #
Topic:
Paragraph #
Topic:
Paragraph #
Topic:
Paragraph #
Topic:
Paragraph #
Topic:
118
Summarizing – 5 Words or Less
Text:__________________________________
Important Detail in Author’s Words Summarize in 5 Words or Less
119
Honeycomb Summary
Text:__________________________________
Title
Solution Characters
Moral of Story
Problem Time
Place
120
Give Me Five Summary
Text:___________________________________
Where?
How?
Now, give me five! A five sentence summary, that is …

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
121
Starring: The 5W Summary for Media
Media Text:_____________________________________
When What
Turn your “starring” information into a one paragraph summary:

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
122
Summarizing: GIST Strategy – Nonfiction
Text:_________________________________
GIST: Generating Interactions between Schema and Text

Do you get the gist?
Who? What? When?
Where? Why? How?
Now, using 20 words or less and complete sentences, turn the above information into
a GIST summary:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
123
Writing a GIST Summary
Text:___________________________________
Write 20 GIST words that will help you summarize the text (KEY WORDS).
__________ __________ __________ __________

__________ __________ __________ __________
__________ __________ __________ __________
__________ __________ __________ __________
__________ __________ __________ __________
Now, write a summary of the text using the 20 GIST words. Remember to ask yourself the
following questions:
 Did I include the title of the text?
 Did I include the main idea or author‟s message in one sentence? (the topic sentence)
 What information can I omit? (unimportant events/ideas/details)
 What is the purpose of the text? (to inform, to persuade, to entertain)
 Did I use my own words? (DON‟T directly copy sentences out of the text!)
 Is the information in a logical order?
 Did I include a conclusion sentence?
 Does my summary make sense? (i.e. will readers get the „gist‟ of the story)
______________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
124
Summarizing Important Details
Text:__________________________________
Main Idea Important Important Important Conclusion

(Topic Detail #1 Detail #2 Detail #3 Sentence
Sentence)
Write a 5 sentence summary (in your own words) using the information
you collected above.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
125
Summarizing Fiction: Somebody Wanted But So Then
Text:_____________________________________________
Somebody Who is the main

character?
Wanted What did the

character want or
want to do?
But What is the problem

in the story?
So How did the

character try to
solve the problem?
Then How was the problem

solved? What was
the resolution?
Now turn the information above into a 5 sentence summary:

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
126
Summarizing: Keys to Unlocking Summaries
Text:_______________________________________
Key Point #1 Key Point #2 Key Point #3
Now use these keys to “unlock” the summary.

+
Don’t forget to include an introduction and conclusion
sentence.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
___________
127
Building a Summary
Text:__________________________________
Main Idea
Supporting
Details
Summary
128
Bullseye Summary
Text:___________________________________
Directions:
 Write the topic in the center of the bullseye.
 In the middle sections, write the key terms for the supporting
details (4 sections = 4 supporting details).
 In the outer sections, write a complete sentence using the key terms
for the supporting details (4 sections = 4 complete sentences for
supporting details).
129
Summarizing Topic Sentences – NAME IT, VERB IT, FINISH IT
Text:_____________________________________________
Name It Verb It Finish It

Identify the text Select a verb (see list below) Finish your sentence
Verb List
acknowledges evaluates supports adds explores confuses advises
expresses defends asserts features depicts teaches furnishes
encourages confirms names illustrates confronts offends invites
considers offers judges contrasts predicts misjudges critiques
proposes praises demonstrates provides recommends denounces
traces simplifies discourages answers solves
Rewrite your information so that it reads like a proper topic sentence.
Use your new topic sentence to write a summary of your text.

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
130
Summary Rubric - Fiction
Text:________________________________

Main Idea Attempts to Somewhat Describes the Describes the
include a main effectively main idea main idea very
idea. includes a main effectively. effectively and
idea. includes
interesting details
that enhance.
Supporting Tells parts of who Tells most of who Describes who the Effectively and
Details the story was the story was story was about descriptively tells
about and parts of about and most of and where and who the story was
where and when it where and when it when it took about and where
took place. took place. place. and when it took
place.
Sequencing Attempts to Somewhat Accurately and Accurately,
sequence what accurately briefly sequences briefly and
happened in the sequences what what happened in descriptively
story. happened in the the story. sequences what
story. happened in the
story.
Concluding Attempts to write Writes a Writes a Effectively writes
Sentence a concluding concluding concluding a concluding
sentence that sentence that sentence that sentence that
does not relate to somewhat relates relates to the restates the main
the main idea. to the main idea. main idea. idea of the story.
Conventions There is little There is some Uses correct Effectively uses
evidence of evidence of paragraph paragraph
paragraph paragraph structure with structure with no
structure structure few spelling spelling errors.
and many spelling and some spelling errors.
errors. errors.
Comments:
131
Summary Writing – Nonfiction
Text:_____________________________________

