sol power point

8/22/2019 SOL Power Point

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Reading SOL Review


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Narrative Elements (SOL 4.4) The most important elements of a story are characters,

setting, and plot. The narrative elements of a story worktogether. Changing one narrative element causes changesin the others. This results in a different story.

Sett ing: when and where the story takes place

Tip: Look for words such as in, on, or at that tell where thestory takes place. Also, look for words that tell when thestory takes place (time of day, season, etc.)

Characters: the peop le or animals in the sto ry

Tip: Find the names of the most important characters inthe story. Who does the talking and performs the action inthe story?

Plot : what happens in the story --the sequence of act ionsor events

(A plot usually contains a conflict, or problem, and aresolution, or the way the problem is solved.) The solutionof a story's problem comes at the end of the story.


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Internet Activities: Narrative

Elements http://harcourtschool.com/activity/test_tutor/build19/grade3/skill14/ind

ex_pre.htm

http://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.

asp?src=tip218a.swf&skill=Plot%20Development

http://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_spac

e.asp?src=tip126a.swf&skill=Similarities%20%26%20Differences%20in

%20Characters


e.asp?src=tip127a.swf&skill=Similarities%20%26%20Differences%20in

%20Settings
http://harcourtschool.com/activity/test_tutor/build19/grade3/skill14/index_pre.htmhttp://harcourtschool.com/activity/test_tutor/build19/grade3/skill14/index_pre.htmhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip218a.swf&skill=Plot%20Developmenthttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip218a.swf&skill=Plot%20Developmenthttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip126a.swf&skill=Similarities%20%26%20Differences%20in%20Charactershttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip126a.swf&skill=Similarities%20%26%20Differences%20in%20Charactershttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip126a.swf&skill=Similarities%20%26%20Differences%20in%20Charactershttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip127a.swf&skill=Similarities%20%26%20Differences%20in%20Settingshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip127a.swf&skill=Similarities%20%26%20Differences%20in%20Settingshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip127a.swf&skill=Similarities%20%26%20Differences%20in%20Settingshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip127a.swf&skill=Similarities%20%26%20Differences%20in%20Settingshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip127a.swf&skill=Similarities%20%26%20Differences%20in%20Settingshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip127a.swf&skill=Similarities%20%26%20Differences%20in%20Settingshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip126a.swf&skill=Similarities%20%26%20Differences%20in%20Charactershttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip126a.swf&skill=Similarities%20%26%20Differences%20in%20Charactershttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip126a.swf&skill=Similarities%20%26%20Differences%20in%20Charactershttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip218a.swf&skill=Plot%20Developmenthttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip218a.swf&skill=Plot%20Developmenthttp://harcourtschool.com/activity/test_tutor/build19/grade3/skill14/index_pre.htmhttp://harcourtschool.com/activity/test_tutor/build19/grade3/skill14/index_pre.htm


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Video Clip: Narrative Elements


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Drawing Conclusions/

Inferences (SOLs 4.4 & 4.5) Drawing conclusions or making inferences helps you understand

information the author does not state directly. You can drawconclusions or make inferences using story information and yourown knowledge. You might draw conclusions about the storysetting, the character's traits, actions of the characters, and whythe characters act as they do.

EXAMPLE:

Judd likes the color blue.

He says it gives him a peaceful feeling.

Judd bought paint for his living room.

What color paint do you think he bought? Since it doesnt SAY EXACTLY which color he bought, we have to

make an INFERENCE or DRAW A CONCLUSION based on theinformation that weve been given. The clues include Juddsfavorite color and how it makes him feel. We can now INFER thatJudd PROBABLY chose BLUE!


