INTERACTIVE READING INFORMATIONAL TEXT NOTEBOOKS · interactive notes are organized in a way that students can study them like flashcards without having to go through the trouble

INTERACTIVE READING INFORMATIONAL TEXT NOTEBOOKS

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Table of ContentsTerms of Use 2

Table of Contents 3-4

GETTING STARTED GUIDE FOR INTERACTIVE NOTEBOOKS 5-8

How-To Videos (NEW!) 8

Lesson 1: Main Idea & Supporting Details Completed Student Pages 9-10

Lesson 1: Main Idea & Supporting Details Teacher’s Instructions 11-12

Lesson 1: Main Idea & Supporting Details Student Pages 13-19

Lesson 2: Organizing & Outlining Completed Student Pages 20

Lesson 2: Organizing & Outlining Teacher’s Instructions 21

Lesson 2: Organizing & Outlining Student Pages 22-31

Lesson 3: Summarizing Informational Text Completed Student Pages 32

Lesson 3: Summarizing Informational Text Teacher’s Instructions 33-34

Lesson 3: Summarizing Informational Text Student Pages 35

Lesson 4: Author’s Purpose (PIE) Completed Student Pages 36, 40

Lesson 4: Author’s Purpose (PIE) Teacher’s Instructions 37-38, 41

Lesson 4: Author’s Purpose (PIE) Student Pages 39, 42-46

Lesson 5: Author’s Purpose (PIE’ED) Completed Student Pages 47, 51

Lesson 5: Author’s Purpose (PIE’ED) Teacher’s Instructions 48, 52

Lesson 5: Author’s Purpose (PIE’ED) Student Pages 49, 53-57

Lesson 6: Nonfiction Text Structures Overview Completed Student Pages 58

Lesson 6: Nonfiction Text Structures Overview Teacher’s Instructions 59

Lesson 6: Nonfiction Text Structures Overview Student Pages 60-62

Lesson 7: Description (Nonfiction Text Structure) Completed Student Pages 63

Lesson 7: Description (Nonfiction Text Structure) Teacher’s Instructions 64

Lesson 7: Description (Nonfiction Text Structure) Student Pages 65-69

©2013-2016 erin cobb imlovinlit.com

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Table of ContentsLesson 8: Compare & Contrast (NTS) Completed Student Pages 70

Lesson 8: Compare & Contrast (NTS) Teacher’s Instructions 71

Lesson 8: Compare & Contrast (NTS) Student Pages 72-73

Lesson 9: Order & Sequence (NTS) Completed Student Pages 74

Lesson 9: Order & Sequence (NTS) Teacher’s Instructions 75

Lesson 9: Order & Sequence (NTS) Student Pages 76-78

Lesson 10: Problem & Solution (NTS) Completed Student Pages 79

Lesson 10: Problem & Solution (NTS) Teacher’s Instructions 80

Lesson 10: Problem & Solution (NTS) Student Pages 81-82

Lesson 11: Cause & Effect (NTS) Completed Student Pages 83

Lesson 11: Cause & Effect (NTS) Teacher’s Instructions 84

Lesson 11: Cause & Effect (NTS) Completed Student Pages 85-87

Lesson 12: Primary & Secondary Sources Completed Student Pages 88

Lesson 12: Primary & Secondary Sources Teacher’s Instructions 89-90

Lesson 12: Primary & Secondary Sources Student Pages 91-92

Lesson 12: Primary & Secondary Sources BONUS ACTIVITY 93-94

Lesson 13: Nonfiction Text Features Completed Student Pages 95

Lesson 13: Nonfiction Text Features Teacher’s Instructions 96

Lesson 13: Nonfiction Text Features Student Pages 97-102

Lesson 14: Persuasion Techniques Completed Student Pages 103

Lesson 14: Persuasion Techniques Teacher’s Instructions 104-105

Lesson 14: Persuasion Techniques Student Pages 106-108

Common Core Alignment 109

TEKS Alignment 110



Why should I use interactive notebooks when I’m already struggling to fit everything into my day?

Interactive notebooks should not be another thing added to your day on top of what you are already doing. Instead, change what you are already doing to accommodate interactive notebooks. As a middle school teacher, I was already having my students take notes into their notebooks anytime I taught new content (such as what is included in this packet). Interactive notebooking took the place of my giving notes. I consider the time it takes my students to construct their interactive notes as part of my explicit instruction time. And it is so much more meaningful than a lecture!