Main Idea Main idea is not Main idea is not Mostly clear Clear main idea
present in the clear in the first main idea in the in the first
first sentence. sentence-not first sentence. sentence.
specifically
stated.
Details Contains only Some critical Important All important
some details. information is details are details are
missing. included but included.
some might be
missing.
Order Ideas are not in Ideas are in Ideas are in Ideas are
logical order. random order. logical order. connected to
make the writing
Flow.
Paraphrase Student does Student uses a Student uses his Student uses his
not use his or few sentences or her own or her own
her own words that sound too words to write words to create
to write similar to the summary. a summary
summary. text and not that includes
enough of his or great word
her own words. choice.
Conventions 5 or more 3-4 spelling, 1-2 spelling, No spelling,
spelling, grammar and grammar and grammar and
grammar and conventions conventions conventions
conventions errors are errors are errors.
errors are found. found.
found.
Comments:
132
Activities to
use for ANY
text.
133
Synthesizing: Activities to Use for ANY Text
Package Contents
 Posters – 3 different posters to display in your classroom to give your students a

visual reference during language activities.
 Synthesizing Bookmarks – print out on cardstock and laminate for students to use
while studying the reading comprehension strategy.
 Class Activities – a full page of activity ideas to use while teaching the comprehension
strategy of Synthesizing.
 Reader Response Questions – a full page of reader response questions to use for
class discussions, guided reading groups, or reader response journals.
 Anchor Chart – Using the P.A.R. (Prepare, Assist, Reflect) strategy when synthesizing
information. This sheet can be reproduced for students to keep in their notes, or
enlarged onto chart paper or 11 x 17 paper to be displayed in the classroom.
 Lesson Activity Handouts:
o Synthesis Poem – described on Class Activities sheet. A line-by-line organizer
for students to follow when writing a synthesis poem.
o Multi-Genre Text – described on Class Activities sheet. An organizer for
students to follow to complete a multi-genre writing project about a particular
topic. This organizer works best when reproduced on 11 x 17 paper.
o Differences Between Summarizing and Synthesizing – Useful to introduce the
strategy of synthesizing. Handout lists the differences between the two
strategies and asks students to create a Venn diagram to compare and
contrast on the back of the sheet.
 A collection of 12 different graphic organizers to use while studying the reading
strategy of Synthesizing:
o Understanding Synthesizing – An organizer which lists 8 boxes explaining what
you are doing when you are synthesizing. Students fill in the boxes to explain
how their minds are changing as they read.
o Synthesizing Egg – A three-oval organizer on which students record point form
notes or words about their prior knowledge, new information, and synthesis.
o Synthesizing Venn Diagram – a Venn diagram on which students record
information from text, background knowledge, and new thoughts or opinions.
At the bottom of the page they are asked to explain how they synthesized the
text.
o RAPS Chart – A 4-column organizer on which students record information
under the categories: Read, Ask Questions, Prior Knowledge, Synthesis. This
134
organizer could be reproduced on chart paper for students to record their
thoughts on sticky notes and post them under the appropriate columns during
oral reading activities.
o Daily Independent Reading Log – a Monday to Friday reading log for students
to record their daily reading, and what information they synthesized by
answering two questions: At first I thought …, But now I think …
o Synthesizing Before, During, and After Reading – an organizer for students to
use to show how their thinking changes during the three stages of reading.
o Synthesizing Spiral – a fun organizer on which students record their thinking
at the beginning of the text in the middle of the spiral, and work outwards as
their thinking changes.
o Think / Pair / Share – an organizer for students to record their independent
thinking, then record how their thoughts change as they discuss with a
partner, a group, and the class.
o Problem – Solution Map – an organizer on which students record the problem
for the text, then list three possible solutions and the possible outcomes from
the proposed solutions.
o So What? Book Review – a book review organizer on which students
write about the author‟s message, recommend the book to a friend and explain
their recommendation, and answer the “so what” question.
o Synthesizing Quotes – an organizer on which students record two quotes from
their reading and explain what they think it means. They then meet with their
groups and discuss the meaning of the quotes. After talking with the group,
students write down how their thinking changed.
o Synthesizing on the Internet – an organizer on which students find three
different informative websites. They need to record the key idea, and then
explain it their own words and explain why the key idea is important.
 Synthesizing Rubric – a sample of a rubric you can use while assessing students‟
ability to synthesize.
135
 To sum this up, I would say …
 This new information has
helped me to …
 I used to think … but now I
know …
 In conclusion …
 From the information, I
learned that …
 Putting it all together …
 When I examined all the
information , I found that …
136
137
Information
from
the
text
+
Information
from
your
head
= Deeper
understanding
of the
text
138
Synthesizing Bookmarks
Thinkmarks
Synthesizing Synthesizing Synthesizing