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Internet Activities: Drawing

Conclusions/ Inferences/

Predictions http://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_spac

e.asp?src=tip121a.swf&skill=Inferences%20About%20Character%20Tr

aits

http://www.quia.com/pop/89733.html



e.asp?src=tip104a.swf&skill=Word%20Meaning%20From%20Context
http://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip121a.swf&skill=Inferences%20About%20Character%20Traitshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip121a.swf&skill=Inferences%20About%20Character%20Traitshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip121a.swf&skill=Inferences%20About%20Character%20Traitshttp://www.quia.com/pop/89733.htmlhttp://www.quia.com/pop/89736.htmlhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip104a.swf&skill=Word%20Meaning%20From%20Contexthttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip104a.swf&skill=Word%20Meaning%20From%20Contexthttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip104a.swf&skill=Word%20Meaning%20From%20Contexthttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip104a.swf&skill=Word%20Meaning%20From%20Contexthttp://www.quia.com/pop/89736.htmlhttp://www.quia.com/pop/89733.htmlhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip121a.swf&skill=Inferences%20About%20Character%20Traitshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip121a.swf&skill=Inferences%20About%20Character%20Traitshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip121a.swf&skill=Inferences%20About%20Character%20Traits


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Video Clip: Inferences


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Figurative Language

(SOL 4.4) A simile compares two things using words l ikeoras.

A metaphor suggests a similarity between two unlike things wi thoutusing likeor as.

Sometimes an author describes animals or objects as if they have feelings orcan do things that people can do. This is called personification.

Example: Wild sunflowers turned bright faces to the east, and occasional

dust devils went spiraling off across the plain in merry abandon. The authorhas given the sunflowers and dust devils human qualities to show that this willbe a happy place.

An idiom is an expression whose meaning is different from the meaning of theindividual words.

Example:

Ramon lost his temper when he missed the bus.

Janna's performance stole the spotlight.

I made the cake from scratch.

A hyperbole is a statement ofexaggerat ion.

Example:

The snow was piled in mountain-high drifts.


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Internet Activities: Figurative Language

http://www.funbrain.com/funbrain/idioms/

http://www.readwritethink.org/materials/idioms/

http://bugges.wcpss.net/Do%20You%20Know%20What%20It%20Means.htm

http://www.quia.com/hm/80390.html

http://languagearts.mrdonn.org/figurative.html http://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-

personification-extended-metaphor/nsw/simile-metaphor-idioms-

personification-extended-metaphor/skills-by-mode-reading-and-

writing/required-skills-and-knowledge-language-features-and-techniques

http://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-

language.html http://www.gameclassroom.com/skill/3494/figurative-language-simile-

metaphor-hyperbole-personification
http://www.funbrain.com/funbrain/idioms/http://www.readwritethink.org/materials/idioms/http://bugges.wcpss.net/Do%20You%20Know%20What%20It%20Means.htmhttp://www.quia.com/hm/80390.htmlhttp://www.quia.com/hm/80390.htmlhttp://languagearts.mrdonn.org/figurative.htmlhttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.htmlhttp://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.htmlhttp://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.htmlhttp://www.gameclassroom.com/skill/3494/figurative-language-simile-metaphor-hyperbole-personificationhttp://www.gameclassroom.com/skill/3494/figurative-language-simile-metaphor-hyperbole-personificationhttp://www.gameclassroom.com/skill/3494/figurative-language-simile-metaphor-hyperbole-personificationhttp://www.gameclassroom.com/skill/3494/figurative-language-simile-metaphor-hyperbole-personificationhttp://www.gameclassroom.com/skill/3494/figurative-language-simile-metaphor-hyperbole-personificationhttp://www.gameclassroom.com/skill/3494/figurative-language-simile-metaphor-hyperbole-personificationhttp://www.gameclassroom.com/skill/3494/figurative-language-simile-metaphor-hyperbole-personificationhttp://www.gameclassroom.com/skill/3494/figurative-language-simile-metaphor-hyperbole-personificationhttp://www.gameclassroom.com/skill/3494/figurative-language-simile-metaphor-hyperbole-personificationhttp://www.gameclassroom.com/skill/3494/figurative-language-simile-metaphor-hyperbole-personificationhttp://www.gameclassroom.com/skill/3494/figurative-language-simile-metaphor-hyperbole-personificationhttp://www.gameclassroom.com/skill/3494/figurative-language-simile-metaphor-hyperbole-personificationhttp://www.gameclassroom.com/skill/3494/figurative-language-simile-metaphor-hyperbole-personificationhttp://www.gameclassroom.com/skill/3494/figurative-language-simile-metaphor-hyperbole-personificationhttp://www.gameclassroom.com/skill/3494/figurative-language-simile-metaphor-hyperbole-personificationhttp://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.htmlhttp://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.htmlhttp://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.htmlhttp://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.htmlhttp://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.htmlhttp://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.htmlhttp://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.htmlhttp://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.htmlhttp://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.htmlhttp://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.htmlhttp://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.htmlhttp://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.htmlhttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_c-2369/simile-metaphor-idioms-personification-extended-metaphor/nsw/simile-metaphor-idioms-personification-extended-metaphor/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniqueshttp://www.skwirk.com/p-c_s-54_u-245_t-639_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Video Clip: Figurative Language

Simile, Metaphor, Hyperbole


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Video Clip: Figurative Language

Simile, Alliteration, Repetition


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Word Relationships

(SOL 4.3) Synonyms are words that have similar, or almost the same meaning.

