Article and Broster = Brief Poster Response to Reading
Reading Directions: ___ 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 Organization: Main idea/Detail, Cause/Effect, Problem/Solution, Sequence, Description, Compare/Contrast (resource 2)
____ 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).
Presentation Directions: 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: Voicethread iMovie Class/Small group Standards
Goal: READING: 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 insights. W WRITING 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 examples. · 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
Resources:
Student Resource: gistnotes.pdf GISTHandout.PDF Conversation Round Table CRT sheets here.
Teacher Resource: NWREL: giststrategyread.pdf GISTHandout.PDF (3 sections of 20 blank lines each) Gist Strategy: How to teach the gist statement.
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