a result of forming either a concrete or abstract sequential or chronological; make inferences, which imply whole from the logical relation of parts. concept/definition; meaning, and draw generalization; and Students will use a variety of reading strategies conclusions based on both process. such as text annotation, QAR explicit and implied Relationship), thinking aloud, etc. information. recognize transitional words and phrases authors use to signal organizational patterns, including, but not limited to: distinguish between a fact, for cause and effect; as a result of, consequently which can be verified, and an for comparison/contrast; similarly, on the other hand opinion, which cannot. for enumeration or listing; first, three for sequential or chronological; today, meanwhile for concept/definition; refers to, thus for generalization; and always, in fact for process. begins with, in order to determine two or more central ideas in a text and analyze their development over the course of the text. provide an objective summary of the text by recording the development of the central ideas. analyze how two or more authors writing about the same topic shape their presentations or viewpoints of key information using facts, opinions, and
a result of forming either a concrete or abstract whole from the logical relation of parts. Students will use a variety of reading strategies such as text annotation, QAR Relationship), thinking aloud, etc. make inferences, which imply meaning, and draw conclusions based on both explicit and implied information. distinguish between a fact, which can be verified, and an opinion, which cannot. sequential or chronological; concept/definition; generalization; and process. recognize transitional words and phrases authors use to signal organizational patterns, including, but not limited to: as a result of, consequently for cause and effect; similarly, on the other hand for comparison/contrast; first, three for enumeration or listing; today, meanwhile for sequential or chronological; refers to, thus for concept/definition; always, in fact for generalization; and begins with, in order to for process. determine two or more central ideas in a text and analyze their development over the course of the text. provide an objective summary of the text by recording the development of the central ideas. analyze how two or more authors writing about the same topic shape their presentations or viewpoints of key information using facts, opinions, and