Example: closed and shut

Antonyms have opposite meanings. Example: in and out

Homophones are words that sound the same but have differentspellings and meanings.

Example: see ("to look") and sea ("the ocean")

Homographs are words that have the same spelling but differentmeanings and pronunciations.

Example: close (Jane and Mark are close friends.)

close (Please close the door.)

Multiple-meaning words are spelled the same way, but have more thanone meaning and sometimes different pronunciations.

Use context clues to figure out which meaning is being used. Thecontext (the way the word is used in a sentence) tells which meaningor pronunciation is being used.

Example: trunk ("elephant's nose") and trunk ("square storage case")

Knowing how words are related can help you figure out unfamiliarwords. Many words are related to other words. Related words mayshare a prefix, suffix, or root word.


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Internet Activities: Word

Relationships http://www.funbrain.com/whichword/index.html

http://www.funbrain.com/roots/index.html

http://www.primaryresources.co.uk/english/homophones.htm

http://www.quia.com/rr/186396.html

http://www.quia.com/jg/1068781.html
http://www.funbrain.com/whichword/index.htmlhttp://www.funbrain.com/roots/index.htmlhttp://www.primaryresources.co.uk/english/homophones.htmhttp://www.quia.com/rr/186396.htmlhttp://www.quia.com/jg/1068781.htmlhttp://www.quia.com/jg/1068781.htmlhttp://www.quia.com/rr/186396.htmlhttp://www.primaryresources.co.uk/english/homophones.htmhttp://www.funbrain.com/roots/index.htmlhttp://www.funbrain.com/whichword/index.html


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Video Clip: Homophones


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Fact and Opinion

(SOL 4.5) A fact is a statement that can be proven.

Facts tell what is happening or what has happened.In non-fiction, a fact describes something that can beseen or that really occurred.

An opinion tells how someone feels and cannot beproven.

Opinions tell how the writer or speaker thinks or feelsabout something. Opinions may include words suchas:

Should, must, and ought, or phrases such as "in myopinion", "I think", or "I believe." An opinion may alsocontain adjectives such as worst or best. Anewspaper editorial, written to persuade, is nonfictionand mostly opinion. If an opinion seems to be right,that doesn't make it a fact. Even if many people agree

with the author, the statement is still an opinion.


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Fact & Opinion Video Clip:


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Internet Activities: Fact and Opinion


http://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.

html
http://www.quia.com/pop/12709.htmlhttp://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.htmlhttp://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.htmlhttp://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.htmlhttp://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.htmlhttp://www.quia.com/pop/12709.html


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Cause and Effect

(SOL 4.5) A cause is whysomething happens.

An effect is what happensbecause of another event,or as a result of a cause.

Sometimes a signal word helps you to see the

cause-and-effect relationship. Some signal wordsare: so , because, if, and then.

Example:

I got a new bike becauseI outgrew my old one.

(EFFECT) (CAUSE)

I outgrew my old bike, soI got a new one. (CAUSE) (EFFECT)

Both sentences say THE SAME THING! Sometimesthe cause is stated first and sometimes the effect isstated before the cause.


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Internet Activities: Cause & Effect


e.asp?src=tip129a.swf&skill=Cause%20%26%20Effect

http://www.smccd.net/accounts/sevas/esl/gramcheck/8-7.html
http://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip129a.swf&skill=Cause%20%26%20Effecthttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip129a.swf&skill=Cause%20%26%20Effecthttp://www.smccd.net/accounts/sevas/esl/gramcheck/8-7.htmlhttp://www.smccd.net/accounts/sevas/esl/gramcheck/8-7.htmlhttp://www.smccd.net/accounts/sevas/esl/gramcheck/8-7.htmlhttp://www.smccd.net/accounts/sevas/esl/gramcheck/8-7.htmlhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip129a.swf&skill=Cause%20%26%20Effecthttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip129a.swf&skill=Cause%20%26%20Effect


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Summarize

(SOLs 4.4, 4.5, 4.6)

To summarize, you need to briefly retellthemain idea and most important details of aselection. Use your own words and retell theevents in the order in which they happened.

