Student Name Teacher Name Class Period 1 · Student Name _____ Teacher Name _____ Class Period _____ PACT Principal ... Kimberly Williams Graphic Design: ... Suppose a collector with
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Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 1
Student Organizer
Student Name _____________________________________
Teacher Name _____________________________________
Class Period _____________________________________
PACT Principal Investi gator: Deborah Simmons, Ph.D.PACT Project Coordinator: Melissa Fogarty, Ph.D.
PACT Project Assistant: Kimberly WilliamsGraphic Design: Heather Moutray
© 2012 PACT - Promoting Adolescents’ Comprehension of TextCenter on Disability and Development at Texas A&M University
� e research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305F100013 to Texas A&M University as part of the Reading for Understanding Research Initiative. � e opinions
expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
� ese materials were developed with funding from the Institute for Education Sciences, R305F00013, to � e University of Texas at Austin. � e materials were developed by members of the Promoting Adolescent Comprehension of Text (PACT)
Research Teams from Texas A&M University, � e University of Texas at Austin, and Florida State University.
Materials should not be reproduced or used without written permission from PACT, � e Center on Disability and Development at Texas A&M University
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 3
PROGRAM TRAINING & RESOURCES Comprehension Circuit Training Chart 6 Comprehension Circuit Training Checklist 7
LITERARY TEXT: SHORT FICTION (Weeks 1-7)
Week 1 Literary: Short Ficti on Training: Thank You Ma’am Sample Acti vity 8 Introducti on to Comprehension Circuit Training & Word Cloud Acti vity 9 Comprehension Circuit Training Checklist 11 Literary: Short Ficti on Text Organizer 12 Read to Find Out Questi on - Writi ng Frame 14 Stati on Checklist/Eff ort Chart 16
Week 2 Literary: Short Ficti on Training: Aft er Twenty Years Comprehension Circuit Training Checklist 17 Literary: Short Ficti on Text Organizer 18 Read to Find Out Questi on - Writi ng Frame 20 Stati on Checklist/Eff ort Chart 22
Week 3 Literary: Short Ficti on Challenge Week with Teacher’s Choice of Text Comprehension Circuit Training Checklist 23 Literary: Short Ficti on Text Organizer 24 Read to Find Out Questi on - Writi ng Frame 26 Stati on Checklist/Eff ort Chart 28
Week 4 Literary: Short Ficti on Challenge Week with Teacher’s Choice of Text Comprehension Circuit Training Checklist 29 Literary: Short Ficti on Text Organizer 30 Read to Find Out Questi on - Writi ng Frame 32 Stati on Checklist/Eff ort Chart 34
Week 5 Literary: Short Ficti on Challenge Week with Teacher’s Choice of Text Comprehension Circuit Training Checklist 35 Literary: Short Ficti on Text Organizer 36 Read to Find Out Questi on - Writi ng Frame 38 Stati on Checklist/Eff ort Chart 40
Week 6 Literary: Short Ficti on Challenge Week with Teacher’s Choice of Text Comprehension Circuit Training Checklist 41 Literary: Short Ficti on Text Organizer 42 Read to Find Out Questi on - Writi ng Frame 44 Stati on Checklist/Eff ort Chart 46
comprehension circuit trainingTABLE OF CONTENTS
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University4
Week 7 Literary: Short Ficti on Challenge Week with Teacher’s Choice of Text Comprehension Circuit Training Checklist 47 Literary: Short Ficti on Text Organizer 48 Read to Find Out Questi on - Writi ng Frame 50 Stati on Checklist/Eff ort Chart 52
INFORMATIONAL TEXT: EXPOSITORY (Weeks 8-12)
Week 8 Informati onal Text: Expository Black Wings Comprehension Circuit Training Checklist 73 Expository: Informati onal Text Organizer 74 Read to Find Out Questi on - Writi ng Frame 76 Stati on Checklist/Eff ort Chart 78
Week 9 Informati onal Text: Expository Dogs Vs. Terrorists Comprehension Circuit Training Checklist 79 Expository: Informati onal Text Organizer 80 Read to Find Out Questi on - Writi ng Frame 82 Stati on Checklist/Eff ort Chart 84
Week 10 Informati onal Text: Expository Challenge Week with Teacher’s Choice of Text Comprehension Circuit Training Checklist 85 Expository: Informati onal Text Organizer 86 Read to Find Out Questi on - Writi ng Frame 88 Stati on Checklist/Eff ort Chart 90
Week 11 Informati onal Text: Expository Challenge Week with Teacher’s Choice of Text Comprehension Circuit Training Checklist 91 Expository: Informati onal Text Organizer 92 Read to Find Out Questi on - Writi ng Frame 94 Stati on Checklist/Eff ort Chart 96
Week 12 Informati onal Text: Expository Challenge Week with Teacher’s Choice of Text Comprehension Circuit Training Checklist 97 Expository: Informati onal Text Organizer 98 Read to Find Out Questi on - Writi ng Frame 100 Stati on Checklist/Eff ort Chart 102
VOCABULARY REVIEW & NOTES
Academic & Text Vocabulary Inventory 105 Vocabulary Review Acti viti es 108 Vocabulary Words & Defi niti ons 121
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 5
Literary Text:SHORT FICTION
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 7
comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University8
In a little district west of Washington Square the streets have run crazy and broken themselves into small strips called “places.” These “places” make strange angles and curves. One Street crosses itself a time or two. An artist once discovered a valuable possibility in this street. Suppose a collector with a bill for paints, paper and canvas should, in traversing this route, suddenly meet himself coming back, without a cent having been paid on account! So, to quaint old Greenwich Village the art people soon came prowling, hunting for north windows and eighteenth-century gables and Dutch attics and low rents. Then they imported some pewter mugs and a chafi ng dish or two from Sixth Avenue, and became a “colony.”