When students construct these 3D graphic organizers and then put the information they are learning into them, they are making connections and organizing these topics in their brains in a different and more meaningful way than they would be if I were simply lecturing this material or if they were simply taking notes. Furthermore, most of my interactive notes are organized in a way that students can study them like flashcards without having to go through the trouble of writing out flashcards.

Do I have to use composition notebooks?

Although teachers have successfully used spiral notebooks for interactive notebooking, composition books are truly better. They are more durable, less likely to fall apart, and the pages are far less likely to get torn out.

I first decided to use interactive notebooks after a summer workshop when school supplies had already been ordered. Since I have about 150 students, my school (mandates that students purchase pre-packaged supplies) had already purchased 150 Five Star spiral 3-subject notebooks for me. No way was I getting composition notebooks on top of that! So I waited for them to go on sale at Wal-Mart and Target for $0.50 each and slowly purchased 150 of them, about 40 at a time. Some were also purchased (in limited quantities) at Big Lots and Walgreens for as low as $0.20.

Now, you can still implement interactive 3d graphic organizers without ever putting them into a notebook if this works better for you. One teacher I met makes lapbooks for each of her social studies units. After she grades them and shows students their grades, she collects the unit lapbooks and files them. Then, she hands them all back before state testing so that students can study. If you’re interested in compiling these into lapbooks, here’s a great tutorial on constructing lapbooks:

http://www.youtube.com/watch?v=t1inXbba3cg

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INTERACTIVE READING INFORMATIONAL TEXT NOTEBOOKSInteractive Notebooks ~ Getting Started Guide


Does the type of glue really matter?

Absolutely! You definitely need to use Elmer’s school glue when gluing items into your interactive notebooks. Many students may purchase and use the glue sticks, but these are definitely not recommended for interactive notebooking. Yes, they’re more convenient and less messy, but they will not bond the paper permanently. I always tell my students that we use liquid glue because it will stick “forever.”

Not only does the type of glue matter, but the method of gluing matters also. Here’s a tip I learned at a workshop: NO TOASTER STRUDELING! You know what I’m talking about, and your kids will LOVE this analogy. I even begin by putting an image of a yummy cream cheese toaster strudel up on my SmartBoard and asking my students if they’ve ever eaten one. Most of them have. Do you like putting on the icing? Most students will say it’s their favorite part! Well, you will NOT be toaster strudeling in my classroom! This analogy really works for reminding students of the correct method of gluing items into interactive notebooks. Toaster strudeling will result in wavy pages and huge, sticky messes. So what’s the proper way to glue? Use small dots (I call them baby dots) spread about 1 inch apart. That’s it! The phrases I use with my students are “just a dot, not a lot” and “baby dots” and of course “NO toaster strudeling!”

How should I organize my interactive notebooks?

Before interactive notebooks, my students’ literature notebooks were a nightmare! Now, instead of students having a hodge-podge spiral notebook that contains many random things (and notes here and there), they have an organized reference book of everything I’ve taught them that makes it easy to study now and easy to save for future reference.

When you begin using your interactive notebooks, be sure to leave about 3 blank pages at the beginning for your table of contents. Every time you make another entry, log it in your table of contents. What a great real-world lesson on this text feature! Here is an example of what one page of the table of contents looked like for my 7th grade notebook.

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In what order should I teach the concepts in the Interactive Reading Informational Text Notebooks packet?

These lessons can be taught in any order or sequence that fits your classroom and the skills that you teach! You can skip some skills, dig into others more deeply, and mix and match them as you see fit. Take what works for you and modify it to fit your own classroom needs.

(CONTINUED…)

Furthermore, if you look closely at the table of contents, you will see that not everything in my students’ interactive notebook is content. I also have students glue in their AR goals, records, and even instructions that I don’t want them to lose, such as how to access my Quizlet site.

You recommend Youtube video clips, but my school blocks Youtube on our network.

There are a couple of ways around that. First, you can create SafeShare.tv links from home by visiting http://safeshare.tvand entering in the Youtube video link I have provided. This will produce an ad-free (and comment-free!) video page that many schools allow on their network.

