Article and Broster = Brief Poster
Response to Reading
___ Choose an article to read (________________________) and a person you think would like to learn about the topic (__________________).
____ Write a list of what you already know about the topic.
___ What is the main question the article answers?
___ Read to answer the questions.
Features: Title, Subtitles, Headings, Call-outs, Images/Captions, bold words, Questions
____ Write three questions you think the article will answer for you.
____ Read and highlight the main ideas. Stop after each paragraph to take notes (what the text says/what I think about it). gistnotes.pdf
____ Stop after reading each section and write a 20-25 word gist statement.
____ When finished reading and taking notes, re-read all gist statemens and write a 20-25 word gist statement covering the entire article.
____ Create a broster to summarize and illustrate your understanding of the theme (your own title), main idea (gist statement and graphic illustration), and supporting details (facts and labels for illustration).
Broster ( a brief poster) Directions:
Create an artistically organized 8 1/2” by 11” poster which includes:
____ Title: your own title which represents the theme of the text chapter
____ Gist Statement: a summary statement of the main idea using specific text vocabulary in 20-25 words.
____ Illustration of main idea (may be stick figures/sketch) with labels to explain
____ Facts: at least three supporting details to briefly provide evidence of the main idea/theme
____ Write a compound sentence response to one of these:
1. What inspiration might be drawn from the selection?
2. Who might benefit from reading the selection?
____ Question: What question do you still have (prediction or inference) or what question does your broster answer?
____ Your name and date neatly and artistically placed on the broster
Scoring Checklist here. (Does not include compound sentence).
Interact with others to share your information:
Practice presenting your broster.
Share information: Display and explain the broster; provide a summary or clarification/connection of your interests.
Obtain a signature from the person with whom you shared.
Broster ( 8 1/2 by 11 in. brief poster) with
What's done well here, and what's missing in this broster? Use the checklist here.
Options for presenting:
2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. W
· State both literal and/or inferred main ideas and provide supporting text-based details.
· State the theme/message and supporting details in culturally relevant literary/narrative text.
· Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.
2.1.6 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions. Organize images and information into a self-created graphic organizer to enhance text comprehension.
2.1.7 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize text. W
· Create an informational summary that includes an introductory statement, main ideas, and supporting text-based details; make connections among the key ideas from the entire text; use own words in an objective voice; is accurate to the original text; and avoids interpretation or judgment.
· Organize summary information for informational/expository, technical materials, and complex narratives into a self-created graphic organizer to enhance text comprehension.
2.4.1 Analyze informational/expository text and literary/narrative text to draw conclusions and develop
1.1.1 Applies more than one strategy for generating ideas and planning writing.
· Gathers information from a range of resources and uses an organizer to analyze, synthesize, and/or evaluate information to plan writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or
· Narrows topic with controlling idea (e.g., thesis statement or sentence that states the narrowed topic —
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., multiple examples, anecdotes, statistics).
· Uses personal experiences, observations, and research to support opinions and ideas
3.1.2 Uses an effective organizational structure.
Organizes clearly: - explanations (e.g., cause and effect, point-by-point comparisons)
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
· Identifies an intended audience.
· Identifies and includes information audience needs to know (e.g., defines scientific terms, makes no assumptions about audience’s prior knowledge).
· Identifies audience’s interest and knowledge of topic to determine emphasis.
· Anticipates readers’ questions and writes accordingly.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
· Selects and uses precise and specialized language
Gist Strategy: How to teach the gist statement.