Remember, the main ideais the mostimpor tantidea in a paragraph, passage, orselection.

Details tell more about the main idea. Detailsare pieces of information that tell more about themain idea. They answer questions such as who,where, when, what, and how.


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Video Clip: Summarizing


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Nonfiction Text Structure/

Locating Information(SOL 4.5)Nonfiction books are factual. Your science and social studies books arenonfiction. Weekly Readersare also nonfiction.

Tables. graphs, charts, cutaways, labels, headings, venn diagrams, captions,

indexes, glossaries, table of contents, and other graphic aids can help you better

understand important nonfiction material. Please review these important

nonfiction conventions:

Label: Identifies parts of something.Heading: Title of a section, page, or chapter.

Cutaway: Part of an illustration moved so you can see the inside.

Graph: Picture type diagram of data.

Caption: Words located under a picture describing what its about.

Index: Alphabetical list of topics at the back of a book with page numbers.

Glossary: List of terms and definitions at the back of a book.Table of Contents: The part of a book that lists the chapters and the page number

where the chapters begin.

Venn Diagram: Two interlocking circles that is used to help us see how two things

are alike and different.

Table/Chart: A set of data in a box-like format that can be read to learn about facts,

numbers, etc


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Internet Activities: Nonfiction Text

Structure/ Locating Information http://www.quia.com/cm/92637.html


e.asp?src=tip115a.swf&skill=Reading%20Maps%20and%20Charts


asp?src=tip216a.swf&skill=Using%20Photos

http://library.thinkquest.org/5002/Basic/ficnf.htm

http://www.factmonster.com/

http://www.readwritethink.org/materials/hints-on-print/index.html
http://www.quia.com/cm/92637.htmlhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip115a.swf&skill=Reading%20Maps%20and%20Chartshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip115a.swf&skill=Reading%20Maps%20and%20Chartshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip216a.swf&skill=Using%20Photoshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip216a.swf&skill=Using%20Photoshttp://library.thinkquest.org/5002/Basic/ficnf.htmhttp://www.factmonster.com/http://www.readwritethink.org/materials/hints-on-print/index.htmlhttp://www.readwritethink.org/materials/hints-on-print/index.htmlhttp://www.readwritethink.org/materials/hints-on-print/index.htmlhttp://www.readwritethink.org/materials/hints-on-print/index.htmlhttp://www.readwritethink.org/materials/hints-on-print/index.htmlhttp://www.readwritethink.org/materials/hints-on-print/index.htmlhttp://www.factmonster.com/http://library.thinkquest.org/5002/Basic/ficnf.htmhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip216a.swf&skill=Using%20Photoshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip216a.swf&skill=Using%20Photoshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip115a.swf&skill=Reading%20Maps%20and%20Chartshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip115a.swf&skill=Reading%20Maps%20and%20Chartshttp://www.quia.com/cm/92637.html


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Nonfiction

Powerpoint
http://localhost/var/www/apps/conversion/tmp/scratch_4/NonfictionConventions.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_4/NonfictionConventions.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_4/NonfictionConventions.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_4/NonfictionConventions.ppt


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Video Clip: Fiction Vs. Nonfiction


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Video Clip: Parts of a Book


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Compare/Contrast

(SOL 4.4, 4.5) Compare= tell how things are alike Contrast= tell how things are different

To compare, look for clues that tell how things are alike.This means to look forsimi lar i t ies, orwhat two th ingshave in common.

To contrast, look for clues that tell how things aredif ferent, ordif ferences.

When writers compare things, they may use words suchasalso , bo th, and too.

Venn Diagrams are very useful tools for comparing andcontrasting.

When writers contrast things, they may use words suchas but, instead, and although.