8 ©2013-2016 erin cobb imlovinlit.com


The second option and the option I use is http://www.savetube.com. You might be required to update your java, but after that you will be able to enter a Youtube video link and then download a .mp4 file (Mac) or a .wmv file (Windows) that you can bring to school on a flash drive, network drive, or stash in your Google drive. I like using this method because I can keep the video clips saved for next year, but it does require a level of technical proficiency and some users struggle with it.

*IMPORTANT* Links in a PDF do not always work correctly. If you receive an error when clicking a link, try copying and pasting the link instead of clicking it.

Do I need separate composition notebooks for poetry, reading literature, reading informational text, grammar, and/or writing?

NO! My students keep all of their ELA interactive activities in ONE notebook. I can imagine that using multiple notebooks would create a nightmare of having the right notebook at the right time and gluing the wrong template into the wrong notebook. I have come a little close, but I have never filled an entire composition notebook. If we happened to fill one, I guess we’d just get new notebooks and start over, keeping the old ones around for reference! As long as we‘re logging what we’re doing in the Table of Contents, it will be easy enough to find what we need, even if it IS all in one notebook.

What about Bell Ringers and/or daily writing entries? Do you put those into the interactive notebook?

NO WAY! I never have my students “stick” random things into their precious interactive notebooks. These notebooks are sacred and no kind of daily work or jargon goes in there. Everything we put into our notebooks is useful in some way. I put things into the notebook that we will need to refer back to at some point, to help recall information, and as a record of the concepts, skills, and strategies we’ve learned. Don’t junk up that notebook! I have another place for daily activities and free-write stuff.

Still have questions? There are dozens more questions and answers online. Please check my online FAQ at http://imlovinlit.blogspot.com/2014/07/interactive-notebooks-faq.html



How-To Videos

The most exciting update included with this notebook is the all-new How-To Videos posted for each 3-D activity!

You can find these videos posted on my YouTube channel here:https://www.youtube.com/channel/UCowDaHsmQB4S9T7-XxfIMCQ

I have created a playlist for all Reading Literature foldables here: https://www.youtube.com/playlist?list=PLxo41mMZYaykFqszkV94wqttxnmOc_Esr

I have included links for each activity’s how-to video on that lesson’s teacher’s instructions page, and I have also listed them in an easy reference chart below.

ACTIVITY HOW-‐‑TO VIDEOLesson 1 https://youtu.be/aX9r8yY49o0Lesson 4 Activity 1 https://youtu.be/nzjnGxbCz5cLesson 4 Activity 2 https://youtu.be/4HLjdU8f6KYLesson 5 Activity 1 https://youtu.be/ClDqbEhHe6ULesson 5 Activity 2 https://youtu.be/I6C0OPuhbR4Lesson 6 https://youtu.be/wEVYARpiiAYLesson 7 https://youtu.be/3FyyBiFKYxkLesson 8 https://youtu.be/8PRfGQjOp_YLesson 9 https://youtu.be/YG_0giO1Y_YLesson 10 https://youtu.be/1I4GIk9w2v8Lesson 11 https://youtu.be/fHPCUE_bWKMLesson 12 https://youtu.be/p5ZMKJhA-‐kYLesson 13 https://youtu.be/m8t828b3hA8Lesson 14 https://youtu.be/fDxf7uLFlak

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Lesson 1: Main Idea & Supporting Details: Understanding the Terms

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Lesson 1: Main Idea & Supporting Details: Understanding the TermsThe following photo shows an example of how you would use this technique to annotate ANY nonfiction paragraph, passage, or article. To use this article with your students, you will need to view and print it here:https://goo.gl/H8hTnF


INTERACTIVE READING INFORMATIONAL TEXT NOTEBOOKSLesson 1: Main Idea & Supporting Details: Understanding the Terms

Purpose: Explain and demonstrate the distinctions between topic, topic sentence,main idea, and supporting details, and identify each in a paragraph.*NOTE* This activity is meant for students in grades 4-8 who are ready to move past “cookie-cutter paragraphs” in which the topic sentence comes first, followed by supporting details in nice, neat succession. This lesson teaches students to look critically at ANY paragraph (whether it contains a topic sentence or not!) and pick out the topic, main idea, and organize the supporting details.