At the top of a squatty, three-story brick Sue and Johnsy had their studio. “Johnsy” was familiar for Joanna. One was from Maine; the other from California. They had met at the table d’hôte of an Eighth Street “Delmonico’s,” and found their tastes in art, chicory salad and bishop sleeves so congenial that the joint studio resulted.
From “The Last Leaf” by O. Henry
Now, rate how well you understood the text.
Understood Litt le to None“I’m not sure I could explain anything
that happened in this story.”
Understood Some“I could name the characters and the setti ng, but not what was happening.”
Understood Most to All“I could retell this story to a partner.”
What acti ons did you take to understand the text? What did you do to help you understand?
Before I read While I was reading Aft er I read
Practi ce Exercise: Rate Your Level of Understanding
Read the following excerpt from “The Last Leaf” by O. Henry as you typically would read a class assignment. Aft er you read, rate how well you understood the text.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 9
Introducti on: Comprehension Circuit Training Word Cloud Exercise
Fitness/Exercise Words Reading Words
Both
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 11
Text Title: __________________________________ Date: ______
comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University12
Title: ____________________________________ Author: _____________________________
Directi ons: At each checkpoint, take notes on the following questi ons. As you read, remember to build the “big picture” of what the text is saying.
Read to Find Out Questi on
Problem or Confl ict (What is the major problem or confl ict? What event or situati on sets the story in moti on? What are the goals of the characters? What do they hope to do?)
Plot
Checkpoint Setti ng (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#1
#2
#3
Short Ficti on Text Organizer
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 13
Plot
Checkpoint Setting (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#4
#5
#6
Resolution (What resulted? Did the characters solve the problem/conflict? If so, how?)
Author’s Style (Tone, Voice, etc.)
Teacher’s Choice (Literary Elements)
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University14
Read to Find Out Questi onWriti ng Frame
Directi ons: Using the writi ng frame below, answer the Read to Find Out Questi on that applies to the text.
In the story, ,
the problem or confl ict is
.
To solve this problem,
.
Finally, the problem/confl ict is solved when
.
In conclusion, I think the author’s purpose in writi ng this story
.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University16
Eff ort Chart
Directi ons: Check off the acti viti es and rate your eff ort.
station exercise completion did i put in my maximum effort?
I previewed the text. Yes No
I set checkpoints. Yes No
I read and checked my comprehension. Yes No
I fi xed problems as needed. Yes No
I answered the Read to Find Out Questi on. Yes No
I took the individual and team quizzes. Yes No
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 17
Text Title: __________________________________ Date: ______
comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University18
Title: ____________________________________ Author: _____________________________
Directi ons: At each checkpoint, take notes on the following questi ons. As you read, remember to build the “big picture” of what the text is saying.
Read to Find Out Questi on
Problem or Confl ict (What is the major problem or confl ict? What event or situati on sets the story in moti on? What are the goals of the characters? What do they hope to do?)
Plot
Checkpoint Setti ng (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#1
#2
#3
Short Ficti on Text Organizer
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 19
Plot
Checkpoint Setting (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#4
#5
#6
Resolution (What resulted? Did the characters solve the problem/conflict? If so, how?)
Author’s Style (Tone, Voice, etc.)