When you synthesize, When you synthesize, When you synthesize,

you take new you take new you take new
information and combine information and combine information and combine
it with things you it with things you it with things you
already know to create a already know to create a already know to create a
new understanding or new understanding or new understanding or
perspective of the text. perspective of the text. perspective of the text.
“Synthesizing is like “Synthesizing is like “Synthesizing is like

baking a cake. All the baking a cake. All the baking a cake. All the
different ingredients different ingredients different ingredients
mixed together make a mixed together make a mixed together make a
whole new thing.” whole new thing.” whole new thing.”

I‟m thinking the text is I‟m thinking the text is I‟m thinking the text is
about … about … about …
At first I thought … but At first I thought … but At first I thought … but
now I think … now I think … now I think …
Now I understand … Now I understand … Now I understand …
The part that made me The part that made me The part that made me
change my mind was … change my mind was … change my mind was …
My opinion now is that … My opinion now is that … My opinion now is that …
A new thought I had is A new thought I had is A new thought I had is
that … that … that …
139
Synthesizing
Class Activities
 After reading a particular text, have students pretend they are

illustrators and decide how they would illustrate that particular
piece.
 Write a script for a play from a text read orally in class.
 Take the facts from an informative text, and have students write a
persuasive letter to someone convincing them of their point of view.
 Research a particular topic and use the facts to write a synthesis
poem – organizer included in this package.
 Write a fractured fairy tale – students take a well-known fairy tale
and change some elements – the characters, plot events, or setting.
 Write a multi-genre text – students choose one particular topic and
write about the topic using three different genres (poem, recipe,
anecdote, procedure writing, comic, essay, letter, etc). The three
different pieces of writing must fit on one page with an illustration.
An organizer for this is included in this package – it works best for
students when enlarged to 11 x 17 size. Students use the organizer
to plan their work, then complete their final copies on blank paper or
construction paper.
 Demonstrate that synthesizing is like putting puzzle pieces together
– all the pieces combine to make something new. Using the backs of
puzzle pieces, write down ideas / facts from the text you are
reading. Discuss that as each student adds a new piece of
information, our understanding of the text may change. When the
puzzle is put back together, have the class synthesize their learning
on chart paper.
140
Synthesizing
 Describe the major conflict. What side are you on?

 Describe what was either believable or unbelievable about your text.
Defend your opinion.
 Examine a character‟s actions, values, behaviour, etc. with which you
disagree. What is happening? Why is the character thinking/acting
that way? What do you see wrong with it? What would you suggest
as a preferable response/behaviour?
 Did any of the characters‟ feelings change as you read? Explain why
or why not.
 Explain how you may have been surprised by what you are reading.
 What have you learned about life from what you‟ve been reading?
 What is something you‟ve learned from your reading?
 Analyze the author‟s ability to write. What does the author do most
effectively? What does the author do least effectively?
 This book helps me understand the problem of ___________
better because …
 If you were to turn your text into a play, what real life actors and
actresses would you cast as your main characters? Fully explain the
reasons for your choices.
 Describe a conflict in the text. What were some of the effects of
that conflict?
 How has reading the text changed your life? What are you
motivated to do or do differently?
 What was a major change a character made in your text? Could you
make that same change? Explain.
141
Synthesizing Information
P.A.R. Strategy
Prepare Assist Reflect

