z “Remember that after you jot a word, you can add a sketch, label, or definition to hold onto what that word means.” z “Try different strategies. You might need to look for a definition or use context clues.” z “Context clues won’t always be in the sentence where the word is used. Check the sentences before and after.” z “You think you know what that word means? Great. Now, reread the sentence, and make sure the definition makes sense.” z “What word parts do you recognize in that word? What do those parts mean?” z “That is the prefix (suffix) _____. It means _____.” z “Let’s look back in your book together. Sometimes the author will repeat words—that’s often a clue those words are import- ant to remember.” Coaching to Support Main Idea and Key Details z “If you can’t find a pop-out main idea, you can ask, ‘What am I mostly learning?’” z “Remember that it can help to look at the heading and to ask, ‘What am I learning about this?’” z “Do you have what you think is a main idea? Test whether the rest of the passage is about that idea.” z “See if you can find some key details that support the main idea. Name them across your fingers and then think, ‘How do these details fit together?’” z “I’ll name a few details. Talk with your partner about how these details fit together.” z “This text is teaching about ____. Be more specific. What, exactly, are you learning about _____ from this text?” z “I’ll name two possible main ideas. Which main idea best fits with the text?” z “I’ll name a detail. Tell me if it fits with the main idea or if it doesn’t fit, and then tell why.” z “That detail is interesting, but it doesn’t fit with the main idea. Let’s look back in the passage and find a detail that fits better.” Coaching to Support Teaching Others z “Wow! You are definitely using an explaining voice. And I heard you tuck in definitions for a few words. Keep it up!” z “Ask yourself, ‘What’s the most important information here for me to teach?’” z “Try teaching again, and this time, act out the important part.” z “Is there a visual you could use to help you teach about that information? Look back through your texts to find one.” z “I’ll teach you what I learned from this part. Pretend like I’m your partner, and give me some feedback on what else I could try as I teach.” Coaching to Support Writing about Reading z “You can’t take notes on everything. It helps to ask, ‘What’s the most important information I just learned about plants?’” z “Does it make sense to do one big sketch with lots of labels or a series of sketches to show what happens in order?” z “Think about what labels you’d add to your sketch(es).” z “Add more to that label. Include more details, so you hold onto the key information you are learning.” z “Jot your main idea in a box, and then add some key details that support the main idea underneath.”
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Bend I • Strengthen Nonfiction Research Skills: Researching Plants
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