Technology/Resources: Time for Kids article: https://goo.gl/H8hTnF

How-To:Page 1:1. Start by cutting out the templates from pages 5 and 7 along the outer perimeters.

Place dots of glue only on the indicated sections from page 7 and place thetemplate from page 5 directly on top of the template from page 7. Allow the glue todry for at least 2 minutes and you should have what is shown in the first photobelow.

2. Snip the foldable along the center vertical line. Then, snip thehorizontal lines, cutting out the diamond from the middle so that you’ve got whatis shown in the second photo below.

3. Color code the title words on the top layer of the foldable.Topic=blue, Topic Sentence=green, Main Idea=purple, SupportingDetails=red.

4. write the notes for each term inside the flap of the foldable. This is why studentshave not glued this into their notebook yet – it will be much easier to write on theback of the flaps now and glue last. See “Notes for Writing Inside Foldable” on thefollowing page.

5. Read the article with your students, and then begin by determining the topic:YouTube. Once students realize that this is the topic, go through with a bluepencil color and circle all instances of YouTube. There are 3.




6. Next, find the topic sentence in the article. Remember, there isn’t always a topicsentence! Circle (lasso style) the topic sentence in green.

7. Find and underline all details that support your topic sentence inred.

8. Using one of the thought bubble cutouts from page 10, formulate a main ideastatement. Then, glue the main ideastatement along with the entire foldable into a page of your interactive notebook.Have students save the remaining main idea thought bubbles to find future mainideas! I like this visual of a thought bubble to remind students that the main idea is formulated from their thoughts and not always stated outright in a paragraph orpassage.

9. I like to glue “How to Determine the Main Idea” on the left side ofthe page opposite this foldable to help students. I run it off on purple paper since my “code color” for main idea is always purple.**I did not include a title for this YouTube passage because I did not want studentsto try and infer the topic or main idea from the title. Encourage your students tocome up with suitable titles for the passage.**

10. Take this technique a step further. Now, you are ready to usethis style of annotating to figure out ANY nonfiction passage, paragraph, orarticle. A great one to start with is the Time for Kids article which I haveprovided an example for on the next page. You will need to download and printthis article from the Time for Kids website. I omitted the second section in my example. My key for this extra activity is on page 2.

Notes for Writing Inside Foldable:Topic – the general subject that the passage is about, usually one or two wordsTopic Sentence – a sentence in a passage that states the main idea of that passage

*Some passages, paragraphs, or essays may not have a topic sentence.*Main Idea – a statement that tells what a passage is mostly about

*The reader can determine this AFTER reading and comprehending, because itis not always stated outright in the passage.*

Supporting Details – more narrow ideas, evidence, examples, details, and elaboration that support the main idea in a passage




TopicTopic

Sentence

MainIdea

Supporting Details







There was a time not so very long agowhen television media and news companiesdecided what videos people watched – andwhat videos they didn’t. Ten years ago, theonly way to watch television was, well, byturning on the television! When YouTubewas founded in 2005, it quicklyrevolutionized the way we accessentertainment. No longer were peopledependent on television shows like GoodMorning America and Entertainment Tonightto choose and deliver entertainment.Instead, for the first time ever, people wereable to access the news and entertainmentthat they wanted when they wanted it.Instead of discussing the latest box officehits, people may discuss the latest viralvideos and YouTube sensations shared byword of mouth and social media.Furthermore, a growing number ofcelebrities have become popular only aftergaining popularity on YouTube, includingJustin Bieber and Fred.

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There was a time not so very long agowhen television media and news companiesdecided what videos people watched – andwhat videos they didn’t. Ten years ago, theonly way to watch television was, well, byturning on the television! When YouTubewas founded in 2005, it quicklyrevolutionized the way we accessentertainment. No longer were peopledependent on television shows like GoodMorning America and Entertainment Tonightto choose and deliver entertainment.Instead, for the first time ever, people wereable to access the news and entertainmentthat they wanted when they wanted it.Instead of discussing the latest box officehits, people may discuss the latest viralvideos and YouTube sensations shared byword of mouth and social media.Furthermore, a growing number ofcelebrities have become popular only aftergaining popularity on YouTube, includingJustin Bieber and Fred.