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Internet Activities:

Compare/Contrast http://www.sdcoe.k12.ca.us/score/actbank/tvenn.htm

http://www.fcatexplorer.com/parent/6gr/en/skills_review_popup.asp

(click on compare and contrast links)
http://www.sdcoe.k12.ca.us/score/actbank/tvenn.htmhttp://www.fcatexplorer.com/parent/6gr/en/skills_review_popup.asphttp://www.fcatexplorer.com/parent/6gr/en/skills_review_popup.asphttp://www.sdcoe.k12.ca.us/score/actbank/tvenn.htm


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Venn Diagram Video Clip


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Sequence

(SOLs 4.4 & 4.5) The sequenceof events tells what happens first, next,

and lastin a story.

Sequence is the order in which events happen.

An author may use signal words such asf i rst , next,

then, f inal ly, afternoon, later, or tom orrowto showsequence.

Sometimes other words or phrases tell about time.Datescan also help readers understand time.

Keep track of the sequence of events to help youunderstand what you read. Sometimes the clues to asequence of events are not stated, but you can use yourknowledge to identify the order.


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Internet Activities: Sequence

http://www.funbrain.com/order/index.html


asp?src=tip209a.swf&skill=Chronological%20Order

http://www.quia.com/pp/1298.html



http://www.quia.com/pages/sequencingfun.html
http://www.funbrain.com/order/index.htmlhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip209a.swf&skill=Chronological%20Orderhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip209a.swf&skill=Chronological%20Orderhttp://www.quia.com/pp/1298.htmlhttp://www.quia.com/pp/1308.htmlhttp://www.quia.com/pp/1312.htmlhttp://www.quia.com/pages/sequencingfun.htmlhttp://www.quia.com/pages/sequencingfun.htmlhttp://www.quia.com/pp/1312.htmlhttp://www.quia.com/pp/1308.htmlhttp://www.quia.com/pp/1298.htmlhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip209a.swf&skill=Chronological%20Orderhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip209a.swf&skill=Chronological%20Orderhttp://www.funbrain.com/order/index.html


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Sequence and Story Elements

Video Clip


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Main Idea

(SOLs 4.4 &4.5)

The main idea is the most important idea in a

paragraph, passage, or selection. The main idea of a

selection is what it is mostly about. Sometimes themain idea is stated at the end or it may not be stated at

all. If a main idea is not stated in a sentence or title, a

reader must look for details such as clues to figure out

the main idea.

Details tell more about the main idea. Details are

pieces of information that tell more about the main idea.

They answer questions such as who, where, when,

what, and how. The details give information to explain

and support the main idea.


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Internet Activities: Main Idea


asp?src=tip208a.swf&skill=Significant%20and%20Minor%20Details

http://harcourtschool.com/activity/book_buddy/rosie/skill_pre.h

tml


e.asp?src=tip105a.swf&skill=Main%20Idea

http://www.manatee.k12.fl.us/sites/elementary/palmasola/psmain.htm
http://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip208a.swf&skill=Significant%20and%20Minor%20Detailshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip208a.swf&skill=Significant%20and%20Minor%20Detailshttp://harcourtschool.com/activity/book_buddy/rosie/skill_pre.htmlhttp://harcourtschool.com/activity/book_buddy/rosie/skill_pre.htmlhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip105a.swf&skill=Main%20Ideahttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip105a.swf&skill=Main%20Ideahttp://www.manatee.k12.fl.us/sites/elementary/palmasola/psmain.htmhttp://www.manatee.k12.fl.us/sites/elementary/palmasola/psmain.htmhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip105a.swf&skill=Main%20Ideahttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip105a.swf&skill=Main%20Ideahttp://harcourtschool.com/activity/book_buddy/rosie/skill_pre.htmlhttp://harcourtschool.com/activity/book_buddy/rosie/skill_pre.htmlhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip208a.swf&skill=Significant%20and%20Minor%20Detailshttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip208a.swf&skill=Significant%20and%20Minor%20Details


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Video Clip: Main Idea


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Video Clip: Main Idea


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Authors Purpose

(SOL 4.4) Every author has a reason, or purpose, for writing. Author's purpose= to entertain, to inform, to persuade, to give

instructions

An author may have more than one purpose.

A paragraphs title should reflect the authors purpose.

3 main reason s: Entertain- tell a story; to give readers enjoyment or amusement

An author who wants to entertain will often use sequence to tell thestory events in order.

Inform- to explain or give information

An author who wants to inform may use main idea and details to tell

the information. Persuade- convince readers to do or believe something

An author who wants to persuade usually will give reasons anddetails to support his or her opinion.