Get Your Brain Ready! What can I do to What have I learned,
HELP me understand how do I feel, and
and remember what I what do I understand
read? after reading?
 What do I already  Re-read  Talk about it with

know?  Use strategies to someone else.
 Does this remind solve difficult  Write or give a
me of something? words. response on your
 What questions do  Keep notes. thoughts, opinions
I have?  Picture it in my and feelings.
 What do I predict mind.  Write or give a
is going to  Re-predict summary.
happen?  Don‟t accept  Re-visit your
 What can I nonsense. original questions
preview before I  Stop every so and see if you
read? (titles, often and check found the answers
pictures, graphs, your you were looking
etc.) understanding. for.
 Read between the  Go back to your
lines (infer). first predictions
 Look for and see if you
connections (T-T, were on track.
T-S, T-W).  Come up with
 Ask yourself more questions.
questions.
 Ask someone else
if all other
strategies haven‟t
worked.
142
Synthesis Poem
Research a particular topic and use the facts you collected to write a synthesis poem.
Write your lines in phrases, not complete sentences. Remember, choose your words care-
fully. Word choice is very important when writing a poem. When you have completed this
organizer (and have revised and edited), write your poem on blank paper and illustrate it.
Title (Name of Topic):_________________________________
Line 1 (Describe It):___________________________________

___________________________________________________
Line 2 (Rename It):____________________________________

___________________________________________________
Line 3 (Tell Where It Can Be Found):_____________________

___________________________________________________
Line 4 (Give More Descriptive Details/Add Facts):____________

___________________________________________________
Line 5 (Use Emotion Words to Tell How You Feel About It):____
___________________________________________________
Line 6 (Explain Why You Used the Emotion Words):___________

___________________________________________________
Line 7 (Name of Topic):________________________________

___________________________________________________
143
Multi-Genre Text
Choose a topic you are interested in. You must write about this topic using three different genres (poem, procedure,
letter, essay, narrative, comic, recipe, fable, script, etc.) Match the length of your pieces to the size of the boxes (e.g.
your shortest piece will go in Box A). You must also include an illustration for your multi-genre text. When you have
finished the organizer (and revised and edited), complete your final copy on the paper provided to you.
Illustration Text A
Text B
Text C
144
Differences Between Summarizing and Synthesizing
Summarizing Synthesizing
 A basic reading technique.  An advanced reading technique.
 Pulls together information in  Pulls together information not

order to highlight the most only to highlight the most
important points. important points, but also to
draw your own conclusions.
 Re-iterates the information.  Combines and contrasts

information from different
sources.
 Shows what the original  Not only reflects your

authors wrote. knowledge about what the
original authors wrote, but also
creates something new out of
two or more pieces of writing.
 Addresses one set of  Combines parts and elements

information (e.g. article, from a variety of sources into
chapter, document) at a time. one unified piece of writing.
Each source remains distinct.
 Presents a cursory overview.  Focuses on both main ideas and

details.
 Demonstrates an understanding  Achieves new insight.

of the overall meaning.
On the back of this sheet, draw a two-circle Venn diagram. On the

Venn diagram, show the differences and similarities between
summarizing and synthesizing.
145
Understanding Synthesizing
Text:______________________________________
When you synthesize during reading activities, your mind is doing many activities all at
once. After you read your text, fill in the sections below to explain how your mind is
synthesizing the information.
Read to find the main idea and themes: Find evidence to support opinions:
Change perspectives/change your thinking: Develop new ideas:
Form a deep understanding of text: Apply new information to your life:
Be willing to change your mind when Change the world!:

presented with new facts:
146
Synthesizing Egg
Text:______________________________
Synthesis
New Information
Prior
Knowledge
147
Synthesizing Venn Diagram
Text:____________________________________
Information Background
from Text: Knowledge:
New
Thoughts
Or Opinions:
Explain how you synthesized the text information with your background knowledge
to form new thoughts or opinions:_____________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________ 148
Synthesizing – RAPS Chart
Read Ask Questions Prior Knowledge Synthesize

Write down ideas / What do you What does this What do you think /
facts / points / key wonder? remind you of? feel about what you
words from your What do you still Have you read / read?
reading. need to find out? learned about Did you change your
anything like this mind about
before? anything?
What do you think
now?
149
Synthesizing - Daily Independent Reading Log
Synthesizing is like putting puzzle pieces together. You combine new ideas from the text with
information you already know to come up with a new and deeper understanding of the text.
Day Text and Pages Synthesis