Teacher’s Choice (Literary Elements)
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University20
Read to Find Out Questi onWriti ng Frame
Directi ons: Using the writi ng frame below, answer the Read to Find Out Questi on that applies to the text.
In the story, ,
the problem or confl ict is
.
To solve this problem,
.
Finally, the problem/confl ict is solved when
.
In conclusion, I think the author’s purpose in writi ng this story
.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University22
Eff ort Chart
Directi ons: Check off the acti viti es and rate your eff ort.
station exercise completion did i put in my maximum effort?
I previewed the text. Yes No
I set checkpoints. Yes No
I read and checked my comprehension. Yes No
I fi xed problems as needed. Yes No
I answered the Read to Find Out Questi on. Yes No
I took the individual and team quizzes. Yes No
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 23
Text Title: __________________________________ Date: ______
comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University24
Title: ____________________________________ Author: _____________________________
Directi ons: At each checkpoint, take notes on the following questi ons. As you read, remember to build the “big picture” of what the text is saying.
Read to Find Out Questi on
Problem or Confl ict (What is the major problem or confl ict? What event or situati on sets the story in moti on? What are the goals of the characters? What do they hope to do?)
Plot
Checkpoint Setti ng (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#1
#2
#3
Short Ficti on Text Organizer
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 25
Plot
Checkpoint Setting (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#4
#5
#6
Resolution (What resulted? Did the characters solve the problem/conflict? If so, how?)
Author’s Style (Tone, Voice, etc.)
Teacher’s Choice (Literary Elements)
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University26
Read to Find Out Questi onWriti ng Frame
Directi ons: Using the writi ng frame below, answer the Read to Find Out Questi on that applies to the text.
In the story, ,
the problem or confl ict is
.
To solve this problem,
.
Finally, the problem/confl ict is solved when
.
In conclusion, I think the author’s purpose in writi ng this story
.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University28
Eff ort Chart
Directi ons: Check off the acti viti es and rate your eff ort.
station exercise completion did i put in my maximum effort?
I previewed the text. Yes No
I set checkpoints. Yes No
I read and checked my comprehension. Yes No
I fi xed problems as needed. Yes No
I answered the Read to Find Out Questi on. Yes No
I took the individual and team quizzes. Yes No
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 29
Text Title: __________________________________ Date: ______
comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University30
Title: ____________________________________ Author: _____________________________
Directi ons: At each checkpoint, take notes on the following questi ons. As you read, remember to build the “big picture” of what the text is saying.
Read to Find Out Questi on
Problem or Confl ict (What is the major problem or confl ict? What event or situati on sets the story in moti on? What are the goals of the characters? What do they hope to do?)
Plot
Checkpoint Setti ng (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#1
#2
#3
Short Ficti on Text Organizer
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 31
Plot
Checkpoint Setting (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#4
#5
#6
Resolution (What resulted? Did the characters solve the problem/conflict? If so, how?)
Author’s Style (Tone, Voice, etc.)
Teacher’s Choice (Literary Elements)
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University32
Read to Find Out Questi onWriti ng Frame
Directi ons: Using the writi ng frame below, answer the Read to Find Out Questi on that applies to the text.
In the story, ,
the problem or confl ict is
.
To solve this problem,
.
Finally, the problem/confl ict is solved when
.
In conclusion, I think the author’s purpose in writi ng this story
.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University34
Eff ort Chart
Directi ons: Check off the acti viti es and rate your eff ort.
station exercise completion did i put in my maximum effort?
I previewed the text. Yes No
I set checkpoints. Yes No
I read and checked my comprehension. Yes No
I fi xed problems as needed. Yes No
I answered the Read to Find Out Questi on. Yes No
I took the individual and team quizzes. Yes No
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 35
Text Title: __________________________________ Date: ______
comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University36
Title: ____________________________________ Author: _____________________________
Directi ons: At each checkpoint, take notes on the following questi ons. As you read, remember to build the “big picture” of what the text is saying.
Read to Find Out Questi on
Problem or Confl ict (What is the major problem or confl ict? What event or situati on sets the story in moti on? What are the goals of the characters? What do they hope to do?)
Plot
Checkpoint Setti ng (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#1
#2
#3
Short Ficti on Text Organizer
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 37
Plot
Checkpoint Setting (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#4
#5
#6
Resolution (What resulted? Did the characters solve the problem/conflict? If so, how?)
Author’s Style (Tone, Voice, etc.)
