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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.
___ Choose one part of the article of interest to you. How will you capture the main ideas?
___ Task: Capture the ideas in your own article with your own text structures to match your audience and purpose:

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)

Include a booster as part of your article.

____ 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

  • Your Own Title,
  • Gist Statement,
  • Labeled Illustration (labels = facts)
  • Vocabulary of content
  • Question/Clarification


What's done well here, and what's missing in this broster?  Use the checklist here.

 Example  What's missing?




Options for presenting:



Class/Small group




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


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





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.