Read
Monday At first I thought …
But now I think …
Tuesday At first I thought …
But now I think …
Wednesday At first I thought …
But now I think …
Thursday At first I thought …
But now I think …
Friday At first I thought …
But now I think …
150
Synthesizing – Before, During, and After Reading
Text:__________________________________________
Before reading the While I was reading After I was finished

text I thought that … the text I started to reading the text I
think that … thought that …
151
Synthesizing Spiral
Text:______________________________________
When you begin reading a text, your ideas start out small. As you read through the
text, your ideas grow and get bigger as you add more ideas and background knowledge.
Your thinking changes as it grows. Start by writing your original ideas in the center
of the spiral and work outwards as your thinking changes.
152
Synthesizing – Think / Pair / Share
Text:________________________________________
After reading, I first thought …
After talking with my partner, then I thought …
After talking with my group, then I thought …
After talking with my class, finally I thought …
153
Synthesis – Problem / Solution Map
Text:____________________________________
Topic:
Problem:
Possible Solution: Possible Solution: Possible Solution:
Outcome: Outcome: Outcome:
154
Synthesizing – So What? Book Review
Text:_______________________________________
What text did you read? What was it about? What was the
author’s message?
Who would you recommend this book to? Why?
So What? Now that you have read this book, how will your life be
different? What does it motivate you to want to do?
155
Synthesizing Quotes
Text:________________________________________
Choose two quotes from your text and copy them down in the left column. In the middle
column, write down your thoughts about what the quote means. Then get together with
your group to discuss the quotes. Read your quotes to your group and ask them what they
think it means. After listening to your group members, use the right column to record any
changes to your thinking after your discussions.
Quote At first I thought it But now I think it

meant … means …
156
Synthesizing on the Internet
Find 3 different informative websites that discuss topics you are interested in.
Think about how you would explain the most important ideas to someone who has
not seen the websites.
Website and URL Key Idea Put the Idea into Explain Why it’s
your Own Words Important
157
Synthesizing Rubric
Text:__________________________________

Evidence of Identifies Synthesizes Synthesizes Enhances
Synthesizing some text with some with meaning in text
events - awareness of considerable with synthesis.
random or event sequence- awareness of Incorporates
illogical. beginning, event sequence. own schema.
middle, end, or Understands Uses story
the chronology that the elements or
of the text. sequence structures to
Some appears to aid enhance
understanding comprehension. synthesis.
that the Discusses how Identifies key
sequence he/she changed themes and
appears to aid mind about describes how
comprehension. overall story thinking evolved
meaning during from the
reading. beginning to the
end of the
passage.
Synthesize Synthesizes Synthesizes the Accurately and Uses a creative
Ideas from the ideas ideas and/or concisely and unique
Reading into and/or information synthesizes approach to
Writing information sufficiently to ideas and/or accurately
imprecisely, adequately information and effectively
insufficiently, respond to the from a reading synthesize
or awkwardly writing task. task for a information
while thoughtful and/or ideas
responding to response to a for an in depth
the writing writing task. response to the
task. task.
Comments:
158
Activities to
use for ANY
text.
159
Visualizing: Activities to Use for ANY Text
Package Contents