Teacher’s Choice (Literary Elements)
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University38
Read to Find Out Questi onWriti ng Frame
Directi ons: Using the writi ng frame below, answer the Read to Find Out Questi on that applies to the text.
In the story, ,
the problem or confl ict is
.
To solve this problem,
.
Finally, the problem/confl ict is solved when
.
In conclusion, I think the author’s purpose in writi ng this story
.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University40
Eff ort Chart
Directi ons: Check off the acti viti es and rate your eff ort.
station exercise completion did i put in my maximum effort?
I previewed the text. Yes No
I set checkpoints. Yes No
I read and checked my comprehension. Yes No
I fi xed problems as needed. Yes No
I answered the Read to Find Out Questi on. Yes No
I took the individual and team quizzes. Yes No
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 41
Text Title: __________________________________ Date: ______
comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University42
Title: ____________________________________ Author: _____________________________
Directi ons: At each checkpoint, take notes on the following questi ons. As you read, remember to build the “big picture” of what the text is saying.
Read to Find Out Questi on
Problem or Confl ict (What is the major problem or confl ict? What event or situati on sets the story in moti on? What are the goals of the characters? What do they hope to do?)
Plot
Checkpoint Setti ng (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#1
#2
#3
Short Ficti on Text Organizer
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 43
Plot
Checkpoint Setting (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#4
#5
#6
Resolution (What resulted? Did the characters solve the problem/conflict? If so, how?)
Author’s Style (Tone, Voice, etc.)
Teacher’s Choice (Literary Elements)
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University44
Read to Find Out Questi onWriti ng Frame
Directi ons: Using the writi ng frame below, answer the Read to Find Out Questi on that applies to the text.
In the story, ,
the problem or confl ict is
.
To solve this problem,
.
Finally, the problem/confl ict is solved when
.
In conclusion, I think the author’s purpose in writi ng this story
.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University46
Eff ort Chart
Directi ons: Check off the acti viti es and rate your eff ort.
station exercise completion did i put in my maximum effort?
I previewed the text. Yes No
I set checkpoints. Yes No
I read and checked my comprehension. Yes No
I fi xed problems as needed. Yes No
I answered the Read to Find Out Questi on. Yes No
I took the individual and team quizzes. Yes No
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 47
Text Title: __________________________________ Date: ______
comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University48
Title: ____________________________________ Author: _____________________________
Directi ons: At each checkpoint, take notes on the following questi ons. As you read, remember to build the “big picture” of what the text is saying.
Read to Find Out Questi on
Problem or Confl ict (What is the major problem or confl ict? What event or situati on sets the story in moti on? What are the goals of the characters? What do they hope to do?)
Plot
Checkpoint Setti ng (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#1
#2
#3
Short Ficti on Text Organizer
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 49
Plot
Checkpoint Setting (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#4
#5
#6
Resolution (What resulted? Did the characters solve the problem/conflict? If so, how?)
Author’s Style (Tone, Voice, etc.)
Teacher’s Choice (Literary Elements)
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University50
Read to Find Out Questi onWriti ng Frame
Directi ons: Using the writi ng frame below, answer the Read to Find Out Questi on that applies to the text.
In the story, ,
the problem or confl ict is
.
To solve this problem,
.
Finally, the problem/confl ict is solved when
.
In conclusion, I think the author’s purpose in writi ng this story
.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University52
Eff ort Chart
Directi ons: Check off the acti viti es and rate your eff ort.
station exercise completion did i put in my maximum effort?
I previewed the text. Yes No
I set checkpoints. Yes No
I read and checked my comprehension. Yes No
I fi xed problems as needed. Yes No
I answered the Read to Find Out Questi on. Yes No
I took the individual and team quizzes. Yes No
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 53
Text Title: __________________________________ Date: ______
comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University54
Title: ____________________________________ Author: _____________________________
Directi ons: At each checkpoint, take notes on the following questi ons. As you read, remember to build the “big picture” of what the text is saying.
Read to Find Out Questi on
Problem or Confl ict (What is the major problem or confl ict? What event or situati on sets the story in moti on? What are the goals of the characters? What do they hope to do?)
Plot
Checkpoint Setti ng (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#1
#2
#3
Short Ficti on Text Organizer
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 55
Plot
Checkpoint Setting (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#4
#5
#6
Resolution (What resulted? Did the characters solve the problem/conflict? If so, how?)
Author’s Style (Tone, Voice, etc.)
Teacher’s Choice (Literary Elements)
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University56
Read to Find Out Questi onWriti ng Frame
Directi ons: Using the writi ng frame below, answer the Read to Find Out Questi on that applies to the text.