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YouTube completely changed the way we access entertainment.




How to Determine

the Main Idea

1. Can you name a person, place, idea, event, or

thing the article focuses on?

2. What words or ideas are really stressed?

3. Overall, what did you learn while reading the

passage?

4. How would you tell a friend about the passage

in one sentence?




How to Determine

the Main Idea




INTERACTIVE READING INFORMATIONAL TEXT NOTEBOOKSLesson 9: Order & Sequence (Non Fiction Text Structure)


Purpose: Review the characteristics (from the chart in Lesson 6) of the Order &Sequence nonfiction text structure. Model extracting text evidence from a nonfictionparagraph to visually represent order and sequence text structure.

Technology/Resources: all included How-To:1 .  Read the paragraph and point out elements that

make it order and sequence text structure. Discuss.2 .  I color-code this one similar to the method for the

description – each sequential event is a different color. Then, outline each box in the color that matches the sentence’s underline.

3 .  Cut out each half of the template. Match andglue the ends together (see first photo at bottom) so thatit looks like the photo to the right.

4 .  After filling in the sentences (if you didn’t do so beforecutting out), fold the graphic organizer accordion (fan) style. The first fold is shown below (middle).

5 .  Glue down the top tab only and tuck the graphicorganizer under itself so that it looks like the photo to the bottom right.

6 .  Use scrap paper and glue the sides down so that itmakes a little pocket to tuck the organizer under asshown.

7 .  More graphic organizers for representing sequence areincluded to use with other order and sequence paragraphs.You can adapt for any number of items – simply add on boxeswith additional copies or trim off extra boxes.

INTERACTIVE READING INFORMATIONAL TEXT NOTEBOOKSLesson 11: Cause & Effect (Non Fiction Text Structure)


Every year in the United States, up to 8 millionunwanted dogs and cats enter animal shelters. Why are there so many unwanted pets? First, many people donot spay or neuter their pets. Also, people still buy their animals from breeders instead of adopting homeless animals. Sadly, some people give up on their pets and decide they are too much trouble to take care of. As a result, shelters are overcrowded, leaving young energetic pets trapped in cages and lonely. Sadly, more unwanted pets are simply abandoned to suffer and die on the streets.

Event or Fact

*Cause & Effect*

INTERACTIVE READING INFORMATIONAL TEXT NOTEBOOKSLesson 11: Cause & Effect (Non Fiction Text Structure)


Event or Fa

ct

INTERACTIVE READING INFORMATIONAL TEXT NOTEBOOKSCOMMON CORE ALIGNMENT


Lesson/Topic Anchor Standard

4th

Grade5th

Grade6th

Grade7th

Grade8th

GradeLesson 1: Main Idea & Supporting Details: Understanding the Terms

CCRA.R.2 RI.4.1 RI.4.2

RI.5.1 RI.5.2

RI.6.1 RI.6.2

RI.7.2 RI.8.2

Lesson 2: Main Idea & Supporting Details: Organizing & Outlining


RI.5.1 RI.5.2

RI.6.1 RI.6.2

RI.7.2 RI.8.2

Lesson 3: Summarizing Informational Text

CCRA.R.1 CCRA.R.2

RI.4.1 RI.4.2

RI.5.1 RI.5.2

RI.6.1 RI.6.2

RI.7.2 RI.8.2

Lesson 4: Author’s Purpose (PIE) CCRA.R.6 RI.4.6 RI.5.6 RI.6.6 RI.7.6 RI.8.6

Lesson 5: Author’s Purpose (PIE’ED)

CCRA.R.6 RI.4.6 RI.5.6 RI.6.6 RI.7.6 RI.8.6

Lesson 6: Nonfiction Text Structure (Overview)