 Visualizing Bookmarks – print out on cardstock and laminate for students
to use while studying the reading comprehension strategy.
comprehension strategy of Visualizing.
 Reader Response Questions – a full page of reader response questions to
journals.
 Anchor Chart – Visualizing is a Memory Saver – can be posted as is, or
reproduced on chart paper to hang in the classroom.
o Visualizing – Making Mind Pictures – Give students a photocopy of a
short text (newspaper article, science or social studies passage,
short story, etc.). Students work in pairs to discuss the questions
and create an image.
o Visualizing – Sense Chart – Students list details from their text
that relate to the 5 senses.
o Visualizing Quotes – Students choose 3 quotes from their text and
tell what senses are triggered by the quote and why.
o Visualizing – Creating Mental Images – Students list key words and
phrases from the text that create images, and then describe their
images. At the bottom of the page, students are asked to reflect
on how they can incorporate these kinds of words into their own
writing.
o Visualizing – Stretch your Sketch – Students are asked to draw an
image from their text and then describe the image and why they
chose to draw that particular image.
160
o Visualizing Changes – Students become aware of how their
visualization changes as they draw their mind images before, during,
and after reading.
o Visualizing – Create a Story Strip – Students are asked to choose 9
key events from their text, draw an image for each event, and
write a caption under each image. This handout can be enlarged to
11 x 17 size to provide students with more room to draw their
images.
o Visualizing – Make a Movie – Students choose 12 key events from
the text to turn into images for movie scenes. This handout can be
enlarged to 11 x 17 size to provide students with more room to draw
their images.
o Visualizing Figurative Language – Students choose 3 different
examples of figurative language from their text and complete the 4
column chart.
o Visualizing Idioms – What do you See? – One of my students‟ all-
time favourite activities. Students find an idiom in their text and
draw the literal translation of the idiom.
o Visualizing Characters – Students draw their visualizations of three
different characters from their text and record the words or
phrases from their text that helped them visualize the characters.
o Visualizing Setting – Students draw their visualization of the
setting in their text, then answer the questions below.
o Visualizing Definitions – Students choose 4 words from a science or
social studies unit, or the word wall. For each word, they must
write the term, draw a picture, and write the definition. A useful
tool for studying definitions.
o Visualizing Reflection – At the completion of your study of
visualization, students complete this metacognitive reflection.
 Visualizing Rubric – an example of a rubric you can use when assessing
students‟ use of visualization.
161
 This description really helped
me to see …
 I could / couldn’t really
imagine …
 When I close my eyes, I
see …
 I think that the main
character resembles …
 If I were to describe the …
I would say it looks like …
 To me, the setting …
 I see …
162
If I Can’t
Picture it,
I Can’t
understand it!
Albert Einstein
163
164
Visualizing Bookmarks
Thinkmarks
Visualizing Thinkmark Visualizing Thinkmark Visualizing Thinkmark
Visualizing is creating Visualizing is creating Visualizing is creating

pictures in your mind pictures in your mind pictures in your mind
while you read. You can while you read. You can while you read. You can
include sights, sounds, include sights, sounds, include sights, sounds,
and smells. Visualizing and smells. Visualizing and smells. Visualizing
helps you recall events helps you recall events helps you recall events
and better understand and better understand and better understand
the text. the text. the text.
I can picture … I can picture … I can picture …

In my mind I see … In my mind I see … In my mind I see …
If this were a movie … If this were a movie … If this were a movie …
I visualized that … I visualized that … I visualized that …
Visualizing this helps me Visualizing this helps me Visualizing this helps me
understand the text understand the text understand the text
because … because … because …
Visualizing Images Visualizing Images Visualizing Images
Action (plot events) Action (plot events) Action (plot events)

Characters Characters Characters
Setting (time period and Setting (time period and Setting (time period and
places) places) places)
165
Visualizing
Class Activities
 Turn a chapter book into a picture book. Draw a picture for each
chapter and write about the most important events.
 Turn a chapter book into a comic strip. Draw a 4 – 8 panel comic for
each chapter and write about the most important events through
speech bubbles.
 Draw a new book cover for a text and write a caption for it.
 I See What You Say – students work in pairs. Student A writes a
descriptive paragraph and reads it to student B. Student B draws
what he or she hears. Then partners switch roles.
 Mystery Boxes - Place an object in a box. Students have to rely on
their sense of touch to help them visualize and infer what the
object may be.
 Listen to the lyrics from a song. Have students close their eyes and
really listen to the song – lyrics, tone, mood, etc. Then have them
draw what they have visualized.
 Have students dramatize part of a text they have read to give them
the chance to play out the “movie that‟s in their minds”.
 Students can build a diorama for a particular setting in their texts.
 Visualize math word problems. Students draw a picture to
represent the problem and then explain how the image helps them to
better understand the problem.
 Make a movie proposal. Students write a movie proposal for a text
they are reading. The proposal must include real life setting
suggestions, real actors and actresses and their roles, and key
scenes with examples of how they will be brought to life.
166
Visualizing
 When you were reading the text, did you make any pictures or
images in your head? Describe them to me.
 Describe the pictures or images you made while you were reading.
 How do the images help you understand the text?
 How does imaging help you read better?
 Describe the setting‟s time and place. Draw it.
 Draw a comic strip or graphic novel page for what you‟ve just read.
 Draw 4 objects that represent your reading. Write a sentence for
each, telling what each item says about what you‟ve been reading.
 Is the setting described well enough that you can create a picture
of it in your mind? Why or why not?
 Create a magazine ad for the book you are reading.
 Thinking about what you just read, draw the picture that appears in
your mind.
 What object is important in your book? Draw it. Write an
explanation for why you feel it is important.
 If your book was being made into a movie, who do you see as the
main actors and actresses? Why? Where do you see it taking
place? Why?
 Choose two characters from your book. What do you think they look
like? Use examples from your text to justify your thinking.
 What senses were triggered during your reading today? Explain the
passages that triggered these senses.
167
Visualizing – A Memory SAVER
S Seeing the image in the mind’s eye.
A Associate the image to an action.
V Be vivid! The more colourful it is,