In the story, ,
the problem or confl ict is
.
To solve this problem,
.
Finally, the problem/confl ict is solved when
.
In conclusion, I think the author’s purpose in writi ng this story
.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University58
Eff ort Chart
Directi ons: Check off the acti viti es and rate your eff ort.
station exercise completion did i put in my maximum effort?
I previewed the text. Yes No
I set checkpoints. Yes No
I read and checked my comprehension. Yes No
I fi xed problems as needed. Yes No
I answered the Read to Find Out Questi on. Yes No
I took the individual and team quizzes. Yes No
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 59
Text Title: __________________________________ Date: ______
comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University60
Title: ____________________________________ Author: _____________________________
Directi ons: At each checkpoint, take notes on the following questi ons. As you read, remember to build the “big picture” of what the text is saying.
Read to Find Out Questi on
Problem or Confl ict (What is the major problem or confl ict? What event or situati on sets the story in moti on? What are the goals of the characters? What do they hope to do?)
Plot
Checkpoint Setti ng (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#1
#2
#3
Short Ficti on Text Organizer
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 61
Plot
Checkpoint Setting (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#4
#5
#6
Resolution (What resulted? Did the characters solve the problem/conflict? If so, how?)
Author’s Style (Tone, Voice, etc.)
Teacher’s Choice (Literary Elements)
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University62
Read to Find Out Questi onWriti ng Frame
Directi ons: Using the writi ng frame below, answer the Read to Find Out Questi on that applies to the text.
In the story, ,
the problem or confl ict is
.
To solve this problem,
.
Finally, the problem/confl ict is solved when
.
In conclusion, I think the author’s purpose in writi ng this story
.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University64
Eff ort Chart
Directi ons: Check off the acti viti es and rate your eff ort.
station exercise completion did i put in my maximum effort?
I previewed the text. Yes No
I set checkpoints. Yes No
I read and checked my comprehension. Yes No
I fi xed problems as needed. Yes No
I answered the Read to Find Out Questi on. Yes No
I took the individual and team quizzes. Yes No
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 65
Text Title: __________________________________ Date: ______
comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University66
Title: ____________________________________ Author: _____________________________
Directi ons: At each checkpoint, take notes on the following questi ons. As you read, remember to build the “big picture” of what the text is saying.
Read to Find Out Questi on
Problem or Confl ict (What is the major problem or confl ict? What event or situati on sets the story in moti on? What are the goals of the characters? What do they hope to do?)
Plot
Checkpoint Setti ng (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#1
#2
#3
Short Ficti on Text Organizer
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 67
Plot
Checkpoint Setting (Where and when does the story take place? )
Characters (Who are they? What is the author telling us about them?)
Major Events (What are the major events?)
Why? (Why did the events happen?)
#4
#5
#6
Resolution (What resulted? Did the characters solve the problem/conflict? If so, how?)
Author’s Style (Tone, Voice, etc.)
Teacher’s Choice (Literary Elements)
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University68
Read to Find Out Questi onWriti ng Frame
Directi ons: Using the writi ng frame below, answer the Read to Find Out Questi on that applies to the text.
In the story, ,
the problem or confl ict is
.
To solve this problem,
.
Finally, the problem/confl ict is solved when
.
In conclusion, I think the author’s purpose in writi ng this story
.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University70
Eff ort Chart
Directi ons: Check off the acti viti es and rate your eff ort.
station exercise completion did i put in my maximum effort?
I previewed the text. Yes No
I set checkpoints. Yes No
I read and checked my comprehension. Yes No
I fi xed problems as needed. Yes No
I answered the Read to Find Out Questi on. Yes No
I took the individual and team quizzes. Yes No
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 71
Informational Text:EXPOSITORY
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 73
comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University74
Title: ___________________________________________________________________________
Read to Find Out Questi on
Directi ons: At each checkpoint, take notes on the following questi ons. As you read, remember to build a “big picture” of what the text is saying.
Checkpoint Topic (What is the topic? What important informati on did I learn from this secti on of text?)
Conclusions (What conclusions can I draw from this secti on of the text?)
#1
#2
#3
#4
Expository/Informati onal Text Organizer
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 75
Checkpoint Topic (What is the topic? What important information did I learn from this section of text?)
Conclusions (What conclusions can I draw from this section of the text?)
#5
#6
#7
#8
Author’s Style (List text features, graphics, charts) Teacher’s Choice (Text structure, etc.)