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Internet Activities: Authors Purpose


asp?src=tip210a.swf&skill=Author's%20Purpose


e.asp?src=tip111a.swf&skill=Author's%20Use%20of%20Persuasion
http://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip210a.swf&skill=Author%27s%20Purposehttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip210a.swf&skill=Author%27s%20Purposehttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip111a.swf&skill=Author%27s%20Use%20of%20Persuasionhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip111a.swf&skill=Author%27s%20Use%20of%20Persuasionhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip111a.swf&skill=Author%27s%20Use%20of%20Persuasionhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_space.asp?src=tip111a.swf&skill=Author%27s%20Use%20of%20Persuasionhttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip210a.swf&skill=Author%27s%20Purposehttp://www.fcatexplorer.com/parent/4gr/en/tipslister/question_tip_zoo.asp?src=tip210a.swf&skill=Author%27s%20Purpose


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Video Clip: Authors Purpose


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Prefixes and Suffixes

(SOL 4.3) Prefixes are word parts that come before a word that change the meaning of the word. in- not re- again over- too much un- not dis- opposite non- not mis- wrong pre- before Suffixes are word parts at the end of a word that change the meaning of the word. -ful full of -ment state of -able able to ly in a way that is -ous full of -ness the act of -less without -er one who does


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Video Clip: Prefixes & Suffixes


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Internet Activities:

http://www.sadlier-oxford.com/phonics/5_6/fishtanks1/fishtanks1.htm

http://www.harcourtschool.com/activity/book_buddy/arthur/skill.html

http://www.funbrain.com/roots/index.html

http://www.northcanton.sparcc.org/~elem/interactivities/prefixcatch/prefixcat

ch_sr_content.html

http://www.oswego.org/ocsd-web/match/dragflip.asp?filename=jwildesuffix
http://www.sadlier-oxford.com/phonics/5_6/fishtanks1/fishtanks1.htmhttp://www.harcourtschool.com/activity/book_buddy/arthur/skill.htmlhttp://www.funbrain.com/roots/index.htmlhttp://www.northcanton.sparcc.org/~elem/interactivities/prefixcatch/prefixcatch_sr_content.htmlhttp://www.northcanton.sparcc.org/~elem/interactivities/prefixcatch/prefixcatch_sr_content.htmlhttp://www.oswego.org/ocsd-web/match/dragflip.asp?filename=jwildesuffixhttp://www.oswego.org/ocsd-web/match/dragflip.asp?filename=jwildesuffixhttp://www.oswego.org/ocsd-web/match/dragflip.asp?filename=jwildesuffixhttp://www.oswego.org/ocsd-web/match/dragflip.asp?filename=jwildesuffixhttp://www.northcanton.sparcc.org/~elem/interactivities/prefixcatch/prefixcatch_sr_content.htmlhttp://www.northcanton.sparcc.org/~elem/interactivities/prefixcatch/prefixcatch_sr_content.htmlhttp://www.funbrain.com/roots/index.htmlhttp://www.harcourtschool.com/activity/book_buddy/arthur/skill.htmlhttp://www.sadlier-oxford.com/phonics/5_6/fishtanks1/fishtanks1.htmhttp://www.sadlier-oxford.com/phonics/5_6/fishtanks1/fishtanks1.htmhttp://www.sadlier-oxford.com/phonics/5_6/fishtanks1/fishtanks1.htm


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Research Skills

(SOL 4.6) Knowing which source is best to consult when researching a topic is

very important. You should be able to recognize the following sourcesof information:

Dictionary: a book arranged alphabetically that gives definitions,pronunciations, and parts of speech

Thesaurus: a book arranged alphabetically that gives synonyms andsometimes antonyms for words.

Atlas/Globe: a book of maps or a round representation of the Earth.

Almanac: A book of facts, charts, weather information, famous people,etc

Encyclopedia: A set of books in volumes arranged alphabetically thatprovide information on a wide range of topics.

Internet/Online Sources: Websites on every topic imaginable are

available on the internet. Internet safety is extremely important. Searchengines such as Google help you find web-sites that will help you withyour research. Always check several sources to make sure you get theright information.


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Video Clip: Reference Guides

( ) C C


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(8) Context Clues

(SOL 4.3) You can often figure out the meaning of unfamiliar words by looking

for context clues in a sentence or a group of sentences.