the easier the recall.
E Exaggerate! The more

extraordinary the better.
R Review the image periodically.
168
Visualizing – Making Mind Pictures
Text:______________________________________
Read the passage given to you and answer the following questions:
1. With a partner, describe the pictures that you each created in your mind‟s eye from
the sample text provided by the teacher.
What did you like about your own and your partner‟s mind pictures?
2. Read the passage again for ideas or feelings which add details to your own mind
pictures.
Circle the words in the text that best help you to form great mind pictures about the text.
What ideas of your own did you add which make the picture vivid or more interesting but
which were not in the text itself?
3. Discuss your mind pictures again with your partner.

What new details or ideas appear in your mind pictures as a result of the second reading?
4. How are your and your partner‟s mind pictures similar?

How are your and your partner‟s mind pictures different?
How do you explain the similarities and differences in your mind pictures?
5. Create a key mind picture in the space below.

Create a caption which includes words from the text that inspired your mind picture.
169
Visualizing – Sense Chart
Text:_______________________________
While reading through your text, list details that relate to your senses.
Sense Describe Event in Book Sensory Words / Details
170
Visualizing Quotes
Text:________________________________
Choose 3 quotes from your text and write them in the left column. In the middle
column tell what senses are triggered by the quote. In the right column tell why your
senses were triggered by the quote.
Quote What Senses Does the Why Does the Quote

Quote Trigger? Trigger These Senses?
171
Visualizing – Creating Mental Images
Text:_____________________________________
Key Words and Creates an Image

Phrases About: characters, Describe Your Image
from your Text setting, events, etc.
Why do authors choose words that help create images? How can you use
this in your writing?_________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
______
172
Visualizing – Stretch Your Sketch
Text:___________________________________
After reading the text, draw what you are visualizing.
Describe what you visualized below. Why did you choose this
image to draw?___________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
173
Visualizing Changes
Text:________________________________________
1) My visualization at the 2) Then it changed to:

beginning of the text:
3) Then it changed to: 4) By the end of the text my

visualization looked like this:
174
Visualizing – Create a Story Strip
Text:____________________________________
Draw pictures that represent key events in your text. Write a caption under each box
to explain each event. Draw the pictures in the order the events occurred.
175
Visualizing – Make a Movie!
Text:_____________________________________
Make a movie! Choose the most important events from your text and turn
them into scenes from a movie. Draw a sketch in the individual frames of
what would be included in the movie scene. Remember to draw your
scenes in the order you would have them happen in your movie.
176
Visualizing Figurative Language
Text:___________________________________
Choose 3 different examples of figurative language from your text
and complete the chart.
Example of Type of What is Being What Do You

Figurative Figurative Compared? Envision?
Language Language
177
Visualizing Idioms – What Do You See?
Text:____________________________________________
An idiom is a figure of speech. Some examples are: head in the clouds, break a leg,
sick as a dog, in hot water, etc. Find an idiom from your text and write it in the
box. Use the rest of the page to illustrate the literal translation of your idiom.
Idiom:
Illustration:
178
Visualizing Characters
Text:_________________________________
Choose 3 characters from your text and draw what you think they look like.
Beside each picture, write down words and phrases from your text that
helped you visualize the character.
Visualization Image Words / Phrases from the Text
179
Visualizing Setting
Text:_____________________________________
Visualize one of the settings in your text. Draw a picture of it in the box below.
Then answer the questions below the box.
Draw a picture of the setting:
What words / phrases in the text made you visualize the setting
like you did? _______________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Is the way you visualized the setting like any real place you know?
Explain. ___________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
180
Visualizing Definitions
Unit:___________________________________
Choose 4 definitions from your unit of study or word wall. For each definition,
write the name on the line, draw a picture in the box, and write the
definition on the lines below the picture.
_____________________ _____________________
_______________________ _______________________
_______________________ _______________________
_____________________ _____________________
_______________________ _______________________
_______________________ _______________________
181
Visualizing Reflection
This is what I’d tell someone creating sensory images means:______