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University76
Read to Find Out Questi onWriti ng Frame
Directi ons: Using the writi ng frame below, answer the Read to Find Out Questi on that applies to the text.
In the text, ,
the author, discusses
_______________ .
First, I learned
________ .
Next, I learned
.
Finally, I learned
____________________ .
In conclusion, I think the author’s purpose in writi ng this text was
____.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University78
Eff ort Chart
Directi ons: Check off the acti viti es and rate your eff ort.
station exercise completion did i put in my maximum effort?
I previewed the text. Yes No
I set checkpoints. Yes No
I read and checked my comprehension. Yes No
I fi xed problems as needed. Yes No
I answered the Read to Find Out Questi on. Yes No
I took the individual and team quizzes. Yes No
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 79
comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University80
Title: ___________________________________________________________________________
Read to Find Out Questi on
Directi ons: At each checkpoint, take notes on the following questi ons. As you read, remember to build a “big picture” of what the text is saying.
Checkpoint Topic (What is the topic? What important informati on did I learn from this secti on of text?)
Conclusions (What conclusions can I draw from this secti on of the text?)
#1
#2
#3
#4
Expository/Informati onal Text Organizer
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 81
Checkpoint Topic (What is the topic? What important information did I learn from this section of text?)
Conclusions (What conclusions can I draw from this section of the text?)
#5
#6
#7
#8
Author’s Style (List text features, graphics, charts) Teacher’s Choice (Text structure, etc.)
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University82
Read to Find Out Questi onWriti ng Frame
Directi ons: Using the writi ng frame below, answer the Read to Find Out Questi on that applies to the text.
In the text, ,
the author, discusses
_______________ .
First, I learned
________ .
Next, I learned
.
Finally, I learned
____________________ .
In conclusion, I think the author’s purpose in writi ng this text was
______________________.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University84
Eff ort Chart
Directi ons: Check off the acti viti es and rate your eff ort.
station exercise completion did i put in my maximum effort?
I previewed the text. Yes No
I set checkpoints. Yes No
I read and checked my comprehension. Yes No
I fi xed problems as needed. Yes No
I answered the Read to Find Out Questi on. Yes No
I took the individual and team quizzes. Yes No
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 85
comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University86
Title: ___________________________________________________________________________
Read to Find Out Questi on
Directi ons: At each checkpoint, take notes on the following questi ons. As you read, remember to build a “big picture” of what the text is saying.
Checkpoint Topic (What is the topic? What important informati on did I learn from this secti on of text?)
Conclusions (What conclusions can I draw from this secti on of the text?)
#1
#2
#3
#4
Expository/Informati onal Text Organizer
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 87
Checkpoint Topic (What is the topic? What important information did I learn from this section of text?)
Conclusions (What conclusions can I draw from this section of the text?)
#5
#6
#7
#8
Author’s Style (List text features, graphics, charts) Teacher’s Choice (Text structure, etc.)
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University88
Read to Find Out Questi onWriti ng Frame
Directi ons: Using the writi ng frame below, answer the Read to Find Out Questi on that applies to the text.
In the text, ,
the author, discusses
_______________ .
First, I learned
________ .
Next, I learned
.
Finally, I learned
____________________ .
In conclusion, I think the author’s purpose in writi ng this text was
______________.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University90
Eff ort Chart
Directi ons: Check off the acti viti es and rate your eff ort.
station exercise completion did i put in my maximum effort?
I previewed the text. Yes No
I set checkpoints. Yes No
I read and checked my comprehension. Yes No
I fi xed problems as needed. Yes No
I answered the Read to Find Out Questi on. Yes No
I took the individual and team quizzes. Yes No
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 91
comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University92
Title: ___________________________________________________________________________
Read to Find Out Questi on
Directi ons: At each checkpoint, take notes on the following questi ons. As you read, remember to build a “big picture” of what the text is saying.
Checkpoint Topic (What is the topic? What important informati on did I learn from this secti on of text?)
Conclusions (What conclusions can I draw from this secti on of the text?)
#1
#2
#3
#4
Expository/Informati onal Text Organizer
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Checkpoint Topic (What is the topic? What important information did I learn from this section of text?)
Conclusions (What conclusions can I draw from this section of the text?)
#5
#6
#7
#8
Author’s Style (List text features, graphics, charts) Teacher’s Choice (Text structure, etc.)
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University94
Read to Find Out Questi onWriti ng Frame
Directi ons: Using the writi ng frame below, answer the Read to Find Out Questi on that applies to the text.
In the text, ,
the author, discusses
_______________ .
First, I learned
________ .
Next, I learned
.