Read the following:

One day when Louis was only three, he grabbed his fathers awl. Theboy tr ied to u se theawl to p unch a hole in some leather .

You can use context clues to figure out the meaning of awl. The word

grabbedis a context clue. It tells you that an awl can be held. Nowlook at the phrase punch a hole. It suggests that an awl is a tool thatsomeone uses to punch holes in leather.

Look for:

Words related to the word

Words that mean the same

Words that mean the opposite

The location or the setting

What the word is used for

What the word is like or not like


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Context Clues Tips: Look for words that mean the same

Look for the location or setting

Look for what the word is used for

Look for what the word is not like Look for what the word is like

Look for words that mean the opposite

Look for words related to the word Look for how something is done

Look for what kind of thing the word is


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Video Clip: Context Clues


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Internet Activities

http://www.manatee.k12.fl.us/sites/elementary/samoset/ccdirect.htm

http://www.sadlier-oxford.com/phonics/5_6/cows/cows.htm

http://www.dowlingcentral.com/MrsD/quizzes/vocab/contextclues.htm

http://www.quia.com/pop/35971.html?AP_rand=968919901

http://www.quia.com/rr/151544.html
http://www.manatee.k12.fl.us/sites/elementary/samoset/ccdirect.htmhttp://www.sadlier-oxford.com/phonics/5_6/cows/cows.htmhttp://www.dowlingcentral.com/MrsD/quizzes/vocab/contextclues.htmhttp://www.quia.com/pop/35971.html?AP_rand=968919901http://www.quia.com/rr/151544.htmlhttp://www.quia.com/rr/151544.htmlhttp://www.quia.com/pop/35971.html?AP_rand=968919901http://www.dowlingcentral.com/MrsD/quizzes/vocab/contextclues.htmhttp://www.sadlier-oxford.com/phonics/5_6/cows/cows.htmhttp://www.sadlier-oxford.com/phonics/5_6/cows/cows.htmhttp://www.sadlier-oxford.com/phonics/5_6/cows/cows.htmhttp://www.manatee.k12.fl.us/sites/elementary/samoset/ccdirect.htm


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GENRES (Types of Stories)

Realistic Fiction: fictional story that is made up with characters and plot that could be real, butarent.

Historical Fiction: fictional story that has some tie to a historical period. It may have some realcharacters, but there are some elements of the story that are made-up.

Fairy Tale: usually involves good vs. evil, a princess who gets rescued, a knight in shiningarmor, and other imaginary plots.

Fable: short, tale that often has a moral or lesson to teach.

Fantasy: imaginary stories, that deals with unrealistic events such as talking animals orunicorns.

Tall Tale: a fictional story of characters who do larger than life things with exaggeration anddialect.

Biography: a nonfiction book giving an account of a real persons life written by another person.

Autobiography: a nonfiction book giving an account of a real persons life written by that personhim/herself.

Science Fiction: an imaginary story set usually in the future that deals with space, robots,and/or futuristic activities.

Folk Tale: a story from another country or culture. They often try to explain why things happenin nature, and can sometimes try to teach a lesson.

Nonfiction: factual writing. Science, history, biographies, and textbooks are all types ofnonfiction.

Mystery: fictional stories that solve a crime or lead the reader in suspense to a conclusion.

Poetry: sensory writing to express feelings and thoughts, sometimes rhyming but other times infree verse.


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Review of many skills:

http://www.fcatexplorer.com/parent/6gr/en/skills_review_popup.asp

http://www.internet4classrooms.com/skills-4th-langbuilders.htm

http://www.readingupgrade.com/cu/demo.htm
http://www.fcatexplorer.com/parent/6gr/en/skills_review_popup.asphttp://www.internet4classrooms.com/skills-4th-langbuilders.htmhttp://www.readingupgrade.com/cu/demo.htmhttp://www.readingupgrade.com/cu/demo.htmhttp://www.internet4classrooms.com/skills-4th-langbuilders.htmhttp://www.internet4classrooms.com/skills-4th-langbuilders.htmhttp://www.internet4classrooms.com/skills-4th-langbuilders.htmhttp://www.internet4classrooms.com/skills-4th-langbuilders.htmhttp://www.internet4classrooms.com/skills-4th-langbuilders.htmhttp://www.fcatexplorer.com/parent/6gr/en/skills_review_popup.asp

sol power point

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