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________________________________________
This is what I do when I create a sensory image:________________

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________________________________________
Creating sensory images helps me as a reader because:___________

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________________________________________
182
Visualizing Rubric
Text:_____________________________________

Preparation Rarely Sometimes Usually Always
prepared with prepared with prepared with prepared with
images to images to images to images to
share from the share from the share from the share from the
reading. reading. reading. reading.
Participation Rarely shares Sometimes Usually shares Always shares
and Active images from shares images images from images from
the reading or from the the reading or the reading or
Listening
reactions to reading or reactions to reactions to
others‟ reactions to others‟ others‟
comments others‟ comments comments
about the book. comments about the book. about the book.
about the book.
Written Rarely writes Sometimes Usually writes Always writes
Response about and writes about about and about and
explains any and explains explains any explains any
For Mental
images from any images images from images from
Pictures the text. from the text. the text. the text.
Creates Rarely relates Sometimes Usually relates Always relates
Sensory images to the relates images images to the images to the
senses and to the senses senses and senses and
Images
emotions. and emotions. emotions. emotions.
Comments:
183
Runde’s Room
http://www.teacherspayteachers.com/Store/Rundes-Room/Products
Thank-you for taking the time to visit my store and download

one of my products. All of my products have been used in my
classroom with great success. I sincerely hope you find this
product a useful tool for your classroom.
I have a large collection of products for your SMARTboard,

including language lessons, math lessons, math games, music
lessons and mini-units, and many more.
I also have a large collection of language and math resources

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If you are looking for novel unit ideas, I have an extensive

unit plan for Chris Van Allsburg (an inferring unit focussing on six
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the Key. I also have bundles of materials to use while studying
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Resource Contains Posters, Bookmarks, Activities, Discussion Questions, Graphic Organizers, and Rubrics For Each Strategy. Created By: J. Runde

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Resource Contains Posters, Bookmarks, Activities, Discussion Questions, Graphic Organizers, and Rubrics For Each Strategy. Created By: J. Runde

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Resource contains posters, bookmarks, activities,

 Posters – 3 different posters to display in your classroom to give your

Asking Questions Asking Questions Asking Questions

Good readers approach a Good readers approach a Good readers approach a

Look for Answers Look for Answers Look for Answers

Sentence Starters Sentence Starters Sentence Starters

I wonder … I wonder … I wonder …

 Describe a character that you would like to meet. List 4

Describe a character that you List a who, what, when,

If the author of your text List 3 thick questions for

List 5 thin questions for What questions would you

What questions does the Pretend you are a talk show

Was there a part of your book Make a question web for

What questions did you What questions were you

Think about an event that Recall a movie that you have

You have been hired to create If your book had a sequel,

What are some questions If you were auditioning actors

What are 5 questions you What questions did you have

Knowledge Comprehension Application

Thin Questions Thick Questions

Quote from Text:

Thin Question: Thick Question:

Possible Answer: Possible Answer:

Quote from Text:

Thin Question: Thick Question:

Possible Answer: Possible Answer:

Type of Question Your Question

Example: Who is Bob‟s friend?

Example: Why did Bob feel sad?

Example: How do you think Bob felt when he

Example: How would you feel if your best

Questions can be answered in the following ways:

Observe Question Infer

 I know that …  I wonder why …  I think …

Know Wonder Learn

 I know that …  I wonder why …  I learned that …

Questions Before I Read Possible Answers

Questions During My Reading Possible Answers

Questions After My Reading Possible Answers

Question Prompts Questions (2) Possible Answers

Advice I would give someone for asking questions:_____________

These are the ways I use questioning:______________________

How questioning helps me as a reader:_____________________

Category Level 1 Level 2 Level 3 Level 4

Provides Provides Provides relevant Provides

 Posters – 3 different posters to display in your classroom to give your

Determining Determining Determining

Be A Detective Be A Detective Be A Detective

Sentence Starters Sentence Starters Sentence Starters

 Cross-out strategy – instead of having students highlight the

What is the main idea of the text you are reading?

Important Idea: Key Detail:___________________

Important Idea: Key Detail:___________________

Interesting Details Important Facts

Important Idea Important Idea

Important Idea Important Idea

Facts Questions Responses

The Main Idea The Most Important Thing I

A Picture or Diagram Related to Questions About the Main Idea

Important! How Do You Know It’s Important?

Good readers know where to find the “good stuff”.

I can connect to ____________ because