Finally, I learned
____________________ .
In conclusion, I think the author’s purpose in writi ng this text was
______________________.
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Eff ort Chart
Directi ons: Check off the acti viti es and rate your eff ort.
station exercise completion did i put in my maximum effort?
I previewed the text. Yes No
I set checkpoints. Yes No
I read and checked my comprehension. Yes No
I fi xed problems as needed. Yes No
I answered the Read to Find Out Questi on. Yes No
I took the individual and team quizzes. Yes No
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comprehension circuit trainingChecklist
WARM-UP STATION
Warm-Up Stati on
1. Preview Text Exercise❏ Preview the ti tle and author.❏ Preview and scan the text features (ti tle, subheadings, bolded words, graphs, etc).❏ Read the fi rst 1-2 paragraphs and locate challenging words.
2. Develop Background Knowledge Exercise ❏ Teacher helps build background knowledge by introducing ti tle, author, setti ng,
and characters.❏ Teacher identi fi es and teaches the text vocabulary words.❏ Teacher provides Read to Find Out Questi on to students.
3. Set Checkpoints Exercise❏ Understand the text type and the Read to Find Out Questi on and locate the Text Organizer.❏ Skim the text for diffi culty and length.❏ Set checkpoints.
READING CORE STATIONReading Core
Stati on1. Read and Check Exercise
❏ Read and stop at checkpoints.❏ Review and discuss questi ons from the Text Organizer with partner.❏ Record answers on the Text Organizer.
2. “Fix It” Exercise❏ Re-read text and adjust reading speed and checkpoints.❏ Mark the text by circling the “who” or “what” and underline the main idea.❏ Imagine yourself in the text by visualizing the acti ons or informati on.
KNOWLEDGE FLEX STATIONKnowledge Flex
Stati on 1. Team-Based Learning Exercise❏ Take quiz, both individually and with the team.
2. Answer the Read to Find Out Questi on❏ Review informati on on the Text Organizer. ❏ Write the answer to Read to Find Out Questi on.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University98
Title: ___________________________________________________________________________
Read to Find Out Questi on
Directi ons: At each checkpoint, take notes on the following questi ons. As you read, remember to build a “big picture” of what the text is saying.
Checkpoint Topic (What is the topic? What important informati on did I learn from this secti on of text?)
Conclusions (What conclusions can I draw from this secti on of the text?)
#1
#2
#3
#4
Expository/Informati onal Text Organizer
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Checkpoint Topic (What is the topic? What important information did I learn from this section of text?)
Conclusions (What conclusions can I draw from this section of the text?)
#5
#6
#7
#8
Author’s Style (List text features, graphics, charts) Teacher’s Choice (Text structure, etc.)
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University100
Read to Find Out Questi onWriti ng Frame
Directi ons: Using the writi ng frame below, answer the Read to Find Out Questi on that applies to the text.
In the text, ,
the author, discusses
.
First, I learned
.
Next, I learned
.
Finally, I learned
.
In conclusion, I think the author’s purpose in writi ng this text was
_____________________.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University102
Eff ort Chart
Directi ons: Check off the acti viti es and rate your eff ort.
station exercise completion did i put in my maximum effort?
I previewed the text. Yes No
I set checkpoints. Yes No
I read and checked my comprehension. Yes No
I fi xed problems as needed. Yes No
I answered the Read to Find Out Questi on. Yes No
I took the individual and team quizzes. Yes No
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 103
VOCABULARY:Academic & Text Vocabulary
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AcademicVocabulary
AcademicVocabulary
TextVocabulary
TextVocabulary
TextVocabulary
Directi ons: Make a grid of all of the vocabulary words you’ve learned so far.Academic & Text Vocabulary Inventory
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AcademicVocabulary
AcademicVocabulary
TextVocabulary
TextVocabulary
TextVocabulary
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AcademicVocabulary
AcademicVocabulary
TextVocabulary
TextVocabulary
TextVocabulary
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Vocabulary Review Acti vity #1
Purpose: To describe a word from the Vocabulary Inventory, without using the word itself, in an eff ort to have another person guess the word.
Directi ons: Step 1: Choose a partner.Step 2: The fi rst partner chooses a vocabulary word from the Vocabulary Inventory and provides clues, such as a defi niti on or explanati on of that word in an eff ort to have your partner guess the word.
Example Clues: For the word sensible you might say, – “Good judgment.” – “Good choice.” – “Practi cal.”