CCRA.R.6 RI.4.6 RI.5.5 RI.6.5 RI.7.5 RI.8.5

Lesson 7: Description CCRA.R.1 CCRA.R.5

RI.4.3 RI.4.5

RI.5.5 RI.6.5 RI.7.5 RI.8.5

Lesson 8: Compare & Contrast CCRA.R.1 CCRA.R.5

RI.4.3 RI.4.5

RI.5.5 RI.6.5 RI.7.5 RI.8.5

Lesson 9: Order & Sequence CCRA.R.1 CCRA.R.5

RI.4.3 RI.4.5

RI.5.5 RI.6.5 RI.7.5 RI.8.5

Lesson 10: Problem & Solution CCRA.R.1 CCRA.R.5

RI.4.3 RI.4.5

RI.5.5 RI.6.5 RI.7.5 RI.8.5

Lesson 11: Cause & Effect CCRA.R.1 CCRA.R.5

RI.4.3 RI.4.5

RI.5.5 RI.6.5 RI.7.5 RI.8.5

Lesson 12: Primary & Secondary Sources


RI.5.6 RI.5.9

RI.6.9 RI.7.9 RI.8.9

Lesson 13: Nonfiction Text Features

CCRA.R.5 CCRA.R.7

RI.4.7 RI.5.7 RI.6.5 RI.7.5 RI.8.5

Lesson 14: Persuasion Techniques CCRA.R.3 CCRA.R.8

RI.4.8 RI.5.8 RI.6.8 RI.7.8 RI.8.8

INTERACTIVE READING INFORMATIONAL TEXT NOTEBOOKSTEKS ALIGNMENT


Lesson/Topic 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade

Lesson 1: Main Idea & Supporting Details:Understanding the Terms

ELAR 4 14 (A, B, C)

ELAR 5 11 (A, B)

ELAR 6 10 (A)

ELAR 7 10 (A)

ELAR 8 10 (A)

Lesson 2: Main Idea & Supporting Details: Organizing & Outlining

ELAR 4 14 (A, B, C)

ELAR 5 11 (A, B)

ELAR 6 10 (A)

ELAR 7 10 (A)

ELAR 8 10 (A)

Lesson 3: Summarizing Informational Text

ELAR 4 14 (A, B, C)

ELAR 5 11 (A, B)

ELAR 6 10 (A)

ELAR 7 10 (A)

ELAR 8 10 (A)

Lesson 4: Author’s Purpose (PIE)

ELAR 4 13 ELAR 5 14 (C)

ELAR 6 11 (A)

ELAR 7 9 ELAR 8 9

Lesson 5: Author’s Purpose (PIE’ED)

ELAR 4 13 ELAR 5 14 (C)

ELAR 6 11 (A)

ELAR 7 9 ELAR 8 9

Lesson 6: Nonfiction Text Structure (Overview)

ELAR 4 14 (C)

ELAR 5 11 (C)

ELAR 6 10 (C)

ELAR 7 10 (C)

ELAR 8 10 (C)

Lesson 7: Description ELAR 4 14 (C)

ELAR 5 11 (C)

ELAR 6 10 (C)

ELAR 7 10 (C)

ELAR 8 10 (C)

Lesson 8: Compare & Contrast

ELAR 4 14 (C)

ELAR 5 11 (C)

ELAR 6 10 (C)

ELAR 7 10 (C)

ELAR 8 10 (C)

Lesson 9: Order & Sequence

ELAR 4 14 (C)

ELAR 5 11 (C)

ELAR 6 10 (C)

ELAR 7 10 (C)

ELAR 8 10 (C)

Lesson 10: Problem & Solution

ELAR 4 14 (C)

ELAR 5 11 (C)

ELAR 6 10 (C)

ELAR 7 10 (C)

ELAR 8 10 (C)

Lesson 11: Cause & Effect

ELAR 4 14 (C)

ELAR 5 11 (C)

ELAR 6 10 (C)

ELAR 7 10 (C)

ELAR 8 10 (C)

Lesson 12: Primary & Secondary Sources

ELAR 5 14 (A)

ELAR 6 10 (D)

ELAR 7 10 (D)

ELAR 8 10 (C)

Lesson 13: NonfictionText Features

ELAR 4 14 (D), 15 (B)

ELAR 5 11 (D),13 (B)

ELAR 6 12 (B)

ELAR 7 12 (B)

ELAR 8 12 (A, B)

Lesson 14: Persuasion Techniques

ELAR 4 16 (A, B)

ELAR 5 ELAR 6 13 (C)

ELAR 7 13 (A)

ELAR 8 13 (C)

Documents

INTERACTIVE READING INFORMATIONAL TEXT NOTEBOOKS · interactive notes are organized in a way that students can study them like flashcards without having to go through the trouble