Step 3: The partner guessing the word gets up to three clues in order to guess it. Award the following points according to how many clues are required to identi fy the word:
1. One clue: 3 points 2. Two clues: 2 points 3. Three clues: 1 point
Step 4: If the partner guesses the word or does not guess it within three clues, switch roles and repeat unti l ti me is up. Keep track of your points. Switch roles and repeat unti l ti me is up. The winner is the partner who has the most points when ti me is up.
Password
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 109
Vocabulary Review Acti vity #2
Purpose: To write a sentence using three words from the Vocabulary Inventory.
Directi ons:Step 1: Choose 3 words from the Vocabulary Inventory.
Step 2: Write a sentence that uses these three words. Be sure to underline the vocabulary words that you use.
Step 3: Share your sentence with your partner and record on your Vocabulary Organizer. (If ti me is limited, students can share sentences orally rather than writi ng them down).
Connect Three
Progressive Writing
Purpose: To write a story that follows the short story structure, using as many words from the Vocabulary Inventory as possible.
Directi ons:Step 1: The teacher chooses a topic for students to write about from the following plot ideas, character descripti ons, and story starters:
Step 2: Using your Literary/Short Ficti on Text Organizer as a guide, write a story using the story starter/plot idea/character descripti on provided by your teacher. Remember to introduce the characters, the setti ng, and the problem or confl ict that your characters face. Be sure to include how your characters att empt to solve the problem and the resoluti on or the soluti on to the problem. Step 3: Try to use as many vocabulary words from the Vocabulary Inventory in your story as possible. Please underline each vocabulary word as you use them.
Step 4: You will work on this same story over several days, so write as much as you can each day. Try to beat your score (the number of vocabulary words you use each day). Aim for a minimum of three vocabulary words per day.
Step 5: Be creati ve and have fun!
Vocabulary Review Acti vity #3
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University110
Vocabulary Review Acti vity #4
Three Questions
Purpose: To choose two words from the Vocabulary Inventory and think more deeply about these words by answering three questi ons.
Directi ons:Step 1: Each partner chooses a word from the Vocabulary Inventory.
Step 2: For each word, partners take turns answering the three questi ons below. Using his/her word, partner A will answer questi on one for that word. Partner B will answer the same questi on for the same word, trying to come up with something diff erent than partner A. Conti nue through each questi on. Complete the same process for the second word. Record answers for each word on Vocabulary Organizer. (If ti me is limited, students can share answers orally rather than writi ng them down).
1. What is it?2. What is it like?3. What are some examples?
Step 3: Share your sentence with your partner and record on your Vocabulary Organizer.
Acti viti es adapted from the website: htt p://www.docstoc.com/docs/74024065/Acti vati ng-Strategies-A-Collecti on-of-Plot Ideas/Character
Descripti ons/Suspense Writi ng Prompts retrieved from the website: htt p://library.thinkquest.org/J002344/StoryStarters.html
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 111
Vocabulary Review Activity Date: _______________
Vocabulary Review Activity Date: _______________
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Vocabulary Review Activity Date: _______________
Vocabulary Review Activity Date: _______________
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Vocabulary Review Activity Date: _______________
Vocabulary Review Activity Date: _______________
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Vocabulary Review Activity Date: _______________
Vocabulary Review Activity Date: _______________
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Vocabulary Review Activity Date: _______________
Vocabulary Review Activity Date: _______________
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Vocabulary Review Activity Date: _______________
Vocabulary Review Activity Date: _______________
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Vocabulary Review Activity Date: _______________
Vocabulary Review Activity Date: _______________
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Vocabulary Review Activity Date: _______________
Vocabulary Review Activity Date: _______________
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Vocabulary Review Activity Date: _______________
Vocabulary Review Activity Date: _______________
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Vocabulary Review Activity Date: _______________
Vocabulary Review Activity Date: _______________
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 121
Directi ons: For each vocabulary word, write the word, defi niti on, use the word in a sentence, and draw and complete either a vocabulary map or t-chart in the designated area.
Vocabulary Words
Word: _______________________________________________________________________________
Defi niti on: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Defi niti on: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University122
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 123
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University124
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 125
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University126
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 127
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University128
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 129
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University130
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 131
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University132
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 133
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University134
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 135
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University136
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 137
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University138
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Promoting Adolescents’ Comprehension of Text (PACT), Texas A&M University 139
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
Word: _______________________________________________________________________________
Definition: ____________________________________________________________________________
_____________________________________________________________________________________
Sentence: ____________________________________________________________________________
_____________________________________________________________________________________
Vocabulary Map: Draw your vocabulary map or t-chart below.
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